Christopher Haufler KU Core Innovation Award

Named in honor of Dr. Christopher Haufler, a longtime champion of academic excellence at KU, this award celebrates forward-thinking approaches to curriculum design, pedagogy, and student learning. Eligible courses should showcase exemplary models of teaching through innovative instructional methods, the development of compelling signature assignments, the integration of high-impact practices (such as research and service learning), and/or effective assessment strategies. The award may also recognize well-designed plans for assessing and improving student learning in innovative ways. 

A $3,000 award, funded by the Office of the Provost, is granted to the recipient’s academic department to support initiatives in teaching, learning, and assessment. Recipient(s) are also recognized by the Provost at the Center for Teaching Excellence's Teaching Summit in August.

Nomination Process:

To nominate a course, individuals should submit: 

  • A 1-2 page description outlining inventive strategies that enhance student achievement of KU Core 34 or capstone learning outcomes and demonstrating how assessment data informs the continuous improvement of the course and/or student learning. 

  • A course syllabus and relevant assignments that showcase the achievement of student learning outcomes. 

Please send all nominations to kucore@ku.edu by April 17, 2026.

Selection Criteria:

UCCC reviews nominates and selects the award winners. Nominations will be evaluated based on the following: 

  • Innovation in Course & Assignment Design: Use of creative and engaging teaching methods. 
  • Alignment of Learning Outcomes: Demonstrated student success in achieving KU Core 34 or capstone course learning goals. 
  • Student Engagement & Active Learning: Incorporation of interactive and participatory learning strategies including high impact practices (e.g. undergraduate research, service learning). 

  • Assessment & Documentation: Evidence of student learning outcomes and a process for continuous course improvement. 

     

Past Haufler Award Recipients

Dr. Eileen Hotze and Dr. Rosana Ferreira transformed BIOL 507, the Infectious Disease Laboratory course, into a Course-based Undergraduate Research Experience (CURE) and capstone experience open to all Biology students and required for Microbiology majors. Designed to provide students with an authentic research experience, the course includes four components: 

  1. A "bootcamp" designed to ensure students develop proficiency in microbiological concepts and techniques
  2. An introduction into molecular assays, one of which forms the basis for the students' independent research projects
  3. A "bug parade," familiarizing students with bacterial pathogens and diagnostic identification techniques
  4. The CURE, in which students independently isolate, culture, and identify bacteria from skin microbiomes and test their isolates for the ability to inhibit the pathogen Staphylococcus aureus, extending Dr. Ferreira’s research.

Students generate hypotheses, develop experimental designs, analyze their data and present their findings. The CURE connects to real-world health concerns and produced publishable results.

Dr. Sarah Collins, Assistant Teaching Professor in the Health, Sport, and Exercise Science Department within the School of Education and Human Sciences.

Dr. Collins’ expertise in writing and assessing learning outcomes has been instrumental to the University Core Curriculum Committee as they implement KU’s new general education framework, KU Core 34. In her work as the UCCC’s summer Faculty Fellow, she led efforts to develop criteria and parameters for signature assignments and select and modify AAC&U rubrics for assessment of each KU Core 34 goal. Dr. Collins generated ideas and best practices for innovating general education at KU.

Taught by Dr. Kevin McCannon since 2017, SOC 308 demystifies how sociologists produce knowledge. The course teaches underlying skills of data collection, analysis, and collaboration for students via a research project related to the COVID-19 pandemic. As a research-intensive course, it introduces primarily non-sociology students and sociology minors to social science research and provides an innovative way to facilitate student learning 

Dr. Sarah Robins developed PHIL 150 in response to her work advising students and her awareness of the lack of Goal 2.2 courses available. Professor Robins set out to design a course focused on oral communication that emphasizes the oral and meta-cognitive skills that are not typically taught in introductory courses. Not only does the course teach students the lifeblood of philosophy – discussion, dialogue, and debate – but it exposes students to the discipline.

Journalism 302 PDF Document by Peter Bobkowski

ALPaCA Grading System PDF Document by Physics and Astronomy

Geology 121 PDF Document by Alison Olcott Marshall

Physics 211 PDF Document by Christopher Fischer