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CBE Award for Indigenous Education

These awards recognise excellence and innovation in teaching and learning, and the development of curriculum and/or higher-education programs relating to Indigenous Australians.

For the purposes of this award, the College will follow the University interpretation of Indigenous higher education as a broad concept that embraces:

  1. Curricula and programs for Indigenous students;
  2. Curricula and programs involving collaborations with Indigenous Australians;
  3. Curricula and programs where the content relates to Aboriginal and Torres Strait Islander cultures and societies;
  4. Academic or professional staff who have made an important contribution to Indigenous education by furthering scholarly learning, research and public knowledge of Indigenous issues, and/or made important contributions to Indigenous communities/peoples' aspirations;
  5. Academic or professional staff who are themselves Indigenous.
  6. Teaching teams involving Indigenous and non-Indigenous academic and non-academic experts.

Applications for each of the categories in the Award for Indigenous Education should frame their evidence in an Indigenous context.

There are five categories of award including:

  • teaching
  • program
  • supervision
  • contribution to student learning
  • tutoring

NOTE:

Details of the criteria, evidence supporting the criteria, and other required information for applications is available via the category tabs below. 

Nominations

Nominations can be submitted here. Nominations close 9am Monday 30 September 2019.

Award

Awards are presented in the form of a plaque and a prize of $2000, to be announced by the Dean at the CBE End of Year Celebration.

Application portfolio

Submission

Applications are to be submitted to edtech.cbe@anu.edu.au by: 5pm, 4 November 2019. 

Format

  • Paper must be A4 and plain white
  • Margins must be at least 2cm with clear definition between paragraphs
  • Font must be 11 point Arial or Calibri

Application components

  1. Application cover sheet
  2. Written statement: Synopsis, Overview, Statement addressing assessment criteria, 8 pages maximum. Do not include a contents page.
  3. Two references of one page each (including one from the Director of your Research School, or Course Convener for Excellence in Tutoring category). Note: If this application is from a team, the references should apply to the team and not individuals.
  4. Curriculum vitae: 3 pages maximum.
  5. Student evaluations: 5 pages maximum.
  6. Supporting materials: website, media files or 10 pages of printed teaching material.

Teaching category

Eligibility

  1. For individual nominations, any person who has been teaching in the ANU College of Business and Economics (including fractional, adjunct, visiting or casual teaching appointments) for at least two full semesters within the two years immediately preceding the closing date for nominations are eligible to apply. Both individual and team nominations are encouraged.
  2. Previously unsuccessful nominees are eligible for renomination.
  3. Recipients of a CBE or VC Award for Indigenous Education in the Teaching category are ineligible for renomination within 3 years unless they are a member of a team and not the lead applicant, and the team nomination does not substantially replicate the original award.

Selection Criteria

1.    Approaches to teaching and the support of learning that influence, motivate and inspire students to learn and collaborate with Indigenous peoples.

Evidence supporting Criterion 1 may include:

  • fostering student development by stimulating curiosity and independence in learning;
  • participating in effective and empathetic guidance and advice for students;
  • assisting students from equity and other demographic subgroups to participate and achieve success in their courses;
  • encouraging student engagement through the enthusiasm shown for learning and teaching;
  • inspiring and motivating students through effective communication, presentation and interpersonal skills;
  • enabling others to enhance their approaches to learning and teaching; 
  • developing and/or integrating assessment strategies to enhance student learning.

2.  Development of curricula, resources or services that reflect deep knowledge of the field and/or the Indigenous sector.

Evidence supporting Criterion 2 may include: 

  • developing and presenting coherent and imaginative resources for student learning;
  • implementing research-led approaches to learning and teaching;
  • demonstrating up-to- date knowledge of the field of study in the design of the curriculum and the creation of resources for learning;
  • communicating clear objectives and expectations for student learning;
  • providing support to those involved in the development of curricula and resources;
  • contributing professional expertise to enhance curriculum or resources.

3.  Development of curricula, resources or services that reflect an understanding of Indigenous research methods and/or Indigenous knowledge systems.

