Articulating teaching aspirations to create meaningful reward structures
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Higher education faculty members are expected to create meaningful and transformational learning experiences. However, faculty reward structures often discourage time and effort spent on teaching, and tend to measure superficial criteria. This paper will detail how one institution utilized elements from Design Thinking and Faculty Learning Communities to develop teaching aspiration statements that better reflect modern teaching identities. We aspire towards meaningful, learning-centered, inclusive, and reflective teaching practices. We are now using rapid prototyping to help academic departments across a decentralized campus develop new evaluation methods that support and reward these aspects of teaching our faculty identify as meaningful.