NYU School of Professional Studies faculty demonstrate teaching excellence across multiple modalities. Learn more about the specific SPS Teaching Excellence Award criteria below.
Faculty who demonstrate commitment to student engagement:
- create a learner-centered classroom culture.
- incorporate active learning experiences.
- build on students' lived experiences in the design of assignments and assessments.
- facilitate peer-to-peer interaction.
- mentor students in and out of the classroom.
Faculty who demonstrate a commitment to experiential learning:
- design activities where students learn through action and reflection.
- immerse students in hands-on and/or skills-building projects.
- design lessons that allow students to apply what they have learned to out-of-school contexts.
- implement a problem-based approach to assessment.
Faculty who demonstrate a commitment to emerging technology:
- use apps and tools that advance course learning experiences.
- enable all students to develop proficiency around current and evolving technologies in industry regardless of prior experience or skill level.
- integrate technologies to engage students, facilitate collaboration, provide feedback, and assess learning.
- experiment with software and applications to drive innovation in teaching and learning.
Faculty who demonstrate a commitment to anti-oppressive education:
- connect the curriculum to contemporary social justice issues.
- embed the values of inclusion, diversity, belonging, equity, and accessibility (IDBEA) into their teaching.
- address the impact of racism, sexism, heteronormativity, and other systematic forms of oppression on their discipline.
- teach students how to support advocacy work and engage in multiple forms of social activism.
Faculty who demonstrate a commitment to interdisciplinary collaboration:
- work with colleagues outside of their academic program to create resources to enhance learner experience.
- launch student-centered initiatives that engage faculty from across SPS.
- publish and/or present research on teaching with colleagues from multiple academic programs.
- collaborate with colleagues from multiple disciplines at SPS to organize school-wide activities that extend student learning outside the classroom.
Faculty who demonstrate a commitment to learning materials:
- incorporate multimodal resources that are inclusive, current, accessible, and aligned to course goals.
- continuously evaluate and update course content to reflect emerging social, economic, and political developments.
- integrate learning artifacts/objects that connect students' lived experiences with their professional aspirations.
- teach students how to identify and evaluate resources that deepen understanding of subject matter.
Faculty who demonstrate a commitment to curriculum design:
- collaborate with faculty colleagues to create new programs that advance the SPS Vision.
- revise existing courses and academic programs to reflect emerging developments in industry.
- draw from multiple academic disciplines at SPS to design learning experiences for students.
- leverage learning science and educational research to create and/or update curriculum.
Faculty who demonstrate a commitment to reflection:
- emphasize the development of metacognitive skills among their students.
- create a learning environment where student feedback is a central educational practice.
- seek recommendations from their Academic Leadership to improve their teaching and course design.
- adapt their teaching practices and course materials based on SPS Faculty Advancement: Teaching Review and NYU Course Feedback.