Excellence
in Teaching & Supervision
AWARDS
Student Nominations Report 2014
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ds A Ex bo Te c u Su a el t t pe ch len he rv in ce is g a in io n n d A w ar The Excellence in Teaching and Supervision Awards are run by the University of York Students’ Union (YUSU) to recognise staff members who have made an exceptional contribution to the personal and academic development of University of York students. The awards are led by students in partnership with the University. Students are given the opportunity to nominate staff, and a panel drawn from the University, YUSU and students then judge the nominations. There were 525 separate student nominations in 2014. These were submitted by 402 individual students for 285 unique nominees. The nine nomination categories allow students to nominate any member of university staff who they believe deserves recognition. The categories are
A full list of winners from 2014 can be found at the back of this report.
04. The Supervisor of the Year The Teacher of the Year Outstanding Feedback Innovative Use of Technology Inspirational Lecturer Promoting Employability Post Graduate Who Teaches (PGWT) of the Year Unsung Hero of Non-Academic Staff Demonstrator of the Year
on ti uc od tr In This report has analysed the reasons students gave for nominating staff members in the 2014 Excellence in Teaching and Supervision awards. It has recognised three main areas of students’ university experience to which staff members made a significant positive contribution.
These were:
- Academic Study - Emotional Well-Being - Career Prospects This report has sub-categorised these areas to analyse and explore the different ways in which University of York staff aided students’ personal and academic development.
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By undertaking this analysis, this report aims to contribute to future discussions on how staff members can support students’ academic and personal development. With this aim in mind, it has provided seven indicators of good practice. These indicators have been drawn from practices and approaches used by members of staff, which students in the nominations recognised as enhancing different aspects of their university experience. This report hopes that the indicators identified will inform future discussions between YUSU, the Graduate Students’ Association (GSA) and the University on how practices, procedures and approaches can be developed and implemented to enhance students’ university experiences.
gy lo do ho et M The data for this report was obtained from student submissions for the 2014 ‘Excellence in Teachingand Supervision Awards’. This report has looked to identify common themes and issues across nomination categories, ratherthan analysing each nomination category individually. To maintain a sense of why students’ nominated staff for particular categories this report has identified when themes and issues highlighted were especially relevant to certain categories. To contextualise quotes taken from nominations this paper has provided information on the students’ course of study, and the nomination category in which the quote appeared.
Nomination data was analysed using Atlas ti.6 and all submissions have been anonymised.
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1. Academic Study
1.1 Inspiring and Engaging Teaching.
Students used the awards to recognise staff members who had improved and enhanced their academic study. Apart from Promoting Employability, the nomination categories gave students opportunities to explain the various ways in which staff had supported and enriched their study whilst at York. The first part of this section will explore the different ways in which staff provided students with a high-quality teaching and learning experience.
Students recognised staff who taught in a manner which made students enthusiastic and interested in their learning. The categories Inspirational Lecturer, Teacher of the Year and PGWT of the Year give particularly strong evidence for a range of different methods employed by members of staff to make the learning process stimulating and thoughtprovoking for students. This section will explore the various ways in which staff members were able to inspire and engage students through their teaching.
Indicator One: Staff members aim to convey their passion and enthusiasm for their subject in all aspects of their teaching, and are welcoming and easily approachable to students. Indicator Two: Student feedback is used by members of staff to structure modules which give particular focus to those specific areas which engage students.
& 1 .1.1 St En af th f P us as ia sio sm n 1.1.1. Staff Passion and Enthusiasm.
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In the nominations students spoke positively about staff members who conveyed a real passion and enthusiasm for their topic. Students described how this enthusiasm was ‘infectious’, and made for more exciting and engaging learning, whether it took place in seminar rooms, lecture halls or supervisions.
