Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

University Wide Awards

To quickly jump to information on the award you would like to read about, please select from the list below:

Principal's Teaching and Learning Awards

New Awards Offered this Year!

These awards are intended to celebrate teaching excellence and to increase trans-disciplinary exposure to exemplars in teaching and the diverse ways in which the student learning experience is enhanced by educators and educational supports at Queen’s. This happens at the at the course level, through focusing on teaching of strategic university goals as well as through individual and group efforts outside of specific courses, at the program or university-level.

Goals:

  • To increase recognition of teaching excellence in strategic areas of teaching and learning at Queen's
  • To extend recognition of teaching and learning excellence beyond individual courses to groups of courses and to those who support Queen's educators, students and our teaching and learning culture
  • To collaborate across Queen's strategic directions and educational services and supports

To learn more about the Principal's Awards.

Society of Graduate and Professional Students Teaching Assistant/Teaching Fellow Excellence Award

This award is intended to recognise the outstanding contribution(s) of a Teaching Assistant or Teaching Fellow to the SGPS and/or the Queen's community. (See SGPS website and SGPS Policy 9.3.2.f)

This year's recipient is:

2016 - 2017 Jeffrey Rice, Political Studies

To learn more about the SGPS TA/TF Excellence Award.

Nature of Award

This award is intended to recognise the outstanding contribution(s) of a Teaching Assistant or Teaching Fellow to the SGPS and/or the Queen's community. (See SGPS website and SGPS Policy 9.3.2.f)

Nomination Criteria

Nominees must:

  • be a Teaching Assistant or as Teaching Fellow AND an SGPS member for some interval of time during the 12 months preceding the nomination period.
  • have made a significant contribution to the SGPS membership and/or Queen's community(SGPS Policy 9.1.4).

Nomination Procedure

Nominations will be accepted from any member of the Queen's community. (SGPS Policy 9.3.1) The nomination period shall be open for at least two weeks, and shall end no later than 3 weeks before the date of the Spring Semi-Formal. (SGPS Policy 9.2.3)

Nomination forms are available on the SGPS website.  They must, at the minimum, contain the following:

The nominator’s full name and student number (if applicable)

The name of the nominee

The name of the Award

Contact Information for the nominator and nominee

A brief description of the contribution(s) made by the nominee to the SGPS and/or Queen’s Community and the time period over which these contribution(s) were made

A brief description of how this person’s contribution(s) are outstanding and have made an impact on the SGPS and/or Queen’s Community  (SGPS Policy 9.3.2)      

Past Winners

2016 - 2017 Jeffrey Rice, Political Studies
2015 - 2016 Maseeh Haseeb, Faculty of Law
2014 - 2015 Amirreza Rouhi, Mechanical and Materials Engineering
2013 - 2014 Jeremy Durelle, Chemistry
2012 - 2013 Gwendolyn Eadie, Physics, Engineering Physics and Astronomy
2010 - 2011 Niraj Kumar, Biology
2009 - 2010 Usman Mushtaq, Civil Engineering
2008 - 2009 Jones Adjei, Sociology
2007 - 2008 Tracy Pennimpede, Pathology and Molecular Medicine
2006 - 2007 Wynne Jordan, Religion
2005 - 2006 Robb MacKay, Education

The Chancellor A. Charles Baillie Teaching Award

Established in 2003 through gifts from the Toronto Dominion Bank and Chancellor Emeritus Charles Baillie, the Chancellor A. Charles Baillie Teaching Award recognizes undergraduate or graduate teaching or professional teaching that has had an outstanding influence on the quality of student learning at Queen’s University.  It is awarded annually for activities that lead to improved learning, including curriculum development, educational leadership, design and delivery of out-of-classroom educational experiences, or classroom teaching and supervision. 

This year's recipient is:

2017 Catherine Donnelly, School of Rehabilitation Therapy

To learn more about the Charles Baillie Teaching Award.

Established in 2003 through gifts from the Toronto Dominion Bank and Chancellor Emeritus Charles Baillie, the Chancellor A. Charles Baillie Teaching Award recognizes undergraduate or graduate or professional teaching that has had an outstanding influence on the quality of student learning at Queen's University.  It is awarded annually for activities that lead to improved learning, including curriculum development, educational leadership, design and delivery of out-of-classroom educational experiences, or classroom teaching and supervision.

