Transforming Education
Transforming Education at a Faculty Level
Paper Presentation in a Themed Session Kirsten Schliephake, Marilyn Baird, Dana Bui
Monash University confronted challenges and opportunities of meeting the demands of the 21st-century learner by implementing a new approach to education through the Better Teaching, Better Learning Agenda. The agenda focussed the educational journey of students on opportunities to prepare and discover, explore and reinforce and ‘consolidate and apply using a blended and multifaceted approach to teaching delivery and engagement. Educational designers were embedded in the faculties as key catalysts for change. This model has allowed the interpretation of the agenda for the particular culture of the faculty while keeping the institutional perspective in sight. This paper report on the transformational change undertaken and achieved in the Faculty of Medicine, Nursing and Health Sciences using a strategic approach to build capacity and develop best practice in online and face-to-face delivery. Faculty educational transformation as part of the Better Teaching Better Learning agenda commenced in 2015. Over the past three years, the transformation has seen changes at unit and course levels with changes reported against the key criteria. In this paper, we outline our strategic activities to bring about substantive educational change in a very large and research intensive faculty and report on achievements and evaluations.
Enhancing the Role of Research-Extensive Colleges of Education: Models from the Academic Medical Center
Paper Presentation in a Themed Session Kim Metcalf
Academic Medical Centers have been recognized as a major force in the advancement and progress of contemporary medicine and medical care over the past 75 years (Re, 2006). The Association of Academic Medical Centers (AAMC) proudly attributes the impact of their members, stating "Medical education...research...patient care...[AMCs} are the places where the next generation of health care professionals is trained, where medical breakthroughs break through, and where patients can receive the world's most advanced care" (AAMC, 2018). The intentional emphasis on research and innovation, coupled with the systematic and leveraged use of the growing professional competence of medical students provides an environment in which patients and their families are provided not best medical practices, but what are believed to be the next generation of medical practice. In contrast, during this same period, the influence of colleges of education on educational practice, and even on the advancement of educator preparation, has diminished. Accurately or otherwise, the colleges of education are, at best, viewed as insignificant in promoting educational improvement or "reform" and, at worst, as maintaining what is believed to be an unsatisfactory status quo (Darling-Hammond, 2017). The authors of this paper propose that research-extensive colleges and schools of education would benefit by aggressively adopting and implementing the three-pronged approach that characterizes the modern academic medical center. They further describe a new endeavor to do this in a large city in the Western United States.
History Museums as Educational Institutions
Paper Presentation in a Themed Session Sarah Hardaway
When people consider the idea of “learning” in a formal sense they often think, of course, of schools with teachers, pupils, books, and other instructional materials. And when those same people think about resources outside of schools that are available to aid in learning, perhaps their first thoughts are of the internet and the local library. Among other resources, however, are history museums that are open to the general public (including all teachers and pupils from local schools). This paper will look at how one museum that highlights local history has worked over the years to increase the learning opportunities of the public. It has worked to make its resources available to all people (teachers, pupils, and others) in its service area—becoming, in the process, an educational institution.
