Ernest L. Boyer International Award for Excellence in Teaching, Learning, and Technology
An institution nominating a faculty member for the Award for Innovative Excellence in Teaching, Learning, and Technology may also choose to have its nominee serve as a candidate for the Ernest L. Boyer International Award.
The nomination form must be completed and signed by the institution's president or chancellor. A 5”x7” color glossy photograph of the nominee (or digital version) must be included along with the award nominee registration fee of $545. These materials must be accompanied by a completed proposal form indicating the nominee's agreement to make a presentation at the Conference concerning the work for which s/he was nominated. Additionally, each Boyer Award nominee must submit a copy of her/his resume or CV and the Boyer Narrative, which is described below.
An international committee will select the award recipient, who will be honored at the awards ceremony held during the Conference. S/he will receive a trophy and a $5,000 cash award. The award recipient will also be eligible to participate as a member of the international committee to select future award recipients.
The Boyer Narrative
Each candidate must submit a narrative (not to exceed five double-spaced pages) addressing the topics listed below. In each case, please cite as much tangible, concrete data as possible to support the statements concerning the activities on which the nomination is based (examples: abstracts of methods and results of controlled studies, student anecdotal data, etc.). The nomination should be based on faculty achievements during the three years prior to the nomination.
Method of Selection by the Sponsoring Institution—The nomination must have resulted from a university or college-wide, peer-reviewed faculty process. Please identify the sponsoring campus office and briefly describe the process.
Direct Effects on Learning—How did the nominee’s work directly improve the learning process? What process was used? What classes were involved? Was understanding increased? Was learning time decreased? Have there been any effects on retention of learning? If yes, over what time frame? What evidence exists to support the effects?
Direct Effects on Motivation—How did the nominee’s work increase student interest in learning and applying learning to the real world? Was intellectual curiosity increased? If so, in what ways? Did students find learning experiences with this faculty member to be enjoyable, memorable, and/or stimulating? Did the work demonstrate evidence of increasing student interest in becoming lifelong learners?
Direct Effects on Creativity—How did the nominee’s work directly increase students' creative thinking abilities? As a result of the nominee’s work, did student performance on relevant intellectual tasks show evidence of increased original thinking? Did students show increased interest in careers requiring original thinking and risk taking for success? What kinds of data support the responses to this item?
Spread of Effect—Have the effects of the nominee’s work resulted in positive improvements in learning/motivation/creativity beyond those of students in her/his own classes? Have other faculty adopted these methods? Have the effects spread beyond the department, college, or institution concerned? What evidence is available to support this spread of effect?
Please note that previous Boyer Award winners are ineligible for nomination. Boyer nominees must also be current nominees for the Conference’s Award for Innovative Excellence in Teaching, Learning, and Technology or past recipients of that award.
NOMINATION DEADLINE: February 22, 2013, for nominations and supporting materials