1. UTAS Awards Workshop 2017 Presented by Andrea Adam and Tracy Douglas
AWARDS & GRANTS TEAM
Steve Drew, Andrea Adam, Tamzen Jeanneret
Tasmanian Institute of Learning and Teaching (TILT)

2. Aims Today’s session will: Our aim is to help you:
provide information about the awards
help you begin writing your award application
Our aim is to help you:
identify a relevant award category
think about a focus for your award application
consider forms of evidence you may need
prepare a ‘strongly supported’ application

3. The University of Tasmania Teaching Awards Pathway
Writing an award application is a developmental process intended to encourage reflection, develop practice, enhance skills and broaden your understanding and scholarship of learning and teaching.
Teaching Merit Certificates
apps. close 31 Jan
approx. 70 awarded
max. 3 TMCs / person/team
certificates presented by Faculty/College/School
Citations for Outstanding Contributions to Student Learning
apps. close mid June
max. 8, $1k each
presented at ULTC in 2017
Vice-Chancellor’s Awards for:
Learning and Teaching Programs – max. 2, $5k each
Teaching – max. 2, $5k each
Early Career Academic Teaching – max. 1, $5k
Sustained Commitment to Teaching Excellence – max. 1, $10k
apps. close mid June
presented at the Vice-Chancellor’s Awards Ceremony in September or October each year
PPLP for Awards
These are the UTAS Awards as they currently stand – we are anticipating changes in the new year – to put them back into line with the National Awards
By invitation
Australian Awards for University Teaching:
Citations for Outstanding Contributions to Student Learning
Awards for Programs that Enhance Learning
Awards for Teaching Excellence
By invitation

4. Teaching Merit Certificates
Aimed at a range of levels from new and sessional to more experienced staff
Maximum of 3 awarded per person (including team awards)
Complete the TMC application form
Nominate a focus area (i.e. assessment, student support, scholarship)
Support statement from unit coordinator or peer – validating claims and evidence provided in your application
If applying for 2nd/3rd TMC, include professional learning plan. Up to one page, documenting activities and evidence to be carried out/collected before next TMC (or VC’s Citation).
Two assessors + whole-of-institution moderation
New Teaching Merit Certificate application forms have recently been approved. is really important to note that if you are applying for your 2nd or 3rd TMC, it should build on previous year’s applications. The committee is looking for progression of practice, evidence, philosophy and that you have reflected upon these. Applications are not successful if they do not show this progression.
In terms of nominating a focus area, we highlight that here because in past people have asked about this. Basically applicants need to evidence what they are claiming is excellent about their practice.
Q: What kinds of things make good evidence of teaching practice?
Activity: Write a short paragraph: What do you do in your teaching that you know is good? How do you know? What would you like to improve about your practice?

5. Teaching Merit Certificates
Recent changes:
New application forms:
1st TMC application
2nd or 3rd TMC application
Higher word counts
New template for the supporting statement
Approval of your line manager
For 2nd or 3rd TMC, include previous successful applications (since 2011), and
Show evidence of progression
If you have already been awarded a TMC and you are applying for your 2nd or 3rd, you will notice a number of changes to the application form
There are now separate forms for those applying for their first TMC and those applying for their 2nd or 3rd.
The ‘Context Box’ has been divided into two boxes – Teaching Context and Claim/s of excellence – and there is a higher total word count – 350 instead of 250
There is also a higher word count for the Evidence in support of your claim/s – 750 instead of 500
There is a new template for the person who is writing your supporting statement
You also need to get the approval of your line manager before submitting your application
For those people submitting a second or third application – you also need to provide a full copy of your previously successful application/s

6. Teaching Merit Certificates
Applications due to by
5.00pm, 31 January 2017
Combine your application into one single PDF and to Awards and Grants
Do not leave getting signatures to the last minute

7. Citations for Outstanding Contributions to Student Learning
Up to 8 awarded; $1,000 each
Available to academic and professional staff
VC’s Award – Program
Maximum of 2 VC’s Program Awards; $5,000 each
VC’s Award - Teaching/Early Career Academic
Up to 2 awarded; $10,000 team/$5,000 individuals.
Available to academic staff only
VC’s Award - Medal for Sustained Commitment to Teaching Excellence
Only 1 awarded; $10,000, for individuals only
Eligible 5 years post award of a VC’s Teaching Award
The kinds of things that are going to be asked for are slightly different – amount of information and level of reflection required. So here’s the opportunity to start putting our reflective hats on.

