Criterion 5

Indicative standards by criteria

Criterion 5 | Integration of scholarship, research and professional activities with teaching and in support of learning

In order to demonstrate good practice in this criterion you should provide evidence of how you contribute to or use knowledge of teaching and learning, the discipline or professional practice to support student learning.

Good practice in relation to this criterion might include demonstration of:
• Incorporation of the scholarship of teaching and learning research into teaching practice
• Contribution to teaching and learning within or beyond your discipline
• Inclusion of discipline based research in the curriculum
• Engagement of students in pedagogically sound discipline based research that supports learning
• Incorporation of professional, industry and work-based practice or experiences into teaching practice or curriculum

The indicative standards and evidence for this criterion has been divided into 3 subsections because we recognise that there is variation in the applicability of this criterion to different universities, disciplines and individual teaching contexts. Different institutions may include or exclude these subsections to fit their specific teaching context. Likewise individuals are not expected to address each of the subsections, but should highlight their particular contribution to knowledge related to teaching or use of knowledge to support student learning.

Note: Indicators in Bold up to Lecturer B should be considered as minimum standards. Indicators in Bold above Lecturer B should be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in bold are to illustrate other activities and evidence that can be used to demonstrate achievement.

Download the framework organised by criteria as a pdf or modifiable word document.

Criterion 5: Integration of scholarship, research and professional activities with teaching and in support of learning
1: Teaching and learning research incorporated into teaching practice
Lecturer (A)	Lecturer (B)	Senior Lecturer (C)	Associate Professor (D)	Professor (E)
Incorporates teaching and learning scholarship into teaching practice and curriculum development Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus Engagement in professional development related to T & L (including engagement in teaching and learning scholarship related to discipline and/or participation in teaching and learning conferences/forums)	Incorporates teaching and learning scholarship into teaching practice and curriculum development Applications for teaching grants that have a clear theoretical and scholarly basis (successful or unsuccessful) Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus Contribution, co-authorship or authorship of publications, presentations or workshops on teaching and learning Contribution and systematic participation in professional development or disciplinary engagement in the scholarship of teaching and learning	Meets the requirements for Level B and Engages in teaching and learning scholarship that demonstrates research-informed and/or contemporary teaching within or across disciplines Successful application for awards, grants or competitive funding related to teaching and learning (as an individual or team member) Contributes to professional development or disciplinary engagement in the scholarship of teaching and learning at a national level (as an individual or team member) Peer recognition at national level detailing contribution to scholarly teaching practice Authorship/co-authorship of publication/s in a nationally or internationally respected journal relevant to teaching and learning	Meets the requirements for Level C and Successful application for awards, grants or competitive funding related to teaching and learning (as an individual or team member/leader) Leadership and contribution at (inter)national level in professional development or disciplinary engagement in the scholarship of teaching and learning Peer recognition at (inter) national level detailing contribution to scholarly teaching practice Mentors and supports junior colleagues in teaching and learning scholarship Authorship/co-authorship and systematic publication relevant to teaching and learning	Meets the requirements for Level D and A sustained and successful contribution to the research and/or literature on scholarly practice and theory in teaching Successful mentoring of others (individuals and/or teams) in the scholarship of teaching and learning (Inter)national peer recognition of contribution to scholarship of teaching and learning in discipline, sector, or institution Authorship/co-authorship and systematic publication relevant to teaching and learning
Indicative evidence
Excerpts from unit/course materials demonstrating incorporation of current T & L research into teaching activities Details of grants and awards (successful and unsuccessful) and outcomes Details of conferences and presentations Copies of publications and details of contribution and impact References and letters from peers Details of mentoring roles and outcomes Details of leadership roles and contribution confirmation by peers Impact of projects, grants and other initiatives for the university or (inter)nationally TEQSA, OLT recognition as assessor or expert
2: Inclusion of discipline based research in the curriculum and engagement of students in pedagogically sound discipline based research
Lecturer (A)	Lecturer (B)	Senior Lecturer (C)	Associate Professor (D)	Professor (E)