Recipients of this award are selected by a panel of their peers. The Selection Committee comprises past award winners, subject experts, and educational developers.  The Centre for Teaching and Learning is responsible for the administration of the Award and the selection of the adjudication panel.  The Selection Committee is charged with responding to the question: Who among our colleagues deserves recognition this year for his or her exceptional efforts to promote student learning?

The Award

The recipient of this monetary award will receive the money as part of their Queen's monthly pay, normally during the pay period when the Award is received. The recipient of the award is formally acknowledged during the fall convocation. Faculty may be nominated by a peer or academic administrator, or may self-nominate.

Eligibility

All full-time and part-time faculty members are eligible for this award.  It may be awarded for excellence in graduate and/or undergraduate and/or professional teaching.

2017 Deadline: Wednesday, March 1, 2017

Please email a PDF version of the full nomination package to: ctl@queensu.ca (with the subject line: The Chancellor A. Charles Baillie Teaching Award) AND one paper-based original copy of the nomination should be mailed to:

The Selection Committee
The Chancellor A. Charles Baillie Teaching Award
c/o The Centre for Teaching and Learning
F200 Mackintosh-Corry Hall
Queen's University

Submission Criteria

The full package of no more than 20 pages in total length, including appendices and must include the following sections, organized and numbered as indicated below.  To ensure fairness, submissions that are longer than 20 pages will be ineligible and will be returned unread.

1.0 Table of Contents    

2.0 Nomination Application Brief  

    2.1 Candidate(s) 
          Last name, First name
          School or Faculty, Department
          Telephone, Fax, Email

    2.2 Submitter (if different from 2.1)   
          Last name, first name
          School, Faculty, Department
          Telephone, Fax, Email

   2.3  Appointment History  
         Teaching and /or administrative-related appointments held at Queen’s
         Appointment type and rank

   2.4  A nomination letter that addresses the nominee’s special qualifications for this award, focusing on:
         the impact of his or her work on student learning;
         evidence of teaching scholarship
         the potential for impact beyond the particular instructional situation.

3.0 Excellence in Instruction

   3.1 A brief statement describing the contributions of the nominee to education through innovation, achievement or   
        continuing excellence in classroom, individual, or online instruction. 

   3.2 Evidence of instructional excellence organized in the form of a teaching dossier, including:
        A statement of teaching philosophy
        A description of the approach to teaching (with examples of course materials and a description of particularly effective
        strategies used)
        Documentation that demonstrates teaching excellence, such as normative data and comments from teaching
        evaluations over several years, peer feedback on teaching, and evidence of impact on student learning.
        Highlight: the impact on student learning; evidence of teaching scholarship; the potential for impact beyond the
        particular situation.

4.0 Additional Areas of Excellence
     Highlight: the impact on student learning; evidence of teaching scholarship; and the potential for impact beyond the
     particular situation.

    4.1 Innovation  

          4.1.1 A brief statement describing either an innovative curricular initiative or an innovative use of technology that has
                  been successfully implemented across a faculty, program, school or department within the past three years.   
                  Explain how the initiative described is innovative or different from what has been done previously. 

          4.1.2 Evidence of excellence in innovation organized under the following headings:
                  The problem/situation addressed
                  The objectives of the innovation
                  A description of the strategy implemented (e.g., design of program or course; materials; the experiences of
                  students; the number, level and kind of students involved; if technology was used, an explanation of how it was
                  used to advance student learning)
                  Outcome evaluation (including evidence of student achievement; evidence could include student test results,
                  student ratings, letters from colleagues and students)
                  A plan to disseminate the outcomes of the innovation; future plans for development

   4.2 Leadership  

         4.2.1 A brief statement describing how the nominee has acted in a leadership role to promote, support and         
                 improve teaching at Queen’s. 

         4.2.2 Evidence of excellence in leadership organized under the following (suggested) headings:
                 A short CV or dossier, including letters from colleagues or students, emphasizing the nominee’s contributions to
                 the enhancement of teaching, e.g., conducting of seminars, workshops, conferences, or other events for
                 university colleagues on teaching/learning topics; work with teaching/learning committees or units; consultation
                 with colleagues on teaching methods; papers, texts, newsletters or other publications on university teaching;
                 research on university teaching/learning problems that goes beyond the normal discipline-focused research
                 conducted by the faculty member; work on special projects related to university teaching and learning
                 Exemplary materials, i.e., documentary evidence relevant to the nominee’s work, such as policy statements,
                 reports, curriculum materials, program or workshop descriptions and/or evaluations, research reports and
                 publications, etc.
                 A statement by the nominee about his/her approach to leadership and its actual and/or potential impact on
                 student learning

   4.3 Collaboration  

          4.3.1 A brief statement describing a collaborative effort in teaching and how it increased the effectiveness of student
                  learning 

          4.3.2 Evidence of excellence in collaboration organized under the following suggested headings:
                  Context (e.g., the need for the project; the constraints or particular advantages of the instructional setting)
                  Goals and intended learning outcomes
                  Description of activities/programs (e.g., a clear description of what was done and what students were asked to
                  do; the experiences of students; in the case of a course, the number, level and kind of students involved; if
                  technology was used, an explanation of how student learning was advanced by the technology; how and over
                  what period the project was assessed)    
                  Impact on student learning (e.g., evidence that students learned what was intended; evidence of lasting impact
                  on students; evidence might include pre- and post-tests, student ratings, letters from colleagues and students)
                  Future developments (e.g., new directions; adoption by others)

   4.4 Linking Teaching with Research

         4.4.1 A brief statement of how faculty research was made directly accessible to undergraduate and/or graduate
                 students and how active student involvement in university research activities was enabled. 

         4.4.2 Evidence of excellence in linking teaching with research organized under the following suggested         
                 headings:
                 Context (e.g., the need for the project; the constraints or particular advantages of the instructional setting)
                 Goals and intended learning outcomes (including disciplinary content knowledge as well as applied research
                 skills)
                 Description of the instructional activities and methods used in the program; examples of materials developed
                 Assessment of the impact of the program on student learning (e.g., student test results or other forms of
                 achievement, student ratings, letters from colleagues and students)
                 Plans for future development and for sharing results with the broader community

Further Information

Please contact the Centre for Teaching and Learning at 613-533-6428 or by email at ctl@queensu.ca

Past Winners

2017 Catherine Donnelly, School of Rehabilitation Therapy
2016 Jill Atkinson, Psychology
2015 James Fraser, Physics, Engineering Physics and Astronomy
2014 Stephen Lougheed, Biology
2013 Anne Godlewska, Geography
2012 Lindsay Davidson, Surgery
2011 Brian Frank, Electrical and Computer Engineering
2010 Mark Weisberg, Law
2009 Richard Ascough, Theology/Religious Studies
2008 Bill Newstead, Chemistry
2007 Ron Easteal, Anatomy and Cell Biology
2006 John Smol, Biology
2005 Maggie Berg, English
2004 Morris Orzech, Mathematics and Statistics

Alumni Award for Excellence in Teaching

In recognition of the primary importance of teaching excellence to the task of Queen's University, the Alumni Association and the Senate shall offer the Alumni Award for Excellence in Teaching in recognition of such excellence demonstrated by teachers at Queen's. The Award may be presented annually to one recipient, normally at a Spring Convocation and will consist of a statuette and a cheque for the sum of $5,000.

This year's recipient is:

2017 John Allingham, Biomedical and Molecular Sciences

To learn more about the Alumni Award.

Nomination Guidelines

In recognition of the primary importance of teaching excellence at Queen's University, the Alumni Association and the Senate will offer the Alumni Award for Excellence in Teaching.

The Award

The recipient of the award will receive $5,000 presented at the Queen’s University Alumni Association’s annual Gala Awards Dinner, and the Teaching Award statuette, presented at Convocation.

Eligibility

A candidate must be a teacher at Queen's University who has the primary responsibility for a course offered to registered Queen's students (i.e. organization and presentation). For this purpose, classrooms are not limited to lecture halls but include other teaching environments such as laboratories, seminars and tutorials.

Nominators

Students, alumni and/or faculty may make nominations, individually or collectively. Nominations from students and students perspectives are especially valued.

Teachers may not nominate themselves.

A prior nomination does not disqualify a teacher. Many excellent candidates are not selected for an award simply because there is only one award given annually. Nominations for candidates who are shortlisted will be brought forward for one year. Members of the University community are urged to submit additional information for previously shortlisted candidates or re-nominate candidates who were unsuccessful in previous years and who continue to show excellence in teaching performance.

The Teaching Award Committee

The Teaching Award Selection Committee will consist of two academic staff members and three student members appointed by the Senate, and two alumni members appointed by the QUAA Board of Directors. The Alumni Officer for the QUAA will act as the Secretary for the Teaching Award Selection Committee. The Committee will be chaired by a member of Queen’s faculty.