‘From the beginning of the year she has brought energy and enthusiasm to every seminar she has taken. There hasn’t been a single seminar in the entirety of the academic year where she hasn’t had a smile on her face and brought life to the content. She is incredibly knowledgeable and passionate about what she is teaching and passes this onto all of us.’ Education Student, PGWT of the Year
‘[My seminar leader’s] enthusiasm for his subject is infectious and comes to the fore during any group discussion. His seminars are consistently engaging, interesting, and enjoyable, and have been the highlight of my undergraduate degree.’ History Student, Teacher of the Year
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1.1.2. Innovative Teaching.
1.1.3. Course and Module Structure.
Students praised staff who taught in a manner which was creative and innovative. Students described how staff members were able to, ‘bring their subject alive’ by using a range of different teaching methods, which made students engaged and interested in the material being taught.
Staff members were nominated for creating modules which were well structured and introduced students to topics they found interesting and engaging. The category Teacher of the Year reveals the different ways in which staff created modules which students found stimulating and thought-provoking.
‘[My lecturer] has incorporated various demonstrations in his lectures to illustrate the lecture material and bring it to life. For instance he showed us a jar with (an) enclosed ecosystem when talking about element cycling.’
‘Her modules are meticulously organised and creatively structured, and include a broad range of relevant and stimulating materials.‘
Biology Student, Innovative Use of Technology
English and Related Literature Student, Teacher of the Year
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1.1.4. Involving Students in Learning. Students praised staff who taught in a manner which was interactive, and made students feel a part of the learning process. This was particularly relevant for seminars, and students described the positive and dynamic learning environments created by staff members who encouraged participation and involved all students present in discussions.
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‘The different activities we do in class ranges from group presentations, to small group discussions and larger debates which I think allow everyone the chance to engage with the topic‌ [My seminar leader] has encouraged debate and broad participation across the seminar group. Because of this, peer discussions are much more rewarding as we can be more open, and the seminar group gets on well.’ History Student, Teacher of the Year
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1.1.5. Engaging Students by Pushing and Challenging.
1.2 Supportive and Helpful Teaching
As well as valuing staff members who created stimulating and engaging learning environments, students also praised staff who taught in a manner that was challenging and would sometimes take them out of their comfort zones. Students would describe how this process motivated them to succeed, and led to them more fully interacting with material relevant to their courses and their projects and dissertations.
Students also used the nominations to praise staff members who had provided them with support and help with their study. This section will explore the various ways in which staff provided support and assistance to students, and how this helped them improve both their understanding of topics and their academic skillsets.
‘Her seminars are demanding, particularly those in her module Violence in International Politics, but I have in no other seminar experienced debates on a equally high level where students are queuing to contribute throughout the entire 1.5 hours.’
Indicator Three: Staff members continuously develop VLE sites which contain a wide-range of relevant material which support and further engage students with their studies.
Politics Student, Inspirational Lecturer
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1.2.1. Explaining Complex Topics. Students nominated staff members who were able to simplify complex issues so to make them more easily understandable. The nominations reveal a range of techniques and methods used by members of staff to effectively explain and distil complicated information.
‘He can apparently induce a eureka effect in any student at will. Maybe he can read minds and understands exactly what a student is having trouble with even if they can’t put it into words, and his explanations are always exactly what is needed.’
‘She is a woman of few words, but when explaining, she uses metaphors in a way that even incredibly detailed, advanced music material seems simple and easy to understand.’
Language and Linguistics Student, Inspirational Lecturer
Music Student, Unsung Hero of Non-Academic Staff
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1.2.2. Use of Resources toFurther Learning.
1.2.3. A Clear Willingness to Help.
In the nominations staff members were praised for providing students with extra resources to aid their learning and understanding of topics. These were often hosted on the VLE, but could also involve lecture notes and hand outs.
Students spoke positively about their experiences of members of staff who taught in a friendly and approachable manner. Students praised members of staff who showed a real interest in their learning, and who students felt comfortable going to with questions and queries. This was especially important for those students studying in labs nominating staff members for Demonstrator of the Year.
‘She supplies loads of extra course material to help you understand… lecture notes are very thorough and revision material is above and beyond.’
Maths Student, Teacher of the Year
‘Easy to approach if the lab script is unclear or you get confused. Really helpful and makes a day in labs more fun.’
