Citations for Outstanding Contributions to Student Learning (OLT)
The Australian Awards for University Teaching comprise five award types recognising teaching excellence and outstanding contributions to student learning:
Citations for Outstanding Contributions to Student Learning
Awards for Programs that Enhance Learning
Awards for Teaching Excellence
Prime Minister's Award for Australian University Teacher of the Year (there is no application for this category)
Career Achievement Award (no application for this category)
Citations for Outstanding Contributions to Student Learning recognise and reward the diverse contributions made by individuals and teams to the quality of student learning. Citations are awarded to those who have made a significant contribution to the quality of student learning in a specific area of responsibility over a sustained period.
Universities are able to submit a maximum of 6 candidates for an OLT Citation. Therefore in liaison with LTC, ACU Faculties are required to endorse a limited number of possible candidates These staff are then invited to work with LTC staff on their draft application. This process usually commences in late January/ February. Final drafts are then submitted to the University Awards and Grants Committee for consideration and a maximum of 6 are selected to go forward to OLT.
19 April 2016 ACU’s Awards and Grants Committee reviews all submissions
20 – 29 April 2016 Final applications submitted to LTC for collation and submission
5 May 2016 Completed nominations close at OLT
The Learning and Teaching Centre provides workshops and information about OLT Citations; for enquiries contact awards&grants.LTC@acu.edu.au. Additional resources to help you prepare a teaching award or citation are available from the Resources for teaching award and citation applications
2015 OLT Citation winners
In 2015, ACU staff were awarded an OLT Citation for Outstanding Contributions to Student Learning:
Dr Helen Webb, Faculty of Health Science, Ballarat campus: For the development of curricula and learning resources that equip graduates for successful practice and that reflect a command of the field of Paramedicine.
Over the last 20 years, Helen has been instrumental in working to move paramedic pre-service education from a vocational model to a professional model. She has developed undergraduate and post-graduate curricula in Paramedicine and Disaster Management at three universities including the Australian Catholic University (ACU) (2009 - current). Through invitation from several educational, professional and government organisations, she has also developed and delivered Paramedicine and Disaster Management programs to paramedic and health professionals in the United Kingdom, Papua New Guinea, New Zealand, Canada, United Arab Emirates, Kuwait, Timor Leste and to the United States Military. In 2010 Helen was awarded the Grand Cross Pro Merito Militensi - the Order of Malta for her contribution to building the quality of Paramedicine training and operation in Timor Leste. In recent years Helen has focused on curriculum development in wilderness response and disaster/major incident management. Helen is the second Paramedicine academic in the Australian sector to receive an OLT Citation award.
Ms Nicole Blakey (Early Career), Faculty of Health Science, Melbourne campus: For building critical thinking skills in clinical practice and bridging the theory practice gap for final year nursing students.
Nicole’s 2012 appointment to teaching nurses at the Australian Catholic University (ACU) was based on her strong clinical experience and the University’s need for high acuity nurses with critical care expertise. As an Early Career academic, she has shown innovative and effective leadership in developing final year undergraduate nursing curriculum and teaching practice for more than three years. Nicole’s aim is to build the capacity of nursing students to apply critical reasoning in complex clinical environments because errors can occur as a result of healthcare providers’ lack of knowledge and clinical reasoning. This occurs more commonly with new practitioners who have good recall of the theory but underdeveloped clinical reasoning skills. Nicole has used her knowledge of simulation-based learning (SBL) within the clinical practice setting to incorporate simulation activities into undergraduate curricula, primarily in final year nursing units. Her leadership has culminated in an innovative simulation program that has highly motivated and engaged students whilst enhancing their clinical reasoning skills and preparing them for work-readiness. Recognition of her curriculum initiatives involving SBL has led to an award, grants and several publication opportunities.