Structure Teaching excellence Awards New Career Path
Teaching Excellence Awards 1 Introduced for first time in 2005-06. Judged against a set of criteria by a group of 6 including 2 students. Initially 3 awards planned - 6 given out! Year 2 - two new areas added exceptional commitment or progress over a short period of time and exceptional dedication and sustained impact over an extended period of time.
Teaching Excellence Awards 2 Criteria Enhancement of Student Learning Innovation Links to Research Fostering Student Engagement / Satisfaction Promoting Effective Learning Dissemination of Work
Teaching Excellence Awards 3 Two stage process Stage 1 - Nomination Self, peer or student nomination (or combination) Need to briefly address criteria Stage 2 - Evidence Those deemed to have a case proceed, and produce evidence to back up excellence. Evidence signed off at faculty level.
New Career Path Instigated some 7 years ago University Teacher, Senior University Teacher, Reader, Professor No expectation of research Required to deliver research informed teaching in a scholarly manner Debate about what evidence is acceptable to define scholarly manner.
New Career Path Approx 15% of academic staff on this route All levels including 6 Professors Working well in terms of remotivating staff who would have been promoted on Lecturer career path (in a research intensive university)
Issues Do teaching excellence awards make any difference? Should we not be rewarding those who promote excellent learning? Does a separation of Lecturers and Teachers impact on student learning? What is link between research and teaching and does it make a difference?