CALL FOR UCD FELLOWSHIPS IN TEACHING & ACADEMIC DEVELOPMENT
2014-2016
Prof Bairbre Redmond
Purpose and Project Outcomes
The purposes of the Fellowships programme are:

To provide opportunities for academic staff to participate actively in advancing University-wide
enhancement in teaching and learning through strategic policy/practice based research

To develop the leadership potential of academic staff and their capacity to act as catalysts in the
improvement of teaching and learning practices in their own School and College and
thematically across the University

To support academic staff in their development of pedagogic research expertise, disseminating
their findings both within the University community and externally through national bodies and
international research interest groups
The outcomes of the Fellowship programme will include:

The completion of practice-based research group project(s) on a strategic institutional teaching
and learning theme

The production of a series of evidence-based findings and recommendations which can inform
the development of future institutional policy and strategy planning as well as the development
of relevant academic resources for on-going enhancement

The dissemination of project findings and recommendations at a range of levels within the
University including senior management, academic committees and through staff development
events
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The dissemination of project findings in relevant scholarly contexts, including conference
presentation and publication in peer-reviewed journals.
UCD Fellowships in Teaching & Academic Development 2014-2016
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1. Fellowship Theme 2014-16
Exploring and developing research-teaching linkages in the delivery of high quality student learning
One of the original key objectives underpinning the establishment of the UCD Fellowships has been
to address the complex interconnections between teaching and research. Locating and rewarding
excellent and scholarly teachers within the research-intensive university is an essential but complex
activity. Robertston and Bond (2001; 2005) advise acknowledging the variation and complexity
between teaching and research and not to seek for unity but for dialogue that enables a productive
co-existence of different ways of being.
Key writers in the area have encouraged international debate about the quality of teaching within
research-intensive universities. Hattie & Marsh’s (1996) significant meta-analysis saw teaching and
research as separate activities but noted that the characteristics of creativity, commitment,
investigation and critical analysis were common to both. The relationship between research and
teaching can be interpreted in different ways. Research-led teaching primarily relates to the
Humboldtian concept of giving students opportunities to ‘learn in a research mode’ (Elton 2005)
either as part of active research groups or in classes designed to engender analytic approaches to
knowledge acquisition. Researched teaching refers largely to the scholarship of teaching and
learning where academics adopt a scholarly, evidence-based approach to their students’ learning
and the impact of their own teaching on that learning (Boyer Commission 1998; Jenkins et al 2007;
Healey et al 2009). Producing such evidence-based scholarship has been made easier by the growing
capacity to harness institutional student academic data to decipher learning trends and patterns.
Both approaches are seen to be relevant in creating what is often described as the teachingresearch nexus (Neuman 1996).
In the Irish context the recent HEA Institutional Compact reiterates UCD’s position as a research
intensive university committed to the two goals of high quality teaching and learning and
internationally recognised research. The purpose of the Fellowship Theme (2014-16) will be to
examine the question of research-teaching linkages in the context of a high quality student learning
experience at UCD. This will be done with a view to developing a shared understanding of the
linkages between research and teaching and identifying policies and practical ways to support
academic staff integrate and embed these dual objectives in their academic practice. The types of
areas that Fellows working in this theme will explore include:
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How do UCD academics perceive the relationship between research and teaching? How is
this reflected in their academic practice? What does UCD’s goal of research-led teaching
mean from their perspective?
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What examples of good practice in both research-led and researched teaching at UCD can
be identified? What examples of effective research led learning for UCD undergraduates
UCD Fellowships in Teaching & Academic Development 2014-2016
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-
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can be identified? How has researched teaching improved educational standards and
students learning in UCD?
What development needs/requirements do academic staff have in relation to developing a
researched approach to their teaching and/or implementing a research-led teaching
approach to the curriculum?
What development needs or opportunities do students require to become research-led
learners and graduates with advanced research capabilities?
2. Selection and academic development of the Fellows 2014-16
Up to 6 Fellowships will be awarded, thereby allowing for the formation of two Fellowship research
teams. This will provide critical mass and achievement of outcomes in an accelerated time period.
Fellowship appointments shall be for a period of 20 months – commencing April 2014 – December 2015.
Selection of Fellows will be by competition involving a Fellowship Selection Panel comprised of
individuals with a range of expertise including: strategy, policy, pedagogy and prior Fellowship
experience. A selection call against the nominated theme will be instituted and staff will be invited to
submit applications online. Selection criteria will focus on evidence of:



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Pedagogic expertise and evidence of development of new approaches to teaching and learning;
Track record of research publication and familiarity with a range of research methodologies.
Evidence of academic leadership within own disciplinary area and into the University community
or externally;
Evidence of robust evaluation of own teaching and learning innovations, or appropriate
pedagogic research;
Academic and inter-personal attributes which will include: capacity for critical thinking; interest
in engaging in a multi-disciplinary project; capacity for team-working; evidence of influencing
skills and commitment to change and innovation.
Academic development of Fellows will have three main components:


