University of Helsinki Teachers’ Academy – Academia Magistrorum Appendix to Rector’s Decision 106/2012
Preparatory committee appointed by the rector: Jukka Kola (chair), Emma Hakala, Jaakko Kurhila, Heikki Pihlajamäki, Eeva Pyörälä, Hannu Saarilahti, Auli Toom and Minna Frimodig (secretary)
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Table of contents 1.
Introduction ..................................................................................................... 3
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Objectives ........................................................................................................ 4
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Selection criteria .............................................................................................. 5
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Application process .......................................................................................... 6
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Assessment process ......................................................................................... 7
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Reward criteria ................................................................................................. 8
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Activities of the Teacher’s Academy ................................................................. 9
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Theoretical background .................................................................................... 9
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Reporting and follow-up ................................................................................. 11
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References ..................................................................................................... 11
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Appendix: Evaluation matrix for the Teachers’ Academy ................................ 13
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1. Introduction The Teachers’ Academy - Academia Magistrorum of the University of Helsinki aims to improve the standing of teaching in the academic community by encouraging communities and individuals to continuously enhance the quality of teaching and learning. By founding the Teachers’ Academy, the University wishes to convey that teaching is a valuable core element of academic work, and that similarly to scholarship in research, teaching can also be learned, developed purposefully and disseminated in a collegial manner. The top countries and universities in the development of academic education (such as Australia, the United Kingdom and medically oriented universities in the United States) established similar award systems in the 1990s1 with the overarching goals of supporting teachers and their scholarship of teaching as well as of promoting the status and quality of teaching and teaching-related innovations at universities. 2 Several studies have been carried out on these award systems and their impact. 3 At the University of Lund it was concluded that setting up of the reward system was in itself a sign of impact on the policy level.4 These international teaching award models and studies were examined critically and used as a basis for the Teachers’ Academy of the University of Helsinki, where applicable. The initiative to establish the Teachers’ Academy emerged during the rector’s negotiations on campuses and the preparation of the strategic planning for 2013–2016 in spring 2011. Based on this initiative, the Academic Affairs Council of the University established a committee to examine international models and studies on award systems and their effects.5 The draft compiled by the committee was discussed by the University management group on 1 September 2011, in a meeting of the University management, deans and heads of departments/institute directors on 7 September 2011, by the Academic Affairs Council on 17 October 2011 and at the Government’s evening session on 7 November 2011. The idea received positive feedback, and the University’s target programme for 2012 specified that the University of Helsinki would found a Teachers' Academy in spring 2012. In addition, the Strategic Plan of the University for 2013–2016 states that the Academy will promote the development of academic teaching. The Rector appointed a working group to prepare an operational model for the 1
E.g., The Awards for University Teaching in Australia, est. 1997, the National Teaching Fellowship Scheme in the U.K., est. in 2000, and The Academy at Harvard Medical School, est. 2001. 2 Irby et al, 2004. LTH’s Pedagogical Academy, 2005. Thibault et al., 2003. International models have been examined in more detail in a memorandum by a committee appointed by the Academic Affairs Council, available at https://alma.helsinki.fi/doclink/234791. 3 E.g., Thibault et al., 2003. Chism & Szabo, 1997. McNaught & Anwyl, 1993. Menges, 1996. Warren & Plumb, 1999. 4 Olsson & Roxå, 2008. 5 The committee included student Emma Hakala (Fac. of Agriculture and Forestry), Vice-Dean in charge of teaching Ari Haukkala (Fac. of Social Sciences), Pedagogical University Lecturer Eeva Pyörälä (Fac. of Medicine), University Lecturer Hannu Saarilahti (Fac. of Biological and Environmental Sciences), Pedagogical University Lecturer Auli Toom (Fac. of Behavioural Sciences) as well as Advisors Marjo Posti (Chair) and Minna Frimodig (Secr.) (Rector’s Office/Academic Affairs). The committee report is available at https://alma.helsinki.fi/doclink/234791.
