USG Regents’ Excellence Awards

The USG offers these teaching excellence awards:

Have questions about these awards? CETL offers consultation to help you in developing your submission. Contact lcarruth@gsu.edu to discuss your idea.
Submit applications to cetlawards@gsu.edu by October 22.

Excellence Awards for a Department or Program

Eligibility and Criteria
The award committee will look for persuasive evidence that nominated departments or programs promote, support, and recognize excellence in teaching and in service to students. The kinds of evidence sought are illustrated by the following examples:

  • Individual and collective faculty efforts to improve teaching and student learning.
  • Methods of assessment of student learning, achievements that go beyond student evaluations, and the use of assessment results to inform teaching practices, and curriculum development and revision.
  • Active support to enable faculty to use innovative and effective forms of pedagogy and technology (e.g., critical thinking, collaborative learning, cooperative learning, problem-based learning, learning communities, etc.).
  • Strong links between good teaching and various rewards (e.g., compensation, promotion, tenure, grants, leaves, travel, departmental or program-based awards, etc.).
  • Department/unit policies that encourage collaborative faculty efforts, including team teaching, teaching discussion groups, common assessments, interdisciplinary courses, learning communities, mentoring, etc.
  • An on-going and data-driven process for reviewing and reshaping curricula so that achieving academic excellence and serving the needs of all students remain as top priorities.
  • Exemplary programs for advising, mentoring, recruiting, and retaining students; co-curricular work with students; out-of-class learning.
  • Success of the department’s or program’s students (e.g., graduation, job placement, acceptance in graduate school, etc.).
  • Clear articulation of how quality is defined, promoted, and assessed by the department or program.

Required Documentation

  • All documents must be combined into a SINGLE pdf file. Portfolios should not exceed 20 pages, including any appendices (1” margins, minimum 12-point font).
    Portfolios in excess of 20 pages will not be accepted.
  • A Table of Contents for the portfolio. NOTE: The TOC does not count toward the maximum of 20 pages.
  • A nomination letter from the institution’s chief academic officer (1-2 pages, 1” margins, minimum 12-point font).
  • A narrative statement from the department or program that outlines its philosophy as a community of faculty, and its goals and strategies for making a difference in the academic success of students. This statement should address the criteria for the award (2-3 pages, 1” margins, minimum 12-point font).
  • A one-page fact profile for the department or program.
  • Data showing student success such as graduation rates, student retention, job placement, acceptance to other schools, etc.
  • A concise, clear, and well-organized collection of evidence that details the department’s or program’s distinctive efforts to foster good teaching and therefore student learning. Suggestions for the kinds of evidence that might be included in this collection are found in the award criteria. These documents should be accompanied by a brief explanation of why they are included in the dossier, i.e., how they document the excellence of the department’s teaching.
  • NEW For Georgia State University: Please include a letter of support from Department Chair or Associate Dean with nomination materials.

Submit a Nomination
Submit nominations electronically following the naming convention: Institution_Department or Program (e.g. USG_History or USG_Student Success) to cetlawards@gsu.edu by October 22..

Please contact Laura Carruth, Director of the Center for Excellence in Teaching and Learning at lcarruth@gsu.edu if you have any questions.

Excellence Awards for Online Teaching

Eligibility and Criteria
To be eligible for the Online Award, current full-time members of the teaching faculty and teaching academic staff must teach at least a minimum of 12 credit hours of fully online instruction at one of the USG institutions across the last three consecutive semesters Fall 2016 – Summer 2017). Fully online instruction for this award is defined as “95% or more of the course must be delivered fully online.”

The award committee will look for persuasive evidence that nominees:

  • Are strongly committed to quality online teaching and learning as evidenced by teaching, service and scholarly activities designed to advance the quality of online teaching and learning.
  • Use effective and innovative online teaching practices that result in student engagement, student satisfaction, and effectiveness in achieving desired learning outcomes.
  • Demonstrate an extraordinary commitment to fostering the academic success of online students through the development of rapport with individual learners in and beyond the virtual classroom.

