Robert J. Menges Award for Outstanding Research in Educational Development

This recognition was established and first awarded at the 2000 POD conference in Vancouver. The award was established in recognition of Bob Menges, an honored scholar, whose long years of work and contributions to teaching and learning and faculty development in higher education can be characterized by his spirit of caring consultation, active participation, and rigorous research. Bob was a consummate mentor - challenging, guiding, and deeply involved. It was in his nature to share what he knew and to help others find their own wisdom.

Eligibility
Original research presented at the POD conference is eligible for the "Robert J. Menges Award for Outstanding Research in Educational Development." Awards are given for proposals that reflect original research, not the implementation of an innovative program or reflection on best practices. Research may be quantitative or qualitative, and may be based on experimental studies, participant observation, practitioner research, or other methodologies that lead to systematic investigation and evidence-based conclusions. Graduate theses and dissertations are eligible for consideration. Up to three awards may be given per year.

Application Procedure
Check the Menges self-nomination box on the annual conference session proposal form. Authors of self-nominated proposals which are accepted for the conference are later asked to submit a summary of their project. The summary should consist of no more than 2000 words excluding references. Tables and pictures are allowed. The summary should contain the following topic headings and must directly address these points in order to be considered for the award:

1. Research Question/Focus
2. Research Foundation/Literature Review
3. Research Design and Methodology
4. Analysis and Findings
5. Implications, Limitations and Next Steps

• Clarity and Focus - strength and clarity of question and presentation of research approach
• Connection - relationship to the field, previous research, and/or theoretical frameworks
• Consistency - appropriateness of question(s) to design; coherence across data, analysis/findings and conclusions
• Contribution - value to advancing the field; connection to POD's mission

• Multi-Institutional Perspectives on Senior Faculty Engagement
Christy Crutsinger, University of North Texas; Kiernan Mathews, Brendan Russell, and Cathy Trower, Harvard University
• Engaging Faculty in Outcomes Assessment
Elizabeth Evans, Concordia University Wisconsin

• Where are CTLs? Implications for Strategic Planning and Research
Sally Kuhlenschmidt, Western Kentucky University
• Taking Stock: Contemplating North American GSPD Programs and Developers
Dieter Schönwetter, University of Manitoba; Donna Ellis, University of Waterloo
• Understanding and Supporting Full-time Nontenure-track (FTNT) Faculty: A Welcome Change
Megan Palmer, Genevieve Shaker, Nancy Chism, Indiana University Purdue University Indianapolis

• Developing an Evidence-Based Curriculum and Assessment: The History Learning Project
Joan Middendorf, George Rehrey, Indiana University
• Implications/Applications of an International Study of Faculty Skills and Roles
Michael Theall, Youngstown State University; Raoul Arreola, University of Tennessee Health Science Center; Bonnie Mullinix, TLT Group, Inc.

• Advancing from the Periphery: Changing Faculty Development's Institutional Involvement
Connie Schroeder, University of Wisconsin-Milwaukee
• A Study of Mid-Career Faculty: Implications for Practice
Deborah DeZure, Roger Baldwin, Kristin Moretto, Allyn Shaw, Michigan State University
• Refocusing the Lens: The Priority of Understanding Course Design Approaches
Donna Harp Ziegenfuss, Widener University

• Effective Teachers' Conceptions of Teaching in a Research-Intensive University
Jim Borgford-Parnell, University of Washington
• Simulation: Linking Theory with Practice
Kathie Lasater, Oregon Health & Science University School of Nursing

• Promoting Student Success: DEEP Lessons for Teaching and Learning
Jillian Kinzie, Indiana University & Barbara Cambridge, National Council of Teachers of English
• Student Engagement and Faculty Development: Faculty Perceptions and Practices
Thomas Nelson Laird, Indiana University - Bloomington, Jennifer Buckley & Michael Schwarz, Indiana University
• Overcoming International Students' Difficulties in Disciplinary Speaking
Soonhyang Kim, The Ohio State University

• Documenting the Academic Culture: A Teaching Center Research Project
Anita Gandolfo, US Military Academy

• Vision to Reality: Evaluating Instructional Interventions that Prepare Future Professoriate
Donna Ellis, Dieter Schonwetter, & Martha Roberts, University of Waterloo
• International Perspectives on Faculty Development: A Vision for Practice
Kathleen P. King, Fordham University & Patricia Lawler, Widener University

• Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful
Corly Brooke & Pamela Patterson, Iowa State University
• Interpreting Dreams of Future Professoriate: Trend Analysis of 750 Current Job Descriptions
Dieter Schonwetter & Lynn Taylor, University of Manitoba
• Critical Thinking--Assessing What is Hard to "See"
Peggy Weissinger, Indiana University Purdue University Indianapolis

• Assessing and Re-invigorating GTA Programs: Pivotal Events in GTA Experience
Dr. Kathleen Smith, University of Georgia
• Faculty Development: A Lever for Faculty Involvement in Change
Connie Schroeder, University of Wisconsin - Madison
• Motivating Students to Learn in Large Classes
Eric Hobson, Albany College of Pharmacy

• Diversity Begins at Home: State and Regional Studies As One Gateway to Multiculturalism
Barbara Lounsberry, University of Northern Iowa
• Research-based Practices in the Design, Offering, and Evaluation of Faculty and TA Workshops
G. Roger Sell & Sheryl Welte Emch, University of Northern Iowa
• Improving Scholarship "On" Teaching
Maryellen Weimer, Berks Lehigh Valley College-Penn State