Recognising Good Teaching:Student Views from the EUSA Teaching Awards 2008-09

Students rewarding great teaching. That was the message which lay at the heart of the inaugural teaching awards last year. And it’s the message which is set to remain central to the awards this year – and the year after. By which point, of course, I hope our teaching awards exist as only one of a number of awards and rewards offered to those who recognise the key role academics play as educators. But that’s not going to diminish the importance of students standing up and expressing gratitude to those who have inspired them. Nor is it going to dilute our desire to do so: 2704 students last year took the opportunity to nominate member of academic staff as thanks for the time and effort they put into making their lectures and tutorials as engaging and informative as impossible. It isn’t a need that is going to pass any time soon.

What I also hope occurs over the coming months and years is an increasing clarity over what exactly it is that students mean by great teaching. This document is a first and, I believe, significant step in doing just that. From the entries for the 621 staff nominated for an award, we’ve focussed in on the free text comments provided by students, extracting some of the clear strands and presenting them here. Those comments were frequently detailed and insightful, demonstrating an clear engagement with issues relating to teaching.

Of course, this is by no means a book of answers. Nor can the process of improving teaching end with the publication of this document since, as we all know, education is a collaborative process. Teaching staff will continue to bring new and exciting ideas to the table, and students will continue to respond to them. But at least this should aid that process. If nothing else, there’s plenty of ideas here to steal!

Evan BeswickVice President (Academic Affairs)

IntroductionThe EUSA Teaching Awards 2008/2009 proved to be a huge success with students, University staff and the education sector.

EUSA received 2704 nominations for 621 individual members of University Academic staff, 191 courses and 61 departments. This response from students demonstrated not only that students care about and want to reward good teaching when they receive it, but the Awards also received support from the University Principal and strong messages of support from staff across the University. The Teaching Awards ceremony, attended by 20 shortlisted nominees, students who had nominated them and representatives of the University and education sector was well received by those who attended, and received positive publicity in the Guardian, THES and The Journal.

The Awards were entirely student run and nominated, meaning that they represent true student opinion of good teaching that students receive at Edinburgh. The nominations provide us with a lot of information about student opinion, as students took the time to provide full and detailed comments on many of those who teach them, and to rate a number of aspects of the teaching they receive, such as the provision of feedback, the use of innovative teaching techniques, communication and the teaching of employable skills.

This report outlines the aims and impact of the EUSA Teaching Awards, and highlights some of the main outcomes which can be drawn from this useful data to improve teaching, and the recognition of teaching, at Edinburgh University.

Aims of the EUSA Teaching AwardsThe aims of the Awards are:

• To reward and recognise examples of excellence in teaching across the University, whether this is delivered by members of academic staff, through a particular course in the University curriculum, or collectively within a department

• To emphasise that students appreciate and recognise good teaching when they receive it within the University, and that their feedback can be a valuable resource for recognising good practice within the University

• To highlight that teaching should be valued more highly within the Academic ‘career path’, where it is often downgraded in favour of research. Edinburgh students appreciate that they attend a research intensive university, but the University’s research activity should contribute to enhancing the student experience through enhanced research-teaching linkages, and staff should be incentivised to regard the teaching that they provide to their students, a major part of their job, as at least as worthy a focus as research.

Impact of the EUSA Teaching Awards to dateThe Awards have already had enormous impact:

• The Awards have identified, recognised and rewarded widely across the University, letting all those nominated know that their students appreciated them enough to nominate them for an award

• The number of nominations and quality of students’ comments illustrates that students care about teaching and want to feedback and recognise good teaching experiences when they receive them

• Prominent members of the University have voiced strong support for the Awards scheme and the principles underpinning it, including the Principal Tim O’Shea, and April McMahon, the Head of the College of Humanities and Social Sciences and VP Resources

• Schools where staff have received nominations have put lists of nominated staff and winners on their websites, showing recognition of the value of the awards at this level of the University

• Members of staff who have received nomination letters have contacted us to voice support and appreciation of the scheme, and the value of more recognition for teaching

• The University has voiced interest in introducing teaching quality as a factor in promotion prospects for career staff

• Areas within the University have begun considering introducing their own schemes for recognising local teaching talent: Philosophy, for example, is introducing a scheme to recognise tutors within that Department.

