美國留學(xué)生教育學(xué)畢業(yè)dissertation：多元智能霍華德加德納的-MI已在北美教育的一個相當(dāng)大的影響，因為它是第一個在1983年推出的著作“精神框架：多元智能理論。”他的理論是，人們有8個不同類型的智能： 1。語言， 2。邏輯 - 數(shù)學(xué)， 3。音樂， 4。身體動覺， 5。空間，6。人際交往， 7。內(nèi)省， 8。 （最新情報）博物學(xué)家。
 傳統(tǒng)教育的重點，而事實上，值的前兩個智能：語言和邏輯數(shù)學(xué)和人才或在其他方面的“情報”的學(xué)生可能會部分認(rèn)可的學(xué)校，但不總是在老師的成績簿。許多教育工作者認(rèn)為，運用多元智能課堂的工作和活動，他們將鼓勵各種可接受的理解和學(xué)生將更多地參與，更成功。 MULTIPLE INTELLIGENCES
Introduction
"I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place."
Howard Gardner's MI has had a considerable impact on North American education since it was first introduced in 1983 in the book "Frames of Mind: The Theory of Multiple Intelligences." His theory is that people have eight different types of intelligences:
1. linguistic,
2. logical-mathematical,
3. musical,
4. body-kinesthetic,
5. spatial,
6. interpersonal,
7. intrapersonal, and
8. naturalist.(the newest intelligence)
 Traditionally education has focused and, indeed, values the first two intelligences: linguistic and logical-mathematical and students who are talented or "intelligence" in other areas may be partially recognized in school but not always in the teacher's grade book. Many educators believe that by applying the multiple intelligences to classroom work and activities, they will encourage a variety of acceptable understandings and that students will be more engaged and more successful.
Learn more about MI
The obvious benefits of MI in the classroom are that each student will be recognized and assessed according to their strongest intelligence.  In turn, students will experience a more positive and rewarding educational experience. Furthermore, using MI in the classroom also gives students and teachers the chance to work on the less strong intelligences and develop those traits in a non-threatening environment. In short, MI enables teachers to engage in authentic assessment practices because it focus' on what a student learns rather than how a student learns.
 美國留學(xué)生教育學(xué)畢業(yè)dissertationKNOW WANT LEARN
This is probably what you remember or know about MI. #p#分頁標(biāo)題#e#
TASK 1:
Application in the classroom means you need to know what activities each MI favors.  What task(s) do you think or know would work? TASK 2:
What did you learn about MI that you didn’t know before? What will you use in the classroom?

Verbal/Linguistic Intelligence

Logical/Mathematical Intelligence

Visual/Spatial Intelligence

Bodily/Kinesthetic Intelligence

Musical/Rhythmic Intelligence

Interpersonal Intelligence

Intrapersonal Intelligence

Naturalist
  Multiple Intelligence and Learning Styles
Parents are naturally interested in their child's education and learning style. Educators are constantly searching for ways to enhance their curriculum. Whether it is in the home or in the classroom, both parents and educators want to teach children effectively.
To teach more effectively and efficiently you need to find out about Multiple Intelligences and Learning Styles, and what they can mean for the education of the children.
Multiple Intelligence (MI) Theory recognizes that intelligence can come in many forms. Developed by renowned educational psychologist, Dr. Howard Gardner, MI Theory extends our conventional notions of the gifted child by outlining seven kinds of intelligence in any (one or more) of which a child may excel: linguistic, musical, logical/mathematical, visual/spatial, bodily/kinesthetic, intrapersonal and interpersonal.
Each of these intelligences is briefly described based on Howard Gardner's MI Theory below:Linguistic intelligence -- sensitivity to the meaning of words, grammar rules and the function of language as inwriting an essay; Musical intelligence -- ability to hear tones, rhythms and musical patterns, pitch and timbre, as in composing a symphony;  
Logical / mathematical intelligence -- ability to see relationships between objects and solve problems, as in calculus and engineering;  Visual / Spatial intelligence -- ability to perceive and mimic objects in different forms or contexts, as in miming or impressionist painting; 
Bodily / kinesthetic intelligence -- using the body, perceptual and motor systems in the brain to solve a problem, as in catching a ball Intrapersonal intelligence -- ability to understand and define inner feelings, as in poetry and therapy; and   Interpersonal intelligence -- sensitivity to the actions, moods and feelings of others, as in teaching, parenting and politicking.
These, in turn, can affect how a child learns – central to Dr. Gardner’s theory is that every child has his or her own learning style.

