Teaching & Learning Award
Magna Publications and The Teaching Professor are seeking nominations for the Maryellen Weimer Scholarly Work on Teaching and Learning Award. Now in its sixth year, the award recognizes outstanding scholarly contributions with the potential to advance college-level teaching and learning practices.
Author(s) of the winning article will be recognized at the 2014 Teaching Professor Conference, May 30-June 1, 2014 in Boston, Massachusetts. The award includes a $1,000 stipend.
Please review the guidelines below for submission and nomination procedures, criteria, and other award information.
- 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 publications 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 study (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 in 2012 or later. In-press work will not be considered.
- 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 and the electronic article must be included with each nomination. Paper copies are not acceptable.
- Submit an article using our online submission form.
Submissions due: January 2, 2014. (Submissions before the deadline welcome).
- Articles will be blind reviewed by a panel, including published authors, editors, and faculty familiar with the pedagogical literature.
- 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
- A $1,000 stipend given to the author, or shared if there are multiple authors
- Award made at the 2014 Teaching Professor Conference in Boston.
- 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 via email email@example.com or phone: 608-227-8138.
Past Maryellen Weimer Scholarly Work
on Teaching and Learning Award Winners
Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self- and peer evaluation. Academy of Management Learning & Education, 11 (4): 609-630.
2013 Finalists, listed in alphabetical order
Green, K. R., Pinder-Grover, T., and Millunchick, J. M. (2012). Impact of screencast technology: Connecting the perception of usefulness and the reality of performance. Journal of Engineering Education, 101 (4), 717-737.
Premuroso, R. F., Tong, L., and Beed, T. K. (2011). Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial account course? Issues in Accounting Education, 26 (4), 701-723.
Shields, S. P., Hogrebe, M. C., Spees, W. M., Handlin, L. B., Noelken, G. P., Riley, J. M., and Frey, R. F. (2012). A transition program for underprepared students in general chemistry: Diagnosis, implementation and evaluation. Journal of Chemical Education, 89 (8), 995-1000.
Sipress, J. M. and Voelker, D. J. (2011). The end of the history survey course: the rise and fall of the coverage model. Journal of American History, 97 (4), 1050-1066.
2012 Finalists, listed in alphabetical order
Hauhart, R. C. and Grahe, J. E. (2010). The undergraduate capstone course in the social sciences: results from regional survey. Teaching Sociology, 38 (1), 4-17.
Pike, D. (2011). The tyranny of dead ideas in teaching and learning: Midwest Sociological Society Presidential Address 2010. The Sociological Quarterly, 52, 1-12.
Winning article (a two part article)
Beatty, J. E., Leigh, J. S. A., and Dean, K. L., (2009). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33 (1), 99-114. Find the article at: http://jme.sagepub.com/content/33/1/99.full.pdf+html
Beatty, J. E., Leigh, J. S. A., and Dean, K. L., (2009). Finding our roots: An exercise for creating a personal teaching philosophy statement. Journal of Management Education, 33 (1), 115-130. Find the article at: http://jme.sagepub.com/content/33/1/115.full.pdf+html
2011 Finalists, listed in alphabetical order
Dunlap, J. C. and Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2), 129-130. Find the article at: http://jise.org/20-2-129.htm
Sum, P. E. and Light, S. A. (2010). Assessing student learning outcomes and documenting success through a capstone course. PS: Political Science and Politics, 43 (3), 523-31. Find the article at: https://journals.cambridge.org/action/displayIssue?decade=2010&jid=PSC&volumeId=43&issueId=03&iid=7819612
Carrithers, D., Ling, T., and Bean, J. C. (2008). Messy problems and lay audiences:
Teaching critical thinking within the finance curriculum. Business Communication Quarterly, 71 (2), 152-170.
Find the article at: http://bcq.sagepub.com/
2010 Finalists, listed in alphabetical order
Kraemer, E. W., Lombardo, S. V., and Lepkowski, F. J. (2007). The librarian, the machine, or a little of both: A comparative study of three information literacy pedagogies at Oakland University. College & Research Libraries, 68 (4), 330-342.
Find the article at http://crl.acrl.org/content/68/4/330.full.pdf+html.
Pollard, E. A. (2008). Raising the stakes: Writing about witchcraft on wikipedia. The History Teacher, 42 (1), 9-24.
Find the article at http://www.historycooperative.org/journals/ht/42.1/pollard.html.
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.