Flinders University has a proud history of rewarding teaching innovation and excellence.
The teaching award framework enables the University to recognise and reward teaching excellence across the institution, as well as identify and support staff to make competitive submissions for national awards.
The trajectory of success commences with College Teaching Awards before progressing to Institutional Teaching Awards and on to National Teaching Awards.
The College-level awards are designed to recognise and reward teaching excellence and innovation and to encourage and prepare staff in their applications for the Vice-Chancellor’s Teaching Excellence awards.
Vice-President and Executive Dean's Award for Innovation in Learning and Teaching
Vice-President and Executive Dean's Awards for Excellence in Teaching
Closing date: COB Friday 14 June 2024
Submit applications to renee.cannon@flinders.edu.au
Teaching Excellence Awards
Innovation in Learning and Teaching Awards
Closing date: COB 27 Sep 2024
Submit enquiries to: cepsw.deaneducation@flinders.edu.au
Innovation in Teaching Awards
Excellence in Teaching Awards
Closing date: COB 8 July 2024
Winners have been announced! See College award winners section below for details.
See also: CHASS Document library
Further information may be obtained from the Executive Officer, HASS College Education Committee chass.deaned@flinders.edu.au.
Open date: 23 October 2023
Closing date: COB 27 September 2024
For information contact cnhs.deaneducation@flinders.edu.au
Vice-President and Executive Dean Teaching Excellence Awards
Closing Date: COB 14 June 2024.
Submit applications to cmph.operations@flinders.edu.au
Vice-President and Executive Dean’s Teaching Excellence Award
STEM Academy Teaching Innovation Award
Closing Date: COB 29 April 2024
Contact CSE.deanED@flinders.edu.au for more information.
Learning and Teaching Innovation Award
Teaching Excellence Award
Innovation in Teaching and Learning Awards
Teaching Excellence Awards
Excellence in Teaching Team Award
Helen Carter (Team Lead), Claire Henry, Julia Erhart, Tom Young, Nicholas Godfrey, Matt Hawkins, Cameron Nelson.
Citation: The Screen team demonstrates best practice in industry engagement for student learning and professional opportunities in the BCA (Screen) and BCI (Film and Television). Through deep partnerships with the SA screen industry, Screen staff create industry-focused educational experiences within and beyond our classrooms.
This is an outstanding example of teaching excellence. The team have developed learning experiences that draw upon and strengthen authentic and reciprocal relationships between Flinders staff, students and industry leaders. At the core of this project is a conceptualisation of job readiness that extends beyond simple skills development to supporting students to explore the possibilities of creative work and their potential roles and opportunities within the screen industry locally, nationally and internationally. The teaching team achieve this through working with community organisations over extended projects, inviting industry guests to topics and the unit meetings that are themselves role modelling industry expectations of collaboration, and linking students into professional networks. These activities are successful due to the typically invisible work of effective teaching, work that extends well beyond the student-teacher interactions into tending community and professional relationships. This is time-intensive and sometimes sensitive work, and it is heartening to see the rewards for students and the community arising from this effort. Screen’s approach is an example of best practice in working with industry, authentic learning and collegiality. The approach is replicable and situated within the relevant scholarship of teaching and learning.
Excellence in Teaching Individual Award
Citation: This application addresses Criterion One: Approaches to teaching and the support of learning that influence, motivate and inspire students to learn, for teaching within Geography and Environmental Studies. The application supports and celebrates consistent, student-centred efforts across two decades of teaching.
This application highlights the valuable and challenging work of introducing students to disciplinary knowledge they have not previously understood to be useful or important. Gerti teaches geography to students across very different courses and with widely varying interests and aspirations, many of whom have assumed geography to be about ‘capital cities and country flags’. Gerti’s approach foregrounds this diversity by encouraging students to explore the relevance of geographical concepts to their own work through offering a range of negotiated student assessments and encouraging interdisciplinary collaborations. There are many student voices presented throughout and the enthusiastic student feedback provides compelling evidence of the success of this approach. The students are clearly central to this whole approach; Gerti’s work is an excellent example of a student-centred approach to learning, one that meets students where they are and sees these differences as an opportunity to promote multi-disciplinarity in students’ understanding of the world. The strategies for achieving this are rooted in the Scholarship of Teaching and Learning.
Innovation in Teaching Team Award
Citation: Our interdisciplinary team (Tourism, Screen/Media, VEED), in collaboration with University-wide and external industry stakeholders, developed several innovative projects aligned with UNESCO’s Education for Sustainable Development 2030 framework by facilitating ‘action-oriented, innovative pedagogy’ in response to environmental challenges on Kangaroo Island.
This is an excellent example of innovation in teaching and learning. The team have developed a learning experience that synthesises global imperatives of sustainability with local and national stakeholder needs in a multi-disciplinary context. The innovation lies in the inter-connections of disciplines that do not typically work together – at Flinders or more broadly – and offer students an opportunity to benefit from complementary skills to create something of real use to a community. The approach innovative in applying inter-disciplinarity in an approach that skills and problem focussed practice. It speaks powerfully to the commitment and creativity of the teaching team. It is an outstanding example of authentic learning, with tangible outcomes that are now being used by stakeholders. The project is valuable in the specific context of KI recovery and has the potential to be replicated and expanded to other issues and inter-disciplinary collaborations. The approach is thoughtfully supported with reference to SOTL literature.
