Conference » Teaching & Learning Award

2nd Annual McGraw-Hill and Magna Publications Scholarly Work on Teaching and Learning Award

Announcement

Magna Publications and McGraw-Hill are pleased to announce the continuation of an award to recognize an exemplary scholarly article on teaching and learning. The award along with a $1,000 stipend will be presented to the article’s author or authors at the 2010 Teaching Professor Conference, May 21-23 in Cambridge, MA.  See the guidelines below for submission and nomination procedures, criteria, and other award information.

Submissions

  • Articles published in a pedagogical periodical (discipline specific such as the Journal of Chemical Education, Teaching of Psychology, or Communication Education or cross-disciplinary publications such as College Teaching) or other higher education publication will be considered.
  • The piece of scholarship may address any topic related to college-level teaching and learning. Preference will not be given to a particular kind of scholarship. It may be a research report (quantitative or qualitative), a piece that describes development and/or implementation of a new teaching strategy or assignment, an article that offers advice based on research, experience or both, an inspirational essay or article that argues a point (like taking a position against grading on a curve).
  • Articles must be at least 1,500 words and published since 2007. In-press work is not appropriate.
  • Submissions may be self-nominated by author(s) or nominated by readers (in this case the author will be contacted and asked if he/she/ they is/are willing to have the article considered for the award.)
  • An electronic link to the article must be included with each nomination. Paper copies are not acceptable.
  • Submit the following information: authors name(s) with contact information for at least one of the authors, the article title, the journal name, volume, issue number and date of publication and the electronic link to the article to MaryAnn Mlekush, mmlekush@magnapubs.com.
  • Submissions due: January 31, 2010. (Submissions before the deadline welcome).

Review procedures

  • Articles will be blind reviewed by a panel, including published authors, editors, and faculty familiar with the pedagogical literature.

Criteria

  • Potential to positively impact the instructional practice of the college teaching community
  • Depth of scholarly insight (relevant research question, detailed analysis, provocative, reflective)
  • Well grounded in relevant pedagogical literature
  • Appropriate method of analysis (be it quantitative, qualitative or reflective practice)
  • Well written, easy to read, engaging, well organized, succinct
  • Extends research findings and current notions of best instructional practices

Award

  • $1,000 stipend given to the author or shared if there are multiple authors
  • Award made at the 2010 Teaching Professor Conference
  • Dissemination of the winning scholarship at The Teaching Professor Conference, in The Teaching Professor newsletter, The Teaching Professor Blog and beyond

For additional information, contact:  MaryAnn Mlekush:  mmlekush@magnapubs.com or 608-227-8138.

2009 Winner

Diaz, A., J., Middendorf, J., Pace, D., and Shopkow, L. (2008).  The history learning project:  A department decodes its students.  Journal of American History, 94 (4), 1211-1224.

2009 Finalists (listed in alphabetical order)

Hawk, T. F., and Lyons, P. R. (2008).  Please don’t give up on me:  When faculty fail to care.  Journal of Management Education, 32 (3), 316-338.

Hayes-Bohanan, P., and Spievak, E. (2008).  You can lead students to sources, but can you make them think?  Journal of College and Undergraduate Libraries, 15 (1-2), 173-210.

Lerner, N., Craig, J., and Poe, M. (2008).  Innovation across the curriculum:  Three case studies in teaching science and engineering communication.  IEEE Transactions on Professional Communication, 51 (3), 280-301.

Prince, M. J., Felder, R. M., and Brent, R. (2007).  Does faculty research improve undergraduate teaching?  An analysis of existing and potential synergies.  Journal of Engineering Education, 96 (4), 283-294.