The purpose of the awards program is to celebrate excellence in teaching in the publicly-funded colleges, institutes, and universities of British Columbia and the Yukon by acknowledging those individuals who exemplify such excellence. Up to five awards will be made annually to educators from different postsecondary institutions.
This award recognizes excellence in postsecondary teaching over a number of years, primarily at the undergraduate level. An individual nominated for this award will be characterized by a proven commitment to enhanced student engagement and learning, a reflective and intentional approach to teaching practices, and dedication to teaching improvement including successful implementation of any of the 94 Calls to Action from the Truth and Reconciliation Commission of Canada.
The following list reflects significant criteria of distinguished teaching, though the Awards Committee is aware that opportunities to demonstrate all of these characteristics may vary according to the institutional context and that nominees may also provide other examples of teaching excellence.
Teaching and Learning
- Promotes a teaching and learning environment that fosters respect, responsibility, relevance and reciprocity;
- demonstrates knowledge of the teaching and learning process through clearly developed student learning outcomes, competencies or goals, assessments and pathways to success;
- encourages student participation in the learning process;
- employs innovative techniques for achieving learning;
- fosters critical thinking and problem solving abilities;
- engages experiential learning opportunities that connect students to community or other stakeholders for an authentic learning experiences;
- uses assessment methods that are authentic, aligned with learning outcomes and instructional approaches.
Equity, Diversity and Inclusion
- Acknowledges and embeds Indigenous world views and Indigenous ways of knowing/being into learning practices;
- uses approaches to teaching and evaluation of learning that are inclusive and respects diverse student learning needs;
- incorporates universal design principles;
- engages students in the global impact of concepts learned.
Evidence-based
- Is informed by research to adapt and develop teaching practices and course development;
- demonstrates reflective teaching, for example, by:
- engaging in the scholarship of teaching and learning;
- sharing good practice with others through workshops, presentations, or publications on teaching and learning; or
- participating in professional development activities to enhance teaching practice;
- building relationship(s) with Indigenous peoples/communities to appropriately reflect an Indigenous lens.