Dean's Awards for Excellence in Education 2015

The Dean’s Awards for Excellence in Education recognise academic staff of the College who have made a broad and deep contribution to enhancing the quality of learning and teaching in CECS.

There are six categories of award, three new for the College in 2015, with more information listed below.

All academic, professional, sessional, and adjunct staff of the College, full-time or fractional, standard or fixed-term, can nominate or be nominated.

All undergraduate, postgraduate coursework and HDR students are eligible to nominate.

Nominations for the award can be made using this form or by direct email to ea.dean.cecs@anu.edu.au          

Nominations must include a short statement detailing the reasons for the nomination.

Recipients of awards are automatically nominated for the VC’s Awards.

The due date for receipt of nominations is 30 October 2015.

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Award for Teaching Excellence

Nominations for this award are assesed under the following criteria.

  • Approaches to teaching that influence, motivate and inspire students to learn
    • Which may include: fostering student development by stimulating curiosity and independence in learning; contributing to the development of students’ critical thinking skills, analytical skills and scholarly values; encouraging student engagement through the enthusiasm shown for learning and teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills; effective approaches to guidance during the planning of research projects; structures established for ongoing interaction with students.
  • Development of curricula and resources that reflect a command of the field
    • Which 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.
  • Approaches to assessment and feedback that foster independent learning
    • Which may include: integrating assessment strategies with the specific aims and objectives for student learning; providing timely, worthwhile feedback to students on their learning; using a variety of assessment and feedback strategies; implementing both formative and summative assessment; adapting assessment methods to different contexts and diverse student needs
  • Respect and support for the development of students as individuals
    • Which may include:  participating in the effective and empathetic guidance and advising of students; assisting students from equity and other demographic subgroups to participate and achieve success in their courses; influencing the overall academic, social and cultural experience of higher education.
  • Scholarly activities that have influenced and enhanced learning and teaching
    • Which may include:  showing advanced skills in evaluation and reflective practice; participating in and contributing to professional activities related to learning and teaching; 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.

Award for Excellence in Supervision

Nominations for this award are assesed under the following criteria, and refers to supervision of Honours projects, research projects in coursework Masters and HDR supervision.

  • Clarification of mutual expectations with individual candidates and maintenance of professional working relationships throughout the period of the candidature
    • Which may include:  induction of research students and ongoing clarification of mutual expectations; introduction to the School; meeting with other students and researchers and discussion of supervisory process; mentoring research students for career development; flexibility of approach to supervision and sensitivity to the diverse needs of students including those from equity groups; provision of appropriate pastoral support; regular monitoring and evaluation of the supervisory relationship including the composition and operation of the supervisory panel (for PhD supervision).
  • Fostering a climate of intellectual rigour to promote research work of sound standing and the development of a skilled, knowledgeable and ethical researcher
    • Which may include:  development of a research program that attracts and maintains high quality candidates; encouraging students to attend, and be involved in, research group and school seminars; encouraging and assisting candidates with publication during their period of study; facilitation of student networking with other national and international researcher colleagues; development of independent, ethical researchers; ensuring that students access appropriate research education opportunities ranging from workshops on the concept of research through to using data sources.
  • Guidance in planning and undertaking the research process and provision of regular feedback on progress
    • Which may include:  provision of resources, necessary coursework if required, and research plan design; developing students’ theoretical, analytical and methodological skills appropriate to the discipline; assisting candidates in the development of research, writing and communication skills; monitoring student progress, e.g. through regular meetings, annual reviews and plans; constructive and timely comment on written work e.g. chapter drafts, early literature work, papers; journal manuscripts and structure of the dissertation including specific advice where required; constructive and timely feedback on candidate presentations e.g. proposal seminar; conference papers; oral feedback during regular meetings; selection of appropriate examiners and support for students during and following the examination process.
  • Developing a climate of intellectual engagement with a broad scholarly community
    • Which may include evidence of modelling a scholarly approach to research in a global context which recognises the complexity and challenge of this context; encouragement and support for students to access a range of research scholars and projects nationally and internationally, providing opportunities for students to work within an international context through exchanges, meetings and collaborative work; provision of career support and opportunities at a national and international level, leadership of, or contribution to, an effective supervisory panel; facilitating the construction of a well balanced panel; encouragement to students to effectively utilise supervisory panel members; taking responsibilities for particular roles within a supervisory panel.
  • Systematic and scholarly approach to professional development of supervisory academic practice and skills
    • Which may include evidence of advanced skills in evaluation ad reflective practice; participating in and contributing to professional activities related to research supervision; coordination, management and leadership roles in relation to research supervision; conducting and publishing research related to research supervision; leadership through activities that have broad influence on the profession, school and research candidates; contribution to relevant policy development.

