Excellence in Teaching Award

I’m writing to solicit nominations for the Excellence in Teaching Award (the deadline for consideration is February 1 of each year).  Both students and faculty are eligible to submit nominations, and nominations are accepted on a rolling basis all year long.  You are still invited to submit nominations for the award by the end of the day on Thursday, January 31. 

COE Criteria and Procedures for Excellence in Teaching Award

The Excellence in Teaching Award Selection Committee of the College of Education is charged with:

1.  Confirming nominees’ eligibility for Award

2.  Reviewing and scoring nominees’ supporting materials

3.  Selecting a nominee for the Award

4.  Forwarding the name of the selected faculty to the Dean of the COE

5.  Conducting one seminar during the year related to excellence in teaching

The Committee consists of the three most recent recipients (or in an emergency case could be past nominees) of the COE Excellence in Teaching Award. The Associate Dean is responsible for convening the committee on an annual basis. The role of the committee is to select the yearly awardee for the Excellence in Teaching Award.

1.      Nominations may be submitted at any time to the Office of the Dean of the College of Education (see sample nomination solicitation announcement below). Nominations for each’s year process are considered from those submitted January 1 – December 31 of the previous year.

2.      By February 1, the nominees are notified of their nomination with notification that their materials should be submitted by March 1.  Letters of notification are emailed to all eligible nominees.

3.      The Excellence in Teaching Award Committee reviews the nominations and selects one nominee on the basis of the criteria for selection identified by the committee in accordance with university criteria by April 1, which is then forwarded to the Dean.

4.      The Dean prepares a letter of nomination to be submitted along with the nomination package to the Quality of Instruction Council no later than May 1 (see page 9 of this document or http://offices.depaul.edu/oaa/faculty-resources/teaching/qic/Pages/Excellence-in-Teaching-Awards.aspx for university guidelines on the Excellence in Teaching Award).

Nomination Materials

Material submitted (in electronic format) by the nominee to the Excellence in Teaching Award Selection Committee (by March 1) include:

1.      A copy of the notification of nomination letter

2.      A copy of the actual nomination letter(s)

3.      A copy of the nominee’s current CV

4.      A personal statement wherein the nominee elaborates on his/her teaching philosophy and performance (a summary of student evaluations should be addressed in the statement)

5.      At least two faculty peer reviews from faculty of the COE or other schools/colleges within DePaul

6.      Samples of student work (limited to 2 samples)

7.      Student course evaluations from the most recent academic year

8.      Sample syllabi

9.      Additional supporting evidence that speaks to superior teaching (i.e. unsolicited student comments, guest speaking lectures, teaching seminars, etc.)

Materials submitted by the Excellence in Teaching Award Selection Committee to the Dean (by April 1) include:

1.      A letter from the Excellence in Teaching Award Committee highlighting the nominee’s strengths as a teacher and explaining the year’s selection process, including the members of the selection committee

2.      A sample of the evaluation rubric used by the Committee

3.      A copy of all of the materials submitted by the nominee

The Dean prepares a letter of nomination to be submitted along with the nomination package as outlined above to the Quality of Instruction Council no later than May 1.

Further Actions:

1.      The awardee is recognized through multiple forums within the COE (i.e. via email to all faculty/staff, on the COE website, at a staff/faculty meeting, etc.).

2.      This criteria and procedures document should be posted on a public drive and will be accessible to all faculty.

Excellence in Teaching Award Rubric

Objectives	Exceptional	Highly Effective	Acceptable	Incomplete	Earned Points
Teaching Philosophy Reflection of Teaching	4 points Exemplifies COE criteria for excellence in teaching & fosters student learning. Exceptional in meeting COE teaching and learning goals. Focuses on learner centered education and integration of theory & practice.	3 points Highly effective in demonstrating COE criteria for excellence in teaching & fostering student learning. Meets COE teaching and learning goals. Focuses on learner centered education and integration of theory & practice.	2 points Proficient in demonstrating COE criteria for excellence in teaching & fostering student learning. Partially meets teaching & learning goals. Partially focuses on learner centered education & integration of theory & practice.	1 point Does not demonstrate COE criteria for excellence in teaching & does not focus on fostering student learning. Does not focus on COE teaching & learning goals.
COE Mission and Vincentian Personalism	4 points Exceptional representation of all the principles of the COE mission and of Vincentian personalism.	3 points Highly effective inclusion of the principles of the COE mission and of Vincentian personalism.	2 points Acceptable representation of the principles of the COE mission and of Vincentian personalism. Reflects some inclusion of each principle but not in depth.	1 point The principles of the mission are not evident. Syllabi & teaching materials do not reflect integration of the mission or any relation to Vincentian personalism.
Evidence of Collaborative Work	4 points Documentation of consistent exceptional collaborative work with and between students exemplifies professional development & collaborative engagement with students.	3  points Documentation of collaborative work demonstrates highly effective participation in professional development & research collaboration between self & students.	2  points Documentation of collaborative work with students is limited but demonstrates participation in collaborative efforts.	1 point No documentation of collaborative work between faculty and student noted.
Bonus points for course load (taking into account number of preps, supervision, class sizes):
NAME OF NOMINEE                                                                                                    Total points page 1:

