A complete submission should include:

• ATEA** Nomination Form (Word format, PDF format)
• ATEA FTEC form (To be completed by the FTEC) (Template, Straight prose ##)
• Student Feedback
  ATEA nominees need to submit all Student Feedback reports from the year under review.
• Peer Review
  ATEA nominees need to submit at least one Peer Review which is not older than 3 years and should preferably be conducted within the year of review. Qualitative comments should be substantial and informative.
• Teaching Portfolio
  (Please refer to Guidelines for Preparing a Teaching Portfolio)
• Module Folder
  (Please refer to Guidelines for Preparing a Module Folder)

**  Any staff member who has received the ATEA three times (since AY 2003/2004) will be placed on the Honour Roll and will not be eligible for the ATEA for the next 5 years.

A complete submission should include:

• OEA Nomination Form (Word format, PDF format)
• OEA FTEC form (To be completed by the FTEC) (Template, Straight prose ##)
• Student Feedback
  OEA nominees need to submit all Student Feedback reports from the last 3 years. Candidates who have not taught for one Academic Year may submit reports from the last 4 years.
• Peer Review
  ALL Peer Reviews from the last 3 years are to be submitted. Qualitative comments should be substantial and informative.
• Teaching Portfolio
  (Please refer to Guidelines for Preparing a Teaching Portfolio)
• Module Folder
  (Please refer to Guidelines for Preparing a Module Folder)

**  Any staff member who has received the OEA award previously will not be eligible for the OEA for the next 5 years.

##  FTEC can choose to use either format (template or straight prose) but those using straight prose should try to cover as many of the categories listed on the set template.

1.

Quality of teaching I:

Direct impact on student learning (inside and outside the classroom)

1. Learning outcomes and their value. Identify the most important learning outcomes you expect your students to achieve through your teaching.

2. Instructional methodologies employed in your modules to attain these outcomes, including their effectiveness and efficiency.

3. Other means used to attain these goals: module syllabus, teaching materials, learning tasks, assessment tasks, and so on, specifying how these goals were accomplished.

4. Spread of modules taught or co-taught in terms of topics, levels and class size.

5. Other channels of direct impact (e.g. supervision, tutorials), and what you accomplished through them.

Note: Items a) and b) refer to your ‘teaching philosophy’.

2.

Quality of teaching II:

Indirect impact on student learning

1. Contributions to curriculum development at the modular and/or programme levels, with a discussion of their value in terms of achieving the learning outcomes.

2. Contributions to the development of published or unpublished instructional materials, with a discussion of their value and use by others.

3. Contributions to the improvement of teaching (within and/or outside NUS) through talks, workshops, articles, books, etc., with a discussion of their impact on the teaching community and/or educational system. If published, please indicate the standing of these journals/publishers.

3.

Efforts at ongoing self-improvement, in terms of:

1. Responses to both positive and negative student feedback.

2. Efforts at systematic self-evaluation, by seeking feedback from students beyond official platforms, comments from peers, 'research' on one's teaching, etc.

3. Changes in one's teaching based on such self-evaluation, and future plans. (e.g. Did you find any aspect of teaching particularly challenging in the past year? How do you intend to face it?)

4. Attendance at teaching workshops/seminars and/or conferences.

5. Evidence of improvement.

4.

Teaching awards and other commendations, records of students who succeed in advanced study in the field, etc.

1.

Description of the module, including:

1. Module number and title
2. Aims and objectives
3. Class enrolment
4. Structure of the module (lecture, tutorial, etc)

2.

Your contribution to the syllabus review and course design of this module.

3.

Description of how the pedagogical strategies contribute to the module’s intended learning outcomes.

4.

Description of how IT tools and other teaching aids are used in teaching.

5.

Representative reading assignments and an explanation of their usefulness.

6.

Representative sample of assessment tasks (final and continuous) and an explanation of their cognitive goals.

7.

Examples of CA (assignment, projects, tests, etc) together with your feedback on students’ work.

8.

Examples of emails/communication between you and your students which facilitated their learning.

9.

List of major problems/difficulties encountered and a description of actions taken to solve them and improve teaching.

10.

Your major achievements in this module.