To enable qualitative appraisal of an applicant's teaching experience and skills, this experience shall be accounted for clearly in the documentation submitted for assessment.

Applications should follow the proposed CV template.

Qualitative shortcomings may not be offset by the quantity of experience. Greatest weight is assigned to corroborated expertise that is clearly linked to insightful reflection on the experience acquired and individual development.

The five main criteria to be assessed are:

1. The learning perspective

Does the applicant focus on student learning? Does the applicant demonstrate a broad repertoire of teaching methods? Is there a clear connection between the learning perspective in the applicant's own reflections on education and practical teaching? Does the applicant function successfully in interaction with students?

2. Course development/educational development

Is there any written corroboration of endeavours to develop courses with regard to the quality of student learning? Does the applicant demonstrate the ability to interpret and analyse teaching experience and implement this in course development? Does the applicant show the willingness and the capacity to take students' experiences into account in course development? Has the applicant developed teaching materials to support teaching?

3. A research-oriented and forward-thinking approach

Does the applicant demonstrate clear awareness of the development of his/her teaching skills and the ambition to go further? Does the applicant reflect upon his/her educational activities with the help of literature on research into teaching and learning in higher education? Does the applicant turn to others for help in his/her efforts to improve and develop his/her educational activities?

4. Contribution to organizational development

Does the applicant reflect upon his/her contribution to the development of study programmes or the educational atmosphere in his/her department/school? Does the applicant have experience of educational administration in the programmes or departments/schools? Does the applicant promote educational development and discussion in the study programme within the school and KTH as well as nationally and internationally?

5. Individual supervision

Does the applicant demonstrate the ability to analyse his/her own experience with regard to the supervision of students working on their degree projects or doctoral theses? Is there an obvious awareness and ambition connected to his/her own development as a supervisor? Does the applicant promote the development of third-cycle studies within the school and KTH as well as nationally and internationally?