8. Vice-Chancellor’s Awards
Subject to change in 2018
Check the website for updates
Register for PPLP for Awards
Contact
The requirements for the Vice-Chancellor’s awards were changed in 2017.
They are subject to change again in 2018

9. Where can I go for extra help?
UTAS Awards Website support (all guidelines, eligibility criteria and forms are online PLUS resources such as:
What makes a good TMC?
For UTAS Citations and Awards
Peer Professional Learning Program for Awards (Feb – June each year – see our website for details; register early!)
Peer Review Panel – applicants can have their draft application blind reviewed with feedback provided ( draft applications to TILT – see key dates on A&G site).
Peer Learning Circles -

10. Key Dates Teaching Merit Certificates due 31 January 2018
Citations and VC’s Awards due mid June 2018
and-grants/key-dates-and-events

11. Writing your Award Application

12. The focus of excellence informs the entire application
The focus is developed and sustained by addressing the selection criteria
The focus is supported by evidence related to claims addressing the selection criteria
ALTC Awards
Illustration
Integration
A well integrated method for developing a context might be to:
State your claim for good/excellent/commendable practice
Give examples
Provide evidence
Reinforce through breadth and depth of evidence
Link your practice to scholarly literature and your teaching philosophy
Framing

13. FOCUS
Focus
Developing a focus for your application helps you to tell ‘your story’.
What it is about your teaching approach, strategy or other practice that has the greatest impact on students and their learning?
Two minute reflection:
What is it you do really well? (write down some notes)

14. Some questions to help you determine your focus
Writing an award application: Focus
Some questions to help you determine your focus
What are you most proud of in your teaching?
How do you teach? Why do you do it that way? What skills do you teach?
How do you motivate students? How do you inspire them to learn? How do you know that they are learning?
How do you assess your students? What do you assess?
In what ways do you encourage them to become independent learners?
In what ways do you respect students as individuals?
How do you encourage students individually to develop to their full potential?
Have you ever written/presented/shared about learning/teaching?
Have you made any contributions to learning/teaching in your field/discipline/school/faculty/the University?
What are some/one key challenge(s) you have faced as a tertiary teacher and how have you attempted to overcome it/them?
What legacy has/will your style of teaching leave for your students?
Do you have any educational 'heroes', if so, who are they and why? How do you use their approach or philosophy to inform your own teaching?

15. Framing Selection Criteria
Framing your focus : Addressing selection criteria or providing a context
Selection criteria need to be interrogated – what are they asking of you?
(For Citations: Select the one(s) that best matches your chosen focus.)
Write to the criterion you choose, but don’t write for it – retain your own voice.
Use key examples and ensure they directly relate to the selected criterion.
Keep focused – about excellence or excellent practice – not core business.

16. On each table there should be a rubric used to assess TMCs
On each table there should be a rubric used to assess TMCs. Over the next couple of minutes look over the rubric, pass it around, and chat with the people around you about how what you’re already starting to work together as ideas for your application sits in relations to the rubric. What area/s (focus, context, evidence) seem to need the most attention or might need some reframing in light of the way the applications are assessed?
Remember that the rubric is available on the Awards website. Keep it handy while drafting your application.

17. Selection 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.
Citations: select one (or a maximum of two)
VC’s Award – Teaching: all
VC’s Award – Sustained Commitment to Teaching: all
Australian Awards for University Teaching
The written statement must be a maximum of 4 pages – preferably addressing 1 (but a maximum of 2) selection criteria
This is in line with the National Citations
Other focus areas (or themes) from award-winning applications in past have included: Pedagogical approach; Professional content knowledge; Dedication to quality teaching; Student engagement; Assessment; Student support; Scholarship of teaching and learning…

18. Citations
In assessing applications, the sub-committee will take into account the extent to which:
the applicant(s) has influenced student learning, student engagement and/or the overall student experience in an outstanding way;
the applicant(s) has gained recognition from fellow staff, the institution, and/or the broader community; and
the extent to which the described practice has been sustained over time.
The written statement must be a maximum of 4 pages – preferably addressing 1 (but a maximum of 2) selection criteria
This is in line with the National Citations
Other focus areas (or themes) from award-winning applications in past have included: Pedagogical approach; Professional content knowledge; Dedication to quality teaching; Student engagement; Assessment; Student support; Scholarship of teaching and learning…

19. VC’s Award - Teaching
the assessment panel will consider the relative levels of achievement against each selection criteria, according to the academic level an applicant holds.
The panel will also consider the extent:
to which the claims for excellence are supported by formal and informal evaluation;
of creativity, imagination or innovation, irrespective of whether the approach involves traditional learning environments or technology-based developments; and
to which the application demonstrates evidence of sustained effectiveness over time.
VC’s Award – Sustained Commitment to Teaching
Claims and evidence provided for this application must show distinct growth in teaching practice and impact on student learning from the time the applicant's last award was received.

