The School HDR Coordinators and the FASS Research Education Committee were challenged by an exceptionally competitive field of candidates from a wide range of disciplines across the faculty, but in the end, after following advice from the Schools and seeking a balance of distribution across the Faculty, the following students were selected:
The Teaching Fellowships are awarded to successful candidates in the final year of their PhD who can provide strong endorsement from their department or school for their research excellence, evidence of their capacity to be integrated into the school's teaching program as a developmental process and confirmation from their supervisor that they can balance thesis submission with Fellowship teaching duties.
The successful Fellows are working in diverse research areas ranging from the politics of the Museum of Chinese Art in Beijing, from 1962-1979, to intersections of class and gender in PDHPE and sport in the environment of elite schools.
"The 2018 Teaching Fellows represent not only an opportunity for the outstanding students, who were nominated and supported by their supervisors and departments and highly ranked by their schools, to experience a fixed part-time teaching experience as members of faculty, but also represent the rich diversity of research that is being undertaken by the entire, very impressive FASS PhD cohort - of whom many are likely to play key roles as future scholars and teachers in their varied disciplines," said Associate Dean for Research Education, Associate Professor, Ruth Phillips.
Professor Colin Wight, Chair of Government and International Relations, explained that the Teaching Fellowships are beneficial to both the department and the successful candidate in allowing the department to identify and reward PhD students who have already displayed a commitment and aptitude for teaching.
"We have found that the Fellows are often the most highly ranked teachers, and they bring new ideas, skills, innovation, and enthusiasm to the role. From the Fellow's perspective, being more integrated into the departmental teaching structure allows them to think about their teaching in a broader context, and helps them reflect on how their teaching relates to the curriculum as a whole."
"The Fellowships are a great opportunity and provide a firm basis to enable the development of a teaching component that will enhance their future career prospects," said Professor Wight.
The Teaching Fellows commence their positions in February and the appointment are held for the academic year.