Applications open May 1 – June 30, 2019. Review July/August; notification September 2019
The UW-Madison Teaching Academy is seeking applications and nominations for new Fellows [faculty/staff] and new FFPs (Future Faculty Partners) [graduate student/post doc applicants]. Nominees should be outstanding faculty, staff, graduate students, or postdocs actively involved in teaching on this campus who advance teaching and learning at the University of Wisconsin-Madison. Membership in the Teaching Academy is an honor bestowed on individuals who have demonstrated teaching excellence and are committed to advancing the mission of the Academy.
Criteria: Please consider self-nominating or nominating colleagues that meet the following criteria:
- Demonstrated teaching experience at UW-Madison. For Fellows (faculty/staff) that means a minimum of three years in their current position. For FFPs (graduate students and postdocs) it means a minimum of three semesters.
- Demonstrated service or leadership in education at UW-Madison.
- A willingness to be an active participant in the Teaching Academy.
Questions about any parts of the application process? Please email firstname.lastname@example.org
REQUIREMENTS, FROM BYLAWS
ARTICLE III. TEACHING ACADEMY FELLOWS AND FUTURE FACULTY
Section 1. Fellows shall consist of those nominated from the UW-Madison Faculty and staff who have demonstrated 1.) excellence in teaching, through classroom innovation, program development, grant funding, publications, presentations, or policy work, 2.) a commitment to be actively involved in the teaching and learning programming that occurs within the Teaching Academy and across the UW-Madison campus, and 3.) have at least three years residence status and teaching experience (or equivalent) on the UW-Madison campus. These criteria will be detailed in the application materials. Nominees who have demonstrated these criteria will be selected by majority vote of the Executive Committee.
Section 2. Fellows are expected to be active participants in Teaching Academy events, serve on subcommittees and provide input into Teaching Academy initiatives. Fellows will be contacted by the executive committee or membership subcommittee to serve the TA consistent with their application materials. If the fellow cannot meet their commitment to the Teaching Academy, their status will be assessed and determined whether it should be sunset. Examples of involvement might include the Teaching Academy’s winter Retreat, Summer Institute, spring and fall sessions, collaborative work between teaching academy and other on-campus academic units.
Section 3. The purpose of the Future Faculty Partner (FFP) affiliation is to encourage a commitment to teaching by the next generation of college and university educators. This allows those with a continuing academic connection to UW-Madison who are engaged in graduate or professional study for a career in higher education teaching to apply to be a FFP of the Teaching Academy. Nominees are expected to have at least one-year residence status on the UW-Madison campus, three semesters of teaching experience (or comparable), and have a deep interest in and commitment to higher education including a willingness to commit to one year (preferably two years) of active involvement in the Teaching Academy. Future Faculty Partners retain their FFP status until the completion of their graduate training. FFP have all the responsibilities and privileges of TA Fellows.
The Nomination committee for Fellows will consist of two Teaching Academy Executive Committee members, and three members from the Teaching Academy at large. The Teaching Academy Executive Committee members serve as co-chairs of the committee. The nomination review committee for FFPs will consist of one Teaching Academy Executive Committee member, the Executive Committee FFP representative, and one other FFP member of the Teaching Academy. Decisions for Teaching Academy membership rest with both Nomination Committees.
Jeff Henriques, 2009-2010 Co-Chair of the TA, Psychology and Nursing:
What I really appreciate about the Teaching Academy is being able to connect with others on campus who care about and are working to improve their teaching. I find that these conversations invigorate and inspire me.
Nick Balster, 2009-2011 Co-Chair of the TA, Soil Department:
Although the University of Wisconsin is viewed around the world as a premier research institution, the life blood of this university is our students making our role as educators paramount to its success. The Teaching Academy in my opinion champions this role by bringing together faculty, staff, and graduate students devoted to and passionate about Teaching and Learning. I am so thankful to be part of a community of scholars from across campus that focus on improving Teaching and Learning whether through formal activities such as the Summer Institute or informal functions such as “brown-bag” get-togethers to discuss the latest innovations in teaching. I am continually invigorated and inspired to be part of an academy advancing the scholarship of teaching.
Chris Pfund, TA Executive Committee, Delta:
I appreciate the opportunity to work with faculty and staff from across campus who care about teaching and learning. The Teaching Academy is one of the few organizations on campus that draws from every discipline.
Janet Batzli, 2010-2011 Co-Chair of the TA, Biocore:
I get inspired and energized by my teaching academy colleagues. With so many disciplines and perspectives on education represented in the teaching academy, participating in sponsored events and discussions is an ideal way to plug into a campus community and network that is committed to teaching and learning.
Jamie Henke, TA Executive Committee, Liberal Studies and the Arts:
The Teaching Academy provides the opportunity to share and explore fresh approaches to teaching across all of the disciplines on the Madison campus. The activities of the Academy allow one to observe perspectives and expand horizons beyond the boundaries of the individual department, all within a warm and collaborative atmosphere. I have found this to be a very enriching experience for myself, not only as a teacher, but also as a scholar.