Teaching Dossier Workshop for 2019-2020 ATE

1. 2019-2020ATE TeachingDossierWorkshop

2. Academy ofTeaching Excellence(ATE) University WineTeaching Award Alumni Teaching Award University SpornTeaching Award CertificateofTeaching Excellence(CTE) Collegeof Natural Resources & Environment College Architecture & Urban Studies Collegeof LiberalArts & Human Sciences Collegeof Agriculture & Life Sciences Pamplin Collegeof Business Collegeof Veterinary Medicine Collegeof Science Collegeof Engineering

3. DossierContents • Limittotallengthto15 pages(excludingcover pageandSPOT formappendix) • Cover Page(DownloadTemplate) • Section1: • Section2: • Section3: • Section4: DistinctiveContributionsandAchievements NominationLetter Teaching Statement Student PerceptionofTeaching/Instruction (SPOT/SPOIscores) • Section5: Lettersof Recommendationand/or Peer EvaluationsofTeaching • Section6: AdditionalDocumentation • Requiredappendix:SPOT form

4. DistinctiveContributionsandAchievements • no morethan one page • Provide a bulleted list of: • Significant teaching accomplishments • Contributions • awards • Activities demonstrating the nominee’s commitment to excellence in teaching and student learning

5. Examples of Headings • Classroom Excellence • TeachingContributions through undergraduatecurriculuminnovation • TeachingContributions through graduatecurriculumcreation andinnovation • EnhancingStudentEducational Environment • EducationGrants toEnhanceTeachingand Learning • TeachingServiceandOutreach • Honors andAwards Recognizing ExcellenceinTeachingand Learning

6. Examples of Headings - continued • ScholarshipofTeachingand Learning(SoTL) • PedagogicalandCurricular Contributions totheGraduate • & UndergraduateTeachingMission • Education Grants Funded Teaching-related Serviceand • Outreach

7. DistinctiveContributionsandAchievements ClassroomExcellence 2011|CERTIFICATEOFTEACHINGEXCELLENCE,CollegeofArchitecture&UrbanStudies2011|FAVORITEFACULTYNOMINATION, VirginiaTech,OfficeofResidenceLife 2010|MOSTADMIREDDESIGNEDUCATOR(1of25chosenfromalldesigneducators— architecture,landscapearchitecture,interiordesignandindustrialdesign—fromtheU.S.andCanada),byDesignIntelligence 2010 |THANKATEACHERRECOGNITION, VirginiaTech,CIDER 2009|TEACHINGEXCELLENCEAWARDCollegeofArchitecture&UrbanStudies,VirginiaTech 2008|NEWFACULTYTEACHINGAWARD, SchoolofArchitecture+Design,VirginiaTech 2003|TEACHINGEXCELLENCEAWARD, Pan-HellenicCouncil,VirginiaTech AverageStudentEvaluation(SPOIItem7)of3.85forallcoursesatVirginiaTech—during perioddepartmentaveragewas3.46insimilarcourses Most recent Least recent Headings use headings related to nomination text Highlighted use oftext Dates in reversechronology Theseemphasize achievements and contributions over time Selected Teaching Contributions through Undergraduate CurriculumInnovationUndergraduateInteriorDesignProgramRanked6thinNorthAmerica,2012(of350+programs)Havetaught16differentcoursesatVirginiaTech CreatedfirstandonlyonlinecoursefortheSchoolofArchitecture+Design(ITDS4114) Created5specialtopicscourses4XXXsince2007 LedtheAccreditationeffortin2011,wrotepre-visitreport,setupexhibitandhostedsitevisitors Selected Teaching Contributions through Graduate CurriculumCreation and Innovation GraduateProgramRankedinthetopteninNorthAmerica(2008-2010) Re-startedtheGraduateProgramforinteriordesignwithintheSchoolofArchitecture+Design CreatedandtaughtbothAdvancedDesignLabs,theDesignTheoryandResearchclass,andtheProjectandReportfortheGraduateProgramininteriordesign EnhancingStudent EducationalEnvironment Havewrittenthreetextbooksforinteriordesigneducation:BuildingSystemsandConstruction forDesigners(2010—adoptedat37institutionsintheUSandCanada);DesigningforCradleto CradlewithAnnaMarshall-BakerUNCG(2012—adoptedat5institutions);andDesigning CommercialInteriors:SustainableConceptsandPractices(2013--inpress) Education Grants toEnhance Teaching and Learning 2013 |ProvostGrantforOnlineCourseDevelopmentforITDS4114($3911) 2009|ICTASGrantwithCPES--engineeringandinteriordesignstudents($189,000)—oneof fourresearchers(2009-2011) 2008 |NuckollsGrantforanIntroductoryLightingProgramatVirginiaTech—createdrelevant coursesandsolicitedfixturesforandinstalledanewlightinglab($20,000,2008-2012) 2002|CEUTGrantforBuildingSystemsforInteriors,ITDS3175-3176($4900) Teaching Service and Outreach Chair,DiversityCommittee(20011-present);HonorificsCommittee(2007-2012);ChairSearchCommittee(2positions)2012;Chair,interiordesignprogram(2012-present);Chair,graduate program(2008-present);memberPeerReviewCommittee(2011-12);Curriculumcommittee (2012-present)

