• Teaching Awards

    Since 1988, The New School has recognized outstanding teachers with the Distinguished Teaching Award. In 2013, the university established an Award for Outstanding Achievements in Social Justice Teaching to recognize members of the faculty who notably advance social justice through their teaching and research.

  • Award for Outstanding Achievements in Social Justice Teaching

    This award, established in 2014, recognizes a member of the full-time or part-time faculty for his or her promotion of social justice through teaching and learning. It is presented annually at the university's Commencement ceremony. Those nominated should be individuals who have demonstrated a significant commitment to social justice above and beyond their roles and responsibilities.

    The New School is committed to advancing social justice by promoting diversity, encouraging power sharing, and addressing inequities in our own work and educational environment and beyond. We advance social justice in teaching by addressing relationships of power and difference based on race, ethnicity, gender, immigration status, socioeconomic status, sexual orientation, age, faith belief or nonbelief, and ability or disability among ourselves and in society at large. We seek to call attention to the needs, capacities, and contributions of those affected by systemic inequities and address their lack of access to social, political, and economic power.

    Social justice teaching exhibits the following characteristics:

    • Uses pedagogies that promote inclusive learning environments and enable students to shape the direction and the scope of their own learning
    • Integrates theory and practice to support social justice learning and leadership skills in the context of teaching, advising, or mentoring students from underrepresented and underprivileged groups
    • Demonstrates knowledge of and growth in the application of social justice theory and practice to the development and implementation of curricula and assessment that address structural inequities and the perspectives and concerns of underrepresented populations
    • Promotes reflection, builds community, and facilitates or inspires organized action through teaching that goes beyond advocacy and promotes critical thinking and dialogue from diverse points of view
    • Through teaching, advising practices, and academic programming, improves the social justice climate of a department, a program, a college, or the university as a whole, with the aim of increasing the number of students from underrepresented communities pursuing and completing studies at The New School

    Eligibility

    The following members of the faculty are eligible to receive this award:

    • Full-time faculty members who have completed at least four semesters at any college of The New School
    • Part-time faculty members with the status of Post-Probationary, Annual, Multi-year, or Grandparented, as defined in the ACT-UAW contract or in AFM Local 802, with at least four semesters of appointments

    Individuals cannot receive the award more than once within any five-year period.

    To nominate a faculty member, fill out a nomination form by the deadline. You are welcome to nominate someone whose eligibility status you do not know. All nominations are reviewed by the Provost's Office for eligibility.

    Selection Process

    The process of selecting recipients for this award will be transparent, in accordance with the ideals of social justice. Recipients will be chosen from the eligible nominees by a university-wide committee, which will be appointed by the Provost's Office in consultation with the deans. Committee members will represent a wide array of people in the campus community, including two faculty members from the University Social Justice Committee (representing full-time and part-time faculty). In appointing members of the selection committee, the provost will seek representation from the following constituencies in all divisions of the university:

    • Senior (tenured) and junior (untenured) faculty and faculty on RTA
    • Individuals from diverse groups (e.g., racial, ethnic, gender, immigration status, socioeconomic status, sexual orientation, age, faith belief or nonbelief, and ability or disability)

    Distinguished Teaching Award

    Every year, the university recognizes a group of faculty members who have been nominated by their students and colleagues as Distinguished University Teachers. These faculty members embody the highest standards for teaching and advance The New School's mission and vision through their remarkable capacity to inspire critical engagement with ideas and with the world. The New School particularly values faculty who bring cross-disciplinary and cross-college learning experiences into the classroom to foster transferable skills.

    Announcing This Year's Winners! (2017-2018)

    • To be announced

    Eligibility and Criteria

    Full-time faculty members who have completed at least six semesters of teaching at The New School.

    Part-time faculty members whose status is Post-Probationary, Annual, Multi-year, or Grandparented as defined in the ACT-UAW contract or AFM Local 802 part-time faculty with a minimum of six semesters of classroom appointments.

    Previous winners of the award are not eligible. You are welcome to nominate a faculty member whose eligibility status you do not know. All nominations will be reviewed, and only eligible faculty members will be moved to the next stage of the process.

