1 International Perspectives on the Scholarship of Teaching and Learning: An Australian Perspective Michael Prosser University of Sydney

2 1.Context of Australian Higher education 2.Previous National Initiatives to pursue the Scholarship of Teaching and Learning 3.Present National Initiatives to Pursue the Scholarship of Teaching and Learning 4.One University’s Response

3 1. Context of Australian Higher education First University established in about 1850 First PhD graduate from an Australian University in 1948 Thirty Seven Universities, ranging in size from about 8,000 to 40,000 students Research intensive Emphasis on industry and technology Establishes in ’60s and ’70s with research emphasis Achieving university status in ’80s and 90’s

4 Previous Federal Government Initiatives to Support Teaching and Learning 1.Committee for the Advancement of University Teaching (CAUT) Committee for University Teaching and Staff Development (CUTSD) Australian University Teaching Committee 2000 – 2004

5 Present Federal Government Initiatives to support Teaching and Learning The Carrick Institute for Learning and Teaching in Higher Education: The Institute will receive A$22 million per year from The Institute’s responsibilities will include: major competitive grants scheme for innovation in learning and teaching; articulating and monitoring academic standards; assessment practices throughout the sector; benchmarking of effective learning and teaching processes at national and international levels; dissemination of good practice in learning and teaching; international experts in learning and teaching to visit Australian higher education providers and the development of reciprocal relationships with international jurisdictions; and Australian Awards for University Teaching

6 Learning and Teaching Performance Fund: Funding of $54.4 million in 2006, $83.3 million in 2007 and $113.3 million in 2008 (about 12% of funding of biggest universities). Reward institutions that best demonstrate excellence in learning and teaching. Allocation of the Fund will be determined in two stages: Stage 1 will determine an institution’s eligibility for funds: current institutional learning and teaching plan or strategy; support for professional development in learning and teaching; probation and promotion practices and policies which include effectiveness as a teacher; and student evaluation of teaching and subjects that inform probation and promotion decisions for academic positions. Stage 2 will assess institutional performance in learning and teaching using a range of quantitative measures such as: student evaluations of teaching progression and retention rates fulltime work, full time study

7 National survey of all graduates of all Australian universities: Course Experience Questionnaire Postgraduate Research Experience Questionnaire The Australian National Research Quantum does not discriminate between pedagogical research in the disciplines and discipline research

8 Higher Education Research and Development Society of Australasia Established: 1972, first national conference 1975 Newsletter: HERDSA: News Journal: Higher Education Research and Development –refereed scholarly journal now published by Taylor and Francis in the UK– established 1981 Conference Publication: Research and Development in Higher Education Annual conference – about 300 attendees: The 2005 HERDSA Conference will be held at The University of Sydney July 2005 Conference theme for Higher Education in a Changing World Information and registration will be available shortly on the conference website

9 One University’s Response: The University of Sydney Australia’s oldest university – established 1850 Large, research intensive university Student enrolment of about 40,000, about 28,000 enrolled in bachelor degree programs, about 10,000 in graduate and postgraduate programs. Total staff of about 5,000, about 2,500 academic staff. For the past four years, Sydney has led the nation in winning competitive funding from the Australian Research Council (ARC).Australian Research Council (ARC)

10 The University appointed its inaugural Pro-Vice-Chancellor (Teaching and Learning) in In cooperation with the Chair of the Academic Board instituted a number of institutional level initiatives: a performance-based funding model for teaching and learning (7% of total allocated to undergraduate teaching - $A7 million)) faculty teaching and learning plans, aligned with University Teaching and Learning Plan a teaching improvement fund to support key aspects of the faculty’s teaching and learning plans ($A1.7 million), a scholarship of teaching index used to identify and reward scholarly activities in teaching and learning in higher education ($A800,000)

11 Scholarship of Teaching Index CriterionPointsEvidence Qualification in university teaching10Copy of: certificate. National or state teaching award10Copy of: award letter. National teaching award (finalist only)5Copy of: letter showing finalist status. University teaching award5Copy of: award letter. Faculty teaching award2Copy of: award letter. Publication on university teaching - book 10Copy of: publication data - refereed chapter2Copy of: Publication data - refereed article2Copy of: Journal publication data - non-refereed chapter, article or published conference paper 1Copy of: Publication data Presented conference paper or poster on university teaching 1Copy of: Conference details;

