1. education

 The University of Melbourne’s Awards for Excellence Award for Excellence and Innovation in Indigenous Higher Education
GUIDELINES 2015 Recognising excellence and innovation in the development of curriculum and higher education
programs where the subject matter relates to Indigenous Australians. This award recognises and promotes high quality teaching, curriculum and community engagement activities that enhance the capacity of University of Melbourne graduates to contribute to Indigenous development. For the purposes of this award, Indigenous higher education is a broad concept that embraces: - curricula and programs for Indigenous students; and - curricula and programs for non-Indigenous students, where the subject matter relates to
Indigenous Australians. The activities described may include those within a particular faculty or course; and/or across the University;
and/or reaching beyond the University in terms of community engagement. Examples could therefore include
teaching Indigenous students; teaching Indigenous Studies; embedding projects about Indigenous development in other curricula; or preparing students to work with Indigenous communities. Award recipients are acknowledged for their outstanding achievements across the various dimensions of teaching excellence: the inspiration and motivation they provide students; their contribution to the development of curricula and teaching and learning resources; high quality practice in assessment of student
learning; their respect for students as individuals; and the various ways in which their scholarly activities have influenced and enhanced learning and teaching. The award includes a trophy and a grant of $10,000. An end-of-year award ceremony is held to acknowledge and
celebrate recipients’ success in all University of Melbourne Awards for Excellence. The award money may be used to support any project related to the Award recipient’s work in Indigenous curricula or programs. The funds are paid directly to the relevant University department or unit, for use by the
winner. This award is intended to complement faculty-based award schemes, and winners of faculty awards are encouraged to apply. The University selects nominees for the national awards as part of the University award process. The national awards are administered by the Office for Learning and Teaching (OLT). Eligibility All University of Melbourne staff, whether full-time, part-time or sessional, are eligible to apply. Applications are invited from academic and professional staff, and the award is open to both Indigenous and non- Indigenous staff. Applicants should have been working in the University for at least two years. Applications may be for individuals or for teams. Applications for early career staff are also encouraged (Past winners of other University of Melbourne Awards for Excellence and/or Australian Awards for University Teaching are eligible). Award for Excellence and Innovation in Indigenous Higher Education - GUIDELINES 2015
Page 2 of 4 Application process Applications may be made by any member of the University community, including staff, students, managers,
heads of departments/schools/units or deans. All applications require endorsement from the relevant Dean of Faculty or Head of Unit. Multiple applications from faculties/units are encouraged, in which case Deans/Heads are invited to rank applications. It is noted that while typically only one award is made annually, all applicants are considered when the University selects nominations for the national awards (for which there are additional categories and award types). Selection criteria In addition to the five criteria for teaching excellence listed below, the Selection Committee will pay particular attention to the robustness of claims for building the capacity of University of Melbourne graduates to contribute to Indigenous development. This may involve: curricula and programs for Indigenous students; and/or curricula and programs for non-Indigenous students, where the subject matter relates to Indigenous Australians. 1. Approaches to learning and teaching that influence, motivate and inspire students to learn Which 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 learning and
teaching; inspiring and motivating students through high-level communication, presentation and
interpersonal skills; effective approaches to guidance during the planning of research projects; structures established for ongoing interaction with students. 2. Development of curricula and resources that reflect a command of the field Which may include: developing and presenting coherent and imaginative resources for student learning; implementing research-led approaches to learning and 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 Which 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. Respect and support for the development of students as individuals Which 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 learning and teaching Which may include: showing advanced skills in evaluation and reflective practice; participating in and contributing to professional activities related to learning and 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. Normally, applications will address, and the selection panel will give consideration to, all five criteria. However, should it not be appropriate for an application to address all five, applicants should make a short
