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Taking Responsibility For Academic Integrity: A Collaborative Teaching And Learning Design, Julianne East, Lisa Donnelly
Taking Responsibility For Academic Integrity: A Collaborative Teaching And Learning Design, Julianne East, Lisa Donnelly
Journal of University Teaching & Learning Practice
La Trobe University, like many Australian universities, states that it values honest academic endeavour (Academic Integrity Policy 2011), and it can provide examples of good teaching practice in the areas of academic integrity, proper acknowledgment and avoiding plagiarism. Rather than relying on the chance that individuals will just develop good practices, this university has recently taken a more systematic approach to teaching students and staff about academic integrity and providing resources to ensure a consistent message and application of acknowledgment conventions. This systematic approach was made possible through the University’s curriculum reform program, the Design for Learning. By positioning academic …
“Friday Is My Research Day”: Chance, Time And Desire In The Search For The Teaching-Research Nexus In The Life Of A University Teacher, William E. Boyd, Meg O'Reilly, Karyn Rendell, Stephen Rowe, Erica Wilson, Kay Dimmock, Wendy Boyd, Elaine M. Nuske, Johan Richard Edelheim, Daniel J. Bucher, Kath Fisher
“Friday Is My Research Day”: Chance, Time And Desire In The Search For The Teaching-Research Nexus In The Life Of A University Teacher, William E. Boyd, Meg O'Reilly, Karyn Rendell, Stephen Rowe, Erica Wilson, Kay Dimmock, Wendy Boyd, Elaine M. Nuske, Johan Richard Edelheim, Daniel J. Bucher, Kath Fisher
Journal of University Teaching & Learning Practice
This paper builds on some ideas recently presented by Boyd et al. (2010). In that paper, the focus was on the ways in which experienced academic staff articulate the teaching-research nexus. By presenting six short case accounts, this paper describes how a reflective narrative activity enabled some ‘new to academe’ teachers to identify the teaching research nexus in their own work. For each of them, there was some particular reason or stimulus that led to them articulating the teaching-learning nexus in their work. Given the effectiveness of this method for enabling staff to consider the teaching-research nexus, this paper speculates …