Internal Awards for Teaching and Learning
Information about internal awards that recognise and celebrate excellence in teaching and the support of learning
Distinguished Education Excellence Awards
About the Distinguished Education Excellence Awards
These awards were first introduced in Academic Year 2017-18 and replace the previous Distinguished Learning and Teaching Support Fellowship Awards. The purpose of the Distinguished Education Excellence Awards is to recognise, reward and celebrate colleagues who demonstrate teaching and learner support excellence and to create a proactive learning community within Ulster where excellent practice can influence wider enhancement.
The Award Recipients will have demonstrated excellence directly related to one or more of the Educational Excellence themes and priorities within five& fifty.
The Application Process:
Applications consist of Case Studies and Line Manager Endorsement depending on the category of award. Full details and Pro-Formas are available below by clicking on each award title.
How are the awards judged?
The award scheme is judged by a panel chaired by the PVC Education, representative Associate Dean(s) Education, the Director of CHERP, the Awards’ Manager, representative University National Teaching Fellow and the President of UUSU.
All Award winners will receive a Certificate of Recognition. Formal presentations will be made to the winners at a ceremony. The Award winners are encouraged to engage with opportunities to participate in a range of CHERP activities such as strategic consultations, mentoring and targeted developmental activities. Award winners will be encouraged to share, present and promote good practice within the University and, where relevant, other institutions. Award winners will have access to funding to support their professional development.
The Early Career Educator Award is awarded to individuals who have been teaching/supporting learning in HE for four years or less and can demonstrate an outstanding contribution to learning, teaching and/or assessment practice within the University. Applicants should have achieved FHEA at the time of making their application.
The Excellence in Learner Support Award is awarded to individuals who have a track record of supporting learning in HE and can demonstrate an outstanding contribution to the student learning experience at Ulster University. Any member of staff who supports learning in a professional service or technician role is eligible. Applicants should have achieved AFHEA, or another category of HEA fellowship, at the time of making their application.
The Professional Practice Innovation Award is awarded to individuals who have demonstrated an approach that has had excellent impact on the student learning experience at Ulster University. Any member of staff who teaches or supports learning at Ulster University is eligible. Applicants should have achieved AFHEA, or another category of HEA fellowship, at the time of making their application.
The Sustained Educational Excellence Award is awarded to individuals who have been teaching/supporting learning in HE for more than four years and can demonstrate a sustained body of outstanding practices that have impacted significantly on students and influenced the practice of peers within the University. Applicants should have achieved SFHEA at the time of making their application.
The Educational Leadership Award is awarded to individuals who have been involved with teaching/supporting learning in HE for more than four years and can demonstrate a sustained body of outstanding, purposeful leadership in L&T that has impacted significantly on L&T practices and/or policy at Ulster leading to transformative outcomes.Applicants should have achieved SFHEA at the time of making their application.
The Collaborative Excellence Award is awarded to teams who have a track record of supporting learning in HE and can demonstrate a team-based initiative that has led to positive impact on L&T. All team leads, and normally all team members, should have achieved AFHEA, or another category of HEA fellowship, at the time of making their application.
Deadline for Submissions AY19/20:
February 3rd 2020 at noon
For any other enquiries please contact the Awards Manager Dr Sarah Floyd email@example.com
Education Excellence Award Winners 2018/2019
Early Career Educator
Department: School of Biomedical Sciences
Dr Priyank Shukla earned a First Class BSc in Biotechnology (2001-2004) from Bareilly College, MJPR University, Bareilly, India, followed by a First Class MSc in Bioinformatics (2004-2006) from University Institute of Engineering & Technology, CSJM University, Kanpur, India. Thereupon, he joined Laboratory of Genomics at Department of Histology, Embryology and Applied Biology, University of Bologna, Italy for 3-months as a Visiting Researcher, where he was awarded ‘DIEBA Prize for a Young Researcher working in Bioinformatics applied to Functional Genomics’.