20. VC’s Awards – Program Category
Category - select one:
Widening participation
Educational partnerships and collaborations with other organisations
Innovation and flexibility in curricula, learning and teaching
Postgraduate education
Student experiences and services supporting learning, development and growth in higher education
Global citizenship and internationalisation

21. VC’s Award – Program Address all four selection criteria
Distinctiveness, coherence and clarity of purpose
Influence on student learning and student engagement
Breadth of impact
Concern for equity and diversity 
In assessing applications, the assessment panel will take into account:
the extent to which the application gives clear evidence of the effectiveness of the program in formal and informal evaluation
the degree of creativity, imagination or innovation of the application
the extent to which the application demonstrates evidence of the sustained effectiveness of the program over time.
The current requirement is 2 written pages addressing the Selection Criteria – previously 10 pages

22. ILLUSTRATION
Illustration
Substantiating your claims for commendable practice.
What evidence do I have which demonstrates the quality of my teaching and can substantiate the claims I am making?
Two minute reflection:
How do you know that what you do works?

23. Illustration Substantiating your claims for commendable practice.
What evidence do I have which demonstrates the quality of my teaching and can substantiate the claims I am making?
Then ask yourself:
Is the evidence appropriate for the award category?
Is the evidence appropriate for the chosen selection criteria?
Does the evidence substantiate the claims made?
How should the evidence be presented (i.e. eVALUate data)?
Successful applications use a combination of evidence - showing breadth and depth.

24. The ‘evidence grid’ Smith (2008): 4Q Model for Evaluating Learning and Teaching
Peers
Self
Student Feedback
Student Learning
ALTC Awards
This really connects with the four lenses from Brookfield.
The thing missing is the literature lens.
There are two things students are feeding you back through evaluate.
The student learning refer to their hard learning outcomes. How do you know they have met their learning outcomes?
Engagement
Literature

25. Peers Classroom performance (peer review) Course materials and content
The ‘evidence grid’: Peers
Classroom performance (peer review)
Course materials and content
Assessment practices
Scholarship of teaching and publications
Leading learning and teaching initiatives
Learning and teaching strategies
Leadership roles
Levels of peers – senior, supervisor, reviewers, colleagues etc.
Industry and professional associations
Peers

26. Self Teaching journal Teaching philosophy
The ‘evidence grid’: Self
Teaching journal
Teaching philosophy
Self reflections, analysis and evaluation
Reflective course memo
Responsiveness to student feedback
Publications
Leadership roles
Self

27. Student evaluation processes Student interviews
The ‘evidence grid’: Student Reactions
Student evaluation processes
Student interviews
Informal class student feedback
Course experience questionnaires
Unsolicited (and solicited) student feedback
Student logs and journals
Online feedback
Student Reactions

28. Students’ self reported knowledge/skills
The ‘evidence grid’: Student Learning
Students’ self reported knowledge/skills
Rates of attrition/failure progression to honours/postgraduate
Course identification and evaluation of generic attributes
Student work (assessments, theses, projects)
Employer/workplace feedback
Graduate feedback
Student Learning

29. Bringing it all together
FRAMING
Bringing it all together
For example:
You are inspired to be an inclusive practitioner because you believe that all student abilities should be catered for (teaching philosophy) and have implemented inclusive practice principles (teaching practice) to address ‘first in family’ student cohort characteristics of your unit (teaching challenge). You have examples (evidence) of your own professional learning in this area/student feedback/feedback from relevant staff in the student centre and a publication in the area of ‘alternative assessment’.

30. A quick word about SoTL
SoTL is the ‘methodology’ through which you justify your good practice.
Grounds your practice in theory
Establishes and validates your teaching philosophy
Establishes and validates your teaching pedagogy
Some key readings for you to consider:
Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate, Special Report, Carnegie Foundation for the Advancement of Teaching, New York: Jossey-Bass
Brookfield, S. (1995) Becoming a Critically Reflective Teacher, New York: Jossey-Bass
Skelton, A. (Ed.) (2007) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, Oxon: Routledge
Useful SoTL Websites
International Society for the Scholarship of Teaching and Learning
The Higher Education Academy. See resources section
Carnegie academy for the scholarship of teaching and learning
Need for a genuine engagement with the broader Scholarship of Teaching and Learning (SoTL) discipline/literature.
Your teaching philosophy is important and will guide your engagement with learning and teaching – but it is evident when a philosophy is lifted from the literature for the purposes of an award application.

31. A think/write activity:
Identify a focus for your application
(i.e. what is excellent about your practice and why is it excellent?)
What is the context of your teaching? / How will you frame your story?
i.e. tell your ‘teaching’ story and keep it relevant to the focus area of your application.
What is your teaching philosophy and how does it relate to your focus area? (why and how you do what you do)?
What evidence do you have which tells you your practice is excellent?
How do you know that your practice is excellent? What different types of evidence do you have to substantiate your claims? These must also relate to the focus of your application.
Note that the Context of the TMC application is now split into two boxes – Teaching Context and Claim/s of excellence