Welcome to WikiPODia‎ > ‎POD Awards‎ > ‎

POD Innovation Award

Innovation Award Art Glass Trophy

2017 POD Innovation Award Finalists

Out of 9 submissions, 4 finalists were selected to present posters at the conference:

“A New Tool for Course Design: The Course Workload Estimator”
Winner of the 2017 POD Innovation Award

Elizabeth A. Barre, Justin E. Esarey, Josh Eyler, and Robin Paige
Rice University, Center for Teaching Excellence

Research indicates that the amount of out-of-class work instructors assign can have significant implications for student learning. Yet we typically rely on intuition to determine how much work is reasonable. Our Course Workload Estimator uses evidence-based estimates of reading and writing rates to calculate the time specific assignments will require. This free tool can be used by instructors and instructional developers at all institutions and in nearly every content area.
For more information about the estimator: www.cte.rice.edu/workload    
Blog Post: www.cte.rice.edu/blogarchive/2016/07/11/workload  

“Unifying Critical Thinking Across the Disciplines: A Holistic System for Teaching and Assessment”

Steven Pearlman and Dave Carillo
University of Saint Joseph, Interdisciplinary Writing & Reasoning Department

This proposal speaks to the result of a six year project to elevate critical thinking across an entire university. Equally functional in all disciplines and course levels, the resulting system is the first to unify the teaching, assessing, assigning, and engagement of critical thinking. The system has produced measured gains in critical thinking outcomes across undergraduate and graduate programs, and it is now being implemented at other institutions as well.


“Program (Re)Design Model for Learner-Centered Curriculum”

Carolyn Sandoval, Debra Fowler, Nate Poling, and Samantha Shields
Texas A&M University, Center for Teaching Excellence

Curriculum (re)design is a rigorous and complex process. This innovation award submission highlights a faculty-led, academic developer supported, and data-driven systematic approach to curriculum (re)design. Using research-based methods and organizational development best practices, Center for Teaching Excellence staff work closely with faculty in multiple departments to (re)design curriculum focused on student learning, institutional priorities, and societal needs. Through this process, mutual trust is established allowing for the deep work of designing learner-centered curriculum. For more information: http://cte.tamu.edu/Faculty-Teaching-Resource/Program-ReDesign


“Development on Demand: Offering Multiple Pathways for Faculty Learning”

Jamie Els, Amber Dailey-Herbert, Emily D. Sallee, and Stacey Kikendall
Park University, Faculty Center for Innovation

Two minutes, 30 minutes, one hour, or more. Utilizing various modalities and program formats, the Faculty Center for Innovation offers full-time and adjunct faculty multiple pathways for continuous learning and collaborative knowledge building based upon their availability and needs. The Center created a virtual learning hub making all programming available live AND on demand for geographically-dispersed faculty who teach in assorted modalities (online, blended, accelerated, and traditional face-to-face) and used analytics to inform future programming. For more information: http://www.innovatepark.org/