TEACHING EXCELLENCE AWARDS
On behalf of the Board of Regents, the UW System Office of Academic Affairs
invites nominations for the 2005 Regents Teaching Excellence Awards. Two
$5,000 awards will be given to faculty and academic staff
members at UW System institutions in recognition of outstanding career
achievement in teaching. In addition, one $5,000 award will be given to
an academic department, program or other academic unit.
This award aims to recognize an academic department or program that demonstrates
exceptional commitment to and effectiveness in teaching; we expect that
funds from this award will be used for further program enhancements, such
as professional development or teaching-related supplies and expenses.
Award winners will be honored at a Board of Regents meeting. Winners and
other nominees will be invited to contribute to System-sponsored programs
focused on teaching excellence.
|ELIGIBILITY AND NOMINATION
Current members of the teaching faculty and teaching academic staff
at UW System institutions are eligible for individual awards. Academic departments,
programs and other academic units are eligible for the group award (hereafter
called the "department/program award"). Each institution is invited to submit
one nomination for an individual award and one nomination
for a department/program award. Campus nomination procedures should be determined
by each individual institution.
Ten complete sets of nomination materials should be submitted to
the Office of Professional and Instructional Development, 1666 Van Hise
Hall, 1220 Linden Dr., Madison, WI 53706.
NOMINATION DEADLINE: March 18, 2005
A special Regents committee will select award recipients.
INDIVIDUAL AWARD GUIDELINES
The award committee will seek evidence that nominees:
1. Are strongly committed to teaching and learning. This commitment
might be demonstrated through activities meant to advance the quality
and practice of teaching and learning in the individual classroom, in
the department, across the curriculum or discipline, or college - and
2. Use extremely effective teaching strategies to enhance student learning,
including (but by no means limited to) innovative uses of technology,
active learning, learning communities, student portfolios, assessment;
3. Have a significant impact on students' intellectual development,
helping students to develop, for example, critical thinking and problem-solving
skills, and/or global and multicultural understanding.
Please note that the individual
Regents Teaching Excellence Award is not intended as a "teacher of the
year" award; rather, it recognizes career achievements in teaching. Nominees
should thus have spent a significant period of time (perhaps 10 years)
in the UW System.
1. A one- or two-page reflective
statement by the nominee on his or her teaching and learning philosophy,
strategies and objectives, and on how these have evolved over time.
2. A condensed curriculum vitae of the nominee.
3. Two or three letters of support from current and/or past students.
At least one letter should be from a student with recent or current
contact with the candidate.
4. Two or three letters of support from colleagues qualified to comment
on the candidate's teaching. (One should be from the department chair/program
5. A well-organized small set of items (no more than ten pages) that
document the excellence of the candidate's teaching (e.g., course syllabi,
handouts, descriptions of evaluation methods, examinations, grants received
for teaching/course development, videotapes, etc.). These items should
be accompanied by a brief explanation of why they were included in the
dossier, i.e., how they document the excellence of the nominee's teaching.
6. Evidence of the success of the candidate's teaching (no more than
three pages), which may include a summary of student evaluations for
each course taught over the past two years, a list of awards for teaching,
invitations to speak at teaching improvement meetings, and other relevant
For each item below, we have given examples of the kinds of evidence that
might be appropriate. Please note that this is still a relatively new
program, and that our suggestions are preliminary, meant to help nominated
departments/programs as they assemble material and to give selection committee
members some sense of what to look for. We do not expect
any single department or program to include all of the kinds of evidence
suggested here. Every department and program is distinct and will need
to document its accomplishments in a unique way. We encourage you to be
both concise and creative in your selection.
The award committee will seek evidence that nominated departments or programs:
1. Recognize and foster excellence
in teaching. Examples of documentation might include evidence of:
- Teaching-focused orientation
of new faculty;
- Department- or program-based
awards; consideration of teaching in merit pay, promotion and tenure
decisions; or other incentives or rewards for outstanding teaching;
- Active support for innovative
instruction, for a diversity of teaching models and approaches, and
for continuous improvement in teaching and learning;
- Where applicable, attention
to the development of graduate students and/or part-time instructors
as effective teachers;
- Effective use of technology
to enhance teaching and learning; collaborative efforts to integrate
appropriate use of technology across programs and curricula;
- Recognition of teaching-related
research, publication, software, and other work that advances the
practice of teaching and learning;
- Clear articulation of
how quality is defined, promoted and assessed by the department or
2. Approach teaching as
a public, collaborative activity. Examples of documentation might include
- Mentoring programs;
- Formal or informal teaching
- Support for faculty visiting
one another's classrooms;
- Team and interdisciplinary
- Encouragement of faculty
to develop and share teaching portfolios;
- Support for and evidence
of faculty engagement in the scholarship of teaching and learning.
3. Have thoughtfully constructed
and effective curricula for academic programs ranging from general education
to graduate degree programs, as applicable. Examples of documentation
might include evidence of:
- Curricular goals that
are well-defined, assessed, and effectively communicated to faculty
- Curricular goals that
promote global, civic, and multicultural understanding;
- Thoughtfully and coherently
- Consideration of the
way the curriculum relates to students' broader education;
- Consideration of the
way the curriculum serves a variety of student needs;
- A well-defined, effective
and ongoing process for developing, reviewing and changing curricula;
- Opportunities for faculty
and undergraduate student research;
- Opportunities for service
learning effectively integrated into academic programs.
4. Create a positive climate
for learning and demonstrate significant impact on student learning
Examples of documentation might include evidence of:
- Recruitment and retention
of majors, minors, graduate students, etc., as applicable;
- Non-majors enrolled in
department/program courses as electives;
- Thoughtful, constructive,
and effective advising of students shared by all or most department/program
- Creation of and support
for learning communities;
- Opportunities for interaction
and dialogue among students;
- Department- or program-sponsored
co-curricular activities for students;
- Consideration of obstacles
the curriculum presents to underrepresented groups of students and
steps taken to remove those obstacles;
- Positive student evaluations
- Assessment of student
learning (beyond assigning course grades); results of such assessment;
use of assessment results to measure and ensure quality and plan further
1. Nomination letter from
vice chancellor or chancellor.
2. A narrative statement of up to five pages from the department or
program discussing its philosophy as a community of teacher-scholars,
its goals and strategies, and how these have evolved over time. This
section should convey a sense of the discipline being taught by the
department and/or the program's goals for and assessment of student
learning and development.
3. A one-page fact profile of the department or program.
4. Up to five letters of support from current and/or past students.
5. A well-organized small set of items (no more than 10 pages) that
document the excellence of the department/program's teaching and its
students' learning, its commitment to working together as a community
of teacher-scholars, and its curriculum. Some of these items (and/or
part of #2, the department/program's statement) might focus on identifying
a particular teaching problem or issue and documenting how the department/program
as a unit addressed the issue.
Examples of items: course syllabi; annotated descriptions of academic
programs/curricula; descriptions of methods for evaluating faculty and
students and of evaluation results and impact on program; selections
from curriculum planning and/or program review documents; description
of mentoring programs; grants received for teaching/course/curriculum
development; teaching awards, etc.
These items should include an explanation of why they were included
in the dossier.