Honorary Graduates' Award for Innovative Teaching and Inclusive Practice

Thanks to an initiative from Dr J McPherson and the generosity of honorary graduates, the University established an annual award for innovative teaching in 1994, with the aim of providing an opportunity to recognise and reward innovation in any aspect of teaching within the University.

The award has (from AY 11-12) been extended and renamed in order to recognise and promote the provision of inclusive practice across the University that removes barriers to access for students protected by the Equality Act. There are two streams within this award at University level which focus on:

1. teaching innovations - open to any member/group of staff involved in teaching University of Dundee students
2. inclusive practice – open to members of staff from both Colleges and SASS and incorporating a broad definition of practice

One award, of £1,000, will be available each year for the teaching innovations strand, in the form of a teaching fund. An additional award, of £1,000, will also be available each year (for College-based practice OR Directorate-based practice) for the inclusive practice strand in the form of a practice development fund.

Criteria for the Award

To be eligible for consideration for the teaching innovations strand, the following general criteria apply:

• demonstration of innovation within your discipline area
• currency (normally developed within the last 3 years)
• demonstration of a commitment to disseminate good practice within the College as appropriate and across the University

To be eligible for consideration for the inclusive practice strand, the following general criteria apply:

• provision of supporting evidence from feedback from protected groups (under the Equality Act 2010)
• demonstration of a commitment to disseminate good practice within the College/Service as appropriate and across the University
• demonstration of a commitment to submit a report/case study for the University’s Inclusive Practice website

Specific criteria are provided below. Submissions for the teaching innovations strand must address criteria 1-5. Submissions for the inclusive practice strand must address at least one of the criteria outlined under criterion 6, and can be presented as a case study.

1. Clearly explain and describe your submission, including the rationale and/or pedagogical approach (200 words)
2. Clearly explain the ways in which your submission demonstrates innovation/inclusion, within the context of your discipline/area of practice (200 words)
3. Clearly explain and discuss the ways in which the approach has enhanced and impacted upon the student experience (200 words)
4. Provide direct evidence (utilising appendices as appropriate to support your claim) that your submission has enhanced and impacted upon the student experience (200 words)
5. Explain how the submission has had, or could have, wider application across other areas of the university or the discipline. (200 words)
6. Explain how the submission demonstrates:
1. the promotion of equality of opportunity to groups of students in access to learning or University Services
2. good practice in response to student feedback and/or good practice in evidence elsewhere, to minimise the challenges faced by a specific group of students (eg cultural or accessibility issues)
3. the promotion of inclusion through the provision of individual adjustments
4. the promotion of independent learning to facilitate wider access to services (up to 1000 words)

Winners of College awards for innovation in teaching will be invited to make a submission at University level. Submissions for the inclusive practice strand should be made directly to the Library & Learning Centere. The proforma for submission is available here.

The winners of the Honorary Graduates' Award for Innovative Teaching 2009-2010 are:

1. Sharon Tonner, ESWCE, College of Arts & Social Sciences 'Embedding 21st Century Technologies into Primary Education'

Award winner Sharon Tonner with some of her students

Principal Pete Downes, Carole Tricker, Gary Roberts, Valentine Scarlett

1. Carol Tricker, Gary Roberts & Valentine Scarlett, ESWCE, College of Arts & Social Sciences 'Working Together to Achieve Social Justice- The Developing Professional'

 

Highly Commended

1. Catherine Kellett, Medicine, College of Medicine, Dentistry & Nursing, 'Development of a Theatre Etiquette Course for Medical Students'

Principal Pete Downes with Catherine Kellett