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 Curtin’s 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.
The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by:...