Leading institutional change through learning and teaching communities
Paper
Paper/Presentation Title | Leading institutional change through learning and teaching communities |
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Presentation Type | Paper |
Authors | Newman, Tara (Author), McDonald, Jacquelin (Author), Partridge, Helen (Author), Jolly, Lesley (Author) and Sheppard, Karen (Author) |
Journal or Proceedings Title | Proceedings of the 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL2015) |
Number of Pages | 1 |
Year | 2015 |
Conference/Event | 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL2015) |
Event Details | 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL2015) Parent International Society for the Scholarship of Teaching and Learning Annual Conference Event Date 27 to end of 30 Oct 2015 Event Location Melbourne, Australia |
Abstract | The potential for Scholarship of Teaching and Learning (SoTL) initiatives to influence practice has been an important issue explored throughout the literature since Boyer’s early discussions on scholarship. While it is now generally accepted that individual inquiry and reflection into teaching and learning issues can positively impact one’s practice, the interest in SoTL has shifted from individual scholarship to wider contexts. In recent years, academic developers and leaders have expressed a desire to better understand how SoTL initiatives can be successfully implemented and embedded at the institutional level as a strategy to not only influence individuals’ practice, but contribute to a broader shift in cultural perspectives on teaching and learning. This paper will discuss recent research on an institutional initiative utilising SoTL as a strategy to simultaneously address staff professional development needs and quality enhancement of learning and teaching. The Learning and Teaching Community Grant Initiative was developed to promote/support learning and teaching initiatives, while investigating and resolving specific educational issues of particular importance to the institution. Key aims of the initiative include: In early 2015, three Learning and Teaching Communities were established to enable the University’s academic and professional staff to collaborate on learning and teaching issues. The research focus is on the ‘lived experience’ (VanManen,1990) of participants, using observation, interviews and focus group methodology. The project will conclude with a Most Significant Change (MSC) analysis in which participants will be asked to identify significant change the project made in their lives. They will then share those reflections, and decide as a group on what they count as most significant (Davies & Dart, 2005). This articulation of the process and outcomes to participants provides feedback and builds transformative knowledge, in line with the philosophy of Learning Communities that underpins the initiative (Cox, 2004; Wenger 2014). Data collected is being analysed to provide formative and summative evaluation of the project to determine the implications for future Learning and Teaching Communities as institutional SoTL initiatives. Preliminary findings of the investigation into the impact of this initiative will be shared. Evidence will be reported regarding: These findings will build upon previous work about the potential for learning communities. It is expected that the findings will have practical significance for those striving to enhance practice and promote an institutional culture that recognizes and values SoTL (Furco & Moely, 2012; Schwartz & Haynie, 2013). To promote audience engagement, participants will have time to: |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
390303. Higher education | |
390403. Educational administration, management and leadership | |
Public Notes | Abstract only published in Proceedings. |
Byline Affiliations | Learning and Teaching Support Unit |
University of Southern Queensland | |
Strategic Partnerships, Australia | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q3590/leading-institutional-change-through-learning-and-teaching-communities
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