Conference Contribution Details
Mandatory Fields
O’Sullivan, Í. and Farrell, A.
EATAW 2017
Shape shifting: exploring alternative approaches and institutional models towards cohesive teaching, learning, research and writing development
Royal Holloway, London
Chaired Session
2017
()
Optional Fields
19-JUL-17
21-JUN-17
                      

This paper addresses the challenge of creating synergy among the increasingly more specialised and centralised supports for four key higher education activities - research, writing, teaching and learning - which frequently fail to capitalise on their shared territories and common ground. There is a wealth of research about the distinct areas of learning, teaching, researching and writing in higher education (Anson 2015; Geller and Eodice 2013; Sorcinelli et al. 2006; Thaiss et al., 2014; Trowler et al. 2012); however, there is a dearth of scholarship addressing these four areas more holistically (Boyer 1990). In many institutions, central support for these four areas continues to grow, repeatedly in a reactive rather than strategic manner, in the form of sometimes overlapping programmes or activities, centres, institutes and other units (Thiass et al. 2012). This responsive growth, often influenced by external forces, can result in the goals, structures and services of these central supports being less than optimal. Our paper proposes that dialogue and research, across units and institutions, will illuminate intersections and contribute to institutional transformation based on complementary, coherent and integrated provision.

 

Specifically, our paper outlines the goals, and progress to date, of a European COST Action where we aim to address the identified challenge by classifying, as ‘frontier taxonomies’, the common ground in terms of shared purposes, processes, knowledge, values and skills among centralized institutional supports for research, writing, teaching and learning in order to capitalise on their synergies.  In addition, it aims to suggest advantageous models and practices for supporting these four areas that are mindful of the availability of new technologies and assessments and that prompt a reworking of current institutional supports.

 

European colleagues facilitating this discussion acknowledge financial support provided by the EU Framework Programme Horizon 2020 through COST (European Cooperation in Science and Technology) funding for Action 15221

 

http://www.cost.eu/COST_Actions/ca/CA15221

 

References

 

Anson, Chris M. (2015) Crossing Thresholds: What's to Know About Writing Across the Curriculum? in Naming What We Know: Threshold Concepts of Writing Studies. eds. Adler-Kassner, L and Wardle, E. Logan: Utah State University Press. 203-219.

 

Boyer, E.L. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ, Carnegie Foundation for the Advancement of Teaching.

 

Geller, A.E. and Eodice, M. (eds) (2013) Working with faculty writers. Logan, Utah: Utah State University Press.

 

Sorcinelli, M.D., Austin, A.E., Eddy, P.L., & Beach, A.L. (2006) Creating the Future of Faculty Development: Learning from the Past, Understanding the Present. Boston, MA: Anker Publishing Company, Inc.

 

Thaiss, C., Bräuer, G., Carlino, P., Ganobcsik-Williams, L. and Sinha, A. (2012) (eds) Writing Programs Worldwide: Profiles of Academic Writing in Many Places. Parlor Press/WAC Clearinghouse.

 

Trowler, P., Saunders, M. and Bamber, V. (2012) Tribes and Territories in the 21st-century: Rethinking the significance of disciplines in higher education. International Studies in Higher Education. Routledge: London.

 

CTL, UL