This page contains a list of the past Menges Award Recipients.  When possible links are provided that connect with the slides or subsequent publications.

2000

• Diversity Begins at Home: State and Regional Studies As One Gateway to Multiculturalism
• Barbara Lounsberry, University of Northern Iowa
• Lounsberry, B. (2001-02). Diversity begins at home: One gateway to multiculturalism. In E. O'Connor Chandler (Ed.) Essays on Teaching Excellence, Vol. 13 (6).
  
• Research-based Practices in the Design, Offering, and Evaluation of Faculty and TA Workshops
• G. Roger Sell & Sheryl Welte Emch, University of Northern Iowa
• Improving Scholarship "On" Teaching
• Maryellen Weimer, Berks Lehigh Valley College-Penn State
• The Teaching Professor Newsletter
• Classroom Communication: Collected Readings for Effective Discussion and Questioning
• How am I Teaching? Forms and Activities for Acquiring Instructional Input
• Teaching College: Collected Readings for the New Instructor
  

2001

• Assessing and Re-invigorating GTA Programs: Pivotal Events in GTA Experience
• Kathleen Smith, University of Georgia 
• Smith, K., (2004). "Teaching Assistants: Teaching Competencies of Future Faculty Through Technology," in David G. Brown, ed., Developing Faculty to Use Technology: Programs and Strategies to Enhance Teaching. San Francisco: Jossey-Bass.
• Faculty Development: A Lever for Faculty Involvement in Change
• Connie Schroeder, University of Wisconsin - Madison
•  Schroder, C. et al. Coming in from the Margins....Stylus, 2011. 
• Motivating Students to Learn in Large Classes
•  Eric Hobson, Belmont University
  
• Hobson, E., "Getting Students to Read: Fourteen Tips," IDEA Paper # 40
  

2002

• Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful
• Corly Brooke & Pamela Patterson, Iowa State University
• Milloy P. M. & Brooke C. (2004). Beyond bean counting: Making faculty development needs assessment more meaningful. In C. Wehlburg & S. Chadwick-Blossey (Eds.) To Improve the Academy, Vol 22. San Francisco: Jossey-Bass.
  
• Interpreting Dreams of Future Professoriate: Trend Analysis of 750 Current Job Descriptions
• Dieter Schonwetter & Lynn Taylor, University of Manitoba
• Critical Thinking--Assessing What is Hard to "See"
• Peggy Weissinger, Indiana University Purdue University Indianapolis
• Weissinger P. (2004). Critical thinking, metacognition, and PBL. In T. O. Seng (Ed.) Problem-based learning. Scarborough, Ontario, Canada: Thomson Learning, Inc.
  

2003

• Vision to Reality: Evaluating Instructional Interventions that Prepare Future Professoriate
• Donna Ellis, Dieter Schonwetter, & Martha Roberts, University of Waterloo
• International Perspectives on Faculty Development: A Vision for Practice
• Kathleen P. King, Fordham University & Patricia Lawler, Widener University
• King, K.P. & Lawler, P. A. (2003). New Perspectives on Designing and Implementing Professional Development for Teachers of Adults. New Directions for Adult and Continuing Education, 98. San Francisco: Jossey-Bass.
• Lawler, P. & King, K.P. (2004). Making the grade: Recommendations from the field for new professional developers. Journal of Continuing Higher Education 52 (3), 36-45.
  

2004

• Documenting the Academic Culture: A Teaching Center Research Project
• Anita Gandolfo, US Military Academy

2005

• Promoting Student Success: DEEP Lessons for Teaching and Learning
• Jillian Kinzie, Indiana University & Barbara Cambridge, National Council of Teachers of English
• Kinzie, J. (2005). Promoting student success: What faculty members can do. Occasional Paper No. 6.
• Cambridge, B.L. (2005). Promoting student success: What new faculty need to know. Occasional Paper No. 12.
• Student Engagement and Faculty Development: Faculty Perceptions and Practices
• Thomas Nelson Laird, Indiana University - Bloomington; Jennifer Buckley & Michael Schwarz, Indiana University
• Menges session slides
• Faculty Survey of Student Engagement
• Overcoming International Students' Difficulties in Disciplinary Speaking
• Soonhyang Kim, The Ohio State University
• Lee Su Kim. (2006). Masking: Maneuvers of skilled ESL speakers in postcolonial societies. In Azirah Hashim and Norizah Hassan (Eds.) English in South East Asia: Prospects, Perspectives and Possibilities. Kuala Lumpur: University of Malaya Press.
  

