Teaching & Learning

Citations for Outstanding Contributions to Student Learning

Overview

Citations for Outstanding Contributions to Student Learning recognise and reward the diverse contributions made by staff to the quality of student learning at the University of Tasmania. Citations can be awarded to academic and professional staff as individuals or teams in one of four categories:

  1. Individual 
  2. Team Citation (teams can be made up of academic and professional staff)
  3. Early Career Academic Individual Citation
  4. Professional Staff Individual Citation

A maximum of eight Citations for Outstanding Contributions to Student Learning will be awarded this year with successful applicants receiving $1,000 per individual or team.

Award moneys may be used for purposes such as travel, research, or the purchase of resources to support learning and teaching.

Nomination, application and selection procedures

Refer to the Nomination and Application page for further information.

Eligibility

Citations are open to both academic and professional staff.

Eligibility for the Early Career Academic and Professional Staff categories are as follows:

  • Early Career Academic is open to staff with no more than seven years experience teaching in a higher education setting (this should be interpreted as seven cumulative years and includes all tutoring, part-time teaching, and teaching at other higher education institutions). In assessing the evidence discussed in applications under this category, consideration will be given to the career stage of the applicants. Early Career Academics are not limited to applying under this category and can choose to apply for an Individual Citation.
  • Professional is open to professional staff who make either a direct or indirect contribution to student learning and who can provide evidence of this contribution as being both outstanding and sustained over time. Professional Staff are not limited to applying under this category and can choose to apply for an Individual Citation. Professional Staff can also be included in a Team Citation application.

Recipients of Citations for Outstanding Contributions to Student Learning are immediately eligible for renomination within the Citation awards category, but must demonstrate significantly different achievements than those for which the initial award was received.

Recipients of Citations for Outstanding Contributions to Student Learning may also immediately submit an application for a Vice-Chancellor's Award for Teaching Excellence.

Previously unsuccessful applicants are immediately eligible to reapply in for a Citation.

Application format

Paper must be A4 and plain white. Margins must be at least 2cm with clear definition between paragraphs. Font must be a minimum of 11 point Arial or Calibri. Individual pages that do not meet the requirements, for instance by exceeding the page limits, will be removed.

The application is comprised of:

Application cover sheet

Applicants must complete the application cover sheet, cross-checking their application against the checklist provided.

Written statement

The core element of the application is a written statement in which applicants describe their outstanding contribution to student learning. It is essential that applicants specifically address one (or two maximum) of the assessment criteria, and provide a broad range of evidence in the written statement to support their claims in line with this criterion/a. The written statement is limited to four (4) A4 pages in total and should include all information referred to in the submission.

The written statement should be presented in order under the following headings:

Citation (25 words maximum)

This describes the distinctive contribution of the applicant.

Overview and context

Summarising the particular contribution of the applicant and describing the specific context for this contribution.

Assessment criteria

Applicants for Citations for Outstanding Contributions to Student Learning are required to select and respond to one (or two maximum) of the following criteria, as appropriate for their particular contributions. The text below each criterion is indicative of the ways in which the criteria might be demonstrated. Applicants should not feel limited by these illustrative examples. Applications will be assessed on evidence discussed in the supporting statement, provided in relation to the selected criterion/a. These criteria align with the criteria for Australian Awards for University Teaching.

1. Approaches to teaching and the support of learning that influence, motivate and inspire students to learn

This may include fostering student development by stimulating curiosity and independence in learning; participating in effective and empathetic guidance and advice for students; assisting students from equity and other demographic subgroups to participate and achieve success in their courses; encouraging student engagement through the enthusiasm shown for learning and teaching; inspiring and motivating students through effective communication, presentation and interpersonal skills; enabling others to enhance their approaches to learning and teaching; and developing and/or integrating assessment strategies to enhance student learning.

2. Development of curricula, resources or 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. Evaluation practices that bring about improvements in learning and teaching

Evaluation comprises making judgments about the quality of programs and activities that are part of the academic, cultural and social experience of higher education. This may include showing advanced skills in evaluation and reflective practice; using a variety of evaluation strategies to bring about change; adapting evaluation methods to different contexts and diverse student needs and learning styles; contributing professional expertise to the field of evaluation in order to improve program design and delivery; and the dissemination and embedding of good practice identified through evaluation.

4. Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience

This may include participating in and contributing to professional activities related to learning and teaching; innovations in service and support for students; 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; providing innovative learning and teaching for different contexts, including technology enhanced environments, for large and small class sizes and/or to meet the needs of a diverse student cohort; and influencing the overall academic, social and cultural experience of higher education.

Applicants will be assessed on the evidence provided in their response to the criteria against the Citation and Vice-Chancellor's Award assessment rubric. Assessment of applicants nominating as Early Career will be considered relative to opportunity. The assessment panel will consider how each applicant's contribution has:

  • Influenced student learning, student engagement or the overall student experience
  • Gained recognition from fellow staff, the institution, and/or the broader community
  • Been sustained for a period of no less than two years, not including time taken for development or trial of any activity
  • Claims for excellence which are supported by formal and informal evaluation
  • Shown creativity, imagination or innovation, irrespective of whether the approach involves traditional learning environments or technology-based developments
  • Information contained in student data, student surveys, and references submitted by the nominee

A broad range of evidence in support of the claims against these criteria must be provided. The views of students, collaborators and/or colleagues should be woven into this statement as appropriate, as they will be a key element in the assessment of applications.

Conclusion

The conclusion should draw elements of the narrative together to provide a cohesive final statement.

Reference list

Nominees should use their preferred reference style throughout and include a reference list within the four pages.  

References

Two references of no more than one A4 page each must be provided by people who are able to comment on the applicant's outstanding contribution to student learning against the nominated assessment criterion/a. One of the referees must be from the Head of School/College/Division/Institute unless otherwise negotiated with the Acting Director Learning and Teaching. If the application is from a team, the references should refer to the team.

Examples of Citation wording

The Citation wording should be as succinct as possible (up to a maximum of 25 words) and describe the distinctive contribution of the applicant(s) to learning and teaching at the University of Tasmania.

Examples of potential areas of contribution for citation are listed below:

  • For excellence in the leadership of a faculty-wide transition program for first year students.
  • For sustained commitment to personalised administrative support for undergraduate students that has enhanced the overall student experience.
  • For a decade of exemplary supervision and support of postgraduate research students in the field of social science.
  • For institutional leadership in the design and implementation of a department-based program of peer feedback for academic staff to enhance teaching skills.
  • For the development of new strategies to ensure the effective coordination of teaching in a cross-faculty undergraduate program.