1. CHANGE TRANSFORM INFLUENCE
Recognition, Evidence and Progression at the ANU
Michael Martin PFHEA
Beth Beckmann SFHEA
Barbara van Leeuwen SFHEA
Elisabeth Findlay SFHEA
Laura Wey
Education Indicators for Promotion
Academic Professional Development
Educational Fellowship Scheme

2. Once upon a time (when the TPP began)…
The original vision…

3. We had…
Begun to develop “education indicators” to assist staff in developing the education component of promotions applications
Changed the academic development program to a “decamodular” (packages of ten modules) format
Gained HEA accreditation, beginning with a group of 10 “home-grown” SFHEA’s

4. We wanted…
To embed these indicators into ANU promotions processes and enhance promotion opportunities in a way that properly acknowledges teaching & learning
Bring many more staff into the academic development program using our new flexible format
Mount a successful Educational Fellowship Scheme to create a cohesive group of ANU education fellows

5. We achieved*
Draft sets of indicators – now for each of education, research and service – are currently being considered for use by staff in the 2015 promotions round
Astonishing numbers of attendances at PD modules in CHELT – in the thousands
The EFS is growing rapidly – about 140 Fellows across ANU (plus some external to ANU).
* And are still working on

6. And the work continues
Bringing the indicators to life so that staff gain recognition for all of their activities across education, research and service (acknowledging we are a research-intensive university, but placing equal importance on education)
Enhancing the APD scheme through adding modules, and creating new decamods to meet emerging needs
Expanding the EFS, including engaging across the sector

7. The EFS at a glance…
January 2015

8. EFS Highlights
Spread across Colleges is roughly proportional to College size, so the growth is uniform across the University
Engagement at all levels of appointment
Relatively high number of Senior Fellows as we engage with College Champions to create a “ground up” approach to growth
External outreach and development

9. APD Highlights “Decamods” a solution to gap created by removal of GCHE
Much higher take-up because of the flexibility offered by modular format
Staff able to create tailored academic professional development pathways through the choices offered within Decamods

10. Academic Promotions Highlights
TPP team active during 2014 promotions round in advising and assisting staff with their promotions applications
Successful development of “education indicators” has spurred development of parallel “research indicators” and “service indicators” to offer staff an “indicator suite” to promote evidence-based applications

11. Academic Promotions
TPP team acted as Equity Observers for 2014 promotions round, in which the equity focus was Education – present at all promotions committees, both local and central
Reported to Academic Board on equity matters arising in the 2014 round

12. Looking to 2015 Embedding of indicators within promotions policies
Further work in developing and assisting staff with promotions applications with a focus on education
Using the resources generated within the EFS to create peer- and community-support for education within career progression processes

13. Summarising…
The APD and EFS are designed to embed structures within the ANU to promote teaching “from within”
The goal is not to defeat the research culture but to augment and enhance it with a strong teaching culture that is linked to reward and recognition at the ANU
Culture change is slow – we need to recognise this as normal as we move forward