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.


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. Completed graduate theses and dissertations are eligible for consideration. The number of awards (generally up to three per year) will be determined by the Subcommittee annually based on the quality of submissions.

Proposal 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, figures, and images. The summary is provided in a template format which applicants will receive from the Subcommittee chair approximately 5-6 months before the conference. The summary must directly address the following points in order to be considered for the award:

Research Question/Focus and Importance to the Field of Educational Development
Research Design and Methodology
Literature Review
Findings: Significance and Limitations

The proposed work should be completed or nearly completed in order to be considered for the award.


If your session is accepted for the conference and a complete summary is submitted, the Menges Award Subcommittee will review your application according to the following criteria:

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 – coherence across data, analysis, findings and conclusions
Contribution – value to advancing the educational development field; connection to POD’s mission

Past Menges Award Recipients: 
Please click on recent project titles to link to the proposal


Not Your Granddaddy’s Syllabus: Investigating Student Perceptions of Course Syllabi

Michael S. Palmer, Lindsay B. Wheeler & Itiya Aneece, University of Virginia


Leveraging Institutional Data to Demonstrate our Impact

Deborah Meizlish, Mary Wright, Joe Howard, and Matthew Kaplan, University of Michigan

The Faculty You Don’t Know: Characteristics of Faculty Survey Nonresponse

Kiernan Mathews, Harvard University

Evaluating the Impact of a Large-scale, Research-based Course Transformation Program

Chantal Levesque-Bristol, K. Andrew R. Richards, Kiki Zissimopoulos, Brooke Robertshaw, and David Nelson, Purdue University


Why Students Avoid Risking Engagement with Innovative Instructional Methods

Donna Ellis, University of Waterloo


Empowering Faculty to Improve Students’ Learning through Collaborative Assessment

Mary-Ann Winkelmes and Elisa Mustari, University of Illinois at Urbana-Champaign

Effects of Virtual Labs and Cooperative Learning in Anatomy Instruction

Andrew Saltarelli and Cary Roseth, Michigan State University; William Saltarelli, Central Michigan University


Examining Effective Faculty Practice: Teaching Clarity and Student Engagement

Allison BrckaLorenz, Eddie R. Cole, Jillian Kinzie, and Anthony Ribera at Indiana University at Bloomington

Five Years Later. What Have We Learned about Mentoring Networks?

Jung H. Yun, Mary Deane Sorcinelli, & Brian Baldi at the University of Massachusetts at Amherst



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