Criterion 7


Criterion 7 | Professional and personal effectiveness


Exemplar 1 – Kevin Sesnan, Faculty of Health Sciences and Medicine, Bond University

In this teaching award application Kevin reflects on his commitment to professional development in teaching and learning, self-reflective evaluation of practice and positive response to new approaches.

“Recognising my limitations in the field of education despite my many years of teaching, I took up the opportunity of doing the Bond University Foundation of Learning course, analysed my philosophy of teaching and did my teaching perspectives inventory (Pratt & Collins, 2001). Through this I recognised ways I could enhance the PBL process for Bond and Griffith students through “shifting the focus from the teacher to the learner” (Biggs & Tang, 2011, p.9). I also benefited from peer observation and review. The PBL program is now bringing in 360 degree reviews for the students and facilitators. This is a continuing development tool which I have also introduced into hospitals. As part of a holistic performance appraisal system it is now being embraced by the medical profession as part of clinical governance.”

View full source

Wood, K. Knight, D, & Kinash, S (Eds.) (2012). Scholarship of teaching and learning @ Bond: Fostering early career research (Vol. 2). Queensland, Australia: Office of Teaching and Learning, Bond University, pp. 176-182.


Exemplar 2 – Natures guide for mentors

This article highlights the attributes of good mentorship, drawing from evidence in support of Nature awards nominations for creative mentoring in science. Direct quotes from mentors and their mentees exemplify good practice in mentoring and leadership as well as other attributes of professional and personal effectiveness such as; ownership and prioritisation of a teaching role, effective communication, application of professional ethics, teaching enthusiasm and passion, effective time management and genuine commitment to students and their learning. The article is a rich source of examples of ‘evidence of good practice’ and a good guide to reflecting on and improving mentoring practice.

Mentee feedback “It is the nature of supervision that you have to explain/teach some key concept time after time as each new student arrives. Each time I had to make it feel to the student postdoc that it was the first time I had ever explained the concept; each time I had to tell it with sparkle to help inspire them to seek to know more. At times it was hard to stay ‘inspirational’; but to fail would have meant to me that I should quit as a supervisor. You need to understand, as an old wise friends once said to me, ‘Remember, they stay the same age, you get older!’”

Go to full article

Lee, A., Dennis, C. & Campbell, P. (2007) Natures guide for mentors. Nature, 447, pp. 791-797.


Criterion 7: Guides to good practice and other resources