Supporting Excellence in Teaching and Learning: A Framework for Academic Career Development in Higher Education

M. Sarah-Jane Gregory; Sarah. L. Cresswell

doi:10.30722/

Authors

Dr M. Sarah-Jane Gregory College of Clinical Sciences, Central Queensland University https://orcid.org/0000-0003-0820-1897
Professor Sarah Cresswell School of Environment & Science, Griffith University https://orcid.org/0000-0002-1988-0701

DOI:

https://doi.org/10.30722/

Abstract

This paper presents a comprehensive framework designed to support academics to evidence excellence in scholarly approaches to teaching and learning in higher education. Despite growing emphasis on teaching quality and the Scholarship of Teaching and Learning (SoTL), institutions and faculty members face significant challenges in effectively documenting their scholarly teaching practices. Through analysis of 19 publicly available resources from Australia, the United Kingdom, and Malaysia, we developed a consolidated framework that transcends institutional barriers while aligning with traditional academic pillars of teaching, research, and service. The framework comprises four interconnected matrices addressing user engagement, learning and teaching, research and scholarship, and collegiality. Available in both PDF and digital formats, it provides calibrated guidance based on academic level and teaching profile proportion. Pilot implementation with teaching-focused academics across levels A-D demonstrated the framework's effectiveness in supporting annual performance reviews, career planning, and promotion applications. This work contributes to the field by offering a structured approach to recognizing and leveraging SoTL practices while providing institutions with a robust mechanism for demonstrating compliance with scholarly activity standards.

Author Biographies

Dr M. Sarah-Jane Gregory, College of Clinical Sciences, Central Queensland University

A passionate educator with a medical science/STE(A)M focus across my teaching, scholarly research, and volunteer roles. I make a difference in my students lives with my approachable and optimistic attitude and active facilitation skills. With 25+ years of educating tertiary students using research-led experience in all aspects of student experience in higher education. Ensuring all stakeholder needs are met with creative, collaborative, and future-focused solutions that are inspirational and demonstrate my inclusive multiple, award-winning leadership capabilities. I continually seek personal and professional development opportunities that benefit my employers, colleagues and the wider community whilst concurrently improving my own expertise and positive impact.
Professor Sarah Cresswell, School of Environment & Science, Griffith University

Sarah is an Associate Professor Forensic Chemistry in the School of Environment and Science at Griffith University. Since moving to Australia Sarah has developed research projects in the area of illicit drugs and collaborates with colleagues from Forensic Science Queensland, on research and case work. She is also actively involved in research into blended learning approaches to teaching and peer-review of teaching at University.

From 2020-2022 Sarah was Deputy Dean Learning and Teaching for Griffith Sciences and since 2022 has been the Head of Chemistry and Forensic Science. Her research students undertake a wide range of different science projects in collaboration with State and National forensic science laboratories in Australia and private companies overseas.

At Griffith Sarah convenes a number of chemistry and forensic science courses; first year Chemistry 1A, two second year courses; Forensic Chemistry and Instrumental Chemical Techniques and the final year Forensic Chemistry and Toxicology course. She also teaches into Forensic Evidence and the Expert Witness course which is the capstone course in the forensic science programs at Griffith.

Sarah was accepted to join Homeward Bound 8 in a competitive entry process and has completed the first year of this program.