A number of private gifts to the University have been made in order to fund an award of $1,000.00 to a faculty member of ÍÃ×ÓÏÈÉú every two years in recognition of excellence in teaching on the university level. The purpose of the award is to call attention to the importance of teaching in the life of ÍÃ×ÓÏÈÉú and to honor a full-time faculty member every two years who exemplifies the finest traditions of education. The first award was presented at the ÍÃ×ÓÏÈÉú Education Conference and Faire 2008.
The Kinzer-Rice Award is named after two former faculty members in the School of Dentistry, Dr. Robert Kinzer, professor of restorative dentistry from 1983 until his death in 2005, and Dr. Bruce Rice, professor of oral medicine, 1954 to 1958. Both made important contributions to ÍÃ×ÓÏÈÉú, and both were outstanding teachers.
ÍÃ×ÓÏÈÉú students and faculty may nominate a full-time faculty member from ÍÃ×ÓÏÈÉú who exemplifies the award criteria. The Kinzer-Rice Award Committee--comprised of the two most recent award recipients and representatives from the schools, University Faculty Council, the Faculty Development Committee, and the Office of Educational Effectiveness--review the qualifications of all nominees and select a recipient.
| Award Criteria | Description and Evidence Examples |
| Provides effective educational presentations | Brings an evidence-based approach to planning campus learning events, whether online or face-to-face, including a variety of settings—clinical, laboratory, classroom; provides presentations on teaching and learning to the specialty field—regional, national and international conferences
Evidence: Peer support and evaluations of teaching report; student feedback indicating exceptional learning; course evaluations; portfolio submissions |
| Actively seeks to improve teaching effectiveness | Attends faculty development events—campus, online, and at conferences; conducts research on teaching effectiveness; utilizes a variety of instructional strategies; conducts active assessment and closes the loop in the classroom; seeks peer feedback and evaluations of teaching; uses student evaluation data to plan for enhanced learning Evidence: Listing of events attended; teaching plans and/or videos of classroom activities; student comments on pedagogical innovations and effectiveness; peer observation notes |
| Pursues educational scholarship | Studies literature and research on effective teaching in their field of study; experiments with innovative curriculum applications; gives presentations and presents posters related to teaching and education at local, regional, national, and/or international meetings; does research and collects data on teaching enhancement and shares with the community
Evidence: CV entries; certificates of completion of online programs; courses completed or audited; publications submitted or accepted; summaries of participant evaluation of pedagogical presentations |
| Encourages colleagues' and students’ teaching effectiveness | Collaborates on teaching/learning strategies with colleagues; mentors graduate students; presents faculty development sessions in various settings; maintains membership in department, school, or all-campus faculty development committees, participates as a colleague in the ÍÃ×ÓÏÈÉú Formative Dialogues program
Evidence: Colleague’s letters describing how nominee encouraged and coached them on increasing teaching effectiveness; presentations at faculty development sessions in any setting; member of faculty development committee at any level; ÍÃ×ÓÏÈÉú Formative Dialogues program notes |
| Contributes to student long-range success | Maintains positive student relations and connections to students over time; acts as a resource for students transitioning from school to profession; continues to mentor and advise students over the long term
Evidence: communications to and from students; testimonials; involvement with student advisement throughout student programs; alumni relations records |
| Integrates ÍÃ×ÓÏÈÉú's Mission-focused Learning (MFL) into teaching | Addresses ÍÃ×ÓÏÈÉú MFL in course syllabi and in course Canvas shell; integrates faith in God and course content in relevant and meaningful ways; orients and prepares students for lives of service exemplifying ÍÃ×ÓÏÈÉú’s core values; puts an emphasis on health and wholeness informed by the Adventist perspective.
Evidence: MFL integrated into course discussion questions; shows kindness, patience, concern, helpfulness, service, and personal interest in students; course syllabi demonstrating MFL integration; student testimonials; communications to and from students of showing care and support; gives class devotional presentations; provides prayer circles and/or discussions for spiritual support |
The recipient of the Kinzer-Rice Award is announced by the Provost during the Faculty Development Showcase Week. The faculty member is presented with an engraved medallion and check. A feature video on the recipient is also presented during the ceremony.
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2008
Bertha Escobar-Poni, MD
Associate Professor in the School of Medicine
View the Recognition Video
2010
Doyle Nick, DDS
Associate Professor in the School of Dentistry
View the Recognition Video
2012
Willie Davis, PhD
Associate Professor in the School of Pharmacy
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2014
Eric Johnson, DSc
Professor in the School of Allied Health Professions
2016
Elaine Hart, MD
Assistant Professor in the School of Medicine
2018
Lawrence Loo, MD
Professor in the School of Medicine
2020
Loretta Joy Wilber, MD, MPH
Assistant Professor in the School of Public Health
2022
Brad Cole, MD
Assistant Professor in the School of Medicine
Students and faculty, thank you for your participation in recognizing excellence in teaching at ÍÃ×ÓÏÈÉú!