• Other University Students’ Unions are following our lead, with St Andrews, Sheffield Hallam, Manchester Metropolitan, Cardiff, Swansea, intending to introduce Teaching Award Schemes this year

• The Higher Education Academy and NUS are collaborating on a pilot project to support the development of teaching awards at 8 Scottish Universities, including Edinburgh, Strathclyde, Glasgow Caledonian, Napier, Herriot-Watt, Abertay, UWS and UHI

OutcomesStudents rated their nominees from 1-5 in an online nomination form on the following criteria:

Individual Staff Nominations• Their teaching is informative and engages students interest• That they communicate enthusiasm for their subject and motivate students• That they demonstrate a commitment to teaching• They are available to answer questions, are approachable and are responsive to

student suggestions• Feedback is prompt, detailed and helps students to improve their work• They are organised and efficient• That they teach employable skills

Course and Department Nominations• Organisation and helpfulness of teaching and administrative staff• Clear requirements and clear logical teaching• Regular and clear communication• Provision of sufficient and relevant resources• Overall teaching quality in the course/department

Students were also asked to give qualitative comments on many of these areas, and given space to make general comments at the end of their nominations.

The vast majority of nominations rated the teachers nominated as good or very good (4-5), which is unsurprising given that those nominated were teachers whom students thought had delivered excellent teaching to them. The true value of the results, lies in the qualitative comments submitted by students. It would be unrealistic to provide all of the comments submitted, as even the comments related to one statement, ‘They use innovative teaching techniques’ runs to 30 pages. Included below are some sample comments which reflect the balance of comments submitted. Many of the comments provided were lengthy, and demonstrate that students had thought seriously about the reasons to put forward their nominees.

Students were asked to give specific comments on the following questions. After each question is a summary of the main issues demonstrated by the comments and some illustrative sample comments.

1. Innovative TeachingA few students commented that their nominee did not use innovative teaching but traditional ‘chalk and talk’ delivery of information, and that this worked particularly well for them. Many students commented on their teachers’ enthusiasm and ability to engage with their students and understand their needs. It is striking that these comments were given in relation to ‘innovative teaching’. It is also striking that those who nominated teachers who use traditional methods often commented on these qualities:

“Instead of reading the lecture from a piece of paper, Dr Baxstrom always spoke to us and engaged with us while he was talking. This made it much easier to be enthusiastic about what he was saying, because it was obvious that he himself was interested in it, and in teaching us! There were no right or wrong answers, and questions were handled so as to respect the person speaking. The impression was that lecturers can learn from students, as well as the other way around.”

The main positive comments in this category concentrated on the use of varied ways of delivering teaching, including interactive Power Points, the use of ‘Clickers’(or Personal Response System) pioneered in the College of Science and Engineering(CSE)1, and use of podcasts/vodcasts, wikis and blogs, DVDs and film, interactive whiteboards, online discussion forums the internet and WebCT. Also praised was the use of varied formats of teaching such as presentations, group work, role play and practicals, guest speakers and debates. Indeed in a number of comments, the use of a variety of ways of teaching within a particular lecture or course was seen as a positive attribute, promoting interest and retention of key information:

“Each class this year we split in:to groups and debated concepts from positions we might not normally associate ourselves with, or came up with ideas for policy implementations. Through these group sessions we learned a lot about group work, practicing presentation skills, negotiation and persuasion skills. We also learned to critique the view of visiting speakers through his example.”

Additionally, the use of such a variety of methods in a way that complements what is being taught is seen to demonstrate commitment to teaching, which is often commented upon as a positive factor that encourages students to engage with their teacher:

“He uses different models of class participation to engage interest and encourage students each week, such as introducing texts, group discussions and class debates. The particular course that he taught me was the most interesting and inspiring of my entire law degree and encouraged my enthusiasm and determination for law with every seminar. Different materials were used to teach, other than regular legal materials, and it genuinely brought the subject to life, encouraging debate, thought and unusually for a law course, laughter.”

