President's Award for Excellence in Teaching and Learning Technology

Preparing a Dossier

The President’s Award for Excellence in Teaching and Learning Technology Award Selection Committee suggests that supporting documentation be submitted for as many of the following items as appropriate, in the order given here. The nomination dossier, with full supporting evidence, should be submitted online (log in with your IU username and pass phrase) on or before October 16, 2017

Curriculum vitae

An up-to-date CV of the nominee should be included.

Years of teaching

A document should be included that shows the candidate’s number of years of teaching at Indiana University. It should include the specific dates and the candidate’s current position and rank.

Nomination letter or letters

Nominators should substantiate why the person is qualified for the award by references to specific work advancing student learning through technology, as well as to related scholarly and leadership activities.

Courses taught

List courses taught at Indiana University by semester and enrollment: (Be sure to include course number and title.) Distinguish between lower-level (undergraduate), upper-level (undergraduate), and graduate courses. Indicate classes with significant use of technology in teaching and learning.

Syllabi of courses

Include a description of how the use of technology relates to course goals and/or student learning outcomes.

Self‑analysis statement

The committee considers this statement of self-reflection to be of central importance and gives it a great deal of weight in its deliberations. In the statement, candidates should discuss their teaching philosophy as it relates to the use of technology and how it is put into practice. Included should be an account of any efforts undertaken to assess the impact of these activities and approaches on student learning, motivation, and creativity. The statement should be between 5 and 8 pages, double-spaced.

Student ratings of teaching

Include complete summaries of a sample of courses across the teaching career, emphasizing those with significant use of technology in teaching and learning. Include all student comments for each course selected for evaluation.

Peer evaluations

Peer evalutaions can be Local and external, solicited and unsolicited. Include the influence of this instructor’s work on the use of technology in teaching and learning on other departmental offerings and on the curriculum.

Administrative evaluations

Indicate areas specific to teaching and learning with technology.

Letters from organization(s)

Describing the faculty member’s impact on teaching and learning with technology beyond their own department and institution.

Additional supporting materials might include evidence of invitations to be a guest speaker in an area of expertise, leadership in curriculum or course development, publications bearing on the use of technology in teaching and learning, and sustained contributions to a body of knowledge about using technology in teaching and learning.