Required Documentation

  • All documents must be combined into a SINGLE pdf file. Portfolios should not exceed 20 pages, including any appendices (1” margins, minimum 12-point font).
    Portfolios in excess of 20 pages will not be accepted.
  • A Table of Contents for the portfolio. NOTE: The TOC does not count toward the maximum of 20 pages.
  • A nomination letter from the institution’s chief academic officer and one or more letters of support from colleagues qualified to comment on the nominee’s teaching and and service. These letters should describe the nominee’s teaching and why he or she is especially effective in advancing student learning. One should be from the department chair/program administrator. (1” margins, minimum 12-point font)
  • A condensed curriculum vitae. (2-3 pages, 1” margins, minimum 12-point font)
  • A reflective statement that summarizes the nominee’s teaching and learning philosophy, strategies, and objectives. (1 – 2 pages, 1” margins, minimum 12-point font)
  • A brief summary of 2 – 3 innovative teaching artifacts or practices used in the online environment to promote student success. (1 page, 1” margins, minimum 12-point font)
  • One or more letters of support from recent and/or past students.
  • A well-organized set of documents that provide evidence of the nominee’s online teaching and leadership excellence such as:
    • Data showing success of the nominee’s students
    • Selected components of course syllabi
    • Handouts
    • Innovative methods of assessing student learning and achievement
    • Summaries of recent student evaluations
    • Peer evaluations
    • Student mentoring and advising
    • Peer mentoring
    • Service and scholarship relevant to promoting online education
  • NEW For Georgia State University: Please include a letter of support from Department Chair or Associate Dean with nomination materials.

Submit a Nomination
Submit nominations electronically using the following the naming convention: Last name_Institution_Award Category (e.g. Durham_USG_Online) to cetlawards@gsu.edu by October 22.

Please contact Laura Carruth, Director of the Center for Excellence in Teaching and Learning at lcarruth@gsu.edu if you have any questions.

Felton Jenkins, Jr. Hall of Fame Award

The Felton Jenkins, Jr. Hall of Fame awards recognize individual faculty and staff for a strong commitment to teaching and student success. It is the USG’s hope that by encouraging excellence in teaching, the awards will continue to foster the academic success of students.

Eligibility and Criteria
Current full-time members of the teaching faculty and teaching academic staff at USG institutions are eligible for individual awards.

The award committee will look for persuasive evidence that nominees:

  • Are strongly committed to teaching and learning. This commitment might be demonstrated through activities designed to advance the quality and practice of teaching and learning, to develop critical thinking and problem-solving skills, and/or global and multicultural understanding
  • Use effective teaching strategies to enhance student learning, including, but not limited to innovative uses of technology, active learning, learning communities, student portfolios, and assessment
  • Have a strong commitment to fostering the academic success of students through interaction with students outside of the classroom (e.g., advising, mentoring, recruiting, etc.)

Required Documentation

  • All documents must be combined into a SINGLE pdf file. Portfolios should not exceed 20 pages, including any appendices (1” margins, minimum 12-point font).
    Portfolios in excess of 20 pages will not be accepted.
  • A Table of Contents for the portfolio. NOTE: The TOC does not count toward the maximum of 20 pages.
  • A nomination letter from the institution’s chief academic officer and one or more letters of support from colleagues qualified to comment on the nominee’s teaching. These letters should describe the nominee’s teaching and why he or she is especially effective in advancing student learning. One should be from the department chair/program administrator. (1” margins, minimum 12-point font)
  • A condensed curriculum vitae. (2-3 pages, 1” margins, minimum 12-point font)
  • A reflective statement that summarizes the nominee’s teaching and learning philosophy, strategies, and objectives. (1 – 2 pages, 1” margins, minimum 12-point font)
  • A brief summary of 2 – 3 innovative teaching artifacts or practices used in the classroom to promote student success. (1 page, 1” margins, minimum 12-point font)
  • One or more letters of support from recent and/or past students.
  • A well-organized set of documents that provide evidence of the nominee’s teaching excellence (e.g., data showing success of the nominee’s students, selected components of course syllabi, handouts, methods of assessing student learning and achievement that go beyond student evaluations, examinations, summaries of recent student evaluations, peer evaluations, student mentoring/advising, etc.). These documents should be accompanied by a brief explanation of why they are included in the dossier, i.e., how they document the excellence of the nominee’s teaching.
  • NEW For Georgia State University: Please include a letter of support from Department Chair or Associate Dean with nomination materials.

Submit a Nomination
Submit nominations electronically following the naming convention: Last name_Institution_Sector (e.g. Durham_USG_State College) to cetlawards@gsu.edu by October 22.

Please contact Laura Carruth, Director of the Center for Excellence in Teaching and Learning at lcarruth@gsu.edu if you have any questions.