12 Graduate Program in Higher Education Graduate Certificate in Higher Education: 1 year, part time Certificate – 4 Units of Study (half coursework Masters). First Semester – Scholarly teaching and reflection Second Semester – Scholarship of teaching and reflection Masters Degree in Higher education Further 4 Units of Study – including units on ICT in T&L and postgraduate research supervision PhD in Higher Education Offered by the University's academic development unit in collaboration with its faculty of Education

13 Graduate Certificate in Higher Education Scholarship of Teaching Unit of Study: By the end of this Unit of Study, you will be able to: 1.investigate aspects of teaching and student learning in your own disciplinary context; specifically to: search and locate educational inquiries within the relevant educational research literature; differentiate and explain some methodologies that are used in higher education inquiry; define inquiry questions in education; clearly articulate educational inquiry findings; critically evaluate written and spoken presentations on educational topics; provide feedback on scholarly presentations in teaching and learning in higher education. 2. communicate to academic colleagues the outcomes of your own scholarly work on teaching and student learning. 3. base your curricula, teaching and learning decision-making upon relevant educational research.

14 Vice-Chancellor's Awards for Outstanding Teaching Criteria: 1. Interest and enthusiasm for teaching and promoting student learning. 2. Organise teaching and curriculum materials in a way appropriate to a research-intensive university. 3. Organise course material and to present it cogently and skilfully. 4. Command of the subject matter …links between research and teaching. 5. Innovation in the design and delivery of content and course materials. 6. Effective and sympathetic guidance and advising of students. 7. Provision of appropriate assessment and feedback. 8. Assist students from equity groups to participate and achieve success 9. Professional and systematic approach to teaching development. 10. Participation in professional activities and research related to teaching. 11. Make decisions that affect the learning of students giving due weight to all valid, relevant information; 12. systematic use of research evidence to aid the process of optimum student learning.

15 Vice-Chancellor's Teaching and Learning Showcase of Scholarly Reflection and Inquiry Biannual showcase designed to explore issues associated with the University of Sydney as an international and culturally diverse community of scholars. The emphasis on exploring the evidence-base for, and critically reflecting on, our teaching and our student learning. All papers presented were refereed internally 2 keynote speakers (1 international, 1 local)

16 Publication on Teaching and Learning Synergy is a scholarly forum for the discussion and debate of higher education teaching and learning at the University of Sydney. Synergy particularly welcomes contributions written collaboratively by staff and students that: report on, or are critical reflections of an aspect of your teaching or your students’ learning report on a teaching, learning or curriculum initiative designed to engage students in active learning or inquiry use disciplinary research/concepts to develop ideas about teaching and student learning report on curriculum initiatives designed to bring teaching and research together to improve student learning From 2004, scholarly and research-based contributions to Synergy will be counted under Criterion I of the University’s Scholarship of Teaching Index.

17 Key dimensions of Teaching for Promotion Performance Research-led teaching Student-focused teaching Scholarship in teaching Leadership in teaching

18 Key dimensions of Teaching for Promotion Performance - appropriate planning and design, clear goals, effective presentation, instructional technique and online learning, appropriate assessment and feedback and evidence of the appropriate use of student evaluations. Research-led teaching - encouraging imaginative student inquiry, sharing insights from research and scholarship with students and the use of primary sources and recent discoveries as part of teaching. Student-focused teaching - teaching that places emphasis on students' perceptions and experiences and on the relation between students and subject matter as well as the teacher's performance. Scholarship in teaching - systematic use of the best available evidence, including research evidence, to select and use teaching and assessment strategies. In some cases it may extend to original research in teaching methods, etc, in the field of study. Leadership in teaching - the coordination and management of teaching teams and courses, curriculum and policy development and oversight, mentoring of junior staff, external recognition of teaching expertise and benchmarking of teaching quality with other universities and agencies.

19 Conclusions Has been, and growing systematic support for scholarly activities for the improvement of teaching and learning in higher education nationally Individual universities have systems and structures aimed at supporting scholarly activities in the improvement of teaching and learning Academic staff increasingly expected to have a qualification in teaching and learning in higher education Research led teaching and scholarship of teaching becoming more prominent in national and institutional debate and discussions Academic development units increasingly expected to support the scholarship of teaching and learning through graduate programs and project support For the Scholarship of teaching and learning to develop need a clear institutional mission and strategic initiatives to encourage it