Evidence supporting Criterion 3 should be framed in an Indigenous context.

4.  Evaluation practices that bring about improvements in teaching and learning.

Evaluation comprises making judgements about the quality of programs and activities that are part of the academic, cultural and social experience of higher education. Evidence supporting Criterion 4 may include:

  • showing advanced skills in evaluation and reflective practice;
  • using a variety of evaluation strategies to bring about change; adapting evaluation methods to different contexts and diverse student needs and learning styles;
  • contributing professional expertise to the field of evaluation in order to improve program design and delivery;
  • the dissemination and embedding of good practice identified through evaluation.

5.  Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience.

Evidence supporting Criterion 5 may include: 

  • participating in and contributing to professional activities related to learning and teaching;
  • innovations in service and support for students;
  • coordination, management and leadership of courses and student learning;
  • conducting and publishing research related to teaching; demonstrating leadership through activities that have broad influence on the profession;
  • providing innovative learning and teaching for different contexts, including technology enhanced environments, for large and small class sizes and/or to meet the needs of a diverse student cohort; 
  • influencing the overall academic, social and cultural experience of higher education.

6.  Evidence of effective contribution to Indigenous education.

Evidence supporting Criterion 6 may include:

  • development of programs, services or curricula that improve the learning experience of Indigenous students at ANU;
  • provision of ongoing support, either individual or via a program, for Indigenous students at ANU;
  • participation in activities that have helped increase scholarly learning, research, or public knowledge of Indigenous issues;
  • development of courses, curricula or services that raise awareness of Indigenous culture and/or issues;
  • outstanding teaching, curriculum development, or student support practices from academic or professional staff who are themselves Indigenous;
  • research supervision, either by Indigenous staff, of Indigenous students or on topics related to Indigenous issues.

7.  Evidence of effective collaboration with Indigenous communities/people.

Evidence supporting Criterion 7 should be framed in an Indigenous context. 

Assessment

In assessing nominations against the seven criteria, the assessment panel will take into account:

  • the extent to which the claims for excellence are supported by formal and informal evaluation
  • the extent of creativity, Indigenous collaboration, imagination or innovation, irrespective of whether the approach involves traditional learning environments or technology-based developments
  • the information contained in student evaluations, references and selected teaching materials submitted by the nominee/s
  • evidence of effective contribution to Indigenous education
  • evidence of a sustained contribution over three or more years to Indigenous education by the nominee. Note that nominations may be made from teams that include Indigenous contributors to teaching who are not ANU staff members – in such cases, the nominated team lead must demonstrate three+ years contribution.

Program category

Eligibility

  1. Nomination is open to all CBE programs and services that enhance student learning at ANU. It is intended that programs are broader than one or two courses or a limited service that involves only a few students. For example, programs may involve a service or program provided at the College or School level, a program of study across a year or number of years, or a service or program directed at particular groups of students.
  2. Eligible programs must have been operating for at least 3 years.
  3. Previously unsuccessful nominees are eligible for renomination.
  4. Recipients of CBE or VC Awards for Indigenous Education in the Program category are ineligible for renomination within 3 years unless:
  • they are a member of a team and not the lead applicant, and
  • the team nomination does not substantially replicate the original award.

Selection Criteria

1.    Distinctiveness, coherence and clarity of purpose with particular focus on interactions and collaborations with Indigenous peoples 

Evidence supporting Criterion 1 may include:

  • the extent to which the program has clear objectives and systematic approaches to coordination, implementation and evaluation.

2.  Influence on student learning and the student experience.

Evidence supporting Criterion 2 may include: 

  • the extent to which the program targets identified needs and directly or indirectly enhances student learning, student engagement and/or the overall student experience of higher education.

3.  Breadth of impact, including on Indigenous communities and benefit for Indigenous peoples.

Evidence supporting Criterion 3 msy include:

  • the extent to which the program has led to widespread benefits for students, staff, the institution, and/or other institutions, consistent with the purpose of the program.

4.  Addressing equity and diversity.

Evidence supporting Criterion 4 may include:

  • the extent to which the program promotes and supports equity and inclusiveness by improving access, participation and outcomes for diverse student groups.

