LEEDS BECKETT UNIVERSITY Approaches to support the scholarship of teaching and scholarly teaching practice at Leeds Beckett University Beckett University (LBU) Dr Susan Smith University of Stirling Learning & Teaching Dr Susan Smith University of Stirling 19.4.17

Definitions The purpose of scholarly teaching is to affect the activity of teaching and the resulting learning The scholarship of teaching results in a formal, peer-reviewed communication in appropriate media, which then becomes part of the body of knowledge of teaching and learning in higher education

Why is any of this important…? The students’ experience Staff satisfaction The TEF and the REF NSS Evidence based practice Modelling critical thinking- the essence of the degree Academic promotion routes

Boyer’s model Type of Scholarship Purpose Discovery Build new knowledge through traditional research. Integration Interpret the use of knowledge across disciplines. Application Aid society and professions in addressing problems. Teaching Study teaching models and practices to achieve optimal learning.

First… It is really important to develop an active commitment to being a scholarly teacher By doing some of these things at institutional level…..

Building a scholarly teacher An infrastructure which supports developing critically reflective scholarly teachers from an early stage, such as: i) our thriving HEA Fellowships scheme which requires staff to reflect on their teaching portfolio ii) a “grow your own" National Teaching Fellow scheme iii) Curriculum and Digital Innovation project funding iv) peer observation of teaching v) staff development workshops, L&T Fora and an annual conference.

Approaches to develop the scholarship of teaching @ LBU An infrastructure which supports: An annual staff writing retreat A module for new academic staff focused on research into pedagogy Mentoring colleagues via a new Research Centre Special edition journals for new writers v) Institutional memberships vi) Encouraging PhD by Published Work vii) CLT funding for conferences .

References   Boyer,E.(1999) Scholarship reconsidered: the priorities of the Professoriate. Carnegie Foundation for the Advancement of Teaching. Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. New Directions for Teaching and Learning, 86, 57-67. Richlin, L., & Cox., M. (2004). Developing scholarly teaching and the scholarship of teaching through faculty learning communities. New Directions for Teaching and Learning, 97, 127,135. Smith, R. (2001). Expertise and the scholarship of teaching. New Directions for Teaching and Learning, 86, 59-77.