Pedagogia:

1
Pedagogia The evidence base for research-led
teaching and learning Teaching and Quality
Enhancement Fund Project in ESSL Paul Armstrong
and Helen Bradbury School of Education
2

1. The survey and the background to Pedagogia
2. Interpreting the strategic priority what do we
   understand by research-led?
3. How do we do it?
4. The findings of the TQEF project
5. Identifying sources of support inside and
   outside the University
6. Teacher or researcher? Identity issues

3
Please complete the (green) Evidence-based
Pedagogy survey form
When finished, ask your neighbours if there was
anything that surprised them about the survey?
4

1. The survey and the background to Pedagogia

Miriam Zukas, Lost in translation? Knowledge
production and discipline in learning and
teaching Fifth Annual University of Leeds
Learning and Teaching Conference, 11 January 2008
T6- Translate Excellence in research and
scholarship into learning opportunities for
students
5
2. Interpreting the strategic priority what do
we understand by research-led? Small Group
discussions
6
3. How do we do research-led teaching and
learning? Small Group discussions
7
The findings of the TQEF Project Survey n38

• Subject-based research and conferences

• Seven (20) respondents are University Teaching
  Fellows

• Eight (23) respondents are members of the
  Higher Education Academy (but five reported never
  having heard of it)

• Limited engagement with CETLs

8
Identifying sources of support
inside and outside the University
Inside SDDU (including University Teaching
Fellowships) Learning and Teaching Conferences
Centres for Excellence in Teaching and Learning
(CETLs) ALPS Inter-Disciplinary Ethics Applied
(IDEA) Active Learning in Computing (ALiC)
LearnHigher White Rose University Consortium
(WRCETL)
Outside Higher Education Academy Subject
Specialism Centres such as ESCALATE
9
The Dialogue 23 September 2008

• Research-led is not the same as evidence-based

• Teaching and research are not two distinct
  activities, yet in many ways have strong
  demarcation in the Faculty

• Impact of demarcation on academic identities
  subject specialism versus teaching professional

10
Final whole group discussion Does strong
demarcation between teaching and research create
identity issues for academics?
Would the recognition of teaching and research as
the embodiment of academic identity improve
pedagogical practice?