Barriers and facilitating factors experienced by agriculture and natural resources university faculty members during the nomination process for teaching awards

Abstract

Teaching awards provide faculty members external validation of their excellence in the classroom and opens pathways for leadership and research collaboration. The objective of this study was to identify barriers and facilitators experienced by faculty members during the nomination process. We conducted semi-structured interviews with 12 faculty members in agriculture and natural resources to gather information about their experiences during the teaching award nomination process. Barriers experienced during the nomination process included time and effort needed to prepare the nomination package lack of administrative support, lack of awareness of award opportunities, questioning one's own competitiveness, and perceived biases in the award selection process. Factors that facilitated a faculty member submitting a nomination package included a culture of support; demonstrated efforts to improve one's teaching effectiveness; self-confidence, valued external recognition, and persistence; promotion and tenure deadlines; and familiarity with the nomination process. Removing barriers and assisting faculty members during the nomination process requires improved communication about the existence and importance of teaching awards and support from administrators or faculty peers. This support could include teaching workshops, opportunities to participate in the scholarship of teaching and learning, and assistance in editing and preparing a teaching award nomination package.