Teaching Awards

The University of Calgary Teaching Award for Curriculum Development recognizes the teaching excellence of any combination of academic and/or non-academic colleagues who contribute as a team to the creation or revitalization of a curriculum at the program level. In this context, curriculum revitalization involves engaging in an intentional, evidence-based review process, and identifying and implementing specific strategies for improvement. As this is an award for a collaborative curriculum development process, the award will be given in the name of the program. 

The University of Calgary Teaching Award for Curriculum Development may not be awarded to the same team more than once. There will be one award available annually. The adjudication committee may recommend more recipients if multiple outstanding nominations are received.

The University of Calgary Teaching Award for Curriculum Development recognizes the contributions of a team of academic and/or non-academic colleagues who contribute to the creation or major revitalization of a curriculum of a degree-credit program. There are many ways in which excellence in curriculum development may be demonstrated. Nominations will be assessed based on evidence of the nominees’ combined expertise to demonstrate the following criteria:

• Program Structure and Organization
  • Clearly articulates relevant and authentic program learning outcomes.
  • Demonstrates alignment of program learning outcomes, teaching and learning strategies, and assessment methods within and across courses and other learning experiences in the curriculum.
• Student Assessment and Feedback
  • Intentionally integrates formative and summative assessments of learning to support enhancement of student learning throughout the program, that are meaningful and relevant to the field, profession, and/or discipline.
  • Intentionally integrates multiple opportunities for students to receive feedback on their learning (e.g. instructor, self, and/or peer) to support their ongoing growth and learning progress throughout the program.
• Reflects Institutional Commitments
  • Collaboratively creates respectful and inclusive learning environments and communities that promote active engagement, participation and a sense of belonging throughout the program.
  • Intentionally reflects institutional commitments throughout the program such as Indigenous engagement, mental health and wellbeing, equity, diversity, inclusion and accessibility, sustainability, entrepreneurial thinking, research, and creative scholarship.
• Student Engagement
  • Uses a range of instructional practices that create frequent opportunities for meaningful student engagement.
  • Intentionally provides opportunities for students to develop critical thinking skills and connect learning to future work, life and academic experiences. 
• Continuous Program Improvement
  • Engages in critical reflection and implements specific strategies and actions for continuous program improvement.
  • Works collaboratively throughout the curriculum development process, valuing the contributions of many different voices, and evidence-based decision making for program development/revitalization.

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 curriculum development/revitalization should be provided from multiple sources.  

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

• Description of program development and/or renewal (1-2 pages)
  An overview of the rationale for program development and renewal process that describes the principles, beliefs and/or values that guided the process, who was involved, key institutional priorities reflected, a description of the key changes and other context that is relevant to the program development and renewal process.
• Statement of learning outcomes 
  The statement should present the program learning outcomes and their significance. It should also include a description of how the program team engaged colleagues in articulating course learning outcomes to guide and motivate learning (an inventory of learning outcomes for each course is not required).
• Program changes and evidence of impact 
  Dossiers should provide specific examples and descriptions of program changes that were implemented with relevant evidence of impact on learning. Evidence of impact may come from multiple sources and perspectives including the team’s self-reflections, excerpts from student comments, feedback and work, input from colleagues, including letters, testimonials, or statements of support, curriculum maps, NSSE scores, OIA data, alumni survey results, or employer testimonials. A summary of student input, feedback and representative samples of student comments must be included. 
• Reflection statement
  This reflection should provide a clear overview of the team’s unique contributions to curriculum development and context, highlight strengths and contributions to improving student learning experiences, include reflections on key learnings and identify action plans for continuous program improvement.

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.