Now, who should I be: an excellent teacher, a scholarly teacher,

a scholar of learning and teaching?

C. N Haigh, 2015

Territory

• Our questions about learning and teaching

• Some frameworks for thinking about our development – as teachers

– Possible goals– Ways of achieving those goals: The three ‘R’s

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Territory ctd.

• The story of my colleague - John Scott

• And John’s colleagues

• Some issues– Research/scholarship capabilities– Discipline differences– Ethics Matters– Resources: Sources and tools

• Our questions - revisited

Questions

A question about your students’ learning and your teaching is

……………………………………………?

If I knew the answer to this question, my students’ learning would probably improve.

Excellent Teachers

Engage in practices that are known to make ‘the odds’ high for effective and successful student learning and have sound knowledge of their discipline, subject, profession.

Practices known by experienced, thoughtful teachers and scholars of learning and teaching.

May or may not go beyond knowledge that they have acquired by reflecting on their own experiences and by using similar knowledge developed by colleagues ie draw on scholarship/research -based knowledge.

Scholarly Teachers

Apply thought processes and values associated with scholarship when engaged in teaching (e.g. reflection, evidence-gathering, critique, evaluation, rigour, open-mindedness, intellectual curiosity, scepticism)

and

do read and draw on literature on learning and teaching.

e.g. HERDSA 2005 Conference papers

Scholars of teaching and learning

Teachers who are more likely to be engaging in scholarship

of teaching …. seek to understand teaching by consulting

and using the literature on teaching and learning, by

investigating their own teaching, by reflecting on their

teaching from the perspective of their intention in teaching

while seeing it from the students’ position, and by formally

communicating their ideas and practice to their peers. (p164)

Trigwell, K., Martin, E., Benjamin, J., and Prosser, M (1999)

The Scholarship of Teaching and Learning (SOTL)

The scholarship of teaching is problem posing about an

issue of teaching or learning, study of the problem

through methods appropriate to disciplinary

epistemologies, application of results to practice,

communication of results, self-reflection and peer review

Carnegie Foundation: Carnegie Teaching Academy

Scholarship

For an activity to be designated as scholarship, it should

manifest at least three key characteristics: it should be

public,

susceptible to critical review and evaluation,

and

accessible for exchange and use by other member’s of one’s scholarly community

Shulman, 1998

Ernest Boyer

Ernest Boyer (1990) Scholarship Reconsidered: Priorities of the Professoriate

“The time has come to move beyond the tired old teaching versus research debate and give the familiar and honorable term scholarship a broader and more capacious meaning, one that brings legitimacy to the full scope of academic work”

Boyer’s 4 Scholarships

Discovery Integration

Scholarships

Application Teaching

Scholarship of Discovery

Involves “commitment to to knowledge for its own sake, to freedom of inquiry and to following, in a disciplined fashion, an investigation wherever it may lead”

“Contributes not only to the stock of human knowledge but also to the intellectual climate of a college or university. Not just the outcomes, but the process, and especially the passion, give meaning to the effort”

Closest to what is meant by ‘basic research’.

Scholarship of Integration

“serious disciplined work that seeks to interpret, draw together, and to bring new insight to bear on original work”

“It is through connectedness that research is ultimately made authentic”

Involves - giving meaning to isolated facts, putting such facts into perspective, fitting research into larger intellectual patterns, making connections across the disciplines, placing the specialities in larger contexts.

Scholarship of Application

Constitutes service to others which calls for the application of special fields of knowledge and associated professional skills. In the course of this service, new understandings may arise as

“theory and practice vitally interact and one renews the other”

“such a view of scholarly service …. is particularly needed in a world in which huge, almost intractable problems call for the skills and insights that only the academy can provide”

Scholarship of Teaching

is a scholarly enterprise because the “work of the professor becomes consequential only as it is understood by others” and teaching serves to both educate and entice future scholars.

“It is inspired teaching that keeps the flame of scholarship alive”

“pedagogical procedures must be carefully planned, continuously examined, and relate directly to the subject taught”

“good teaching means that faculty, as scholars, are also learning “ (about teaching and learning)

IMPACT OF BOYER’S VIEWS

Statements re Teaching - Research

Institution Nexus Debate

Purposes

Academic Staff Development Agenda

Ways of developing: 3 R’S Acquiring and

trying out RULES

Constructing new rules through

REFLECTION

Discovering rules through RESEARCH

Scholarship of Discovery

Acquiring Rules

• Possible Sources – colleagues, workshops, literature, etc.

• BUT keep in mind the realities of teaching. Because the factors/conditions that help – hinder learning are numerous, often unpredictable, interact in complex ways, often uncontrollable

NO FOOL-PROOF RECIPES/RULES FOR EFFECTIVE TEACHING. CANNOT CAUSE LEARNING!

Effective teaching is teaching that ‘fits’ the desired learning outcomes (alignment) provides the highest odds for students’ learning

Constructing Rules through Reflection/Being Thoughtful

• The importance of Personal Practical Knowledge (PPK) vs Public General Knowledge (PGK)

• Learning what to reflect on and how to reflect productively and powerfully

• Colleague-assisted reflection

Constructing Rules through Research/Scholarship

• Use and develop research/scholarship capabilities to answer our questions about learning and teaching.