美國留學(xué)生教育學(xué)畢業(yè)dissertationMultiple Intelligences Chart
How do you ensure all of your students' intelligences are being tapped? Here is a list of activities that speak to each intelligence. Verbal-Linguistic Logical-Mathematical Visual-Spatial Bodily-Kinesthetic#p#分頁標(biāo)題#e#
choral speaking
declarizing
storytelling
retelling
speaking
debating
presenting
reading aloud
dramatizing
book making
nonfiction reading
researching  \ listening
process writing
writing journals  problem solving
measuring
coding
sequencing
critical thinking
predicting
playing logic games
collecting data
experimenting
solving puzzles
classifying
using manipulatives
learning the scientific model
  graphing
photographing
making visual metaphors
making visual analogies
mapping stories
making 3D projects
painting
illustrating
using charts
using organizers
visualizing
sketching
patterning
visual puzzles  hands on experiments
activities
changing room arrangement
creative movement
going on field trips
physical education activities
crafts
dramatizing
using cooperative groups
dancing

Musical Interpersonal Intrapersonal Naturalistic
humming
rapping
playing background music
patterns
form
playing instruments
tapping out poetic rhythms
rhyming
singing  classroom parties
peer editing
cooperative learning
sharing
group work \ discussing
brainstorming
forming clubs
peer teaching
social awareness
conflict mediation
cross age tutoring
study group
 personal response
individual study
personal goal setting
individual projects
journal log keeping
personal choice in projects
independent reading  reading outside
cloud watching
identifying insects
building habitats
identifying plants
using a microscope
dissecting
going on a nature walk
build a garden
studying the stars
bird watching
collecting rocks
making bird feeders
going to

Activity Chart for Multiple Intelligences
Linguistic Intelligence Use storytelling to explain
Conduct a debate on
Write a poem, myth, legend, short play, or news article about
Create a talk show radio program about
Conduct an interview on
Logical-Mathematical Intelligence Translate into a mathematical formula
Design and conduct an experiment on
Make up syllogisms to demonstrate
Make up analogies to explain
Describe the patterns or symmetry in
Others of your choice
Bodily-Kinesthetic Intelligence Create a movement or sequence of movements to explain
Make task or puzzle cards for
Build or construct a
Plan and attend a field trip that will #p#分頁標(biāo)題#e#
Bring hands-on materials to demonstrate
Visual Intelligence Chart, map, cluster, or graph
Create a slide show, videotape, or photo album of
Create a piece of art that demonstrates
Invent a board or card game to demonstrate
Illustrate, draw, paint, sketch, or sculpt
Musical Intelligence Give a presentation with appropriate musical accompaniment on
Sing a rap or song that explains
Indicate the rhythmical patterns in
Explain how the music of a song is similar to
Make an instrument and use it to demonstrate
Interpersonal Intelligence Conduct a meeting to address
Intentionally use social skills to learn about
Participate in a service project to
Teach someone about
Practice giving and receiving feedback on Use technology to
Intrapersonal Intelligence Describe qualities you possess that will help you successfully complete
Set and pursue a goal to
Describe one of your personal values about
Write a journal entry on
Assess your own work in
Naturalist Intelligence Create observation notebooks of
Describe changes in the local or global environment
Care for pets, wildlife, gardens, or parks
Use binoculars, telescopes, microscopes, or magnifiers to
Draw or photograph natural objects

Meet the Eight Intelligences
The following chart is adapted from descriptions by Howard Gardner. We have changed the names of several intelligences to make them easier to understand and remember. Gardner's label is listed below those that we have changed. 

