Scholarship and its application in practice: 2 views from higher education

Transcription

1 Scholarship and its application in practice: 2 views from higher education Professor Shirley Deputy Vice-Chancellor (Teaching, Learning & Equity) University of Technology, Sydney Chair Academic Board TAFENSW Higher Education

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4 Higher Education Provider Category The higher education provider offers an Australian higher education award and/or an overseas higher education award 1. The higher education provider meets the Threshold Standards and offers at least one accredited course of study. 2. The higher education provider has a clearly articulated higher education purpose that includes a commitment to and support for free intellectual inquiry in its academic endeavors. 3. The higher education provider delivers teaching and learning that engage with advanced knowledge and inquiry. 4. The higher education provider s academic staff are active in scholarship that informs their teaching, and are active in research when engaged in research student supervision.

5 Section 1 Course design is appropriate and meets the Qualification Standards The content of the course of study is drawn from a substantial, coherent and current body of knowledge and scholarship in one or more academic disciplines and includes the study of relevant theoretical frameworks and research findings.

6 Section 4 Teaching and learning are of high quality The higher education provider ensures that staff who teach students in the course of study: have a sound understanding of current scholarship and/or professional practice in the discipline that they teach;

7 Section 7 Criteria for authorising selfaccrediting authority The higher education provider demonstrates sustained scholarship in respect of the course(s) of study, which informs teaching and learning for the course(s) of study.

8 Scholarship and Research in Learning and Teaching at UTS Scholarly teaching at UTS is based on the idea that university teaching should take into account the interplay between disciplinary research and the research into teaching and learning in higher education. It emphasises that university teaching is a process of critical reflection on practice that needs to be shared and open to collegial scrutiny. UTS values and rewards the development of university teaching and encourages its teaching staff to become more scholarly by grounding their practice in research into teaching and learning. Source:

9 Scholarship of Teaching and Learning Engaging with learning and teaching in a scholarly way may include ongoing reflection on teaching practice to investigate and improve teaching, using an Academic Portfolio to record experiences, achievements and development, evaluating teaching both informally and formally, or engaging in peer review of aspects of teaching with colleagues. Developing a Course Portfolio enables courses to be improved through reflection and a process of iterative changes. Source:

10 Professional development framework

11 Scholarship Professional development framework purpose maintain and enhance professional capability in their core body of knowledge or discipline; develop skills in the art/craft of effective teaching and learning or support role and practice; develop their capabilities as scholars related to the discipline of teaching and learning; enhance their cognitive, personal and interpersonal capabilities and attributes, for example, in strategic and creative thinking, integrity, engagement, reflection, leadership, rigour and excellence.

12 Scholarly activity guidelines Scholarly activity as fundamental to maintaining and developing: the body of professional knowledge and literature; research, intellectual examination and application; professional and effective pedagogical practices, and effective and relevant curriculum.

13 Scholarly activity A normal part of the duties of academic staff of higher education institutions is to undertake scholarly activity which: extends the boundaries of knowledge and understanding in their disciplines through research and investigation; extends the scholarship of teaching: is reflected in continuous improvement of pedagogical and disciplinary practice, and contributes to consistent student achievement of learning outcomes..

14 Scholarly activity Academic staff will use the information and understandings that they achieve through this scholarly activity to: create new and synthesised bodies of knowledge through research and professional practice; continually reflect on current teaching practices and how these contribute to the effective achievement of learning outcomes; use outcomes of scholarly activity improve the currency and relevance of pedagogical and disciplinary practices, and disseminate theoretical and conceptual knowledge to enhance the pedagogical and disciplinary practices of others.

15 What counts as scholarly activity? Attendance at courses, conferences and seminars Publication Professional practice Curriculum development Secondment Conduct of original research Achievement of higher level qualifications

16 Scholarly activity The results of this scholarly activity will be made public, open to critical and peer review. Results will be made available through: publication of papers in peer reviewed journals, delivering presentations, and chairing forums at relevant conferences conduct of professional development workshops to disseminate new practice based and theoretical knowledge to colleagues and others.

17 Scholarly activity process Application process Budget allocation Monitoring

18 Progress to date Workshops Introduction to scholarship Curriculum design in higher education Assessment Developing marking rubrics Constructive alignment Pedagogy learning theories and teaching strategies Higher degrees Learning communities Conferences Guest speakers Plans to enrol in Grad Certs in Higher Ed Membership of Course Advisory Committees Yearly learning plan development and review

19 Australian University Category The higher education provider demonstrates sustained scholarship that informs teaching and learning in all fields in which courses of study are offered.

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21 Scholarship of teaching New academic staff program Graduate Certificate in Higher Education Communities of Practice Peer Review Workshop Annual teaching and learning conference Casual academic conference and workshops Future Teaching and Learning Fellows Listserv, Yammer

22 Scholarship of teaching Course Review Advisory Process Annual Workplans

23 Scholarship Promotion policy Teaching and educational development Research, scholarship, creative work and the advancement of knowledge Engagement and partnership, and academic management Scholarship defined as the organisation and distillation of existing knowledge professional practice does not, of itself, constitute scholarship. Satisfactory contribution refers to the level of scholarship necessary to maintain effectiveness as a teaching academic at the relevant level.