Framework for Teaching Opportunities

Who is this for?

This framework aims to encourage and facilitate schools to connect with some of the large numbers of Research Focused (RF) staff who are at UQ.

There are multiple ways RF staff can contribute to teaching at UQ including these four categories:

Joint appointments between Schools and Institutes;
UQ Amplify Scheme (for eligible ARC, NHMRC and MRFF externally-funded fellows);
RF staff where 1 or 2 is not relevant, but who undertake substantial and sustained contributions to teaching (employed by a School, Centre or Institute);
RF staff who contribute in a smaller and/or more ad hoc manner to teaching as an entry and/or career development opportunity.

This framework is designed to support the contributions of those staff described by categories 2 and 3 above to:

enhance teaching capacity and capability and help manage teaching workload in Schools;
provide an opportunity for interested RF staff to expand their academic portfolio; and
further strengthen the relationship between research and teaching to improve the student learning experience.

The Principles

Mutuality: Teaching activities must be mutually beneficial to the university; school; students and RF academic.

Educational excellence: All contributions to teaching need to be of high quality and of dependable input.

Contextualised yet consistent: A ‘one size fits all’ approach will not be applicable, however some consistency in the mechanism to match disciplinary expertise and interest in teaching by RF staff with the teaching needs of Schools is required.

Accountability: Expectations need to be clear and transparent; for the individual RF academic, those who support their academic performance assessment, and those responsible for the teaching program. For clarity and accountability, these include expectations of responsibility, quality, time commitment and participating in development and feedback processes including the Annual Performance and Development (APD) process.

Framework Overview

Eligibility

Eligibility and merit do not guarantee a teaching opportunity – research focused staff will be matched based on their suitability for available teaching opportunities.

ARC, NHMRC, MRFF Fellowship holders wishing to be eligible for UQ Amplify post-Fellowship appointments; OR UQ Amplify post-Fellowship appointees; OR Research Focused (RF) appointment with a minimum 2 years* remaining on contract (would usually be at Level B or C);
Some teaching permitted under research grant / fellowship contractual conditions.
Able to accommodate a commitment ramping up to 20% of FTE allocation to Teaching/Teaching related duties (including required professional development activities);
Completed, or commitment to undertake, Teaching@UQ; and
Excellent communication skills; with
Prior teaching experience (preferable but not expected).

*Staff with less than 2 years remaining on their current contract may also be considered in some circumstances.

Stakeholders/contacts

The success of this program is dependent on appropriate consultation, planning and agreement with the following stakeholders:

Research Focused Academic; Supervisor; Head of School/Centre Director/Institute Director; Deputy Director Research (DDR); Associate Dean Research (ADR).
Course Coordinator; Program Convenor; School Director Teaching and Learning (T&L); Head of School; Associate Dean Academic (ADA).

See a full list of Key Contacts for Institutes & Schools

Expectations

All stakeholders must agree to commit the appropriate time and resources to maximise the likelihood of successful outcomes which include ensuring quality teaching and learning experiences and career development opportunities, whilst maintaining pre-existing research obligations. It is recognised that this balance will require careful planning, preparation and support within the School where the teaching is conducted and also within the School/Centre/Institute where the staff member is situated. It will also require careful consideration by the RF staff member and their supervisor. Prior to committing to teaching, the RF staff member must ensure that the proposed teaching commitment is feasible considering their research obligations.

Teaching activities often follow a detailed semester timetable which includes centrally determined deadlines for many responsibilities, such as preparation and marking of exams and finalisation of grades. This means that once a RF academic commits to teaching involvement, teaching obligations must take priority.

Allocated teaching activities cannot be delegated to another staff member or student.

Teaching opportunities will be dependent upon the teaching required in a School at that time. It is important to note that guest lectures, while often useful, fall below the minimum threshold of teaching relevant to this program and UQ Amplify requirements. RF staff with a willingness to contribute to subject areas broader than their own specific research area are more likely to be matched with teaching opportunities including introductory or foundational level courses often in the first year of degree programs.

