The dynamic and changing relationship of research to teaching, learning and scholarship

1. The dynamic and changing relationship of research to teaching, learning and scholarship Associate Professor Angela Brew The University of Sydney Australia

2. 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

3. What is higher education doing to prepare students for the complex and challenging decisions that they are likely to encounter throughout their lives?

4. “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)

5. 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

6. Teaching and Learning What kind of teaching? What kind of learning? • Relationships • How do people relate • to each other? Research What is research? Who does it? Inclusive scholarly knowledge-building communities? • Community • What kind of community is a university? Knowledge- Building What kind of knowledge? Who builds it and how? Scholarship What is scholarship? Who are the scholars? From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London PalgraveMacmillan.

7. Approaches to Teaching • Teacher focused Information Transmission • Student focused Conceptual Change (Prosser & Trigwell 1999)

8. 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

9. Are students: • An audience for research? • Engaged in research activity?

10. 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

12. Learning disciplinary content and research processes • 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.

13. external products aim = produce an outcome Trading Domino researcher absent researcher present Views of research Layer Journey internal processes aim = understanding

14. Conceptions of knowledge(following Gibbons et al 1994) • Mode 1 Knowledge Objective & separate from knowers Describes a pre-existent reality (Mourad 1997) • Mode 2 knowledge Constructed through communication and negotiation Created as much outside universities as within

15. Views of Scholarship Scholarship as a quality Scholarship as an activity Preparation Creating new knowledge Integrating & disseminating

16. “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”

17. “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.”

18. “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.”

20. 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)

21. Teaching Research

22. 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

23. 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

24. Brew, A., & Sachs, J. (Eds.). (2007). Transforming a University: The scholarship of teaching and learning in practice. Sydney: Sydney University Press. 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.