8. 01 • HonorsandAwardsRecognizingExcellenceinTeachingandLearning • 2013,CouncilofEducatorsinLandscape Architecture,ExcellenceinTeachingAward(international). • 2013, UniversityCertificateofTeachingExcellence. • 2011,Collegeof ArchitectureandUrban StudiesTeachingExcellenceAward. • 2010,CertificateofAppreciationfromUSMissionto theUnitedNations(developedand implementeda competitiveprogram forAmericanlandscape architecture students). • 2010,Collegeof ArchitectureandUrban StudiesExcellenceinOutreachAward(coordinatedon-site constructionbylandscape architecturestudentsat the2006VTSolarHouseinWashingtonDC). • Pedagogicaland CurricularContributionstotheGraduate&UndergraduateTeachingMission • Developedandtaught21+ newand revisedcourses(2 with others)toaddresschanging disciplinary expectationsincommunityengagement, professionalcompetencies,communicationandcritical thinkingskills,andcontemporary research areas. • AdvisemastersandPhDstudentsinBlacksburgandat theWashington-AlexandriaArchitecture Center(WAAC),and seniorthesis studentsinBlacksburg. • Regularlymentorundergraduateandgraduateindependent studieseach semester. • Developand leadannualinterdisciplinaryeducationabroadprogramthroughEurope(10+ yrs) • Developandleadannualcommunityengagement teaching-learningprograms bothinand outside of normal curricula offerings, includinginterdisciplinaryandhonorscourse offerings(15+ yrs). • DevelopedDepartmentofLandscape Architecture(LAR)WritingAcross the Curriculum(WAC) requirementandsubsequentViEWSprogram (continueto teachWACcourse). • Developed(with others)andmanagedtwo revisionsofundergraduate curriculuminLAR. • Developed(with others) revisionofadvancedmasters curriculuminLAR. • Developed(withotherVTDesignConsortiumfacultymembers)UGandHonorscoursesand lecture seriesfocuseduponinterdisciplinaryandtrans-disciplinary teachingand learning(4 yrs). • Developedand coordinatedGraduateResearchSymposium(BlacksburgandWAAC). • Asinterim director,led re-establishmentof thefirstprofessionalmastersprogramat theWAAC. • Scholarship ofTeachingandLearning(SoTL) • 3papers publishedand9conference presentationsinSoTL;12+ papers& presentationsco-authored with students;25+ publicandcommunity exhibitionsofstudentwork. • EducationGrantsFunded • CEUT/UOIP International FacultyFellow.DevelopedaVTimagedatabaseforteaching& learning. • USDAHigherEducationGrant(6USuniversities).Developedanon-lineimagedatabaseforteaching. • Teaching-relatedServiceandOutreach • DepartmentandSchool:UGacademic advisor,advisor& coordinatorof 4thyearstudio option, advisortoASLA-VT (student professional organization), coordinatorofsenior projectsand competition forbestsenior project,peer reviewandfaculty searchcommittees,UGcurriculum committee(former chair),graduate curriculumcommittee(former chair). • College: CurriculumCommittee,PromotionandTenureCommittee,VTDesignConsortium: memberand chair,CAUS MulticulturalAffairsCommittee. • University:UOIP:member& chair,co-authorofUOIPwhitepaperonengagementatVT;Core CurriculumCommittee:member& chair, faculty-lead fordevelopmentandimplementation of university-wideViEWSprogram;EnvironmentalStudiesWorkingGroup:member,developed major&minorinEnvironmental Studies. • Professional:VAASLAliaisonfor faculty& students;CELADesignEducation&Pedagogy conferencetrack chair;IFLAEducationCommittee, chair;ASLAVPofEducation. Use fulltitles before relying on acronyms. Not all reviewers will recognize yourshorthand Use ofaction verbs and numbers

