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Pedagogia: The evidence base for research-led teaching and learning Teaching and Quality Enhancement Fund Project in ESS

Pedagogia: The evidence base for research-led teaching and learning Teaching and Quality Enhancement Fund Project in ESSL Paul Armstrong and Helen Bradbury School of Education. The survey and the background to Pedagogia

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Pedagogia: The evidence base for research-led teaching and learning Teaching and Quality Enhancement Fund Project in ESS

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  1. Pedagogia: The evidence base for research-led teaching and learning Teaching and Quality Enhancement Fund Project in ESSL Paul Armstrong and Helen Bradbury School of Education

  2. The survey and the background to Pedagogia • Interpreting the strategic priority: what do we understand by research-led? • How do we do it? • The findings of the TQEF project • Identifying sources of support – inside and outside the University • Teacher or researcher? Identity issues

  3. Please complete the (green) Evidence-based Pedagogy survey form When finished, ask your neighbours if there was anything that surprised them about the survey?

  4. The survey and the background to Pedagogia Miriam Zukas, ‘Lost in translation? Knowledge production and discipline in learning and teaching’ Fifth Annual University of Leeds Learning and Teaching Conference, 11 January 2008 T6- Translate Excellence in research and scholarship into learning opportunities for students

  5. 2. Interpreting the strategic priority: what do we understand by research-led? Small Group discussions:

  6. 3. How do we do research-led teaching and learning? Small Group discussions:

  7. The findings of the TQEF Project Survey n=38 • Subject-based research and conferences • Seven (20%) respondents are University Teaching Fellows • Eight (23%) respondents are members of the Higher Education Academy (but five reported never having heard of it) • Limited engagement with CETLs

  8. Identifying sources of support – inside and outside the University Inside: SDDU (including University Teaching Fellowships) Learning and Teaching Conferences Centres for Excellence in Teaching and Learning (CETLs): ALPS; Inter-Disciplinary Ethics Applied (IDEA); Active Learning in Computing (ALiC); LearnHigher; White Rose University Consortium (WRCETL) Outside: Higher Education Academy; Subject Specialism Centres such as ESCALATE

  9. The Dialogue: 23 September 2008 • Research-led is not the same as evidence-based • Teaching and research are not two distinct activities, yet in many ways have strong demarcation in the Faculty • Impact of demarcation on academic identities: subject specialism versus teaching professional

  10. Final whole group discussion: Does strong demarcation between teaching and research create identity issues for academics? Would the recognition of teaching and research as the embodiment of academic identity improve pedagogical practice?

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