The first perspective construes research–based teaching as student–focused, inquiry–based learning. According to this perspective, students are not simply taught the discipline–based content knowledge that has been generated through research, nor are they simply taught the processes of knowledge construction within the discipline or subject; instead, they themselves become generators of this knowledge.
The second perspective shifts the lens to those who are doing the teaching and construes research–based teaching as teaching that is characterized by discipline–specific inquiry into the process of teaching itself.
This is the 107th volume of New Directions for Teaching and Learning, a quarterly journal published by Jossey–Bass.
<a href="[external URL] here to see the entire list of issues for New Directions for Teaching and Learning.
PART ONE: EXPLORING DIFFERENT POSSIBILITIES IN PROMOTING TEACHING–RESEARCH SYNERGIES.
1. Introduction: The Scope of Possibility in Interpreting and Promoting Research–Based Teaching (Carolin Kreber)
This chapter addresses the question of why establishing teaching and research synergies is important and points to the need to better understand the practice of educational development within this context.
2. Learning to Develop the Relationship Between Research and Teaching at an Institutional Level (Angela Brew)
This chapter describes various initiatives taken at the University of Sydney in New South Wales that were aimed at creating stronger research–teaching links and highlights the importance of developing institutional strategies in generating teaching–research synergies.
3. Professional Development Support to Promote Stronger Teaching and Research Links (Andrew J. Castley)
Research–based teaching are we doing it already? How to shape institutional agendas and support academics to meet those agendas with respect to research–based teaching.
PART TWO: RESEARCH–BASED TEACHING AS STUDENT–FOCUSED, INQUIRY–BASED LEARNING.
4. The Nature of Effective or Exemplary Teaching in an Environment That Emphasizes Strong Research and Teaching Links (Lewis Elton)
The move from elite to mass higher education requires the development of pedagogies that offer all students, not only the elite, an opportunity to engage in successful or meaningful learning. The pedagogy of problem–based or inquiry–based learning is discussed as one effective way to achieve this goal.
5. Strengthening the Teaching–Research Linkage in Undergraduate Courses and Programs (Mick Healey, Alan Jenkins)
Undergraduates need to understand how research is continually reshaping, supporting, and at the same time undermining our understandings of the world.
6. Inquiry–Based Learning with the Net: Opportunities and Challenges (Heather Kanuka)
This chapter provides an overview of opportunities that information communication technologies can provide in supporting students in their learning, the corresponding challenges that can occur, and an instructional strategy that effectively facilitates the teaching–research linkage.
PART THREE: RESEARCH–BASED TEACHING AS PEDAGOGICAL INQUIRY.
7. Disciplines, Pedagogy, and Inquiry–Based Learning About Teaching (Mary Taylor Huber)
The disciplines play a special role in inquiry–based learning about teaching, providing specific problems to explore and often, conceptual and methodological resources to draw on. Because the work helps faculty articulate what they as experts take for granted or sense is changing in their fields, inquiry–based learning about teaching has much to contribute to the disciplines as well.
8. Promoting Inquiry–Based Learning About Teaching Through Educational Development Units (Carolin Kreber)
The elements and process of inquiry–based learning about teaching are described and several educational development initiatives are discussed that provide opportunities for staff to engage in inquiry–based learning about teaching.
9. Exploring Methodological Issues Related to Pedagogical Inquiry in Higher Education (Vaneeta–marie D Andrea)
Pedagogical research in higher education needs to address questions that are linked to convincing conceptual frameworks that would provide clearer guidelines for interpretation and add explanatory power to findings.
10. The Value of Pedagogic Inquiry for Improving Teaching (David Gosling)
This chapter considers whether there are grounds for believing that an inquiry–based approach to teaching and educational development will enhance practice and identifies the conditions under which this is likely the case.
11. Research–Based Teaching in Relation to Academic Practice: Some Insights Resulting from Previous Chapters (Carolin Kreber)
Research–based teaching may be best practiced as a team effort at the department level, where the student learning experience can be positively influenced through thoughtful program design, and team members can make unique contributions to program design by focusing on different aspects of academic practice.