The use of practical examples was also heavily praised:

“Dr. Bisby has consistently tried to involve people in the subject by giving detailed and interesting examples of how individual engineers he knows are applying their skills around the world”

One other factor which is seen to help engage students was interactivity. A number of students commented that the ‘clicker’ system used in CSE was particularly good at increasing student engagement, although other interactive methods (such as question and answer sections within lectures) were praised for the same reason. One of the reasons that the Clicker system was praised was that it enabled students to receive feedback on an ongoing basis, and ongoing feedback was something else that was praised frequently in comments, for example through provision of mid-term feedback and even grading tutorial contributions:

“Cheers students up despite our grave errors and snatches in both direct and indirect feedback so that we can learn about our mistakes. He is really responsive and lessons are very very interactive.”

“Shereen has used many active measures in her lectures. e.g. One topic on Social Justice and Homophobia, she had some students stage a confrontation. this was effective as the students were saying that she was talking a lot of rubbish and that children were non sexual at the age etc. As we were totally unaware that it was a set up it was really effective. Everybody in the lecture hall was taken in and it made the lesson more exciting and sent a very clear message. Excellent!”

Students particularly praised the use of teaching methods that involved students in directing their own learning, were responsive to students and sought student feedback throughout teaching:

“Claudio tries to get students involved as much as possible by letting us initiate discussion and steer the direction of the seminar.”

“She gives us a detailed range of study questions to look at each week alongside

the texts, these are challenging and engage our critical skills. She has introduced a system whereby the students meet up in groups of three during the week to make a summary of that week’s lecture notes and to discuss anything of interest. She has arranged for us to, once or twice a term, prepare and run the tutorial ourselves so that we are all involved and prompt each other into criticism instead of being spoon-fed.”

2. Commitment to All-Round LearningThis award was intended to recognise those who had gone above and beyond the call of duty to ensure that their students receive excellent teaching, and students were invited to outline the ways in which they felt that their teachers had shown their commitment to excellence in teaching. In some cases, comments clearly illustrate the nominees commitment to their students’ learning by illustrating a particular individual’s actions or efforts from which limited generalisable lessons can be learned, but which clearly deserve praise. However, there were a number of things which students appreciated and thought clearly showed that their teacher was committed to teaching them above the normal commitment of teaching staff, and from which more generalisable guides to good teaching practice can be drawn.

One frequent comment in this category was a willingness to organise guest lectures, trips, additional lectures, revision sessions and other events. These appear to be viewed by the students as indications that their teacher is willing to make an extra effort to provide them with additional opportunities in their learning:

“always emails students during the week with information regarding webCT resources etc and always makes the extra effort to fully address any questions we ask”

“He organizes video-conferences for students to exchange ideas with the University of Virginia in the USA and invites students to participate in a Glasgow and Edinburgh joint reading group which is held alternating between the homes of Edinburgh and Glasgow professors. This really give students a passion to study outside of the classroom and engages in the scholarly community in a way that would otherwise be impossible.”

“Professor Ward seems very engaged in his subject, to the extent that he organises events outside of the timetable based classes. One example of this is the Friday film class which he puts on weekly just to help people share his passion of Chinese cinema. I suspect that most lecturers would not go out of their way to help ensure that their students are well versed in all areas of the subject.”

Clearly key in showing commitment to student learning is availability to students, both through personal contact, and quick and useful responses to other forms of communication including email. Comments on tutor availability and teachers’ willingness to make themselves available, including outside of class or office hours were frequent:

“As well as being a very good lecturer, as my director of studies, Dr Steven has always been available to talk to not just about his own subject, property law, but the course on a more general level. Where his expertise did not fully extend to my problems, he then sent my questions to various other people to find out the answers, and arranged meetings for me with other course organisers to fully tend to my queries.”

Additionally, teachers taking an interest in students and being helpful to them, even outside of the strict confines of teaching responsibilities, is appreciated:

“although tutorials may only last 20 minutes once a week you feel as if he is still thinking about projects in his own time, as he often returns with useful books or precedents which help greatly with projects.”