    Recipients of the Distinguished Teaching Award demonstrate recent and sustained excellence in teaching. Their teaching exemplifies The New School's mission: to prepare students to understand, contribute to, and succeed in a rapidly changing society, and thus make the world a better and more just place. In addition to supporting the program's and university's goals through clear pedagogical practices, assignments and assessment methods, and supporting students' success, we particularly value the following:

    • History of offering courses that are intellectually and/or creatively rigorous and challenging and the ability to stimulate intellectual excitement and to motivate students to learn
    • Use of innovative, creative, and progressive pedagogical approaches in teaching style, evaluation methods, and/or course design that have enhanced student learning
    • Learner-centered pedagogical approaches
    • Emphasis on social engagement, teaching students to become critically engaged citizens
    • Promotion of a wide range of ideas and of a classroom climate that supports the open expression of diverse opinions and is responsive to the needs of a diverse student body
    • Critically reflective teaching practices and continual assessment and improvement of teaching
    • Engagement and sustained relationships with students outside of the course experience

    Nominations

    To nominate a faculty member for a Distinguished Teaching Award, fill out the nomination form. Nominations are accepted year-round; nominations received after the closing date will be considered in the next awards cycle.

    For more information, contact provost@newschool.edu.

    Past Winners

    2016-2017

    • Nol Honig, Parsons School of Design
    • Timon McPhearson, Schools of Public Engagement
    • Jessica Pisano, The New School for Social Research and Eugene Lang College
    • Shana Agid, Parsons School of Design (Award for Outstanding Achievements in Social Justice Teaching)
    • Jaskiran Dhillon, Eugene Lang College (Award for Outstanding Achievements in Social Justice Teaching)

    2015-2016

    • Linda Farhood-Karasavva, Schools of Public Engagement
    • Robert Kirkbride, Parsons School of Design
    • Erica Kohl-Arenas, Schools of Public Engagement
    • Judith Mendenhall, Mannes School of Music
    • Robert Sember, Eugene Lang College
    • Jasmine Rault, Eugene Lang College (Award for Outstanding Achievements in Social Justice Teaching)

    2014-2015

    • Robert Cuckson, Mannes School of Music
    • Dirk Kammerzell, Parsons School of Design
    • Sarah Lichtman, Parsons School of Design
    • Tiphanie Yanique, Schools of Public Engagement
    • Doris Chang, The New School for Social Research and Eugene Lang College (Award for Outstanding Achievements in Social Justice Teaching)

    2013-2014

    • Alba Quezada, School of Drama
    • Richard Rosenfeld, Parsons School of Design
    • Carlos Teixeira, Parsons School of Design
    • Erica Kohl-Arenas, Schools of Public Engagement (inaugural Award for Outstanding Achievements in Social Justice Teaching)

    2012-2013

    • Laura Maria Censabella, School of Drama
    • Alexandra Delano, Schools of Public Engagement
    • Katherine Kurs, Eugene Lang College 
    • Dominic Pettman, Eugene Lang College 

    2011

    • Bill Gaskins, Parsons School of Design
    • Shannon Mattern, Schools of Public Engagement
    • Miriam Ticktin, The New School for Social Research
    • Gary Vena, School of Drama

    2010

    • Richard Boukas, School of Jazz
    • Peter Eisinger, Schools of Public Engagement
    • Ann Snitow, Eugene Lang College 
    • Ken Tanabe, Parsons School of Design

    2009

    • Erin Cho, Parsons School of Design
    • Lisa R. Rubin, The New School for Social Research and Schools of Public Engagement
    • Susan Shapiro, Schools of Public Engagement
    • Mary Watson, Schools of Public Engagement

    2008

    • Steven Faerm, Parsons School of Design
    • Rachel Heiman, Schools of Public Engagement
    • Marcel Kinsbourne, The New School for Social Research
    • Lisa Servon, Schools of Public Engagement

    2007

    • Susan Mayer, Parsons School of Design
    • Inessa Medzhibovskaya, Eugene Lang College 
    • Christopher Roselli, School of Drama
    • Reggie Workman, School of Jazz

    2006

    • Keith Buhl, School of Drama
    • Natasha Gill, Schools of Public Engagement
    • Wendy K. Popp, Parsons School of Design
    • Rory Stuart, School of Jazz

    2005

    • Alice Crary, The New School for Social Research
    • Pavlina Dokovska, Mannes School of Music
    • Mark Larrimore, Eugene Lang College 
    • Michelle Materre, Schools of Public Engagement

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