Abstract
Aim: This project offers a comprehensive strategy for enhancing educational research practices across faculties (Bishop-Clark et al., 2023) through guided instruction and provision of support. It fosters an environment for academics to identify, explore and document the effectiveness of their teaching strategies, as a means of underpinning and associating practice with theoretical educational foundations (Torralba & Doo, 2020). This approach elevates teaching standards and enriches academic discourse in pedagogy and professional development.
Background/Context: Born of a desire to assist staff lacking resources or confidence to produce the research output expected of them, especially those involved in work-based education and clinical placement settings. Academics from multiple locations, are brought together online to develop their skills. This approach reflects a crucial response to the evolving nature of university teaching.
Description: Participating academics are supported to analyse their teaching, explore their practices, and recognise pedagogical impact. They are guided through the research process to presentation or publication. The project:
● Highlights existing educational work and scholarship
● Enables new research collaborations focused on teaching
● Showcases teaching outputs and expertise
Research question: How can academics be supported to explore teaching as an established, research-informed field, important to their practice?
Method(s): We employ participant observation, recorded meetings and journaling to monitor progress and chronicle impact on participant development. This ensures that the nuances of interactions, collaborations and learning, from multiple perspectives, are identified, analysed and evaluated.
Evidence: This ongoing project supports academic development with findings translated back into practice to further inform, support and disseminate good quality educational research.
Contribution: This project contributes to scholarship by:
• Removing perceived barriers related to undertaking research
• Developing a deeper understanding of pedagogical theories and their relevance to practice
• Increasing research output across the theory-practice gap
• Developing new, productive relationships for future collaborations
References:
Bishop-Clark, C., Nelson, C. E., & Dietz-Uhler, B. (2023). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Routledge.
https://www.taylorfrancis.com/books/mono/10.4324/9781003444497/engaging-scholarship-teaching-learning-beth-dietz-uhler-cathy-bishopclark-craig-nelson
Torralba, K. D., & Doo, L. (2020). Active learning strategies to improve progression from knowledge to action. Rheumatic Disease Clinics, 46(1), 1–19.
Background/Context: Born of a desire to assist staff lacking resources or confidence to produce the research output expected of them, especially those involved in work-based education and clinical placement settings. Academics from multiple locations, are brought together online to develop their skills. This approach reflects a crucial response to the evolving nature of university teaching.
Description: Participating academics are supported to analyse their teaching, explore their practices, and recognise pedagogical impact. They are guided through the research process to presentation or publication. The project:
● Highlights existing educational work and scholarship
● Enables new research collaborations focused on teaching
● Showcases teaching outputs and expertise
Research question: How can academics be supported to explore teaching as an established, research-informed field, important to their practice?
Method(s): We employ participant observation, recorded meetings and journaling to monitor progress and chronicle impact on participant development. This ensures that the nuances of interactions, collaborations and learning, from multiple perspectives, are identified, analysed and evaluated.
Evidence: This ongoing project supports academic development with findings translated back into practice to further inform, support and disseminate good quality educational research.
Contribution: This project contributes to scholarship by:
• Removing perceived barriers related to undertaking research
• Developing a deeper understanding of pedagogical theories and their relevance to practice
• Increasing research output across the theory-practice gap
• Developing new, productive relationships for future collaborations
References:
Bishop-Clark, C., Nelson, C. E., & Dietz-Uhler, B. (2023). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Routledge.
https://www.taylorfrancis.com/books/mono/10.4324/9781003444497/engaging-scholarship-teaching-learning-beth-dietz-uhler-cathy-bishopclark-craig-nelson
Torralba, K. D., & Doo, L. (2020). Active learning strategies to improve progression from knowledge to action. Rheumatic Disease Clinics, 46(1), 1–19.
Original language | English |
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Pages | 44 |
Number of pages | 1 |
Publication status | Published - Jul 2024 |
Event | Higher Education Research and Development Society of Australasia Annual Conference 2024 - Adelaide Convention Centre, Adelaide, Australia Duration: 8 Jul 2024 → 11 Jul 2024 https://conference.herdsa.org.au/2024/ https://conference.herdsa.org.au/2024/wp-content/uploads/2024/07/HERDSA-2024-Poster-abstract-book-v2.pdf |
Conference
Conference | Higher Education Research and Development Society of Australasia Annual Conference 2024 |
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Abbreviated title | HERDSA 2024 |
Country/Territory | Australia |
City | Adelaide |
Period | 8/07/24 → 11/07/24 |
Internet address |