Sensitive to language, meanings, and the relationship of words 
Vocabulary activities, grammar, poetry, essays and plays
Keen observer, able to think in three dimensions, likes to use metaphors  
Graphs, charts, color codes, guided imagery, pictures, posters, mind maps
Abstract thinking, counting, organizing; prefers logical structures  
Critical thinking activities, breaking words into smaller parts and reassembling them
Good body control and fine motor skills; often active and animated  
Needs "hands-on" learning opportunities, like games, skits, and plays Sensitive to rhythm, pitch, intonation, and can remember tunes and rhythms easily  
Likes poems, plays, jazz chants, rap music, songs, and musically guided imagery ensitive to others’ moods, feelings, and motivations; outgoing and interactive  
Likes to talk with people, enjoys discussion groups, good at verbal problem solving 
 Has a sense of self, able to understand and access one’s own feelings  
Likes poetry, meditation, guided imagery, journal writing, story telling 
 Sensitive to nature and environment; knows the names of rocks, flowers, birds; loves to be outdoors  
Likes to work in the garden, read plants and animals, study habits of fish or birds, read nature magazines, go hiking, walk outside#p#分頁標(biāo)題#e#

美國留學(xué)生教育學(xué)畢業(yè)dissertationKNOW WANT LEARN
This is probably what you remember or know about MI. 
TASK 1:

Application in the classroom means you need to know what activities each MI favors.  What task(s) do you think or know would work? TASK 2:

What did you learn about MI that you didn’t know before? What will you use in the classroom?

Verbal/Linguistic Intelligence

Logical/Mathematical Intelligence

Visual/Spatial Intelligence
Bodily/Kinesthetic Intelligence
Musical/Rhythmic Intelligence

Interpersonal Intelligence
Intrapersonal Intelligence

Naturalist
 Use this lesson assessment as a more in-depth review of what you have created.
Answer the question and review your work.
Multiple Intelligences Lesson Assessment
Lesson ............................................................................... Date .............
1. What intelligences did this lesson call on?
 2. Which students seemed most interested and intrigued?
 
 
3. Which students seemed disinterested?
 
 4. Were there any behaviour problems during the lesson? Were these problems possibly related to an intelligence i.e. talking, drawing....
 
 5. What could I have done differently to make the lesson more interesting to more students?
 
 6. What is another way I could have taught this material using different intelligences?
 
 7. What was my favourite aspect of this lesson?
 
What's the big attraction?
Why teachers are drawn to using
Multiple Intelligences Theory in their classrooms
by Leslie Owen Wilson
I don't know why
In the spring of 1994 I found myself sitting at an all day conference with hundreds of others in Green Bay, Wisconsin listening to Howard Gardner speak on varied topics. Although most of the participants were educators, and there specifically to hear more about his Multiple Intelligences Theory (MI), Gardner clearly wished to speak about other things. However, he devoted the first half of the morning session to a discussion of MI and fielded related questions. During this time Gardner admitted that his academic peers and the scholarly psychological community had been less than enthusiastic to his MI Theory (Gardner 1993). Gardner went on further to express his surprise and amazement as to the immense success and popularity of the concept among educators.
The voices of teachers:
For the past seven years I have incorporated Gardner's MI concepts into two of my university courses. I have used the concept in both my graduate theories of learning class, and to a lesser degree in my undergraduate sections of educational psychology. Through these experiences I have noticed that my students have developed strong preferences for using techniques related to Gardner's work. #p#分頁標(biāo)題#e#
My students who are practicing teachers are extremely vocal on the topic. Indeed, I have just completed grading fifty-two comprehensive masters' exams. From this exam group there were three students who took a question from my theories of learning class. In my graduate exam question I asked participants to choose and explain two theories which had been helpful in either changing their teaching practices, or which had help foster a better understanding of learners' differences. Students choosing to answer this question have a broad range of theories and theorists to select from, however, most students invariably have chosen to discuss the impact of MI as one of their two choices. Again, like the vast majority of students before them, the three students who chose to write on this question this time sang the praises of the transformative nature of MI theory and described how it helped them change their perceptions or diversify their teaching practices.
What's the attraction?
Some specific reasons why teachers like MI:
My perceptions, combined with those of my many students, may help define a basis for understanding why both current and future teachers are so taken with Gardner's ideas. Here are some of the most common reasons my students educators seem to be drawn to using MI.