“Dr Rigby has gone above and beyond her duties as a lecturer. She has taken on the role of ‘2nd director of studies’ for many students, who have unfortunately not been given the right support from their appointed directors. More than any of the other staff Sue has reached out to the students of the Geology class to help them through the degree, and moreover, helped them to enjoy it.”

Overall, many comments appreciated those members of teaching staff who demonstrably cared for students and their learning, and the teacher who, as one student put it, “emphasizes not only teaching to the “test”, but focuses strongly on the subject in a holistic manner”. Appreciation was given for teachers who took a more ‘holistic’ approach to their students’ learning and educational experience, rather than a narrow disciplinary or academic approach:

“Mary takes a real interest in her subject, and drives enthusiasm in her students. She also cares about the other things that students are doing in their lives - she was like my DoS without being my DoS.”

“Regarding the anthropologists who he got to come in and share their fieldwork with us, he said himself that their material was unlikely to benefit us in terms of exam material BUT that their experience was nevertheless important to hear about as they were/had dealt with the same issues as ourselves.”

Also mentioned frequently was the importance of direct contact with students:

“Due to the fact that she tutors as well as lectures, she is able to get to know her students better, and gage how well they are learning.”

“Constantly asking how he can improve and making sure that everyone understands. He also makes a point of learning all the students’ names and using them, making it a bit more personal.”

Linking teaching to wider issues and areas to give a broader view was also appreciated, “going beyond the limits of the topic to engage in wider questions”:

“Any time something remotely related to anything we are studying is on the television or he finds out something like a new website or anything he will put it on the e-conference in case we are interested. He provides lots of opportunities for us to speak to him about anything (particularly if like me you do not like to ask in front of the whole lecture theatre) and if people email him with questions that he things will help the rest of the course he will post it on our e-conference. He even has tea and biscuits at the student-lecturer feedback meetings which are open to everyone

as a drop-in to make it less formal and to encourage more relaxed sharing of opinions.”

Students also appreciated that teachers would bring in their own research to the classroom, or would emphasise practical links with what is being taught.

Feedback was mentioned frequently in this category, demonstrating that students appreciate feedback where it is perceived that it makes a difference to the teaching that they receive, Students recognise when teachers are clearly responsive to student suggestions and appreciate when they are willing to personalise the learning experience if possible. The provision of good, timely feedback is perceived as evidence that the teacher is committed to their students learning, and not just as a summative or ‘score collecting’ exercise:

“Feedback on class work was detailed, prompt and very useful and was given alongside a personal meeting to discuss the development and directions of our individual projects in more detail.”

“As well as dedicated time in class hours, Sara also operated an engaging out of tutorial hours meeting to discuss how we did on our essays and provided detailed feedback both written and oral.”

“This was also the only lecturer ever that gave feedback on exams. We all received an email before the results were out highlighting most common mistakes and strengths in the papers. This was extremely useful, making the exam not only and assessment exercise but also a great learning experience.”

“Recently, in response to student feedback, the assessment process for a course I was on was changed so that students could submit a draft before the final version and receive feedback on it to improve the final submission. This meant extra work on the part of Clara and the other tutor, as they would have to read the works twice. However, due to their commitment to improving learning, they were willing to make this change to help us learn.”

3. Does your Teacher teach you skills which you will use in employment?In this category, obviously courses and staff who teach in practical and/or vocational subjects were heavily favoured. For example, Moray House, Nursing studies and MVM were strongly present in nominations with employability credentials.

Generally, transferable skills were emphasised in many students’ comments in relation to this category:

“the transferable skills which she allows us to develop such as written and oral communications; the ability to understand and retain substantial amounts of information and to make use of I.T. for learning, research and development where relevant”

“Nuclear Physics is probably not going to be applicable to most jobs students on the course will eventually pursue. However, students on the course are writing, editing, presenting, and working in groups, all of which are transferable skills. In addition, Marialuisa always demonstrates a high level of preparedness and professionalism, and is a great example for many lines of work we may eventually pursue.”

