Teaching Awards

The University of Calgary Teaching Award for Librarians, Archivists and Curators recognizes outstanding contributions to student learning experiences by individual, full-time librarians, archivists and curators on Continuing, Contingent and Limited-Term academic staff appointments. 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. Learners at all levels benefit from formal and informal instruction provided by librarians, archivists and curators. This award recognizes outstanding contributions to learning through formal and/or informal instruction provided by librarians, archivists and curators. The assessment of nominations will be guided by the following criteria: 

Organization 

• Actively support and facilitate learners in identifying and evaluating information relevant to their academic work. 
• Assist in establishing a culture of learning based on the specific information needs of the learning communities they serve. 

Information Skill-Building 

• Contribute to the use of innovative practices that support effective identification, evaluation and use of scholarly, creative, historic and artistic works. 
• Assess and respond to the experiences, skill levels and learning needs of learners in a given situation. 

Campus Engagement 

• Assist in the establishment of meaningful programs and partnerships across campus communities through integrated instruction. 
• Develop and assist in enhancing the overall impact of instruction on community learning needs. 

Respect and Inclusion 

• Co-creates respectful and inclusive learning environments and communities that promote active engagement, participation and a sense of belonging. 
• Seeks to understand and adapt teaching practices based on diverse backgrounds, needs, prior knowledge and approaches to learning. 

Self-Reflection and Growth 

• Collects feedback, engages in professional learning activities, and reflects on teaching and learning to improve a teaching and learning experiences. 
• Adapts, innovates, and responds to change and scholarly teaching and learning approaches. 

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 (10 pages or 20 minutes maximum video or audio length) 

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 rationale that guides your practice, and provides information about your context, approaches and contributions.  
• Descriptions of specific teaching and learning strategies  
  You should provide description of specific strategies you use in your teaching practice and include some indication of impact on learning. 
• Evidence based on the perspectives of others
  Evidence about the impact of your contributions to teaching and student learning. Evidence could include data collected from students and colleagues through surveys or focus groups, measures provided by the Office of Institutional Analysis and/or comments from students or colleagues.  
• 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.  

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.