Rewarding Teaching Excellence

at the

University of Glasgow

Professor Bob Matthew

Structure Teaching excellence Awards New Career Path

Teaching Excellence Awards 1 Introduced for first time in 2005-06. Judged against a set of criteria by a group of

6 including 2 students. Initially 3 awards planned - 6 given out! Year 2 - two new areas added ‘ exceptional

commitment or progress over a short period of time’ and exceptional dedication and sustained impact over an extended period of time.

Teaching Excellence Awards 2 Criteria

Enhancement of Student Learning Innovation Links to Research Fostering Student Engagement /

Satisfaction Promoting Effective Learning Dissemination of Work

Teaching Excellence Awards 3 Two stage process

Stage 1 - Nomination Self, peer or student nomination (or

combination) Need to briefly address criteria

Stage 2 - Evidence Those deemed to have a case proceed, and

produce evidence to back up excellence. Evidence signed off at faculty level.

New Career Path Instigated some 7 years ago University Teacher, Senior University

Teacher, Reader, Professor No expectation of research Required to deliver research informed

teaching in a scholarly manner Debate about what evidence is

acceptable to define scholarly manner.

New Career Path Approx 15% of academic staff on this

route All levels including 6 Professors Working well in terms of remotivating

staff who would have been promoted on Lecturer career path (in a research intensive university)

Issues Do teaching excellence awards make

any difference? Should we not be rewarding those who

promote excellent learning? Does a separation of Lecturers and

Teachers impact on student learning? What is link between research and

teaching and does it make a difference?