Eligibility

Please refer to this link for more details.

Basic Requirements: Threshold

Student Opinion(which can be inferred from the Student Feedback (SF) reports)
The quantitative scores in the SF reports should not fall below the Faculty average. There should be repeated comments in the SF that point to high quality in the nominee’s ability to effectively deliver well-prepared and well-organised lectures with the appropriate knowledge content, the ability to explain ideas and concepts clearly as well as make the lectures interesting and enjoyable.

Please note that repeated negative SF, especially about poor aspects of classroom instruction, would be counted against the nominee. Statements about high quality in classroom instruction should be confirmed in the Peer Reviews.

Student Assessment
Please note that negative aspects of student assessment (e.g. poor design of assessment tasks, repetition of questions asked in previous examinations, class tests or tutorials) would be counted against the nominees.

Range of teaching
There should be a reasonable range of teaching with respect to levels (1000, 2000, etc.), class size, subject matter etc.

Nominees and FTEC committees are strongly encouraged to provide reasons if these criteria are not met or are not applicable.

Value-adding Aspects of Teaching

1. Development Of Modules

This may be highlighted in modules designed by the nominees which have something unique to them, e.g. an innovative concept, a design which is in harmony with the department’s educational goals or the broader educational goals of the university.

2. Project/Research Supervision

This may be highlighted in a 200-word paragraph describing how the nominee has been a good supervisor, together with a list of people (with contact information) the nominee has supervised over the last 3 years.

3. Teaching Materials Adopted By Others

This may include web materials, textbooks published by reputable publishers or unpublished materials that are widely adopted. Nominees should also provide information regarding users and usage level.

4. Educational Leadership Activities

This refers to claims made by the nominee of educational reform and leadership, which call for the demonstration of the impact of such claims on education within the University. For example, this may include having made a significant improvement to teaching and curriculum development (beyond the implementation of a single module) in the Department, Faculty or University.

5. Educational Impact at University/National/International Level

This refers to the educational impact the nominee has made at university, national and/or international levels in terms of their involvement in educational administration or service in educational organisations, initiating innovative modes of teaching and assessing students, providing consultation on education issues or through outreach programmes.

Note: Members of UTEC 2008 discussed and agreed to include ‘Teaching Materials Adopted by Others’ under this category.

6. Scholarship In Teaching

This refers to the systematic inquiry into and reflection on teaching practices and student learning, and publication of one’s findings. This should not be confused with research in one’s discipline.

Note: Members of UTEC 2008 discussed and agreed to include CDTL publications, conducting of workshops at CDTL and elsewhere as well as conference presentations under this category.

7. Professional Development As A Teacher

This refers to the nominee’s commitment to professional development, which may be manifested through participation in educational conferences, seminars, workshops and lectures.