We value high quality teaching as part of our mission and strategy. We recognise and reward excellent teaching by supporting awards at School and Institutional level.
The Chancellor’s Award and the Honorary Graduates’ Award for Inclusive Practice take into account the developing School Good Practice Awards and the Student Led Teaching Awards (SLTAs).
These two awards complement discipline-specific awards, such as the FaME (Faculty of Medical Educators) and the DUSA-organised Student Led Teaching Awards (SLTAs), where teachers are nominated by their students based on what has best supported their learning over the year.
"In my plans for the future development of the University, I place high value on excellence in learning and teaching and I am proud of our high standing in the National Student Survey and International Student Barometer. It is therefore important that high quality teaching is being recognised and celebrated through the recently initiated Teaching Awards."
Professor Pete Downes, Principal and Vice-Chancellor
This award aims to acknowledge and reward senior teachers for outstanding achievement in contributions to teaching with us over a significant period of time. Winners will also have demonstrated effective leadership in teaching and mentorship of new teachers. They will have made significant contributions to the development and promotion of excellence in teaching within their respective discipline and/or the wider University. Up to four awards are made each academic year.
- Each School is invited to nominate one individual each year
- Contact the Head of the Academic Skills Centre, Dr Lorraine Anderson, for more information.
Current winners 2017-18
School of Art & Design
|Professor Stuart Cross
School of Social Sciences
School of Nursing & Health Sciences
|Professor John Peters
School of Life Sciences
Chancellor's Award Winners 2016-17
Professor Rami Abboud, School of Medicine
Professor Mary Modeen, School of Art & Design
Professor Colin Reid, School of Social Sciences
Honorary Graduates’ Award for Inclusive Practice
This Award is open to both teaching staff and those based in central services. It takes the form of a £1,000 practice development fund and recognises teaching or service delivery which removes barriers and promotes inclusion. Open to Schools and Directorates, the award encourages and supports developing good inclusive practice.
Submissions can be made for a proposal and examples of a fully formed practice.
There are two key areas for this award:
- service provision
With a choice of one optional category from the following list:
- curriculum design
- technology enhanced learning
- improving the built environment
- other (provide description)
The closing date is 26 April 2019.
Current Joint Winners 2017-18
Academic Skills Team and Dr Aliki Varvogli & Dr Anja Johansen
Academic Skills Centre Team
The Academic Skills Centre (ASC) has developed a set of new online resources called Exam Bites to help students with exams. The existing advice and guidance that was provided to students through the Exam Revision Toolkit, while detailed and useful, was not in the most accessible and inclusive format as (1) it was composed entirely of text with no audio/visual or support materials, and (2) it was somewhat hidden away in the My Organisations section of My Dundee. To improve this the team rewrote and repurposed the Exam Revision Toolkit material into smaller, manageable, bite-sized pieces, which allows students to access them at their own pace. Interactive web pages, designed via the Sway application, are used alongside Panopto voice recordings of ASC staff PowerPoint presentations. These new resources are hosted on the ASC website in addition to My Dundee, making them more accessible and visible to students and staff.
Dr Aliki Varvogli
School of Humanities
Dr Anja Johansen
School of Humanities
Dr Aliki Varvogli and Dr Anja Johansen are lecturers on the newly-established MLitt in Crime Writing and Forensic Investigation, which admits students from non-traditional or non-academic backgrounds and uses a range of mechanisms to support their transition to and integration into University study. In the first year of the programme three students were admitted who did not have the 2:1 undergraduate degree that is normally required; in fact, they had no University degree at all. A further three were admitted who had been out of higher education for decades. The students were supported in a variety of ways, and have thrived on the course. They describe the programme as life-changing, which fits in with the University’s mission to transform lives.
Previous winners 2016-17
|Jacqui Eccles||Tom McConnachie|
Jaqueline Eccles, Dr Heather Whitford and Dr Anna Gavine are running a project to improve the recruitment of males to undergraduate nursing programmes. Current admission figures indicate the University of Dundee’s intake is approximately 92% female to 8% male. This ongoing project aims to gather the views and experiences of current male nursing students about the facilitators and barriers to choosing nursing as a career. The information gathered will be used to improve recruitment strategy, with a view to increasing the numbers of males recruited to undergraduate nursing programmes, which now include Masters, Honours and Ordinary Degree options.
Dr Tom McConnachie is using immersive simulation to encourage young people, who are living in poverty, into Higher Education. He is collaborating with the ‘Lift Off’ project, which targets school pupils who are identified as being at risk of not achieving their full potential and/or pupils who are achieving but have not considered entering Higher Education. This collaborative initiative offers local secondary school pupils an opportunity to participate in clinical simulation sessions, working alongside third year student nurses. This participation allows pupils to become part of Higher Education for a day and, in doing so, gives them confidence and raises their awareness of the possibilities of becoming a student nurse.