Criteria

Outstanding Teaching.

All academic staff who are engaged in teaching within Units of Study (lectures, tutorials, workshops, small-group teaching) are eligible to apply.

Applicants will be assessed on the basis of evidence that supports their claims against the following criteria:

  1. Approaches to teaching that influence, motivate and inspire students to learn. This 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 Teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills.
  2. Development of curricula and resources 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 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.
  3. Approaches to assessment and feedback that foster independent learning. This 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.
  4. [b||Respect and support for the development of students as individuals]]. This 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.
  5. Scholarly activities that have influenced and enhanced Teaching. This may include: showing advanced skills in evaluation and reflective practice; participating in and contributing to professional activities related to 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.

Support for the Student Experience.

A nomination for an Award for Support of the Student Experience should be a creative initiative or project that has resulted in improvements to the quality of the student experience.

Members of Faculty staff who support and facilitate student learning (e.g. demonstrators, casual tutors, technical support and administrative staff) are eligible for nomination.

Nominees will be assessed on the basis of evidence that supports their claims against the following criteria:

  1. Distinctiveness, coherence and clarity of purpose. Extent to which the program has clear objectives and systematic approaches to coordination, implementation and evaluation.
  2. Influence on student learning and/or 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.
  3. Breadth of impact. Extent to which the program has led to widespread benefits for students, staff, the institution, and/or other institutions, consistent with the purpose of the program.
  4. 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.

Research Higher Degree Supervision.

All Faculty staff who are supervising postgraduate research degree students are eligible for nomination.

Nominees will be assessed on the basis of evidence that supports their claims against the following criteria:

  1. Demonstrated interest in and enthusiasm for supervising, mentoring, guiding and supporting research higher degree students, including facilitating student access to resources and equipment.
  2. Significant and substantial achievements in integrating students into the research community, including, where appropriate, encouraging publication and developing professional links with other research higher degree students.
  3. Evidence of accessibility to research higher degree students and of effective communication with them.
  4. Evidence of a range of strategies used to establish clear goals and plans for postgraduate research students and to manage the supervisory process to achieve timely and successful completion of the thesis.
  5. Evidence that a repertoire of student centred supervisory strategies has been used to provide supervision appropriate to the diverse needs of individual students including assisting students from equity groups to achieve success.
  6. Evidence that effective feedback on students’ progress has been provided.
  7. Demonstrated commitment to assisting research students achieve their career goals, recognising that not all students pursue academic careers.