9. I.DistinctiveContributionsandAchievements HonorsandAwardsRecognizingandSupportingExcellenceinTeachingandLearning • CertificateofTeachingExcellence,CollegeofArtsandSciences–2001&2013 • ProgramofExcellenceAwardfromtheBasicCourseDivisionoftheNational CommunicationAssociation;coursesdesignedbynominee–2012 • AwardsfromCommunicationCentersSectionofNationalCommunicationAssociationforworkinsupportofstudents’oralcommunication:ServiceAward(recipienttwice);PrestonLeadershipAwardnamedfornomineeandawardedannuallyatnationalconference • ExemplaryDepartmentAwardforIntroductoryCourses--COMM1015-16,designedand directedbynominee--2006 • XCaliberCertificateofExcellence–(1)TeachingwithTechnology(HonorableMention)– 2007;(2)ExemplaryworkforTeachingwithaTeam--2005 • CommendationforExceptionalLeadershipandService,CEUT,2003 • GrandAwardforInnovationfromtheProfessionalandOrganizationalDevelopment NetworkinHigherEducation(national)forfacultydevelopmentstrategy--2002 • Individualandcollaborativegrantsawardedtosupportcoursedesignandcurriculum innovationfromOfficeofAcademicAssessment(2),OfficeoftheProvost(2),Centerfor ExcellenceinUndergraduateTeaching(8)–Totalgrants:$48,962 Responsibilityverbsclearly indicate personal impact • PedagogicalandCurricularInnovationstotheUndergraduateTeachingMission • Designed,implementedandcurrentlydirectCommunicationSkillsI&II(COMM1015-16) • Designed,implemented,andcurrentlydirectCommLab,aspeakingcenterforstudentsacross disciplines,housedinNewmanLibrary • Designed,implemented,anddirectedhybridmodelforPublicSpeaking(COMM2004) • DesignedandimplementedonlinemodelofInterpersonalCommunication(COMM3124) • DesignedandimplementedGroupProcessesandPresentation(COMM3164)--1-creditco- requisitecourse • Designedandimplementedstudyabroad:InternationalPerspectivesonCommunication • Createdandimplementproceduresfordepartment’snewCenterforAdvisingSupport • PedagogicalandCurricularInnovations--FacultyDevelopmentandGraduateTeaching • DesignedandimplementedGTAtrainingprogram,includingOrientationandseminars • DesignedandimplementedCOMMPedagogycourseforgraduatestudents • Designedandimplementednumerousfacultydevelopmentprogramsforfacultyacross campus,includingweek-longSummerWritingWorkshops,GTASeminars,andworkshopsforCEUT,UniversityWritingProgram,FDI,GraduateSchoolOrientation,andAssessment • AschairofUCCLE,designedandhostedtwo-partSymposiumonGeneralEducation,2010; invitedguestspeakerfromAAC&U;80facultyparticipated. • ScholarshipofTeachingandLearning–allscholarshiprelatedtoT&L • 1chapter,8papers,49conference/invitedpresentations,2coursemanuals • Teaching-relatedServiceandOutreach,includingAssessment • Departmentservice:CurriculumCommittee,chair • Collegeservice:CurriculumCommitteemember(5years),chair(2years) • Universityservice:UCCLEmemberandpastchair(7years);CommonBookCommittee(5 years);DiversityCommittees–taskforceandworkinggroup(4years) • OfficeofAcademicAssessmentAdvisoryCommittee(2years) • Directedorco-directeduniversityassessmentsforSCHEV(4years) Use coursenames relatedtostudent evaluation charts Includesrecognitions and contributions fromsources external toVTas well as multiple internal levels

