Professional and Organizational Development Network in Higher Education
Date of this Version
2004
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2004) 23
doi: 10.3998/tia.17063888.0023.023
Abstract
Examination of a sample of teaching awards programs at colleges and universities in the United States shows that the selection process for most is not based on explicit criteria, evidence that matches the criteria, and announced standards for making judgments about the candidates. If teaching awards programs are to be effective on any level, whether serving as a symbol of institutional commitment, affirming good teachers, or inspiring others to teach well, the quality of their selection process must be credible. This chapter provides recommendations for how faculty development centers can help their institutions to craft a selection process that will enhance their existing programs or help shape new ones.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND