Office of the iDVC (Education)
2013
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Activities and evidence to support a Citation or Teaching Award
submission
The following examples are suggestions for the types of activities and forms of
evidence that may be relevant to the five criteria of the Citations and Teaching
Excellence awards.
(This information has been adapted from resources kindly shared by UOW and
UNSW)
Approaches to teaching that influence, motivate and inspire students to learn
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a personal statement of your commitment to learning and teaching
details of how you developed and continue to revise a course on your own
initiative, including an explanation of how you identified the need for development
and revision
how you actively pursued a problem solving approach in your teaching
details of how you sought student feedback, aside from the evaluations
associated with the formal teaching evaluation process
any mentoring arrangements you have put in place, either as a mentor or mentee
how you have responded to feedback
any teamwork that you have done with other staff
details of innovations you have put in place
how you have tried new ideas
any teaching activities outside the University, for example, in special secondary
school programs
comments from students
comments from peers
student evaluations
examples of activities you designed and implemented to encourage these
qualities in students
how you have provided a balance of activities for students, for example, the
balance you sought to establish between creativity, problem solving, theory and
skills development
how you motivated students to explore and engage with subject areas
examples of innovative work done by students as a result of your approach
Development of curricula and resources that reflect a command of the field
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your notes from the early stages of course design or review, for example, early
remarks about concepts and the questions you asked yourself
the information you sought and the process you followed for obtaining it, for
example, who were the learners and what were their needs?
how you chose the tasks that were suitable for those learners, and how you
selected course materials
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how you structured the materials and what you did to make their presentation
imaginative, interesting and engaging
how you considered different groups or different types of learners
examples of your course materials
development and implementation of new teaching strategies
how you use a range of technologies and why they are relevant and important
what you have done to encourage interaction between students and between
students and teaching staff
your innovations in relation to supporting the teaching staff who are involved in
your course
how you involved past students or industry professionals in your course
examples of how your course was contextualised, for instance, in relation to other
courses within a program and in relation to professional practice
video of your classes
comments from students
evaluation results
peer review
the list of credentials, qualifications and professional experience underpinning
your command of the field
list of publications and details of your research in the field
details of your relationships with other experts in the field
an overview of the ways that you keep up to date with recent developments in the
field
examples from your teaching demonstrating your exploration and implementation
of the research-teaching nexus
Approaches to assessment and feedback that foster independent learning
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the kinds of assessment tasks you used and the rationales for each of them
how you designed assessments to guide student learning and to cover the
course’s learning outcomes
how you assessed different levels of understanding
how you used assessment tasks at different stages to give students feedback on
their progress
methodologies or theories you have found useful
how you ensured consistency and fairness, for example, in informing students
about what to expect and in responding to requests for extensions
how you structured assessments so that creativity and independent learning were
rewarded and encouraged
the process of developing assessment criteria and communicating these to
students
support for teaching staff when undertaking marking responsibilities, for example,
in interpreting the assessment criteria
the types of feedback you gave, for example, detailed comments on essays and
assignments, meetings with project teams, peer feedback, self-assessment
how you used assessment results to identify areas of student difficulty
how you used assessment results to develop the course and your teaching
comments from students
peer review of assessment activities and tasks
the results of course evaluations
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Respect and support for the development of students as individuals
the ways that you were available to students, for example, help line, meetings
and one-to-one advice, online support
the kinds of support you offered, for example assisting with industry opportunities,
career advice, course and program advice
how you actively encouraged students to discuss their concerns
participation in career markets and open days
what you did to obtain feedback so that you could develop and adjust your
guidance and advice
results from student and peer evaluations
how you keep yourself informed about student equity issues
how you developed your course materials with equity groups in mind
what you did to ensure that tutors and students developed tolerance and
inclusivity
how you were able to incorporate diverse student perspectives or experiences
into the course
how you supported students with disabilities
comments from the UNSW equity and diversity unit
Scholarly activities that have influenced and enhanced learning and teaching
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an explanation of what you try to achieve in your teaching and a description of
how you go about achieving it
any methodologies or theories you have found useful
the methods you use to evaluate learning and teaching
any framework that you have established for developing your teaching, for
example, methods you use to chart over time what you tried and whether it
worked or not
reflections on you teaching practice
any changes you have made to your practice and why
any other documentation which supports your systematic approach, for example,
records of your ongoing reflection over time in a teaching portfolio
comments from students
peer reviews
involvement in professional bodies related to teaching in your course area
participation in formal or informal networks, for example, online discussion groups
on teaching issues
any teaching conferences you have attended
interactions with industry groups which are focussed on teaching in your field
research you have undertaken or participated in with the aim of developing
teaching practices
how you apply research findings to develop your teaching practice
publications in learning and teaching journals
any mentoring relationships that you have that are focussed on teaching issues
how you share your teaching and learning experiences through good practice
case studies
any roles you have played in the professional development of your faculty