The development of critical skills and argument was appreciated by a large number of students. Particularly, these were appreciated where they were taught in ways that emphasised their practicality and usefulness. The use of specific focused tasks that enabled the development of employable skills was commented on, such as the use of debates and presentations or practical case studies:

“Has really enhanced my ability to critically evaluate material that I am presented with *To examine concepts that I use everyday without thinking about All in all this course is perhaps not explicitly geared toward the employment market but that makes it no less relevant. Its content, I would argue, is vitally important to all of us and gets us to evaluate how we act and why we do it. This reflective skill I believe would be readily welcomed in any work establishment.”

Obvious skills which students recognised as valuable include presentation and communication skills as well as basic study skills:

“Both in my written work and confidence, I feel that I am improving considerably; my analytical skills have benefited from scrutinizing texts during lectures and my self-belief has been boosted by learning a play in a foreign language and performing it in front of a sizeable audience. Plus, she drives us to be independent and self-motivated in our studies by providing us with the opportunity to engage with the play in the manner which we feel is appropriate, while also providing support for our endeavours. She also encourages us to have the strength of our convictions when we make suggestions”

“Essay writing - analytical and research skills - always prompt feedback, which helps [the] learning process”

“has taught me how to present scientific data in an easily digestible manner to non-science stakeholder groups; has taught me clear connections between scientific research and implications in other fields of research”

Even tasks and teaching which improved students’ confidence were regarded as positive, demonstrating that students have a wide understanding of employable skills.

In some courses, links to the world of employment were made more obvious through talks and visits from potential employers, which students appreciate. In other cases, direct support for employment enhancing activity was complimented:

“Dr. Worton is always sending emails about statistics opportunities. Two students last year were given summer employment through him. This has enabled them to have the opportunity to continue working for this company after university. Because of the nature of my degree, there has not been much opportunity for presentations etc within the course.”

“She took time out of her busy schedule to help me prepare for an interview by providing feedback and setting up a mock interview to get me to think about and anticipate the questions the interviewer may ask me. She helped me organize my thoughts and get me to think about what I would like the interviewer to know about me during the interview. It was extremely helpful.”

4. General Comments (for individual Nominations)General comments reaffirmed many of the points illustrated by the comments above, with students often returning to emphasise things that they had previously praised in relation to specific aspects of teaching. Some students took the opportunity to expand on their previous remarks. Often students brought together a number of the things they had previously separated in answering questions on particular aspects of teaching, to demonstrate the overall high quality of the teaching being praised.

“Ian is an excellent academic, teacher and supervisor. Despite being a distinguished academic with plenty of responsibilities, his door are always open for his students and colleagues. He always makes time to listen to the difficulties his students are faced with and provides useful guidance. He talks to students as if they were his equals, which creates an atmosphere of trust and encourages exchanges of thoughts and ideas. Moreover, he is enthusiastic about his area of research and very inspirational. It is a real pleasure to work with him. From his experience as an academic, Ian knows what skills are most necessary for students. He guides his PhD students in ways that encourage development of both the knowledge and skills for the future careers. For example, thanks to his encouragement and help, I already managed to publish a paper. He also facilitates networking with other academics and professionals, which will prove invaluable for the future projects. Ian surely knows how to help kick-start his students’ careers. Ian is a truly outstanding teacher and supervisor and deserves to be rewarded for his overall excellence in teaching.”

Other students emphasised aspects of teaching which had not been emphasised elsewhere:

“Hamish McNab is my PhD supervisor, and I believe he is the best I could ever ask for. He is patient, kind and he cares about the students under his supervision. He is a brilliant chemist and is always encouraging you to come up with your own ideas as to the direction of your PhD research. He is always available to help with anything, and will always take the time to explain things if you don’t understand or calm you down if your work begins to stress you out! He is a fantastic academic, an attentive supervisor and one of the best people I have ever known.”

A number highlighted that, although some staff may only deliver teaching to a small number of students, or would only be nominated by a few students, this did not take away from the quality of teaching delivered.