In most cases, the curriculum within a course and the programs in which the course is embedded, are already established so teaching contributions must align with the course learning objectives and program outcomes. Being willing and able to adapt to the established curriculum within a specific discipline is a critical skill for a teaching academic.

There are a number of other responsibilities that accompany teaching into a course that must be undertaken by the RF staff who accept a teaching opportunity. These may include:

effectively using learning management systems, such as Blackboard;
providing students with information or resources in a timely manner to allow them to prepare for their scheduled learning activity;
responding to students’ queries in a timely manner, either via email or, for some courses, via an online discussion forum;
being available to meet with students face-to-face at designated times;
liaising with the course coordinator, other academics teaching in the course(s), and professional staff in Student and Academic Administration teams to ensure effective management of teaching and quality learning outcomes for students, including
the design of assessment and ensuring marking is completed in a timely manner during and after semester (including deferred/supplementary examinations). The deadlines for exam questions and marking of such exams, amongst other teaching related deadlines are HARD deadlines and must be honoured. Exam preparation and marking cannot be delayed.

UQ’s Academic Calendar is published years in advance and shows key dates for each semester to inform RF staff decisions prior to applying for and accepting a teaching role.

Teaching@UQ

Discipline expertise is not sufficient to be an effective teacher. RF staff wishing to teach are required to undertake at least foundational teaching preparation through completion of the Teaching@UQ program, regardless of prior teaching experience (some exceptions may apply for those with recent UQ teaching experience).

The Teaching@UQ program assists staff in creatively connecting curriculum, pedagogy, and assessment to foster active student participation and learning. It is run by UQ’s Institute of Teaching and Learning Innovation (ITaLI) and there are no fees for staff wishing to enrol. The program has been developed in the context of UQ’s policies and the Annual Performance and Development (APD) process.

Mentoring Support

Effective teaching in UQ Schools requires a good understanding of local practice. The School is responsible for ensuring that the RF academic is well supported in undertaking their teaching responsibilities by providing an appropriate mentor or similar support. While Teaching@UQ provides the fundamentals in teaching practice, it is important that the RF academic has ready access to an appropriate experienced academic in the School who can guide and mentor them in their teaching efforts providing local context and connection.

Mentors from UQ’s Teaching Focused (TF) Network will also be available. Most Schools have TF staff members. In addition, TF in cognate disciplines or Schools, or with specialist knowledge (e.g., blended learning, assessment integrity) are also an option as mentors.

A RF Teaching Champions Network will be coordinated by ITaLI, reporting to both the Teaching, Learning and Student Experience and Research and Innovation Committees annually. The Network will bring together RF staff involved in teaching to share practices, offer peer support, and propose approaches to better engage RF staff in teaching activities. The Network will be led by a small ‘Leadership Group’ of academics who will run three events annually, including a Teaching and Learning Week event, and will engage with RF staff enrolled in the Teaching@UQ program.

Process & Timing

Planning for teaching for the year ahead is generally undertaken between July and October. The Teaching Opportunities spreadsheet and EOIs should ideally be available in time to allocate teaching for S1, S2 and SS in the following year and incorporated into the staff member’s APD submission.

Schools are responsible for reviewing the EOIs received for their courses, determining suitability of applicants for allocation to the identified teaching opportunities and undertaking follow up with the applicant if further information is required. As the matching process occurs at the local level, timings will also be locally determined.

It is acknowledged that teaching opportunities may arise at other times and where possible these will be managed out of cycle.

RF Appointment Type

ARC, NHMRC or MRFF Fellowship holders wishing to access UQ Amplify, a post-Fellowship appointment, are required to contribute to teaching during and post-Fellowship.

All other Research Fellowship holders are encouraged to contribute to UQ’s teaching efforts, subject to the terms and conditions of their Fellowship. If Research Fellows are unsure whether their granting conditions permit a teaching contribution after reading the Guidelines and Funding Agreement, they should contact the Research Office.

Other RF staff who are funded from operational sources are also expected to contribute to teaching.

RF staff whose salary is paid wholly from external research grants have less flexibility to contribute to teaching and would not be expected to contribute at the level described by this framework. These staff are encouraged however to speak with their supervisor if they aspire to a teaching contribution.