Teaching Excellence Award for Supporting the Potential of All Learners
This award honors educators who create learning experiences that recognize and support the strengths, backgrounds, and learning needs of all students. Recipients demonstrate how they design courses and interactions that foster successful outcomes for all learners, dignity, and respect, reflecting UNM's mission to serve both local and global communities.
| Category | Exemplary Evidence (4 pts) | Strong Evidence (3 pts) | Some Evidence (2 pts) | Minimal Evidence (1 pt) |
|---|---|---|---|---|
| Teaching Philosophy and Reflection (20%) | Clearly articulates commitment to supporting all learners, addresses varied needs, and explains how practices and evidence demonstrate this approach; reflection ties adjustments to outcomes. | Communicates a clear commitment with examples; some reflective linkage to effects on learning. | General statements about supporting learners with limited examples or outcome connection. | Minimal or unclear discussion of learner support. |
| Teaching Materials and Practices (35%) | Materials demonstrate accessible, adaptive, student-centered design (multiple modalities, transparent criteria, affordable resources) clearly aligned to learner success. | Materials show consistent attention to access and varied pathways to succeed. | Some supportive elements present but partial or inconsistently applied. | Materials lack clear strategies to support diverse learner needs. |
| Evidence of Student Impact (35%) | Strong, varied evidence shows enhanced engagement, achievement, or persistence for a wide range of learners attributable to the practices used. | Clear evidence of positive outcomes for multiple learners or groups. | Some evidence of benefit, but scope or linkage to practices is limited. | Minimal or unclear evidence that practices supported learner success. |
| Innovation and Growth (10%) | Demonstrates thoughtful adaptation and professional growth to meet varied learner needs; documents iterative improvement. | Some evidence of adaptation or experimentation to support learners. | Limited examples of adaptation or growth. | Minimal evidence of reflection or development in supporting learners. |
