Research-Led Teaching

Scholarship of teaching (also know as evidence-based teaching, teaching-related research or pedagogical research) involves academics researching their teaching and their students' learning. The outcomes relate to both research quantum (for academics, e.g. in discipline-specific educational journals) and improved quality of the learning experience for students and the teaching experience for academics.

Research-enhanced teaching involves academics sharing disciplinary research (their own and others') with students to deepen their learning. It also refers to academics designing learning or assessment tasks where students learn through active engagement and involvement in the research process themselves (e.g. the application of disciplinary theory or theories to a particular scenario or case). The outcome is the development of students' abilities to research and inquire - one of the five USyd graduate attributes that traverse all programs in the Faculty of Economics and Business.

Research-based learning involves students engaging in research activities and processes. Opportunities are provided for students at all levels to experience and conduct research, learn about research throughout their courses, develop the skills of research and inquiry and contribute to the University's research effort.

For more information:

Refer to the Institute for Teaching & Learning's website, Research-enhanced learning and teaching and the Scholarship of Teaching, for more information and examples.
To view a graphical representation of the above concepts, refer to Keith Trigwell's Research-enhanced learning and teaching.
Synergy is a scholarly forum for the discussion and debate of higher education learning and teaching at the University of Sydney.

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Research-Led Teaching
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