Use of current disciplinary research in curriculum and teaching activities Peer review of unit/course content by recognised expert within the university Develops learning activities/unit/course work that supports student engagement in research Develops student understanding of the research culture and research skills of the discipline	Use of current disciplinary research in curriculum and teaching activities Peer review of unit content by expert external to the university and confirmed by unit/course coordinator Successful supervision of postgraduate students to completion Develops learning activities/unit/course work that supports student engagement in research Develops student understanding of the research culture and research skills of the discipline Contribution to the development of curriculum incorporating recent research across a unit/course/program	Meets the requirements for Level B and Leadership at a university level, in the development of curriculum that incorporates or engages students in disciplinary research Peer review of teaching materials that demonstrate engagement with the teaching/research nexus Successful supervision of postgraduate students to completion Invitations to contribute to disciplinary teaching in other units, courses or universities Leadership role/involvement in committees within university and nationally Coordination of higher degree programs Initiatives involving students in pedagogically sound research programs or projects	Meets the requirements for Level C and Coordination of higher degree programs Invitations to contribute to disciplinary teaching in other units/courses or universities Leadership role/involvement in committees within university, nationally and internationally Initiatives involving students in research programs/projects	Meets the requirements for Level D and Establishes effective organisational policies and/or strategies in curriculum development using current discipline based research Leadership in the development of curriculum/discipline within the relevant discipline at university and/or (inter)national level Membership on school/disciplinary review and advisory committees in university and sector Sustained leadership in initiatives involving students in pedagogically sound research programs/projects
Indicative evidence
Excerpts from unit/course materials demonstrating the incorporation of current disciplinary research or the inclusion of research orientated tasks Student surveys and feedback Student participation in conferences, presentation of papers and/or publishing Number of students progressing to research degrees Number of postgraduate students supervised to completion, grades and time to completion Number of students in academic/research positions following graduation Peer review recognising role and contribution Receipt of prizes or awards by students supervised Peer review reports related to teaching/curriculum materials Adoption of teaching/curriculum materials by others Letters of reference from peers or invitations indication standing in discipline Assessor reports Details of leadership roles, duration, achievements
3: Incorporation of professional, industry and work-based practice and experiences into teaching practice and the curriculum
Lecturer (A)	Lecturer (B)	Senior Lecturer (C)	Associate Professor (D)	Professor (E)
Use of authentic case studies, integration of industry experience and/or partnerships in teaching	Use of authentic case studies, integration of industry experience and/or partnerships in teaching Understands and implements practices to ensure that industry experience and/or partnerships benefit student learning e.g. • Work-based programs have clear educational expectations • Induction and preparation of students prior to their work-based experience is effective • Structured, critically reflective, self and peer learning processes are established for students during and after work-based learning placements Effective preparation and support of industry partners involved in work based practice and supervision of students, e.g. • Familiarises industry partners/supervisory staff with students’ prior learning • Provides induction/professional development for industry partners/supervisory staff e.g. development of leadership capabilities • Includes all stakeholders in communication, development and innovation Consults with industry to identify and align teaching and curriculum with desired graduate attributes, technical skills and knowledge	Meets the requirements for Level B and Coordination of discipline / program based programs in work-based learning Uses a variety of sources to monitor, evaluate and improve the integration of industry experience and/or partnerships in teaching Develops and maintains mature and robust relationships with industry partners/shows commitment to mutual benefit Innovation in practice and assessment related to WIL e.g. use of technology to enhance placements	Meets the requirements for Level C and Industry/ professional peer recognition Sustained innovation in practice and assessment related to WIL Establishes effective organisational policies and/or integrating work-based practice	Meets the requirements for Level D and Establishes and maintains effective organisational policies and/or strategies on integrating work-based practice Sustained leadership in work-based, professional practice at discipline and /or (inter)national level Sustained industry/ professional peer recognition
Indicative evidence
Excerpts from Unit/Course materials demonstrating the integration of case studies and/or industry experience Feedback from students on experience Extent of participation by students, industry Letters or surveys of industry satisfaction on preparation of students for practice Peer review of professional /authentic experience Invitations to work with industry, letters of support from industry Feedback from industry partners indicating alignment between industry requirements and learning outcomes Feedback from industry partners indicating the efficacy of programs in preparing graduates for professional practice