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Introduction
The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic,...
Teaching Excellence at Curtin
Introduction
The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for
reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the
student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in
globally innovative education; provide a richly interactive and personalised learning experience and provide
opportunity for graduates, equipping them with skills for the future.
It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are
engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire.
These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition
and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide
a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is
clear and consistent with the University’s strategic goals.
The teaching excellence criteria are designed to assist individual academic staff, particularly new and early
career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting
academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and
their supervisors as a formative development tool to identify career objectives, and development needs, in
addition to forming the basis for informing promotion and awards.
Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid
definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within
Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and
General Staff Enterprise Agreement 2012-2016
Curtins Teaching Excellence Criteria
Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and
informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional
Standards Framework for teaching and supporting learning in higher education 20124, the Higher Education
Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of
criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will
‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination,
for example, presentations within the learning and teaching community, collegial mentoring, pairing and
networking, and involvement in university and higher education committees (Office for Learning and Teaching).
Curtin’s Teaching Excellence criteria aim to:
1. Support the initial and continuing professional learning of staff engaged in teaching and supporting
learning.
2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching
and Learning at Curtin through creativity, innovation and continuous development in diverse academic
and/or professional settings
3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and
underpin student learning.
4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and
supporting learning.
1 CEAP outlines expected performance in teaching for a Teaching and Research Academic and a Teaching Focussed
Academic.
2 University Teaching Criteria and Standards Framework project
3 Office for Learning and Teaching
,
http://www.olt.gov.au/awards
, a
ccessed 5th April. 2013
4 UK Professional Standards Framework for teaching and supporting learning in higher education 2012
http://www.heacademy.ac.uk/UKPSF