One perception that was raised several times through the general comments, was the perceived priority given to research over teaching, and appreciation for those lecturers who clearly put effort and care into their teaching. This reaffirms the aim behind the EUSA Teaching Awards of restoring a more equal balance between teaching and research:

“His attitude towards teaching is a beacon of light in the dark. When most professors are only interested in their research and teaching is a chore he makes us feel that he is a teacher first and foremost and an academic as a result.”

“I highly appreciate all your efforts of improving teaching. I think you all deserve a big thank you from everyone!!! It is a shame that we are in a world renowned university but the teaching lacks so much behind. I want to assure you of my support in any activity that you do in the field of teaching ! In Informatics it must be really hard to find some spare time to do teaching (amidst all that world class research ) primarily because it is a very fast-changing field (and one needs to change/ to adapt stuff all the time) but there is quite a big gap between the few who try to help their students and others who deliver the bare minimum. Stuart Anderson is one of those in the first category, one who tries to make himself available and to help his students and provide extra information when needed, this is why I heartily and highly recommend him for an award as a bona fide teacher.”

“I think Kath should be given an award not because she is a brilliant teacher (but she is). To me the most awe-inspiring thing is her commitment to her students… In a time when research is about how many articles you have published people like her should be more honoured, because they actively help to form tomorrow’s scientists, and that should be more important.”

5. Course NominationsStudents were also asked to nominate individual courses which they felt had identifiably delivered excellent teaching to them. Some comments reflected things mentioned and praised in individual nominations, such as enthusiasm, interest in students, practical application and skill acquisition. One interesting example of innovative teaching was given in this category:

“One day we went in for our morning of Environmental Studies to find part of the entrance hall cordoned off with police tape and a body marked out with white chalk. We went to our workshops and the case was explained, we then were given pictures and a brief description of the four suspects (all our lecturers and course technicians with wigs on and slightly changed names) and then we had to work our way round different stations testing powders, matching fibre thicknesses etc. In the end we had to present our conclusions with reasons etc. and the real criminal was unveiled. What a fantastic way to learn how to teach science. I will always remember that day and would have the confidence to attempt that with children, if we had just been given a sheet describing how to do it there is no way we would have the understanding or confidence to even attempt something of that nature. Everything on this course is done in the most fun, hands on and interactive way and I have learnt so much more this way. Coming from someone who hated science all the way through school this is a big deal for me.”

Many students commented on the delivery of courses in terms of teaching delivery or teaching staff:

“Out of my three courses, ITEU has definitely been the most organised. Lectures are structured logically and lead the students through all aspects of the EU from the beginning to the current day. Although the EU can seem like a daunting subject to study as there is so much to know, the course definitely focuses the students on the most important aspects that we need to know at this point (rather than leaving us feeling lost and not knowing what we should and shouldn’t know at our level of study) … I have looked forward to my EU lectures … as the course content is really interesting and the lecturers and tutors are extremely enthusiastic, helpful and knowledgeable. The lectures are clear, coherent and great fun. … The tutorials are fantastic; instead of having tutorials that are far too relaxed and where students just end up having vague discussions, the tutorials are structured and everyone participates.”

“The course successfully combines many teaching methods, including peer education. Each week we each read a different article and then summarise it for our group. Through this extra ongoing work, I feel that we are learning a greater range of useful skills in summary, presentation, analysis and ethnographic data- in addition to essay writing and exam skills. These are skills that will be useful beyond university, but they also allow us to get more from the course each week. Peer education is a brilliant idea, especially when combined with other lectures and support groups. More courses should do this.”

“The lecturers and tutors are passionate and interested in the students more than any other course I’ve done so far. They’re always willing to give extra help when needed. Their passion in the course they teach transfers onto the students.”

“The staff on this course were the first in the school to lead seminars specifically related to feedback and improvement of answers. The staff have never been anything less than approachable and convey a genuine passion and enthusiasm for educating students.”

A number of students focused on aspects of course construction, organisation and administration, demonstrating an awareness of the broader aspects of delivery of their teaching beyond just ‘front line’ teaching:

“European Social Policy is an excellent course, with coherent themes running through all lecture and tutorials. The Course handbook is very informative, laying out the lecture series, and all related readings. All tutorials cover the material from the preceding week’s lectures. Exam requirements are made clear, with the separate focus of coursework and exams made explicit.”

