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Nomination Process | Nomination
Form |
Explanatory Notes(ATEA) | Explanatory Notes (OEA)
Nomination Process
Nominations may come from the following:
- FTECs may nominate suitable candidates
- Peers including Heads of Departments may nominate
- Individuals may self-nominate
| ATEA |
OEA |
Every nomination must be accompanied by
- A Nomination form
- FTEC Report (completed by the FTEC committee)
- Student Feedback - need to submit ALL Student Feedback reports from the year under review
- Peer Review reports - Peer Reviews should not be more than 3 years old.
- Teaching Portfolio
- Module Folder
** Any Staff who has received the
ATEA award three times (since AY 03/04), will be placed on the Honour Roll and will not be eligible for the ATEA exercise for the next 5 years.
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Every nomination must be accompanied by
- A Nomination form
- FTEC Report (completed by the FTEC committee)
- Student Feedback - to submit ALL Student Feedback reports from the last 3 years. Candidates who have not taught for one AY may submit reports from the last 4 years
- Peer Review reports - ALL Peer Reviews from the last 3 years are to be submitted.
- Teaching Portfolio
- Module Folder
** Any Staff who has received the OEA award previously, will not be eligible for the OEA exercise for the next 5 years. |
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Please find the nomination form for download as:
- a Microsoft Word document
- a PDF document
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OEA Nomination Form
Please find the nomination form for download as:
- a Microsoft Word document
- a PDF document
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All nominations should be forwarded to the
respective Faculty Teaching Excellence Committee(FTEC), c/o Dean's Office.
Back to Nomination
Explanatory Notes On The ATEA Nomination Form
Excellent Teaching is reflected in the outcomes. The nominee should clarify, and FTEC should verify, the relationship between his/her teaching and as many as possible of the outcomes which include but are by no means limited to:
- ability to see connections within and across a topic/subject
- critical thinking
- capacity for rigorous inquiry
- familiarity with the use of evidence and/or arguments
- capacity for creative and thoughtful application
- ability to learn independently
- ability to communicate effectively
Educational Activities:
Classroom Teaching
There should be exceptional exposition (lecturing) and effective and efficient classroom strategies that go beyond exposition (e.g., those involving student participation).
Module Development
Modules designed by the nominee should have something unique in them, e.g., an innovative conceptualization, a design in harmony with the educational goals of the department or the broad educational goals of the university.
Project and Research Supervision
Please provide evidence of the nominee as a good supervisor, and attach a list of people (with contact information) supervised over the last 3 years.
Professional Development
Commitment to Professional Development may be manifested through participation in educational conferences, seminars, workshops and lectures (either as a participant, teaching faculty or coordinator).
Peer Reviews
These should provide substantial and informative qualitative comments in addition to quantitative information.
Student Opinion
This may be inferred from SF: Both quantitative and qualitative scores in student feedback should not indicate poor student opinion. Repeated complaints from students about poor aspects of classroom instruction should be cause for concern. Statements about high quality in classroom instruction should be confirmed in Peer Reviews.
Student Assessment
The teaching portfolio should support claims of excellent use and design of assessment. Repetition of examination questions, class tests or tutorial assignment will be considered unfavourably.
Back to Nomination
Explanatory Notes On The OEA Nomination Form
Outstanding teacher
He/she has attained a high degree of professional stature and is respected by peers for his/her consistent excellence in enabling learning as reflected in the outcomes. The nominee should clarify, and FTEC should verify, the relationship between his/her teaching and as many as possible of the outcomes which include but are by no means limited to:
- ability to see connections within and across a topic/subject
- critical thinking
- capacity for rigorous inquiry
- familiarity with the use of evidence and/or arguments
- capacity for creative and thoughtful application
- ability to learn independently
- ability to communicate effectively
Educational Activities
Teaching practices
These include but go beyond classroom instruction, such as
- Modules design
The nominee should have designed module/s that has something unique in them: an innovative conceptualization, a design in harmony with the educational goals of the department or the broad educational goals of the university, etc.
- Introduction of innovative methodology or modes of assessment
- Supervision of projects/research
Evidence which demonstrate effective supervision of projects/research should be provided together with a list of people (with contact information) supervised over the last 3 years.
Educational Leadership
Claims of leadership should be supported by demonstration of the impact on education within the University, e.g. making a significant improvement to the teaching and curriculum development (beyond implementation of a single module).
Educational Impact at National/International Level
This refers to educational impact at national and/or international levels via involvement in educational administration or serving in educational organizations, initiating innovative modes of teaching and assessing students, providing consultation on education or via outreach programmes.
Scholarship of Teaching
It refers to 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.
Teaching Materials Adopted by Others
This may include web materials, textbooks published by reputable publishers as well as unpublished materials that are widely adopted. Please provide information regarding users and usage level.
Professional Development
Commitment to Professional Development may be manifested through participation in educational conferences, seminars, workshops and lectures (either as a participant, presenter or facilitator).
Peer Reviews
These should provide substantial and informative qualitative comments in addition to quantitative information.
Student Opinion
Quantitative and qualitative student feedback should not indicate poor student opinion. Repeated complaints from students about poor aspects of classroom instruction should be cause for concern. Statements about high quality in classroom instruction should be confirmed in Peer Reviews.
Student Assessment
The teaching portfolio should support claims of excellent use and design of assessment. FTEC should ensure that there is no repetition of examination questions, class tests or tutorial assignments.
Nomination Process | Nomination
Form |
Explanatory Notes(ATEA) | Explanatory Notes (OEA)
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