Innovation In Education Award

Innovative Teaching at 91��Ƭ��

At 91��Ƭ��, we recognize faculty and staff who transform education through innovative teaching that directly benefits students. From hands-on, problem based learning to creative tools that boost engagement and reduce stress, these approaches help our students thrive — academically, personally, and professionally. This commitment to innovation creates an immersive, collaborative learning environment where students build critical skills, gain confidence, and learn to adapt in a rapidly changing world. It’s all part of how 91��Ƭ�� prepares graduates to lead with purpose in their careers and communities.

The Innovation in Education Award recognizes faculty and professional staff who embrace innovative teaching praxtices for student success. Innovation can take many forms — for example, implementation of problem-based learning or using tokens that give students a sense of control that decreases anxiety. The key to successful innovative teaching is that it has a positive, demonstrable impact on students.

Watch Innovative Education in Action

Recent award recipients Assistant Lecturer Arthur Anderson and Professor of History Eric Zuelow’s Topics in History: Unearthing 91��Ƭ��’s Past class explore the history of 91��Ƭ�� through an archaeological dig on the Biddeford campus.

Digging History

Recent Recipients

Recipients of the award raise awareness of the innovative and impactful teaching happening across 91��Ƭ��, encourage and support other faculty and professional staff to design new approaches to engage students and achieve learning outcomes, and highlight the distinctive qualities and value of a 91��Ƭ�� education.

Grading for Engagement

Associate Teaching Professors Joe Simard and Sam Touchette transformed Organic Chemistry I & II using Specifications Grading. This innovative approach, which emphasizes mastery through clearly defined competencies and multiple assessment attempts, replaces traditional partial credit with a transparent, student-centered system that fosters a growth mindset. Despite the intensive time commitment, the results speak for themselves — students are performing beyond expectations, engaging more deeply with the material, and expressing greater satisfaction with their learning experience.

Flipping Medical Surgical Nursing

Associate Clinical Professors Dana Law-Ham and Ashley Buckingham transformed the Medical Surgical Nursing course through a flipped classroom approach. Faced with disengaged students and declining test scores, they replaced traditional lectures with interactive, application-focused learning experiences — ranging from escape rooms to game-show-style activities — that fostered clinical reasoning and student accountability. Despite initial resistance, their persistence paid off: students now embrace the model, show stronger critical thinking skills, and leave the course better prepared for real-world nursing challenges.

Just Checking-In

Associate Teaching Professor Jennifer Fatula reimagined assessment in her Calculus courses through the introduction of low-stress, reflective “check-ins.” By replacing traditional quizzes with weekly assessments focused on student correction and self-explanation, she cultivates a growth mindset and reduces anxiety while enhancing understanding. This simple yet powerful shift provides immediate feedback, encourages regular reflection, and fosters deeper learning—demonstrating how even small pedagogical changes can lead to significant student success.

Hands-On History

Assistant Lecturer Arthur Anderson and Professor of History Eric Zuelow transformed historical inquiry by bringing archaeological excavation directly to campus. Students investigated the mystery of a building that once stood in front of Decary Hall, combining hands-on archaeological dig experience with archival research. Over the fall semester, students pieced together the site’s story from photographs, artifacts, primary documents, and oral histories, creating a collaborative podcast series documenting their discoveries. The innovative approach gave students agency in choosing their level of engagement while emphasizing teamwork between students and faculty. The course provided an immersive learning experience that connected students directly to 91��Ƭ��’s campus history through interdisciplinary collaboration.