Science Teaching Award

Pearson Education UniServe Science Teaching Award

The Award recognises teaching that improves student learning outcomes from an innovative and integrated use of information and communication technologies (ICT).
	The Award was formally launched at the UniServe Science Annual National Symposium held at The University of Sydney on April 28th 2000.
Winners of the 2008 Award Paul McGreevy, Sally Pope, Federico Costa, Peter Thomson, Tonya Stokes and Vanessa Barrs The University of Sydney Listing of Inherited Disorders in Animals (LIDA) for cats: an on-line relational database, using non-technical descriptions written by veterinary students	Left to right: Alexandra Hugman (Director, UniServe Science), David Hobson (Pearson Education Australia), Assoc Prof Paul McGreevy & Dr Vanessa Barrs [Absent: Sally Pope, Federico Costa, Peter Thomson and Tonya Stokes]

Press release announcing the winners of the 2001 Award press08.pdf
Press release announcing the winners of the 2005 Award press05.html
Press release announcing the winners of the 2002 Award press02.pdf
Press release announcing the winners of the 2001 Award press01.pdf
Press release announcing the winner of the 2000 Award press00.pdf

The Pearson Education UniServe Science Teaching Award recognises teaching that improves student learning through e-Learning

E-Learning innovations may take a variety of forms, for example:

• use of e-Learning to replace traditional experiments or experiences which were difficult or expensive to deliver for large numbers or by distance;
• development of ICT-based teaching materials which have made a significant impact on student learning;
• teaching initiatives which make use of products developed elsewhere (the submission must emphasise the educational principles underlying the innovative use of the product in the entry's specific context);
• development of flexible delivery within on-campus courses; or
• development of mechanisms for facilitating interactions drawing on the strengths of collaborating institutions.

The Award consists of:

• a prize of $2000 to be presented at the UniServe Science Symposium 2009;
• registration for the Symposium; and
• keynote address at the Symposium.

Dates

Entries must be in writing and submitted by the 20 April 2009 to UniServe Science. The winning entry will be announced in June 2009.

Teachers in Australian universities who have implemented a teaching innovation in a science discipline during 2007/2008.

Essential criteria: The successful submission will be determined on the degree to which evidence is provided which demonstrates that the teaching initiative:

• is innovative in the learning opportunities that it provides for the student;
• is embedded in a university teaching environment;
• is based on recognised sound educational principles;
• has been appropriately evaluated to assess its effectiveness; and
• demonstrably enhances learning opportunities and improves learning outcomes.

Individual or team entries are welcome.

Submissions must:

• Offer evidence that the initiative is truly an innovation in the learning opportunities offered or a new way of teaching
• Demonstrate, using literature, that the initiative is pedagogically sound.
• Include evidence that appropriate evaluation has been carried out. Submissions must show outcomes of evaluation and include evidence derived from appropriate evaluation - refer to the CUTSD Handbook for learning-centred evaluation of computer-facilitated learning projects in higher education edited by Phillips et al.
• Include evidence that the innovation has had a significant impact on the learning experience or learning outcomes of students.

Format of Submission

• The submission must be no longer than five pages in 12 pt font.
• The submission must address the essential criteria under appropriate headings and also include an abstract, aims and a description of the innovation.
• If the innovation involved the development of piece of software do not include the software with the submission, though this may be requested later.

• Entrants must be currently employed within an Australian university.
• No correspondence will be entered into.
• The judges' decision is final and they reserve the right not to make an award if the criteria are not met.
• Science teaching being evaluated must have taken place or been implemented within an Australian university throughout 2007/2008.
• The Award examines innovative science teaching. For the purposes of the Award, 'science teaching' means teaching within the disciplines of university biochemistry, biology, chemistry, computer science, geology, geography, mathematics, statistics, microbiology, physics, psychology, or related science disciplines such as biomedical science, agriculture, engineering and veterinary science.
• Winners and entrants may be requested to be available for publicity purposes.
• Submissions will be assessed by Pearson Education for commercial publication or distribution. Pearson Education hopes that entrants will feel encouraged to discuss publication or distribution with Pearson Education. No guarantees of publication or distribution are undertaken.

Enquiries

Applications

For those who are writing an entry application, links to the final report for the CUTSD project "Learning-centred evaluation of computer-facilitated learning projects in higher education" are below:

Front pages

Chapter 1. Project overview

Chapter 2. Formative and summative evaluation of the overall project

Chapter 3. Synopsis of the evaluation projects

Chapter 4. Evaluating the psychology electronic warehouse (PEW)

Chapter 5. Evaluating the use of online course portfolios for assessment and learning in the graduate certificate in flexible learning course

Chapter 6. An investigation of the enabling features of the Oz Soils CD program to scaffold transfer of conceptual understandings from independent learning contexts to laboratory and real-life contexts

Chapter 7. Evaluation of Java resources for first year programming

Chapter 8. Teaching as goal and guide: the evaluation of innovative assessment integration by first-year teacher education students on two campuses and the role of technology in its integration

Chapter 9. Millennium dilemma: multimedia learning in civics education: an evaluation study

Chapter 10. Understanding common interviewing pitfalls: an evaluation of legal interviewing skills

Chapter 11. Learning to evaluate - evaluating to learn

Chapter 12. Evaluation of an information research skills tutorial

Chapter 13. You can lead ac student to water, but can you make them think?

Chapter 14. Learning human bilogy: student views on the usefulness of IT materials in an integrated curriculum

Chapter 15. Computer supported teamwork: evaluating cooperative learning in a scaffolded online environment

Chapter 16. Reflections on the use of computer-mediated-communication by post-graduate health services management students studying by distance education

Chapter 17. Creating a FirstClass learning environment

Chapter 18. Video-conferencing and online multimedia in Hindi language learning

Chapter 19. An evaluation of tertiary language learning through student-constructed multimedia - the interactive stories approach

Chapter 20. Action research evaluation of "reflex control of blood pressure"

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