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Teaching Award Application Guidelines

Learning and Teaching in Business provides these guidelines to assist applicants applying for awards.

Evidence

Evidence supporting the application should:

  • demonstrate the sustained impact of the actions taken by the applicant (i.e. over an entire teaching load and teaching period and not units selected from an entire teaching load for a period being considered);
  • demonstrate that the applicants practice goes beyond the expectations of what is effective teaching
  • triangulate evidence where possible from multiple lenses(e.g. use independent peer/expert feedback as well as student feedback and self reflection)
  • reference whether feedback is solicited/unsolicited and the date received. Where independent feedback is provided the applicant must indicate whether the feedback was or was not solicited by the applicant and the date the feedback was received.
  • describe the teaching context clearly including unit names as well as unit codes, number of students taught/responding
  • detail the role of the applicant vis-À-vis others in the teaching team where innovation or achievement is indicated (e.g. Unit of Study Coordinator versus lecturer for three weeks)
  • make use of original USE or other equivalent data. Any quantitative evaluative data may be audited by the panel, and such references and dating of data is mandatory.
  • Include peer-review of any aspect of the applicants teaching activities.

References

  • The reference needs to support the claims made by the applicant in the application. The referee should therefore be familiar with the work of the applicant to do this successfully. Giuseppe Carabetta's reference for Mark Fisher's 2009 Tutor Award application is a good example of a reference supporting the applicant's claims.
  • Members of the Selection Panel requested to provide references by applicants are able to do so but must then forfeit their right to vote on that application at the meeting.

Support for Writing an application