MI theory:
• Has been adapted and interpreted by many intermediate writers who have made it easy for both teachers and parents to see the value of the concept and its applicability to uses in the classroom. This broad range of interpretations at intermediary levels makes related techniques easy to understand and use by both preservice and practicing educators. Also, due to the proliferation of medial interpretations, related conference presentations and accessible classroom materials ( in addition to associated articles for parents in current media ) MI has become so popular that the concept has become much like a grassroots movement.
• Aids teachers in easily creating more personalized and diversified instructional experiences
• Offers teachers assistance in helping students become empowered learners by extending and promoting cognitive bridging techniques based on the seven intelligences; by fostering deep metacognitive understanding; and by advancing suggestions for a broad array of diversified study skills techniques.
• Helps teachers explain and promote understanding at intrapersonal, interpersonal and cultural levels.
• Taps into students' intrinsic levels of motivation through natural talents, thus helping teachers construct self-motivating educational experiences and ones which help promote the concept of flow in the classroom.
• Often validates teachers' insightful and intuitive assessments of students' natural talents and offers them justifications and assistance in creating related personalized educational accommodations and experiences.
• Provides teachers, parents and students with a more extensive and egalitarian conceptualization of giftedness. #p#分頁標(biāo)題#e#
  Details:
Intermediate authors:As many educators know, currently a number of authors have adapted Gardner's concepts specifically for classroom use. These writers have used MI as a basis for creating teacher-friendly techniques that can be readily used with students of varied ages. Also, these works offer teachers diverse choices for implementation because their works differ greatly in sophistication, complexity, focus and price. Recently, Gardner reported that MI "has become a minor industry. There are about fifty books on the topic and probably the same number of people who make a living partly from giving talks on the subject . . . (Davies 1996)."
Thus, much of the attraction to MI appears to be directly related to the fact that numerous educators have discovered Gardner's concept on their own, through the broad range of commercial works available. Other educators have learned about the concept from enthusiastic peers who have tried related practices with success, or from peers who have attended a professional conferences, workshops or classes conducted by presenters using Gardner's ideas. In addition, simplified versions of MI descriptions have not only appeared in professional magazines for teachers but also in newspapers and popular magazines, thus alerting and informing many parents and caregivers of the theory's basic principles. This fact has caused many to people to question teachers about students' related gifts. Because teaching concepts related to MI generally produce self-efficacious students, parents who have had children in classrooms where MI techniques are being used, often verbalize their appreciation of the concept and its results to successive teachers. In these contexts, MI has become much like a grassroots movement started at the bottom of the educational pyramid by inspired parents and teachers, as opposed to being initiated from the top by educational policy makers, school boards, administrators, or curriculum directors.
Some of the authors who have made an impact in this area are David Lazear, Thomas Armstrong, Linda and Bruce Campbell, and Robin Fogarty. In fact in several of the works by the aforementioned authors, Gardner himself offers a forward, a preface, a chapter or related chapters or some form of written endorsement supporting the interpretation of his work. These intermediary writers and their related presentations have helped to create accessible bridges from the Gardner's conceptual, theoretical framework directly into classroom practice, again, making the theory easily understandable and applicable to educators at very practical levels.
When listening to my graduate students discuss MI and its numerous classroom applications, it becomes very apparent that much of the popularity of Gardner's theory comes directly from the efforts of these many intermediate authors and not from their direct knowledge of Gardner's parent works (1983, 1993). Because Gardner has opened his work to the care and interpretation of others, much of the concept's popularity appears to relate directly to the ever-growing proliferation of well-versed disciples. #p#分頁標(biāo)題#e#
Help with diversifying instruction: Again, mostly due to exposure to the instructional frameworks provided by intermediary authors, my undergraduate students learn to use Gardner's ideas to help diversify and revise lesson plan assignments. Many of my teaching graduate students develop firm attachments for related reasons but more specifically because instructional planning techniques based on MI principles help them easily create interesting, clearly differentiated components for integrated units. MI frameworks also help with updating and expanding older lessons and curricula with minimal effort. In these contexts, practicing teachers grasp onto the concept because it is an accessible tool that is adaptable for a broad range of curricular applications.
Aids students in becoming empowered and in finding bridging techniques and study skills: Many of my graduate students report that they also use MI techniques in their classrooms to help create instructional bridges into difficult concepts. Because MI related techniques are very versatile, they serve as ways to create clearly differentiated or personalized instructional bridges and supportive scaffolds for students having difficulty reaching levels of independent learning. MI techniques help teachers convey the importance of different types of metacognitive functions and help them introduce related types of study skills and mnemonic devices to students. When applied to pupils' individual metacognitive levels, knowledge of Ml categories and related methodologies can assist learners in functioning more effectively and independently.