10. DistinctiveContributionsandAchievements HonorsandAwardsRecognizingExcellenceinTeaching • College(CLAHS):CertificateofTeachingExcellence(2015);Excellencein UndergraduateMentoringAward(2009–10,inauguralyear). • University:UniversityExemplaryDepartmentAward(share),fortheCLAHSUndergraduateResearchInstitute(2008);DiggsTeachingScholarAward(2005–06). • CommonwealthofVirginia:Finalist, SCHEVOutstandingFacultyAward(2009–10). • InstructionalAccomplishments Bullet point descriptions promote and clarifyrangeof contributions • SPOTscores—average3.74/4.0(2006–11);average5.36/6.0(2012–14). • Thesesdirected—12MAtheses;4HonorsBAtheses;1HistoryBAthesis. • CurricularDevelopment • Graduate—TaughtmostcoursesinUShistory;createdandtaught3newcourses. • Undergraduate—Coursescreatedandtaught:10newHistorycourses;7 UniversityHonorscolloquia;1specialHistorycourseforenteringHonors freshmen;manycoursesroutinelyrevisedandtaughtbutnotnecessarilycreated. PromotionoftheProfessionalDevelopmentofUndergraduates Implied impacts of contributions revealedthrough wording ofeach bullet point • Yearafteryear,anumberofmystudentspresentatconferences;somehavewon prizesfortheirprojects;manyhavepublishedtheirwork,withmeorseparately. LeadershipRolesinUndergraduateResearch • CLAHS:UndergraduateResearchInstitute—FoundingmemberoftheURIFaculty Board(2005–);SearchCommitteemember,fornewURIdirector(2013–14). • University:OfficeofUndergraduateResearch(OUR)—SearchCommitteeco`chair, forthefoundingdirectoroftheOUR(2009–10);originalmemberoftheOURFacultyAdvisoryBoard(2011–);currentlyAdvisoryBoardco`chair(2014–). TeachingPublications • 4booksformyclassesorforVirginiahistoryclassesanywhere;4journalarticlesforK–12andcollegeteachersanywhere;3books(2011;widelyadoptedinVirginia, onVirginiaorUShistory)for4th–6thgradersandtheirteachers. • CradleofAmericamadeaHistoryBookClubselection(2007)inviewofits perceivedpotentialforreachingabroadaudienceofgeneralreaders. OutreachExcellenceinTeaching • Ledand/ormade40presentationsatworkshopsforK–12teachers;taught2 graduatecoursesforK–12teachersattheRoanokeHigherEducationCenter.

11. ‘Selected’bullet lists highlight the highest and highest impact contributions DISTINCTIVE CONTRIBUTIONS ANDACHIEVEMENTS (2004-present) SelectedHonorsandAwardsRecognizingExcellenceinTeachingandLearning Most impact • CLAHSCarrollB.ShannonExcellenceinTeachingAward,2014 • E.GordonErickson (OutstandingGraduate Faculty)Award,DepartmentofSociology,2012 • Undergraduate TeachingExcellence Award,DepartmentofSociology,2007,2011 • EdwardS.Diggs TeachingScholarAward,2011 Range ofheadings revealtherangeofcontributions SelectedInvolvementwithStudentEducationandResearch • FacultyEditorialAdvisoryBoard,Philologia,2008-2010,2011- • FoundingFacultyScholaroftheAcademyforGTAExcellence,2014- • AssociateFacultyPrinciple(AFP)ofWestAmblerJohnstonResidentialCollege,2014- SelectedTeachingWorkshops/Presentations • “LeadersoftheNewSchool:ApplyingaHip-HopStudiesParadigmtotheFirstYearExperience.”ConferenceonHigherEducationPedagogy,2015 • “EthnocentricityWorkshop.”TrainingWorkshopforVTGlobalAmbassadors,2014 • “PedagogyofCommunity.”InclusivePraxisWorkshop,2014 • “DiggsTrainingforNewGTAs.”DiggsScholarPanelPresentation,2012,2013 • “TeachingWithOurMouthsShut.”Seriesof threeco-ledInteractiveColloquia, CIDER/CEUT,2007,2009 • “ClassroomTeachinginArts,Humanities,and SocialSciences.” GTAPanel,2005-2008 Recognition of co-founded,co-authored, and other sharedcontributions SelectedPublicationsonTeachingandLearning • “DisplacedAnthropologistsTeachingAnthropology”SectionNews, AnthropologyNews • (AAA)newsletter,(forthcoming) • “WhyStudentsTakeAnthropology”TeachingAnthropologyInterestGroupBlog,2015 • “GroundupPedagogy:Teaching&Stuttering.”PedagogyinPractice,Spring(2012):9-10. SelectedContributionstoCurriculumandDiversityonCampus • CurriculumConsultant,PathwaystoKnowledgeAdministrativeTeam,2014 • HumanBehavior,SocialRelationships,andTraditionsofThoughtsubcommitteeforVT GeneralEducation,2013-2014 • CLAHSDiversityAward(co-recipientwithAprilFew),2008 • Co-founded (withAprilFew), the Virginia Tech CoordinatedSchoolVisitProgram,2007 SelectedTeachingRelatedService • Representative to the CLAHSUndergraduate Research Institute,2009- • DiggsTeachingScholarAssociationBoard,Virginia Tech,2013- • CLAHSAssociateDeanofUndergraduateAcademicAffairsSearchCommittee,2013 SelectedTeaching RelatedOutreach • AcademicAffairsCommittee,TheBementSchool,BoardofTrustees,2011- • VirginiaTechFacultyRepresentativeatVirginiaHigherEducationAdvocacyDay,2015 • “CampusDiversityandtheStructuralInequalitiesofUnderrepresentation.”Invited presentationsponsoredbytheHollinsUniversityStudentGovernmentAssociation,2014 • ConsultantonAnthropologycurriculumforSyracuse(NewYork)SchoolDistrict,2014 • Outside Member,Committee forRevisingSociologyCurriculum,HollinsUniversity,2013 • SampleCollegeLecture,VTUpwardBoundandTalentSearchPrograms,2013 Least impact

