Approval of Distinguished University Teachers at the Faculty of Social Sciences

The document Teaching and Learning at Uppsala University emphasises that expertise in academic teaching and learning, commitment and teaching skills will have an explicit value as a career qualification for positions that include teaching and learning activities. The University will, in various ways, show all teachers that it is worth investing time in developing their own role as teacher and their teaching, and one of the ways the University has chosen to do this is by deciding to create a special career step for skilful teachers. In the Guidelines for Approval of Distinguished University Teachers (UFV 2010/1842) adopted by the Vice-Chancellor, the term ‘Distinguished University Teacher’ is used for teachers who have attained an advanced level of teaching expertise. In these guidelines, the disciplinary domain/faculty boards are instructed to formulate supplementary guidelines to apply in their area. The guidelines specified below apply at the Faculty of Social Sciences.

Teaching expertise

The model for the teaching rewards system introduces an advanced level of teaching expertise that is clearly distinguished from the basic level. The centrally determined designation for this level is distinguished university teacher (excellent lärare in Swedish). What is required to attain the advanced level of teaching expertise is set out in the assessment criteria adopted, which are based on the definition of and criteria for teaching expertise laid down in the Appointment Regulations for Uppsala University. In addition to this, the Faculty of Social Sciences has defined more precisely what is required to attain distinguished university teacher status in the faculty. The opportunity to be granted distinguished university teacher status derives from the need to create a possible career path for individuals who have distinguished themselves by their teaching achievements at our University, thereby making a strong contribution to high-quality education. To be granted distinguished university teacher status, it is therefore not enough, for example, for a senior lecturer to have performed their teaching duties well. Their teaching and learning activities must have met higher demands, as set out in the following instructions.

Eligible applicants

The Vice-Chancellor’s guidelines make it clear that only permanently employed teachers at Uppsala University[1] (lecturers, senior lecturers/associate professors and professors) are eligible for distinguished university teacher status.

Procedure

Opportunities to apply for assessment as a distinguished university teacher are offered annually.

Applications are assessed by the Faculty of Social Sciences Board for Distinguished University Teacher Status. For each application, expert opinions must be obtained from two experts in teaching and learning, one of whom must be from another higher education institution. The term ‘expert in teaching and learning’ refers not just to individuals with a degree in teaching and learning, but also to individuals who possess special educational expertise or who have distinguished themselves as good educators in one way or another (by receiving awards, gaining promotion, etc.). At least one of the experts must be academically qualified in the applicant’s field. The statements from the external experts are submitted to the faculty’s Board for Distinguished University Teacher Status, which is responsible for these issues and takes decisions by delegation from the Faculty Board. In case of rejection, a new application may be submitted no sooner than three years after the decision.

Board for Distinguished University Teacher Status

The Faculty of Social Sciences Board for Distinguished University Teacher Status is appointed by the Faculty Board at the beginning of each electoral period. The board consists of three representatives of the teaching staff and two student representatives (not counting alternates). Their task is to assess the applicant’s teaching and learning qualifications based on documents received and expert statements. An opinion on the application and a proposal for external experts are obtained from the relevant department (through the head of department), after which the board appoints external experts.

If necessary, the Board for Distinguished University Teacher Status may decide to supplement the assessment of qualifications by an interview and a teaching skills test.

Application

Applications must contain the following:

• CV including:

The CV should compile all these aspects of the applicant’s teaching and learning experience and qualifications. However, a presentation in the form of bullet points is sufficient for this purpose. More detailed comments and reasoning should be given in the reflections required in the teaching qualifications portfolio (see point below). What is required in the CV is therefore a documented overview of the applicant’s teaching and learning activities.

• Teaching qualifications portfolio comprising 10–12 pages containing:
  • Reflection on learning and teaching (teaching and learning philosophy). This section could contain the following sub-headings:

Educational principles and objectives: What do you want to achieve as a teacher and how have you arrived at this? Discuss this on the basis of your view of knowledge and learning, the role of education (e.g. in society), the students’ role and reflect on the learning environment, developments in higher education, legislation, etc.

My development as a teacher – how have you developed as a teacher over time? Thoughts about the future – how do you want to develop your/your department’s teaching and learning activities and your own expertise as an educator in the future?

• Descriptions with examples from your own educational practice in relation to your teaching and learning philosophy. The examples should include: course design, course development, experience of supervision, information and instructions for students, lectures and assessment formats and tasks. Choose the examples to reflect themes that are important in view of your own teaching and learning philosophy.

Note that the assessment of teaching expertise primarily focuses on educational quality. Consideration will also be given to the scope of teaching experience, in terms of both breadth and depth. Furthermore, consideration will be given to the ability to plan, initiate, lead and develop education and teaching, as well as the ability to base teaching on research in the subject concerned, subject didactics, and teaching and learning in higher education. The ability to interact on issues of teaching and learning in higher education with actors inside and outside the University is also taken into account in assessing teaching expertise.

• Account of research qualifications demonstrating in-depth knowledge of your own subject area.
• Account of how you ensure that your teaching is based on research.
• Account of the way in which your own teaching and learning practice is underpinned by research.
• Account of external engagement and collaboration.
• Testimonial from director of studies describing the contents and scope of the applicant’s teaching and general comments on students’ assessments of the applicant if possible.
• Testimonial from head of department confirming that the applicant’s department supports the application.

Criteria for assessment

When assessing whether an applicant has attained the advanced level of teaching expertise

(distinguished university teacher), the external experts and the Board for Distinguished University Teacher Status will bear in mind the criteria listed below. The assessment will therefore be guided by whether the applicant’s application demonstrates the qualities shown in the following.

Teaching experience

• The applicant must have teaching experience at a university/other higher education institution equivalent to at least five years of full-time work.
• The scope of the applicant’s teaching experience is such that they have taught and assessed students at several levels, in a range of courses and employing various types of instruction. Experience of supervision should also be taken into account here.
• The applicant has documented experience of educational administration, collaboration across department lines or through participation in faculty-wide or University-wide educational discussions.

Focus on student learning

• The applicant’s teaching and learning philosophy and educational activities make up an integral whole.
• The applicant’s educational practice is effective and suitable in relation to the students.
• The applicant collaborates with others in exchanging experiences of subject area didactics, as documented by participation in courses, seminars, conferences and publications.

Advanced knowledge of the subject area

• The applicant has extensive and in-depth knowledge of their subject area, as demonstrated, for example, by scholarly publications, production of teaching aids or regular updating of course reading lists.
• The applicant stays up to date in the subject area by keeping abreast of the scholarly discussion in the field, and by participating in seminars and conferences.
• The applicant reflects on the subject area, with its specific contents and knowledge requirements, and how this affects educational work and students’ learning.

Development over time

• In their teaching and learning activities, the applicant consciously and systematically endeavours to develop students’ learning and their ability to learn.
• The applicant must reflect on their teaching activities to date, and the lessons these have provided for their ongoing work as a teacher.
• The applicant has ideas and plans for continued development work in the teaching of their subject.

Financial incentives

When a university teacher’s teaching expertise is deemed to be of distinguished university teacher status, their monthly salary is raised by the same amount as for a docent.

[1] In accordance with the categories of teachers specified in the Appointment Regulations for Uppsala University.