Learning-Teaching-Research Nexus
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Learning-Teaching-Research Nexus
2011 Nexus events
Wednesday 14 September 2011, 12.30 – 1.30 pm in Lecture theatre 20.4
“International perspectives on integrating research and inquiry into the curriculum from the first year onwards”
Presenter:
Professor Mick Healey, HE Consultant & Researcher, and Emeritus Professor of Gloucestershire University, UK
Download poster
Download handout: “Integrating research and inquiry into the curriculum”
Powerpoint presentation: “Inquiry handout”
Audio recording of lecture
Thursday, 15th September 9.30 am – 12.00 noon
“Reflections on developing the scholarship of teaching and learning (SoTL)”
The scholarship of teaching and learning is about making transparent how learning is being made possible. Trigwell (2004)
To be scholarly teachers, academics need to use the same kind of thought processes in their teaching that they apply to their research. Elton (1992)
This interactive seminar explores with participants the meaning of the term ‘scholarship of teaching and learning’ and discusses some of the issues around this evolving concept. Among the topics which will be discussed are: the status of the scholarship of teaching, a discipline-based approach to the development of the scholarship of teaching, the linkages between teaching and research, and the role of pedagogic research. The seminar ends with a discussion of how to engage with SoTL through identifying and responding to what are variously referred to in the literature as ‘bottlenecks’ (Pace and Middendorf, 2004) to student learning and ‘troublesome knowledge’ (Entwistle, 2003; Perkins 1999). Specific examples of how institutions and disciplines are engaged in the scholarship of teaching and learning are examined.
Download handout: “SoTL Reflections”
Powerpoint presentation: “SoTL Reflections”
Thursday, 15th September 1.30 – 4 pm
“Developing an inclusive curriculum for all our students”
Higher Education Institutions are being tasked through the widening participation agenda, international recruitment and through equality and anti-discrimination legislation to target the areas of age, disability, gender, race, religion and sexual orientation in the development and delivery of higher education. Waterfield and West (2008: 1)
This interactive session argues the need for equity considerations to be mainstreamed across the functions of institutions. It explores the nature of an inclusive curriculum and the ways in which different universities are addressing the issue. The presentation goes on to use evidence from a number of studies of the learning experiences of disabled students, in which the presenter has been involved, to argue that we should make reasonable adjustments available for all students. Furthermore it is suggested that, if we want to achieve equality of opportunity for all students, instead of classifying people by their age, disability, gender, race, religion and sexual orientation, we would do better to focus instead on their individual learning needs and entitlements. As class sizes increase there is an expectation that increased numbers will mean lowered standards. Designing an inclusive curriculum can assist in addressing this issue.
Download handout: “Developing an inclusive curriculum”
Powerpoint presentation: “Inclusive curriculum”
Friday, 16th September 9.30 – 12.00 NOON
“Encouraging students in active and inquiry based learning”
It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve linking the doing and the thinking. Gibbs (1988)
This interactive seminar / workshop explores with participants the meaning of the concept of active learning and discusses a range of ways in which it may be built into lectures, seminars, practicals, fieldwork and other teaching contexts. Particular attention is given to how Kolb’s experiential learning theory may provide a framework for designing active learning experiences. A method for identifying students with different learning styles is illustrated and the implications for teachers and students in designing active learning experiences discussed. Emphasis is placed on inquiry-based learning examples.
Download handout: “Active learning and inquiry”Powerpoint presentation: “Active Learning”
2009 Nexus events
Monday 7 September 2009, 12 noon - 1:30pm in Building 20, Level 1
What does the Teaching-Research Nexus mean? How does one activate a TRN in one's practice?
