Skip to content | Change text size
 
Monash University

Education Checklist for Candidates

Office of the Vice-Provost (Learning and Teaching)

Supporting evidence for a case for promotion is the supplementary report: Education Achievement Record (SETU data).

Candidates may provide an additional 5 pages (max) of supporting evidence.

Student Learning Peers Self Student Evaluation
What indicators of student learning attest to the success of your strategies? Indicators of engagement as a proxy for learning are included here. Peers may comment on your approaches, emulate what you do, invite you to present or contribute, conduct a formal review of your teaching - so this section is diverse. Consider a range of peers- senior, supervisor, reviewers, direct reports, colleagues... Think about why you do what you do...and why it has the effect it has...
This section also includes indicators of impact of educational leadership and scholarship of teaching and learning.

What do students tell you about your teaching and their learning?
  • grade distributions
  • course identification and evaluation of generic skills/outcomes/attributes
  • results of student achievement- assessment, examinations, prizes and other forms of success
  • outputs of student learning e.g. projects, publications, exhibitions
  • employer/workplace feedback
  • rates of retention/attrition, pass/failure, student completions
  • student progression to honours or PhD
  • class attendance and unit enrolments
  • enumeration of hits on a website, or discussion forum participation or other usage statistics
  • approaches to study questionnaire etc.
  • peer review of:
    • classroom performance (observations/video)
    • course materials
    • course content
    • assessment practices
    • student interaction (face-to-face or online)
  • instances when peers have emulated or adapted:
    • curriculum materials
    • teaching and learning strategies
  • relevant invitations and appointed positions
  • recruitment into leadership roles
  • relevant grants and awards
  • publications and presentations on teaching/scholarship of learning and teaching
  • fellowship or offices of professional bodies
  • authorship of products such as textbooks or instructor resources and their impact e.g. adoption by others/institutions
  • editor's/reviewer's comments
  • external examiners' reports on units (e.g. through QVS)
  • invited external examiner, reviewer or advisor at other institutions or for accreditation bodies
  • evidence of employer or schools linkage
  • letters of congratulation from DVC or VP
  • visiting appointments at other institutions.
  • teaching philosophy
  • demonstrated use of evaluation data to inform and change teaching
  • responsiveness to student feedback
  • impact as course or unit coordinator
  • publications (research-rich teaching]
  • teaching and learning grants and outcomes
  • impact of leadership roles and activities e.g. as a result of leading an accreditation process of courses by professional bodies, departmental or faculty leadership in education, active membership of Learning and Teaching Committee or equivalent, relevant extracts from minutes of working groups or committees demonstrating action or leadership.
  • achievement of professional teaching qualifications and impact on your teaching
  • contribution to education courses on teaching and learning
  • impact of mentorship
  • impact of education policy formation
  • journal of self-reflections, analysis & evaluation.
  • quantitative and qualitative student feedback on formal student evaluations (SETU)
  • student interviews (focus groups, phone calls, email questions)
  • Informal student feedback gathered in class
  • results from the Australian Graduate Survey (Graduate Destinations Survey and Course Experience Questionnaire)
  • unsolicited student feedback
  • student logs and journals can include  self-reported learning (knowledge/skills gained and honed).

 

Produced by the Office of the Vice-Provost (Learning and Teaching) 2 March 2015