Nomination Package

Nominations must not exceed 10 pages, including appendices and graphics.

Nominations packages must be received no later than the last Friday in February.

The Secretary of the Teaching Award Selection Committee will then consolidate the nominations and refer the list of names, together with supporting documents, to the members of the Committee.

The nomination package includes 2 parts:

Part 1 - The nomination form:

Part 2 - Evidence of excellence in teaching:

    a) A letter of nomination which focuses on the following selection criteria;

        1. An ability to foster student learning – includes being able to communicate in ways that are meaningful to
           students, demonstrating passion for the subject, and constructing an inclusive learning environment where
           students with special needs are automatically integrated into the learning community;

        2. An ability to engage with and inspire interest among students -- includes recognizing that teachers and
           students are partners in the learning enterprise and that students are partially responsible for defining learning
           outcomes;

        3. Meaningful methods to assess student performance -- includes using assessment practices that evaluate
           understanding of the subject rather than the ability to memorize, allow students to track their growth over time,
           and permit final judgments about achievements that go beyond the accumulation of ideas to requiring students
           to make connections among the course's main ideas, i.e., extending their learning to new and unique
           problems;

        4. Innovation in curriculum development -- includes integrating new themes and topics into existing courses
           based on students' needs and the instructor's formal or informal research in the field of study, and recognizing
           a need and filling it with a new course, if and when appropriate. Demonstrate commitment to instructional
           development -- includes participating in teaching workshops and consulting with individuals, groups or
           curriculum committees for professional development and in-service to the community of teachers.

    b) Letters of support from faculty colleagues and current and/or former students (graduate or undergraduate).

Note: Both parts must be submitted.

Selection Process

The Committee will review the nominations and compare the qualifications of each nominee to the criteria, and will identify a short list of finalists (not to exceed 5 ) for further consideration.

Prospective finalists will be asked:

If they consent to having their name placed on the list of finalists; and
If they wish to submit a teaching dossier, including but not limited to:

          • A statement of teaching philosophy
          • A description of their approach to teaching (with examples of course materials and a description of
            particularly effective strategies used)
          • Other materials (total package not to exceed 10 pages in length including any appendices and graphics)

The name of the recommended recipient, with supporting material, will be forwarded to the President of the QUAA by April 30, who will bring the decision to the QUAA Board of Directors for endorsement by May 31.

Past Winners

2017 John Allingham, Biomedical and Molecular Sciences
2016 Michelle Gibson, Department of Medicine
2015 Jacqueline Davies, Philosophy and Gender Studies
2014 Catherine Donnelly, School of Rehabilitation Therapy
2013 Daniel Lefebvre, Biology
2012 James Fraser, Physics
2011 George Bevan, Classics
2010 David Strong, Engineering and Applied Science
2009 Les MacKenzie, Anatomy and Cell Biology
2008 John Hanes, Geological Sciences and Geological Engineering
2007 Pat Oosthuizen, Mechanical Engineering
2006 Richard Jackson, Business
2005 Bruce Tufts, Biology
2004 Donato Santeramo, Spanish and Italian
2003 Bill Newstead, Chemistry
2002 Richard Ascough, Theology/Religious Studies
2001 Jim Whitley, Mathematics and Statistics
2000 Leo Jonker, Mathematics and Statistics
1999 Terry Krupa, Rehabilitation Therapy
1998 Lynda Jessup, Art
1997 Paul Christianson, History
1996 Alan Gorman, Geology
1995 Joan McDuff, Education
1994 Virginia Walker, Biology
1993 Barrie Frost, Psychology
1992 Katherine Wynne-Edwards, Biology
1991 Robert E. Hawkins, Law
1990 Patrick J. O'Neill, German
1989 David H. Turpin, Biology
1988 Alistair W. MacLean, Psychology
1988 Sandra I. McBride, Geological Sciences and Geological Engineering
1987 Frank D. Collom, Business
1987 Rita Maloney, Nursing
1986 Caroline M. Miller, Sociology
1986 Stanley Sadinsky, Law
1985 Robert G. Crawford, Computing Science
1985 Frederick W. Gibson, History
1984 Gerald S. Marks, Pharmacology
1984 Josephine M. Reddick, Nursing
1983 D. Catherine Brown, History
1983 Colette Y. Tonge, French
1982 Ronald J. Delisle, Law
1981 Willliam T. Cannon, Business
1980 David J. Mullan, Law
1979 William C. Reeve, German
1978 Catherine R. Harland, English
1977 Alistair R.C. Duncan, Philosophy
1976 H. R. Stuart Ryan, Law
1975 William D. Gilbert, Mechanical Engineering

Award for Excellence in Graduate Student Supervision

This annual award is to recognize those outstanding supervisors who demonstrate excellence in advising, monitoring and mentoring graduate students through their training.