12. SECTION2.Nomination Letter(nomore thanthree pages). • Describethe nominee'sextraordinarysuccessin teaching by providinga narrativeof the nominee'sbackground,teachingexperiences, pedagogicalapproaches, scholarship of teachingand learning,special contributionsto student learning,othereducation-related awards, andany additional evidenceof the nominee'sexceptionalachievementsin promotingeffectivestudent learning. • Keypartof nominationpacket: • Chance totell thestoryof nomineeandwhydeservingof recognition • Think of it asa roadmap for the dossier that follows: highlightkeythemes • Bestnominationletterstie up dossierin a niceneatpackage: line up teaching philosophy, record of specific achievements,peerand student letters • Take timetodoitwell: should not beput off until the last minute • Meet with the person whose letter you’re writing • Ask candidate to provide you emails of students. Solicit testimonies about candidate’s teaching, impact on students’ lives etc. • Ask candidate to provide you with student comments from evaluations, include course, year

13. Things toinclude: • Documentspecificaccomplishments:don’tjust talkinplatitudes and generalizations • Guidelines speakof “extraordinary successin teaching” and “exceptional achievements inpromoting effectivestudentlearning" • Chance tomakethecase • Demonstrateimpact: • onstudents/alumni:letters,emails,written evaluations, SPOT scores • on department: curriculum development, teaching-relatedcommittee work,peerreviewingof teaching,mentoringof colleagues • on university:workshops, curriculum development,teaching-relatedcommittee • work,awards • on profession: conference presentations,grants,publications(textbooks andscholarship of teaching andlearning),awards • Incorporate impressive/tellingquotes from otherpartsof the dossier • student commentsandletters • peerreachingreviews • teachingphilosophy • collaborators • Include yourown firsthand discussion/testimonyif available • Providelimited backgroundabout the candidate butfocuson teachingand learning • Be sure to follow guidelines:no more than3pageslong (and should generally not be much shorter than that)

14. Who shouldwrite and sign the nomination letter? • Varies, but usually thechair or the head of the honorifics committee signs it • In some departments the nominee helps draftthe letter • Find outwhat the practice is in your department • Sample letters available on ATE website

15. SECTION3.TeachingStatement (nomorethanonepage) • Provideanengaging,reflectivenarrativeofyourbeliefsaboutteaching andlearningandhowyouputthesebeliefsintopractice. • A teachingstatementisauniquestatementconveyingyour educationalvalues,objectives,methods,approachand/orexpertise. Itillustrateshowyouconcretelyenactyourcorevaluestopromote learning. • Perhapsfocusononekeylessonandallowthereadertoseeyouin actionfacilitatingstudentlearning.Yourstatementshould demonstratethatyouarebothreflectiveandpurposefulabout teachingandlearningandthatyouhavetranslatedthesevaluesinto goalsandgoalsintoactionsthathavehadapositiveimpacton studentlearning.Twosuggestedsourcesforguidanceandinspiration follow: • University of Minnesota Center forTeachingand Learning: Getting Started on aTeachingPhilosophyStatement • FacultyFocus(publicationof Magna Publishers):Philosophyof Teaching Statements

