Teaching Objectives

WHAT AND WHY?

A teaching portfolio showcases one’s approach to teaching, teaching experiences and teaching competence. The process of compiling it enables a structured reflection on one’s own beliefs and practices, making it an internationally recognised tool for personal and academic development in higher education. As they are increasingly used in appointment procedures, they have also become an essential component of academic career planning. Find out more about the potential of the teaching portfolio for exploring, developing and transforming university teaching in ‘High Noon’ with Birgit Szczyrba (2017).

HOW?

The Centre for Teaching Competence offers targeted support for compiling a teaching portfolio in the form of introductory workshops, individual advice and feedback, as well as writing workshops (in collaboration with the Writing Centre). Further information on support for compiling a teaching portfolio can be found in this PDF.

1. Before you start writing, attend an introductory workshop (dates and registration). This will also give you access to the teaching portfolio Moodle course.
2. Structure your writing process independently and attend the hybrid writing workshops for support (dates and registration).
3. You can seek advice and/or feedback from the ZLK at any time.
4. Once you have completed your teaching portfolio, decide whether to publish it and how you wish to use it further.

EVIDENCE:
The final teaching portfolio serves as evidence for your BZV, QV or EV.

Suitable as a teaching-related objective for: 

• Teachers with moderate teaching experience and a qualification agreement 

WHAT AND WHY?

By testing, observing and reflecting on new methods, formats, assessment methods, (digital) tools and the like, lecturers can gain new insights through a teaching project and advance their professional development in higher education pedagogy. The objectives of a teaching project – which is not comparable in scope to standard research projects – are varied. You can find ideas and suggestions in this video and in this PDF. Examples of teaching projects that have already been carried out can be found on this subpage.

HOW?

1. Have a look at the information linked above.
2. Get in touch with the ZLK to discuss your ideas and clarify any questions. You will also receive a concept template.
3. Draw up a proposal for your teaching project. 
4. Once the project has been carried out, summarise your findings and submit the text to the ZLK.
5. Decide whether to opt for a one-page publication on the ZLK website and/or a longer article in a journal on higher education pedagogy (Neues Handbuch Hochschullehre, Forum Neue Medien, Zeitschrift für Hochschulentwicklung …) or another publication.

EVIDENCE:
The written final report on the teaching project serves as evidence for your BZV, QV or EV.

Suitable as a teaching-related objective for: 

• all teaching staff, particularly experienced professors

WHAT AND WHY?

Training and continuing professional development in higher education pedagogy support lecturers in systematically developing and expanding their teaching skills, as well as advancing their professional development in this field. In these training programmes, for example, participants are introduced to engaging, diversity-sensitive and goal-oriented methods which, combined with knowledge of higher education pedagogy, enable them to design courses that are conducive to learning, motivating and student-centred. Continuing professional development is essential for responding effectively to new challenges such as digitalisation, AI, student diversity and changing learning habits. It helps to ensure and further develop the quality of teaching, so that students are prepared as well as possible for their academic and professional futures.

HOW?

On the one hand, you will be offered numerous free professional development opportunities at the University of Graz, for example at the Centre for Teaching Competence, the Centre for Digital Teaching and Learning, the Writing Centre, the iDea_Lab, as part of internal professional development, and within the Styrian Higher Education Sector. In addition, we offer you the Moodle self-study course on examination pedagogy or, with the ‘Teaching’ certificate, a three-semester, in-depth, research-based training programme in teaching methodology.

Alternatively, you are welcome to enquire with us about organising or running a specific professional development programme tailored to your department or institute.  

PROOF:
Certificates of attendance for the training courses serve as proof of your BZV, QV or EV. These should be submitted to the Human Resources Development department. 

Suitable as a teaching-related objective for: 

• all teaching staff 

WHAT AND WHY?

The Teaching Certificate is a comprehensive continuing professional development programme spanning three semesters with a workload of 145 hours, which supports teachers in professionalising their teaching practice and enables them to demonstrate sound, research-based didactic training. It covers the fundamentals of higher education and examination pedagogy, optional specialisations and peer classroom observation. 

HOW?

The Teaching Certificate programme starts each year at the beginning of the summer term. Register via the Centre for Teaching Competence website and find out in detail in advance about the programme content and schedule. 

