Gold Teaching Recognition Award


The Gold Award in Teaching Development recognizes a systematic investigation into student learning and sharing results with colleagues (i.e. scholarship of teaching & learning - SoTL*).  An award winner will:

  • Learn how to assess the impact of teaching practices on student learning in a scholarly way (e.g. reading, workshops, faculty learning communities on the scholarship of teaching and learning)
  • Consult with CTL regarding scholarly examination of teaching and learning
  • Conduct systematic investigation** of teaching/learning practices
  • Analyze and reflect on outcomes, including student evaluations and substantive reviews of teaching
  • Use results to revise/refine teaching
  • Share results with colleagues (local conferences, workshops, departmental seminars)

*Feel free to explore the SoTL Canvas Course.  It provides background information about SoTL, steps for designing & implementing a project, and people to connect with regarding these research projects.  

**Note: Most research projects involving individual student data require IRB approval. You may wish to contact the Center for Teaching & LearningResearch Compliance Office or complete the self-determination form to gain a better understanding what approvals you are needed. Please be sure to follow University policies regarding CITI training, IRB approval and rights of participants (link to research compliance site).

If you have not completed a consultation related to your project, please click here to set-up an appointment 

Click here to download a pdf of the application questions here 

Click here to fill out and submit your Gold Teaching Recognition Award

Faculty are listed in alphabetical order by their last name.  Their names are followed by the title of the their Bronze Teaching Award Project Title

2023-2024 - Recipients

  • Qunxing Ding: An Innovative Assignment for Learning with Metacognition and Collaboration in an Online Course
  • Qunxing Ding: Self-defined Learning Skills and Concerns of College Students in a Digital Era
  • James Redfearn: Connecting Concept and Content in Pre-Clinical anatomy and Physiology Courses
  • Velvet Weems-Landingham: Check-Ins: Improving Online Teaching Engagement
  • Haiyan Zhu: Retesting Influence on Learning Behaviors of Online Students

Faculty are listed in alphabetical order by their last name.  Their names are followed by the title of the their Gold Teaching Award Project Title

2022-2023 - Recipients

  • Sabrina Badali: Can Successive Relearning Enhance Performance on Application-Based Exam Questions
  • Erica Eckert: Teaching Technology in Higher Education
  • Paul Hurley: Re-Assessing Participation in the Acting Classroom

Previous Years Recipients

  • Joanne Caniglia:  The Impact of a Poverty Simulation
  • Valerie Cubon-Bell:  Evaluating the use of mixed method instruction composed of traditional lectures and flipped classroom modules
  • Qunxing Ding:  Case Study - The Assessment of Student Learning with the Principles of Metacognition Awareness
  • Marie Gasper-Hulvat:  Making a Habit of Your Online Course
  • Yesim Kaptan:  Democratic Classroom Model
  • Jill Kawalec:  Evaluation of Effectiveness and Student Perception of the Jigsaw Activity for Learning Biostatistics
  • Sara Koopman:  Using Nonviolent Communication To Teach A Class on Nonviolent Action
  • Ally Lee:  Effects of Jigsaw learning technique on students’ learning experiences
  • Elena Novak:  Promoting Design Thinking and Creative Agency in Instructional Technology Majors
  • Daniela Popescu:  Enhancing Active Learning of Anatomy and Physiology with the Use of I>Clickers
  • Rekha Sharma:  Inclusive Teaching Strategies - Engaging International Students in the Classroom
  • Brian Yim:  Development of Threshold Concepts in Sport
  • Chance York:  Descriptive Evaluation of an Efficient Rubric for Minimal Assessment
  • Haithem Zourrig:  Effectiveness of Smartphone-Based Virtual Reality (VR) on Students’ Learning Outcomes