Transcript Slide 1

Applying for ALTC Teaching
Awards
Associate Professor Catherine Sinclair
(Academic Coordinator, ALTC
Initiatives)
BXa G11 Werrington South
[email protected]
(x5190, 0410646578)
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Overview
ALTC teaching awards
Articulation with UWS College & VC awards
Timeline for ALTC teaching awards
Preparing teaching awards
UWS review and support process
Putting together an application: Claim,
Example, Impact & Evidence
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ALTC Teaching Awards
Awards for Teaching Excellence- $25,000
(22 awarded in 2008, 22.9% national success rate)
Prime Minister’s Award for the Australian University Teacher of the
Year - $50 000
Programs that Enhance Student Learning- $25,000
(10 awarded in 2008, 23.8% national success rate)
Citations for Outstanding Contribution to Student Learning- $10,000
(210 awarded in 2008, 77.3% national success rate in 2007)
Career Achievement Award
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Citations for Outstanding Contribution to
Student Learning
To recognise and reward diverse contributions by individuals and teams
Significant contribution to student learning
 Sustained period
 Widely recognised- students, colleagues, UWS, broader community
 Strong institutional endorsement
For staff in many roles: academic, general, sessional, associates
Nominations MUST:
 relate to student learning in higher education
 address one or more criteria
 provide evidence of how contribution has influenced student learning,
student engagement or overall student experience
Institutions MUST:
Assess the nominations
Submit to ALTC up to 10 ranked nominations with Citation wording (25
words)
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Criteria for Citations for Outstanding
Contribution to Student Learning
Five broad criteria
1. Approaches to the support of learning and teaching that influence, motivate
and inspire students to learn
2. Development of curricula, resources and services that reflect a command of
the field
3. Approaches to assessment, feedback and learning support that foster
independent learning
4. Respect and support for the development of students as individuals
5. Scholarly activities and service innovations that have influenced and
enhanced learning and teaching
(*Changed for 2008 to be more inclusive of the work of support and general staff)
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Awards for Teaching Excellence
To recognise teachers who:
 Are renowned for the excellence of their teaching
 Have outstanding presentation skills
 Have made a broad and deep contribution to enhancing the quality of
learning and teaching in higher education
Up to 8 nominations can be made by UWS & >1 nomination in any category
Eight categories
Biological Science, Health and related studies
Law, Economics, Business and related studies
Humanities and the Arts
Physical Sciences and related studies (includes Architecture, Building &
Planning, Engineering, Computing & Information Science)
Social Sciences (includes Education)
Indigenous Education
Early Career
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Priority Area – Work integrated learning (2009)
Criteria for Teaching Excellence
Five broad 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 support for the development of students as individuals
5. Scholarly activities that have influenced and enhanced learning and
teaching
Assessment is made against all 5 criteria taking into account the extent:
to which claims for excellence are supported by formal and informal
evaluation
of creativity, imagination or innovation
of information from Student Feedback Questionnaires, references and
selected teaching materials submitted
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Programs that Enhance Student
Learning
Recognise learning and teaching support programs and services
Programs that make an outstanding contribution to the:
Quality of student learning
Quality of the student experience in higher education
Must demonstrate effectiveness through:
 rigorous evaluation (formal & informal)
 creativity, imagination or innovation
 evidence of sustained effectiveness of the program
and be setting benchmarks for similar activities in other universities
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Programs that Enhance Student
Learning
Seven categories (Up to 7 nominations, 1 in each category)
Assessment and feedback
1st year experience
Flexible learning and teaching
Postgraduate education
Innovation in curricula, learning and
teaching
Services supporting student learning
Educational partnerships and
collaborations with other organisations
Four criteria
1. Distinctiveness, coherence and clarity of purpose
2. Influence on student learning and student engagement
3. Breadth of impact
4. Concern for equity and diversity
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Articulation with UWS College & VC awards
ALTC Teaching Awards
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Timeline for ALTC Teaching Awards
Guidelines and dates have been posted on the ALTC and PVC (Learning
and Teaching) web sites
Closing Dates for applications
Send HoS/
Director endorsed
EOI to Associate
Dean Academic
Final application to
PVC (L&T) via
[email protected].
au
ALTC
Citations
4/2/09
16/3/09
1/5/09
Programs
2/3/09
25/5/09
10/07/09
Teaching
Excellence
13/03/09
25/05/09
10/07/09
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Preparing a Citation application
Do not attempt to address all criteria. Select one or two areas of strength.
No advantage to select more
The examples under the criteria are indicative
The written statement should contain
Proposed citation (max 25 words)
Summary of particular contribution & specific context
Statement addressing chosen selection criterion/ia
provide examples, evidence & impact
provide evidence from a variety of sources
demonstrate breadth and depth
 write in your own voice
 less is more – if it cannot be said in allocated pages (minimum 11
point, Arial Narrow recommended, 2cm margins) then EDIT
Choose 2 referees carefully
You cannot start writing too soon. Start now. Seek feedback from
colleagues, supervisor, ALTC Coordinator, TDU
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Preparing a Teaching Excellence application
Application should contain
Synopsis (150-200 words)- 3rd person
Selection criteria
For each criteria (address each of the criteria in turn)
state claim
provide examples, evidence & impact
provide evidence from a variety of sources
Demonstrate breadth and depth (check under each criteria)
Ensure your own voice is heard
Less is more – if it cannot be said in 8 pages (minimum 11 point, Arial
Narrow recommended, 2cm margins) then EDIT
If you provide Supporting material – make sure it is relevant and adds more
information. Use sparingly.
Choose referees carefully
Start writing now and seek feedback on each draft- colleagues, supervisor,
ALTC Coordinator, TDU
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Preparing a Program application
It must be a program of activity (i.e. broader than one or two units).
Provide a synopsis (350-400 words) to orientate the assessors-3rd person
Provide a context for the program in the synopsis, not just describe it
Demonstrate how program fits the category throughout the submission
Address each criteria
state claim
provide examples, evidence & impact
provide evidence from a variety of sources
Less is more – if it cannot be said in 12 pages (minimum 11 point, Arial
Narrow recommended, 2cm margins) then EDIT
If you provide Supporting material – make sure it is relevant and adds more
information. Use sparingly.
Start writing now and seek feedback on each draft-colleagues, supervisor, ALTC
Coordinator, TDU
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ALTC assessment and selection
process
Reviewed independently by two (or
more) assessors
Category expertise
Teaching and learning in higher
education
Meeting of assessors
Agree on recommendations
Shortlisted/recommended applications
and assessor reports to the Selection
Committee
Decisions on the Awards made by the
Selection Committee
Minister, DEST advised of decisions
Universities and applicants advised
Award Ceremonies
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UWS review and support process
Resources on PVC (Learning and Teaching) web site:
 Timelines, Information for applicants, EOI forms
 Additional resources being developed (eg presentations & PowerPoints, models)
Discuss & seek feedback from colleagues, supervisor, HOPs, HOS, ALTC Academic
Coordinator, TDU
Academic Coordinator ALTC Initiatives & TDU workshops
Office of PVC (Learning and Teaching)
 Advertises ALTC Teaching Awards
 Organises distribution and collation of student feedback questionnaires
(Teaching Excellence Award)
 Obtains VC’s signature etc
 Posts application to ALTC
 Forwards ALTC receipt of application to applicant
ALTC Liaison Group
 Reviews all applications
 Provides feedback to applicants to help them improve application before
submitting to ALTC
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Putting together an application:
Claim, Example, Impact & Evidence
What is excellent about your teaching? (Claim)
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Approaches to teaching that influence, motivate & inspire students to learn
Development of curricula and resources that reflect a command of the field
Approaches to assessment & feedback that foster independent learning
Respects & support for the development of students as individuals
Scholarly activities that have influenced & enhanced learning & teaching
Why you did it? (rationale & link to teaching philosophy)
What you did? (Examples)
What effect did it have on students, learning & teaching? (Impact)
How do you know that your teaching is of an excellent standard? (Evidence)
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Sources of evidence
1
Peers
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Self
3
Student
Reactions
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Student
Learning
© Nicoll & Smith, 2000
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Peers
classroom performance (face-to-face using
observations/video)
course materials
course content
assessment practices
scholarship of teaching
management of teaching
teaching and learning strategies
leadership roles
invitations to speak, teach etc
Becoming clinical teaching experts:
Skilling clinical teachers to maximise learning
for pre-registration nursing students during
the practicum (Invited presentation for School of
“I believe Catherine to be a very
dedicated teacher. She brings to the
teaching situation enthusiasm, warmth
and an ability to translate theory into
practice. She fosters a positive
learning environment where students
are encouraged to grow and learn.
She is an excellent model for student
teachers” (colleague).
Using the Professional Portfolio as an
Assessment Tool (Invited presentation
for UWS, Teaching Development Unit)
Nursing & Midwifery)
Professional Learning Portfolios (Invited
presentation for UTS)
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Self
teaching journal
teaching philosophy
self reflections,
analysis & evaluation
reflective course
memo
responsiveness to
student feedback
publications
leadership roles
Sinclair, C. 2008). Attracting, training and retaining high quality
teachers: The effect of initial teacher education in enhancing
student teacher motivation, achievement and retention. In
D.McInerney, S. Van Etten & M. Dowson (Eds). Research on
Sociocultural Influences on Motivation and Learning. Vol. 8.
Teaching and Learning: International best practice. Charlotte
NC: Information Age Press.
Sinclair, C. (2007). Professional Preparation Standards for the
Practicum. In D.McInerney, S. Van Etten & M. Dowson (Eds).
Research on Sociocultural Influences on Motivation and
Learning. Vol. 7. Standards in Education. (pp 217-272).
Charlotte NC: Information Age Press.
Sinclair, C. (2003). Mentoring online about mentoring: Possibilities
and practice. Mentoring & Tutoring: Partnership in Learning, 11
(1), 79-94.
Woodward, H. & Sinclair, C. (2002). Portfolio assessment: A
student perspective. Educacao, 25(48), 7-24.
Sinclair, C., (1999). University education: Can it really make a
difference in graduate student knowledge and workplace
practice. Staff and Educational Development International
Journal 3 (3), 253-264.
Woodward, H., & Sinclair, C. (1998). Reflective journal writing: Can
student teachers be taught to be reflective? REFLECT. The
journal of reflection in learning and teaching, 4 (1), 32 -38.
Sinclair, C., (1997). Redefining the role of the university lecturer in
school-based teacher education. Asia- Pacific Journal of 20
Teacher Education, 25 (3), 309 - 324.
Student Reactions
student evaluation of teaching
student interviews (focus,
nominal groups)
informal class student
feedback
course experience
questionnaire (CEQ) etc
unsolicited student feedback
student logs and journals
on-line feedback
After much thought, I have pin-pointed exactly what it is
that sets you and the subject Promoting Professional
Growth… apart from any other subject that I’ve taken in
my 17 year university career as a professional
student…The interpersonal skills you practice are a mix
of you the person and you the professional. It is always
based on honesty and you convey a sense of caring
which makes your student[s] feel they are important to
you. These are quality relationships, to be replicated in
any teaching context… Thank you for creating a studentcentred, user-friendly, empathetic subject. You have
been a role model and I think I’ve learnt just as much
about how to teach from you as I did about the content
of your subject. You are an inspiration to me because
I’ve witnessed the bar being raised to the next level. I
promise I’ll try to lift my game now that I have been
shown how. You’re the embodiment of what you teach,
Catherine, someone who promotes professional growth
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Student Learning
students’ self-reported knowledge/
skill gained
rates of attrition, failure,
progression to
honours/postgraduate
course identification and
evaluation of generic
skills/outcomes/attributes
student work - assessment, thesis,
projects
employer/workplace feedback
approaches to study questionnaire
etc
Students have been published in
refereed conference proceedings and
journal articles (7.9, 18.4, 18.8, 18.12,
18.14), by the peak national
professional Australian College of
Educators organisation, and as a
'selected bibliography' in Unicorn, the
senior national educational research
body- Australian Association for
Research in Education- journal).
The University of Sydney and a senior
policy adviser from the Tasmanian
Government have also requested one
student’s thesis. That student also
received this glowing report from one
of the external examiners: ... I consider
this to be an excellent thesis. The
candidate and his supervisors are to
be congratulated on what is an
extremely thorough, very well
researched and insightful thesis... I
would like to congratulate XXXX and
his supervisors on an excellent piece
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of work.
Putting together an application
1.
Approaches to
teaching that
influence,
motivate &
inspire students to
learn
ALTC Criteria
2.
Development
of curricula
and resources
that reflect a
command of
the field
Claim
3.
Approaches to
assessment &
feedback that
foster
independent
learning
Example
4.
Respects &
support for the
development
of students as
individuals
Impact
5.
Scholarly
activities that
have
influenced &
enhanced
learning &
teaching
Evidence
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Questions & comments
Where to now?
www.altc.edu.au
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