CERTIFICATION:

Once you have completed all the modules and assignments required for the certificate, you will be presented with your Teaching Certificate at a closing ceremony. 

Suitable as a teaching-related objective for: 

• all teaching staff, particularly those with little or no teaching experience

WHAT AND WHY?

Regularly employing innovative teaching and learning methods means consciously engaging with (new) approaches and technologies in higher education and media pedagogy, and integrating them in a targeted manner to design learning processes that are effective – that is, conducive to learning. What constitutes innovation can vary from subject to subject. The objectives underlying their use may also vary. The regular use of innovative teaching and learning methods (as well as the tools provided by the university) could, for example, include the following:

• a well-founded blended-learning course design with a sensible mix of activities and tasks during shared class time (e.g. content delivery, discussions, exercises, individual and group work) and outside of class sessions (supported by our learning management system Moodle, open educational resources and MOOCs);
• a ‘flipped classroom’ course design, in which students engage with a topic prior to the face-to-face session (videos, texts, exercises; supported by our learning management system, Moodle) and class time is used for discussions, problem-solving or project work;
• a course concept centred on a teaching and learning approach such as problem-based learning, project-based learning, service learning, research-based learning or challenge-based learning;
• a course concept that promotes students’ digital and AI skills, e.g. through the use of a variety of digital tools for communication, interaction, collaboration and problem-solving; through the analysis of the ethical, social and economic implications of AI technologies; through the application of fundamental AI tools to real-world problems and academic questions; through the critical evaluation of digital information and AI-generated content; and through the integration of multimedia knowledge production (educational videos and screencasts, podcasts, interactive digital learning materials), the use of simulations and experiential learning (virtual laboratories, game-based learning, case-based digital exercise formats);
• an interdisciplinary course concept; or
• the promotion of internationalisation (at home) through participation in Erasmus+ Blended Intensive Programmes or through the use of the Arqus (our European university alliance) Innovation Fund.

HOW?

You can find inspiration for innovative teaching and learning methods in continuing professional development courses on university pedagogy at the University of Graz and across the Styrian higher education sector. The university teaching support staff at the University of Graz – at the Centre for Teaching Competence, the Centre for Digital Teaching and Learning and the Writing Centre – will also provide you with tips and assistance during their consultations. 

EVIDENCE:
Evidence for the BZV, QV or EV comprises a written proposal for the use of innovative teaching and learning methods, including a discussion with a higher education teaching support staff member, as well as an observation session conducted by that staff member. 

The onboarding programme aims to ease new lecturers’ transition into their roles at the University of Graz and to familiarise new colleagues with the general framework and support services available for teaching right from the start of their employment. Resources, tools and further training opportunities relating to university teaching are presented. Over the course of a year, new lecturers are supported by the teaching coordinators and also get to know other new lecturers.

As a teaching-related objective, this is suitable for:
→ all lecturers joining the University of Graz from elsewhere 

Continuing professional development in higher education pedagogy makes a significant contribution to the professional development of teaching staff, which should be viewed as an ongoing process and should therefore take place regularly throughout the term of the targets and performance agreement. It constitutes a cornerstone of teaching competence development, as it facilitates both (self-)reflection and knowledge-based conceptual work and the expansion of teaching practices. Current developments in teaching and learning, as well as changing demands on higher education teaching, are addressed in these training programmes, which provide the space and inspiration to engage with these issues. For lecturers at the University of Graz, individual, free continuing professional development courses covering a wide range of topics are offered, as well as a three-semester, compact continuing professional development programme and self-study courses. 

a) Freely selectable further training courses
Lecturers may choose from courses offered at the University of Graz as well as from freely accessible courses at other higher education institutions within the Styrian Higher Education Area and beyond. It is advisable to specify a total volume. Suitable

as a teaching-related objective for:
→ all lecturers 

b) The Teaching
Certificate The Teaching Certificate is a comprehensive three-semester continuing professional development programme with a workload of 145 hours, which supports lecturers in professionalising their teaching practice and enables them to demonstrate sound, research-based didactic training. It covers the fundamentals of higher education and examination didactics, optional specialisations and peer observation. Suitable

as a teaching-related objective for:
→ all lecturers, particularly those with little or no teaching experience
 

c) Self-study
resources There are now numerous self-study resources available to lecturers, such as free and openly licensed MOOCs on imoox.at or the self-study courses on examination didactics and digital teaching on the University of Graz’s Moodle platform. 