“They have arranged the lecture and tutorial material in a particularly logical, coherent way which is designed both to prepare students for examination and also to widen their interest into the subject in general. This has succeeded on both fronts.”

“We have a wonderful Admin department that keep us informed ALL THE TIME

by sending regular emails. They respond to emails promptly and send out regular reminders. Our lecture notes are available soon after or during lectures (online) and the department has a means of making sure that attendance to tutorials is monitored and adhered to by guidelines like loss of assignment marks for absence. This adds to organisation and awareness of students work activities as struggling students are easily flagged. I know that I have attended religiously because of this. Work is always handed back promptly by the lecturers who are all efficient and enthusiastic Chemists. White boards, overhead projectors etc always available and work and users know the ins and outs!”

6. Departmental NominationsComments on departments nominated for the Best Department award focused on a number of aspects, but the most frequently cited and praised was a sense of an open, welcoming and inclusive academic community:

“All of the staff involved in the department are very approachable, and seem genuinely excited about their research and what they teach. The atmosphere, for example in the weekly departmental seminars, is very supportive and productive, and open to UGs, PGs, and staff alike. The constant academic exchange in the department is second to none and of a very high standard, which in turn encourages everybody else to raise their game.”

“New College is a most remarkable learning environment where a real sense of community prevails beyond the teaching and learning community. Staff members, whether administrative or teaching, all treat students with care and respect. Having studied in a number of other universities New College Divinity School stands out as being the most fun and engaging environments to learn in, grow as a person in and be able to give back to the wider community through. Thank you to all who make this possible - including our servitors, cleaning and catering staff who always have a cheery smile and kind word to share too.”

“The Classics department is truly one of a kind. The individual attention given to

each student is unmatched. The teaching is simply outstanding. The department is extremely well-organized, especially when compared to other departments (which shall remain nameless). Most importantly, there is a real sense of ‘community’ which makes for a unique and positive learning environment that really encourages and gets the best out of the students.”

“The reason why I think the German department is really good is that it creates a real sense of belonging and community from its students”

Some students highlighted the non-front line support of their department, once again demonstrating awareness of the importance of good support from non-teaching staff for the delivery of excellence in teaching:

“The teaching is all right but what really impresses me is the office staff - they are so organised, approachable and helpful. They really do their best to help - rather than treating you as if you are bothering them.”

One student reinforced the comments noted in the course nomination comments about the need to appropriately balance teaching and research:

“I would like to nominate my department, but as a whole I think they have a long way to go on teaching and relations with undergraduate students. Perhaps next year, if they can better balance their excellent research with the needs of their students. We need more feedback!!”

Students often took the opportunity to provide lengthy outlines of why they thought that

their department should receive a Teaching Award which demonstrates again the real appreciation of students for those departments that are felt to be student centred and support the provision of an excellent learning environment to students:

“As a visiting undergraduate, I found the educational system here to be very different from what I am used to in the United States. However, I must say that working with the faculty of the Chemistry department (both in the Chemistry Teaching Organization and my lecturers) has made my transition much smoother. If I could, I would probably nominate 6 more professors from the chemistry department (Dr. Henderson, Dr. Robertson, Dr. Reed, Dr. Mowat and more). Everyone that I’ve interacted with has been more than wiling to help me; I’ve sat down with a number of the professors in the department and worked through material with them when I had questions and many times found myself surprised by how willing to help me they were. As an overall department, I could not be happier with the education I’ve received here and the members of faculty I’ve been fortunate enough to interact with. I am more complimentary of this department as a whole than I am of any of its individual members, since I’ve had such positive experiences with everyone I’ve worked with. All of the faculty in the Chemistry department are more accessible and seem to give more time to their students than the faculty in the other subject areas I’ve studied here. Furthermore, I cannot speak highly enough of the Chemistry Teaching Organization. Their organization and promptness has kept me together over the course of this year. I’ve heard from many other students that the teaching offices of other schools and departments do not compare to ours. As a student with an adjustment, I must say that I am hugely grateful to have been able to receive the help and support from them that I have this year. If there was a way that they could be recognized, I’d support that in its entirety.”