A tool for understanding self and others: While it is as a practical and effective tool for diversifying instructional plans that may first attract educators to MI related techniques, many of my undergraduate and graduate students express their appreciation at the theory's potential for developing heightened levels of personal, interpersonal, professional and cultural understanding and awareness. Simply put, the theory allows users to view themselves and others differently, often from deeper, multiple perspectives. Resulting levels of heightened understanding are reported as my professional teachers introduce MI Theory to their students. Many teachers have noticed that pupils' self-esteem and self-efficacy levels rise as learners become more aware of their own intrinsic gifts and talents. My practicing teachers also report that their students frequently develop deeper understandings for the complexity of their talents as well as for the talents of peers, friends and family members.
Reflective of the issue of heightened understanding, last year one undergraduate student wrote me a personal note and slipped it under my door. The gist of the note stated that she was in a relationship with a young man whom her friends and family constantly demeaned because they perceived him as beneath her intellectual level and as "just a dumb jock." The message went on further to say that as a result of learning about Multiple Intelligence Theory she had begun to look into her boyfriend's strengths in new ways. #p#分頁標(biāo)題#e#
Due to my exposure to the multiple intelligences, I have found out that he is very smart in many ways that I am not. He's quiet and knows how to really listen to people, is especially good at working with kids, and often sees beyond people's obvious exteriors. He can fix anything! Obviously, he's good at sports, but he also knows who is, what he's good at, and what he wants to do with his life. He also has lots of common sense! My family and friends are wrong! Thanks for helping me see that he is intelligent in many ways.
While MI techniques serve as a basis for elevated appreciation at interpersonal and intrapersonal levels, related information inherent in Gardner's initial conceptualization can also aid users in understanding cultural differences. As Western cultures tend to value verbal/linguistic intelligence and logical/mathematical intelligence, Gardner points out that other cultures value other types of intelligence (Gardner 1983, 1993; Armstrong 1994 ). Because Gardner included as part of the foundation and justification for his theory the different perceptions and anthropological evidence of cultural variations in defining intelligence, teachers can use this related knowledge to help students develop an appreciation of other cultures. (The issue of heightened multicultural understanding is also very valuable to teachers as well.) Levels of interpersonal understanding can be extended as students and their teachers begin to comprehend and celebrate the talents inherent in others, and this type of awareness can then be extended to a recognition of others' cultural roots. This component creates an additional, and very useful tool for teachers trying to expand students' multicultural attitudes and perceptions. Again, many of students who are educators support this view offering testimony from their own experiences.
Taps into natural talents--helping to create a state of "flow": Related to his studies on creativity, Mihaly Csikszentmihalyi (1990, 1996 ) reported and named the concept of flow. Simply, the flow state can be defined as an intensified state of concentration, or high level of focused attention. When people are in a state of flow, they are highly centered, on-task, and may literally forget the passing of time. This state of extremely concentrated mental engagement is normally induced if people are doing something they like to do, they are involved tasks that require high levels of mental or physical focus, or they are engaged in something that they are good at doing.
Through creating educational experiences based on natural talents and gifts, teachers are more likely to increase opportunities whereby students can become actively engaged in learning experiences that are pleasurable, heightened or magnified. Such experiences can be highly motivational Many of my practicing teachers report that the flow phenomenon often occurs when students are participating in MI related activities, and that these experiences are often self-motivating and very pleasurable for students. #p#分頁標(biāo)題#e#
The validation of natural talents: Many good teachers operate at highly observant and intuitive levels. Part of the artistry of teaching revolves around gut feelings and keen observational skills. However, sometimes teachers operating at levels of intuitive artistry are made to feel that their opinions and assessments of students are trivial, wrong or less valid when compared to profiles developed from verifiable and quantifiable types of traditional measures. In this context, knowledge of MI's definitions of intelligence helps to validate many teachers' qualitative or intuitive assessments of students. Many of my teachers report that this aspect of MI theory is reassuring in affirming that their instincts are correct and valuable parts of their teaching personas.
A more egalitarian conceptualization of giftedness: As Gardner (1983, 1993) repeatedly points out, Western perceptions of intelligence are often limited to tests which assess verbal-linguistic or mathematical-logical skills. Historically, programs that service students who are designated as gifted are reflective of this narrow cultural and educational mindset. MI precepts categorically broaden categories of giftedness. Thus, programs based on MI have the potential to include students having gifts, or combinations of gifts, from Gardner's other designated categories--bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal, and soon to be elaborated, naturalistic intelligence. This broadened array greatly appeals to those teachers and parents who hold a more egalitarian or comprehensive view that every child has a gift or combined gifts.
Currently, many of my graduate students state that they are grappling with the many professional challenges which surround inclusive practices. While, generally, my students seem to accept the underlying philosophical constructs of inclusion, their major concerns appear to be related to questions of implementation, to administrative levels of support, or to their own levels of professional training. But one of the more common philosophical views that is continually voiced is that inclusive practices serve only limited numbers of students--those who fall into narrowly prescribed categories at both ends of the intellectual spectrum. Graduates speaking out on related issues point to the fact that special, categorical designations provide for unequal funding and time commitments and leave the majority of students unserved or supported by special programs, specialists, federal or state mandates or funds, enrichment programs, or the like. My teachers appear to hold the opinion that the lack of support for differentiated instruction for average students is one of the glaring inequities in educational practices in the United States. In these instances, many of my students believe that MI has the potential to serve as a foundation for justifying expanded notions of giftedness and for extending the definition giftedness to broader populations.