Subsequently, he was awarded ‘Brains-in PhD Residential Scholarship’ (2007-2009) by the Institute of Advanced Studies, University of Bologna, Italy, and ‘100-Young Indian Researcher Scholarship’ (2009-2010) by Ministry of Education, University and Research, Government of Italy, to pursue a PhD in Computer Science (area of research: Machine Learning and Structural Bioinformatics) at Bologna Biocomputing Group under the supervision of Professor Rita Casadio.
He then undertook a Postdoctoral Scientist (Bioinformatics) position at Jak-Stat Signalling Consortium based in the Department of Biomedical Sciences, University of Veterinary Medicine, Vienna, Austria (2010-2016), focusing on understanding Epithelial to Mesenchymal Transition (EMT) and Jak-Stat Signalling – linking infection, inflammation and cancer. During his Postdoc stint he received travel grants from EMBO Germany, Virginia Tech USA and OIST Japan for presenting his research work.
He was appointed to his current post as a Lecturer in Stratified Medicine (Bioinformatics) at Ulster University in July 2016. His current research and teaching focuses in the fields of Personalised Medicine, Bioinformatics and Positive Pedagogy in Higher Education. Dr Shukla is a Fellow of the Higher Education Academy UK, Fellow of Centre for Higher Education Research and Practice UK, and was awarded twice (back-to-back) Ulster University’s ‘Distinguished Education Excellence Award’, first time under ‘Professional Practice Innovation’ category in 2018, and a second time under ‘Early Career Educator Category’ in 2019. He currently leads an Advance HE funded project.
This work from Dr Shukla has progressed into an oral presentation at Advance HE’s STEM 2019 conference which is available here, and an Advance HE funded Small Development Project (SDP) whose outputs are available here.
Professional Practice Innovation
School of Geography and Environmental Sciences/ ADDL
Summary: Video logging (vLog) was used as a mechanism for documenting student activities on work-based learning placements. Using vLog as the basis for assessment in this context has several advantages over other methods.
* Creation of engaging user-generated evidence of placement activities.
* Maintain a sense of community through a group activity during placement.
* Raising awareness of placement and reducing barriers to participation.
* Digital footprints for monitoring engagement.
* Increasing recruitment to DPP, improving DHLE statistics and employability.
Dept of Management & Leadership
Case Study :
This case study outlines the development of innovative work based learning modules called Consultancy Project, Retail Consultancy Project and Marketing Consultancy Project. These modules are embedded in inquiry-based learning with the aim of developing students with an inquiring mind (Dewey 1997). They also align with the Universities agenda for global citizens due to the nature of the project work with local and international companies. I began to implement these modules during 2012 and have just recently embedded the Marketing Consultancy Project within a newly revalidated BSc Marketing programme. These modules also include the sustained mentorship of two staff members who worked in a student mentor and support role on these modules. I have taught these modules for the last seven years and have engaged in the Universities peer review system within these modules. In brief, these modules provide students, in groups of three, a real life consultancy project within a local company to complete within a 15-week period. The assessment is the production of a project proposal, a group presentation\digital animation, a consultancy report and a reflective portfolio.
Belfast School of Art
Case Study :
The case study details a new innovative entrepreneurship module for delivering enterprise to the creative industries. It connects design to commercial outcomes and tests them in the real-world. It seeks to harness creative intellect to enhance employability. The module has been running for two years and has demonstrated significant impact and success both nationally and internationally. It has raised students’ aspirations test their work in a commercial context; enhancing employability, connecting students with placement opportunities, forging closer links with industry and with the Students Union, and creating a pathway to success beyond graduation
School of Sport
Case Study :
This case study details the Careers In Sport website which I created to enhance and facilitate the employability journeys of students at 5 different stages of their employability development, from pre-entry students thinking about studying sport at Ulster, through to students who are studying on our degree programmes, are doing a placement year or have graduated. This website has numerous sections all of which are designed to signpost students not only to our School specific opportunities but also those within Ulster University. Furthermore, the website contains a graduate destinations map, job role information and graduate profiles of our alumni. There is also a live chat feature so that there is a personal and interactive aspect of the website available to support students as they use this resource and plan their employability enhancing activities.
