QUB Teaching AwardsAims of the Briefing Session • To raise awareness of the Queen’s Teaching Awards Scheme • To encourage colleagues to apply for a Teaching Award • To provide guidance on the type of information that should be included in an application • To be transparent about the selection process
Background • The Scheme has been running for 19 years • 141 Teaching Awards have been made to date
Aims of the QUB Teaching Awards • to identify and acknowledge good learning and teaching and learning and teaching support • to encourage and reward the development of learning and activities that support learning, by individuals or teams, that have led to particularly effective/worthwhile learning • to disseminate information on good learning and teaching and support practice throughout the University.
Who can apply? • Teaching Award categories • Sustained Excellence (Individual Award) • Rising Stars (Individual Award) • Excellence in Teaching or Learning Support by a Team • Student-nominated Award
Process • Guidance notes, application forms templates, samples of previous applications and podcasts of interviews with previous winners can be downloaded from the CED website at http://www.qub.ac.uk/ced • Application form – template to be completed electronically and sent to email@example.com. Please send a Word version rather than PDF. • Deadline 5 pm on Monday 13 March 2017.
Process • Shortlisting by Teaching Awards panel • Professor David Jones (Chair) • Director of Academic and Student Affairs • Representatives from the Faculties • Representative from the Students’ Union • Maria Lee, Educational and Skills Development • Dr Claire Dewhirst, Centre for Educational Development • Dr Kate Exley (External)
Process • Brief Presentation by shortlisted candidates to the panel on 23 May 2017 • 10 minute presentation on identified issues • 10 minute discussion with panel • Successful applicants will be notified of the outcome shortly after the presentation
What if I win? • Financial prize • Certificate of achievement presented by the VC at summer graduation • Contributes to your personal promotion profile • Asked to disseminate the information on your good practice to a wider University audience
What if I don’t win? • Don’t be disheartened – try again next year • Applicants will be given feedback to strengthen the application • It may be that the application will benefit from an extra year or two of development • It’s a confidential process
Focus of the application Your application could focus on: • A broad brush approach over an extended period of time (years or a career) or • Your particular contribution across several modules or • A more specific innovative contribution to learning and teaching/ learner support
Reflecting current priorities and QUB Education Strategy 2016 - 2021 For example: • Dynamic and relevant curriculum • Widening Participation, Equality and Diversity • Employability, Enterprise and Global Citizenship • Internationalisation • Innovative and flexible delivery
Where to place the emphasis • Innovative approaches and/or • More conventional teaching carried out exceptionally well • Diversity of approaches • Including specific examples • Impact on your students/learners is key
Emphasis is on your practice – not an academic paper, but • Mention any funded projects, publications and briefly work that has informed your teaching
Structure of the analytical account2,000 words in total Context (300 words): Introductory statementon yourcontribution to learning and teaching to date, e.g. • Types of activities: track record • Subject, modules, numbers of students • Particular educational interests • Teaching philosophy (very briefly)
Discussion: 3 Sections • Promoting and enhancing the learners’ experience (1000 words) • Supporting colleagues and influencing support for learning (350 words) • Ongoing professional development (350 words)
Discussion: Promoting and enhancing the learners’ experience (1000 words) i) How you stimulate and inspire learners • Enhancing your students’ learning experience (including examples) • Dealing with diverse learning needs • Evidence?
Types of evidence • student/learner feedback • evaluation scores • comments from peer observations • external examiners’ reports • comments from colleagues, internal and external • results of student assessment
ii) How you develop, organise and present learning resources, e.g.: • Paper-based • On-line – e-learning • Physical models, artefacts etc • Use of physical space • Staff resources How do these support learning?
iii) How you assess students/learners • Range of methods used • Assessment of learning outcomes • Innovative methods, e.g. peer and self assessment • Feedback to students Rationale for assessment approach and any changes you are thinking of making
Discussion: Supporting colleagues and influencing support for learning(350 words) i) Development of colleagues: • Informal support, sharing materials, etc • Team- teaching • Mentoring • Peer observation • Workshops, within the School or more widely Impact on your colleagues and on their students’ learning?
ii) Contributing to School and /or institutional initiatives, e.g. • Committees or working groups • Developing policies or initiatives • Internal projects on learning and teaching • Staff or educational development activities Impact in your School and the University?
iii) Regional/national/international contribution, Collaborating with colleagues in other universities External examining Pedagogical conference papers, posters, publications Externally funded projects Work with HEA Subject Centres or other bodies
Discussion: Ongoing professional development (350 words) (i) Ways in which you undertake professional development, e.g. • Reading and reflection • Courses, conferences and events • On-line learning What did you learn? Evidence of improvements for your learners as a result of professional development
ii) How you review and reflect on teaching • Student feedback • Colleagues’ feedback • Self / team reflection • Module review • Peer observation of teaching How do you use these activities to review and enhance your practice?
Key questions to address in the application • Why do you take this approach? • Why is your approach valuable for your learners? for your School or area? for the University? in a wider context? • What evidence do you have to support your claims? An analytic and evaluative stance
What have you learned so far from your experiences? • What developments might you make to improve future learners’ experiences? A reflective approach
And finally • Please stay within the 2000 word limit • Don’t include any additional materials, including web sites -- they won’t be considered and • Why not give it a try!