the dynamic and changing relationship of research to teaching, learning and scholarship
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The dynamic and changing relationship of research to teaching, learning and scholarship. Associate Professor Angela Brew The University of Sydney Australia. Overview. Why is research-informed teaching and learning important? A vision for higher education - PowerPoint PPT PresentationTRANSCRIPT
The dynamic and changing relationship of research to
teaching, learning and scholarship
Associate Professor Angela Brew
The University of Sydney
Australia
Overview
Why is research-informed teaching and
learning important?
A vision for higher education
Developing teaching, research, learning
and scholarship to meet the needs of
twenty-first century students
What is higher education doing to prepare students for the complex
and challenging decisions that they are likely to encounter
throughout their lives?
“What is required is not that students become masters of
bodies of thought, but that they are enabled to begin to
experience the space and challenge of open, critical
inquiry (in all its personal and interpersonal aspects)”
(Barnett 1997: 110)
Overview
Why is research-informed teaching and
learning important?
A vision for higher education
Developing teaching, research, learning
and scholarship to meet the needs of
twenty-first century students
Knowledge- Building
What kind of knowledge? Who builds it and how?
Scholarship
What is scholarship? Who are the scholars?
Research
What is research?Who does it?
Teaching and Learning
What kind of teaching? What kind of learning?
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London
PalgraveMacmillan.
Inclusive scholarly
knowledge-building
communities? Community
What kind of community is a university?
Relationships
How do people relate to each other?
Approaches to Teaching
Teacher focused Information Transmission
Student focused Conceptual Change
(Prosser & Trigwell 1999)
In teacher-focused research-based learning students learn:
through the currency of material
through direct contact with active researchers
by taking electives/projects closely aligned with research interests of staff
Are students:
An audience for research?
Engaged in research activity?
In student-focused research-based learning, students learn:
through experiencing and conducting research
by developing the skills to do research and inquiry
by contributing to the University’s research effort
WHAT?
HOW?
Disciplinary content
Research processes
Disciplinary content & research processes
Teacher-focused
Student -focused
Students do research for assignments, tutorials and workshops
Interdisciplinary teamwork focused on inquiry
Research days for undergraduates and postgraduates to present their work
Journals/publications for students’ work
Problem-based learning/case-based learning etc.
Learning disciplinary content and research processes
external products
aim = produce an outcome
internal processes
aim = understanding
researcher absent
researcher present
Views of research
Trading
Layer Journey
Domino
Conceptions of knowledge(following Gibbons et al 1994)
Mode 1 KnowledgeObjective & separate from knowersDescribes a pre-existent reality (Mourad 1997)
Mode 2 knowledgeConstructed through communication and
negotiation
Created as much outside universities as within
Integrating & disseminating
Preparation
Scholarship as a quality
Creating new knowledge
Views of Scholarship
Scholarship as an activity
“The word “scholarship” for me means being precise, being absolutely clear of what you are doing, what categories you are working
in. Making sure that you’re consistent”
“When you say scholarship, in my mind, that puts it on a bit of a higher plane and ...
makes it sound as though we are ... really trying to be very thorough & very careful”
“for me the term “scholarship” implies one’s active knowledge of relevant information,
techniques and methods of working, without which, one cannot conduct research … If I just put you down in front of the microfilm
we’ve been working on I suspect you wouldn’t be able to make very much of it, so that one needs an awful lot of information to
come at this kind of work.”
“It’s really the difference between amateurism and professionalism. That’s the only way I can describe it. Being scholarly is
being professional. It’s treating your work professionally. Thinking about it as
something that needs to be done well, that needs to stand up to the scrutiny of other
scholars.”
Total counts – raw data
The Sydney Basin Aerobiology Survey:Involving students in a current research program, as part of the first year Biology curriculum
Charlotte Taylor (School of Biological Sciences, The University of Sydney ) and Brett Green (National Institute for Occupational Safety and Health,Centers for Disease Control and Prevention, USA)
Research
Teaching
Overview
Why is research-informed teaching and
learning important?
A vision for higher education
Developing teaching, research, learning
and scholarship to meet the needs of
twenty-first century students
What must we do?
We need expanded ideas about who is capable of doing research.
We need expanded ideas of the nature of research
Change the discourse of higher education
View teaching as a form of research
Reflexivity brought about by engaging in the scholarship of academic practice
Brew, A. (2006). Research and Teaching: Beyond the Divide. London: Palgrave Macmillan.
Jenkins, A, Breen, R., & Lindsay, R. & Brew, A. (2003). Reshaping Teaching in Higher Education : Linking Teaching and Research. London: Kogan Page.
Brew, A. (2001). The nature of research: inquiry
in academic contexts. London, RoutledgeFalmer.
Brew, A., & Sachs, J. (Eds.). (2007). Transforming a University: The scholarship of teaching and learning in practice. Sydney: Sydney University Press.