Presenter and workshop leader:
Dr Meg O'Reilly, Southern Cross University
Download handout
Download slides
Wednesday 30 September 2009, 1:30-2:30 in 20.5
Focus on Teaching Symposium event
Opening:
Prof Sandra Wills
Speakers:
Ms Judith Marychurch (Faculty of Law), Expert Witnesses: Developing Communication Skills through Reflective Engagement with Research Findings
Mrs Lee Moerman, Mr Paul Moore and Ms Emily Purser (Faculty of Commerce/ASD), Aligning Research, Teaching and Learning through Concept Mapping
Mr Grant Ellmers - (Faculty of Creative Arts), Reflection to Support the Articulation of Knowledge and Learning: the Creative Experience
2008 Nexus events series
Wednesday 26 March 2008, 12:30-1:30 in 20.5
Launch of 2008 project
Opening:
Prof Lee Astheimer and Prof Sandra Wills
Keynote:
Prof Tom Angelo (Victoria University of Wellington), Where the Bloody 'L' Is It? Locating Learning in the Teaching - Research Nexus
Wednesday October 8, 12:30-1:30 in 20.5
Research-infused Learning – Starting from Square One:
How to infuse current research into undergraduate programs from first year through to Honours
Keynote:
Prof Judy Raper, Deputy Vice-Chancellor (Research), Research-Community-Infused Learning
Speakers:
Dr Shirley Agostinho (Education), Bringing Researchers into First Year Classes
Prof Fazel Naghdy (Informatics), Building Enquiry into an Undergraduate Subject
Dr Kathie Cooper (Commerce), Real Cases and Investigations in Accounting
Wednesday October 22, 12 noon – 1:30 pm in 20.5
The New Research Generation
Involving undergraduate students in real research and real academic debates
Keynote:
A/Prof Angela Brew (University of Sydney), Enhancing Undergraduate Engagement through Research and Inquiry
Speakers:
A/Prof Chris Barker (Arts), Researching Ourselves, Researching Others - Learning through Investigation
Prof Aditya Ghose (Informatics), Cafe DSL - Students in the Scholarly Community
Dr Mark Nelson (Informatics), Real Research Projects for Advanced Maths Students (Second and Third Year)
Prof Sandra Jones (HBS), The Learning-Teaching-Research Nexus in the Centre for Health Initiatives
Wednesday October 29 12:30-2 in 20.4
The Scholarship of Teaching and Learning
Keynote:
A/Prof Jan Orrell (Educational Consultant and Adjunct Associate Professor at Flinders University School of Education), Scholarship of Teaching - Whose Interests Does it Serve?
Speakers:
Mr Marcus O’Donnell (Creative Arts), Collaborative Scholarship of Teaching
Dr Mohan Chinnappan (Education), Model-Eliciting as a Teaching Strategy
Mr John Littrich (Law) You're Doing it Every day, You May as Well Write About It
Dr Gerry Lefoe (Centre for Educational Development and Interactive Resources), Faculty Scholars: Leading a Scholarly Approach to Teaching
Thursday 6 November, 12:30-2 pm in 20.4
The Learning-Teaching-Research Nexus – Implications for the Curriculum
Keynote:
Prof Chris Cook (Engineering), Practical Examples of the Learning-Teaching-Research Nexus
Speakers:
Dr Kate Bowles and Dr Chris Moore (Faculty of Arts), It's Not About Us: Social Networking for Student Researchers
Dr James Wallman (Science), Immersing Students in the Research Experience in Biological Science
Dr Lisa Kervin (Education), Making Research Relevant - Multiple Strategies in an Undergraduate Program
Dr Margaret Wallace (HBS), Ways of Knowing in Undergraduate Nursing - Embedding Research Literacy in the Curricula
Wednesday 12 November, 12:30-2 pm in 20.5
Teaching Students to be Researchers – the Power of Enquiry-based Learning
Keynote:
Prof Kerri-Lee Krause (Griffith University), Teaching-Research Links: Opportunities and Challenges
Speakers:
Prof Tim McCarthy (Engineering), Bridges to Learning - Student Enquiry in ENGG101
A/Prof Chris Gibson (Science), Research and Play in a Rich Data Source: Experiential Learning in Population Geography
Associate Professor John McQuilton (Arts), Linking Academic Research with Undergraduate Teaching
