About University Teaching Development Grants
2018 applications closed on Monday 2 October 2017.
The primary purpose of University Teaching Development Grants is to foster active development of teaching in order to enhance the quality of teaching and learning in the University.
Grants are to be used for project work such as planning, implementing and evaluating a curriculum intervention of some kind (e.g. new course design, further development of an existing course or programme, incorporating the use of technology in teaching etc.).
Grants may also be used to fund strategic projects. In 2018 the focus of strategic projects is initiatives related to implementing the recommendations, affirmations and enhancements in the University’s AQA Cycle 5 Academic Audit Report. A summary table with references to relevant sections of the AQA report, Otago portfolio and Guideline Statements (from the AQA Cycle 5 Academic Audit Handbook for Universities) can be found at the end of this page. For a copy of the Otago portfolio please contact email@example.com.
The University also affirms its commitment to conducting research and teaching of academic and ethical excellence and furthering the core values adopted in the University’s Strategic Direction to 2020 by encouraging projects that promote Three Rs research or teaching methods. Three Rs projects incorporate teaching and learning that has as a primary purpose, contribution to understanding, advancement, or implementation of one or more of the following:
- replacement of sentient animals with less-sentient or non-sentient alternatives in research or teaching
- reduction of the number of animals required to provide sufficient information to test a research hypothesis or achieve a teaching and learning aim
- refinement of experimental/teaching manipulations to improve the well-being of animals used in research and teaching.
Any academic staff member (0.2 FTE and above), whose duties include significant teaching and who has been actively teaching in a university for at least one year, may apply for University Teaching Development grants. Teaching teams are welcome to apply. Fractional teaching or service buy-out is allowed but this must be pre-arranged with the applicant’s Head of Department, details given and signed off.
Teaching Fellows and Professional Practice Fellows can apply but will be expected to show how the project will contribute to the advancement of the quality of their own teaching responsibilities. Heads of Department must ensure that the employment contract is of sufficient length for the project to be completed, and that the applicant will have sufficient time and supervision to work on the project.
Funding and Reporting
In 2018, up to $200,000 is available for University Teaching Development grants. The normal maximum for any individual monetary grant is $20,000 per project but in exceptional circumstances a larger grant will be considered. Some grants are much smaller than this. In most cases CALT will expect the funds provided to be spent either within the calendar year for which the allocation is made, or by 31 March of the following year.
CALT expects the results to be disseminated through appropriate channels, including publications where possible, and recipients are required to report these outcomes to CALT. Normally an interim report will be requested part way through the year, and a final report when all anticipated outcomes have been realised. Some projects take longer, particularly when extensive evaluation of impact is involved. Applicants are urged to be realistic. If the project will take longer to complete and funding is required beyond 31 March of the following year, this should be made clear in the application.
Closing Date for Applications
2018 applications closed on Monday 2 October 2017.
The Divisional representatives on CALT are available to provide advice and information:
Dr Paula O'Kane (Commerce) on 479 8181
Associate Professor Rhiannon Braund (Health Sciences) on 479 7240
Dr Steven Sexton (Humanities) on 479 3780
Dr Claudia Ott (Sciences) on 479 8499
2018 Application Process
Applications for University Teaching Development Grants must be made on the appropriate forms and submitted electronically to Jill Brunson (Academic Executive Officer):
Developing your application
Intending applicants are strongly advised to contact Associate Professor Clinton Golding (Acting Head of HEDC) or Dr Sarah Stein (Director of Distance Learning) at least by the beginning of September and preferably sooner. Clinton will arrange for a member of academic staff in HEDC to work with the applicant to develop the application. Applicants need not accept this support, but, if they do, the process will seek to situate the project in its research field, ensure that planned outcomes are realistic, and assist with project design.
2018 applications closed on Monday 2 October 2017.
Criteria & Procedures:
- A maximum of two applications will be accepted from any eligible staff member of which only one may be as project leader.
- The project leader is required to make a minimum time commitment of 0.1 FTE on each application of $10,000 or more. The roles of all team members named on the application should be described.
- Applications will be assessed by a Sub-Committee of CALT, which will be chaired by the DVC (Research and Enterprise) or nominee.
- The selection panel will decide funding on the potential of the project to enhance the quality of teaching and learning in the University. Consideration will also be given to the scholarly excellence of the proposal.
- Applications must be clearly stated and concise.
- Proposed projects should consist of an investigation into any aspect of teaching and/or learning that could not normally be expected to be undertaken by the Department concerned.
- Application is to be made on the form provided.
- Normally, projects that relate to the development of teaching of university students only will be considered.
- Normally, no one project will be allocated more than $20,000 in any one year.
Staff receiving support by way of project grants must furnish interim and final reports to the Committee for Advancement of Learning and Teaching.
