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 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 the award receives $5,000 and this amount is included in the 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.

2013 Deadline: Monday, May 13, 2013

A PDF version of the full nomination package addressing the Selection Criteria should be submitted by (2013 Deadline TBA) via email to: ctl@queensu.ca

Please use the Subject Line: The Chancellor A. Charles Baillie Teaching Award to identify the nomination.

In addition one paper-based original copy of the nomination should be submitted by (2013 Deadline TBA) to:

    The Selection Committee

    The Chancellor A. Charles Baillie Teaching Award

    c/o The Centre for Teaching and Learning

    B176 Mackintosh-Corry Hall

    Queen's University

Submission Criteria

The full package of no more than 20 pages in total length 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

      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