School of Computing, Engineering & Intelligent Systems
Case Study :
Summary: This case study focuses on the delivery of COM326 – Object Oriented Programming, an undergraduate module taken by computing students on the Magee campus. The module was redesigned to incorporate modern pedagogic best practices including flipped classroom, peer instruction and enquiry-based learning (Bergman and Sams, 2014).
Hospitality & Tourism Management
Prior to joining Ulster University, Nikki was the co-founder of a successful local business and a Fellow of the Chartered Institute of Personnel and Development. As a Senior Fellow of the Higher Education Academy she is passionate about student progression and providing our economy and wider society with citizen-graduates who know they are emerging leaders, professional and work-ready. Her approach to educational leadership is driven through providing a positive and enhanced student learning experience from an academic, social and employability perspective. This is only enabled by earning the trust of her course team. Sustained purposeful leadership is impossible without the commitment of a student-centred academic team. Nikki believes that impactful transformative leadership results through leading mindfully, a collaborative community of practice with her academic peers and colleagues. The team is focused on delivering impactfully on our student experience. This transformative leadership is evidenced by the implementation of student engagement initiatives contributing to an NSS score of 100%. These activities include a peer mentoring programme, enhanced induction, co-creating a student-centred social enterprise and establishing an annual student conference. Nikki is currently leading a faculty (UUBS) curriculum integrated final year workshop pilot to enhance student resilience and encourage mindful leadership in final year students prior to graduation. The highlight of her leadership is partnering students and colleagues in co-creating authentic learning environments. This learning develops individual student confidence to be the best version of themselves, empowering Ulster University Business School graduates to contribute positively to their professional communities and wider society.
School of Applied Social and Policy Sciences
Denise MacDermott is currently the Course Director for the BSc (Hons) social work program at Ulster University and a Senior Fellow of the HEA. Denise is passionate about social work and committed to promoting civic engagement and volunteering. Since 2016, Denise has worked alongside students to encourage and support them in establishing Ulster’s first Stand Up for Social Work Society. This staff- student partnership harnesses co-creation and co- production strategies and helps prepare students for their future careers. This form of collective activism contributes to establishing the students’ sense of professional identity as social workers and locates social work at Ulster University in the heart of local communities.
Impact of Work
Through her key areas of expertise: Service users, carers and survivors’ involvement in social work education, Active Learning Champion, Employability and Widening Access, Denise has implemented a number of pedagogic strategies to enhance the social work course. She is passionate and intensely enthusiastic about continued professional practice and scholarship, building her reputation as a leader and influencer through her contributions to learning and teaching within Ulster and externally at international conferences and through publication. Denise is an External Examiner for the University of South Wales undergraduate social work programmes within the Faculty of Life Science and Education. More recently she has accepted an External Examiner position with Sligo Institute of Technology MA in social work programme. Denise is a Peer reviewer for submissions to Social Work Education, the International Journal and recently co –authored the Quality Improvement Plan to widen the involvement of Service Users and Carers in the Northern Ireland Degree in Social Work (2018-2021).
Denise is part of the UK wide project (Ulster University, Robert Gordon University, University of Essex and Northumbria University) successfully selected to produce British Association of Social Work (BASW) Human Rights Foundation Report in the coming months.
School of Biomedical Sciences
Dr Patrick Naughton is Senior Lecturer in Medical Microbiology at Ulster and a HEA Senior Fellow. He had held a number of subject leadership positions in the School of Biomedical Sciences including Course Director and Subject Head. He has successful led significant programme revalidation exercises for undergraduate Biomedical Science provision (2008) and post-graduate Biomedical Science provision (2008, 2013 and 2017) and his sustained leadership has contributed significantly to the development of professional Biomedical Science education at Ulster. He has worked closely over a number of years with local Biomedical Scientist practitioners in the Northern Ireland Health and Social Care (HSC) Service and nationally with both the Institute of Biomedical Medical Science (IBMS) and Academy for Clinical Science and Laboratory Medicine (ACSLM) influencing developments, particularly in expanding the areas of accreditation in Ulster post-graduate Biomedical Science education provision. He continues to lead local Practitioner Lecturers in the development and delivery of Biomedical Professional Practice in the School of Biomedical Science and he directs the successful MSc Biomedical Science (online distance learning) programme.