This year's recipients are:

2017 Not Yet Awarded

To learn more about the award for Excellence in Graduate Student Supervision.

Nature of Award

This annual award is to recognize those outstanding supervisors who demonstrate excellence in advising, monitoring and mentoring graduate students through their training.

Nomination Criteria

Excellence is judged on the quality of supervision and mentorship in facilitating the acquisition of skills and resources needed for the student to succeed as scholars and professionals. Characteristics include availability, timeliness and quality of guidance and feedback, responsiveness to student needs, and enthusiasm for the pursuit of knowledge. In addition the supervisor must promote timely completion of the thesis and encourage the career development of the student through the provision of leadership and support in academic matters such as publishing, presenting, applying for funding. Preference will be given to faculty members who have displayed sustained mentorship activity over many years.

Nomination Procedure

Faculty members who are actively involved in graduate supervision are eligible to be nominated by a current or former graduate student or students. A nomination form and complete nomination package addressing the selection criteria should be submitted to the Dean, School of Graduate Studies. Deadline for receipt of complete packages is the last week of May (exact date set annually). Visit the School of Graduate Studies website for the current year’s nomination form, guidelines and deadline.

Selection Process

The selection committee comprises the Dean or delegate of the School of Graduate Studies, one member from the SGPS executive, two graduate student representatives (one from the Social Sciences and Humanities and one from the Life Sciences, Natural Sciences and Engineering), one graduate coordinator from any department, and one member from the Centre for Teaching and Learning who will serve as the Chair (non voting). Two awards are presented annually; one in the Social Sciences and Humanities, and one in Life Sciences, Natural Sciences and Engineering.

Presentation of Award

The award winners are announced in September and the awards presented at the appropriate fall convocation ceremony.

Past Winners

2016 Robert Stanley Brown, Chemistry
2016 Jane Errington, History
2015 Allan English, Department of History
2015 Hossam Hassanein, School of Computing
2014 Peter Hodson, Biology and Environmental Studies
2014 Nancy Hutchinson, Faculty of Education
2013 Kerry Rowe, Civil Engineering
2013 Jean Cote, Kinesiology and Health Sciences
2012 Selim Akl, School of Computing
2012 Mark Walters, Faculty of Law
2011 Virginia Walker, Biology
2011 Charles Beach, Economics
2010 Audrey Kobayashi, Geography/Women's Studies Gender Studies
2010 Roderick Lindsay, Psychology
2009 Lynda Jessup, Art
2009 Kim McAuley, Chemical Engineering
2008 Julian Barling, Business
2008 James Cordy, School of Computing
2007 Karen Dubinsky, History
2007 Robert Montgomerie, Biology
2006 Mark Rosenberg, Geography
2006 John Smol, Biology

Christopher Knapper Award for Excellence in Teaching Assistance

Each year, the Alma Mater Society of Queen's University shall honor several teaching assistants who have demonstrated an outstanding commitment to the education of students of Queen's University which allows students to recognize outstanding teaching assistants.

The award is named in honour of Christopher Knapper, the founding Director of the Instructional Development Centre (now the Centre for Teaching and Learning). The Centre exists to support, advise and facilitate improvements and developments in teaching abilities of both professors and teaching assistants.

This year's recipient is:

2016 - 2017 Abouzar Toubaei, Chemistry

2016 - 2017 Martin Jurak, School of Business

To learn more about the Christopher Knapper Award.

Nature of Award

Each year, the Alma Mater Society of Queen's University shall honor several teaching assistants who have demonstrated an outstanding commitment to the education of students of Queen's University which allows students to recognize outstanding teaching assistants.

The award is named in honour of Christopher Knapper, the founding Director of the Instructional Development Centre (now the Centre for Teaching and Learning). The Centre exists to support, advise and facilitate improvements and developments in teaching abilities of both professors and teaching assistants.

Nomination Criteria

In order to be eligible for the Award, you must be a either an undergraduate or graduate student nominated by any member of the AMS or professor at Queen's University. Eligible candidates will be TAs who directly contribute to the learning experience of undergraduate students, be it through leadership of tutorial sessions, labs or individual student academic assistance.