Revised March 2017

Objectives	Exceptional	Highly Effective	Acceptable	Incomplete	Earned Points
Evaluations and Peer Reviews	4 points Evaluations consistently show highest rated teaching excellence. Peer reviews exemplifies the teacher's exceptional capabilities of fostering student learning as well as meeting COE teaching & learning goals.	3 points Evaluations consistently reflect accomplished teaching effectiveness. Peer reviews point to effectiveness in fostering student learning as well as meeting COE teaching & learning goals.	2 points Evaluations reflect acceptable teaching effectiveness. Peer reviews show proficiency in fostering student learning as well as meeting COE teaching & learning goals.	1 point Evaluations and peer reviews do not reflect acceptable teaching effectiveness or teacher’s ability to meet COE teaching & learning goals.
Course & Curriculum Development	4 points Exceptional representation of COE excellence in teaching criteria and fostering student learning. Curricular & course revisions or development demonstrates exceptional integration of theory & practice & learner centered education.	3 points Highly effective in representing COE excellence in teaching criteria & fostering student learning. Curricular & course revisions or development demonstrate highly effective integration of theory & practice & student centered learning.	2 points Acceptable representation of COE excellence in teaching criteria & fostering student learning. Curricular & course revisions or development demonstrates an acceptable level of integration of theory & practice as well as student centered learning.	1 point COE criteria for excellence in teaching & fostering student learning are not met. Curricular & course revisions or development don’t reflect integration of theory & practice or student centered learning.
Improvements in Instructional Practice	4 points Exceptional & innovative instructional practices that fosters student learning & reflects COE teaching goals &/or learner centered education.	3 points Highly effective & innovative instructional practices that fosters student learning & reflects COE teaching goals &/or learner centered education.	2 points Acceptable instructional practices or instructional practices that are currently under development that fosters student learning & reflects COE teaching goals &/or learner centered ed.	1 point Instructional practices have not been altered to improve student learning or reflect COE teaching goals &/or learner centered education.
Other	4 points For example: Past nominee for Teaching Award, recipient of other recognitions of excellence in teaching, etc	3 points For example: Mentorship of other faculty in teaching (conducting peer reviews, seminars on best teaching practices, guest lectures, etc	2 points For example: Attendance at forums on teaching practices	1 point No additions to evidence of excellence in teaching
Total points page 1:
Total points page 2:
TOTAL PORTFOLIO SCORE:

CRITERIA FOR EXCELLENCE IN TEACHING

1. Integration of theory & practice: application of complex concepts to practice, designed to help prepare students for professional success. Examples included, but are not limited to,  projects involving integrative problem solving skills development;  peer mentoring;  research projects; theory based creative expressions; hands-on activities relevant to the world-of-work,  and theory development.

2. Student reflection: application of theoretical and pedagogical frameworks; active demonstration of learning from students. Gives students the opportunity to demonstrate what they have learned and how they can apply what they have learned to promote better future outcomes for themselves and others.

3. Collaborative learning experiences: learning that requires cooperation, team work, and, often leadership development.  Could take place in classroom exercises, course projects, or through internships and independent studies that place students in collaborative relationships within professional or organizational settings. May involve interdisciplinary work.

4. Infusion of multicultural and/or global experiences: may include the infusion of multicultural/global/international content in curriculum, the inclusion of experiential learning activities designed to promote greater awareness of multicultural/global issues and increased multicultural understandings, and class trips, immersions, or study abroad.

