vice-chancellor’s awards for teaching excellence 2013
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Vice-Chancellor’s Awards for Teaching Excellence 2013
Information Session and Information Session and
Writing WorkshopWriting WorkshopJune 2013June 2013
Citations and Awards
VC’s (TEX) Awards for Teaching Excellence
5 x $4,000
OLT Awards for Teaching Excellence
16 x $25,000
VC’s Citations for Enhancing Learning
10 x $1,000
OLT Citations for Enhancing Learning
160 x $10,000
OLT Program Awards
12 x $25,000
5 Criteria1 Criterion
TEX 12
Types of Nomination
Overview of Selection Process
Award
Application
Recommendations to VC
Awards Ceremony
Selection by Committee
Nomination
Eligible and choose to proceed
TEX 12
Citation
Award Categories
Up to 5 awards in 5 categories
•General teaching excellence
•Early career teaching
•Team teaching
•Indigenous teaching
•Improving the external student experience
The Recipients
• $4,000• for any professional development activity
which doesn’t attract Fringe Benefits Tax
• funds go into Murdoch accounts
• Article in the Exchange
• Presented at Murdoch Awards Ceremony• May each year
• Eligible for national teaching awards
• Expected to mentor colleague
Timeline
Tues 18 June Information session
Tues 30 July Nominations close
Friday 2 August 2nd Information Session
Tues 20 August Due date for submissions
Week of 16 Sept Letters sent to successful and unsuccessful applicants
Week of 23 Sept Announcement
May 2014 Awards presented at Murdoch Staff Awards Ceremony
Submission
Application form
8 Page ‘Written Statement’(Fixed 20mm margins, 11pt Times New Roman)
2 References (1 page each-1 from School Dean)
CV – up to 3 pages
Supporting materials – up to 10 pages
Digital photo
Selection Criteria
1. Approaches to teaching that influence, motivate and inspire students to learn
2. Development of curricula and resources that reflect a command of the field
3. Approaches to assessment and feedback that foster independent learning
4. Respect and concern for the development of students as individuals
5. Scholarly activities that have influenced and enhanced learning and teaching
2.
Context of the
contribution / achievement
3.
Significance of
contribution /
achievement (at what
level, national /
institutional / faculty etc would the
recognition be
appropriate)
5.
Contribution / achievement meet criteria
for OLT awards
(see Guidelines)
1.
My / the team’s
contribution to L&T
4.
Evidence of contribution
From others (students /
colleagues / outsiders)
Contributiona) to the
literature; b) to practice;c) to policy.
Planning for an Award Submission
Ideas Generation
Select a criterion and develop some claims and evidence to support your application
•10 mins
Discussion
The 8 Pages
Synopsis (150-200 words)
Overview of teaching context
• 1/2 page
• a succinct, factual recitation of teaching responsibilities
Address the five selection criteria
Summary Statement (1 para)
The Award Writing Genre
• The award writing genre is different
• Focus on your audience (peers)
• Take clues from the promotions criteria• independent evidence against the criteria
• More about less• Just include the key information
• Examples, incidents
Addressing the Criteria
• What do I do? • describe key aspects of practice
• illustrated by examples
• Why do I do it? • ground your work in the literature
• What are the outcomes?• evidence which supports the specific claims made
• What have I learned from this? What have I changed?
Writing
Try to consolidate your ideas in writing on the criterion you have selected above
10 mins
What Counts as Evidence?
