Teaching Excellence Awards - Criteria

Nominees must select one of the following selection criteria to address and provide evidence to support claims (up to a total of 1500 words):

  • Approaches to teaching and the support of learning that influence, motivate and inspire students to learn; or
  • Development of curricula, resources or services that reflect a command of the field; or
  • Effective Assessment practices that bring about improvements in student teaching, focus on academic integrity; or
  • Innovation or leadership that has influenced and enhanced learning and teaching and/or student experience.

Please indicate how many students were impacted by the above claims within your nomination. Teaching and learning activities mentioned within nominations must have been conducted within University policy, including using approved University platforms or systems.

Additional eligibility criteria:

  • Early Career Teaching is defined as teaching for less than 5 years and is awarded to an individual or team of teachers who have made an outstanding impact on student learning.
  • This award is open to all staff members, including full-time or fractional, fixed-term, sessional and causal staff, who have completed no more than 5 years of teaching service prior to the date of nomination. External contractors are not eligible.
  • Conjoint and honorary academic staff with an active appointment and demonstrable contribution to the University’s teaching, research, engagement or leadership functions will also be considered.

Application Assessment

In assessing applications against the chosen criteria above, the Selection Committee will take into account the extent to which the applicant shows evidence:

  1. that their contribution has influenced student learning, student engagement or the overall student experience
  2. that their contribution has been sustained over time (minimum of 2 years)
  3. that their contribution has gained recognition from fellow staff, the University and/or the broader community
  4. that the claims for excellence are supported by a range of evidence including formal and informal evaluation
  5. of the extent of creativity, imagination and innovation, regardless of whether the approach involves traditional learning environments or technology-based developments
  6. drawn on the scholarly literature on teaching and learning to inform the development of initiatives, programs and/or practice
  7. of how their contribution has addressed the University’s (and/or College/School/Unit’s) objectives