5.  Evidence of effective contribution to Indigenous education

Evidence supporting Criterion 5 may include: 

  • development of programs, services or curricula that improve the learning experience of Indigenous students at ANU;
  • provision of ongoing support, either individual or via a program, for Indigenous students at ANU;
  • participation in activities that have helped increase scholarly learning, research, or public knowledge of Indigenous issues;
  • development of courses, curricula or services that raise awareness of Indigenous culture and/or issues;
  • outstanding teaching, curriculum development, or student support practices from academic or professional staff who are themselves Indigenous;
  • research supervision, either by Indigenous staff, of Indigenous students or on topics related to Indigenous issues.

6.  Evidence of effective collaboration with Indigenous communities/people.

Evidence supporting Criterion 6 should be framed in an Indigenous context.

Assessment

In assessing nominations against the six criteria, the assessment panel will take into account:

  • demonstrated evidence of the effectiveness of the program in formal and informal evaluation including evidence of collaboration and support from Indigenous communities/people
  • the degree of creativity, imagination or innovation
  • evidence of the sustained effectiveness of the program with a focus on impacts on Indigenous communities and benefits for Indigenous people
  • evidence of effective contribution to Indigenous education
  • demonstrated evidence of Indigenous collaboration/engagement with the program.

Supervision category

Eligibility

  1. Nominees must have been engaged in a supervisory role in the ANU College of Business and Economics for at least 3 years (non-sequential) immediately preceding the closing date for nominations.
  2. Nominations must predominantly relate to research supervision at the ANU.
  3. Both individual and team nominations are encouraged.
  4. Previously unsuccessful nominees are eligible for renomination.
  5. Recipients of CBE or VC Awards for Excellence in Supervision are ineligible for renomination within 3 years unless they are a member of a team and not the lead applicant, and the team nomination does not substantially replicate the original award.

Selection Criteria

1.    Advancing students as researchers through developing their intellectual rigour and disciplinary expertise, and instilling ethical and responsible research practices

Evidence supporting Criterion 1 may include:

  • development of a research program that attracts and maintains high quality candidates, while appropriately reflecting equity and diversity concerns;
  • encouraging students to attend, and be involved in, disciplinary seminars and other relevant activities;
  • encouraging and assisting candidates with publication during their period of study,
  • development of independent, ethical researchers;
  • ensuring that students access appropriate research education opportunities ranging from workshops on the concept of research, through to using data sources.

While many of these features might be expected of all research supervisions, the focus in the submission should be on evidence-based appraisal of this area that is consistent with outstanding performance.

Practices that may support the outcomes listed within the evidence above include:

  • matching the student’s research project and the research expertise and interests of the supervisory team;
  • supporting students in overcoming academic problems within the research;
  • supporting students engaged in interdisciplinary research;
  • ensuring that students are fully informed about issues relating to research integrity, including familiarity with national legislation and guidelines as appropriate, and particularly including the ANU Code of Research Conduct;
  • awareness of how students generally learn to become independent researchers and how this influences practice;
  • awareness of how students in the core discipline learn to become independent researchers and how this influences practice;
  • awareness of where appropriate, how students from other disciplines learn and how to adapt and support them in their studies;
  • ensuring that students have adequate resources to undertake their research projects including study facilities, storage facilities, IT, and where appropriate, equipment, and in the case of practice-based research, workshop facilities, library;
  • supporting students to acquire the relevant technological skills to undertake their research projects, including information searching, retrieval, storage, and sharing;
  • reaching out to try and recruit outstanding research students from all sections of the population;
  • ensuring fair selection;
  • an awareness of issues stemming from:
    • the social and economic diversity of the research student population; 
    • the international diversity of the research student population;
    • part-time and distance modes of research study
    • the development of strategies for supporting all students to successfully complete their studies. 

