University of Minnesota, Morris Alumni Association Teaching Award
The purpose of this award is
to honor individual University
of Minnesota, Morris faculty members for their outstanding contributions to
undergraduate education. By
calling attention to their education philosophies, objectives, and methods, the
University of Minnesota, Morris Alumni Association hopes to encourage and
effectiveness of other faculty members.
Tenured and tenure-track (regular) faculty, term (non-regular) faculty, and professional academics instructional staff salaried through the University and holding a 66 2/3% time or greater appointment, who have been at the University of Minnesota, Morris for at least three years, including the current year, may be nominated for the UMM Alumni Association Teaching Award. Previous nominees who did not receive the award may be re-nominated. Previous winners of this award may not be re-nominated. Previous winners of the all-university Horace T. Morse Minnesota Alumni Teaching Award may not be nominated for the University of Minnesota, Morris Alumni Association Teaching Award for at least four years after receiving the all-University Horace T. Morse Minnesota Alumni Association Award.
During each academic year one University of Minnesota,
Morris faculty member may be selected to receive the UMM
Teaching Award, with the announcement of the award recipient to be made by the
first of April. Recipients will
receive $1,000. In addition, the
recipient’s discipline will be given $500 to be used by the recipient.
Nominees will be evaluated
on the basis of documentation of
outstanding contributions to undergraduate education. The documentation should provide specific
outstanding performance in one or more – not necessarily all – of the five
categories listed below, but the list should not be considered exhaustive or
restrictive. The selection
committee will consider any and all kinds of outstanding contributions to
undergraduate education so
identified and demonstrated by the materials
provided. The magnitude of an
outstanding contribution in one area may compensate for
little or no
contribution in other areas.
- Teaching: direct
contact with students in undergraduate courses and programs and in
Teaching activities include
instructing groups of students in
classes, seminars, and laboratories; and mentoring or supervising
individual activities, such as practicums, internships, field learning
experiences, tutorials, and independent study, including MAP supervision
of UROP projects. The
activities listed are
representative, not exhaustive.
and Artistic Activities: such
activities should be documented and discussed in terms of relationships
between these activities and the nominee’s contributions to undergraduate
education, which may itself include students’ research or artistic
activities of kinds appropriate to the discipline.
- Advising: for example, activities that aid
individual students with course and major selection,
career plans, and personal development, especially in ways that go beyond formal curricular
advising and instill values of the liberal arts and lifelong learning; and
those that provide guidance to student organizations or groups. Documentation should include
information about accessibility
to students, which ordinarily includes but
is not limited to office availability.
Program Development: such activities as contribute to the planning,
design, or development of curricular or co-curricular improvements in
Contributions in these areas include, for example, new courses or a
cluster of courses, general education options in the
and valuable programmatic innovations of any kind.
Leadership: extra-programmatic activities of any kind and at any level
that constitute leadership and contribute substantially to undergraduate
education; for example,
presenting papers, holding a position such as
national or regional officer or program chair in a professional
association – activities where students are actively
cases, it is not the
activity in itself, but the energy, the creativity, and the effectiveness of
the activity that constitute outstanding contributions to undergraduate
Nominations are to be initiated by
a student or faculty member by forming a nominating committee made up of at
least one student and one
In years when there are no or only one nomination received by the
deadline date nominations will be re-opened for a
period of no longer than two
Organization and Presentation
statement of no more than three pages, presenting the case for the
nomination. This statement
forms the basis of the recommendation and is extremely important for the
review process. It should
describe the nominee’s qualifications with specific reference to the
criteria listed (or others being used) whenever appropriate. This statement needs to set out
convincingly and in detail the case for the nominee’s outstanding
contributions to undergraduate education.
statement by the candidate of no more than two pages, describing teaching
style, methods and objectives, and, as appropriate, examples of the
integration of teaching with research, scholarship, or artistic
candidate’s curriculum vitae.
more than five supporting letters from students, faculty, administrators,
and non-University references,
citing specific examples in support of the case. In most cases, at least two letters from individual
undergraduate students, past or present, will be expected to be included
among the five, along with at lease one from a faculty colleague.
- A list
of courses taught at the University of Minnesota, Morris, during the past
three years, including semester and approximate enrollment.
numeric summary of the student evaluations of the candidate’s teaching
during the past three years, along with no more than two pages of student
documentation of no more than five pages, such as the nominee’s course
syllabi and examinations.
A great many faculty members contribute in significant
ways to the undergraduate experience at the University of Minnesota,
Morris. We are grateful to the UMM
Alumni Association that, by establishing this award, allows us to celebrate one
member of this scholarly community each year.