Colleges and Schools

• Agriculture and Bioresources
• Arts and Science: BA, BMus, or BFA Programs
• Arts and Science: BSc Programs
• Dentistry
• Education
• Edwards School of Business
• Engineering
• Johnson Shoyama Graduate School of Public Policy, School of Environment and Sustainability, and School of Public Health
• Kinesiology
• Law
• Medicine and School of Rehabilitation Science
• Nursing
• Pharmacy and Nutrition
• Veterinary Medicine

Reward and Recognition

Award recipients will be publicly recognized at the annual Celebration of Teaching event and receive a $500 prize.

Eligibility

All faculty, sessional lecturers, or staff members employed in a teaching role on a full-time or continuing part-time basis by the college or school are eligible. 

The first four criteria reflect Our Learning Charter's educator commitments, and the last criterion distinguishes the level of leadership expected of a nominee for this award.

A nomination letter for the Provost's College Award should clearly show how the nominee demonstrates outstanding proficiency in each of the following criteria [1].

[1] Our Learning Charter

Criterion 1: Exemplify learning

Educators should “exemplify active learning and curiosity, demonstrate broad thinking, follow ethical principles, and engage with students and peers in a respectful manner”

A strong personal commitment to the ideal of learning may be demonstrated by, for example, maintaining:

• a passion for discovery that contributes to proficiency in one’s field
• a positive attitude toward, respect for, and trust in students and peers
• consideration of broad perspectives and worldviews

Criterion 2: Strive for excellence in teaching

Educators commit to “Integrate research, scholarship, artistic work and /or professional activities with teaching; Align learning outcomes, teaching activities and assessment; and Develop respectful and inclusive learning environments that support student learning”

Striving for excellence in teaching may be demonstrated by, for example:

• developing opportunities for students to be inspired and engaged with and in the process of authentic inquiry, wherever possible, in their learning
• being aware of and select appropriate instructional strategies and assessments that are aligned with stated learning outcomes
• including all learners in the process of creating respectful and empowering spaces for learning

Criterion 3: Assess fairly

Educators commit to “Communicate and uphold clear academic expectations and standards; and Perform fair and relevant assessment for and of student learning”

Providing students with assessment as, for, and of learning, with timely and constructive feedback to fuel ongoing learning may be demonstrated by, for example:

• designing assessments as learning, which allow students to regularly self-assess their learning
• designing assessments for learning, which accompany regular, objective, constructive opportunities for feedback that engenders improvement
• designing assessments of learning that align with course outcomes and providing students the opportunity to fairly demonstrate what they have learnedd

Criterion 4: Enhance continuously

Educators commit to “Solicit and reflect on feedback from students, peers and others; and Engage in lifelong learning and continuous enhancement of teaching practice”

Engagement in ongoing assessment of practice paired with reflection and continuous development as an educator may be demonstrated by, for example:

• reflecting on and continually enhancing teaching practice in response to feedback and student learning outcomes
• engaging with other educators to share and discuss their practice so they are learning with and from others

Criterion 5: Lead purposefully

A Provost’s Outstanding Teacher at the College level is expected to provide leadership in teaching and learning that has an impact beyond the nominee’s own Department or School, and within the nominee’s college.

Evidence of leadership in teaching and learning at a college level, across departments, may be demonstrated by, for example:

• sharing innovations in teaching and learning
• collaborating in inter- or multidisciplinary teaching and learning endeavors
• contributing to the development of others’ through leadership in professional development opportunities

Such activities might occur within the scope of duties assigned as part of administrative or committee roles, as well as activities that are independently or collaboratively initiated outside of assigned duties.

Nomination Process

Each college will internally collect and adjudicate nominations submitted to them by each February 1st. 

The successful nominations are then passed on to the Gwenna Moss Centre for Teaching and Learning by February 15th.

Nominations must be submitted to the GMCTL using the submission portal: 

• Submission Portal

Nomination checklist – Limited to 15 pages

All formats accepted, in parts or as a single document through the portal.

• Letter of nomination
• Teaching philosophy statement
• Evidence of teaching: This should include sample exemplar teaching materials and summarized teaching evaluations and feedback from up to the most recent two years of teaching history
• Abridged CV, focused on teaching (Not counted toward 15 page limit)