1. Applying for an OLT Citation 2016 INSTITUTE FOR TEACHING AND LEARNING INSTITUTE FOR TEACHING AND LEARNING October 2015 DR ALISON KUIPER, SENIOR LECTURER

2. 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 2 Aim: to provide information and support

3. 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 3

4. 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 4 http://www.itl.usyd.edu.au/awards/vcawards.htm

5. 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 5

6. 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.Citations For Outstanding Contributions to 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 6 Awarded by the Office for Learning and Teaching

7. 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 7

8. 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) 8

9. 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 9

10. 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 10

11. 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) 11 By the evidence it gives of having

12. 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 12 Approaches to teaching and the support of learning that influence, motivate and inspire students to learn

13. ›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 13 Development of curricula, resources or services that reflect a command of the field

14. 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 14 Evaluation practices that bring about improvements in teaching and learning

15. ›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 15 Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience

16. Stages in process of making an application ›1Read the application form carefully ›2Note the requirements Written statement with citation, summary and statement addressing criteria References Photo ›3Read the resources on the ITL site ›4Think Draft Gather evidence Revise Gather supporting evidence Seek help from colleagues and mentors 16 Stages

17. Tell your story and provide the evidence in the form of triangulated data 17

18. 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? 18

19. 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 19 You need to make your case and support it

20. 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 20 http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight7_evidence. pdf

21. 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 21

22. Resources ›Handouts on the webpages ›http://www.itl.usyd.edu.au/awards/infosession.htmhttp://www.itl.usyd.edu.au/awards/infosession.htm ›http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight7_eviden ce.pdfhttp://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight7_eviden ce.pdf ›Copies of past successful applications held in the ITL › People! ›Colleagues, mentors, A/Deans, past winners 22

23. My questions ›What is your story? ›What is the evidence to back this up? ›And your questions…….. 23

24. 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? 24