2.  An outstanding sustained record of supervisory practices that have resulted in successful and timely completions, significant research outputs and excellent graduation outcomes for students

Evidence supporting Criterion 2 may include: 

  • evidence of outcomes of research supervision such as numbers of supervisions (of each kind);
  • completion rates, timely completions, meeting of milestones;
  • progression to academic or research careers for completed students;
  • other employment outcomes for completed students;
  • external measures of successful research outcomes from the supervised research (e.g. publications, quality of journal, published books, conference presentations/invitations, competitive research funding, funded Fellowships);
  • specific examples of: students who have progressed particularly well after completion; students with whom fruitful research collaborations have continued, and objective measures of success for those research collaborations (e.g. journal quality, citations, invitations to major conferences, etc.)

While there is a “data gathering” element to this criterion in terms of listing notable evidence of supervision outcomes, reflection on these outcomes is also useful. Note that accumulation of successful completions does not, on its own, warrant strong consideration for award – evidence of outstanding practice leading to positive outcomes is what is needed.

Practices that may support the outcomes listed within the evidence above include:

  • designing and planning learning activities to develop students’ understanding of research;
  • activities to support students to develop research proposals and research plans;
  • awareness of different approaches to supervision and their relationship to student needs;
  • adapting approaches to meet the differing needs of individual students;
  • maintaining alignment of approaches as the needs of students change and evolve over the course of the research project;
  • awareness of the need for research students to develop the knowledge and skills to prepare them for careers inside and outside academia.

3.  Outstanding modelling of the research process for students, including supporting students in choosing a research topic; setting and maintaining clear mutual expectations between student and supervisor; providing timely, constructive, clear and actionable feedback; and nurturing progress through research milestones including processes of completion, publication and research dissemination 

Evidence supporting Criterion 3 may include:

  • provision of resources, necessary coursework if required, and research plan design;
  • developing students’ theoretical, analytical and methodological skills appropriate to the discipline;
  • assisting candidates in the development of research, writing and communication skills, particularly through providing appropriate resources/access to relevant training opportunities;
  • monitoring student progress e.g. through regular meetings, annual reviews and plans, with particular focus to the meeting of “milestone” events during a student’s candidature;
  • constructive and timely comment on written work e.g. chapter drafts, early literature work, papers;
  • journal manuscripts and structure of the dissertation including specific advice where required;
  • constructive and timely feedback on candidate presentations e.g. proposal seminar, conference papers;
  • oral feedback during regular meetings;
  • selection of appropriate examiners and support for students during and following the examination process.

Also included in this criterion is a focus on respect for research students as individuals, evidence for which may include:

  • clear setting and clarification of mutual expectations within the supervisor-student relationship;
  • engagement with supervision panels to provide broad-based advice to students;
  • flexible approaches to supervision that reflect sensitivity to the diverse needs of students, including those from equity groups;
  • effective mentoring of students on career development and enhancement;
  • particularly useful are testimonials from past students related to the broad engagement of supervision that reflects the diverse needs of students.

Practices that may support the outcomes listed within the evidence above include:

  • encouraging students to write early and regularly;
  • supporting students to complete their projects;
  • giving students timely and constructive feedback on their work which is clear and actionable;
  • giving students feedback on their writing;
  • familiarising students with Assessment Criteria and examination requirements;
  • supporting students to prepare for examination including, where appropriate, offering the opportunity for a practice thesis proposal review;
  • supporting students after the examination including, where appropriate, advising on major revisions and resubmission;
  • ensuring that students have adequate resources to undertake their research projects including study facilities, storage facilities, IT, and where appropriate, equipment, and in the case of practice-based doctorates, workshop facilities, library;
  • empathising with students facing personal issues and being aware of institutional support services to which they can be referred for help;
  • understanding why students may fall behind and supporting them to progress.