Award for Contributions to Programs that Enhance Student Learning

Nominations for this award are assesed under the following criteria.

  • Distinctiveness, coherence and clarity of purpose
    • Extent to which the program has clear objectives and systematic approaches to coordination, implementation and evaluation.
  • Influence on student learning and student engagement
    • Extent to which the program targets identified needs and directly or indirectly enhances student learning, student engagement and/or the overall student experience of higher education.
  • Breadth of impact
    • Extent to which the program has led to widespread benefits for students or staff of the College, consistent with the purposes of the program.
  • Concern for equity and diversity
    • Extent to which the program promotes and supports equity and inclusiveness by improving access, participation and outcomes for diverse student groups.
  • Scholarly activities that have influenced and enhanced learning and teaching
    • Which may include:  showing advanced skills in evaluation and reflective practice; participating in and contributing to professional activities related to learning and teaching; 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.

Award for Excellence in Tutoring or Demonstrating (New in 2015)

As a result of several strong applications, and significant encouraging feedback from the 2014 round, this award was created to acknowledge the hard work and dedication of our College Tutors and Demonstrators.

To be eligible for this award, the nominee must be employed as a CECS tutor.

Nominations for this award are assesed under the following criteria.

  • Approaches to teaching that influence, motivate and inspire students to learn and achieve the desired objectives of a course.


    • This may include: fostering student development by stimulating curiosity and independence in learning; facilitating the development of students' critical thinking analytical skills and scholarly values; encouraging student involvement through the appropriate use of interactive, collaborative and engaging learning activities;  the use of high-level of communication (e.g. skilled questioning), presentation and interpersonal skills to help students build understanding in either virtual or face to face settings; using strategies to understand and attend to the individual needs of students; collaborating with course convenors in forming coherent strategies to promote student learning and identifying critical learning issues within a course.

  • Participating in the design, planning and or selection of curricula, particularly relating to tutorial or demonstration resources, that facilitate learning
    • This may include: demonstrating a deep understanding of the course objectives and expectations of students as communicated by and discussed with the course convenor; developing and/or selecting and presenting coherent and imaginative resources for student engagement and learning; demonstrating up-to-date knowledge and skills in the field of study in the planning, design and or selection of resources and activities for learning; extending course material in tutorials and/or demonstrations to enhance student learning; implementing research-led approaches to learning and teaching.
  • Approaches to assessment and feedback that foster independent learning
    • This may include: helping students to understand how assessment strategies integrate with the course aims and objectives and student learning activities; providing timely, and meaningful feedback to students on their learning; using a variety of assessment and feedback strategies; implementing formative and summative assessments; assisting students in adapting to the assessment requirements and where appropriate recommending how assessment should be adapted to cater for the specific needs of students.
  • A commitment to evaluating and improving teaching practices
    • This may include: analysing and appropriately applying feedback received by students; participating in professional development activities focused on developing a greater understanding around teaching and learning; being proactive in the role as an intermediary between the students and the course coordinator in suggesting how the course can be further enhanced.


Award for Indigenous Education (New in 2015)

For the purposes of this award, the College will follow the University interpretation of Indigenous higher education as a broad concept that embraces:

  • curricula and programs for Indigenous students;
  • curricula and  programs  for  non-Indigenous  students,  but where  the  subject  matter  relates  to Indigenous Australians;
  • academic or professional staff who have made an important contribution to Indigenous education by furthering scholarly learning, research and public knowledge of Indigenous issues;
  • academic or professional staff who are themselves Indigenous.

Nominations for this award are assesed under the following criteria.

  • Evidence of effective contribution to Indigenous education
    • Which may include: Development of programs, services or curricula that improve the learning experience of Indigenous students at ANU; Provision of ongoing support, either individual or via a program, for Indigenous students at ANU; Participation in activities that have helped increase scholarly learning, research, or public knowledge of Indigenous issues; Development of courses, curricula or services that raise awareness of Indigenous culture and/or issues; Outstanding teaching, curriculum development, or student support practices from academic or professional staff who are themselves Indigenous; research supervision, either by Indigenous staff, of Indigenous students or on topics related to Indigenous issues.

Citation for Outstanding Contribution to Student Learning (New in 2015)

This citation was created as a means to recognise staff and associates who have made significant contributions to student learning but whose efforts may not necessarily fit within the criteria of the other awards.

For this citation, nominees may be professional staff, academic staff, sessional staff or institutional associates.

Nominations for this award are assesed under the following criteria.

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


    • 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. 

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

    • 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. 

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


    • 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. 

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


    • 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. 


 

Updated:  8 September 2015/Responsible Officer:  Dean, CECS/Page Contact:  CECS Marketing