Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/233086

Title

Collaborative scholarship as a means of improving both university teaching practice and research capability

Author(s)

Weaver, Debbi;  Robbie, Diane;  Kokonis, Sue;  Miceli, Lucia

Abstract

The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.

Publication type

Journal article

Research centre

Swinburne University of Technology. Faculty of Higher Education, Lilydale

Research centre

Swinburne University of Technology. Swinburne Online

Research centre

Swinburne University of Technology. Faculty of Design

Source

International Journal for Academic Development, (article in press)

Publication year

2013 (in press)

FOR Code(s)

1303 Specialist Studies in Education

Keyword(s)

Academic development;  Mentoring;  Scholarship of teaching and learning

Publisher

Taylor & Francis

ISSN

1360-144X

Publisher URL

http://dx.doi.org/10.1080/1360144X.2012.718993

Copyright

Copyright © 2012 Taylor & Francis.

Peer reviewed