Physics Student, Demonstrator of the Year
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1.2.4. Supporting Students by Pushing and Challenging. As well as appreciating staff support and guidance, students also spoke positively about the times in which staff had pushed them to develop their skills and knowledge. As stated in section 1.1.5., this process could inspire and motivate students. However, students also described how the process of being pushed and challenged helped them to develop their thinking, and improved their understanding of topics.
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‘He is also a great teacher in the sense that he pushes us every lesson, singling out different people to answer the questions posed, which although is usually a nightmare for students, pushes us to take the point discussed further and forces the class to make sure they do all the reading.’ History Student, Teacher of the Year
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1.3. Feedback
1.3.1. Written Feedback.
The nominations were used by students to praise staff members who provided a high quality of feedback on their work. Students recognised feedback as being ‘high quality’ when it was detailed, providing detailed comments and suggestions for further reading, and was returned promptly. As well as this, students valued opportunities to discuss oneto-one with staff to further discuss they feedback they had given. The ‘Outstanding Feedback’ category received thirty-three nominations, whilst the quality of feedback provided by staff was frequently cited as a reason for nomination in other categories. This section will explore why students valued both detailed written feedback, and opportunities to further discuss feedback with staff members.
Students spoke positively about cases when they had received high quality feedback on their written work. Students praised staff members who had provided detailed and clear feedback which fully engaged with the ideas and arguments contained in their work. Students also spoke positively about promptly receiving feedback.
Indicator Four: Staff members continuously develop VLE sites which contain a wide-range of relevant material which support and further engage students with their studies.
‘Not only is work returned promptly with a large explanation and clear points made, [my teacher] makes the mark slightly more fun by attempting a poem or analogy at the start of the feedback.’ Politics Student, Inspirational Lecturer
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1.3.2. Opportunities for Further Discussion.
1.4. One-to-one Support
Students also valued opportunities to meet face-to-face with staff members to further discuss their work and staff’s feedback. These meetings helped them to further understand the positive aspects of their work, and the areas where they needed to improve.
In the nominations students praised members of staff who had provided them with one-to-one support and assistance during their study, both during and outside of office hours. Students valued being to further discuss topics being taught with staff, and having the opportunities to raise queries or questions about their course or module.
‘Regarding feedback, it is always ready when needed and is to a high standard. She has always been available in her office hours and is very happy to discuss feedback and go into even more detail to explain what I have done correctly and demonstrated what I need to improve.’ Politics Student, PGWT of the Year
Indicator Five: Members of staff clearly advertise their office hours to students, and fully engage with any questions or ideas that students may have during them.
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1.4.1. Office Hours.
1.4.2. Outside of Office Hours.
Those staff members who were welcoming and fully engaged with students during their office hours received positive feedback in the nominations. Students spoke positively about staff members who they felt had a genuine interest in their study, and took the time to improve their understanding of the topics being taught.
Students also nominated staff who had provided them with assistance outside of office hours. This could involve further face-to-face support, or staff responding quickly and effectively to student questions and queries via email.
‘He offered numerous office hours throughout his tenure as my tutor and I just could not believe how dedicated he was to giving students the chance to engage in material when he could have been doing something solely for his own ends.’
‘He is willing to see me at virtually any time to discuss any problems I have. He has helped me with questions and even came to the computer room to help using the Latex Programme to do my first project. He has also come to the James computer room and spent about an hour going over problems.’
Philosophy Student, Teacher of the Year
Maths Student, PGWT of the Year
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2. Pastoral Care
2.1. Support with Stress and Anxiety of Studies.
Students also used the nominations to praise members of staff who had provided them with emotional and pastoral support. The majority of nominations in the area came from the category of Supervisor of the Year. Whilst students did receive pastoral care from other members of staff, it was most frequently their supervisors who provided them with emotional care and support. Students expressed appreciation for members of staff who helped them through a range of situations and problems.
Students valued staff who they felt offered wider support with the stresses and worries involved with academic study. Students described positively those members of staff who they felt they could talk to and who offered them support during times of academic worry and anxiety.
