Application

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The application period for the 2021 Showcase has ended.

  1. Timeline
  2. Nomination Instructions
  3. Application Instructions

Timeline

StagesDatesDescription
NominationMarch 26 to April 16, 2021Nominate someone or self-nominate by going to the IIS Website
Application SubmissionApril 23 to May 30, 2021Nominees will receive an email from the IIS committee requesting application materials
Application ReviewJune 15 to July 16, 2021The IIS Committee will review all applications
Notice of AcceptanceJuly 21, 2021The IIS Committee will provide notice of acceptance to nominees
Production of ShowcasesAugust 1 to October 1, 2021The IIS Committee will work with accepted nominees to create a “showcase” video to be featured on the IIS website

Nomination Instructions

Who can nominate?

All Mānoa faculty, students, staff, alumni, and administrators. We also welcome and encourage self-nominations!

Who can be nominated?

Any Mānoa faculty, lecturer, instructor, and staff (TAs excluded) who has taught a course once or more over the past 3 years (Summer 2018 to Spring 2021) and developed and implemented innovative and high impact teaching practices.

What is an innovative and high impact teaching practice?

Teaching practice…. 

  • uses innovative approaches to engage students in deep learning,
  • demonstrates positive impact on students,
  • aligns with Institutional/Program/Course or Gen Ed Student Learning Objectives (SLOs),
  • is inclusive of all students, and
  • actively engages students.

As a nominator, you are asked to provide

  • your name and contact information; 
  • the nominee’s name, email, and department; and
  • a brief description of the innovative and high-impact teaching practice.

Application Instructions

All nominees are invited to submit an application to be included in the University of Hawai‘i at Mānoa’s Innovation and Impact showcase repository. A peer review team will read all the applications and select the best ones to showcase on our website. Each of the top selected applicants will create a short video to explain their teaching practice. Our team members and professional media production units on campus will support the selected applicants to prepare the video and the showcase materials.


Sample Application Material

To submit an application, complete the PDF application, save, and submit it to iis@hawaii.edu as an attachment with the subject line: Application of 2021 IIS [FirstName] [LastName].

Content to Include in the Application (Application Questions in Word)

  • Applicant’s Information: name, program, college/school, email, phone number
  • Course description: title, student level, enrollment, and length
  • Course Learning Objectives/Outcomes
  • Alignment with the program, institutional (undergraduate or graduate), or General Education (Foundations, Diversification, Focus area) Learning Objectives/Outcomes.
  • Teaching Philosophy (50-150 words)
  • Description of Teaching Practice (500-850 words)
  • Description of Impact on Students/Program (50-200 words)

Tips to describe your teaching practice

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  • Focus on one integrated practice. You probably have used many innovative techniques and strategies in your course. What is the main teaching practice that guides you in selection of the techniques and materials? Talk about how you skillfully integrate different techniques to systematically engage students in deep learning and application of knowledge and skills.
  • Describe the steps of the teaching practice and the facets of that practice so others can learn to use/replicate it. Include any specific tips and tools to engage students.
  • Explain how the practice is appropriate to the learning levels and needs of the students. How has the teaching practice systematically addressed and adapted to individual learners’ needs? Explain how the practice promotes inclusiveness and equity in learning.
  • Provide samples or excerpts of assignment/activity instructions when appropriate. Feel free to include the syllabi, entire assignment instructions, rubrics and so on as supplemental materials. While we encourage the submission of supplemental materials as resources for fellow instructors, reviewers are not required to consider the supplemental materials in their evaluation.
  • Briefly describe any challenges (time commitment, necessary collaborators, student involvement, etc.) that colleagues might want to keep in mind when implementing this teaching practice in their courses.

Tips to describe impact

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First and foremost, provide evidence of impact on students’ learning. Options include but not limited to:

  • How do the students perform on the culminating assignments/projects/exams?
      Example narratives:
    • 85% of the students demonstrated satisfactory performance in written communication evaluated by a rubric co-constructed with the students.
    • All 16 students completed the research/creative projects, presented their projects in class with their target audience in mind, and submitted a written report. The rubric evaluation of students’ work showed that all students met expectations on written and oral communication, research design, and data analysis. In addition, three quarters of the students achieved the highest level (highly competent) on research design.
  • How do students demonstrate their habits of mind, development of values and perspectives, and/or sense of professional identity, through student journals, their reflection essays, your observations, interaction with students, and records?
      Example narratives:
    • More than ⅔ of the students demonstrated civic commitment through their reflection journals evaluated by a civic engagement rubric.
    • All 20 students submitted a reflection essay and described their experience in the civic engagement activities [Provide the reflection essay assignment as a supplemental material]. 90% of the students reported applying the skills taught in the course into their civic learning projects, learning to consider multiple perspectives when analyzing community issues, and providing concrete plans to engage in future civic learning opportunities.

In addition to the impact on learning, you can strengthen your description by including one or more of the following:

  • Evidence of students’ positive experience, engagement, motivation through course evaluation responses, observations, interactions, and records.
  • Evidence of students’ success in terms of retention, persistence, job preparedness, readiness for future studies/advanced degrees, and so on.
  • Evidence of your influence on fellow colleagues and the program. For example, you may have developed an assignment/model/procedure that colleagues adapted for their own use.

Application Evaluation Criteria

CriteriaBasicProficientDistinguished
Innovation
(5 pts)

Is this a novel and creative teaching practice?

Does the teaching practice present a new paradigm?
Single, isolated teaching practice.Improved existing or new teaching practice.

Uses several connected innovative practices to prompt deep learning.
Breakthrough teaching practice.

Skillful integration of innovative practice to systematically engage students in deep learning and application of knowledge and skills. 

Represents a new teaching paradigm.
Efficacy
(5 pts)

Are all students actively engaged through the teaching approach/practice?

Are all students actively engaged through the teaching practice?

Is there evidence to demonstrate the impact on student learning?
Limited evidence of improved student learning achievement and engagement.Some evidence of improved student learning achievement and engagement.Strong evidence of student learning achievement, learning improvement, and student engagement, supported by multiple sources of evidence, including direct assessment of learning. 

Demonstrated positive influence on the program and the field.
Applicability, Alignment to SLOs, Equity & Inclusion
(5 pts)

Is the practice adaptable across academic disciplines?

Does the practice align with course, program, institutional or General Education (Gen Ed) student learning outcomes (SLOs)?

Are there considerations of learning needs of all students?
Teaching practice is discipline specific.

Minimally aligned with course, program, institutional or General Education SLOs.

Some students are actively engaged. Teaching practice addresses some students’ needs.
Teaching practice is somewhat applicable to other disciplines. 

Somewhat aligned with course, program, institutional or General Education SLOs.

Teaching practice addresses most students’ needs.
Teaching practice is easily adaptable to any discipline. The practice promotes interdisciplinary and transdisciplinary learning.

Clearly and explicitly aligned with all core course SLOs and multiple program, institutional, and General Education SLOs.

All students are actively engaged. Teaching practice systematically addresses and adapts to individual learners’ needs.