Past Recipients of the Marilyn Bradbard Award for Faculty Excellence:
Past Recipients of the Marilyn Bradbard Award for Faculty Excellence:
Areas of Emphasis: The focus of the award rotates annually to reflect two of the three components of the land-grant mission, research/scholarship, teaching, and service/outreach.
Excellence in research/scholarship can include consideration of research productivity, published output, contribution to research reputation of the Department, grantsmanship, etc. Research accomplishments should reflect independent and programmatic scholarly activity appropriate to the nominee’s field and area of specialization. A reputation for excellence should be established or emerging among peers in the Department and should be attracting the attention and respect of professional peers.
Evidence of independent and programmatic applied and/or basic research includes: a sustained record of research publications in respected, carefully reviewed scholarly journals or book chapters and books, at least some of which are senior-authored and some of which are independent of graduate school mentors; evidence of efforts to obtain external funding; presentations at the national level; and invited participation in post-graduate programs, national meetings and symposia, patents and copyrights.
For faculty with extension appointments or more applied interests, publications may be published in peer reviewed journals that focus on informing practice or social policy. Extramural funding may support curriculum/program evaluation, development/testing of best practices, testing of the effectiveness of new resources (e.g., videos, web sites), and other applied research projects. Research-based curricula and/or training guides with substantial impact on the field provide evidence of the integrated nature of the candidate’s scholarly work.
Given the diversity of appointments individuals have, research activity may look different given the context of the position and the nominee’s faculty assignment. Research productivity should be considered a function of both quality and quantity.
Excellence in teaching includes and goes beyond the basic expectation of being well prepared and evidencing a mastery of subject matter fundamentals. Evidence of excellent teaching includes documentation of outstanding peer evaluations and exceptional student experience of teaching. This may be demonstrated through student evaluations of teaching, letters of support and evidence of impactful advising activities. Innovations in instruction, products related to teaching, and teaching grants also provide evidence of effective teaching. Excellence in teaching is also demonstrated by efforts towards continued growth as a teacher.
Excellence in service/outreach reflects contribution to the service needs of the unit and the campus as well as participation in the outreach mission of the institution. An individual exhibiting excellence in this domain should have some demonstrable service responsibility in the Department, the College and/or Auburn University. S/he should be participating in local, regional, or national committees of professional organizations and/or providing service to the local community as appropriate. An individual worthy of an excellence award would have an integrated program of outreach scholarship showing evidence of quality, impact, and dissemination of resulting programmatic products and expertise. Interaction with the wider community of outreach scholars should be visible, and a reputation for excellence among peers at Auburn and other institutions should be evident.
