Teaching Academy

As part of the Education Strategy, we want to establish a sustainable, inclusive and impactful teaching excellence academy for Charles Sturt. We want an institution that recognises, rewards and values excellent teaching, with increased scholarly activity leading to greater research grant success and National and International Teaching Awards.

The proposed Academy model is informed by:

  • A systematic national and international benchmarking of university teaching academies
  • An internal staff survey
  • Ongoing consultation with staff

Aligning Academy activity with University priorities and embedding it in our everyday activities, structures and processes will be essential.

Areas of strategic activity

Learning and teaching academies consistently endorse nine broad areas of strategic activity:

  1. Impacting student learning and success
  2. Developing educators
  3. Expanding university influence and brand
  4. Innovating practice
  5. Connecting the learning and teaching community
  6. Valuing learning and teaching
  7. Advancing educators career
  8. Inquiring and evidencing practice
  9. Leading learning and teaching

These areas have been endorsed by surveyed staff as the expected ‘potential benefits’ of an academy and provide a framework for formulating a fit-for-purpose Charles Sturt strategy

Benefits

The benefits of Academy membership would include:

  • Membership in an active and supportive learning community
  • Participation in a range of professional learning and development activities
  • Opportunities for leadership, contribution and recognition
  • Opportunities to participate in scholarly and innovative projects

The proposed Academy was benchmarked with over 60 national and international universities This benchmarking exercise aimed to identify best practices and potential teaching academy models. It investigated:

  • teaching academies' organisational models, strategic goals and activities.
  • the academy
    • culture and values
    • goals and functions
    • strategies and activities
    • membership criteria/ benefits and expectations
    • leadership and management
  • the university context for an academy

A survey for establishing a teaching academy was promoted throughout May. Eighty-six staff completed the survey.  Survey responses came from across the faculties and divisions. Over 76% of respondents reported being a Subject Coordinator/Subject Convenor, a Subject lecturer or a Sessional Academic Staff.

Overall, survey participants indicated that:

  • A teaching academy would be very valuable for Charles Sturt and them as individuals
  • They would be interested in actively participating in this teaching academy
  • They were very interested in undertaking scholarly inquiry or research into learning and teaching

They also indicated that membership should be open to all Charles Sturt staff interested in learning and teaching, encourage active participation and provide the following opportunities:

  • recognition
  • career progression
  • professional and leadership development
  • developing best practice/improvements in teaching that have a direct
  • impact on the student experience
  • connecting and collaborating with colleagues across disciplines
  • Scholarship of Teaching and Learning
  • cover all areas or aspects of learning and teaching

Staff identified some significant challenges in forming a teaching academy such as:

  • Time/associated workload with leading, organising or participating in a teaching academy
  • Teaching performance is currently undervalued at Charles Sturt
  • Need to create something new and not do what has been done in the past
  • It must complement and partner with other existing teaching and learning groups and not duplicate information or effort
  • It must be sustainable, with resources to fund staff positions now and in the future
  • Ensuring it has:
    • strong diversity with a good cross-section of staff from across the university, including minority groups, professional staff and sessional staff.
    • includes a research focus
    • open collaboration and opportunity
    • an impact, influencing teaching quality/practice, fostering creativity and innovation.
    • is evidence based.

September 2022: Teaching Academy Drop In Sessions will occur during the week commencing 5 September.  These are 30-minute sessions where you can bring your ideas, thoughts and experiences. See your email for more information.

September - November 2022: Approval via relevant governance committee with final  approval by Academic Senate

First quarter 2023: Academy established

Teaching Academy Drop-In Session

We are hosting a series of 30-minute drop-in sessions to inform the development of the Charles Sturt Teaching Excellence Academy.

Teaching Academy Drop-In Sessions:

See What's New

Teaching Academy Drop-In Session recording:

Recorded session

Provide your feedback via our feedback form:

Feedback form

Further information

For further information about this strategic project: