Hot Tips for Writing Award Applications

Hot Tips for Writing Award Applications

UTAS Awards Workshop 2017 Presented by Steve Drew, Sherridan Emery, Tracy Douglas Tasmanian Institute of Learning and Teaching (TILT) AWARDS & GRANTS TEAM Tamzen Jeanneret, Sherridan Emery & Steve Drew [email protected] Todays session will: 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! The UTAS 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 Faculty based whole-of-institution moderation Maximum of 3 awarded per person (including team awards). Aimed at sessional and new teaching staff Complete the TMC application form 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 VCs Citation). 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 31 January 2017, TMC applications due (electronically) to TILT. http://www.teaching-learning.utas.edu.au/awards-and-grants/awards/utas-awards/teaching-merit-certificate Citation for outstanding contributions towards student learning Up to 8 awarded; $1,000 each

Available to academic and professional staff Vice Chancellors Award for Programs that Enhance Learning Maximum of 2 VCs Program Awards; $5,000 each Available to academic and professional staff Vice Chancellors Award for Teaching Excellence Up to 2 awarded; $10,000 team/$5,000 individuals. Available to academic staff only Vice Chancellors Medal for Sustained Commitment to Teaching Excellence Up to 1 awarded; $10,000 individuals only Available to academic staff only Eligible 5 years post award of a VCs Award for Teaching Excellence http://www.teaching-learning.utas.edu.au/awards-and-grants/awards/utas-awards/-vice-chancellors-citations-for-outstanding-c ontributions-to-student-learning Where can you go for extra help? UTAS Awards Website support (all guidelines, eligibility criteria and forms are online PLUS resources such as: Teaching Awards Summer Starter Presentation

What makes a good TMC? Peer Learning Circles would you like to form one? For UTAS citation awards and onwards Peer Professional Learning Program for Awards (Feb June each year see our website for details; register early!) https://secure.utas.edu.au/teaching-learning/awards-and-grants/awards/pplp-for-awards Peer Review Panel applicants can have their draft application blind reviewed with feedback provided (email draft applications to TILT see key dates on A&G site). Important Dates Please see Key Dates on UTAS Awards website. Teaching Merit Certificates due 31 January 2017 Citations and VCs Awards due June 2017 (date TBC).

http://www.teaching-learning.utas.edu.au/awards-and-grants/keydates-and-events Writing your Award Application Framework for a quality award application Focus The focus of excellence informs ALTC Awards the entire application Illustration The focus is supported by evidence related to claims addressing the selection

criteria Integration The focus is developed and sustained by addressing the selection criteria Framing 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) 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? 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. The evidence grid Smith (2008): 4Q Model for Evaluating Learning and Teaching ALTC Awards

Peers Self Student Feedba ck Student Learnin g The evidence grid: Peers Peer s 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 The evidence grid: Self Self Teaching journal Teaching philosophy Self reflections, analysis and

evaluation Reflective course memo Responsiveness to student feedback Publications Leadership roles The evidence grid: Student Reactions Student Reactio

ns Student evaluation processes Student interviews Informal class student feedback Course experience questionnaires Unsolicited (and solicited)

student feedback Student logs and journals Online feedback The evidence grid: Student Learning Studen t Learnin g 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 FRAMING 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. Teaching Merit Certificates A think/write activity: Identify a focus for your application (i.e. what is commendable about your practice and why is it commendable?) What is the

context of your teaching? 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 commendable? How do you know that your practice is commendable? What different types of evidence do you have to substantiate your claims? These must also relate to the focus of your application. FRAMING Framing your focus : Addressing selection criteria or providing a context Selection criteria need to be interrogated what are they asking of you?

Select the one(s) that best matches your chosen focus. Write to the criterion you choose, but dont write for it retain your own voice. Use key examples and ensure they directly relate to the selected criterion. Keep focused about excellence or commendable practice not core business. Selection Criteria 1) Approaches to teaching and the support of learning that influence, motivate and inspire students to learn. 2)

Development of curricula, resources or services that reflect a command of the field. 3) Evaluation practices that bring about improvements in teaching and learning. 4) Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience. Additional selection criteria considered by the selection committee Citations for Outstanding Contributions to Student Learning the applicant(s) has influenced student learning, student engagement and/or the overall student experience; the applicant(s) has gained recognition from fellow staff, the institution, and/or the broader community; and the described practice is outstanding and has been sustained over time. VCs Program Awards

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 application demonstrates evidence of the sustained effectiveness of the program over time. VCs Teaching Excellence and Sustained Commitment Awards the claims for excellence are supported by formal and informal evaluation; the extent of creativity, imagination or innovation, irrespective of whether the approach involves traditional learning environments or technology-based developments; and the application demonstrates evidence of sustained effectiveness over time Australian Awards for University Teaching 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. VCs Award for Programs that Enhance Learning Distinctiveness, coherence and clarity of purpose Influence on student learning and student engagement

Breadth of impact Concern for equity and diversity 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 http://www.issotl.org/SOTL.html International Society for the Scholarship of Teaching and Learning http://www.heacademy.ac.uk/home The Higher Education Academy. See resources section http://www.sotl.ilstu.edu/ Carnegie academy for the scholarship of teaching and learning 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?

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