Provost Awards Program for Outstanding Teaching

For each nominee, also provide the following additional content:

1. Briefly comment on the degree to which nominee(s) (a) articulates a cohesive, impactful teaching philosophy, and (b) documents substantive expertise in evidence-based teaching. In other words, what is the nominee’s philosophy of teaching and how do they put it into practice? Explain how nominee improved their teaching, based on feedback from evaluations and assessments.
2. Discuss how nominee’s teaching compares to others within the department, college and university, and how their teaching demonstrates evidence-based practices.
3. Include two other endorsements (who may be Alumni, Current Students or Colleagues). These endorsements should provide a brief accounting of nominee's excellence in and dedication to teaching and convey how the nominee’s special contributions distinguish them from other teachers.

For your nomination packet, briefly provide demonstration of teaching quality in the following areas:

1. List your most recent (3–5 year) teaching assignments.
2. Provide a Teaching Philosophy that includes efforts and commitment to inclusive teaching practice.
3. Document teaching quality by providing multiple (at least three) types of evidence per the Faculty Manual. Include an introductory statement explaining how the documented evidence (included) supports your teaching philosophy and is evidence of teaching excellence. Evidence can include:
   1. Evidence-based measurements of student learning (such as pre-and post-testing or student work samples) that meet defined student learning outcomes.
   2. Evaluation (by peers and/or administrators) of course materials, learning objectives and examinations.
   3. In-class visitation by peers and/or administrators [provide observation letters describing the faculty member’s methods].
   4. Exit interview/surveys with current graduates/alumni.
   5. A statement documenting how feedback from student rating of course experiences or evaluation instruments above were used to improve teaching.
   6. Student rating of course experiences (per instructions below**)
      (From the Clemson University Faculty Manual, August 2022 (v1.0) p. 67-68)
4. List the title and dates of any teaching awards you have received.
5. Professional / Scholarly Activity: List professional development and scholarly activity supporting excellence in teaching as evidenced by intellectual accomplishments and pursuits related to teaching.
6. Service to the Teaching Profession: Briefly document service such as leading teaching improvement initiatives, serving as teaching mentorship to other faculty, undergraduate or graduate students, or other approaches supporting excellence in teaching, curriculum development and student academic success.
7. Service to Students: Provide a brief account of the degree to which you have contributed to student success through such activities as academic and career advising, undergraduate research, mentoring, supervising internships, competitive team activities and similar service.
8. Concluding statement

** When including student evaluations, follow the advice of professional associations such as the APA (psychology) and the ASA (sociology). Provide several semesters of data for individual courses, as presented by Faculty Success (or the equivalent, if older).  Provide comparisons only with similar classes (e.g., comparison of Gen Ed courses to other Gen Ed courses; comparisons of major, upper-level courses to similar upper-level courses). If evaluations cannot be provided as comparisons, please briefly explain why.