2006

• Effective Teachers' Conceptions of Teaching in a Research-Intensive University
• Jim Borgford-Parnell, University of Washington
• Doctoral dissertation
• Simulation: Linking Theory with Practice
• Cato, M., Lasater, K., & Peeples, A.I. (2009). Student nurses' self-assessment of their simulation experiences. Nursing Education Perspectives, 30(2), 105-108
• Dillard, N. Sideras, S., Ryan, M., Hodson-Carlton, K., Lasater, K., & Siktberg, L. (2009). A collaborative project to apply and evaluate the clinical judgment model through simulation. Nursing Education Perspectives, 30(2), 99-104.
• Lasater, K. (2007). High fidelity simulation and the development of clinical judgment: Student experiences. Journal of Nursing Education, 46, 269-276.
• Lasater, K. (2007). Clinical judgment development: Using simulation to create an assessment rubric. Journal of Nursing Education, 46, 496-503.
• Lasater, K., & Nielsen, A. (2009). The influence of concept-based learning activities on students' clinical judgment development. Journal of Nursing Education, 48(8), 441-446.
• Lasater, K. (2011). Clinical judgment: The last frontier for evaluation. Nurse Educator in Practice [online]. doi:10.1016/j.nepr.2010.11.013.
• Lasater, K. & Nielsen, A. (2009). Reflective journaling for development of clinical judgment. Journal of Nursing Education, 48, 40-44.
• Hollingsworth, C., Devanna, D., Lasater, K., & Gavilanes, J. (2008). New technology in nursing staff development: Choosing, justifying, and implementing nontraditional teaching methods. Marblehead, MA: HCPro, Inc.
• Seropian, M. Dillman, D., Lasater, K., & Gavilanes, J. (2007). Mannequin-based simulation to reinforce pharmacology concepts: Where theory meets practice. Simulation in Healthcare, 2(4), 218-233.

2007

• Advancing from the Periphery: Changing Faculty Development's Institutional Involvement
• Connie Schroeder, University of Wisconsin-Milwaukee
• Schroder, C. et al. Coming in from the Margins....Stylus, 2011.
• Case Study Profiles.pdf
• A Study of Mid-Career Faculty: Implications for Practice
• Deborah DeZure, Roger Baldwin, Kristin Morettor, Allyn Shaw, Michigan State University
• Change Magazine article
• Refocusing the Lens: The Priority of Understanding Course Design Approaches
• Donna Harp Ziegenfuss, Widener University
• Dissertation - (Donna Ziegenfuss) Variations in how faculty approach the process of designing courses in higher education: A phenomenographic study
• Ziegenfuss & Lawler (2008). Collaborative course design: Changing the process, acknowledging the context, and implications for academic development, The International Journal for Academic Development, 13 (2), 151-160.
• Ziegenfuss, D. H. (2007). A phenomenographic analysis of course design in the academy. Journal of Ethnographic & Qualitative Research, 2, 70-79.
  

2008

• Developing an Evidence-Based Curriculum and Assessment: The History Learning Project
• Joan Middendorf, George Rehrey, Indiana University
• Journal of American History
• Implications/Applications of an International Study of Faculty Skills and Roles
• Michael Theall, Youngstown State University; Raoul Arreola, University of Tennessee Health Science Center; Bonnie Mullinix, TLT Group, Inc.
• Theall, M., Mullinix, B., & Arreola, R. A. (2010) Promoting dialogue and action on "Meta-Professional" skills, roles and responsibilities. In L.B. Nilson & J.E. Miller (Eds.) To Improve the Academy, Vol 28. San Francisco: Jossey Bass, 115-138.

2009

• Where are CTLs? Implications for Strategic Planning and Research
• Sally Kuhlenschmidt, Western Kentucky University
• Faculty Center for Excellence in Teaching: Teaching/Learning Development Units in Higher Education
• Kuhlenschmidt, S. (2011). Distribution and penetration of teaching-learning development units in higher education: Implications for strategic planning and research. To Improve the Academy, 29, 274-287.
• Taking Stock: Contemplating North American GSPD Programs and Developers
• Dieter Schonwetter, University of Manitoba; Donna Ellis, University of Waterloo
• Schonwetter, D. & Ellis, D. (2011). Taking stock: Contemplating North American graduate student professional development programs and developers. In J.E. Miller & J. E. Groccia (Eds.) To Improve the Academy, Vol. 29. San Francisco: Jossey-Bass, 3-17.
• Understanding and Supporting Full-time Nontenure-track (FTNT) Faculty: A Welcome Change
• Megan Palmer, Genevieve Shaker, Nancy Chism, Indiana University Purdue University Indianapolis
•  POD Conference Presentation
• Shaker, G.S., Palmer, M.M., & Chism, N.V.N. (2011). Understanding and supporting full-time nontenure-track faculty: A needed change. In J.E. Miller & J.E. Groccia (Eds.) To Improve the Academy, Vol. 29. San Francisco: Jossey-Bass, 46-59.

2010

• Multi-Institutional Perspectives on Senior Faculty Engagement
• Christy Crutsinger, University of North Texas; Kiernan Mathews, Brendan Russell, and Cathy Trower, Harvard University
• Crutsinger, C., Mathews, K., Russell, B., & Trower, C. (2010). Multi-institutional perspectives on senior faculty engagement and vitality. The President & Fellows of Harvard College 1-6.
• Engaging Faculty in Outcomes Assessment
• Elizabeth Evans, Concordia University Wisconsin
• POD Conference Presentation