Survey results (explain scales)• Link specific survey items to your work - eg groupwork
• Compare to past surveys, school and uni means
Comments by students in surveys, emails…• Relate comments to your examples
Assessment results and examples
Peer review of teaching and of unit designs• http://our.murdoch.edu.au/Educational-Development/Preparin
g-to-teach/Teaching-portfolio/
Scholarly papers
VC’s Awards and Citations Committee
Jan Herrington (Chair)
Jane Pearce Education
Sharon Delmege Arts
Alexander Jensen Arts
Sonia Walker Law
Doug Fletcher Engineering and IT
John Bailey VLS
Ngaire Donaghue Psychology and Exercise Science
Pamela Martin-Lynch Centre for Teaching and Learning
Janice Dudley Management and Governance
Sarah Ross EVP, Student Guild
Vacant Health Sciences
Judgement Criteria
Quality of Case (50 points) judged as overall excellence of teaching• Extent to which the claims for excellence are
supported by formal and informal evaluation
• Extent of creativity, imagination or innovation
• Information from referees and supporting evidence
• Each Criterion (5 x 8pts)
• Support in References (5 pts each)
Sub-criteria
• Evidence of contribution to student learning, student engagement or the overall student experience
• Evidence of recognition for achievements from fellow staff, the institution, and/or the broader community
• Contribution has been sustained over time (min. 3 years of Murdoch evidence)
What assessors will look for
• Rationale• Why you teach the way you do?• Evidence of scholarship• Use of literature
• Evidence• Student comments linked directly to your claims• Survey results with explanations
• Time series data• Assessment outputs• Peer reviews from colleagues
• About teaching• About unit design
• Publications directly related to your teaching
Marking Guidelines (out of 8)
8 = perfect, cannot be improved, could not expect anything better
7 = excellent, extremely impressive statement supported by good evidence
6 = strong statement and evidence
5 = mostly standard good practice, but with some extra good points or evidence
4 = standard good practice
3 = weak statement, lack of appropriate evidence
2 = inadequate, misses the point
1 = catastrophic
0 = did not write anything
Review Processes
Committee reads all applications and scores them
Committee meets to moderate scores for consistency
Committee discusses merits of applications and ranks them
Recommendations made to DVC(A) and VC
Winning applications invited to revise for OLT
You be a reviewer
Approaches to teaching that influence, motivate and inspire students to learn
Students respond very well to my style of teaching: “Helen is one of the best lecturers I have had, she explains everything so clearly and it is obvious she has a real depth of knowledge and is passionate about what she does.” (PSY173 Student, 2010). I convey difficult material effectively so that students understand well enough to reflect upon it themselves and form their own opinions about it: “[Helen] relates things to situations we can understand. Very straight forward but still leaves things up to us to think about.” (PSY249 Student, 2010). I provide clear structure and purpose to every class, and provide sign-posting to connect topics and put them in context. I provide students frequent opportunities to contribute to and direct their own learning and reward them for taking up these opportunities: “At the beginning of each lecture Helen always revises the content previously discussed in the last lecture.” (PSY173 Student, 2010).
From my Teaching Evaluations (Appendix B) it can be seen that 2010 students report that I inspire and motivate them considerably more than the University and the School of Psychology averages, for PSY173 significantly so (p < .001). Nevertheless, on the older version of the survey, my ratings for demonstrating “enthusiasm for my subject” (notwithstanding almost universal agreement) were only about average. Students’ written comments shed light on this paradox and demonstrate how I inspire without appearing highly enthusiastic myself. Two comments that repeatedly come up in my formal evaluations are that students notice and appreciate my sense of humour “Helen uses her good sense of humour to make very boring statistics seem quite interesting. It would be easy to zone out of the lecture if she was not so interesting to listen to..” (PSY173 Student, 2010) and relaxed style of lecturing “Helen is very clear, concise, and calm.” (PSY249 Student, 2010).
Critiquing Task
Fostering independent learning through assessment and feedback is a priority focus when I re-evaluate the units I coordinate each year. Clinical skills are assessed in both NUR103, NUR105 and NUR332 and the students report feeling overwhelmed with the twin challenges of developing new skills and processing a large amount of new data. I am very aware that not all students learn in the same way and I constantly consider the method of delivery when presenting weekly clinical skills. Felder & Soloman (1999, cited in Wirz, 2004) identify many different learning styles and strategies needed to accommodate the learning and retention process…
Helpful Resources
http://edcasestudies.cedam.anu.edu.au/
http://our.murdoch.edu.au/Educational-Development/Surveys-and-evaluations/Peer-feedback-on-teaching/
http://www.nteu.org.au/library/teaching_portfolio
Buckridge, Margaret (2007). “Teaching portfolios: their role in teaching and learning policy”, International Journal for Academic Development, Vol. 13, No. 2, June, 117–127.
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