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Teachers’ Academy in November 2011.6 The Chair of the group was Vice-Rector Jukka Kola, its secretary Advisor Minna Frimodig and its members included student Emma Hakala (MSocSc, student of agriculture and forestry), University Lecturer and Head of Studies Jaakko Kurhila (Department of Computer Science), Professor Heikki Pihlajamäki (Faculty of Law), Pedagogical University Lecturer Eeva Pyörälä (Faculty of Medicine), University Lecturer Hannu Saarilahti (Faculty of Biological and Environmental Sciences), and Pedagogical University Lecturer Auli Toom (Faculty of Behavioural Sciences). The duties of the group included Preparing selection criteria and admission and assessment procedures for Academy members Defining the reward principles for Academy members and their units Formulating the operation of the Academy Proposing a name for the Academy 2. Objectives The Teachers' Academy at the University of Helsinki aims to improve the status of teaching in the academic community. By investing in teachers, the University also invests in students and the quality of learning. The Teachers’ Academy will provide opportunities to earn merit and reward members of the academic community for their teaching qualifications and expertise. Both communities and individuals are encouraged to develop the quality of teaching in a goal-oriented manner. As teaching does not take place in a vacuum, the Academy criteria also include elements that emphasise collegiality. A key element of academic work is sharing one’s knowledge and expertise with the scientific community. As both scholarship of teaching and research can be peer reviewed, one of the goals of the Academy is to create more comparable documentation of the expertise of teaching. The Teachers’ Academy aims to promote the quality of teaching and improve its status in the academic community improve the quality of learning and learning results among students be an important step in an excellent teacher's career improve the status of teaching qualifications and create more comparable documentation provide a multidisciplinary community for teachers, that provides collegial support in the development of teaching and learning and promotes good practices at the University In other words, the Teachers’ Academy aims not only to reward individual excellent teachers but to enhance the quality of teaching and learning across the University community.
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Rector’s Decision no. 168/2011.
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3. Selection criteria Teachers selected to the Academy should Be strong experts in their own discipline Be interested in the learning outcomes of their students and able to support students’ learning process Develop their scholarship of teaching in a variety of ways Disseminate their knowledge, skills and expertise as well as be active members in their academic community in terms of enhancing the quality of teaching and learning The Academy criteria mainly follow the assessment criteria outlined in the University Regulations and different faculties’ criteria for the assessment of teaching qualifications (teaching experience, pedagogical training, ability to produce teaching material and other teaching merits). The Academy criteria clarify the various constituents of teaching qualifications and highlight the different ways of exhibiting expertise of teaching and scholarship of teaching. These criteria do not aim to establish just one comprehensive model for being or becoming a good teacher. Rather, expertise in teaching is examined and evaluated as a range of various profiles. Furthermore, the examples included in the criteria are not comprehensive examples of teaching expertise. Applicants should describe, analyse and highlight their teaching expertise in relation to the following criteria: 1. Continuous development of expertise of teaching and supervision Expertise is manifested through the ongoing professional development with regard to teaching, learning and supervision. Such teachers systematically evaluate their teaching practices, gather a variety of feedback about teaching and supervision from both students and colleagues, and use this information and feedback systematically to develop their teaching and supervision. They also provide counter-feedback to students. Excellent teachers improve their understanding of the effects of various teaching methods on learning processes and apply their pedagogical training, research results as well as the pedagogical innovations of their field to teaching and supervision. They disseminate their knowledge of teaching and learning as well as their good practices to colleagues and/or the academic community through engaging in discussion, participating in national or international conferences, writing pedagogical publications, scientific articles in university pedagogy, etc. 2. Teaching and supervision practices that enhance students’ learning Excellent teachers’ teaching and supervision practices support systematically students’ learning processes. For example, teaching is planned and implemented so that the intended learning outcomes, contents, teaching and learning methods, the tools and materials, as well as assessment, are constructively aligned (cf. Biggs, 1999). Teachers discuss aims, pedagogical decisions and choices as well as learning outcomes with their students and encourage them to independently search for information, critically analyse and apply it in novel ways, as well as generate new in-
