About the Award

Colleges and Schools

One award each is allotted to the following colleges or schools:

  • Agriculture and Bioresources
  • Arts and Science: BA, BMus, or BFA Programs
  • Arts and Science: BSc Programs
  • Dentistry
  • Education
  • Edwards School of Business
  • Engineering
  • Kinesiology
  • Law
  • Medicine and School of Physical Therapy
  • Nursing
  • Pharmacy and Nutrition
  • Veterinary Medicine

Reward and Recognition

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


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 the Learning Charter’s instructor commitments, and the last criterion distinguishes the level of leadership expected of a nominee for this award.

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

[1] First four criteria are drawn from the instructor commitments in the University of Saskatchewan Learning Charter

Criterion 1: Exemplify learning

“[I]nstructors should themselves 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: Plan and teach effectively

Instructors 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”

The creation of learning environments that are inclusive of diverse learners and perspectives, designed with good teaching practice in one’s discipline in mind, and that stimulate and inspire students in their learning endeavours may be demonstrated by, for example:

  • designing learning opportunities that are accessible and experiential
  • innovations in course design and teaching strategies
  • communicate and uphold clear and accessible learning goals and course objectives

Criterion 3: Assess fairly

Instructors 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 lead to improvement
  • designing assessments of learning that align with course objectives and provide student the opportunity to fairly demonstrate what they have learned

Criterion 4: Enhance continuously

Instructors 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 evaluation of practice paired with reflection and continuous development as a teacher-scholar may be demonstrated by, for example:

  • reflecting on and continually enhancing teaching practice in response to feedback and student learning outcomes
  • modeling lifelong learning by maintaining currency in scholarship and teaching

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.

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)

Submit a Nomination

Nomination Process

Each college will collect and adjudicate nominations submitted to them by February 1 internally, then pass on the successful nominations to the Gwenna Moss Centre by February 15. Nominations submitted to the Gwenna Moss Centre should contain items listed in the checklist and be submitted as a single PDF document to awards_gmctl@usask.ca

Nomination checklist – Limited to 15 pages

  • Letter of nomination (organized 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)

Past Recipients

Agriculture and Bioresources

  • Eric Micheels (2017)
  • James Nolan (2016)
  • Fiona Buchanan (2015)
  • Terry Tollefson (2014)
  • Tom Yates (2013)
  • Steve Shirtliffe (2012)
  • Nicholas Low (2011)
  • Ken Van Rees (2010)

Arts and Science: Humanities and Fine Arts

  • Valerie Korinek (2017)
  • Wendy Roy (2016)
  • Ann Martin (2014)
  • Greg Marion (2013)
  • Kathleen James-Cavan (2012)
  • Garry Gable (2011)

Arts and Science: Science

  • Tracy Marchant (2017)
  • Nathaniel Osgood (2016)
  • Hugo Cota-Sanchez (2015)
  • Michael Horsch (2014)
  • Neil Chilton (2013)
  • Ian Burgess (2012)
  • Mark Eramian (2011)
  • Ken Wilson (2010)

Arts and Science: Social Science

  • Joe Garcea (2016)
  • Loleen Berdahl (2014)
  • Pamela Downe (2013)
  • Karen Lawson (2012)
  • Ron Borowsky (2011)
  • Lorin Elias (2010)


  • Keith Walker (2017)
  • Beverley Brenna (2016)
  • Brenda Kalyn (2015)
  • Dirk Morrison (2014)
  • Debbie Pushor (2013)
  • Shaun Murphy (2012)
  • Verna St. Denis (2011)
  • Edwin Ralph (2010)

Edwards School of Business

  • Vince Bruni-Bossio (2017)
  • George Tannous (2016)
  • Gary Entwistle (2015)
  • Chelsea Willness (2014)
  • Keith Willoughby (2013)
  • Rick Long (2012)
  • Norman Sheehan (2011)
  • Barbara Phillips (2010)


  • Jim Kells (2017)
  • J.D. Johnston (2016)
  • John Moffatt (2015)
  • Mehdi Nemati (2014)
  • David Sumner (2013)
  • Denard Lynch (2012)
  • Bruce Sparling (2011)
  • Allan Dolovich (2010)


  • Shannon Forrester (2017)
  • Philip Chilibeck (2016)
  • Nancy Gyurcsik (2015)
  • Joel Lanovaz (2014)
  • Louise Humbert (2013)
  • Jon Farthing (2012)
  • Keith Russell (2011)
  • Len Gusthart (2010)


  • Sarah Burningham (2017)
  • Felix Hoehn (2016)
  • Sarah Buhler (2015)
  • Heather Heavin (2014)
  • Ibironke Odumosu (2012)
  • Michaela Keet (2011)
  • Barbara von Tigerstrom (2010)

Medicine and School of Physical Therapy 

  • Paul Lee (2017)
  • Marcel D'Eon (2016)
  • Regina Taylor-Gjevre (2015)
  • Robert Skomro (2014)
  • Sean Mulligan (2013)
  • Meredith McKague (2012)
  • Kalyani Premkumar (2011)
  • Nigel West (2010)


  • Carol Ann Bullin (2016) 
  • Donald Leidl (2015)
  • Janet McCabe (2014)
  • Cheryl Besse (2012)
  • Lorraine Holtslander (2011)
  • Sandra Bassendowski (2010)

Pharmacy and Nutrition 

  • Phyllis Paterson (2017)
  • Holly Mansell (2016)
  • Adil J. Nazarali (2015)
  • Anas El-Aneed (2014)
  • Shawna Berenbaum (2013)
  • David Blackburn (2012)
  • Melanie Rozwadowski (2011)
  • Jeff Taylor (2010)

Veterinary Medicine

  • Patricia Dowling (2017)
  • Gillian Muir (2016)
  • Matt Loewen (2015)
  • Elemir Simko (2014)
  • Sue Taylor (2013)
  • Chris Clark (2012)
  • Vikram Misra (2011)
  • Gary Wobeser (2010)


Gwenna Moss Centre for Teaching and Learning