• Section 1 - Purpose and Context
• Section 2 - Definitions
• Section 3 - Policy Statement
• Section 4 - Procedures
• Section 5 - Guidelines
• Part A - Roles and Responsibilities
• Nominee
• Division of Corporate Strategy and Services
• Award Panels
• Part B - Preparation of the Submission
• Part C - Description of Each Award Category
• UWS Excellence in Teaching Award
• Selection Criteria
• UWS Citations for Outstanding Contributions to Student Learning
• Citation and Selection Criteria
• Part D - Supporting Evidence
• Part E - Expenditure and Acquittal
• Part F - Enquiries and Submission of Applications

Section 1 - Purpose and Context

(1) This document provides guidance and further explanation in relation to the UWS Learning and Teaching Awards:

1. UWS Excellence in Teaching
2. UWS Citations for Outstanding Contributions to Student Learning

Section 2 - Definitions

(2) Nil

Section 3 - Policy Statement

(3) Refer to the UWS Learning and Teaching Awards Policy and the Vice-Chancellor's Excellence Awards Policy.

Section 4 - Procedures

(4) Nil

Section 5 - Guidelines

Part A - Roles and Responsibilities

Nominee

(5) The nominee's responsibilities are to:

1. complete the nomination form;
2. ensure in advance that the relevant Dean/Executive Director/Director/Deputy Vice-Chancellor/Pro Vice-Chancellor/Unit Head is willing and able to support the nomination, and coordinate the process to obtain this signed endorsement;
3. gather and assemble all parts of the submission; and
4. copy and send the submission to the contact officer by the stated deadline.

Division of Corporate Strategy and Services

(6) Refer to the UWS Vice-Chancellor's Excellence Awards Guidelines.

Award Panels

(7) The Award Panel's responsibilities are to:

1. assess nominations and make recommendations to the Vice-Chancellor and President or nominee; and
2. recommend one UWS Excellence in Teaching winner for the Vice-Chancellor's Excellence in Teaching Award.

(8) The relevant Dean, Executive Director, Director, Deputy Vice-Chancellor, Pro Vice-Chancellor or Unit Head must:

1. endorse nominations; and
2. approve expenditure against Award budgets ensuring compliance with relevant UWS policies/procedures.

(9) The Vice-Chancellor and President or nominee will:

1. Review the recommendations provided by the Awards Panel, including the candidate recommended for the Vice-Chancellor's Excellence in Teaching Award. The final decisions rest with the Vice-Chancellor and President or nominee.

Part B - Preparation of the Submission

(10) Nominees are encouraged to begin preparing the submission as early as possible, and to seek feedback from colleagues and/or staff in support units of the University.

Part C - Description of Each Award Category

(11) Nominees may apply for EITHER a UWS Excellence in Teaching Award OR a UWS Citation for Outstanding Contributions to Student Learning

UWS Excellence in Teaching Award

(12) This Award supports the work done by academic staff in providing outstanding learning experiences for students. The selection criteria used in this category are identical to those of the Office for Learning and Teaching (OLT) in most cases, successful candidates in this category will be encouraged to apply for external Office for Learning and Teaching Awards.

Selection Criteria

(13) Nominees for UWS Excellence in Teaching awards and the Vice-Chancellor's Excellence in Teaching award must address the following five criteria for assessment. Nominations will be assessed on evidence provided in relation to the five criteria. Previously successful applicants are required to demonstrate progress since the time of the award.

1. Approaches to learning and teaching that influence, motivate and inspire students to learn.
   1. 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 learning and teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills; and enabling others to enhance their approaches to learning and teaching.
2. Development of curricula and resources that reflect a command of the field.
   1. This 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; providing support to those involved in the development of curricula and resources; and contributing professional expertise to enhance curriculum or resources.
3. Approaches to assessment and feedback that foster independent learning.
   1. 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 and learning styles; and contributing professional expertise to enhance assessment and/or feedback.
4. 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; and influencing the overall academic, social and cultural experience of higher education.
5. Scholarly activities that have influenced and enhanced learning and teaching.
   1. This 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; and demonstrating leadership through activities that have broad influence on the profession.