16. StatementofTeachingPhilosophy Things to remember: Don’t rehashyour CV Findtherighttone.Don’t sound as if youknow all there is to know about teaching.Finda confidenttone combining humility and sincerity.“Beyourself” It is not astatement about pedagogy Teachingis about theStudents

17. How to begin?Afewapproaches: • Pretendtowriteafriendaboutthejoysandchallengesof teaching • Makealistofthequalitiesofaneffectiveteacher • Freewriteonamemorableexperienceintheclassroom.What wentwell?Whatmightyoudodifferently?Thismaybethe lessonyoudescribeindetailinyouronepagestatement. • Thinkaboutconcretedetails: • Whatsetsyouapartasateacher? • Howwouldanobserverdescribeyourteaching? • Whatspecificskillsandknowledgeshouldstudentsgainin yourclassroom? • Whatkindoflearninghappensthankstoyourteaching, assignments,exams,orpapers? • Whatare3thingsthatdefineyourteaching?

18. Answersomeofthesequestions&provideexamples Howdo I knowwhenlearninghas occurred? What canlearnersexpect fromme? What do I do toimprove? What doesgood teachingmean? What strategiesmake teachingand learninginmydisciplinecome tolife? Howdo I promotediversityand theuse of technology? What otherskills/values do I promote? • What do I teachand what iseffective learning? • How do I teachandwhichmethodsare mosteffective? • Howam I uniqueasa teacher? • Whydo I teach?What motivatesme? • • Whyam I passionateabout teaching&learning, ormy discipline, orboth? • How do I believestudentslearn mycoursematerialbest?

19. Additionalpointstoconsider: • GroundyourTeachingStatementinyourdiscipline • Explainwhatyoudoandhowyoudoit:Whatkindsofactivitiesdoyouhavestudentsdoorwhatspecificteachingtechniqueshaveyoufoundsuccessful? • Whatapproachhasworkedforyouorwhatdoyoustressintheclassroom?Anchor thegeneralwithconcreteexamples • Collaborativelearning? • Student-centeredteaching? • Criticalthinking? • HowdoIorganizeclasstimetoenablestudentstobeactivelyinvolvedinreaching mygoals?HowdoestheworkIassignoutsideofclasshelpstudentsmakeprogress towardthosegoals? • HowdoIaddresstherangeoflearningstylesamongstudentsinmyclasses? • HowdoIhelpstudentsunderstandtheimplicationsorsignificanceofwhatthey’relearninginmyclasses?

20. Sources • PreviousATEpresenters • TheMcGraw Center forTeachingand Learning (www.princeton.edu/mcgraw) • Lee Haugen, Center forTeachingExcellence,IowaStateUniversity:WritingaTeachingPhilosophyStatement • Universityof Minnesota“TeachingPhilosophySamples” • TheTeachingCenter at WashingtonUniversityin StLouis, “WritingaTeachingPhilosophyStatement” • TeachingPhilosophyTemplate • GabrielaMontell,“HowtoWriteaStatementof Teaching Philosophy”The Chronicle ofHigher Education

21. SPOI scores pre-2011revision 4.0 scale SPOTscores post-2011revision 6.0 scale Reduced Teaching Load 2004/05. Pre-tenure Research Leave spring 2009

22. SPOI scores pre-2011revision 4.0 scale SPOTscores post-2011revision 6.0 scale Reduced Teaching Load 2004/05. Pre-tenure Research Leave spring 2009

23. StudentcommentsfromSPOI/SPOTFORMSTable compiledby:

24. letters fromAlumniareespeciallypowerful • donotrequestletters fromcurrentstudents without usingathirdpartyto protect boththestudentandtheintegrity oftheletter

25. This is yourspaceto personalize/customizeyourpackage!

26. 2019-2020AlumniTeachingAwardRubric 2019-2020AlumniTeachingAwardRubricfortheVirginiaTechAcademyofTeachingExcellence