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All Fellows will participate in an Induction phase to include orientation to the Fellowship and to
identify team roles, personal leadership strengths and potential projects;
All Fellows will have access to a Critical Friend, who may have previously been a Fellow,
throughout the Fellowship, this structure will be developed to ensure an appropriate
skills/interests match between personnel;
As part of the wider development of the Fellowship project, appointed Fellows will have
opportunities to participate in expert fora/seminars with national and international academic
colleagues
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3. The management and operation of the programme;
The project is sponsored by the Deputy Registrar Teaching & Learning, and managed by the Director of
Academic Development (UCD, Teaching & Learning) who will support the Fellows on a regular basis,
meeting at least bimonthly, to review progress against key project milestones. The project also has an
external advisor, Professor Alan Davidson (The Robert Gordon University).
Management of the project will follow closely from the purpose and outcomes defined above and key
indicators of success will include:
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Provision and dissemination of timely, relevant and practicable recommendations from the
project (s) to relevant decision-making groups within the University;
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Development of appropriate and relevant resources and contributions to academic staff
development initiatives;
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Participation in relevant scholarly fora including national and international networks (e.g.
National Forum for the Enhancement of Teaching & Learning, Universitas21 and SRHE)
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Publication of the project outcomes in relevant peer-reviewed journals
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Production of a UCD Fellowship Report for internal and external dissemination.
The start-up phase of the Fellowship project – April to July ‘14 – will be managed closely to ensure
clarity in the definition of the project and intended outcomes. In this phase particular emphasis will be
placed on ensuring the methodological robustness of the project, and close attention will be paid to
identifying any development needs of the Fellows’ Groups. On completion of the project initiation
phase, project proposals will be reviewed by the Fellowship Advisory Board which will:
1. confirm the feasibility of the project(s) or,
2. make recommendations for revision
On-going management of the project will ensure that required resources and key milestones for
successful completion are provided and monitored.
4. The governance and advisory inputs to the programme
In addition to the external advisor to the Fellowships, it is proposed to establish a Fellowship Advisory
Board which will serve to provide oversight and advice. It will draw on staff expertise as follows:
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Deputy Registrar
Previous Fellows (2)
External Advisor
Senior academics (3)
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As noted above, the Board will have an important function in signing off the feasibility of the proposed
Fellowship project(s) as well as receiving progress updates against project milestones. The Board will
meet at least 3 times during the course of the Fellowship programme.
Advisory inputs to the work of the Fellows will include:
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Participation in Fellowship induction by experienced UCD Fellows;
Research methods briefing by experienced UCD Fellow;
Guidance on systematic literature review by experience DRHEA Fellow;
Guidance on information sources: bibliographic; policy; international practice through UCD
Teaching & Learning;
Guidance on getting published and identifying appropriate dissemination opportunities
through UCD Teaching & Learning.
5. Application Process
Interested applicants should complete the online Fellowship application form which is accessible on the
UCD Teaching & Learning website at (http://www.ucd.ie/teaching/academicdevelopment/fellowships/ ).
Completed application forms supported by two completed Nomination letters, one of which should be
supplied by the Head of School, can be submitted to fellowships@ucd.ie by Monday 7th April, 2014 @
5.pm.
For any further information, please contact elizabeth.noonan@ucd.ie .
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5.
Appendix 1
Project Schedule:
January – mid February
Week beginning 3rd March
Monday 7th April
Mid April
End April
April – July 2014
September 2014 –September 2015
October – December 2015
1. Definition and agreement of the Fellowship programme
and Themes;
2. Development of promotional material and Fellowship
paperwork
Launch of Fellowship call with details of selection dates
Fellowship closing date
Fellowship selection
Fellowship appointments
Fellowship Induction phase begins: orientation, project scoping
and planning, development support needs identified
Execution of Project(s) phases
Preparation for dissemination
Project Budget:
Group project budget
€8000
Individual Bursary €5,000
Overall budget
To include provisions for:
Research assistance/ incoming expert visits/
electronic and printed resources/ outgoing study
visits/ publication of findings / hardware or
software necessary for execution of project
To make provision for:
Support for academic activities including grading,
research analysis, and teaching to create time to
participate in Fellowship.
Individual development/project requirements
including conference or other disciplinary network
activities
€38,000
References
Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing
Undergraduate Education: A Blueprint for America's Research Universities. New York: Stony Brook
State University of New York.
Elton, L. (2005) Scholarship and the Research and Teaching Nexus in R. Barnett (ed.) Reshaping the
University: New Relationships between Research, Scholarship and Teaching. Open University Press,
108-118
Hattie, J. & Marsh, H.W. (1996) The Relationships Between Research and Teaching: A Meta-Analysis,
Review of Educational Research 66 507-542
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Healey M and Jenkins A (2009) Developing undergraduate research and inquiry. York: HE Academy
http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergra
duate_Final.pdf (last accessed 26-02-14)
Jenkins A, Healey M and Zetter R (2007) Linking Teaching and Research in Departments and Disciplines
York: The Higher Education Academy
http://www.heacademy.ac.uk/assets/documents/teachingandresearch/LinkingTeachingAndResearch
_April07.pdf (last accessed 26-02-14)
Neuman, R, (1996) Researching the Teaching-Research Nexus: A Critical Review Australian Journal of
Education 40 (1) 5-18
Robertson, J. & Bond, C. (2001) Experiences of the relation between teaching and research: what do
academics value? Higher Education Research and Development, 20(1), pp.5-19.
Robertson, J. & Bond, C. (2005) The research/teaching relation: A view from the ‘edge’, Higher
Education, 50(3), pp.509-535.
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