Nomination criteria 1-9
1. A Scientific Approach
The nominee fulfills some of the following examples:
- Basing the education on firm scientific foundations and well-proven experience.
- Giving the students an opportunity to develop a scientific approach and way to work.
- Keeping up to date with research and continually contemporizing his or her knowledge.
- Discussing the interpretation of the subject as well as how it develops, exemplified, among other things, by the departmental research.
- Discussing different perspectives on the subject, such as ethical perspectives, research traditions, gender perspectives and international aspects.
- Stimulating the students to become active learners, be creative and think critically.
- Providing conditions for students to develop their ability to independently analyze, reflect, draw conclusions, assess, challenge and be creative.
- Putting the course and subject into an understandable context for the students, and linking these to current research and international circumstances.
- Other efforts to promote a scientific approach within the education.
2. Activity-promoting Forms of Teaching
- Choosing educational methods that stimulate student activity, promote deep learning and encourage cooperation.
- Planning the education in a way that gives students the possibility to reflect individually, process literature and develop a critical way of thinking.
- Giving the students room for discussion with teachers and fellow students in order to gather information, expand and develop their knowledge.
- Creating a positive environment which stimulates the students´ dedication to and interest in a subject and thereby promote learning.
- Utilizing the students’ knowledge, experiences and perspectives.
- Putting the content of a subject into a wider context.
- Utilizing the perspectives of foreign students as well as students with experience of studies abroad.
- Providing the education with a link to working life to as large an extent as possible.
- Using net-based teaching methods in a form that increases the value of students’ studies.
- Giving the students the opportunity to benefit from the existing infrastructure of libraries, IT and such.
- Providing the students with the opportunity to practice the acquiring and examination of information.
- Stimulating the learning, creativity and critical thinking of the individual student.
- Putting the course and subject into an understandable context for the students.
- Integrating different forms of training skills in their teaching (e.g. oral and written presentations).
- Adapting their teaching to students’ different backgrounds and levels.
- Ensuring that new ideas for teaching are realized.
- Planning and running different pedagogical activities with respect to a gender perspective.
- Renewing the educational forms and content together with colleagues (for example web-based teaching).
- Other efforts to improve activity-promoting methods of teaching.
3. Clear Continuity and Progression
- Operating in favour of clear connection between learning outcomes, teaching and learning activities and assessment tasks (constructive alignment).
- Informing the students about this constructive alignment.
- Putting the course and subject into an understandable context for the students, and linking these to current research and international circumstances.
- Working towards a clear progression of expected results, in terms of learning objectives for knowledge, skills and abilities , between basic and high levels and/or within each level through elaboration or broadening of learning.
- Adapting their teaching to students’ different backgrounds and levels.
- Clarifying the connection between theory and practice in certain parts of the education, for example workplace based training.
- Renewing teaching methods and content together with colleagues (for example, web-based teaching).
- Other efforts to create a clear continuity and progression in teaching.
4. Examination and Feedback as Educational Policy Instrument
- Varying the examinations with respect to the knowledge, skills and abilities that are stated in the intended learning outcomes.
- Developing assessment criteria and informing students about these in a way that make it possible for the student to understand how they are applied.
- Discussing with the student what is permitted and what may count as cheating or plagiarism.
- Providing written guidelines for individual assignments.
- Giving the students constructive feedback on what each one has learned from different situations and what each needs to develop further.
- Providing the students with the opportunity to improve their ability to critically review their own and other students´ work.
- Other efforts to promote examination and feedback as educational policy instruments.
5. Collaboration between Teachers and Students
- Creating a classroom climate that is characterized by mutual respect and responsibility.
- Discussing and collaborating with students during the course.
- Creating a positive climate that stimulates the students’ commitment to and interest in the subject, which ultimately encourages the students’ learning.
- Providing new students with a good introduction with respect to the educational design and demands.
- Contributing to the early development of good study skills among students.
- Developing the students’ abilities to independently acquire and assess information.
- Informing students of Uppsala University’s Guidelines for Educational Activity and Development.
- Putting the course and subject into an understandable context for the students and elucidating the big picture.
- Adapting the education to the background and level of the students giving them the opportunity to learn equally.
- Informing the students about the available supportive resources.
- Initiating different forms of collaboration with students, colleagues, staff and teachers at other departments in terms of education at basic and advanced levels.
- Creating a positive climate for discussions about educational issues.
- Motivating students and colleagues to participate in the development of goals and strategies for teaching.
- Other efforts to promote the collaboration between teachers and students.
6. Clear Educational Leadership
- Evaluating and monitoring the pedagogical activity at the department or the programme as a whole.
- Initiating, stimulating and fulfilling educational development.
- Other efforts that signify a clear educational leadership.
7. Continuous Follow-up and Feedback
- Following and analyzing the education in regard to the educational quality related to the expected results.
- Following up the teaching with course evaluations according to the university guidelines.
- Recurrently evaluating the entirety of a semester or programme, where appropriate.
- Providing the students with feedback on the course evaluations and its results or outcomes.
- Reconsidering and developing the forms of examination based on knowledge of higher education.
- Encouraging new forms of teaching and examination.
- Other efforts promoting continuous follow-up and feedback.
8. Peer-cooperation and Exchange of Ideas
- Contributing to the occurrence of collegial support and the opportunity to collaborate within the department or programme.
- Contributing to the opportunity to collaborate across department and faculty boundaries and with the library to benefit from the diversity of the university.
- Contributing to regular meeting within the department/programme as well as the faculty.
- Keeping informed about and explicating colleagues´ experiences in educational development.
- Showing interest and devotion for disseminating good examples of educational development within different forums outside the own department/university.
- Renewing educational material and conveying it to other teachers and departments.
- Developing new forms of teaching and examination and distributing them.
- Developing web-based forms of teaching and web-based materials and distributing them.
- Composing course literature or other teaching aids of good quality.
- Other efforts promoting peer-cooperation and exchange of ideas.