Nomination Procedure

Nominations must include the following information, as profiled on the AMS website during the nomination period:

  • A covering letter from the primary nominator summarizing the case for the nominee. The name, department and courses taught by the TA must be included. Be sure to detail why the TA being nominated is deserving of the award.
  • At least one other letter in support of the nominee. These letters may be from any undergraduate student, including other students in the class, students from other classes that the TA teaches. Alumni, professors and students who have received instruction in previous terms from the nominee will also be permitted to write letters of support.

Selection Process

The Teaching Awards Committee will review all nomination packages to ensure that all nomination requirements have been met. Representatives of the Awards committee will then audit a teaching session and solicit individual feedback from students enrolled within the class. One winner will be selected per semester of the academic year.

Presentation of Award

Every shortlisted nominee winner will receive a certificate of achievement, and the winners will receive the Christopher Knapper Award for Excellence in Teaching Assistance Certificate of Achievement, and a letter of commendation from the AMS Executive.

Past Winners

2016 - 2017 Abouzar Toubaei, Chemistry
2016 - 2017 Martin Jurak, School of Business
2015 - 2016 Jennifer Bentz, Geological Sciences and Geological Engineering
2015 - 2016 Robert Bentley, School of Kinesiology and Health Studies
2014 - 2015 Graeme Baker, Mathematics and Statistics
2014 - 2015 Lyndsay Woolridge, Languages, Literatures and Cultures
2013 - 2014 Jeffrey MacCormack, Continuing Teacher Education
2013 - 2014 Jeremy Durelle, Chemistry
2012 - 2013 Leanne Roderick, Enrichment Studies
2012 - 2013 Mark Raycroft, Chemistry
2011 - 2012 Christian Rojas, Enrichment Studies
2011 - 2012 MaryAnne Laurico, English
2010 - 2011 Gabriel Walton, Geological Engineering
2010 - 2011 Kimi Hamada, English
2009 - 2010 Jon Gaboury, English
2009 - 2010 Eric Keske, Chemistry
2008 - 2009 Remi Leger, Political Studies
2007 - 2008 Ryan Marien, Chemistry
2007 - 2008 Greg Potter, Chemistry
2006 - 2007 Karen Cocq, Development Studies
2006 - 2007 Paul Kim, Biochemistry
2005 - 2006 Bonnie Chaban, Microbiology and Immunology
2005 - 2006 Anita Krebs, Microbiology and Immunology
2005 - 2006 Marc Laflamme, Geology
2005 - 2006 Stephen Larin, Political Studies
2005 - 2006 Perrie Faye O'Tierney, Anatomy and Cell Biology
2005 - 2006 Marie Rambough, Nursing
2005 - 2006 Phillippe Rizek, Anatomy and Cell Biology
2004 - 2005 Stuart Henderson, History
2004 - 2005 Ian Wyman, Chemistry
2004 - 2005 Eagranie Yuh, Chemistry
2003 - 2004 Hilton Bertalan, Sociology
2003 - 2004 Rupindar Brar, Physics
2003 - 2004 Eric Carlson, English
2003 - 2004 Steven Urquhart, French
2002 - 2003 Bart Bonikowski, Film Studies
2002 - 2003 Miles Bowman, Psychology
2002 - 2003 Alan Brown, Biology
2001 - 2002 Adam Peck, Chemistry
2000 - 2001 Dalia Abdallah, Chemistry
2000 - 2001 Brian Coolen, Mathematics and Statistics
2000 - 2001 Kim Hellemans, Psychology
2000 - 2001 Randy Jamieson, Psychology
2000 - 2001 Judith Sidler, German
2000 - 2001 Graeme Skinner, Civil Engineering
2000 - 2001 Louise Wasylkiw, Psychology
1999 - 2000 Jan Baker, Psychology
1999 - 2000 Jennifer Brown, Politics
1999 - 2000 Angela Digout, Psychology
1999 - 2000 Timothy Drake, English
1999 - 2000 Jennifer Golder, Women's Studies
1999 - 2000 Kathy Henderson, Psychology
1999 - 2000 Alyssa Hodder, English
1999 - 2000 Mary-Rita Holland, History
1999 - 2000 Michael Jones, Psychology
1999 - 2000 Jennifer Laforce, Psychology
1999 - 2000 William Lockwood, English
1999 - 2000 Kenji Marui, Religion
1999 - 2000 Christina Salavantis, Sociology
1999 - 2000 Scott Tarof, Biology
1999 - 2000 Dave Thompson, Chemistry
1999 - 2000 Keri Walsh, English
1999 - 2000 Anthony Weis, Geography
1999 - 2000 Amanda Williams, Sociology

 

Frank Knox Award

Each year, the Alma Mater Society of Queen's University shall honour two professors who have demonstrated an outstanding commitment to the education of students of Queen's University through their teaching excellence. The award is the highest honour which is given to instructors of Queen's by Students.

