Issues for staff and students in mainstreaming inquiry based learning
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Issues for staff and students in mainstreaming inquiry based
learning
Associate Professor Angela Brew
The University of Sydney
Australia
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Overview
Why is it important to integrate research and
teaching?
What does inquiry-based education look like
in practice?
What gets in the way?
Higher education in the future
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What is higher education doing to prepare students for the complex
and challenging decisions that they are likely to encounter
throughout their lives?
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“What is required is not that students become masters of
bodies of thought, but that they are enabled to begin to
experience the space and challenge of open, critical
inquiry (in all its personal and interpersonal aspects)”
(Barnett 1997: 110)
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Research-based learning: students
Opportunities are provided for students at all levels to:
a) experience and conduct research
b) learn about research throughout their courses
c) develop the skills of research and inquiry
d) contribute to the University’s research effort.
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At arm’s length
What is knowledge and how is it generated?
Generic Graduate Attributes Learning disciplinary knowledge Doing research to learn about research
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A community of scholars?
Collaboration in inquiry Problem based learning Interdisciplinary inquiry Understanding how disciplinary
knowledge is defined Research as social practice Involving students in the community of
researchers
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Research-based learning: staff
Staff and students engage in scholarship and/or research in relation to understanding learning and teaching. Evidence-based approaches are used to establish the effects and effectiveness of student learning, teaching effectiveness and academic practice.
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Brew, A., & Sachs, J. (Eds.). (2007). Transforming a University: The
scholarship of teaching and learning in
practice. Sydney: Sydney University
Press.
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Why confine critically
reflexive inquiries to the teaching and learning
domain?
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What gets in the way?
Tendency to redefine existing practice
Ethics in teaching
Campus planning
Involving the research community
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What gets in the way?
Economies of funding regimes Separate evaluation of teaching and research Hierarchical levels Academic mindsets Student mindsets Modular course structures Clearly prescribed course outcomes
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Scholarship
What is scholarship? Who are the scholars?
Research
What is research?Who does it?
Teaching and Learning
What kind of teaching? What kind of learning?
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London
PalgraveMacmillan.
Inclusive scholarly
knowledge-building
communities? Knowledge- Building
What kind of knowledge? Who builds it and how?
Community
What kind of community is a university?
Relationships
How do people relate to each other?
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What must we do?
Reflexivity brought about by engaging in the scholarship of academic practice
View teaching as a form of research
Expanded ideas about who is capable of doing research.
Expanded ideas of the nature of research
Change the discourse of higher education
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What strategies are you employing to develop and enhance research-based
learning and teaching in your department?
Are you working in partnership with students to inquire into the best ways to do this?
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Brew, A. (2006). Research and Teaching: Beyond the Divide. London: Palgrave Macmillan.
Jenkins, A, Breen, R., & Lindsay, R. & Brew, A. (2003). Reshaping Teaching in Higher Education : Linking Teaching and Research. London: Kogan Page.
Brew, A. (2001). The nature of research: inquiry
in academic contexts. London, RoutledgeFalmer.
Brew, A., & Sachs, J. (Eds.). (2007). Transforming a University: The scholarship of teaching and learning in practice. Sydney: Sydney University Press.