What is Scholarly Inspired Curriculum?

Scholarly Inspired Curriculum involves designing engaging learning environments and experiences to inspire our students to think creatively and critically and engage in critical debates and discussions.  It aims to empower students to become producers and contributors of knowledge and apply this to positively impact others. 

 

Students learn more effectively in environments where educators are passionate and enthusiastic about their field and create active student-centred learning experiences. Educators model the processes of curious inquiry and continuous learning to motivate students to inspire our students to be curious about the process of developing new knowledge and applying this. Furthermore, we endeavour to foster students’ awareness of the value of a university education and scholarship that enriches our communities.  

Examples of practice

Ways to engage students with research-based approaches include: 

  • Presenting students with up-to-date contemporary content in the field (research-focused curriculum)
  • Engaging students with the rigorous process and methods of the discipline (developing researchskills) 
  • Engaging students as active collaborators to ‘learn research’ by addressing a question or challenge (research inquiry) 
  • Facilitating active critical discussion of research findings (research analysis)

When designing scholarly-inspired curriculum approaches, ask: 

  • What mix of research roles (i.e., ‘receivers’, ‘critiquers’, ‘partners’ or ‘creators and contributors’ ofknowledge) does my course design allow for my students? 
  • What are the ‘big ideas’ that I am passionate about and how do I seek to inspire my students about these?
  • Where/how in my course do I show our intellectual excitement?
  • How might ‘research focus in the service of learning’ be strengthened and supported in my context?

We aspire for all Griffith courses to be research-informed to provide opportunities to develop our students’ critical thinking and analytic capabilities and to inspired and model for them that ‘higher education’ is the valuable synergy of research, teaching and practice. 

Why is Scholarly Inspired Curriculum Important?

Students in learning environments which incorporate a context-appropriate mix of research-led activities with educators who demonstrate that ‘they too are continuing to learn’, are more willing to examine their own assumptions in the light of evidence, enhance their capacity for critical thinking and analysis, formulate their own research questions and develop a deeper appreciation and understanding of their discipline and its ethical applications.  

In an increasingly contested and complex world (accompanied by a decreasing half-life of knowledge), equipping our students with the intellectual capability, sense of agency and motivation for ‘knowledge testing’ and ‘knowledge creation’ is a professional and civic priority. Being able to engage in constructive, intellectually humble and evidence-based dialogue with others is a defining capability for the progress of contemporary society. 

What digital tools can be leveraged?

Introduction statement

  • Data searches – These tools assist with database searches, for example: Zotero, Educational databases (ERIC, SciMago), Bibliometrics
  • Data analytics can be used to inform various types of research. For example: Google analytics
  • Data visualisation – For example: oi, Gliffy
  • Data Handling/Processing – For example: MATLAB, SPSS, NVivo, Graph Pad Prism, Leximancer, SciFlow
  • Task management – For example: Trello, WorkFlowy, Popplet, Todoist
  • Notebookingtools – For example: electronic notebooks, OneNote
  • Reference management – These tools will assist with organising and storing articles, as well as referencing styles. For example: Endnote, Mendeley, RefWorks
  • Collaboration – These tools will assist with management of collaboration in research. For example: MS Teams, Office 365

Where could I learn more?

Learning Futures facilitates the HEA-approved ‘Curriculum Design for Learning’ program (including workshops and online resources) and workshops on the Course Design Standards. Further information is available on the Learning Futures Website Events Calendar   

Contact your Group Learning and Teaching Consultant (Curriculum): 

  • AEL – Lynda Davies
  • GBS – Hazel Jones
  • Griffith Health – Georgina Sanger
  • Sciences – Julie Crough

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