Applying for an OLT Citation 2016INSTITUTE FOR TEACHING AND LEARNING

INSTITUTE FOR TEACHING AND LEARNING October 2015 DR ALISON KUIPER , SENIOR LECTURER

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Welcome to this session

› Learning outcomes for today

› Increase your knowledge about making an application for an OLT Citation- get answers to questions

- reflect on your teaching

› So you will be able to - confidently access whether to make an application

and

- begin preparing a quality application for a Citation

Aim: to provide information and support

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What is an OLT Citation ?

› Looking at what’s required

› The criteria

› Making a successful application

› Introductions

- Who and why you are here

- Anything in particular you would like to

take away from this session?

› Questions throughout

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Where Citations fit

- VC’s Awards

- Outstanding Teaching

- Support for the Student Experience

- Excellence in Research

- Systems for Collective Excellence

- Office for Learning and Teaching (OLT)

- Citations

- Awards

http://www.itl.usyd.edu.au/awards/vcawards.htm

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Other awards

› Faculty awards

› The VC’s Award for Outstanding Contributions to Aboriginal and Torres Strait Islander Strategy

› Review of University awards planned by DVCE

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Citations are prestigious national awards

› Citations For Outstanding Contributions to Student Learning recognise and reward the diversity of contributions made by individuals and teams to the quality of student learning.

› They are awarded to academic staff, general staff, sessional staff or institutional associates who have made significant contributions to the quality of student learning.

› In 2016, up to 150 Citations, including the Early Career category, with prize value of $10,000 each, are available nationally

› The University can submit six nominations

Awarded by the Office for Learning and Teaching

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Eligibility

› All nominations must relate to contributions to student learning in higher education

› Nomination is open to academic, general and sessional staff, and institutional associates (full-time or fractional, continuing or contract) at eligible institutions

› Nominees with no more than five years’ experience teaching in a higher education institution, including tutoring and part time teaching, may apply for an Early Career Citation - The five years can be non-sequential and must be counted on a semester basis

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Who does what ?

› ITL has support role - workshops and resources - individual help - as far as possible but limited

› and administrative role

- including arranging and supporting selection panels

› Decisions made by Committee appointed by the VC (not by the ITL)

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University process

› Internal applications due early semester 1, 2016 [date to be advised] through ITL webpage

› Selection panel meets, reviews applications choosing up to 6 for the University to nominate

› Applicants advised; support available for successful applicants

› Resubmission by date to be advised [April]

› After signoff by VC, University submits applications to the OLT by 5pm Thursday 5 May

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Choose one of the following criteria

› Approaches to teaching and the support of learning that influence, motivate and inspire students to learn

› Development of curricula, resources or services that reflect a command of the field

› Evaluation practices that bring about improvements in teaching and learning

› Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience

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Your contribution will be judged

› Influenced student learning, student engagement or the overall student experience

› Gained recognition from fellow staff, the institution and/or the broader community

› Been sustained for a period of no less than 3 years (2 years for early career)

By the evidence it gives of having

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Choosing a criterion

› This may include- fostering student development by stimulating curiosity and independence in learning

- participating in effective and empathetic guidance and advice for students

- assisting students from equity and other demographic subgroups to participate and achieve success in their courses

- encouraging student engagement through the enthusiasm shown for learning and teaching

- inspiring and motivating students through effective communication, presentation and interpersonal skills

- enabling others to enhance their approaches to learning and teaching

- and developing and/or integrating assessment strategies to enhance student learning

Approaches to teaching and the support of learning

that influence, motivate and inspire students to learn

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› This may include - developing and presenting coherent and imaginative resources for student

learning

- implementing research-led approaches to learning and teaching

- demonstrating up-to-date knowledge of the field of study in the design of the curriculum and the creation of resources for learning

- communicating clear objectives and expectations for student learning

- providing support to those involved in the development of curricula and resources

- and contributing professional expertise to enhance curriculum or resources

Development of curricula, resources or services

that reflect a command of the field

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s

› Evaluation comprises making judgements about the quality of programs and activities that are part of the academic, cultural and social experience of higher education. This may include - showing advanced skills in evaluation and reflective practice

- using a variety of evaluation strategies to bring about change

- adapting evaluation methods to different contexts and diverse student needs and learning styles

- contributing professional expertise to the field of evaluation in order to improve program design and delivery

- and the dissemination and embedding of good practice identified through evaluation

Evaluation practices that bring about

improvements in teaching and learning

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› This may include - participating in and contributing to professional activities related to learning and teaching

- innovations in service and support for students

- coordination, management and leadership of courses and student learning

- conducting and publishing research related to teaching

- demonstrating leadership through activities that have broad influence on the profession

- providing innovative learning and teaching for different contexts, including technology enhanced environments, for large and small class sizes and/or to meet the needs of a diverse student cohort

- and influencing the overall academic, social and cultural experience of higher education

Innovation, leadership or scholarship that has influenced and enhanced

learning and teaching and/or the student experience

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Stages in process of making an application

› 1 Read the application form carefully

› 2 Note the requirements • Written statement with citation, summary and statement addressing criteria• References• Photo

› 3 Read the resources on the ITL site

› 4 Think Draft Gather evidence Revise • Gather supporting evidence• Seek help from colleagues and mentors

Stages

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Tell your story

and provide the evidence in the form of triangulated data

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What makes an effective teacher?

› Some common characteristics

› All encourage student learning

› But not all effective teachers are the same

› Key question is whether what you do works for student learning- Can you provide evidence of this happening?

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Providing evidence

› Evidence should be of supporting student learning over time - Quantitative

- USE or other survey data

- Show data for sequential years – evidence of improvement is valuable

- Dates, class sizes and response rates are required

- Comparable data for similar course (discipline, class size, year, program level) may be useful

- If that’s not available use faculty data

- Use percentages, rather than means which can be misleading

- Reflective comments provide connections between data and your teaching

You need to make your case and support it

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Evidence

- Qualitative

- Comments from USE or surveys

- With name of unit of study and date

- Other student comments

- With name of unit of study and date

- Note whether solicited or unsolicited

- Peer review

- With name of colleague, date source e.g. email etc. and whether solicited or unsolicited

- Other comments from colleagues, invitations etc.

- With name of colleague, date, source e.g. email etc. and whether solicited or unsolicited

http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight7_evidence.pdf

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A possible approach

› Clear articulation of aims- What do want the students to be able to do?

- What is the situation?

› Description of approaches and strategies - In the classroom, in assessment, overall

› Account and evidence of achievement

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Resources

› Handouts on the webpages

› http://www.itl.usyd.edu.au/awards/infosession.htm

› http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight7_evidence.pdf

› Copies of past successful applications held in the ITL

› People! › Colleagues, mentors, A/Deans, past winners

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My questions

› What is your story?

› What is the evidence to back this up?

› And your questions……..

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Frequently Asked Questions about Teaching Awards

› Do I have enough evidence to apply?

› Will it look bad if I apply more than once?

› How can I get a peer review?