• Discipline/Subject Differences

Introducing John Scott

• 1988 – 2005 - …….• workshops – including student-centred learning,

self-directed student learning, experential learning• observation and assisted reflection • visits, reading, conversations – including about intellectual

independence• two initiatives that involved engaging in scholarship• continuing explorations, investigations, sharing,

publications

EDUCATION AMENDMENT ACT

EDUCATION AMENDMENT ACT

University Education

“concerned with more advanced learning, the principle aim being to develop

intellectual independence”

Intellectual Independence

Can stand on own feet when engaged in intellectual tasks:

• questioning attitude• construct worthwhile, clear questions• use rich repertoire of questioning answering skills and tools• judge quality of own answers• manage own intellectual life effectively

intellectual weaning process

First Attempts at SCL

• 1990• Small fourth year class• Used learning contracts: Learning Contract Form (see sample)

– What are you going to learn? Objectives– How are you going to learn? Resources and Strategies– What will you produce? Assessable Product– How and by whom will you be assessed? Criteria

• Publication – (1992) Teaching Management Science – Hold the lectures

First Year Course: Information an Management Decision Making

• Core (compulsory) class• 250 students per semester• 80% of students straight from school• Two one hour sessions and one two hour session per

week• Main features of the course• A typical session

First Year Course: Information an Management Decision Making

Research• 1992-1996

– Quantitative and qualitative data– Feedback a year later

• 1997– Learning – Teaching styles

Scott, J., Buchanan, J. and Haigh, N. (1997). Reflections on student centred learning in a large class setting. British Journal of Educational Technology, 28(1), 19-30.

John’s Continuing Innovation, investigation and (Published) Scholarship

1997 - Teaching Management Science 1997 - How do our students learn?1997 - Reflections on student-centered learning in a large class setting1998 - Independent Learning and Operational Research in the

Classroom1998 - Independent learning and operational research in the classroom1999 - Through the education looking glass – a future for OR1999 - Towards understanding student learning in a ‘Management

Systems’ environment2000 - Education and a future for OR2000 - How do our students actually learn – how can we find out more

John’s Continuing Innovation, investigation and (Published) Scholarship

2002 - The use of focus groups in a first year course at the Waikato Management School

2002 - Stimulating awareness of actual learning processes

2003 - The use of a special tutorial group to help with course direction

2004 - A spreadsheet based simulator for experential learning in production management

2004 - Is there a diagram for every problem solving purpose

2005 - Reflection as a process: its place and potential in OR/MS education

2006 – Developing the reflective practitioner – Designing an undergraduate class

John’s Continuing Innovation, investigation and (Published) Scholarship

And, alongside

2005 – Sustaining second-order change initiation: Structured complexity and interface management

2006 – Determinants of successful vendor managed inventory relationships in oligopoly industries

2007 – Qualitative system dynamics – where have we been; where might we go?

Innovation, investigation and (Published) Scholarship in John’s Department

2000 – 2005 ‘Research Record’

Number of publications = 213

Number of teaching staff = 14

Number engaged in SOTL = 6

Number of SOTL publications = 24

N.B. Other ways of sharing and disseminating SOTL outcomes

Issues: Scholarship Capabilities

• Current – re-deployed for SOTL• Develop new capabilities – workshops, individual/group

support• Encourage/support collaborative SOTL projects• An AUT SOTL project

– ‘stock-taking’ SOTL @ AUT– New initiatives to encourage and support SOTL at

institutional, faculty and individual levels– Monitor and evaluate impact on teaching and student

learning• Discipline matters

Issues: Discipline Matters

• Discipline background shapes views re– questions to ask– evidence to be gathered to support views– how arguments developed and presented – way ideas and information are communicated

• May influence initial impressions/evaluations of

scholarship derived from other disciplines

• Different disciplines can provide contrastive and equally

valid and valuable perspectives

Inter-Discipline Encounters

“growth in knowledge also comes at the borders of disciplinary imagination, and the scholarship of teaching and learning is no exception….. It is in this borderland that scholars from different disciplinary cultures come to trade their wares – insights, idea and findings – even though the meanings and methods behind them may vary considerably

among producer groups.” (Huber and Morreale, 2002, p1).

Issues: Ethics

Some issues distinctive to SOTL

• the use of records of learning and teaching activities• the use of samples of students’ learning products• the use of students’ learning time for research purposes• the use of assessment results (grades and feedback), including historical• the use of teachers’ course documents (design-planning notes, outlines, student resources) • maintaining anonymity (if desirable or requested) of institutions, particular courses, teachers and students• potential conflicts between teacher and researcher roles (from teacher and student perspectives)• teacher – student power relationships• possible role of students as co-researchers

See Hutchings (2002), Burman and Kleinsasser (2004)

SOTL Sources and Tools

• Journals– General– Higher Education - General– Higher Education – Subject/Discipline Specific

• Conference Proceedings• AUT publications • Texts

See Resource

Your question – What next?