Ph.D. Teaching Award
The Warrington College of Business seeks to recognize excellence in teaching by its Ph.D. students. The College offers a teaching award for up to three Ph.D. students each academic year who are teaching a course for which they have sole responsibility.
Be sure to observe the following deadlines to submit your award documents:
- If you are teaching during the Summer 2021 through Spring 2022 semesters, submit your award documents by June 1, 2022.
- If you are teaching during the Summer 2022 through Spring 2023 semesters, submit your award documents by June 1, 2023.
To be considered for the award, you must submit to the Teaching Committee the following:
- Course syllabus. To ensure that your syllabus is complete, be sure to review University of Florida syllabus policy.
- One- to two-page single-spaced statement of your teaching philosophy. When crafting your philosophy, consider ways to include tangible and specific examples of how you put your pedagogical philosophies into practice.
- Midcourse evaluation. This evaluation should be administered via GatorEvals around the midpoint of your term (i.e., 6-8 weeks into the semester or 4 weeks into the mod if you are teaching a module course). See Midterm Evaluations for additional information on the evaluation, including how to opt-in. See Instructor Reports for information on how to generate a report of your midcourse evaluations.
- Self-evaluation of your midcourse evaluation. This 1-2-page document should summarize what you learned from your midcourse evaluation. You will want to complete this self-evaluation after you have read through the responses and reflected on what potential improvements they suggest for your teaching. Be sure to include any resulting modifications you made to your course or teaching. Your reflection does not need to include quoted student comments, as those will be submitted and reviewed separately.
- Recording of one entire class session. You will need to provide a link (or links, if your class session is split into multiple recordings) to your recording. If your lecture includes copyrighted material, you will want to consider putting your videos on OneDrive or Google Drive. Otherwise, an unlisted video on YouTube is a great option. See recommendations for recording below for tips on how to ensure your recording is successful.
- Official final course evaluations. These evaluations will be administered online through GatorEvals and will be available shortly after the semester that you teach. You should only submit the final course evaluations for the semester that you are submitting the award documents for. See Instructor Reports for information on how to generate a report of your final course evaluations.
- Section(s) GPAs. Provide a breakdown of the final course GPAs for your students.
Incomplete packages will not be considered, so be sure to include all required materials. You do not need to include any additional materials in your award application. To support the awards committee’s review process, be sure to clearly label each document you submit.
Note: If you have previously won a Ph.D. Teaching Award, you are ineligible to reapply for one year after receiving the award.
Please submit all documents as a single zipped archive to the Teaching & Learning Center. Contact the Teaching & Learning Center if you have questions. We look forward to receiving your submissions.
Recommendations for Recording Your Class
Whether teaching in the classroom or online, remember that recording technology can fail. Review your recording(s) to ensure the audio and video elements are of a high quality. Be sure to record early enough in the semester that you can re-record if necessary.
Note: You will want to give advanced notice to your students that they will be captured in a recording in case they have a personal or cultural reason to not want to be filmed or photographed.
Recommendations for Recording in the Classroom
- If your classroom does not offer a self-record option, position the camera (whether on your phone, laptop, or other device) so that you, your projected materials, and student interactions can be captured. Keep in mind PowerPoints with a white background and black text can have low visibility when recorded from a distance, so you may want to use a more visible color scheme for filming. If the layout of the classroom structure is particularly unfavorable for recording, consider moving the camera during breaks, student interactions, etc., to more fully capture the nuances of your class.
- A higher angle can capture more of the classroom’s activities than a recording device on a desk. Depending on the type of device that you are using for recording, use a tripod or consider creating elevation by placing the recording device on stacked books.
- Consider the microphone placement of the recording device and do not place the device in such a way that the microphone is obscured (e.g., a phone may have its microphone at least partially covered by the surface it is propped up on). Consider the location of the recording device, as sounds that are closer to the device will be picked up louder than sounds farther away. You will want to locate the recording device an ample distance from students, who may be having side conversations, coughing/sneezing, rustling papers, etc. The committee is interested in hearing student responses and participation to relevant class discussions or questions, but ambient noises could muffle your delivery, which is even more important to capture.
- Before the actual day of filming, do a sound and visual check for the clarity of both with your recording device in your classroom. If your classroom provides a lavalier microphone, using one can also make your delivery easier for the committee to assess.
- If using a device for recording, keep in mind the battery life of your recording device. Have a backup battery charged and ready, if necessary.
Recommendations for Recording Online
- If your class is fully online, record a synchronous class meeting via Zoom. Remember that breakout sessions are not included in a recording unless you are present in them.
- You can also include other recorded course materials, such as pre-recorded lectures or problem-solving walkthroughs, if they will be illustrative of your pedagogical abilities.
- Summer 2020-Spring 2021 – Jarrod Humphrey (MAN4723)
- Summer 2019-Spring 2020 – Remy Jennings (MAN3240), Yiduo Shao (MAN3240) and Dong Hyun Shin (MAN4723)
- Summer 2018-Spring 2019 – Binyamin Cooper (MAN4301), Sang Kyu Park (MAR3503), and Mustafa Emin (FIN4504)
- Spring 2018 – Avinash Geda (QMB4702)
- Fall 2017 – Valeria Alterman (MAN4301) and Jingchuan Pu (ISM3255)
- Spring 2017 – Patrick Kielty (ACG4632)
- Fall 2016 – Nick DeRobertis (FIN4243)
- Spring 2016 – Maxim Dolinski (FIN4504) and Gia Nardini (MAR3503)
- Fall 2015 – Jin Yong (FIN4504)
- Spring 2015 – Sian Morgan (MAR3503) and Devin Williams (ACG4632)
- Fall 2014 – Brent Kitchens (ISM4330)