Continuing teaching excellence
The nomination must include evidence of outstanding teaching. Outstanding teaching integrates best practices in instruction and assessment with well-defined student learning outcomes, demonstrates effectiveness of teaching strategies, and provides evidence of student engagement. The nomination brief should address the following criteria:
- Classroom teaching creativity and innovation;
- Curricular design;
- Leadership in teaching;
- Evidence of teaching effectiveness;
- Incorporation of equity, diversity and inclusion into teaching and/or curriculum;
- Other contributions.
In nominating or applying for this award consider that continuing teaching excellence can be demonstrated by an outstanding and sustained record of undergraduate or graduate teaching, including one of more of the following:
- Effectiveness of teaching strategies in the classroom, studio or laboratory;
- Evidence and nature of student engagement;
- Evidence of innovative curricular design and/or innovative pedagogical approaches;
- Enthusiasm for teaching, use of best practices and teaching methods;
- Ability to motivate students, capacity as a role model for personal and professional development of students;
- Integration of best practices in instruction and assessment, grounded in learning theories, with well-defined student learning outcomes;
- Development and implementation of innovative teaching approaches, including their planning, execution and assessment of outcomes.
Evidence in support of the criteria may include some of the following examples:
- Description of specific teaching strategies that were developed to improve student learning, including their planning, development, execution and assessment of learning outcomes; include list of courses previously/currently taught;
- Descriptions of course development, management, planning and coordination;
- Evidence of impact on student learning (e.g. improved exam performance, pass rates, acceptance rates to graduate programs, success in workplace placements, increased course enrollment, student achievements (competitions that they participated in) etc.);
- Personal contact with students that go beyond the norm in classroom teaching (e.g. mentoring, advising, consultations outside of class, field trips, small-group tutoring, laboratory, studio instruction, thesis supervision, etc.);
- Descriptions of the development of innovative teaching materials;
- Memberships in professional bodies related to teaching;
- Examples of ongoing commitments to teaching through professional development;
- Evidence of transformative influence on the student learning experience;
- Evidence that the nominee’s practice fits with learning theories;
- A letter of support that provides specific examples and describes the nominee’s teaching, innovative strategies, etc., and their impact on students’ learning. Students writing support letters should disclose their relationship with the nominee (e.g. current student, former student, research assistant, working under nominee’s supervision, etc.);
- Any additional evidence addressing continuing teaching excellence.
Additional contributions to teaching and learning at Ryerson that have an impact beyond one’s classroom may also be taken into consideration by the FAC.
- Personal professional development in teaching and learning (e.g. attending conferences, working with TA/GAs, participating in the Learning and Teaching Office seminars, etc.);
- Sharing one’s teaching expertise with others; delivering workshops/presentations; publications;
- Participation in initiatives to improve teaching at Ryerson and description of the nature of the involvement;
- Curriculum development and description of the nature of the involvement;
- Evidence of recognition received for teaching excellence by a community of peers at Ryerson and possibly elsewhere, including a list of awards, internal as well as external.
Faculty award recipients must achieve a minimum standard performance in all three faculty duties (teaching, SRC and service). This ensures that excellence in one area is not being facilitated by under-performance in others.