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formation. Teachers incorporate research results from their own field in their teaching and supervision, as well as follow relevant national and international developments together with their students and supervisees. They use goal-oriented, versatile and pedagogically validated methods and practices to assess learning. Some of the assessment is conducted as part of teaching and learning situations. Teaching and learning practices include systematic provision of constructive feedback about the students’ quality of learning, knowledge and skills. Teachers can identify the diversity of learners, understand their various learningrelated needs and challenges, as well as support and respect their individual development. 3. Expertise in using and developing the teaching materials Excellence is manifested in the development and broad use of up-to-date, researchbased teaching and learning materials. The material is in constructive alignment with the intended learning outcomes, contents, methods and assessment of teaching. The material is innovative and fosters learning and the development of scientific thinking and argumentation skills. It may be a book or available online, and it may be a collaborative product. It is widely known in the field and is possibly in use across the world. The teacher presents and disseminates his or her learning materials to colleagues and the academic community. 4. Participation in the collaborative development of teaching Excellence is demonstrated when a teacher is a key member of his or her teaching and research community. The teacher promotes collegiality in the unit, as well as collaboration and interaction between teachers, researchers and students. Excellent teacher is in a central role in the development of studies and/or degrees and actively contributes to the development of teaching and learning on the level of the department, faculty or the University. He or she collaborates with various units and fields in teaching development as well as builds national and international networks. 4. Application process Teaching and research staff members on their 2nd to 4th career level employed at the University in the year of application (including hourly paid teachers, docents and fixed-term employees) are eligible to apply for membership in the Teachers’ Academy. Teaching and research staff apply themselves for the membership of the Academy. The first round of applications is for selecting the founding members of the Academy. Applications are submitted through the University’s Aava application system. Application documents include teaching portfolio structured according to the Academy criteria. Online applications must be accompanied by the CV and supporting statements. Applications may be written in Finnish, Swedish or English.
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Teaching portfolio In their teaching portfolios, the applicants describe, analyse and highlight their teaching expertise and qualifications with respect to the Academy criteria. Applicants should verify their description with concrete examples and/or selected appendices. The maximum length of the portfolio is approximately six pages (portfolios are submitted using an online system that restricts the number of characters). The maximum length for appendices to the portfolio is two (2) pages. Online material linked to the portfolio will not be accessed; instead, it will be treated as existing background information. CV The CV should indicate the applicant’s teaching experience, pedagogical training, key publications with respect to the application and other teaching merits. The maximum length for the CV is three (3) pages (Arial, Times New Roman or equivalent typeface, size 11pt). Supporting references Applicants should acquire references from students (such as faculty- and/or subjectspecific student organisations) and their immediate community (such as their work community, colleague or peer reviews) to support their application. The maximum length for a single reference is one (1) page (Arial, Times New Roman or equivalent typeface, size 11pt). 5. Assessment process Applicants are evaluated based on the qualifications indicated in the teaching portfolios by assessors appointed for this purpose. Assessor statements and shortlisted applications will then be discussed in an assessment committee that prepares a proposal for the rector, who makes the final decision on the members selected to the Teachers’ Academy. The assessors and the assessment committee members will be appointed by the Academic Affairs Council. Turnover must be ensured when selecting the members. Instructions and orientation will be provided for the assessors and assessment group members. Assessment procedure In the first phase of the assessment, all applications will be evaluated by expert panels. Panels will include distinguished teachers (e.g., Teachers’ Academy members or recipients of the Eino Kaila award), experts and researchers in university pedagogy. The assessors evaluate how well the Academy criteria are met based on the documents provided (appendix 1), provide a short written statement about each applicant and prepare a proposal for the assessment committee. Assessment committee During the first round of applications, the Academic Affairs Council of the University will act as the assessment committee. After the first year of operation, Teachers’ Academy members will appoint the committee members from among themselves.