Conclusions:
While the answers to understanding the educational popularity of MI Theory fully undoubtedly lie in many directions, the key issues to comprehending the theory's burgeoning acceptance seem to be related to the basic needs of teachers as they try to create more inclusive, affective and effective instruction. These basic teaching needs are primarily related to promoting understanding and appreciation among students, to creating classrooms where learners experience a sense of loving and belonging, to issues of fostering pupils' esteem, personal intellectual empowerment and self-motivation, and to helping teachers achieve more diversified instructional techniques. Simply, MI Theory has taken hold in classrooms across the United States because it helps educators meet the needs of many different types of learners easily, and because it reflects teachers' and parents' deeply rooted philosophical beliefs that all children possess gifts and that part of the most important mission of schools is to foster positive personal development. Thus, teachers understanding and using MI theory, and its related educational frameworks and explanations of diversity, are being transformed into teachers who understand human patterns, human diversity and human learning at better, deeper, and more comprehensive levels. #p#分頁標(biāo)題#e#
美國留學(xué)生教育學(xué)畢業(yè)dissertationReferences:
Armstrong, T. (1994 ) Multiple Intelligence in the classroom. Alexandria, VA: The Association of Supervision and Curriculum Development.
Csikszentmihaly, M. (1990 ) Flow: The psychology of optimal experience. New York: Harper/Collins.
Csikszentmihaly, M. (1996 ) Creativity: Flow and the psychology of discovery and invention. New York: Harper/Collins.
Davies, J. (1996) [On-line} "A reluctant guru on matters between the ears. Howard Gardner talks to John Davies about his theory of human intelligence." (Original published in The Thesis, January 19, 1996)
Gardner, H. (1983) Frames of Mind. New York: Basic Books, Gardner, H. (1993) New York: Basic Books.
About the Author
Currently, Leslie Owen Wilson is an assistant professor of education at the University of Wisconsin-Stevens Point where she teaches courses in educational psychology, theories of learning, curriculum, http://www.400190.com/dissertation_sample/UK_dissertation_Sample/and creativity. She has also been a classroom teacher, reading teacher and teacher and developer of programs for highly able and creative learners for over thirteen years in Maryland, Georgia and Oklahoma. Her doctorate is from Oklahoma State University in Curriculum and Instruction with additional emphasis in gifted and talented education and educational foundations. In addition to her varied scholarly and professional pursuits, Leslie has also written the book, Every Child, Whole Child: Classroom Activities for Unleashing Natural Abilities. 1994. Tucson, Ariz.: Zephyr Press, and has just completed the manuscript of another book, Journeys: Inside out, seeking wholeness. Both books bridge theory into practice for teachers and use multiple intelligence theory and holistic learning as their foundations. She has also contributed a chapter on the importance of educational rites of passage experiences in Perspectives on the unity and integration of knowledge for Peter Lang Publishing. UW-SP has recognized her outstanding contributions in the area of instructional delivery with an university teaching excellence award.