Indicator Six: Supervisors take a clear interest in students’ emotional wellbeing, and make themselves fully aware of the support services which are available to students.
‘[My lecturer] communicates easily with her students on a personal relaxed level which breaks down all student to teacher communication barriers completely, she understands the mindsets of students particularly around exam season, and does everything she can to help out.’ Economic Student, Inspirational Lecturer
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2.2. Support with Academic Study in Times of Personal Difficulty.
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The nominations were used by students to praise and thank staff who had provided assistance when wider issues were affecting their study. This could involve taking extra time to support students academically, or helping them work within university structures.
‘This year I had a lot of different problems… which led to a big impact on my academic work. Without [my supervisor’s] help and support I have no doubt that I would no longer be at university, she not only showed me huge amounts of compassion, but also gave me loads of practical help to get me back on track.’
‘[My department’s Teaching Administration Secretary] helped me through a personal and sensitive issue regarding mitigating circumstances and couldn’t do enough for me. She was very active in pushing my claim despite how many other things she had to do.
Sociology Student, Supervisor of the Year
Biology Student, Unsung Hero of Non-Academic Staff
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2.3 Wider Emotional Support Students spoke very positively about members of staff who had provided them with emotional support in times of personal difficulty. By both providing support to students and highlighting the range of support services available, staff were able to help improve students’ emotional well-being and help them through some very difficult periods.
‘Students going through tough times can email or chat and are always met with great support and understanding. I know that for myself she was super kind and non-judgemental and that made the world of difference.’
Archaeology Student, Unsung Hero of Non-Academic Staff
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‘I entered a low phase in my life, feeling depressed, anxious, unable to work and on the receiving end of suffering grades as a result. [My supervisor] was there for me…He listened and directed me towards Open Door... He suggested we meet for lunch as often as I wanted…We have been having fortnightly lunches with each other now for the best part of a year, which I enjoy going to and which really make me feel better.’
History Student, Supervisor of the Year.
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3. Career Help and Support
3.1. Career Advice.
In the nominations students praised staff for the support and guidance they had given them with their careers. The nomination category Promoting Employability was used by students to describe how staff had helped and enhanced student’s career prospects. Students expressed thanks to members of staff who had provided them with advice on their career options, given them opportunities to increase their employability, and had provided help and support with applications. These staff members included students’ lecturers and supervisors, as well as departmental careers co-ordinators and administrative staff.
Students used the awards to recognise those members of staff who had provided them with advice and support for their future careers. This could involve either one-to-one chats, or staff members arranging events and career days when students could gain ideas about their careers.
Indicator Seven: Supervisors take a clear interest in students’ career prospects, and when possible use their experience and contacts to assist students with their career choices.
‘She has provided us with endless amounts of careers information to help guide us into choosing a potential career path. She spends a lot of time organising careers events for us…which have been informative and helpful in assisting many people in gaining careers ideas.’
Psychology Student, Promoting Employability
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3.2. Providing Support with Applications.
3.3. Providing Opportunities to Increase Employability.
Staff members who had helped students with job and further study applications received praise and thanks in the nominations. By providing references, giving guidance and feedback on CVs and application letters, and arranging mock interviews, students recognised the positive impacts staff had made with their applications.
Students praised members of staff who had provided them with opportunities to increase their employability. This could involve using their contacts to give them opportunities for part-time work, or involving them in their own projects and research.
‘I have been offered a postdoc based in large part on [my supervisor’s] reference for me (which is embarrassingly positive), his support with the application process and his advice on how to approach job applications.’
‘He has involved me in helping to run teaching sessions, writing for an academic blog and participating in other research not related to my PHD. He has invited me to conferences and even encouraged me to be part of a national committee in my area of interest.’
