Teaching Awards Review Criteria

  1. Knowledge and use of effective, active, and engaging pedagogy

    Strong candidates will regularly and extensively incorporate active and engaging learning strategies in their courses.
    • Do the letters of support mention specific strategies that engaged students? (e.g. in-class activities, group work, service or community based learning, student feedback, classroom assessment techniques)
    • Does the teaching philosophy mention students and/or what actions or behaviors students display?
    • Do the letters, philosophy, syllabus, and/or assignment indicate students are involved in real-world or current scholarly issues?
  2. Learner- and student-centeredness

    Strong candidates will indicate their recognition that students learn differently and that students play an important role in the learning process (and not just the role of “blank slates” or “empty vessels”).
    • Do the syllabus and assignment include clear/explicit student-focused learning objectives?
    • Do syllabus, assignment, and philosophy statement focus on the students or on the instructor or content?
    • Does the instructor regularly gather feedback from students on their learning or experience of the course?
    • Do the student letters indicate that the faculty member respects students and their contributions?
  3. Alignment between teaching and learning

    Strong candidates link what they do in their courses with what they expect of students. This is reflected by consistency between their teaching philosophy, student learning expectations, course objectives/outcomes, coursework (e.g. in-class activities, assignments, exams), and grading practices and priorities.
    • Does coursework reflect objectives?
    • Is grading consistent with philosophy and stated learning expectations? For example, is higher-order learning expected, but lower-order work assigned? Is student development espoused, but course grades based on only a few high-stakes items?
    • Are elements of the candidate’s teaching philosophy reflected in the syllabus and assignment?
    • Do the letters of support indicate consistency between teaching philosophy and candidate teaching behaviors?
  4. Passion for teaching and students’ learning

    Strong candidates will communicate excitement and enthusiasm for teaching and students learning.
    • Do the letters include indicate that the candidate enjoys teaching?
    • Do the letters include examples of the candidate motivating students toward success or generating interest or motivation where none previously existed?
    • Is the candidate involved with many kinds of students, not just majors or high achievers?
  5. Involvement with students outside of class

    Strong candidates will interact regularly with students outside the classroom walls and the course website.
    • Is the candidate involved with students beyond basic course instruction?
    • Is the candidate engaged with student-led or in co-curricular activities?
    • Does the candidate encourage students to learn through community engagement or service learning?
    • Has the candidate involved students in undergraduate research, scholarship, or creative projects?
  6. Sharing teaching and learning expertise (key trait of Eisenhower award winners)

    Strong candidates will have extended their teaching and learning experience and/or expertise to other faculty and the larger academic community.
    • Is the candidate involved in program assessment?
    • Has the candidate been involved in curricular revisions or innovations? For example, developed teaching materials or resources for others or collaborated with other faculty on teaching or learning projects.
    • Has the candidate participated in teaching and learning committee work?
    • Has the candidate presented at disciplinary or general teaching and learning conferences or published on teaching and learning issues/projects?
    • Has the candidate mentored other faculty in teaching and learning?