“The Department of European Languages and Cultures here in Edinburgh contains some of the most engaging and enthusiastic scholars of foreign languages that I have ever met, both teachers and students. I am frequently impressed not only by the quality of the education that is offered, but by the approachability and friendliness of the members of the department. Each course that I have studied and am studying in DELC has always seemed well-structured and executed, even the half-courses such as “Literature and Culture in Medieval Europe”, which I have particularly liked so far this year and am looking forward to continuing next semester. The department also encourages extra-curricular activities and I have very much enjoyed and benefited from being a member of Les Escogriffes (the French players) and taking part in events at the Italian Cultural Institute. The administrative staff are always welcoming and helpful, and have tirelessly provided answers to my numerous queries in a reliable and suitable fashion. Each course is accompanied by a good number of handouts and background information, making excellent use of the WebCT facility, and I have never felt that there was insufficient information provided in relation to a particular subject or query. Finally, the teaching which I have experienced in the department has frequently been very impressive and effective, and I find that accompanying the information communicated is a passion for the subject and a thirst for knowledge which each member of the department shares, shown in lectures, tutorials and even outside the classroom. It is, quite simply, a virtuoso department.”

ConclusionIt is clear from the results of the EUSA Teaching Awards 2008-9 that there is a lot of excellent teaching being delivered in Edinburgh University, and that students want to see this recognised and rewarded. The comments in particular, of which this report has included only a select few, highlight a number of things that students particularly appreciate and see as indicative of excellent teaching delivery.

Teaching delivered with enthusiasm and commitment, the use of a variety of teaching methods appropriate to the subject, an interest in the students’ learning experience and wider learning, as well as a holistic and contextual view of the subject and students’ development were all heavily praised. In particular, the use of methods of teaching which emphasise interactivity and allow students to direct their own learning are appreciated, as are direct contact and a willingness to engage with students. Appreciation for more and higher quality feedback was heavily emphasised by students, both in terms of summative assessment but also formative assessment – which is evident through many of the examples of good teaching practice given by students. Students appreciate the delivery of practical employable skills, of which they have a broad definition, and appreciate the use of practical examples of how these skills can be used in the lecture and tutorial room. Overall, students appreciate teachers who are able to link their teaching to the real world without sacrificing the academic rigour of their teaching.

Comments submitted also demonstrate that students have a broad appreciation of the range of different aspects of teaching and teaching support that is needed to deliver truly excellent teaching. The nuances in some of the comments highlight that teaching is not something that is ‘done to’ students, but something which they appreciate, participate in, and wish to be involved in if given the opportunity. However, in many cases there is a perception that academia and some academics prioritise their research over their teaching. This also accounts for the number of comments about teachers who ‘take an interest’ in their students, ‘really care’ about their teaching etc. as this is clearly really valued when it is seen. This is not to say that students do not appreciate attending a research intensive University, but that they would like to see more links between research and teaching and a restoration of balance between the two. This is also seen in the large number of comments praising academic community (and often pointing out the rarity of this within the University) between students and staff within particular departments.

One way to create this sense of community is to foster a positive learning environment where students feel that their teachers care about their learning experience and that students can contribute and influence the learning experience that they receive. If the University can move towards this positive teaching model, which already exists in some areas of the University according to the nominations received, the EUSA Teaching Awards will have achieved their goals.

EUSA will run the Teaching Awards annually, and continue to work collaboratively with the University to support and extend good teaching.

If you have any comments, or any ideas for how to improve the scheme, please contact:Evan Beswick, EUSA Vice President Academic Affairs: VPAA@eusa.ed.ac.uk James Holloway EUSA Teaching and Learning Convener: tandl@eusa.ed.ac.ukCraig Stewart, EUSA Teaching Awards Administrator: craig.stewart@eusa.ed.ac.uk

Teaching Awards photographs: Malcolm HarrisEdinburgh University Students Association is a Registered Scottish Charity (No.SCO15800)