Scholarly Teaching and the Scholarship of Teaching

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Scholarly Teaching and the Scholarship of Teaching

• Promotion Information Session

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A spot of history

• Research versus teaching?
• Usually one means by higher institutions of
  learning the universities and the academies of
  the sciences and arts the trouble is whether it
  is today still worth the trouble to found or
  maintain an academy side by side with a
  universityIf one limits the university to
  instruction in and communication of learning, and
  the academy to research, one obviously does the
  university and injustice
• Wilhelm von Humboldt, The Relative Merits of
  Higher Institutions of Learning, 1809. Accessible
  online at www.publicuni.org/?dochumboldt

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Scholarship of teaching

• Boyer (1990) in Scholarship Reconsidered
  Priorities of the Professoriate attempts to
  move beyond tired old teaching vs research
  debate to give the term scholarship a broader
  meaning in order to bring legitimacy to the full
  scope of academic work
• Boyer posed scholarship as a four dimensional
  model
• Discovery doing research
• Integration making connections across
  disciplines
• Application using the research to inform the
  wider context
• Teaching educating and enticing future scholars
  into the field

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Scholarship of teaching (cont.)

• Hutchings and Shulman (1999) attempted to draw a
  sharper line between excellent teaching and the
  scholarship of teaching arguing that, in
  addition to being scholarly it had to be
• Public
• Open to critique and evaluation
• In a form that others can build on

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Scholarship of teaching (cont)
Trigwell (2000) a member of the Australian
Scholarship in Teaching Project (1998) presents
four different dimensions of the scholarship of
teaching

• Knowledge of the literature on teaching and
  learning
• Reflection on practice, context, and conception
  of teaching
• Communication the ideas and activities of
  teaching
• Conception of teaching (and learning)

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In Summary Scholarly teaching and scholarship of
teaching

• Scholarly teaching (embedded in the practice of
  teaching ) is characterised by
• effective teaching student engagement
• fostering student learning
• informed teaching evidence from student
  learning, students, self, peers
• peer collaboration and review
• Scholarship of teaching (embedded in research) -
  teaching is
• public (community property)
• open to critique and evaluation
• in a form that others can build on
• involves inquiry and investigation, particularly
  concerning student learning

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Scholarly teaching some examples of evidence

• Command of the subject matter
• Curriculum developments and processes
• Classroom materials, development of resources
• Mechanisms used to monitor record and reflect on
  student learning
• The range of assessment methods used to assess
  student learning and record achievement
• Strategies used to evaluate own work using self,
  peer and student monitoring and evaluation
  techniques

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Scholarship of teaching some examples of
evidence

• Within the context of teaching and learning
• Publications (books, chapters in books, journal
  articles, conference papers, reports, reviews)
• Grants, leadership of TL research teams
• Editorial work for journals
• Visiting fellowships and professorships
• Acting as a referee for journals
• Awards
• Involvement in joint research projects with other
  institutions
• Fellowships, scholarships or prizes awarded,
  citations in the media

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A final quote

• we would propose that all faculty academics
  have an obligation to teach well, to engage
  students, and to foster important forms of
  student learning When it entails as well,
  certain practices of classroom assessment and
  evidence gathering, when it is informed not only
  by the latest ideas in the field, but also by
  current ideas about teaching the field, when it
  invites peer collaboration and review, then that
  teaching might rightly be called scholarly, or
  reflective or informed. Yet in addition to all of
  this yet another good is needed, one called a
  scholarship of teaching, which in another essay
  we have described as having three additional
  central features of being public (community
  property), open to critique and evaluation and
  in a form that others can build on Hutchings
  and Schulman (1999)

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Useful resources

• Evaluation services QUT http//www.talss.qut.edu.
  au/staff/evaluations/
• The Australian Scholarship in Teaching Project
  http//www.clt.uts.edu.au/Scholarship/Home_Page.ht
  ml
• Trigwell, K. (2000). Scholarship of teaching An
  Australian perspective, viewed 5 March 2007, URL
  http//www.heacademy.ac.uk/resources.asp?processf
  ull_recordsectiongenericid500
• Professional development for Academics involved
  in teaching (ProDAIT) http//www.prodait.org/rese
  arch/pedagogic/index.phpHigher
• Education Academy, UK http//www.heacademy.ac.uk/
  resources.asp?processfilter_fieldssectiongeneri
  ctypesomeid29
• Higher Education Research Development Society of
  Australasia (HERDSA) http//www.herdsa.org.au/tea
  ching.php

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Contact

• Greg Winslett
• Learning and Teaching Consultant, TALSS
• Email g.winslett_at_qut.edu.au
• Extension 88614
• Location KG, F706