4.  Providing and supporting engagement between students and broad scholarly communities through networking and research dissemination opportunities

Evidence supporting Criterion 4 may include:

  • evidence of modelling a scholarly approach to research in a global context which recognises the complexity and challenges of this context;
  • encouragement and support for students to access a range of research scholars and projects nationally and internationally, providing opportunities for students to work within an international context through exchanges, meetings, and collaborative work;
  • facilitation of student networking with other national and international researcher colleagues, appropriately evidenced by student engagement at conferences and other networking opportunities;
  • provision of career support and opportunities at a national and international level, leadership of, or contribution to, an effective supervisory panel;
  • facilitating the construction of a well-balanced panel;
  • encouragement to students to effectively utilise supervisory panel members;
  • taking responsibilities for particular roles within a supervisory panel;
  • specific research outcomes for the student involved, such as invited presentations at international conferences;
  • publications in high-quality, peer-reviewed journals;
  • feedback from other members of supervisory panels of which the nominee is the principal supervisor;
  • academic reputation/position of past completed students.

Practices that may support the outcomes listed within the evidence above include:

  • understanding the role of appropriate technologies, including social media, in maintaining contact with students and between students and colleagues, and using these effectively;
  • encouraging students to use relevant media to contact other researchers and build their profile in the research community;
  • where appropriate, assisting students in applying for positions and grants;
  • supporting students to prepare for employment, for example by conducting training needs analyses to identify gaps in their portfolio of skills and encouraging them to take advantage of relevant development opportunities.

5.  A systematic and scholarly approach to professional development of supervisory academic practice and skills in disciplinary or interdisciplinary settings, including evidence-informed evaluation of professional practice in supervision, and leadership in supervision practice

Evidence supporting Criterion 5 may include: 

  • evidence of advanced skills in evaluation and reflective practice;
  • participating in and contributing to professional activities related to research supervision;
  • coordination, management and leadership roles in relation to research supervisions;
  • conducting and publishing research related to research supervision;
  • leadership through activities that have broad influence on the profession, department, school and research candidates;
  • contribution to relevant policy development at College, University, or even sector level.

Practices that may support the outcomes listed within the evidence above include:

  • engagement with the scholarly and research literature related to the disciplinary framework and associated pedagogic approaches to supervision and subsequent reflection on and evaluation of practice;
  • awareness of the range of methods for evaluating supervision and using an appropriate mix of methods for evaluating supervision;
  • awareness of the different methods of supervision associated with different kinds of research programmes and ability to adapt their supervision accordingly;
  • undertaking roles in leading, managing, and co-ordinating supervision;
  • organising and contributing to the development of less experienced colleagues in research supervision;
  • familiarity with the relevant scholarly and research literature on co-ordinating, supporting, mentoring, and managing research supervision, and evidence of its influence upon practice;
  • engagement in appropriate continuing professional development (for example participating in CHELT training programs, keeping supervision logs, attending supervisor forums, training as examiners) and influence of such professional development upon practice.

6.  Evidence of effective contribution to Indigenous education.

Evidence supporting Criterion 6 may include:

  • development of programs, services or curricula that improve the learning experience of Indigenous students at ANU;
  • provision of ongoing support, either individual or via a program, for Indigenous students at ANU;
  • participation in activities that have helped increase scholarly learning, research, or public knowledge of Indigenous issues;
  • development of courses, curricula or services that raise awareness of Indigenous culture and/or issues;
  • outstanding teaching, curriculum development, or student support practices from academic or professional staff who are themselves Indigenous;
  • research supervision, either by Indigenous staff, of Indigenous students or on topics related to Indigenous issues.

7.  . Evidence of research benefits that flow to Indigenous people or communities who collaborate in the research process

Evidence supporting Criterion 7 should be framed in an Indigenous context. 

Assessment

In assessing nominations against the seven criteria, the assessment panel will take into account:

  • the extent of creativity, collaboration, imagination or innovation, irrespective of whether the approach involves traditional learning environments, community-based learning environments or technology-based developments
  • the information contained in evaluations, references and the description of supervisory practice submitted by the nominee. (The Committee may contact nominees and/or referees for clarification or further information)
  • a sustained contribution to Indigenous education by the nominee/s (of more than three years)
  • evidence of effective contribution to Indigenous education
  • evidence of research benefits that flow to Indigenous people or communities who collaborate in the research process.

