Kinzer-Rice Award Committee
- Composition - each school's academic dean or designated representative and award recipients
Award Cycle
- Every two years
Invitation and Due Date for 2022 Nominations
- Call for nominations: October 8, 2021
- Last day for submission of nominations: November 3, 2021
Responsibilities
-
Nominator (student or faculty member)
Complete the Faculty Nomination Form for a full-time faculty member by November 3, 2021. -
Faculty Nominee (includes previous nominees)
Complete the Faculty Nominee Response Form by November 17, 2021. Completion of this form includes:- Brief statement of your teaching and learning objectives along with implementation strategies, addressing as many of the award criteria as possible (see the table below)
- Current Curriculum Vitae
- Name and contact information for three individuals familiar with your teaching effectiveness (1 LLU faculty member, 1 current LLU student, and 1 former LLU student)
- Evidence examples (optional)
-
Faculty and Students Contacted for Recommendations
Complete the Recommendation Form by December 8, 2021. -
Kinzer-Rice Award Committee
Review the qualifications of all nominees and select a recipient for the award.
Award Criteria & Evidence Examples
Award Criteria | Description and Evidence Examples |
Provides effective educational presentations |
Brings an evidence-based approach to planning campus learning events, whether online or face-to-face, including a variety of settings—clinical, laboratory, classroom; provides presentations on teaching and learning to the specialty field—regional, national and international conferences
Evidence: Peer support and evaluations of teaching report; student feedback indicating exceptional learning; course evaluations; portfolio submissions |
Actively seeks to improve teaching effectiveness |
Attends faculty development events—campus, online, and at conferences; conducts research on teaching effectiveness; utilizes a variety of instructional strategies; conducts active assessment and closes the loop in the classroom; seeks peer feedback and evaluations of teaching; uses student evaluation data to plan for enhanced learning Evidence: Listing of events attended; teaching plans and/or videos of classroom activities; student comments on pedagogical innovations and effectiveness; peer observation notes |
Pursues educational scholarship |
Studies literature and research on effective teaching in their field of study; experiments with innovative curriculum applications; gives presentations and presents posters related to teaching and education at local, regional, national, and/or international meetings; does research and collects data on teaching enhancement and shares with the community
Evidence: CV entries; certificates of completion of online programs; courses completed or audited; publications submitted or accepted; summaries of participant evaluation of pedagogical presentations |
Encourages colleagues' and students’ teaching effectiveness |
Collaborates on teaching/learning strategies with colleagues; mentors graduate students; presents faculty development sessions in various settings; maintains membership in department, school, or all-campus faculty development committees, participates as a colleague in the LLU Formative Dialogues program
Evidence: Colleague’s letters describing how nominee encouraged and coached them on increasing teaching effectiveness; presentations at faculty development sessions in any setting; member of faculty development committee at any level; LLU Formative Dialogues program notes |
Contributes to student long-range success |
Maintains positive student relations and connections to students over time; acts as a resource for students transitioning from school to profession; continues to mentor and advise students over the long term
Evidence: communications to and from students; testimonials; involvement with student advisement throughout student programs; alumni relations records
|
Integrates LLU's Mission-focused Learning (MFL) into teaching |
Addresses LLU MFL in course syllabi and in course Canvas shell; integrates faith in God and course content in relevant and meaningful ways; orients and prepares students for lives of service exemplifying LLU’s core values; puts an emphasis on health and wholeness informed by the Adventist perspective.
Evidence: MFL integrated into course discussion questions; shows kindness, patience, concern, helpfulness, service, and personal interest in students; course syllabi demonstrating MFL integration; student testimonials; communications to and from students of showing care and support; gives class devotional presentations; provides prayer circles and/or discussions for spiritual support |