Teaching Award Nominee’s Letter

Below is the information/instructions that the nominee will receive if they are nominated for a teaching category:

The prize for this award is $2000 (less the standard deductions for income tax and social security). Please note that if you’ve won a teaching award in the last five years, you’re not eligible to apply at this time.  You also must be in a full-time teaching position to be eligible. If you are nominated for more than one award, please choose only one to apply to.

To apply, submit your one-page statement and supporting evidence, as outlined below, by 11:59 p.m. on Sunday, February 21st. Please submit all of the documents as one pdf with a file name in the following format: Category_Year_LastName (e.g., InnovationInTeaching-Grad_2021_Diaz). (The file can be a scan of a hardcopy packet or electronic documents combined into one pdf.) If you have questions about submitting your application, please email mvanos@fsu.edu.

Submit your application to mvanos@fsu.edu.



Create a title page with your name, department/school/college, and the award category you are applying to (including whether undergraduate or graduate).

Statement: In one page, describe how your teaching is exemplary in the category for which you have been nominated. The following questions are meant to provide a starting place if you would like one, but they are not meant to limit the content of your statement.

[Choose the questions below that correlate to the category you were nominated for]

Foundational Course Excellence: How do you identify and help students to build the foundational knowledge and skills that they need to succeed in subsequent courses? How do you create a classroom environment that helps motivate students to learn?

Outstanding Teaching in the Major: What kind(s) of disciplinary expertise and ways of thinking do you help students to develop in your course(s)? How should they grow intellectually, professionally, and personally during the time they have with you? What methods or strategies do you use to help them develop in the ways you value?

Outstanding Undergraduate Advising: How do you support undergraduate students’ academic success through your work as an advisor? How does your guidance help them to develop personally, professionally, and in other ways during their time at FSU? What is most unique and/or effective about your approach?

Outstanding Graduate Teaching: How do you help students to become experts in the discipline during the time they have with you? What methods do you use to make your graduate courses effective? How do you help prepare students for, and help them to pursue, opportunities in their field? How do you mentor or advise them, including by supporting their success in writing and defending theses, dissertations, and/or other high-stakes graduate work (performances, internships, publications, etc.)?

Community Engaged Teaching: How did you build mutually beneficial community partnerships through which students could engage in meaningful learning experiences? How did students develop through their work to benefit the community? How did you design the experience so that students could accomplish course learning goals through their work outside the classroom?

Inclusive Teaching and Mentoring: What does it mean to you to practice inclusivity? How do you approach this practice intentionally in your teaching and/or mentoring? What impact have you seen on your students (and yourself)?

Innovation in Teaching: How have you worked on improving your course over time to enhance student learning? How do you plan to keep improving/enhancing your course to help students thrive/learn?

Evidence: Create a packet of the following materials in support of your statement to include with your Statement from above. The entire evidence packet should consist of no more than 20 pages.

  1. The latest syllabus for one course.
  2. A one-page description of your goals for student learning in that course, and an explanation of how you gather evidence of students’ learning throughout the course.
    1. The learning goals can relate to knowledge, skills, students’ personal or professional growth, etc. (Please don’t copy and paste the objectives from the syllabus.)
    2. The explanation of how you gather evidence can include both formal and informal methods that you use observe, assess, or attempt to measure students’ learning and development.
  3. A one-page description of three activities, assignments, projects, or other learning experiences students do or have in the class, and an explanation of how each one supports your goals for student learning in the course where you use it. At least one of these three example activities must be from the course for which you provided a syllabus. After the description and explanation, please attach the relevant materials that students receive (e.g., assignment sheets, class activity handouts, field work descriptions, experiment instructions, etc.).
  4. An explanation of how you have used feedback from students to adjust, enhance, or improve your course. This may be feedback they gave you directly, or feedback you gleaned from observing their performance and/or evaluating their work. After the explanation, you may attach your student evaluations (optional—see 4a and 4b below), and/or any other student feedback you would like to share (e.g., mid-semester feedback, survey results, students’ work, etc.)
    1. If you choose to include student evaluations, please limit to no more than two semesters within the past three years. (So, for example, it would be fine to include evaluations from Fall 2019 and Fall 2018.) Include only the summary report, not copies of evaluation forms.
    2. If you choose to include student comments, please submit the full set of comments from the original report rather than a selection of comments.


  5. Provide up to three testimonials/letters of recommendations from colleagues or community partners.
  6. Include a one-page explanation and, where possible, provide evidence of collaboration or wider influence. Are you helping others to enhance their teaching? Are you collaborating with colleagues to revise a course or otherwise improve learning experiences for students? Do you do classroom research or present at education conferences in your field?