Dept of Management & Leadership
About the Team:
The PowerPoint for Active Learning (PPAL) team’s aim is to enhance student engagement and the overall learning experience through a more effective use of PowerPoint to support lectures and to encourage more active student learning. The team is: Mark McCrory (FHEA), a Lecturer in Management and Course Director for the suite of MBA programmes at the University ; Dr Judith McKnight (SFHEA), a lecturer in Organisational Behaviour and Course Director for the BSc (Hons) Management and Leadership Development; Ian Smyth (FHEA), a Lecturer in Human Resource Management and Course Director of the BSc (Hons) Human Resource Management and Professor Heather Farley (PFHEA), Associate Dean (Education) for Ulster University Business School. Dr Steve McPeake (FHEA), formerly of Ulster University was also a team member.
The benefits of working on a collaborative approach were numerous. Firstly, it helped in the drive towards the University’s strategic aims around embedding and developing active learning environments, involving students as partners and building upon new / emerging technologies. The collaborative effort allowed for more consistent delivery and testing of an approach that would work across substantially different forms of module content. The team found the best way was to work together to redesign delivery materials as a group rather than as individual module coordinators – a coordinated course team approach is always better. Students were also engaged as collaborative partners and the outcomes of the project led to better attendance, more positive engagement in class and, ultimately, a better overall experience for both staff and students alike.
Summary: This initiative involved the development and pilot of an alternative, more active and participative approach to the utilisation of PowerPoint within lectures. This involved the redesign of PowerPoint presentations within the lectures in accordance with evidence-based research supplemented by newly developed active learning worksheets.
Education Excellence Award Winners 2017/2018
COLLABORATIVE EXCELLENCE AWARD
Deborah Sloan (lead), Moira McCarthy, Abbie McKenna and Edel O’Neill
Claire Mulrone (lead) and Adrian Hickey
Dr Helen Jackson (lead), Dr Jolene Mairs-Dyer and Philip O’Neill
Michael Crozier (lead) and James Hanna
SUSTAINED EDUCATIONAL EXCELLENCE AWARD
Dr Liz Doherty
Dr Anne Moorhead
PROFESSIONAL PRACTICE INNOVATION AWARD
Dr Priyank Shukla
Distinguished Learning and Teaching Support Fellowship awards scheme (2002/2003 - 2016/17) Previous Winners:
* Lead member of team application.
|2016||David Comiskey*||In a team with Mark McKane, Robert Eadie, School of Built Environment, Andrew Jaffrey, Gerard Ross, ADDL|
|2015||Paul McKenzie*||In a team with Sally Cook and Stephen Roulston|
|2014||Judith Wylie*||In a team with Gillian Armstrong, Claire McCann, Paul Stewart, Helen Foster and Brian Byers|
|2014||Grainne McKeever*||In a team with Ciarán White, Esther McGuinness, Eugene McNamee, Kathy Sinclair and Emilie Daly|
|2011||Melanie Giles*, Joan Condell*, Amanda Zacharopoulou*|
|2010||Aine McKillop*||In a team with Jacqueline O'Connor|
|2009||Sally Cook*||In a team with Richard Douglas & Alan Cooper|
|2008||Rosemary Moreland*||In a team with Isobel Hawthorne-Steele and Eilish Rooney|
|2008||Colin Turner*||In a team with Gordon Crawford, Phillip Houston, Ronald Laird, Seamus McConomy & Damian McGivern|
|2007||Stephen McClean*||In a team with Paul Hagan & David Ruddick|
|2006||Damian McGivern*||In a team with Gordon Crawford, Roisin Curran, Greg Kelly, Sarah Maguire, Richard Millar, Peter Nicholl & Colin Turner|
|2006||Martin McGinnity*||In a team with Michael Callaghan, Jim Harkin, Maeve Paris & Derek Woods|