Regents’ Scholarship of Teaching and Learning Awards

Initiated by Boyer’s Scholarship Reconsidered (1990), and exemplified by the Carnegie Academy for the Scholarship of Teaching and Learning, the scholarship of teaching and learning encourages and supports the work of faculty members whose scholarship focuses on the instructional mission of the institution.

One nominee each from the Atlanta Campus and Perimeter College campuses can be selected for the SOTL award.

Eligibility and Criteria
Current full-time members of the teaching faculty and teaching academic staff at USG institutions are eligible for individual awards.

The award committee will look for persuasive evidence that nominees:

  • Engaged in the systematic examination of issues about student learning and instructional conditions which promote the learning, building on previous scholarship.
  • Documented the use of strategies for investigating and evaluating the impact of teaching practice on student learning, anchored in the research literature.
  • Engaged in scholarship that is public, peer reviewed and critiqued.
  • Produced scholarly work which contributes new questions and knowledge about teaching and learning.
  • Developed a well articulated teaching philosophy that drives research questions.
  • Documented the dissemination of their scholarship results.

Required Documentation

  • All documents must be combined into a SINGLE pdf file. Portfolios should not exceed 20 pages, including any appendices (1” margins, minimum 12-point font).
    Portfolios in excess of 20 pages will not be accepted.
  • A Table of Contents for the portfolio. NOTE: The TOC does not count toward the maximum of 20 pages.
  • Nomination letter from the institution’s chief academic officer noting the highlights of the nomination portfolio. (1-2 pages, 1” margins, minimum 12-point font)
  • A teaching philosophy narrative that outlines how their research questions and the related goals, theories, and methods of their scholarship activities support their teaching philosophy. (1-2 pages, 1” margins, minimum 12-point font)
  • Data/evidence of the impact of their teaching techniques/pedagogies on student learning and its potential impact on teaching and learning in the discipline. (3-5 pages, 1” margins, minimum 12-point font)
  • A condensed curriculum vitae that includes relevant SOTL presentations, articles and/or publications. (2-3 pages, 1” margins, minimum 12-point font)
    One or two letters of support from colleagues qualified to comment on the value and quality of the nominee’s scholarship of teaching and learning activities, and its impact in improving undergraduate/graduate education. These letters should describe how the nominee’s activities have contributed knowledge in the field and how it has enhanced the learning of students.
  • NEW For Georgia State University: Please include a letter of support from Department Chair or Associate Dean with nomination materials.

Submit a Nomination
Submit nominations electronically following the naming convention: Last name_Institution_ Award Category (e.g. Smith_USG_SOTL) to cetlawards@gsu.edu by October 22.

Please contact Laura Carruth, Director of the Center for Excellence in Teaching and Learning at lcarruth@gsu.edu if you have any questions.

Regents’ Momentum Year Award for Excellence in Advising and Student Success

The Momentum Year Advising Award is designed to honor institutional advising that creates trajectory toward student success and completion. Using current baseline Momentum Year Institutional Data, this award is designed to recognize advising and other related (co-curricular) activities that improve institutional outcomes related to the Momentum Year (students completing full-time credit hours, increased success in both math and English in the first year, the percentage of students completing nine (9) credit hours in an Academic Focus Area, etc.). Student success and innovative practices in achieving Momentum Year goals is the thrust of this Momentum Year Award in Advising Excellence.

Eligibility and Criteria
Each institution is invited to submit one department or program nomination for this award. Campus nomination procedures should be determined by each institution; each nomination must be approved by the institution’s chief academic officer.

The award committee will look for persuasive evidence that nominees:

  • Fostered purposeful choice among students and have assisted in the development of a productive mindset among advisees which best aligns with student’s aspirations, aptitudes, and potential for success.
  • Engaged students in a program of study that provides a clear path to graduation and a career or further study (encouraged to explore and examine their stated interest during their first year, and to complete essential courses within the core curriculum that enable further development within a discipline).
  • Engaged in institutional advising practices which promote the metrics of the Momentum Year:
    • Students attempt initial math and English requirements in the first year
    • Students attempt 9 hours in an academic focus area in the first year
    • Students attempt 30 hours of a clear pathway in the first year
  • Engaged in the systematic examination of issues about student success and engagement which promote retention, progression, and graduation.
  • Documented the use of strategies employed for advising students that encourage a strong start to the first year.

