Evidence of Excellence in Teaching


Evidence of Excellence in Teaching to be Solicited

  1. Nomination letters that summarize the particular accomplishments of the nominee in teaching and educational leadership (to be provided by the nominators at the point of nomination)
  2. A statement of teaching goals and philosophy that outlines the nominee's expectations related to teaching and his/her main strengths as a teacher, and describes how this philosophy guides his/her teaching practice
  3. Evidence of excellence in teaching over a number of years, including:

Evidence from Oneself

  1. A brief description of the courses taught in the last two years (including class size, teaching format); and a general outline of student supervision in laboratories, fieldwork, research projects or postgraduate research
  2. Efforts in course design and modification, development of learning and assessment activities, development of teaching materials, participation in curriculum design and development, and the ability to anticipate and respond to changing needs of the students and the community
  3. Teaching practices that help students learn better and independently; measures that stimulate students' critical thinking, curiosity and interest in learning; advising and mentoring techniques; and practice in supervision of projects, research or other independent work
  4. Linkage of scholarly work and research to teaching

Evidence from Others

  1. Formal course evaluation data (evaluation scores for courses taught in the current academic year must be submitted)
  2. Other feedback from students (indicate whether the feedback/comments is solicited or unsolicited)
  3. Peer comments and peer review of teaching practice; peer requests for copies of teaching materials, or adoption by others of the teaching resources and strategies
  4. Teaching awards received or nominated, both within and outside HKUST
  1. Evidence of a scholarly approach to teaching, including changes made in teaching as a result of self-evaluation or evaluation by others, and constructive contributions to the profession of teaching, in particular:
  1. Evidence of improvement and innovation driven by review/research on the impact of teaching approaches
  2. Work on special projects relating to the improvement of teaching and learning
  3. Work with teaching/learning committees
  4. Work with colleagues on curriculum development and pedagogical innovation
  5. Workshops, seminars, conferences or other events on teaching/learning topics that have been attended, or organized
  6. Contributions to the teaching practice of colleagues


May 2021