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

Author(s)

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

Available versions

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 year

2013

Publication type

Journal article

Source

International Journal for Academic Development, Vol. 18, no. 3 (2013), pp. 237-250

ISSN

1360-144X

Publisher

Taylor and Francis

Copyright

Copyright © 2012 Taylor & Francis. The accepted manuscript is reproduced in accordance with the copyright policy of the publisher.

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