(14) The five criteria will be given equal consideration by the Award Panel. In assessing nominations against the five criteria, the Panel will take into account the:

1. extent to which the claims for excellence are supported by formal and informal evaluation.
2. extent of creativity, imagination or innovation, irrespective of whether the approach involves traditional learning environments or technology-based developments.
3. information contained in references and selected supporting materials submitted by the nominee.

UWS Citations for Outstanding Contributions to Student Learning

(15) This Award supports the work done by permanent, fixed term, full or part-time and casual academic and professional staff who: have been employed at UWS for a minimum of one year; have made a significant contribution to student learning in a specific area of responsibility; and who are widely recognised for their achievements. These awards are designed to both acknowledge and encourage staff to develop their career. The criteria used in this category are identical to those of the Office for Learning and Teaching OLT. In most cases, successful candidates in this category will be encouraged to apply for external Office for Learning and Teaching Awards.

Citation and Selection Criteria

(16) A concise (maximum 25 words) citation will describe the distinctive contribution of the nominee(s). The individual citations are unique and reflect the diversity of ways in which staff contribute to excellent learning and teaching.

(17) Nominees for UWS Citations for Outstanding Contributions to Student Learning are invited to select ONE of the following criteria for assessment, as appropriate for their particular contribution. Nominations will be assessed on evidence provided in relation to the selected criterion. Previously successful applicants are required to demonstrate progress since the time of the award.

1. Approaches to the support of learning and 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 learning and teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills; and enabling others to enhance their approaches to learning and teaching.
2. Development of curricula, resources and services 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 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; providing support to those involved in the development of curricula and resources; and contributing professional expertise to enhance curriculum or resources.
3. Approaches to assessment, feedback and learning support 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 and learning styles; and contributing professional expertise to enhance assessment and/or feedback.
4. 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; and influencing the overall academic, social and cultural experience of higher education.
5. Scholarly activities and service innovations that have influenced and enhanced learning and teaching. This 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; and demonstrating leadership through activities that have broad influence on the profession.

(18) In assessing nominations against the chosen criterion, the Awards Panel will take into account the extent to which nominees show evidence that their contribution has:

1. influenced student learning, student engagement or the overall student experience;
2. been sustained over a period of one to three years; and
3. gained recognition from fellow staff, the institution, and/or the broader community.

Part D - Supporting Evidence

(19) Documentary evidence is necessary to support nominations for UWS Excellence in Teaching Awards only. While assessment is based primarily on the written statement, nominees can choose to submit two of the following supporting materials:

1. a three minute video (which could include footage of the nominee talking about their program, their teaching philosophy or interviews with students)
2. website (URL)
3. 10 pages of printed teaching material in PDF format

(20) There is an expectation that applicants grant permission for the Information and Analysis Unit to provide SFT and SFU survey information where relevant.

Part E - Expenditure and Acquittal

(21) Examples of reasonable expenditure of the award include:

(22) Note: Equipment or other materials purchased from the Award remain the property of the University.

1. Further professional development of individuals, for example:
   1. costs (for example travel, accommodation, registration fees) associated with attendance at a conference or other professional gathering;
   2. costs of attendance at training and development programs (for example residential organisational development and leadership programs);
   3. attendance at external workshops or seminars not usually conducted by units within the University and that are relevant to the needs of the University.
      1. Contribution towards the purchase of equipment, including texts and electronic equipment useful to the completion of their professional studies.
      2. Costs associated with visits to industrial, professional or educational establishments.
2. Further development of project initiatives acknowledged by the Award, for example:
   1. minor equipment or other materials related to project initiative(s).
   2. funds towards the employment of casual staff to undertake specific project development work.
3. Donation to registered charity.
4. Contribution to superannuation.

(23) Award funds are normally expected to be spent within one calendar year from receipt of funds. Under certain circumstances, where there is reasonable justification, recipients may formally request in writing for an extension for a specified period in which funds may be spent. Requests should be sent to the Office Manager, HR Strategy and Services, who will seek approval from the Deputy Vice-Chancellor and Vice-President, Academic.

Part F - Enquiries and Submission of Applications

(24) Submissions must be lodged with the Office Manager, HR Strategy and Services, Building AE, Werrington North Campus, by the closing date.

(25) A hard-copy of the original plus seven hard-copies of the submission must be lodged. In order to meet the closing date deadline, applicants may lodge submissions electronically via email, and subsequently forward the original and copies in hard copy versions including signatures.