The award is named in honour of Frank Knox, a professor of economics who taught at Queen's for forty years from the twenties to the sixties. Mr. Knox demonstrated tremendous dedication in his teaching of undergraduates, and thus this award serves as a reminder to all of the necessity for the strong commitment which professors must contribute through the high quality of their teaching to the students of Queen's.

This year's recipient is:

2016 - 2017 Richard Ascough, School of Religion

2016 - 2017 Charles Molson, Mathematics and Statistics

To learn more about the Frank Knox Award.

Nature of Award

Each year, the Alma Mater Society of Queen's University shall honour two professors who have demonstrated an outstanding commitment to the education of students of Queen's University through their teaching excellence. The award is the highest honour which is given to instructors of Queen's by Students.

The award is named in honour of Frank Knox, a professor of economics who taught at Queen's for forty years from the twenties to the sixties. Mr. Knox demonstrated tremendous dedication in his teaching of undergraduates, and thus this award serves as a reminder to all of the necessity for the strong commitment which professors must contribute through the high quality of their teaching to the students of Queen's.

Nomination Criteria

Eligible recipients include any faculty member of professor in at least their second year of instruction, regardless of level of appointment. Due to the diverse nature of what constitutes an outstanding professor, there is no detailed criteria which the committee will be looking for. However, some general factors in the selection will include:

How well does the instructor motivate or charge their students with enthusiasm for learning?

Has real learning taken place under the instructor, and the instructor is not simply a popular person who is enjoyed by the students?

Does the instructor use novel or innovative instructional methods in attempting to convey the material to their class?

Is the instructor available outside of the classroom for interaction with students?

How has the instructor demonstrated a true commitment to the education of Queen's students over and above the norm?

Nomination Procedure

Nominations for the Award can be submitted by any students of the University and must include:

A covering letter from the primary nominator summarizing the case for the nominee. The name, department and courses taught by the instructor must be included. Be sure to detail why the instructor being nominated is deserving of the award. For example, what makes this instructor better than other instructors?

At least two other letters in support of the nominee. These letters may be from any individual, including other students in the class, students from other classes that the instructor teaches, students who have the instructor as an undergraduate thesis advisor, the DSC representative (or equivalent), alumni, professors, etc....

Selection Process

The winners will be decided upon by a representative committee which is chosen by the AMS Assembly. Two awards shall be presented each year, with no emphasis on faculty-specific designation. That is, the main criteria in the selection process is teaching excellence and commitment to the educational experience of students at Queen's, regardless of the faculty to which the professor belongs.

The information provided in the nomination will serve as the backbone of the information to be used by the committee in making their decision. However, a short evaluation form specially design to provide supplemental information useful in selecting a winner may be distributed to a random sample of students in the class of nominees. This will be employed at the discretion of the committee in order to receive non-premeditated responses from other students. The Committee is also able to request to see and research past evaluation forms from departments of faculties. Where available, this data will also be taken into consideration.

Presentation of Award

The final Award winners will be announced at the Annual General Meeting of the AMS, and their achievements and acknowledgements will be widely publicized.