5. Innovative curriculum & instruction: demonstrated interest in improving teaching and learning curriculum redesign, new approaches to course delivery, innovative learning opportunities for students, advanced technology applications. This may also be evident through the scholarship of teaching and research projects designed to answer important questions about teaching effectiveness.

CRITERIA FOR INCLUSION - EVIDENCE

1. Evidence of teaching effectiveness: should include substantive information about student learning. Such evidence may include summaries of student comments on student evaluations as well as peer reviews of teaching effectiveness. Use only student evaluation data for courses taught during the calendar year. Acceptable evidence includes summary sheets from student evaluations.

2. Participation in the scholarship of teaching: description of ways in which the candidate keeps abreast of changes in teaching practices, for example, presentations at teaching-related conferences, facilitating workshops, publishing teaching-related articles in refereed print or online journals. Description of participation in organizations with a teaching mission, and efforts to keep abreast of changes in teaching practices.

3.  Serving as a catalyst for enhancement of teaching: include activities such as:

-mentoring of other faculty    

-peer-review projects

-participation in preparing or presenting workshops or symposia designed to help faculty enhance teaching skills

-participation in preparing guidelines, teaching aids, assessment tools and other materials related to discipline, campus, or university-wide efforts to improve teaching

-contribution to course and curriculum development in the department, school, or university.

More weight will be given to these activities when they are accompanied, where appropriate, by evidence of effectiveness.

4. Interaction with and availability to students: provide evidence of effective academic advising of students as well as mentoring of students in other capacities. This may include, but is not limited to, activities such as participation in a mentoring program; working with students on research projects, to get papers accepted at conference or exhibitions and performances; and supervising students in internship and service learning programs.

5.  Teaching awards, honors and grants: report only teaching-related awards, honors and grants received during the calendar year covered by this report.

6.  Other: provide any evidence of teaching excellence that does not fit into the categories above.

Excellence in Teaching Award Recipients *

2017                            Horace Hall

2016                            Karen Monkman

2015                            Jeffrey Kuzmic

2014                            Erin Mason

2013                            Jason Goulah

2012                            Beverly Trezek

2011                            Darrick Tovar-Murray

2010                            Horace Hall

2009                            [no nominations]

2008                            [no nominations]

2007                            Andrea Kaufman

2006                            Joy Whitman

2005                            Sonia Soltero

2004                            Sr. Frances Ryan

2003                            Enora Brown

2002                            [no nominations]

2001                            Kathy Wiggins

2000                            Amira Proweller

1999                            [no nominations]

1998                            Nell Cobb

1997                            Stephen Haymes

SAMPLE NOTIFICATION LETTER

Dear Prof. [    ],

We are pleased to inform you that you have been nominated for the College of Education Excellence in Teaching Award. This award recognizes one faculty member each year who exemplifies the standards of excellence to which the College of Education is committed. You received two letters of nomination from students in the College of Education attesting to your commitment to students and collegiality in sharing ideas for teaching. The nomination is a clear statement of support for the quality of your teaching.

The Excellence in Teaching Award Committee relies on further documentation in making its nomination for the Excellence in Teaching Award. If you wish to be considered for the award, we ask that you please submit the following items to us for review:

·         Introductory/overview statement of how materials are organized (or table of contents)

·         Personal statement elaborating on your teaching philosophy and performance (a summary of student evaluations should be addressed in the statement)

·         Current CV

·         At least two COE faculty peer reviews of your teaching (non-COE peer reviews are also welcome)

·         Sample syllabi

·         Samples of student work (papers, projects, etc.)

·         Other supporting materials that speak to superior teaching (unsolicited student comments, etc.)

Please submit your materials to the Dean’s Office no later than March 1, [YEAR]. You may consult with any past recipient for guidance in preparing your materials for review.  Electronic is preferable to paper, but we will accept your documents in whatever format you provide them.

On behalf of the Excellence in Teaching Award Committee, congratulations!

Sincerely,

SAMPLE NOMINATION SOLICITATION

NOMINATIONS FOR EXCELLENCE IN TEACHING AWARDS                                     

COLLEGE OF EDUCATION

Purpose

Teaching is at the core of what faculty members do at DePaul University. In support of the University’s affirmation of the teaching mission, the Quality of Instruction Council presents annual University Excellence in Teaching Awards. These awards recognize outstanding and significant achievement in teaching and commitment to the teaching mission.

Eligibility

All College of Education tenure-track faculty members who teach at least three degree-credit courses at DePaul during an academic year and have completed at least three full years of teaching at DePaul at the time of the award (autumn following the nomination) are eligible for consideration.

