Hey, can we get a bit of recognition please? Staff perspectives of the recognition and reward of teaching and SoTL

Hey, can we get a bit of recognition please? Staff perspectives of the recognition and reward of teaching and SoTL

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  Hey, can weget a bit of recognition please? Staff perspectives of the recognition and reward of teaching and SoTL HERDSA 2023 Associate Professor Mitchell Parkes Professor Steven Warburton* University of New England, NSW *University of Newcastle, NSW
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  Two of thecentral activities of academics - teaching and research - are often in competition with each other. Corridor conversations offering advice such as, ‘Focus on your research if you want to get promoted’, underscore the tension between these two activities. Similarly, if the Scholarship of Teaching and Learning (SoTL) is undervalued in the culture and values systems of universities, academics may place career advancement before the pursuit of SoTL (Franks, 2020). For learning to be at the centre of a university’s mission, its recognition and reward processes should demonstrably value teaching and SoTL (Center of Engaged Learning, n.d.). Recognising and rewarding teaching and teaching-related research is critical because, “no university can be truly excellent if it settles for anything less than excellent teaching” (Shapiro, 2007, p. 43). Background 2 HERDSA 2023
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  Since 2019 (exceptfor 2020 due to the COVID-19 pandemic), teaching and teaching-related staff at the University of New England have been asked to complete an online survey capturing their perceptions of how teaching and teaching-related research is recognised and rewarded. Results from this survey have been used to inform the design and delivery of recognition and reward processes and the promotion of the Scholarship of Teaching and Learning across the university. The Initiative 3 HERDSA 2023
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  Data was collectedeach year over a three-week period from teaching-related staff via an anonymous online survey comprising Likert-scale and free response type questions. Quantitative data were analysed using descriptive and analytical statistics. This presentation explores a sub-set of results of the Likert-scale responses from staff. Data Collection and Analysis 4 HERDSA 2023
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  Survey Responses 5 HERDSA 2023 0% 5% 10% 15% 20% 25% 30% 35% SAA SWA SWD D SD The Scholarship of Teaching and Learning is not valued in the promotion process 2019 2021 2022 2023
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  Survey Responses 6 HERDSA 2023 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% SAA SWA SWD D SD The most highly rewarded staff are those orientated primarily towards research 2019 2021 2022 2023
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  Survey Responses 7 HERDSA 2023 0% 5% 10% 15% 20% 25% 30% 35% SAA SWA SWD D SD Overall, the time and effort I put into my teaching is valued. 2019 2021 2022 2023
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  There is noagreed definition of the scholarship of teaching and learning although a range of common themes can be identified in the literature (Gurm, 2009). There is, however, a reasonable level of consensus that the scholarship of teaching and learning is about the teaching-learning process and improving educators’ understanding of this process (Gurm, 2009). There is also a reflective element to the process; as well as the communication of new understandings (Kreber, 2003; Trigwell, Martin, Benjamin, & Prosser, 2000). Scholarship of Teaching and Learning (SoTL) 8 HERDSA 2023
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  • Treat theirclassrooms and programs as a source of interesting questions about learning. • Find ways to explore and shed light on these questions. • Use this evidence in designing and refining new activities and assessments. • Share what they have found with colleagues who can comment, critique and build on new insights (Huber & Hutchings, 2005, as cited in Hutchings et al., 2011). Teaching and Learning Scholars: 9 HERDSA 2023 Figure 1:Components of SoTL (from Washington University, 2013)
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  • Scholarly teachinginvolves educators being informed by colleagues and the literature and use this information to shape one’s practice (Fraser & Fisher, 2018). • The Scholarship of Teaching and Learning involves the application of a research process in the evaluation and improvement of teaching (Boyer, 1990, p. 61). The culmination of this research process involves dissemination of results to the broader community. Scholarly Teaching and SoTL 10 HERDSA 2023