Required Documentation

  • All documents must be combined into a SINGLE pdf file. Portfolios should not exceed 20 pages, including any appendices (1” margins, minimum 12-point font).
    Portfolios in excess of 20 pages will not be accepted.
  • A Table of Contents for the portfolio. NOTE: The TOC does not count toward the maximum of 20 pages.
  • A nomination letter from the institution’s chief academic officer or chief student affairs officer noting the highlights of the nomination portfolio. NOTE: The nomination letter does not count toward the maximum of 20 pages.
  • A narrative that articulates goals and strategies for making a difference in the academic success of first-year students, describing concrete modifications to previous practices and indicating a data-driven, research-based approach to evaluating success. (1-3 pages, 1” margins, minimum 12-point font)
  • Data/evidence of the impact of their innovative advising techniques/practices on student advising and success. (1” margins, minimum 12-point font)
  • One or two letters of support from colleagues, one or two letters of support from students qualified to comment on the value and quality of the nominee’s advising activities, and its impact in improving undergraduate retention, progression/persistence. These letters should describe how the nominee’s activities have contributed to institutional success (Momentum Year Results/Measures).
  • NEW For Georgia State University: Please include a letter of support from Department Chair or Associate Dean with nomination materials.

Submit a Nomination
Submit nominations electronically following the naming convention: Last name_Institution_ Award Category (e.g. Smith_USG_SOTL) to cetlawards@gsu.edu by October 22.

Please contact Laura Carruth, Director of the Center for Excellence in Teaching and Learning at lcarruth@gsu.edu if you have any questions.

Regents’ Momentum Year Award for Excellence in Teaching and Curricular Innovation

The Momentum Year Award for Excellence in Teaching is designed to honor teaching and instruction that promotes student achievement, promotes a purposeful program and career choice, and creates an environment where positive academic mindsets thrive, catapulting students toward degree completion. Excellence in teaching first-year students is critical to increasing student retention, progression, and graduation. Incorporating high-impact practices in order to create transformative experiences intended to deepen learning as a part of the first college year is central to this Momentum year award.

Eligibility and Criteria
Each institution is invited to submit one department or program nomination for this award. Campus nomination procedures should be determined by each institution; each nomination must be approved by the institution’s chief academic officer.

The award committee will look for persuasive evidence that nominees:

  • Evidence of class assignments or teaching pedagogies that foster purposeful choice among students, specifically through the following: an introduction to or engagement in high-impact practices (e.g., undergraduate research, service learning, internships, etc.), active career exploration that helps students see the connection between the academic discipline and his/her/their major of choice, and engagement in deep and integrative learning.
  • Evidence of class assignments or teaching pedagogies that develop an internal sense of motivation and create a productive academic mindset, specifically by helping students discover purpose and value in coursework, develop resilience and adaptive perceptions of academic challenges, and cultivate a sense of belonging in the college context.
  • Evidence of impact beyond individual classes, such as program alignment with Momentum Year goals, or work with other campus units engaged in Momentum Year activities. (Teaching and Learning Academies, etc.).
  • Evidence of participation in an on-going and data-driven process for reviewing and reshaping curricula (course redesign, Gateways to Completion).
  • Engaged in the systematic examination of issues about student learning and instructional conditions which promote learning, building on previous scholarship and the research literature.
  • Created and documented the use of evidence-based strategies that support and foster growth mindsets with out-of-class experiences that emphasize the tenets of growth mindset, identify the purpose and value of higher education, and create a more inclusive culture.
  • Developed a well-articulated teaching philosophy which propels the work of the USG’s Momentum Year.

Required Documentation

  • All documents must be combined into a SINGLE pdf file. Portfolios should not exceed 20 pages, including any appendices (1” margins, minimum 12-point font).
    Portfolios in excess of 20 pages will not be accepted.
  • A Table of Contents for the portfolio. NOTE: The TOC does not count toward the maximum of 20 pages.
  • A statement that outlines how this program supports the mission of the Momentum Year. (1-2 pages).
  • Data/evidence of the impact of their teaching techniques/pedagogies on student learning and its potential impact on teaching and learning in the discipline.
  • One or two letters of support from colleagues, one or two letters of support from students qualified to comment on the value and quality of the nominee’s activities, and their impact in improving undergraduate education and reaching the goals of the Momentum Year Program.
  • NEW For Georgia State University: Please include a letter of support from Department Chair or Associate Dean with nomination materials.

Submit a Nomination
Submit nominations electronically following the naming convention: Last name_Institution_ Award Category (e.g. Smith_USG_SOTL) to cetlawards@gsu.edu by October 22.

Please contact Laura Carruth, Director of the Center for Excellence in Teaching and Learning at lcarruth@gsu.edu if you have any questions.