FACET Nominations

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Background	Criteria	Guidelines	Contacts	Deadlines	Resources

Campus Process		Statewide Process		Bibliography

Call for Nominations			Download Nomination/Application Handbook

FACET Selection Criteria

FACET seeks to identify faculty who have:

A record of and continuing promise for excellence in teaching, supporting student learning, and helping others to excel in teaching.
Commitment to their own continuing growth through reflection.
Ability to be advocates for the importance of teaching and learning, locally, regionally, and/or nationally.
Advanced the craft of teaching through efforts in the scholarship of teaching and learning.
A willingness to join fellow FACET members to continue involvement in teaching activities.

Eligibility

All FACET candidates must be full-time faculty members who have completed 4 years of full-time teaching in the Indiana University system by June 1st of the year in which they are nominated. Faculty members in the following categories are eligible for FACET nomination:

Full-time tenure-track and tenured faculty
Full-time non-tenure-track instructors or lecturers
Faculty with full-time clinical teaching assignments (e.g., medicine, nursing)
Librarians with significant teaching responsibilities

Whatever their category, FACET nominees should be the institution's most outstanding teaching faculty, and should be able to document and demonstrate their approach to teaching and their impact on learning in and beyond the classroom. They may have won Distinguished Teaching Awards, but nominations are not restricted to that group of faculty, nor is there a fixed quota for any discipline, rank, or campus.

The national conversation about "the scholarship of teaching," initiated by Ernest Boyer and expanded by Lee Shulman, former President of the Carnegie Foundation for the Advancement of Teaching, has highlighted the fact that teaching, like other forms of scholarship, can be documented in systematic ways, opening it to broader inquiry by the academic community. Even more importantly, as Russell Edgerton, Patricia Hutchings, and Kathleen Quinlan suggest, documenting teaching more thoughtfully at the college and university level can "prompt more reflective practice and improvement" and "foster a culture of teaching and a new discourse about it" (see Glassick et al. in references, p. 37). In that spirit, FACET candidates are asked to prepare a reflective and substantive dossier, documenting their goals and achievements from a number of perspectives: peer nomination and review: student outcomes and evaluation; academic "biography," including engagement in the scholarship of teaching; and self-reflection on the complex challenges and dimensions of teaching and learning. Thoughtful documentation is at the heart of the FACET selection process, providing the basis for recognition of both exemplary achievement and engagement in the “culture” of teaching and learning.