Michael Gale Award Selection Criteria


Quality of Curriculum Development

  • Select subject contents that reflect the latest developments and thinking in the discipline
  • Join with colleagues in designing, implementing, reviewing and improving courses and programs

Communication Skills

  • Set clear learning objectives
  • Organize course contents clearly, coherently and at a level appropriate to students
  • Deliver and explain subject contents clearly and well, with effective use of appropriate teaching media
  • Draw on students' life and work experiences in teaching, make the subject relevant to students' career goals, and link theory with professional practice and societal concerns

Promotion of Student Learning

  • Demonstrate a strongly student-centered approach to learning
  • Develop students' enthusiasm for the subject and help students set challenging goals for their own learning
  • Adopt a variety of teaching and learning activities in classes suited to the needs of different students
  • Engage students in active discussion and involvement in teaching and learning
  • Develop students' analytical and critical thinking skills and provide students with tasks appropriate to the development of these skills
  • Provide learning experiences that enable students to develop individual initiative and the skills needed to work cooperatively with peers
  • Provide students with opportunities to be involved in the structuring of their own learning experiences
  • Make arrangements for consultation, counselling and advising of students

Quality of Student Assessment and Assessment of Student Learning

  • Use assessment methods relevant to learning objectives
  • Maintain high but appropriate standards and expectations for academic achievement for students, and communicate these clearly to students and auxiliary teaching staff
  • Use an appropriate variety of assessment methods
  • Give constructive and timely feedback to students, publicly call attention to excellent performance of students and take proactive steps to approach students, particularly those with academic difficulties
  • Encourage and enable students to evaluate their own and each other's work critically

Scholarship of Teaching and Innovation in Teaching Methods

  • Solicit student feedback on issues of students' concern, and be responsive to this feedback
  • Refine teaching practices based on self-assessment and feedback collected from students and peers
  • Work with teaching/learning committees, curriculum and other projects that aim to achieve the teaching mission of the Department, School or University and to improve students' learning
  • Make constructive contributions to the profession of teaching and to the UST's visibility in quality teaching

Contribution to the Development of Other Teachers

  • Provide leadership in faculty development activities
  • Provide mentoring to junior faculty members
  • Contribute to preparing/developing graduate students for their teaching role


May 2021