1. Improving recognition of teaching in academic promotion Prof Sandra Wills Executive Director Learning & Teaching University of Wollongong

2. Professor Sandra Wills Pro Vice-Chancellor Student Learning

3. “It’s easier to apply for a new job elsewhere than get promoted here.” “There’s no point being designated teaching-only as you can’t get to professor that way.” "Metrics associated with research are easier to find and apply."

4. Professorial guidance recommended WARNING – foreign language, confusing terminology, guidance and support needed from Canadian professors – PLEASE

5. Teachers DO get promoted!

6. Australian universities British universities Wollongong Tasmania Wollongong Tasmania Leicester Newcastle Leicester Newcastle Four partner benchmarking (statistics, surveys, interviews) Frameworks & examples Forums in AUS & UK HEA Report & Website Four partner benchmarking (statistics, surveys, interviews) Frameworks & examples Forums in AUS & UK HEA Report & Website UK Advisory Group External Evaluator Australian Advisory Group

7. Benchmarking staff perceptions staff perceive research activities have greater impact on promotion prospects, particularly at the two UK universities since research is currently regarded as the main route to promotion, staff perceive teaching duties are being neglected in order to meet research requirements majority indicated there should be parity in the regard for teaching & research activities in the promotion process mixed messages from line managers & senior executives regarding parity of research & teaching

8. Strongest opportunity for enhancing university teaching: when academics believe that they can be promoted for excellence in teaching. Fellowships and awards not sufficient recognition in themselves unless followed by reward of promotion. Rationale for the project

9. Promotion Applications Me: 20 years Promotion Committee training 12 years on Promotion Committee

10. You can’t measure teaching!

12. “Mix of Evidence” framework one size does not fit all academic careers

13. Teachers DO get promoted! UOW Promotion Stats 2006-2009 Promotion to: Senior LecturerAssociate Professor % success Teaching #18178 Research #19591

14. Country differences in level of academic appointment

15. Benchmarking Promotion Statistics UK national report 2009 n=46 universities Lecturer/Snr LecturerReader/Professor 32%17%

18. UOW Dubai Campus UOW Wollongong Campus

19. 28,000 students - 30% international off-shore and on-shore Top 200 Times Higher Ed Rankings 2009, 2006 & 2007 #1 for Student Satisfaction Sweeney Research Group 2009 Top 500 - Shanghai Jiao Tong Index 2006 decade of 5 stars in Good Universities Guide #1 for 3 years of National Teaching & Learning Performance Fund # 1 for 4 years of Citations for Outstanding Contribution to Teaching & Learning inaugural Commonwealth University of the Year Award for Community Engagement - The Times Higher Ed & Commonwealth Association of Universities 2006 University of Year for Research Partnerships 2000 University of Year for Preparing Graduates for e-World 1999 Not sandstone however 60 years old research intensive & international

20. Promotion to Senior Lecturer Benchmarking Promotion Statistics 2010 & 2011 2 Australian universities2 British universities number of teaching-related applications comparable to research-related applications number of teaching-related applications 1/3 of overall applications for promotion success rates highsuccess rates (45%) about half of Australian success rates (90%) success rates comparable with the success rates overall success rates comparable with overall success rates (49%) but UK overall success rates are low compared to Australia (95%) * * *

21. Promotion to Associate Professor and Professor* *data for these two levels combined 2 Australian universities2 British universities percentage of applications for teaching-related promotion is far lower than the percentage of applications overall & lower than UK percentage number of applications for teaching-related promotion only slightly lower than the number of applications for Senior Lecturer success rates about same as UK success rates success rates the same as Senior Lecturer rates overall success rates slightly lower than UK partners success rates comparable with overall success rates *

22. closed the gap between Teaching & Research BUT number of applications for teaching #1 declined THEREFORE indicates academics still do not believe? OR set the bar too high? UOW promotion stats after 2009

23. Institutional Review of Promotion good practice benchmarks

24. benchmarks 6 dimensions 18 benchmarks 72 focus questions

25. Benchmark 3 University leaders support promotion for teaching achievement Benchmark 4 Leaders of academic units support promotion for teaching achievement Benchmark 5 Peer interactions support promotion for teaching achievement

26. Benchmark 17 A transparent cycle of review tracks recognition of teaching in academic promotion Benchmark 18 Academic staff perceive that teaching achievements are valued in promotion processes

27. good practice examples

29. good practice benchmarks evidence frameworkgood practice examples

30. Each member of the group take a few examples to read Place example in YES pile if McMaster already has this good practice Place example in NO pile if McMaster does not do this When all examples placed, discuss as a group to confirm sorting Choose one highest priority NO example which needs to become a YES at McMaster good practice examples

31. evidence for promotion

32. diamond ranking of evidence As a group, rank each example from highest to lowest answering “How important does McMaster view this type of evidence in promotion of teachers?” Choose ONE low ranking example that McMaster needs to change.

33. perspectives & principles on measuring teaching support promoting teaching’s good practice benchmarks 6, 7, 9, 10 & 12

34. three perspectives on evidence of teaching

35. scope of activity

36. sources of evidence

37. sphere of influence

38. evidence framework

39. sample guide for applicants

40. promotingteaching.com

41. Peer Review Principles:  Choice  not compulsory  withdraw at any stage  choice of reviewer  choice of proforma  Credibility  reviewers of esteem  reviewer training compulsory  reviewee training recommended  two reviewers: one internal & one external to Faculty  Confidentiality  Peer Observation of Teaching (POT) & Peer Review of Educational Practice (PREP)

42. Dimensions of educational practice for reviewer of teaching portfolio 1. Alignment of teaching practices with teaching philosophy 2. Effectiveness of teaching activity as evidenced through student engagement & outcomes 3. Effectiveness of curriculum and assessment design & development 4. Evidence of command of content in the discipline or field 5. Development of teaching based on feedback from sources such as students, peers, profession &/or community 6. Scholarly approach to learning & teaching; scholarly outcomes from research on learning & teaching 7. Effectiveness of leadership in learning & teaching 8. Recognition of contribution to learning & teaching 9. Other areas relevant to institutional priorities

43. Teachers win awards and DO get promoted! promoted to Aspro promoted to Head promoted to Aspro promoted to Vice President promoted already a Dean promoted to Head National Awards Ceremony