Selection criteria

Lund University (Faculty of Engineering, LTH) has chosen the next criteria to define excellent teaching:
In their teaching portfolio and during an interview, teachers must be able to describe, analyse, discuss and present information relevant to the following criteria.

  1. Focus on the students’ learning process
    1. A teaching practice based on a learning perspective
    2. The teaching philosophy and teaching activities as an integrated whole
    3. A teaching practice based on a sound relation to students
  2. Clear development over time
    1. An effort in his or her teaching to consciously and systematically develop students’ learning, and their ability to learn how to learn
    2. Ideas and plans for continued development as a teacher
    3. Ideas and plans for continued development as a teacher
  3. A scholarly approach to teaching and learning
    1. A reflection on practice based in educational theory relevant for the own discipline
    2. A search for and creation of knowledge about student learning in the own discipline
    3. An effort to make findings public with a purpose of collaboration and interaction

“These criteria focus on the student learning process and on a scholarly approach to teaching and learning. […], it is very important, and it cannot be stressed enough, that it is the reflected teaching practice that is assessed. The teaching philosophy, reflections about teaching and learning in relation to the literature of higher education, could be excellent and be evidence for an outstanding degree of knowledge. However, if the teaching philosophy is not related to integrated examples from the teaching practice, it is of no value in this assessment - which is an assessment of a reflected teaching practice.”

Ruth Graham (Royal Academy of Engineering) describes the range of influence of a skilled and collegial teacher as follows:
In addition to the students taught and tutored, the communities influenced by the skilled and collegial teacher include the academic peer group that they have inspired, supported and mentored within their own institution.

EEMCS could formulate a fourth criterion based on this description.