Academic Promotions

Teaching and Learning

Professor Simon BarriePro Vice-Chancellor (Learning Futures)

Presenting a convincing case:

• The challenge: To communicate the value of your productive engagement in the education mission of the University and School/Institute

• A narrative of your contributions, the outcomes and the impact

What is ‘teaching’ at Western? • Multidimensional and inclusive of

the diversity of learning contexts

1. Curriculum design and development

2. Learning support and enrichment3. ‘Act' of teaching (performance)4. ‘Scholarship’ of teaching and

learning5. ‘Leadership’ of Teaching &

Learning

We are Student (learning) Centred

Making a differenceThe A – E of Productive Engagement • Academic level descriptors and expectations

• Initiative and leadership at all levels

• Increasing scale, scope and opportunity

Impact: How have you made a difference to your (practice) students (experience, learning), your colleagues (students), your university, other universities, your discipline, the way we think about and ‘do’ higher education (internationally)?

Productive Engagement • 'People at work spend a lot of the day

in meetings.

• Meetings are important because they give everyone a chance to talk about work.

• Which is easier than doing it.'

CV: Formal positions, responsibilities, recognition for

last 5 years

Application form: Argument that references and

interprets relevant evidence

Supporting documents:

Institutional data, referee and Dean

reports

Strategically communicate a coherent case

• Argue your case: Convince the reader of your claims, point them to the relevant evidence, tell them what it shows about your achievements

Present convincing evidence• Of: Practice, experience, outcomes

• From: Students, peers, self

• About:

1. Curriculum

2. Support

3. Practice

4. Scholarship

5. (Leadership)

• Convincing? Relevant, rigorous, independent, triangulated

Sources of data which might be drawn upon in gathering evidence about university teaching

COURSEWORK TEACHING • Unit outlines containing documentation of particular

processes and outcomes• Class/lecture outlines documenting examples of

practices• Student evaluations of teaching and other forms of

student feedback (eg letters from past students)• Summary of mid/end of semester feedback and

resulting developments/actions• Peer review records (eg Structured peer observation;

comments and emails)• Deans/ Head of School/Institute commendation• Assessment artefacts (assignment tasks, marking

criteria etc)• Assessment outcomes that demonstrate enhanced

student learning• Successful teaching scholarship and development grant

applications• Documentation of grant outcomes• Scholarly publications reporting on your teaching• Documentation of leadership in teaching activities

(invitations, workshop outlines etc)• Evaluations from a teaching workshop for colleagues• Qualifications in teaching and learning – assessment

outcomes, documentation of assignments and feedback

• Documented external recognition• Invitations to teach beyond your own faculty or

university

RESEARCH HIGHER DEGREE SUPERVISION• Handouts or other documentation of particular supervisory

processes and strategies• Examples of completed supervisory tools or resources used

with candidates• Student evaluations of supervision and other forms of student

feedback on supervision – letters from past students, citations from past students, extracts from acknowledgments in theses, student reports on supervision.

• Peer review records• Deans/ Head of School/Institute commendation• Assessment artefacts (feedback scripts to students on drafts,

excerpts from examiners reports or feedback to supervisors)• Successful supervision scholarship and development grant

applications • Documentation of student outcomes in assessors reports• Documentation of requests for supervision• Scholarly publications reporting on (your) supervision• Documentation of leadership in supervisory practices ,

invitations, workshop outlines, policy & process innovations etc

• Evaluations from a supervision workshop for colleagues• Qualifications in teaching and learning relevant to

postgraduate supervision – assessment outcomes, documentation of assignments and feedback from such qualifications

• Invitations to supervise at other universities and other documented external recognition

• Other awards for supervisory excellence (CAPA/GRS)

LEARNING SUPPORT• Unit outlines containing documentation of support

processes and resources• Student evaluations and other forms of student

feedback (eg letters from past students)• Dean's/ Director's commendation• Scholarly publications and papers reporting on your

program (and responses to them)• Documentation of leadership within the University

(invitations to speak, workshop/seminar outlines etc)• Evaluations from workshops/programs for

colleagues• Feedback from unit of study team members on their

experiences• Scholarly publications reporting on (your) learning

support provision• Documentation of recognition beyond the University

(invitations to speak, workshop/seminar outlines) • Evidence of demand for program, including increase

in numbers over time• Evidence of increased student retention• Evidence of increased student participation in

delivering programs e.g. as student mentors• Continued funding/resourcing for program/service• Awards received for program/service e.g. VC/AAUT

award

Authentic (evidence based) narrative

Why

OutcomesHow

Reference the Western Context Securing Success, Learning Futures Plan, 21C

Show us the difference you maketo Western Sydney

• The challenge: To communicate the value of your productive engagement in the education mission of the University and School/Institute

• A narrative of your contributions, the outcomes and the impact• https://www.westernsydney.edu.au/tld/home/career_development/academic_c

areers_and_development/learning_and_teaching

S.Barrie@westernSydney.edu.au

www.westernsydney.edu.au/21c