Excellence in Teaching Awards (Individual Winner)
Alicia is a Nurse practitioner who has created opportunities for interprofessional student placement opportunities by developing strong and sustainable relationships with Good Start Early Learning and the Southern Adelaide Local Health Network.
Her work with Goodstart Early Learning attracted external attention, leading to an interview by Channel 7, which aired as a news story about the Goodstart relationship and importance of standardized developmental screening. This provided additional exposure led to further interest from Industry Partners, such as Autism SA and the Benevolent Society, resulting in meetings and discussions about potential future collaborations.
Her collaboration with the head of Paediatrics at Flinders Medical Centre led to a memorandum of understanding between SALHN and Flinders University (Health2Go) to address community needs by seeing children on the extensive SALHN wait lists in the paediatric Nurse Practitioner Health2Go clinic to complete child assessments. She also received an invitation from the Women’s and Children’s Health Network to participate in an Autism Spectrum Clinical Trial which illustrates her clinical and research standing in acute care and areas of child development.
Excellence in Teaching Awards (Team Winner)
A/ Prof Ivanka Prichard and team (Dr Claire Gough, Dr Tori Llewelyn, Dr Matthew Ankers)
Under Ivanka’s leadership, the team developed, implemented, and refined a suite of three scaffolded topics in research and study skills, within the Bachelor of Health Sciences.
Developed over a three-year period, these topics are offered in person, and online and have a large and diverse student cohort.
The three research and study skills topics are core within the Health Sciences degrees, combined degrees and in other allied health profession degrees. HLTH1010 is also core in the Bachelor Public Health and has been used as the blueprint for a topic in the Flinders Academy.
From 2024 onwards, the three topics will be offered at the new city campus (Festival Plaza), online for the new Bachelor of Nutrition and Exercise, and within the new rural and remote pathways for Occupational Therapists, Physiotherapists and Speech Pathologists.
VPED Teaching Excellence Award:
2023 - Dr Helen Harrison
VPED Teaching Excellence Award:
2024 - Kirstin Ross: Recognises an international collaboration established by me, which supports international teaching and learning in environmental health
2024 - Sarah Harmer & Tony Scoble: Developing an engaging and inspiring physics curriculum, exposing students to cutting-edge research develop sociopolitical awareness, ensuring their successful preparation for graduate research and industry
2024 - Sunita Ramesh
2023 - Dr Ashley Connolly: Engaging and inspiring students to learn using interactive lectures and simple ‘at home’ experiment.
The Vice-Chancellor’s Awards are designed to recognise and reward teaching excellence and innovation and to encourage and prepare staff in their applications for National Teaching Awards.
The VC Awards deadline for 2024 is COB Wednesday 18 September.
The awards recognise recent responsive and sustainable educational initiatives that address one of six key strategic objectives of the university and exemplify a culture of innovation and excellence:
The key component of a nomination is a 3-5 minute video addressing the chosen strategic objective, pertaining to the following key areas:
Each winner (either individual or team) is presented with a certificate and receives a prize of $2000.
The key component of a nomination is a 4-page written statement addressing one of the selection criteria below:
The written statement and attachments can be uploaded via the application form below.
Deadline: COB Wednesday 18 September
Video:
Associate Professor Jonathan Benjamin, Mr Hiro Yoshida, Associate Professor Wendy Van Duivenvoorde and Dr John McCarthy won the 2022 Vice Chancellor's Award for Innovation in Teaching for their work in the Flinders University Maritime Archaeology Program, developing an accredited micro-credential in Professional Scientific Diving.
The Australian Awards for University Teaching recognise quality teaching practice and outstanding contributions to student learning, demonstrating excellence in higher education learning and teaching.
Professional Development Sessions
It is recommended that nominees attend an online Professional Development session, relevant to their selected award category. There will be a number of sessions held across May and June 2024. View the program here.
If would like to attend a PD session, please email awards.grants@flinders.edu.au for more information.
Previous recorded sessions can be viewed here:
For more resources to support your application, see the guides and support section below.
Tasks |
Dates |
---|---|
Nominations information pack released |
6 May 2024 |
Nominee registration and submission |
12 August - 1 September 2024 |
Assessment |
September - December 2024 |
2020 & 2021 Vice-Chancellor’s Innovation in Teaching Awards
Dr Luis Da Vinha, College of Business, Government and Law
Developing interactive video resources that foster engagement and active online learning using research-informed innovative design and strategically disseminating best practice knowledge, supporting curricula design.
A/Prof Christine Barry, College of Medicine and Public Health
Teaching anatomical foundations for clinical excellence: evidence-based approaches that overcome cognitive barriers, develop metacognitive awareness and inspire clinically oriented student learning.
Dr Voula Gaganis, College of Medicine and Public Health
Heeding the call to action: transforming didactic, anachronistic pedagogy to active learning across large medical science classes to improve student engagement, experience, and academic success.
Dr Masha Smallhorn, College of Science and Engineering
For improving student learning outcomes and engagement in large first-year cohorts in biological sciences through research-informed, inquiry-based learning practicals.
WIL in Sport: Dr Deb Agnew & A/Prof Shane Pill, College of Education, Psychology and Social Work
For Innovation, leadership and scholarship of an integrated model of international Work Integrated Learning (WIL) for Sport that has enhanced the student experience.
Environmental Health Team: A/Prof Kirstin Ross, Dr Harriet Whiley, Prof Howard Fallowfield, College of Science and Engineering
Engaging students with Environmental Health through creative curricula and accessible, industry informed, authentic learning experiences.
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