Research-Enhanced Learning and Teaching Project Final Report to The University of Sydney Learning and Teaching Committee.

Abstract

EXECUTIVE SUMMARY 1. From 2000-2007 a strategic project on research-led teaching and the scholarship of teaching was carried out led by the Institute for Teaching and Learning. This report provides an overview of the project, details its achievements in changing teaching and learning in the University and in affecting students' learning experiences. 2. Outcome indicators suggest that: 2.1. There was a dramatic increase in the proportion of open-ended comments on indicators of research-led teaching on the SCEQ from 2000-2005 indicating students are more aware of research. 2.2. There has been an increase in students' experiences of research, but students are increasingly experiencing research more actively. 2.3. Students' experiences of research and inquiry are statistically related to their overall satisfaction and the extent to which they think the teaching is good. 2.4. Students feel they learn from active researchers. 2.5. Increases in research-based learning experiences on the USE items show dramatic improvements in the Faculty of Economics and Business. 2.6. Faculty performance on the Scholarship Index is statistically correlated with changes in faculty performance on the SCEQ on the good teaching, generic skills, appropriate assessment, clear goals and stands scales and overall satisfaction. 3. Process indicators suggest that: 3.1 Faculty policies have increasingly taken on board research-led teaching, but some University policies have not maintained research-led teaching elements. 3.2 The University now has research-led teaching written into its statement of Research Principles. 3.3 Faculty developments have included changes to faculty strategic and teaching and learning plans, discussions of research-led teaching at faculty learning and teaching and research committee meetings, increased opportunities to discuss research-led teaching or of students to present research within faculties, and the development of research-led teaching practices within curricula. 3.4 The Working Group proved useful in helping faculty representatives to share and develop initiatives. 3.5 Benchmarking with Monash University highlighted some areas for improvement but University structures inhibited some developments. 3.6 Internal and external grants for teaching developments were facilitative of change. 3.7 Information on issues and suggested strategies for development were made available on a website which has been well-used internally and externally. 3.8 There has been considerable variation in faculties concerning the extent to which research-enhanced teaching and learning has been adopted. 3.9 The University of Sydney has been recognised as a leader in research-enhanced teaching and learning through numerous presentations in universities and conferences. 4. Conclusions 4.1 Research-enhanced learning and teaching is now well embedded in some faculties. There is still a need to spread good practice to all faculties. 4.2 What has been achieved has largely been done without significant amounts of central funding. 4.3 There is now uncertainty regarding the future of the initiatives to develop research-enhanced learning and teaching at a time when many other universities are seeing this as an important area of work to develop.