Teaching Awards

The University of Calgary Teaching Award for Blended and Online Learning recognizes the teaching excellence of an individual, academic staff member on Continuing, Contingent, Limited-Term or Sessional appointments who have developed and taught two or more different courses in blended and/or fully online environments, or integrated online learning environments as a significant element of two or more courses. 

No individual may receive the University of Calgary Teaching Award in Blended and Online Learning more than once. There will be one award available annually. The adjudication committee may recommend more recipients if multiple outstanding nominations are received.

Teaching excellence at the University of Calgary is demonstrated by characteristics of scholarly teaching. This award recognizes outstanding contributions to student learning in blended and/or online contexts by an individual, academic staff member on Continuing, Contingent, Limited-Term or Sessional appointments. There are many ways in which individual teachers demonstrate teaching excellence. 

Nominations will be assessed based on one or more of the following criteria: 

Student Engagement

• Uses a range of instructional practices and technologies and modes for engagement that create frequent opportunities for meaningful student engagement with course content, peers, and the instructor(s).
• Intentionally provides opportunities for students to develop critical thinking skills, establish relevance of subject matter and connect learning to future work, life and academic experiences. 

Assessment and Feedback

• Design student assessment strategies that enhance learning and are appropriately aligned with intended learning and for use in blended and/or online learning.
• Design strategies to facilitate multiple opportunities for feedback (e.g. instructor, self, and/or peer) on students’ learning to support their ongoing growth and learning progress.

Respect, Inclusion and Accessibility

• Promote inclusion, student belonging, and accessibility using appropriate teaching strategies, learning technologies, tools, and/or assessment techniques.
• Create meaningful opportunities for students to engage with diverse materials and demonstrate knowledge and learning in diverse ways in blended and/or online learning environments.

Organization and Communication

• Establish multiple pathways of communication and connection between instructor(s), students, and their peers in blended and/or online learning environments.
• Communicate clear goals and expectations for engagement in blended and/or online learning environments.
• Clearly articulates learning goals, provides organization and structure to align learning goals with relevant activities and assessments.

Self-Reflection and Growth

• Collects feedback, engages in professional learning activities, and reflects on teaching, to act on their teaching practices to improve student learning in blended and/or online learning environments.
• Adapts, innovates, and responds to change and scholarly teaching approaches in blended and/or online learning environments.

The nomination should be prepared by the nominator(s) and the nominee. Nominators may be one of, or any combination of academic staff, academic administrators, staff, or former students.

The nomination package includes:

• An online form verifying the nominee’s and nominator’s contact information, and the award they are being nominated for.
• A nomination letter (2-page maximum or 5 minutes maximum video or audio length) highlighting the nominee’s strengths, contributions, and accomplishments as they relate to the award criteria. This can be contributed by an individual nominator or co-written by nominators. Audio and video submissions that speak to the award criteria will also be accepted; and
• A nomination dossier (10-page maximum or 20 minutes maximum video or audio length). Audio and video submissions that speak to the dossier requirements will also be accepted.

3.1 Nomination Letter (2 pages or 5 minutes maximum video or audio length)

A nomination letter highlighting the nominee’s strengths, contributions, and accomplishments as they relate to one or more of the award criteria is required from an individual nominator or can be co-written by multiple nominators. Nomination letters are not included in the dossier page count; the letter should be a maximum of two pages or 5 minutes for audio or video submissions. 

3.2 Nomination Dossier 

Evidence of impact in teaching and learning should be provided from multiple sources, including a nominee’s self-reflections, student feedback, and feedback from colleagues.

The nomination dossier should be a maximum of 10 pages or 20 minutes maximum video or audio length:

• Teaching philosophy statement (1-page)
  The teaching philosophy statement explains the beliefs and values that guide a nominee’s blended and/or online teaching practice and provides information about a nominee’s unique teaching experiences, contexts, approaches and contributions, as they relate to their beliefs and values about teaching and learning. 
• Descriptions of specific teaching and learning strategies
  Dossiers should provide descriptions of specific teaching and learning strategies used in blended and/or online learning environments, with relevant evidence of impact on learning. Evidence of impact may come from multiple sources and perspectives including the nominee’s self-reflections, excerpts from student comments, feedback and work, and input from colleagues, including letters, testimonials, or statements of support.
• Summary of student input and feedback 
  A summary of student input, feedback and representative samples of student comments received related to the nominee’s teaching practice, across multiple learning contexts and years. Student comments and feedback from multiple sources can be used, in addition to any available formal data (e.g. UCalgary Course Experience Survey or other relevant unit-specific course feedback). Student testimonials, statements and letters of support can be included within the dossier page limits.
• Self-reflection statement
  This self-reflection should provide committees with a clear overview of the nominee’s unique teaching practice and context, highlight strengths and contributions as they relate to the nominee’s philosophy and practices, and identify future areas for learning and growth in blended and/or online learning environments. 

Nomination packages are stored and treated with care and confidentially, with access limited to adjudication committee members. All written and recorded materials submitted must adhere to appropriate University copyright policies and procedures and will remain the property of the creator.

3.3 Video and/or audio submissions

Video and/or audio recorded submissions that recognize oral traditions and speak to the award criteria will be accepted. Recordings should present a first-person narrative to support the nomination. Professionally produced videos will not be accepted. 

3.4 Support

Support for creating nomination letters and dossiers, including video and/or audio submissions, is available through the Taylor Institute for Teaching and Learning.

Administrative processes surrounding communication, nomination and selection processes is coordinated through the Taylor Institute for Teaching and Learning.

A committee, chaired by the Vice-Provost Teaching and Learning (or delegate) and consisting of two academic staff members, two students (undergraduate and/or graduate), and a support (AUPE) staff, management or professional staff (MaPS) or postdoctoral scholar representative, will adjudicate the nomination files. 

The University of Calgary recognizes that a diverse staff, faculty, student and postdoctoral community benefits and enriches the work, learning and research experiences of the entire campus and greater community. We are committed to addressing systemic inequities by removing barriers that have been historically encountered by underrepresented identity groups in our society. We strive to ensure equitable representation on the awards adjudication committees. To this end, we encourage equity-deserving identity groups, including Indigenous peoples, racialized people, people with disabilities, 2SLGBTQI+ persons and women, to join and serve on these committees. All committees are provided with resources and training to mitigate bias and ensure fair and inclusive decision-making processes.

All committees are guided in the adjudication through a consensus-based discussion with reference to the criteria for the award.

Recipients will be presented with their awards at the Celebration of Teaching and recognized on the Wall of Honour in the Taylor Institute for Teaching and Learning. 

Award recipients will be invited to join the University of Calgary Teaching Academy, to share their experience and expertise back to the academic community.