Definition of Innovation
Innovation involves the application of a teaching practice that is uniquely applied, cutting edge or novel to the standard lecture-based teaching method. Innovation involves intentional planning and scaffolded structured creativity that is systematically implemented. It aims to engage students in deep and active learning for students to gain higher-order thinking skills, form professional habits of minds, and establish value systems that enable them to be productive and contributing citizens.
At the University of Hawai‘i at Mānoa, innovative teaching can manifest in many different forms, for example,
- Applying an evidence-based effective teaching practice (e.g., place-based learning, civic engagement, undergraduate research, experiential learning) in one’s unique context
- Develop new teaching practices
- Using technology in innovative ways
- Developing new technology/software/applications
- Forming collaborations (e.g., cross disciplines, cross institutions, with community/employer/government)
Rubric
| Criteria | Basic | Proficient | Distinguished |
|---|---|---|---|
| Innovation (15 pts.) • Is this a uniquely applied, cutting edge or novel? • Is this intentional, systematic, and scaffolded? • Does this engage students in deep and applied learning? | Points (0 – 5) Used a single, isolated novel teaching practice The application of the practice is sporadic. Engages students in higher-order thinking, critical reflection, and application of knowledge and skills occasionally. | Points (6 – 10) Improved existing or used new teaching practice, through several connected innovative practices in some part of the course. The structure of the activities are coherent and logical. Engages students in higher-order thinking, critical reflection, and application of knowledge and skills in authentic settings frequently in the course. | Points (11 – 15) Significantly improved existing teaching practice or used breakthrough teaching practice that demonstrates intentional planning, systematic implementation, and skillful scaffolding of student learning throughout the course. Fully engages students in higher-order thinking, critical reflection, and application of knowledge and skills in authentic settings throughout the course. |
| Impact (15 pts.) • Is the assessment method rigorous? • Is there evidence to show impact on student learning? | Points (0 – 5) Used only indirect measures of learning (e.g., surveys). Results indicated a limited positive impact on student learning. | Points (6 – 10) Used at least one method to directly assess student learning through evaluating student work (e.g., tests, performances, products, and/or reflections.) The evaluation criteria were clear and explicit. Results show some positive impact on student learning. | Points (11 – 15) Used multiple methods to rigorously assess students through authentic evidence that directly demonstrates student learning (e.g., performances, products, and/or reflections.) The evaluation criteria were carefully designed, clearly communicated, and vested by colleagues/students. Results show a highly positive impact on student learning. There is evidence of broad positive impact on the program and the field. |
| Applicability (5 pts.) • Is the teaching practice adaptable across academic disciplines? | Points (0 – 2) Teaching innovation is discipline specific. | Points (3 – 4) Teaching innovation is adaptable across certain disciplines or situations. | Points (5) Teaching innovation is adaptable across academic disciplines. |
| Alignment to SLOs (5 pts.) • Does the teaching practice align with course, program, institutional or General Education student learning outcomes (SLOs)? | Points (0 – 2) Teaching and assessment activities were vaguely aligned with course, program, institutional or General Education SLOs. | Points (3 – 4) Teaching and assessment activities were logically aligned with course, program, institutional, or General Education student learning outcomes. | Points (5) Teaching and assessment activities were intentionally, explicitly, and substantially aligned with multiple course SLOs and at least one program, institutional, and General Education SLO. |
| Equity & Inclusion (5 pts.) • Are there considerations of learning needs of all students? • Do students with different backgrounds and learning abilities have equitable opportunities to achieve learning? | Points (0 – 2) Minimally addresses diversity, equity, and inclusion considerations. Address some students’ needs | Points (3 – 4) Partially addresses diversity, equity, and inclusion considerations. Address majority students’ needs. Students with different backgrounds and learning abilities have equitable opportunities to learn | Points (5) Significantly addresses diversity, equity, and inclusion considerations in selection and use of materials, activities, classroom management, assessment. Anticipate and proactively address and adapt to all students’ needs. Students with different backgrounds and learning abilities have equitable opportunities to learn and ways to demonstrate learning that leverage their strengths |
Sources consulted:
- Cornell University Center for Teaching Innovation Innovation Awards Rubric
- University of Louisville Teaching Innovation Award criteria
- The University of Texas Rio Grande Valley Center for Online Learning and Teaching Technology Excellence in Online Learning Conference Innovation Evaluation Criteria
- The University of Texas at Austin Center for Teaching and Learning Teaching Innovation Grants 2023-2024 Evaluation Criteria
- American Association of Colleges of Pharmacy (AACP) Innovation in Teaching Award Requirements and Evaluation Criteria
Updated on 2/23/2024