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The assessment committee will be chaired by the vice-rector in charge of academic affairs, and its secretary will be an advisor from the Academic Affairs Unit. In addition, the committee will include one or more representatives of students, experts and researchers in university pedagogy. The assessment committee will discuss the expert panel’s proposals, also taking into consideration the original applications and their attachments. The assessment committee may also interview shortlisted applicants if necessary. The assessment committee will prepare a proposal about the selected members to the rector. Disqualification of assessors/committee members The qualification and impartiality of the assessors and committee members with regard to the applicants will be verified. Disqualified assessors/committee members must disqualify themselves, and deputies will be appointed in their place. To ensure impartiality, all assessors and assessment committee members must indicate their possible ties and ineligibility to the applicants. 6. Reward criteria The Teachers’ Academy rewards both excellent teachers and communities that support teachers’ work. In the founding phase, Teachers’ Academy members will be selected annually so that up to 30 founding members will be appointed during the first round and up to 20 teachers per year over the next two years. After the founding phase, up to 30 new members will be appointed every other year. All disciplines represented at the University, as well as the variations in teaching in different fields, will be taken into consideration when selecting members. Up to four new members can be appointed from one faculty/independent institute at a time, taking into consideration the total number of academic staff and the standard of applications. Membership in the Academy is permanent and contingent on employment at the University. If a member’s employment at the University of Helsinki is terminated, so will his or her Academy membership. However, if the employment resumes at a later date, the membership will be restored. New Academy members will receive an allowance of EUR 10,000/year for a period of two years. This sum must be used for professional development as a teacher. If the member’s employment at the University of Helsinki is terminated during the reward period, the unused allowance must be returned. The new member’s unit (division, a group of disciplines, discipline or equivalent) will be awarded performance-based funding of EUR 15,000 per year for each rewarded teacher. The performance-based funding will be awarded for a period of two years and it must be used for teaching development, such as improving teachers’ pedagogical competence or conducting various teaching experiments. The allocation of the funding must be subjected to discussion in the unit, taking into consideration
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suggestions and ideas from the rewarded member(s) and the entire community. Unit heads must ensure that the funding is allocated to teaching development. A WBS account will be created for administering the reward funds. This account may be held jointly between the teacher and the unit, or both may be assigned separate accounts. 7. Activities of the Teacher’s Academy The Teachers’ Academy aims to create and promote teaching practices across the University. It strives to improve the quality of teaching and learning at the University and the scholarship of teaching, in addition to offering its members a multidisciplinary collegial network for sharing pedagogical expertise, knowledge and skills across academic and disciplinary borders. Academy members should promote dialogue between various fields and disciplines and the dissemination of good ideas. They are to be available as advisors in issues related to the development of teaching and learning. They may for example be requested to act as expert advisors in university pedagogy training, provide collegial feedback or participate in events organised by student organisations. Academy members are encouraged to disseminate their teaching expertise through, for example, organising development seminars and inviting Academy colleagues from other fields to participate. Pedagogical university lecturers and other experts in university pedagogy act as advisors at the Teachers’ Academy. They support Academy members in various development projects, workshops and joint research projects in the development of teaching and learning. The Academy also collaborates closely with other teaching developers. The Teachers’ Academy has a committee whose chair and members are appointed from among the members. The committee is responsible for the operation of the Academy, including annual meetings/seminars, and the appointment of Academy representatives to the assessment committee chaired by the vice-rector. The Academic Affairs unit at the Rector’s Office is responsible for coordinating the committee. The appointment of new Academy members will be a significant public event. In addition, new members will be added to an “online gallery” on the University website, which lists their merits and qualifications. 8. Theoretical background The Teachers’ Academy is modelled on the scholarship of teaching mode of thinking. It aims to improve teaching and learning development at the University by awarding excellent teaching. In other words, the Teachers’ Academy aims not only to award individual excellent teachers but to enhance the quality of teaching and learning across the academic community. Scholarship of teaching entails 1) excellent teach-
