A CALL FOR NOMINATIONS
Six Board of Governors
Distinguished Professor
for Teaching Awards
Six
Board of Governors Distinguished Professor for Teaching Awards recognize and
support excellent teaching at
Faculty
are nominated for these awards by their college. Faculty members should consult their college
or
FOR
THE NOMINEE FOR THE BOARD OF GOVERNORS
DISTINGUISHED
PROFESSOR FOR TEACHING AWARD
I. Eligibility for Selection
Nominees must:
1. be
a full-time faculty member at
2. have
taught at
3. be
teaching in the academic year in which they are selected
4. not
have won the award within the last four years
5. have
demonstrated excellent or exceptional teaching ability.
II. Selection Procedures and Guidelines
1. Faculty members are nominated by the colleges in Academic
Affairs and the schools in Health Sciences.
The colleges and schools have established their own selection procedures
for choosing their nominees. Deans will
submit the names of their college or school’s nominees to the appropriate Vice
Chancellor by 5 p.m. on September 15, 2008.
2.
The
maximum number of nominations is distributed among the colleges and Brody
School of Medicine according to their relative number of faculty:
|
School or College |
|
Maximum Nominations |
|
|
|
5 each |
|
|
|
3 |
|
Colleges
of Business, Education, Health and Human Performance, Human Ecology, and
Nursing |
|
2 each |
|
College
of Allied Health Sciences and |
|
1 each |
3. Nominated
faculty must have their portfolios in to the Center for Faculty Excellence
office, Old Cafeteria Complex 2305, no later than 5 p.m. on November 1
(November 3, 2008).
4. The
portfolio materials, not to exceed 50 pages, must include:
·
an
itemized list of all materials in the portfolio;
·
a
brief written statement (not to exceed three pages, double-spaced) which
articulates the nominee's teaching philosophy and methods used to achieve his
or her educational goals;
·
copies
of syllabi and other relevant course materials;
·
a
summary of Student Opinion of Instruction Survey (SOIS) student ratings for the
past three years (Unit teaching evaluations may be substituted for courses
where SOIS is not administered).
Nominees will be provided a format for the summary of SOIS student
ratings;
·
a
letter of support from the departmental chair, director, or the dean;
·
letters
of support from 3-5 former students (each not to exceed two pages,
double-spaced);
·
peer
evaluations, if available, or other approved evaluation methods listed in Methods
for Assessing Teaching Effectiveness,
5.
By
early March 2009, the selection committee1 will send forward to the Chancellor
names of recipients for six Board of Governors Distinguished Professor for
Teaching Awards and the supporting documentation for each.
METHODS FOR ASSESSING TEACHING
EFFECTIVENESS
Academic Unit Implementation Plans endorse The University's Strategic
Plan Goal that Academic Units employ more than one approach when assessing the
teaching effectiveness of faculty members.
Appendix C of the Faculty
Manual requires that a survey of student opinion of instruction be used in
evaluating teaching effectiveness.
Appendix C permits the use of other methods and procedures when
initiated by the Unit and recommended by the
ADDITIONAL METHODS OF EVALUATING
TEACHING EFFECTIVENESS
Annual
Goals Assessment: An annual agreement with the unit
administrator where specific goals are set that contribute to effective
classroom teaching. Such goals might
include, but are not limited to, updating syllabus and reading lists,
developing study guides, implementing new instructional procedures, and
incorporating components of writing/critical thinking into course. The unit administrator will evaluate progress
related to the agreed‑upon goals at the end of the academic year.
Faculty
Report: A description of teaching activities
including, but not limited to, the names and numbers of courses taught, number
of students taught and advised, services on thesis/dissertation committees,
involvement with instructional development activities, descriptions of teaching
methods, and other activities that bear on the effectiveness of the unit's
educational program. (Much of this
information is currently part of the annual report.)
Analysis
of Instructional and Other Materials: Review
by the unit administrator and/or peers of course materials including syllabi,
reading lists, outlines, examinations, audiovisual materials, student manuals,
samples of student's work on assignments, projects, and papers. Other materials prepared for or relevant to
instruction.
Instructor-Generated
Evaluations:
Instructor‑generated evaluation procedures, such as checklists,
survey‑type instruments, videotapes of class sessions, and written
entries reflecting on teaching techniques and philosophy.
Classroom Observations: Direct observation of classroom teaching or
observation of videotaped class sessions by peers or experts. Several techniques help to make observations
objective: use of an observation guide
or structured process determined by the unit for observations; a number of
observations before final report is prepared; observations and reports by at
least two observers; observation by those outside the faculty member's
immediate unit.
Structured
Interviews with Former Students: Face‑to‑face,
telephone, group interviews, or surveys asking for comments on current or
former professors. Broad questions, such
as the following, are asked to solicit overall evaluation statements: Describe why you would recommend (or not
recommend) Professor X's class to a friend?
How did Professor X's class prepare you for advanced work in the
subject? What is your overall assessment
for Professor X?
Measures of Student
Achievement: In the case of multi‑section courses
with a diagnostic pretest and a final examination that both measure abilities
in a similar way, student improvement
may be used as a measure of teaching effectiveness. In addition, multi‑section courses that
use an identical final examination for all sections make possible a comparison
of relative teaching effectiveness of individual faculty where observed
patterns hold over five or more semesters.
1The selection committee will be convened by the Coordinator, Center for Faculty Development, East Carolina University and consists of 2 members of the Academic Awards Committee, elected by the committee; 1 faculty member each appointed by the Vice Chancellors for Academic Affairs and Health Sciences; 1 faculty member appointed by the Chair of the Faculty; and 1 student member appointed by the President of the Student Government Association.