This award is open to full-time faculty of any rank who increase student learning outside the traditional curriculum and help Georgia Tech achieve its strategic goal of graduating global citizens who can contribute to all sectors of society. Initiatives may involve formal or informal out-of-class learning experiences that engage undergraduate and/or graduate students in opportunities to develop respect for other cultures, explore the leadership qualities and ethical behaviors necessary to contribute to society, and/or build on their innovative and entrepreneurial talents in order to have a positive impact on local, state, national and/or international arenas. The award recipient will receive $3,000, with up to one award being given annually.
Questions? Contact Joyce Weinsheimer.
Packets are due on Monday, February 7, 2022 at 11:59pm.
Award recipients will be honored at a campus celebration, date and format to be determined by the institute committee.
Names and nomination packets of the award winners will be posted on the CTL Faculty Award website..
- Names of winners will be added to the Teaching Awards wall located in the Clough Undergraduate Commons.
- Any faculty member of any rank who teaches undergraduate and/or graduate students in for-credit courses who is interested in increasing student learning outside the traditional curriculum.
- The faculty member may partner with other campus constituents and educational stakeholders.
- Self-nominations are encouraged.
The nomination packet (which should be no more than 15 pages) should be submitted as a PDF file to the Georgia Tech awards portal: https://gatech.infoready4.com. It should include the following items:
- Table of contents for the packet.
- Description of the co-curricular initiative, including the objectives, the intended audience, the targeted learning outcomes, and the approach taken.
- Description of how the initiative has been evaluated, including documentation of how the objectives were met, the extent to which the learning outcomes were achieved, and the benefits derived from the initiative.
- Please solicit five letters of support for your application. These letters of support should be from the following individuals:
*Candidate's department chair and/or appropriate sponsor or partner.
*One colleague who has observed the innovation.
*Three students who have participated in the initiative.
Review Process and Selection Criteria
The Center for Teaching and Learning establishes a committee consisting of previous Georgia Tech educational award winners to review the nomination packets and select the winners of this award. Each nominee's submission of materials is reviewed in the context of departmental and institutional standards. Evaluation/endorsement of the nominee's exemplary performance is provided by letters from the department chair, a campus colleague, and students. The committee will consider the following criteria:
- Fit of the initiative with Georgia Tech’s strategic goal of graduating global citizens who can contribute to society.
- Ability of the initiative to extend student learning outside the classroom.
- Inclusion of hands-on active learning opportunities that give students a chance to work toward, practice, and ultimately achieve the targeted outcomes.
- An implementation plan that promotes continued reflection and learning.
- An assessment plan that evaluates the impact of the co-curricular initiative on student learning and/or the student experience.
- The impact of the innovation on the quality of the teaching and learning environment at Georgia Tech.
Monica Halka--Honors, Paul Verhaeghen--Psychology, and Ameet Doshi--Library (Nomination Packet)
Students at Georgia Tech are very stressed out, even before the pandemic. 89.9% of Georgia Tech students reported being very stressed and 20-25% scored above the depression threshold on a standardized instrument. In response, the Honors Program developed a GT 1000 course that teaches students active mindfulness practices that can improve focus, awareness, memory, creativity, mental balance, clarity, and emotional well-being. Mindfulness training has been shown to be effective in improving cognition, stress, and wellbeing in student populations. Halka, Verhaeghen, and Doshi offer 3-6 sections of this course each Fall since 2016, each of which incorporates practices from their particular areas of mindfulness expertise. Over 350 students have taken the course as of Fall 2020, and 250 more students have learned about mindfulness through guest presentations in other courses and forums. One student shared that, “Without this course, I wouldn’t have the mental resilience skills needed to cope with and complete rigorous coursework and extracurricular expectations. I am far more equipped to perform the best that I can and contribute to society as an efficient, calm, and collected leader.” Members of the team are working to expand the reach of their work, including developing a course for the Georgia Tech Police Department and offering the course through forums available to the broader Georgia Tech community.
Yevgenya (Jenny) Strakovsky, Assistant Director of Career Education and Graduate Programs, School of Modern Languages (Nomination Packet)
With dedication to her students, school, and discipline, Dr. Jenny Strakovsky has created a suite of career development programs for both undergraduates and graduate students in line with the Provost’s Whole Student Initiative, with a special focus on developing “t-shaped” people who have both a breadth of skills and a depth of knowledge that allows them to be adaptable and engaged in any situation. Her co-curricular programs include three career design studios focusing on self-assessment, career exploration, and job advising as well as “applied humanities labs” which allow students to apply their cross-cultural humanities skills to real local challenges. Professor and Chair of the School of Modern Languages, Dr. Anna Westerstahl Stenport, says Dr. Strakovsky’s “efforts have led to a turnaround in the School’s entire curricular approach, integrating a much stronger emphasis on 21st century critical skills, whole person education, culture building, and global competencies.”
2018 (Nomination Packet)
Kim M. Cobb, Earth and Atmospheric Sciences
Beril L. Toktay, Scheller College of Business
Jillann Hertel, Literature, Media, and Communication (Nomination Packet)
Wilbur A. Lam, Biomedical Engineering, GT/Emory (Nomination Packet)
2015 (Nomination Packet)
Andreas S. Bommarius, Chemical and Biomolecular Engineering
Mark R. Prausnitz, Chemical and Biomolecular Engineering
Jennifer K. Leavey, College of Sciences (Nomination Packet)
Kelly R. Comfort, Modern Languages
Cara L. Gormally, Biology