Merrilyn Goos Anne Bennison Deidre Seeto Clair Hughes Deanne Gannaway

1. TEDI Support for UQ nominees for ALTC Awards for Teaching Excellence & Awards for Programs that Enhance Learning Merrilyn Goos Anne Bennison Deidre Seeto Clair Hughes Deanne Gannaway

2. INTRODUCTIONS & OVERVIEW Merrilyn Goos The selection process (UQ & ALTC) TEDI support for UQ nominees Anne Bennison Administrative aspects of the process Clair Hughes Expectations Preparing written submission and supporting materials Deidre Seeto Producing the final submission Deanne Gannaway The types of evidence that can be used to support your claims

3. THE SELECTION PROCESS Selection of UQ nominees Expression of interest UQ Selection Committee selects UQ nominees and makes decisions about the award category for nomination UQ Selection Committee provides feedback on draft submissions Selection of ALTC Awards for Teaching Excellence & Awards for Programs that Enhance Learning Two independent assessors assigned to each award category, one a discipline expert (often a previous winner) Assessors (separately) read the written statement, supporting teaching materials, references, CV, and prepare a preliminary assessment with scores for each selection criterion Assessors’ moderation meeting to review full submission + summary results from student surveys, agree on ‘above the line’ candidates Assessors make recommendations to ALTC Steering Committee

4. TEDI SUPPORT FOR UQ NOMINEES Oversight of the entire process Ensuring all components of the submission are ready by the required date for submission to the ALTC Feedback throughout preparation of the written statement and supporting materials Production of the final submission Copy editing of the written statement and support materials

5. COMPONENTS OF THE SUBMISSION Nomination form (hard copy) Written statement Supporting teaching materials Student Feedback Questionnaires (ATE only) Curriculum vitae (saved in pdf) References (two) Must include head of faculty, department or school Must comment on the nominee’s teaching against the selection criteria If the nominee is a team the reference should apply to the team Digital photograph Refer to the Guidelines for requirements (http://www.altc.edu.au/system/files/2011%20AAUT%20guidelines%20%28March%202011%29.pdf )

6. TIMELINE

7. Preparing the written submission and support materials Clair Hughes Email: clair.hughes@uq.edu.au Phone: 336 52456

8. OVERVIEW Working with TEDI Writing submissions – process and product Collating supporting material

9. WORKING WITH TEDI

10. WRITING SUBMISSIONS- PROCESS • Ensure you are familiar with ALTC requirements – they do change from year to year – and use TEDI template • Consider alternative approaches to those used for your successful UQ submission • Talk before you write – ask close colleagues and Head of School or Program Coordinator for their opinion on your contribution to teaching or on the value of the program • Set aside time to write to ensure you meet deadlines – it does take time • Collect evidence as you go – don’t wait until the end • When you have a draft – get feedback from a close colleague and from someone outside your discipline to ‘roadtest’ it for jargon and clarity of message

11. KEEP THE READERIN MIND ... • The reader is: • unlikely to know you or your discipline • required to read a large number of submissions • not guaranteed to read the submission in conjunction with the supporting materials • in need of your assistance to be clear about your claim to the award and be convinced of its merit. • You (not the reader) are the one to gain most benefit from the award outcome so you (not the reader) are the one who has to do most of the work!!!!!

12. WRITING SUBMISSIONS - PRODUCT • Synopsis – tight focus on the overall message and allusion to category, selection criteria and type of evidence to be provided • Overview (optional for APEL) – your chance to grab (or lose) reader attention: Clear alignment with message in synopsis. Clear reference to category, selection criteria and type of evidence to be provided. • Statement addressing selection criteria – introduce message in opening paragraph and use rest of the section to provide detail and evidence (not new claims). Reflect language of criterion (and category APEL): use signposts (e.g. subheadings, criteria language) to guide the reader. • Optional Conclusion – opportunity to summarise overall message with reference to ALL criteria.

13. SUPPORTING TEACHING MATERIALS • Use template • Check suggestions listed in TEDI guidelines • This is not “Written Submission Part B” – use contrasting material – photos, sample tasks or activities, URL links etc • Collect as you write – don’t wait till the end • Make material as reader-friendly as possible: • cross reference throughout written submission – be consistent (e.g. ...... and developed a range of authentic assessment tasks “Supporting material 4”) • use the “Contents” section of the Supporting Materials template to provide an overview of what is included • use descriptive names for both the contents page and as captions for the material included (e.g. “Supporting Material 4: Examples of authentic assessment tasks developed for ABCD1234”)

14. HOW TO AVOID SUCCESS .... • Produce a ‘mega-list’ of achievements without actually tying them together into a central, persistent message • ‘Dump’ evidence throughout the submission and leave the reader to interpret it • ‘Scatter’ support material without indicating its relevance • Use a narrow range of evidence sources (e.g. students only) or types (e.g. survey ratings only) • Be modest (e.g. passive voice) • Be immodest (e.g. extravagant and unjustifiable claims) • Be vague - so general that a reader has no idea what you and the students actually do • Gush!

15. Before DIAGRAM DESIGN After

16. Before After

17. Assistance with Graphics/Diagrams Due 15 April Joshua Darrah Email: j.darrah@uq.edu.au Phone: 336 53068

18. Producing the final submission Final Submission due Midday 27 May Deidre Seeto Email: d.seeto@uq.edu.au Phone: 336 56211