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ing, 2) collegial collaboration with other teachers, and 3) a resulting increase in the quality of teaching across the University. 7 What is scholarship of teaching? The theoretical basis of the awarding system for excellent teaching is the concept of “scholarship of teaching” introduced by Boyer in 1990. He presented a model in which academic scholarship entails four interlinked areas: 1) scholarship of discovery, 2) scholarship of integration, 3) scholarship of application and 4) scholarship of teaching. Teaching is understood as a key component of academic work. Research and teaching are not opposite concepts, and scholarship is an integral part of all academic work. What is central is that Boyer highlighted university teaching as an activity where teachers can develop professionally in a goal-oriented manner and reach high scholarly standards.8 Researchers of university pedagogy have developed definitions for the scholarship of teaching and have discussed its meaning. There is a fairly wide consensus on its core elements and characteristics. Scholarly teachers are excellent teachers and experts in their field; they share their knowledge and distribute knowledge of teaching and learning in their field in peer-reviewable ways.9 Excellent teaching is based on the teacher actively supporting students’ learning.10 The scholarship model for university instructors gave rise to the idea of evaluating the scholarship of teaching. Trigwell, Martin, Benjamin and Prosser drafted a model for the scholarship of teaching and its evaluation based on theories 11 and research in teaching and learning. According to the model, scholarly teachers strive to understand teaching by using literature on teaching and learning, studying their own teaching, reflecting on their teaching in systematic and goal-oriented ways, taking into consideration the student’s point of view, as well as by presenting their ideas and practices to their peers through discussions or publications. 12 Effectiveness of award system Several researchers who have compared different award systems emphasise that in order to be effective, award systems must affect the research culture among the researchers and teachers. It must render phenomena related to university teaching and learning into interesting research topics. It should also enable the awarding of academics who have invested significantly in enhancing their teaching quality and have earned a considerable amount of merit in the process. The award systems of several universities focus on excellent teachers, but their real aim is to affect and enhance the prevalent teaching culture.13
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Cf. Olsson & Roxå, 2008. Boyer, 1990. 9 Kreber, 2002. Shulman, 1998. 10 Biggs, 1996; 1999. Boyer, 1990. Elton, 1998. Prosser & Trigwell, 1999. Ramsden, 1992. 11 Trigwell et al., 2000. See also Olsson & Roxå, 2008. 12 Trigwell et al., 2000. 13 Olsson & Roxå, 2008. Thibault et al., 2003. Chism & Szabo, 1997. McNaught & Anwyl, 1993. Menges, 1996. Warren & Plumb, 1999. Cambridge, 2001. 8
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Prior research literature contains some evidence that award systems primarily support and motivate individual awarded teachers, rather than the university community as a whole.14 Therefore, subsequent award systems have striven to also take into consideration the communal point of view in the award process. When assessing quality and quality assurance at universities, research-based teaching development and award systems are considered as two of its core constituents. 15 9. Reporting and follow-up In order to assess the award system of the Teachers’ Academy and its impact at the University of Helsinki, rewarded teachers and their home units must compile a brief report of the use of the reward as part of the annual reporting process of the University. The use of the reward funds (the WBS account) is included in the reporting process to gain information on the allocation of the funding. The Academy and its impact will also be assessed in a new research project. This project aims to produce information on the new award system for teachers and its effects on university instructors and the academic community and examines the development of Teachers' Academy members into top instructors at the University, as well as the impact of the Academy period on teachers, the impact of the Academy in the academic community, and the Academy as part of teaching-related quality assurance at the University of Helsinki. The results will be used for developing the award system of the University of Helsinki, the career prospects of university instructors and pedagogical training. The project is coordinated jointly by the Helsinki University Centre for Research and Development of Higher Education and the network of pedagogical university lecturers at the University of Helsinki. The expediency of the Teachers’ Academy goals, criteria and assessment process will be assessed in 2015 after the founding phase in light of experiences, reports and research results. 10. References Andersen, L. W. & Webb, C.A. (2000). Discovering the scholarship of teaching. Unpublished report: University of Western Sydney Hawkesbury. Biggs, J. B. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(1), 1-18. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Cambridge, B. L. (2001). Campus conversations on the scholarship of teaching. Paper presented as part of the Symposium “More on the scholarship of teaching: Followup studies, reactions, and the possible future”. American Educational Research Association, Division J, Post-Secondary Education, Seattle, WA.
