Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.

1. ‘ The improvement of learning and teaching is dependent upon the development of scholarship and research in teaching’ (Prosser and Trigwell, 1999: 8) ‘ Higher education will benefit if those who teach enquire into the effects of their activities on their students’ learning’ (Ramsden, 1992: 5) Strategies for Developing & Supporting Pedagogic Research & Scholarship of Teaching and Learning

3. I IDENTIFYING THE ISSUES

4. PedR & SoTL: Identifying the issues – collectively I want you to position yourself on a line according to the extent to which you agree or disagree with the following statements Talk to the person next to you about why you have positioned yourself where you have and as a consequence you may need to move

5. PedR & SoTL: Identifying the issues – collectively I believe that pedagogic research and SoTL should be a key component of the strategy of any HEI aspiring for an outstanding reputation for its teaching Strongly ------------------------------ Strongly agree disagree

6. PedR & SoTL: Identifying the issues – collectively My University strongly encourages, supports and rewards engagement in pedagogic research and scholarship of teaching and learning Strongly ------------------------------ Strongly agree disagree

7. II CASE STUDIES OF SOME POSSIBLE STRATEGIES

8. PedR & SoTL: motivating staff ‘ One of the key ways in which to engage colleagues in their development as critical and reflective teachers, in a way that goes beyond the hints and tips they may need at the beginning of their teaching careers, is … to stimulate their intellectual curiosity. … The asking of questions is at the heart of intellectual curiosity and engaging staff in the scholarship of teaching and learning (SoTL).’ Breslow et al. (2004)

10. PedR & SoTL: Providing a strategic framework Intrinsically motivating staff to engage in pedagogic research and scholarship is important, but is more likely to achieve results if the institutional strategy is aligned to encourage, support and reward this activity

11. III THE NATURE OF PEDAGOGIC RESEARCH & SoTL

13. The scholarship of teaching and learning ‘ The time has come to move beyond the tired old teaching versus research debate and give the familiar and honorable term scholarship a broader and more capacious meaning, one that brings legitimacy to the full scope of academic work’ (Boyer, 1990, xii)

14. The four types of scholarship Scholarship of Discovery Scholarship of Integration Scholarship of Teaching Scholarship of Application

17. Levels of pedagogic investigation

20. IV ISSUES IN DEVELOPING SoTL

21. IV EVALUATING PEDAGOGIC RESEARCH & SoTL

23. V GENERIC AND DISCIPLINARY APPROACHES

26. VI RAISING THE STATUS OF PEDAGOGIC RESEARCH & SoTL

30. VIII SWAPSHOP

33. VIII STRATEGIES TO SUPPORT PEDAGOGIC RESEARCH & SoTL

37. IX CONCLUSION

39. Strategies for Developing and Supporting Pedagogic Research & SoTL THE END Thank You