Leicester Learning Institute I now realise how important

Leicester Learning Institute ‘I now realise how important it is to collect data from students’: making research-informed practice a priority for ‘institutional excellence’ Dr Kerry Dobbins Dr Lynnette Matthews Ped. RIO Conference, Nov 2018 www. le. ac. uk/lli

Leicester Learning Institute So. TL can be the vehicle through which ‘achieving and understanding ‘institutional excellence’ becomes a collective and research-informed endeavour’. Raising individual capacity to engage in So. TL Embedding So. TL within departmental and institutional practices www. le. ac. uk/lli

Leicester Learning Institute Uo. L’s Postgraduate Certificate ‘One way [to develop So. TL capacity] is to design professional development programmes as opportunities to scaffold project-based scholarly investigations into academic practice, which take academics’ context- and practice-specific learning and teaching problems, challenges, and opportunities as their points of departure. ’ Geertsema (2016), p. 130 www. le. ac. uk/lli

Leicester Learning Institute Institutional Excellence ‘…in order to have an impact on a particular culture, teachers engaging in scholarship at a local level…are probably the most important category. ’ Mårtensson et al. (2011), p. 60 ‘In fostering such local knowledge creation, we foster work that advances ‘the state of the art’, not necessarily in the disciplinary field, but in the university as a community of knowledge. It is a question not of building individual expertise only, but a collective expertise…’ Geertsema (2016), p. 129 www. le. ac. uk/lli

Leicester Learning Institute Institutional Sharing Teaching enhancement project fund In-house journal JLTHE Annual T&L conference Staff-student partnership projects – DIP scheme Action research module www. le. ac. uk/lli

Leicester Learning Institute Embedding So. TL within departmental and institutional practices • There is a lack of clarity about what So. TL is and what it entails; • Public discourse about So. TL does not always seem to match reward and recognition processes (bias still towards research rather than teaching achievements in promotion decisions); • So. TL needs to be more tightly coupled to development, excellence and promotion frameworks. Fanghanel et al. (2016), p. 5 www. le. ac. uk/lli

Leicester Learning Institute Embedding So. TL within departmental and institutional practices • Defining So. TL. • Embedding it within current structures, processes, etc. • Working with range of relevant committees, depts, etc. www. le. ac. uk/lli

Leicester Learning Institute Reference list Fanghanel, J. , Pritchard, J. , Potter, J. , & Wisker, G. (2016) Defining and supporting the scholarship of teaching and learning (So. TL): a sector-wide study. Higher Education Academy: https: //www. heacademy. ac. uk/knowledge-hub/defining-and-supporting-scholarship-teaching-andlearning-sotl-sector-wide-study (accessed 13/11/18). Geertsema, J. (2016) Academic development, So. TL and educational research. International Journal for Academic Development, 21: 2, 122 -134. Mårtensson, K. , Roxå, T. , & Olsson, T. (2011) Developing a quality culture through the scholarship of teaching and learning. Higher Education Research & Development, 30: 1, 51 -62. Please feel free to contact me to continue the discussion: Dr Kerry Dobbins kd 154@le. ac. uk www. le. ac. uk/lli