Criteria

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.