Contribution to Student Learning category

Eligibility

  1. Nominees may be professional staff, academic staff, or sessional staff employed by the ANU College of Business and Economics for at least two full semesters within the two years immediately preceding the closing date for nominations.
  2. Both team and individual nominations are encouraged.
  3. Previously unsuccessful Citation nominees are eligible for renomination.
  4. Recipients of a CBE or VC Award for Indigenous Education in the Contribution to Student Learning category are ineligible for renomination within 3 years unless they are a member of a team and not the lead applicant, and the team nomination does not substantially replicate the original award.
  5. Recipients of a CBE or VC Award for Indigenous Education in the Teching category are ineligible to apply for a CBE Award for Indigenous Education in the Contribution to Student Learning category.

Selection Criteria

1.    Approaches to teaching and the support of learning that influence, motivate and inspire students to learn

Evidence supporting Criterion 1 may include:

  • fostering student development by stimulating curiosity and independence in learning;
  • participating in effective and empathetic guidance and advice for students;
  • assisting students from equity and other demographic subgroups to participate and achieve success in their courses;
  • encouraging student engagement through the enthusiasm shown for learning and teaching;
  • inspiring and motivating students through effective communication, presentation and interpersonal skills;
  • enabling others to enhance their approaches to learning and teaching; 
  • developing and/or integrating assessment strategies to enhance student learning.

2.  Approaches to teaching that expose students to Indigenous engagement, voices, epistemologies and aspirations

Evidence supporting Criterion 2 should be framed in an Indigenous context.

3.  Development of curricula, resources or services that reflect deep knowledge of the field.

Evidence supporting Criterion 3 may include:

  • developing and presenting coherent and imaginative resources for student learning;
  • implementing research-led approaches to learning and teaching;
  • demonstrating up-to- date knowledge of the field of study in the design of the curriculum and the creation of resources for learning;
  • communicating clear objectives and expectations for student learning;
  • providing support to those involved in the development of curricula and resources;
  • contributing professional expertise to enhance curriculum or resources.

4.  Development of curricula, resources or services that reflect Indigenous research methods and/or Indigenous knowledge systems

Evidence supporting Criterion 4 should be framed in an Indigenous context.

5.  Evaluation practices that bring about improvements in teaching and learning

Evaluation comprises making judgements about the quality of programs and activities that are part of the academic, cultural and social experience of higher education. Evidence supporting Criterion 5 may include: 

  • showing advanced skills in evaluation and reflective practice;
  • using a variety of evaluation strategies to bring about change;
  • adapting evaluation methods to different contexts and diverse student needs and learning styles;
  • contributing professional expertise to the field of evaluation in order to improve program design and delivery;
  • the dissemination and embedding of good practice identified through evaluation.

6.  Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience

Evidence supporting Criterion 6 may include:

  • participating in and contributing to professional activities related to learning and teaching;
  • innovations in service and support for students;
  • coordination, management and leadership of courses and student learning;
  • conducting and publishing research related to teaching;
  • demonstrating leadership through activities that have broad influence on the profession;
  • providing innovative learning and teaching for different contexts, including technology enhanced environments, for large and small class sizes and/or to meet the needs of a diverse student cohort;
  • influencing the overall academic, social and cultural experience of higher education.

7.  Evidence of effective contribution to Indigenous education

Evidence supporting Criterion 7 should be framed in an Indigenous context, and may include:

  • development of programs, services or curricula that improve the learning experience of Indigenous students at ANU;
  • provision of ongoing support, either individual or via a program, for Indigenous students at ANU;
  • participation in activities that have helped increase scholarly learning, research, or public knowledge of Indigenous issues;
  • development of courses, curricula or services that raise awareness of Indigenous culture and/or issues;
  • outstanding teaching, curriculum development, or student support practices from academic or professional staff who are themselves Indigenous;
  • research supervision, either by Indigenous staff, of Indigenous students or on topics related to Indigenous issues.

Assessment

In assessing nominations against the seven criteria, the assessment panel will take into account:

  • demonstrated evidence of your influence on the overall student experience
  • the degree of recognition from fellow staff, the institution, and/or the broader community
  • evidence of sustainability of no less than two consecutive years
  • evidence of effective contribution to Indigenous education.