case as to why particular criteria are inappropriate for their context. In assessing applications, the Selection Committee will take into account: a. evidence of claims against each of the five Selection Criteria (including student feedback, peer feedback, and other forms of recognition) b. the extent of demonstrated creativity, imagination or innovation, irrespective of whether the approach involves traditional learning environments or technology-based developments; and c. achievement in relation to opportunity (including consideration of early-career applicants and Criterion 5). Award for Excellence and Innovation in Indigenous Higher Education - GUIDELINES 2015
Page 3 of 4 The portfolio of documentation for application (essential information for applicants) Applicants prepare a written application, consisting of the following: An application cover sheet, completed by the applicant and signed by the applicant and Dean of Faculty or Head of Division (form available from the CSHE website www.cshe.unimelb.edu.au). A written statement prepared by the applicant, is a core component of the application. The written statement must include: o A synopsis of 150-200 words and written in the third person. The synopsis should cover the applicant’s teaching area or discipline, teaching experience, the particular focus of their teaching, teaching methods, and their related research/teaching interests. o Overview of typically one page, describing the teaching context and highlighting the particular contributions and achievements. o The five selection criteria (see Page 2 of these guidelines), each addressed individually and in the order shown on Page 2, and with supporting evidence. The written statement, in total, is limited to eight A4 pages (minimum 11 point type in Arial,
Times New Roman or similar font) Two references: o One of these must be from the applicant’s Head of Department, School, Unit or Dean of Faculty. Referees should address the selection criteria (Page 2), from the perspective appropriate to their
position. Where the application is from a team, the references should apply to the team as a whole. Each reference is to be a maximum of one A4 page in length (minimum 11 point type in Arial,
Times New Roman or similar font). The references are provided to the applicant for inclusion in their application. A curriculum vitae outlining the applicant’s educational qualifications, career history, teaching positions and teaching experience. The CV is limited to three A4 pages (minimum 11 point type in
Arial, Times New Roman or similar font). Teams may allow one additional page per extra team
member i.e., a team of three may have five pages (3+2). Where the described activities include University subjects, a summary of results from the University’s Subject Experience Survey and/or Quality of Teaching surveys in all relevant
subjects for each of the last two years. Supporting material is optional only, and limited. Selection is based primarily on the written statement addressing the selection criteria, with consideration given to the references and SES/QoT summary. However, applicants may also include one
exemplary sample of teaching material supporting their claims against the selection criteria. The
relevance of any such material must be made clear in the written statement. These examples must be
readily accessible, and may be in the form of: a website (URL); media files in accessible format (e.g.
.MP3; .MOV); or the equivalent of up to ten pages of material (in PDF format). Award for Excellence and Innovation in Indigenous Higher Education - GUIDELINES 2015
Page 4 of 4 Submission of the application Application documentation must be sent directly to the CSHE by the due date (see below). Applicants are strongly encouraged to submit the complete application electronically, as either a single PDF
(ideally) or individual, named files for the various portfolio components. Print documents, such as references and
the signed application form, should be scanned and saved as PDF. Any documents not available in electronic format may be submitted in print form, and must include a copy of the
application form for the purpose of identification and processing. Selection process The Selection Committee meets soon after the closing date for submissions. All applicants are contacted
individually and notified of the outcome.
SUBMISSION OF APPLICATIONS FOR 2015 Applications are to be submitted by email by 4pm Friday 27th March 2015* to:
*closing date has been extended from 23rd March
Michelle van Kampen
Professional Development Coordinator
Melbourne Centre for the Study of Higher Education
[email protected]
All applications received will be acknowledged via reply email. All submissions are confidential.
For further information, including the Application Cover Sheet and an ‘honour roll’ of previous recipients of
University of Melbourne Awards for Excellence: http://go.unimelb.edu.au/b2mn
All enquiries, whether from potential nominators, nominees and/or referees, please contact:
Michelle van Kampen
Professional Development Coordinator
Melbourne Centre for the Study of Higher Education
Level 1, 715 Swanston St
University of Melbourne, Victoria 3010 Australia
T: +61 3 9035 4673 E: [email protected]