Integration of scholarship and professional practice into teaching and learning

The hallmark of a research-intensive university is that a scholarly mindset and culture of inquiry infuse every aspect of teaching and learning. Scholarly enquiry informs teaching at many levels: providing evidence to support decisions about what is taught and how; enriching students’ appreciation of an academic discipline; demonstrating the subject matter expertise of the teacher and inspiring students through engagement with relevant and impactful research. Students have opportunities to participate in original research during their learning journey, experiencing the thrill of discovery, enjoying access to the university’s considerable research infrastructure and capability, and benefiting from its ability to draw on established linkages with professional and community networks to create learning opportunities. In the process, they develop research-oriented skills and competencies such as analysis, problem-solving and critical thinking which have broad utility and value for professional practice.

Important aspects of practice in relation to this dimension

• incorporation of educational scholarship into teaching practice
• ability to connect subject matter to contemporary research/industry/professions/life and society
• learning that encourages the development of research, civic and/or professional skills
• conducting discipline-based educational research as a part of teaching
• providing students with opportunities to conduct research and inquiry
• incorporating professional, industry and community experiences into the curriculum
• designing and implementing innovations in teaching practice that enhance student learning

Demonstrating excellence in relation to this dimension

Historically, staff have relied heavily on scores associated with student evaluations of teaching to demonstrate educational excellence, and in particular the End of Subject Survey (ESS). While the student voice is an essential element of evaluation, robust evidencing of educational excellence calls for a multidimensional approach that recognises the complexity of educational endeavours and allows for the student voice to be balanced and complemented by reasoned judgements made by other relevant parties, including the educator and external experts. These are described in the University’s guide to Evidencing Educational Excellence.

The table below provides examples of forms of evidence that could be used to demonstrate educational excellence for the dimension of well-designed and engaging learning experiences.

Educator evidence	Evidence of curriculum development informed by evaluative data and research evidence Published research that relates to own practice as Scholarship of Teaching and Learning, or through Education Research Subject design and/or content that links to contemporary issues and challenges, and encourages positive and informed student engagement with these issues Integration of the development of research skills within curriculum design for students (all levels) Examples of teaching initiatives or innovations that involve authentic professional practice and/or partnerships with community/ industry partners
Student evidence	Student perceptions of the relevance of their educational experience to their future aspirations Evidence linking teaching and learning to graduate outcomes
Independent expert evidence	Department/School, Faculty, University and National teaching awards, Advance HE, Universitas 21 and GEM Scott Fellowships, grants and other esteem measures that recognise excellence in this dimension Delivery of an education-focussed development (eg LTI) or research project positively addressing this dimension Invited review of others' scholarship (eg as a journal reviewer) addressing this dimension, or invited keynotes or presentations Adoption of developed innovations or guidance by other educators or institutions that address this dimension