Collaborative scholarship as a means of improving both university teaching practice and research capability

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Dono: Rafael Bermudi

Versão: 1.0

Última Atualiz.: 12-11-2018 15:55

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The general consensus in the literature is that generic professional development workshops in the Scholarship of Teaching & Learning rarely have a lasting impact on changing teaching practice. In an attempt to develop an alternative model, a four-stage Collaborative Scholarship Model was designed by academic development practitioners. This model used small individually-supported projects to mentor individual academic staff into the scholarship of teaching while implementing an innovation into their own teaching. Individual project outcomes included sustained change to teaching practice, demonstrated openness to new ideas, and contribution to the scholarship in the field. Success was measured by tangible outcomes – such as sustained improvement for students, successful implementation of innovative approaches, and peer-recognition (in the form of awards, publications or invited presentations). These project outcomes were used as measures of the effectiveness of the model itself. The Collaborative Scholarship Model appears to have a greater and more sustained impact on the teaching practice of individuals involved, leading to increased research outputs by the participants; however, the labourintensive nature of the model means that only few faculty members can be mentored at any one time by a single academic developer. There are significant benefits to this individualised approach, and the longterm benefits for Faculties and their students may outweigh the limitations in scalability

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