Past Winners

2016 - 2017 Richard Ascough, School of Religion
2016 - 2017 Charles Molson, Mathematics and Statistics
2015 - 2016 Kip Pegley, School of Drama and Music
2015 - 2016 Luc Martin, School of Kinesiology and Health Studies
2014 - 2015 Ken Rose, Department of Biomedical and Molecular Science
2014 - 2015 Agnes Conacher, French Studies
2013 - 2014 Clark Mackey, Film and Media
2013 - 2014 Robert Morrison, English
2012 - 2013 Jonathan Rose, Political Studies
2012 - 2013 Xuelin Bai, Languages and Literature
2011 - 2012 Leo Jonker, Mathematics and Statistics
2011 - 2012 Alan Ableson, Mathematics and Statistics
2010 - 2011 Judith Fisher, Drama
2010 - 2011 Karen Frederickson, Music
2009 - 2010 Bill Newstead, Chemistry
2009 - 2010 Grahame Renyk, Drama
2008 - 2009 Kathy Brock, Political Studies
2008 - 2009 Laurie Kerr, Nursing
2008 - 2009 Dean Tripp, Psychology
2007 - 2008 Richard Jackson, Business
2007 - 2008 Robert Morrison, English
2006 - 2007 Dina Georgis, Women's Studies
2006 - 2007 Olga Malyshko, Music
2005 - 2006 Robert Morrison, English
2005 - 2006 Tom Simko, Mechanical and Materials Engineering
2004 - 2005 Andrew Daugulis, Chemical Engineering
2004 - 2005 Michael Roth, Mathematics and Statistics
2003 - 2004 Marc Busch, Business
2003 - 2004 Geoffrey Smith, History and Physical & Health Education
2002 - 2003 R. Edward Lobb, English
2002 - 2003 Bill Newstead, Chemistry
2001 - 2002 Lola Cuddy, Psychology
2001 - 2002 Ole Nielson, Mathematics and Statistics
2000 - 2001 James Carson, History
2000 - 2001 Anne Hardcastle, Drama
1999 - 2000 Volker Manuth, Art
1999 - 2000 Steve Yovetich, Kinesiology and Health Studies
1998 - 1999 Lee Fabrigar, Psychology
1998 - 1999 Jim Lee, Geological Sciences and Geological Engineering
1997 - 1998 James McLellan, Chemical Engineering
1997 - 1998 Kevin Munhall, Psychology
1996 - 1997 Gordon Cassidy, Business
1996 - 1997 Robert Hill, Education
1996 - 1997 Honourable Mention: William Forrest, Anatomy and Cell Biology
1996 - 1997 Honourable Mention: Susan Lederman, Psychology
1996 - 1997 Honourable Mention: James McLellan, Chemical Engineering
1995 - 1996 Catherine Hooey, Geography
1995 - 1996 Tina Pranger, Rehabilitation Therapy
1994 - 1995 Gloria D'Ambrosio-Griffith, Spanish and Italian
1994 - 1995 Tony Marshall, Classics
1993 - 1994 Rosemary Jolly, English
1993 - 1994 Gerald Tulchinsky, History
1992 - 1993 Paul Christianson, History
1992 - 1993 Peggy Cunningham, Business
1991 - 1992 Robert Belton, Art History
1991 - 1992 Jed Rasula, English
1990 - 1991 John Holmes, Geography
1990 - 1991 Jim Whitley, Mathematics and Statistics
1989 - 1990 Gerald McGrath, Geography
1989 - 1990 Caroline M. Miller, Sociology
1988 - 1989 Ronald J. Delisle, Law
1988 - 1989 Richard Plant, Drama

 

Undergraduate Research Mentorship Award

This is the inaugural year for the Undergraduate Research Mentorship Award. This award is meant to honour the contributions of professors that have encouraged undergraduate research at Queen's. This comes in many forms, such as thesis supervision, inquiry projects in the classroom, or supervising a capstone project. This is an initiative to recognize excellent mentorship of undergraduate scholars.

This year's recipient is:

2016 - 2017 Pascale Champagne, Civil Engineering

To learn more about the Undergraduate Research Mentorship Award

Nature of the Award

This is the inaugural year for the Undergraduate Research Mentorship Award. This award is meant to honour the contributions of professors that have encouraged undergraduate research at Queen's. This comes in many forms, such as thesis supervision, inquiry projects in the classroom, or supervising a capstone project. This is an initiative to recognize excellent mentorship of undergraduate scholars.

Nomination Procedure

The Online Nomination Form must include the following information, as profiled on the AMS website during the nomination period:

  • Please explain how you met the nominee, and your current relationship.
  • Please explain how the nominee has encouraged undergraduate research.
  • Please explain how the nominee's mentorship has created a lasting impact on your Queen's experience?
  • How has the nominee challenged you to grow as a scholar?
  • Is there anything else you would like to say about the nominee?

Selection Process

The Teaching Awards Committee will review all nomination packages to ensure that all nomination requirements have been met.

Presentation of Award

The award will be presented at the AMS Teaching Awards Ceremony.

Past Winners

2016 - 2017 Pascale Champagne, Civil Engineering