Who May Nominate

Students, faculty, and staff members in the College of Education.

When You May Nominate

NOMINATIONS WILL BE ACCEPTED AT ANY TIME DURING THE YEAR. YOU ARE ENCOURAGED TO NOMINATE FACULTY MEMBERS FROM THE COLLEGE OF EDUCATION NOW FOR THE ANNUAL AWARD.

Procedure

Ø  Nominations should be typed in letter form and signed, detailing reasons why the faculty member should be considered for the Excellence in Teaching Award.

Ø  Nominations should be submitted to Sarah Magnuson, Executive Assistant, at smagnuso@depaul.edu.

Ø  Each letter should contain only one faculty nomination per letter. However, you are allowed to submit more than one nomination letter.

Quality of Instruction Council

EXCELLENCE IN TEACHING AWARDS

http://offices.depaul.edu/oaa/faculty-resources/teaching/qic/Pages/Excellence-in-Teaching-Awards.aspx

​Purpose

In support of the University's policy of placing the highest priority on programs of instruction and learning, the Quality of Instruction Council (QIC) makes annual DePaul University Excellence in Teaching awards.  The awards are announced at Convocation each autumn, and individual plaques are awarded.  The awards carry a taxable stipend of $2,000 each.

Eligibility

At the time of the award (the autumn following the nomination), faculty members must have completed four full years of teaching at DePaul. Faculty members who teach at least four degree-credit courses at DePaul during an academic year are eligible for consideration. Each college or school determines what constitute a "course" for purposes of this program.

The maximum number of awards made each year is as follows: up to two in the College of Liberal Arts and Social Sciences; up to two in the Driehaus College of Business; and up to one each in the College of Computing and Digital Media, College of Communication, College of Education, College of Law, College of Science and Health, School of Music, School for New Learning, and the Theatre School. Academic units that do not wish to nominate faculty are not required to participate in this program. Academic units that wish to suggest alternative approaches to recognizing excellence in teaching at the university level for their faculty are most welcome to do so by writing to the council at QIC@depaul.edu.

A faculty member who receives an Excellence in Teaching award from the council may not be selected again in the five years immediately following. Faculty members may receive teaching awards from their colleges simultaneously with the QIC award.

Criteria for Selection

Each college or school determines its own nomination and selection process.  Members of the college selection committee shall be tenured or tenure-track faculty.  Inclusion of former teaching award winners is encouraged.  The QIC reviews the criteria and procedures for comparability, fairness, rigor, and consistency with University mission, policy and practice.  The council reviews individual nominations for consistency with the stated criteria of the college or school.

The selection criteria and procedures followed by the dean's office must:

·         be submitted to the council for review by October 15;

·         be distributed to all eligible faculty members;

·         be based solely on teaching performance in degree-credit programs at DePaul (including curriculum design and any extra-classroom activities related to degree-credit instruction);

·         refer to the academic year of the award and optionally cover the two preceding years - although consistency is given weight, this is not a lifetime achievement award;

·         take into account written student evaluations, particularly evaluations over the most recent academic year;

·         incorporate review by at least two faculty members or include a statement of teaching philosophy; and

·         include endorsements by the dean or chair.

Calendar

·         October 15th: Each dean should submit their unit's award criteria and procedures to QIC@depaul.edu . QIC reviews these materials for comparability (not uniformity), fairness, rigor, and consistency with university mission, policy and practice.

·         May 1st: The nomination documents should be emailed to QIC@depaul.edu . QIC reviews materials for consistency with stated criteria and procedures.

·         September: Awardees are honored at Convocation.

Nomination Materials

Materials submitted by each dean to the council should include:

·         a letter from the committee chair highlighting the nominee's strengths as a teacher;

·         a copy of each nominee's current curriculum vitae;

·         an edited selection of evidence illustrating the nominee's teaching strengths including faculty peer reviews (at least two from the nominee's department); if peer reviews are not available, a statement of teaching philosophy may be substituted;

·         some form of summary of student evaluations (not the individual evaluations) and a sample evaluation form;

·         a review of the year's selection process, including the members of the selection committees; and

·         an explicit endorsement by the appropriate dean in the form of a brief citation suitable for public presentation.

These materials are used by the council both to study the qualities and skills that distinguish the awardees as superior teachers and to communicate their accomplishments to the university community.