About being a researcher: Criteria and competency statements
RESEARCHER (RE) competency
Innovative faculty are RESEARCHERS.
They inspire curiosity and motivate students to ask questions. They offer opportunities to practice critical analysis and problem solving. They explore evidence and best practices in their disciplines and in the profession of teaching. Faculty use research to stay connected and to keep current and transform the experiences of students and peers by sharing their experiences. Faculty who are developing competence in their role as researchers may do the following kinds of things.
Doing research is essential work in contemporary teaching and learning.
Georgian peers helped identify the key criteria associated with the RESEARCHER role and work of faculty.
Key criteria:
|questioner | knowledge seeker| appraiser | action taker|
Innovative Georgian College faculty are question-askers. They innovate by maintaining currency in both their field and their teaching practice to best position their students. They think critically about their profession and their teaching and approach research with a critical lens that they bring to their classroom and students. These faculty take action on the research they find in order to offer the best learning opportunities to students.
Exemplar performance descriptors and competency statements
Faculty who are RESEARCHING at an EMERGING level (RE-E) might demonstrate the following:
- Recognize the importance of curiosity for learning.
- Note the importance of connecting current research to practice.
- Identify ways to critique information.
- Identify approaches for incorporating new information and practices.
Faculty who are RESEARCHING at a PERFORMING level (RE-P) may do the following:
- Integrate opportunities for students to engage in critical inquiry and problem solving.
- Seek credible, relevant information to authentically appeal to students.
- Guide students in critical appraisal.
- Embed new learning into existing teaching practice.
Faculty who are RESEARCHING at a TRANSFORMING level (RE-T) may do the following:
- Share innovative solutions for integrating research in teaching practice.
- Share the impact of knowledge seeking and research on the faculty role.
- Contribute to a culture of critical curiosity to grow research practices.
- Share specific research-related stories with relevant communities.
Please note that these descriptors are not exhaustive. Faculty demonstrate this competency in numerous ways, all of which are key to innovative teaching. Please share your exemplars as you describe how you are emerging, performing, or transforming the teaching and learning ecosystem.