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Chism & Szabo, 1997. McNaught & Anwyl, 1993. E.g., Huusko, 2009.
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Chism, N. V. N. & Szabo, B. (1997). Teaching awards: The problem of assessing their impact. In D. DeZure (Ed.), To improve the academy: Yearbook of the Professional and Organizational Development Network in Higher Education (pp. 181–199). Still- water, OK: New Forums Press. Elton L. (1998). Dimensions of excellence in university teaching. The International Journal for Academic Development, 3(1), 3-11. Glassick C, Huber M & Maeroff G. (1997) Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass. Huusko, M. (2009). Itsearviointi suomalaisissa yliopistoissa: arvoja, kehittämistä ja imagon rakentamista. Kasvatusalan tutkimuksia. Jyväskylä: Suomen kasvatustieteellinen seura. Kreber C. (2002). Teaching excellence, teaching expertise and the scholarship of teaching. Innovative Higher Education, 27, 5-23. McNaught, C., & Anwyl, J. (1993). Awards for teaching at Australian universities (Centre for the Study of Higher Education Research Working Papers, 93.1). Victoria, Australia: University of Melbourne. (ERIC Document Reproduction Service No. ED 368 291) Menges, R. J. & Weimer, M. (1996). Teaching on solid ground: Using scholarship to improve practice. San Francisco: Jossey-Bass. Olsson, T. & Roxå, T. (2008). Evaluating rewards for excellent teaching – a cultural approach, The HERDSA (Higher Education Research and Development Society of Australaia) International Conference. Prosser M & Trigwell K. (1999). Understanding learning and teaching. The experience in higher education. Buckingham, UK: SRHE and Open University Press. Ramsden, P. (1992). Learning to teach in higher education. London: Routledge. Rehtorin päätös 168/2011. Hyvien opettajien akatemiaa valmistelevan työryhmän perustaminen. Helsingin yliopisto. http://savotta.helsinki.fi/halvi/asianhallinta/ dynasty/Rehtori.nsf?OpenDatabase (Luettu 13.2.2012) Rice, R. E. (1992). Towards a broader conception of scholarship: The American context. In T Whiston & R Geiger (Eds.), Research and higher education: The United Kingdom and the United States. Buckingham: SRHE and Open University Press. Schön, D. A. (1995). The new scholarship requires a new epistemology. Change, November/December, 27-34. Shulman, L. S. (1998). Introduction. In P. Hutchings (Ed.) The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. Washington DC, American Association for Higher Education. Stenhouse, L. (1980). Reflections. In L. Stenhouse (Ed.) Curriculum research and development in action. London: Heinemann Educational Books. Thibault, G. E., Neill, J. M. & Lowensteind, D. H. (2003). The academy at Harvard Medical School: Nurturing teaching and stimulating innovation. Academic Medicine, 78, 673-681. Trigwell, K., Martin, E., Benjamin, J. & Prosser, M. (2000). Scholarship of teaching: a model. Higher Education Research & Development, 19, 155-168. Warren, R., & Plumb, E. (1999). Survey of distinguished teacher award schemes in higher education. Journal of Further and Higher Education, 23(2), 245–255.
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11. Appendix: Evaluation matrix for the Teachers’ Academy NB: The Evaluation Matrix to be used in the evaluation of the applications will be available in English during the summer 2012.