Politics/CAHR Student, Promoting Employability
Health Sciences Student, Supervisor of the Year
n io us cl on C The evidence presented in the past sections highlights a range of outstanding practices which have been carried out by members of University of York staff, and the positive impact these have had on students’ university experiences. This report has aimed to draw further attention to the various ways in which members of staff at York are making significant contributions to students’ academic and personal development. The indicators of good practice listed in this report have been identified based on evidence of how similar actions have supported the academic, personal and professional development of students. YUSU and the GSA intend to use these indicators as a basis for future discussions with the University on how to enhance procedures and practices which will positively impact students’ university experience.
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As well as identifying these indicators of good practice, this paper has identified four further themes which it recognises as being particularly relevant to discussions on how members of staff can contribute to students’ academic and personal development. The first is the positive effects on students’ learning when they are pushed and challenged by members of staff. In the nominations students commented how staff taking them out of their comfort zones motivated them to succeed, improved their understanding of topics and also helped them develop their academic skillsets. The nominations reveal a range of ways in which staff members involved themselves in the processes which pushed students to challenge and succeed, and the beneficial impacts these had on students’ learning.
n io us cl on C Secondly, student nominations highlight how the VLE can be utilised to support and enhance students’ learning. Students praised members of staff who took the time to create VLE sites which contained a wealth of useful information, and allowed students to test their understanding of topics being taught. The nominations also reveal the importance to students’ of receiving feedback which is both constructive and informative. Feedback was praised which fully engaged with students’ work, both by highlighting a range of ways it could be improved, and offering suggestions for further reading. It was commented how feedback which was constructive and informative both improved students’ understanding of topics, and meant they saw long-term improvements in the marks they received.
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Finally, student nominations suggested a range of ways in which departments can enhance students’ career prospects. Nearly all nominations in the ‘Promoting Employability’ category were for members of academic staff within departments, who either coordinated schemes to increase students’ employability, or with whom students’ had one-to-one employability meetings. The nominations suggest that departments have the potential to do much to enhance and support students’ career prospects. The awards reveal a fantastic range of practices carried out by University staff. By drawing attention to a specific number of these, this report has aimed to both celebrate the excellent work of University of York staff, and contribute to future discussions on how students’ can receive the best possible university experience, with supports their growth both academically and personally.
In G d oo ic d at o Pr r ac s o ti f ce
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Indicator One: Staff members aim to convey their passion and enthusiasm for their subject in all aspects of their teaching, and are welcoming and easily approachable to students.
Indicator Five: Members of staff clearly advertise their office hours to students, and fully engage with any questions or ideas that students may have during them.
Indicator Two: Student feedback is used by members of staff to structure modules which give particular focus to those specific areas which engage students.
Indicator Six: Supervisors take a clear interest in students’ emotional wellbeing, and make themselves fully aware of the support services which are available to students.
Indicator Three: Staff members continuously develop VLE sites which contain a wide-range of relevant material which support and further engage students with their studies.
Indicator Seven: Supervisors take a clear interest in students’ career prospects, and when possible use their experience and contacts to assist students with their career choices.
Indicator Four: Teachers provide students with feedback which provides constructive comments on their work to enable students to develop it further.
Li W st in o n f2 er 0 s 14 Academic Officer’s Award for Outstanding Commitment to Student Engagement University Library Demonstrator of the Year Sindhu Krishna, Chemistry Departmental Award: Supervision Music Department Departmental Award: Teaching Language and Linguistic Science Department Innovative Use of Technology Sara Perry, Archaeology Department Inspirational Lecturer Norman Yeo, Language and Linguistic Science Outstanding Feedback Quentin Summerfield, Psychology PGWT (Postgraduate Who Teaches) of the Year Rebecca Lyons, English
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Promoting Employability Daniel Ungar, Biology Departmental Award: Supervision Music Department Supervisor of the Year Keith Allen, Philosophy Supervisor of the Year Ă ine Sheil, Music
Supervisor of the Year Jeremy Goldberg, History Supervisor of the Year Cath Jackson & Helen Tilbrook, Health Sciences Supervisor of the Year Gerri Kaufman, Health Sciences Teacher of the Year Cathy Dantec, Language and Linguistic Science Unsung Hero of Non-Academic Staff Heather Cork, Maths Department