|
|
| Annual Teaching Excellence Award (ATEA) |
A complete submission should include:
** 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.
## 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. |
| Outstanding Educator Award (OEA) |
A complete submission should include:
** 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. |
Guidelines for Preparing a Teaching Portfolio
Note to all nominees:
This list is meant as a set of helpful pointers; it is not a set of obligatory items for every portfolio. A Teaching Portfolio makes a case for the quality of teaching you provide. You can make the portfolio effective by viewing it as a "research article" that makes a claim on the quality of your teaching and is supported by persuasive justification with documented evidence.
Length: no more than 20 pages (in Times New Roman pt 12, single line spacing), excluding the appendices.
1. |
Quality of teaching I: |
Direct impact on student learning (inside and outside the classroom)
- Learning outcomes and their value. Identify the most important learning outcomes you expect your students to achieve through your teaching.
- Instructional methodologies employed in your modules to attain these outcomes, including their effectiveness and efficiency.
- Other means used to attain these goals: module syllabus, teaching materials, learning tasks, assessment tasks, and so on, specifying how these goals were accomplished.
- Spread of modules taught or co-taught in terms of topics, levels and class size.
- 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
- Contributions to curriculum development at the modular and/or programme levels, with a discussion of their value in terms of achieving the learning outcomes.
- Contributions to the development of published or unpublished instructional materials, with a discussion of their value and use by others.
- 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:
- Responses to both positive and negative student feedback.
- Efforts at systematic self-evaluation, by seeking feedback from students beyond official platforms, comments from peers, 'research' on one's teaching, etc.
- 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?)
- Attendance at teaching workshops/seminars and/or conferences.
- Evidence of improvement.
|
4. |
|
Teaching awards and other commendations, records of students who succeed in advanced study in the field, etc. |
Appendices:
- All official student feedback for the relevant period.
- Peer Reviews for the relevant period.
- (i) Please include no more than 2 detailed module folders, providing clear evidence for the claims stated in (1) to (4) where relevant, and/or (ii) key examples of teaching-learning materials and/or assessment tasks not included in the module folders.
For more information on the Teaching portfolio, visit http://www.cdtl.nus.edu.sg/cdtlhome/portfolio.htm
Back to Guidelines on Submission
Guidelines for Preparing a Module Folder
Note to all nominees:
The module folder is not just a compilation of Powerpoint slides, lecture notes, tutorial schedules, assignments and so on. It should be prepared as a supportive document to the
Teaching Portfolio, such that the material relevant to the claims and inferences made in the Teaching Portfolio is clearly presented and spelt out.
Length: No more than 30 pages (in Times New Roman pt 12, single line spacing).
1. |
Description of the module, including:
- Module number and title
- Aims and objectives
- Class enrolment
- 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. |
Back to Guidelines on Submission
|