Cycle 5 Academic Audit
Summary of Affirmations, Enhancements and Recommendations
|Type||No.||Recommendation / Affirmation / Enhancement||Reference||Reference Page||Guideline Statement|
|Affirmation||A1||The Panel affirms the development of the Student Desktop and considers that, with fine-tuning, it will offer considerable benefit for students.||AQA Report||11||GS 1.4|
|2||The Panel affirms the consolidated approach to transition that the University is taking with the establishment of the Director, First-Year Experience position and committee.||AQA Report||18-19||GS 2.2|
|A3||The Panel affirms the University’s development of the Matariki Network of Universities and considers that it offers considerable potential for benchmarking, opportunities for students and staff, and other organisational learning.||AQA Report||27-28||GS 3.5|
|A4||The Panel affirms the University’s review of Northern campuses’ support services and its signalled intention (enhancement # 6) to better capture feedback from students on other campuses.||AQA Report||42||GS 5.4|
|A5||The Panel affirms the University’s enhancement initiative to implement a new course and teaching evaluation system and to produce summary reports for heads of departments.||AQA Report||49||GS 6.3|
|A6||The Panel affirms the University considering making training for new PhD supervisors mandatory.||AQA Report||55||GS 7.1|
|A7||The Panel affirms the continuation of improving processes for the reporting of doctoral candidates’ progress using eVision.||AQA Report||57||GS 7.3|
|Enhancement||E1||To evaluate how well the recent MOU signed between the University and OUSA which established three new avenues to promote direct communication between the two entities is working. The new channels for interactions between the University and OUSA are: a monthly meeting between the VC and the OUSA President, the possibility for OUSA to make a submission to VCAG and a biannual summit between the VC, the OUSA Executive and other nominees of the VC.||Otago Portfolio||15-16, 86||GS 1.3|
|E2||To consolidate and advance activities associated with first-year student experience and transition by establishing the new position of Director First-Year Experience supported by a First-Year Experience Board charged with the development of an undergirding strategy that will steer university-wide programmes to boost student achievement in its broadest sense.||Otago Portfolio||27, 86||GS 2.2|
|E3||To redesign the College Residents Survey in order to provide a more detailed picture of college residents’ first-year experience with respect to transition to academic life and study, the learning environment and welfare and well-being.||Otago Portfolio||27, 86||GS 2.2|
|E4||To reconsider course advising at an opportune point in the lifecycle of eVision recognising that, in delivering information and functionality for students, staff, prospective students and alumni over the web, the implementation and adoption of the eVision student management system has altered many of the University’s customary business rules and modes of interaction with students.||Otago Portfolio||28, 86||GS 2.3|
|E5||To implement annual reporting to monitor the progress of new academic programmes that have been conditionally approved by CUAP each year until the successful completion of the GYR and to evaluate effectiveness of the new system after one-year of operation.||Otago Portfolio||34, 86||GS 3.4|
|E6||To redesign the Support Services section of the Student Opinion Survey to better reflect the current state of support services in the University and provide more targeted information for quality improvement.||Otago Portfolio||56-60, 86||GS 5.4 and 5.5|
|E7||To implement the new core course evaluation questions from the start of 2016 and produce a new suite of course evaluation summary reports for Heads of Department that will provide an overview of course evaluation results for their department.||Otago Portfolio||57, 66, 86||GS 5.5 and 6.3|
|E8||To undertake a review of master’s by research programmes to explore resourcing, equity and quality matters.||Otago Portfolio||74-79, 86||GS 7.2|
|Recommendation||R1||The Panel recommends that the University consider whether the Committee for the Advancement of Learning and Teaching is giving full effect to its strategic role and contribution, including implementation and monitoring of progress of strategic direction and initiatives.||AQA Report||8||GS 1.2|
|R2||The Panel recommends that the University progress its intentions to review course advice as a matter of urgency.||AQA Report||19-20||GS 2.3|
|R3||The Panel recommends that that the University should address progress on its Māori Strategic Framework further and that it should consider how Māori knowledge and pedagogy can be incorporated into curricula.||AQA Report||22-23||GS 3.1|
|R4||The Panel recommends that the University consider how it identifies students at risk of under-performance early in their studies and how it ensures that all students receive useful and timely feedback on their performance.||AQA Report||36||GS 4.3|
|R5||The Panel recommends that the University develop mechanisms for ensuring that students are made aware of changes and improvements that are informed by their feedback||AQA Report||43-44||GS 5.5|
|R6||The Panel recommends that the University assess and consider the impacts of variations in availability of departmental and academic division support for postgraduate research students.||AQA Report||55-56|| |
Projects of Past Recipients
- 2015 Projects (2.3MB)
- 2014 Projects (3.0MB) and Rob Griffiths 2014 CALT Report
- 2013 Projects (3.3MB)
- 2012 Projects (4.1MB)
- 2011 Projects (1.1MB)
- 2010 Projects (136K)
- 2009 Projects (131K)
- 2008 Projects (52K)
- 2007 Projects (46K)
- 2006 Projects (131K)
- 2005 Projects (63K)
- 2004 Projects (58K)
- 2003 Projects (137K)
- 2002 Projects (43K)