About the Award

Reward and Recognition

Award recipients will be publicly recognized at the annual Celebration of Teaching and receive a $1000 prize.

Eligibility

Nominees must be a tenure-track or continuing status faculty members who are beyond the first five years of their appointment at the U of S.

Strategic Themes

Nominations should clearly demonstrate how the evidence presented for each of the criteria drawn from Our Learning Charter align with one or more of the following strategic themes, which reflect the U of S mission, vision, and values statement.

  • Indigenization – Evidence in support of this theme can include, for example, instructional activities that address one or more of the Truth and Reconciliation Commission’s Calls to Action
  • Sustainability – Evidence in support of this theme can include, for example, instructional activities that contribute to a sustainable future
  • Inclusivity – Evidence in support of this theme can include, for example, instructional activities that contribute to building a learning environment that is inclusive of diverse backgrounds and perspectives
  • Internationalization – Evidence in support of this theme can include, for example, instructional activities that support international initiatives or include international perspectives
  • Interdisciplinary teaching – Evidence in support of this theme can include, for example, instructional activities that build connections between different fields of study
  • Innovation – Evidence in support of this theme can include, for example, instructional activities that are novel and effectively support student learning within the nominee’s teaching context
  • Collaboration– Evidence in support of this theme can include, for example, instructional activities that include students, faculty from other fields of study, and/or community members

Criteria

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 for the Provost’s Outstanding Teacher Award should clearly show how the nominee demonstrates outstanding proficiency in each of the following criteria.

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 student the opportunity to fairly demonstrate what they have learned

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
  • engage 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 campus-wide level is expected to provide leadership in teaching and learning that has an impact beyond the nominee’s own department, school, or college. The impact should extend to teaching and learning across campus and between colleges.

Evidence of leadership in teaching and learning at the institutional level, across departments and colleges, 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.

Organization and Evidence

The evidence presented in a nomination should be organized according to the structure below[1]. Evidence should demonstrate the ways in which the nominee effectively designs and delivers courses, and evaluates, reflects on and develops their teaching practice.



[1] Categories are from the Teaching Quality Framework

Teaching Practice

  • Design
    • Develop exemplary learning environments and student support
      • (aligns with Criteria 1, 2, and 3)
    • Design and plan outstanding learning experiences
      • (aligns with Criteria 1, 2, and 3)
  • Deliver
    • Teach and support student learning in ways that align with good practice in one’s discipline(s)
      • (aligns with Criteria 1, 2, and 3)
    • Assess and provide feedback to students that enables their learning
      • (aligns with Criterion 3)

Teaching Development

  • Evaluate and Reflect
    • Evaluate practice regularly
      • (aligns with Criterion 4 and 5)
    • Reflect on practice continuously
      • (aligns with Criterion 4 and 5)
  • Develop
    • Engage in continuing professional development
      • (aligns with Criterion 4 and 5)
    • Integrate research, scholarship and/or professional activities with teaching
      • (aligns with Criterion 1, 4, and 5)

Past Recipients

Year Recipient College Department
2019 Helen Baulch School of Environment and Sustainability
2018 Colin Laroque Agriculture and Bioresources Soil Science

Submit a Nomination

Nomination Process

­­­Nominations should be submitted to the Gwenna Moss Centre at awards_gmctl@usask.ca as a single PDF document by February 15.

Nomination checklist – Limited to 15 pages

  • Letter of nomination (state the strategic theme(s) and organize by referring to the categories of practice and development, provided above)
  • Teaching philosophy statement
  • Student, peer, and other teaching evaluations and feedback, in which scores across several courses are summarized and contextualized (please do not include raw data)
  • Letters of support (from former students, peers, community partners)
  • Evidence such as teaching materials, photos of activities, excerpts from syllabi, etc, can be included as part of the overall narrative, if presented in context (do not include numerous pages of presentation slides, for example)
  • Annotated and abridged CV, linking points in the CV explicitly to award criteria (Not counted toward 15 page limit)

Questions

Gwenna Moss Centre for Teaching and Learning