Suitable as a teaching-related objective for:
→ all teaching staff 

Interested, reflective and committed lecturers with expertise in higher education pedagogy can actively contribute their knowledge and experience in various roles at the University of Graz, namely
: a) as part of Teaching Skills Assessments (TSA)
. As an external higher education teaching consultant, you will support appointment or selection panels during a TSA. Depending on how the TSA is structured within the procedure, this may involve, for example, assessing submitted teaching proposals, observing and evaluating trial lessons, and similar activities.

As a teaching-related objective, this is suitable for:
→ lecturers with experience in such roles
→ subject-specific teaching specialists
→ educational scientists 

b) As part of further training and events
in higher education pedagogy Experienced lecturers can share their expertise in higher education pedagogy with colleagues through internal university or inter-institutional events, workshops or lectures. Specific opportunities are explored with the higher education didactics specialists at the University of Graz.

Suitable as a teaching-related objective for:
→ all lecturers with relevant expertise and reflective experience

c) within the framework of teaching-related working groups and committees for teaching development
Newly appointed lecturers can contribute to teaching development by becoming actively involved in teaching-related working groups and committees. These include, for example, curriculum committees, the AI in Teaching working group or study forums.

Suitable as a teaching-related objective for:
→ all teaching staff 

d) in publications on higher education and media didactics
Publishing an article in a subject-specific or general higher education didactics publication not only contributes to one’s own professional development in higher education didactics but also shares knowledge with the relevant communities. 

Suitable as a teaching-related objective for:
→ all teaching staff 

Through peer classroom observation, teachers enrich, reflect on and further develop their teaching practice by being observed, observing others and exchanging ideas with colleagues. Classroom observation provides an opportunity to gain fresh, external perspectives on one’s own planning and teaching, and to refine teaching methods.

As a teaching-related objective, this is suitable for:
→ all teachers

As part of the University of Graz’s Open Educational Resources (OER) strategy, training is provided to become an OER practitioner, and OER materials are published. If participants already have experience in creating OER materials, they may be exempted from the training. With this in mind, teaching and learning materials are licensed under an open licence and made freely available, so that they can be used, edited and shared by students, colleagues and external education stakeholders without restriction.

As a teaching-related objective, this is suitable for:
→ all lecturers

The teaching portfolio is a written artefact in which teaching approaches, experiences and concepts are typically presented. The process of writing it enables structured reflection on and presentation of one’s own beliefs and practices, making the teaching portfolio an internationally recognised tool for personal professional development in higher education teaching.

As a teaching-related objective, it is suitable for:
→ lecturers with moderate teaching experience and a qualification agreement 

By testing, observing and reflecting on new, innovative teaching and learning methods and practices, formats, assessment methods, (digital) tools and resources, and the like, lecturers can gain new insights through a teaching project and advance their professional development in higher education pedagogy. The objectives for the teaching project – which is considerably smaller in scope than a research project – are varied and are explored in detail during a consultation. Teaching projects are planned, reviewed upon completion and presented in short profiles (which have been published for several years now), publications and/or events.

As a teaching-related objective, this is suitable for:
→ all teaching staff, particularly experienced professors

Mentoring for early-career academic staff refers to the systematic, targeted and long-term support provided to a mentee by an experienced academic, with the aim of fostering the development of teaching competence and professionalisation in university-level teaching. The focus is on reflecting on teaching practice and approach, supporting professional orientation and career planning, and developing a professional self-image as a university lecturer. Methodologically, mentoring may include individual counselling, feedback processes (relating to teaching practices and materials), classroom observation and much more.
Mentoring for
early-career academics may also take the form of team teaching. High-quality team-teaching for early-career academics involves the joint (further) development of teaching concepts and, at least in part, the joint delivery of course modules, including feedback.

As a teaching-related objective, this is suitable for:
→ experienced, socially competent professors with expertise in university teaching methodology

The University of Graz is committed to ensuring that the research activities of its staff, its socially relevant objectives and its range of degree programmes are publicly visible and recognised. Various activities are therefore aimed at interested members of the public, particularly prospective students and school pupils. You can get involved in these initiatives or develop new ones. Suitable

as a teaching-related objective for:
→ all teaching staff