Tutoring category

Eligibility

  1. Nominees must be employed in the ANU College of Business and Economics as tutors in casual, sessional, full time or fractional, continuing or fixed term positions, for at least two full semesters within the two years immediately preceding the closing date for nominations.
  2. Both individual and team nominations are encouraged.
  3. Previously unsuccessful nominees are eligible for renomination.
  4. Recipients of a CBE Award for Indigenous Education in the Tutoring category or VC Award for Indigenous Education in the Tutoring-Demonstrating category are ineligible for renomination within 3 years unless they are a member of a team and not the lead applicant, and the team nomination does not substantially replicate the original award.

Selection Criteria

1.    Approaches to teaching that influence, motivate and inspire students to learn, to achieve the desired objectives of a course and/or collaborate with Indigenous peoples

Evidence supporting Criterion 1 may include:

  • fostering student development by stimulating curiosity and independence in learning;
  • facilitating the development of students’ critical thinking analytical skills and scholarly values;
  • encouraging student involvement through the appropriate use of interactive, collaborative and engaging learning activities; the use of high-level of communication (e.g. skilled questioning), presentation and interpersonal skills to help students build understanding in either virtual or face to face settings;
  • using strategies to understand and attend to the individual needs of students;
  • collaborating with course convenors in forming coherent strategies to promote student learning and identifying critical learning issues within a course.

2.  Participating in the design, planning and or selection of curricula, particularly relating to tutorial or demonstration resources, that facilitate learning and which promote knowledge of the Indigenous sector

Evidence supporting Criterion 2 may include: 

  • demonstrating a deep understanding of the course objectives and expectations of students as communicated by and discussed with the course convenor;
  • developing and/or selecting and presenting coherent and imaginative resources for student engagement and learning;
  • demonstrating up-to-date knowledge and skills in the field of study in the planning, design and or selection of resources and activities for learning;
  • extending course material in tutorials and/or demonstrations to enhance student learning;
  • implementing research-led approaches to learning and teaching.

3.  Approaches to assessment and feedback that foster independent learning

Evidence supporting Criterion 3 may include:

  • helping students to understand how assessment strategies integrate with the course aims and objectives and student learning activities;
  • providing timely, and meaningful feedback to students on their learning;
  • using a variety of assessment and feedback strategies; implementing formative and summative assessments;
  • assisting students in adapting to the assessment requirements and where appropriate recommending how assessment should be adapted to cater for the specific needs of students.

4.  A commitment to evaluating and improving teaching practices

Evidence supporting Criterion 4 may include:

  • analysing and appropriately applying feedback received by students;
  • participating in professional development activities focused on developing a greater understanding around teaching and learning;
  • being proactive in the role as an intermediary between the students and the course coordinator in suggesting how the course can be further enhanced.

5.  Evidence of effective contribution to Indigenous education

Evidence supporting Criterion 5 may include: 

  • development of programs, services or curricula that improve the learning experience of Indigenous students at ANU; 
  • provision of ongoing support, either individual or via a program, for Indigenous students at ANU;
  • participation in activities that have helped increase scholarly learning, research, or public knowledge of Indigenous issues;
  • development of courses, curricula or services that raise awareness of Indigenous culture and/or issues;
  • outstanding teaching, curriculum development, or student support practices from academic or professional staff who are themselves Indigenous;
  • research supervision, either by Indigenous staff, of Indigenous students or on topics related to Indigenous issues.

6.  Evidence of effective collaboration with Indigenous communities/people

Evidence supporting Criterion 6 should be framed in an Indigenous context. 

Assessment

In assessing nominations against the seven criteria, the assessment panel will take into account:

  • demonstrated evidence of excellence which is supported through formal and informal evaluation;
  • the degree of creativity, innovation or imagination;
  • the information contained in student evaluations, references and teaching materials submitted by the nominee. 

Updated:   28 August 2019 / Responsible Officer:  CBE Communications and Outreach / Page Contact:  College Web Team