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  • The UNEScholarship Environment (Figure 2) can be experienced across a continuum from local and informal ways of engaging with scholarly teaching practices to institution-level and formal engagement with the scholarship of teaching and learning. UNE Scholarship Environment 11 HERDSA 2023
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  Conversation - Localand informal discussion centred around learning and teaching can typically take place in a range of formats and locations. This might occur through engagement with the community of inquiry or through Teaching and Learning Conversations (TLC) where ideas can be shared informally and strategies and possible avenues for future research explored. Presentation - One of the objectives of the UNE Scholarship Environment is the sharing of ideas and evidence-based teaching practice with UNE and the broader community. Portfolio - Curating a portfolio of evidence-based teaching practice and achievement provides opportunities not only for growth and development but also opportunities for recognition and reward. Publication - The Scholarship of Teaching and Learning involves the application of a research process in the evaluation and improvement of teaching and the dissemination of results to the broader community (Boyer, 1990, p. 61). For example, ideas that may have started as an informal conversation amongst colleagues can be supported and developed as research projects and ultimately become research outputs. UNE Scholarship Environment Components 12 HERDSA 2023
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  An Action Researchframework provides the nexus between learning and teaching practice and research activity. Action Research involves undertaking iterative cycles of planning, acting, observing and reflecting. To do action research, one undertakes to: • develop a plan of action to improve what is already happening • act to implement the plan • observe the effects of action in the context in which it occurs • reflect on these effects as a basis for further planning, subsequent action and so on, through a succession of cycles (Kemmis, McTaggart, & Retallic, 2004). Method and Approach 13 HERDSA 2023 Action Research Model (Maxwell, 2003)
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  The aim ofAR is to produce improvement which should be a key focus of educational research. AR offers an inclusive approach that can involve the participation of all stakeholders, including students. AR can provide a rigorous and systematic approach to educational research better addressing issues of reliability and validity. AR is methodology eclectic. AR can remove the necessity to isolate and control variables. This can be challenging in educational research. Research outcomes from AR can be used to inform future redevelopments and be written up as practice- based research. A variety of artefacts (research papers, literature reviews, conference presentations, reflective practice, curriculum development ) can be recognised as valid outputs of this kind of activity. Advantages of Action Research in SoTL 14 HERDSA 2023
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  For a universityto be truly fine, Teaching and research both must shine. So, let’s value both passions, And unlock their true fashions, For excellence it’s one of a kind! (Parkes, Warburton & ChatGPT, 2023) And to end… a limerick 15 HERDSA 2023
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  Boyer, E. L.(1990). Scholarship reconsidered: priorities of the professoriate (Special Report), The Carnegie Foundation for the Advancement of Teaching. Retrieved from https://depts.washington.edu/gs630/Spring/Boyer.pdf Center for Engaged Learning (n.d.). SoTL & promotion and tenure. Elon University. https://www.centerforengagedlearning.org/studying- engaged-learning/sotl-promotions-and-tenure/ Franks, A. M., & Payakachat, N. (2020). Positioning the scholarship of teaching and learning squarely on the center of the desk. American Journal of Pharmaceutical Education, 84(9), 1169-1174. Gurm, B. K. (2009). Is All Scholarship Equally Valued? Fusion of Horizons on the Definition and Status of Scholarship. International Journal for the Scholarship of Teaching & Learning, 3(2). Retrieved from https://www.academia.edu/download/3465501/Essay_Gurm.pdf Kemmis, S., McTaggart, R., & Retallick, J. (2004). The Action Research Planner. Karachi: Aga Khan University Institute for educational Development. Maxwell, T.W. 2003. 'Action Research for Bhutan?', Rabsel III, 1-20. Retrieved from https://www.academia.edu/download/41608259/Action_Research_for_Bhutan20160126-22141-1dpc757.pdf Shapiro, H. N. (2006). Promotion & tenure & the scholarship of teaching & learning. Change: The Magazine of Higher Learning 38(2), 38- 43. Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model, Higher Education Research and Development, 19(2), 155-168. 16 ASCILITE 2022 References