Scholarship of teaching

Sydney Met is committed to maintaining and building an environment of quality learning and teaching that fosters engagement with scholarship as a cultural practice to provide a learning environment informed by research and scholarship for students. To do this, we ensure that academic staff have current knowledge of their discipline, and that teaching and learning practices are aligned with current, evidence-based, best practice to prepare graduates for the workplaces they will enter. As such, individual staff scholarly activity at Sydney Met is supported by a range of institution-wide practices associated with academic staff recruitment, workload allocation and annual workload planning, ongoing professional development, resource allocation, and reporting.

Scholarship@SydneyMet is aligned with the Boyer Model* of Scholarship, and recognizes four dimensions of scholarly activity:

• Discovery: Original research that advances knowledge.
• Integration: Work that synthesizes knowledge across sub-disciplinary, disciplinary and professional boundaries to advance knowledge and practice.
• Application: Directly connecting scholarship with practice through the rigorous application of disciplinary expertise and knowledge to solve real world problems of individuals, societies and professions.
• Teaching and Learning: The study of teaching and learning processes, and of the application of current, best-practice approaches that promote active and critical learning based on advances in a discipline or in knowledge about effective teaching and learning and course design practices in a field. Our focus is student engagement with teaching and learning and on instilling a passion for learning that supports Education for Change.

Read more about Scholarship@SydneyMet in our Academic Staff Scholarship Policy.

*Boyer, E. L. (1990), Scholarship reconsidered: Priorities of the professoriate, Carnegie Foundation for the Advancement of Teaching,