The Dr. John Chizmar & Dr. Anthony Ostrosky Scholarship of Teaching and Learning Award recognizes and encourages high quality and quantity of scholarship of teaching and learning (SoTL) work at Illinois State and in the discipline beyond Illinois State that contributes to the SoTL field, the SoTL body of knowledge, improved teaching, and enhanced student learning.
Jennifer Friberg (Ed.D., Illinois State University), an Associate Professor of Communication Sciences and Disorders (CSD) at Illinois State University, is the 2015-16 recipient of the Dr. John Chizmar & Dr. Anthony Ostrosky Scholarship of Teaching and Learning Award. She teaches in the area of speech-language pathology, and has published SoTL research based on her experiences with students on topics such as student engagement, diagnostic decision making, and the impact of cross-curricular integration. This SoTL research has been presented at international SoTL conferences such as ISSOTL and EuroSoTL and published in journals such as Perspectives on Issues in Higher Education and Contemporary Issues in Communication Sciences and Disorders. Along with three colleagues from CSD, Friberg was an inaugural recipient of the “Walk the Talk” Scholarship of Teaching and Learning (SoTL) award at ISU.
Friberg has served as a SoTL Scholar-Mentor at ISU for three years, working closely with the Cross Endowed Chair in SoTL to mentor faculty and students in conducting teaching and learning research, deliver numerous SoTL-focused workshops, develop and edit The SoTL Advocate blog, and present original SoTL work locally, nationally, and internationally. She has served as a co-editor for Evidence-Based Education Briefs and is an editor of Gauisus, the internal SoTL publication at ISU.
Friberg has been a strong advocate for SoTL, co-authoring a position statement on SoTL in her discipline, co-founding a disciplinary SoTL journal, and authoring the first-ever text on SoTL in communication sciences and disorders: Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education. She has served as the chair of the SoTL Committee for the Council of Academic Programs in Speech-Language Pathology and Audiology and was the four-year national chair of Issues in Higher Education, a special interest group focused on SoTL within the American Speech-Language-Hearing Association. She is a current member of the Advocacy & Outreach committee for the International Society for the Scholarship of Teaching and Learning.
Cheri J. Simonds (Ph.D., University of Oklahoma) is a Professor of Communication at Illinois State University. She has Co-directed Communication as Critical Inquiry for the past seventeen years. She and her colleagues were integrally involved in general education reform at ISU. She teaches in the area of communication education and has published several articles in national peer reviewed journals including Communication Education, Communication Teacher, and The Basic Communication Course Annual.
Throughout her tenure at Illinois State University, she has collaborated with colleagues to develop two lines of research on the Scholarship of Teaching Communication as well as the Scholarship of Learning. In terms of the former, she has published work on classroom management training, speech evaluation training, criterion based assessment, interactive instructional strategies, and authentic portfolio assessment. These efforts have been recognized by the Basic Course Division of the National Communication Association (NCA) in naming ISUs Communication as Critical Inquiry Course as the Inaugural Program of Excellence Award in 2008. In discussing her SoTL scholarship in the Communication discipline, Simonds stated that the link between teaching and learning is communication, a clear justification for her research agenda. In terms of the Scholarship of Learning, she has studied the effects of teacher self-disclosure on Facebook on teacher credibility, student motivation, affective learning, and classroom climate. She has also explored the effects of teacher clarity, immediacy, and credibility on student learning. These efforts have provided opportunities to inform teachers of various disciplines the communication skills needed to be effective teachers.
Simonds has co-authored textbooks on Classroom Communication, Intercultural Communication, and Public Speaking. She is the Outgoing Editor of Communication Teacher, lead author on the NCA Resolution on the Role of Communication in General Education, and Chairs the NCA Task Force on Strengthening the Basic Communication Course. The National Communication Association recently honored her with the Inaugural Basic Communication Course Distinguished Faculty Award.