​​Principal's Teaching and Learning Awards

This award recognizes excellence and innovation in Indigenous teaching and learning, and/or the development of curriculum or programs relating to Indigenous peoples with a focus on decolonizing education and/or incorporating Indigenous ways of knowing, doing, believing, and feeling. 

Individual faculty members, individual staff members or teams that include both faculty members and staff are encouraged. A maximum of 2 awards per year will be conferred (can be individuals or teams). Teams can be composed of a combination of Indigenous and non-Indigenous members.

In years where no nominations meet the stipulated criteria, no award will be conferred.

For the purpose of this award, Indigenous Education at Queen’s can include:

• Curricula and programs where the content relates to Indigenous cultures and ways of knowing
• Curricula and programs involving meaningful relationship-building and collaborations with Indigenous communities or partners
• Academic or professional staff who have made an important contribution to Indigenous higher education by furthering scholarly learning, teaching and learning practices, or increased public knowledge of Indigenous issues and/or made significant contributions to Indigenous peoples or communities
• Academic or professional staff who are working to promote an understanding of Indigenous ways of knowing, doing, believing, feeling across the University
• Academic or professional staff who demonstrate active relationship-building and collaboration in teaching and learning environments by including Indigenous and non-Indigenous academic and non-academic voices.
• Critically engage and unsettle the non-Indigenous population in the spirit of truth, healing and reconciliation.

Selection Criteria:

There will be three streams for this award:

• Presented to an Indigenous educator contributing to decolonizing/Indigenizing teaching and learning
• Presented to a non-Indigenous educator contributing to unsettling/decolonizing teaching and learning
• Presented to a team of Indigenous educators and/or non-Indigenous educators contributing to unsettling/decolonizing teaching and learning.

The successful nominee is decided through the main committee adjudication as the nominee who best meets or exceeds the following criteria:

Criterion #1: Motivating and Inspiring
Nominee’s approaches to teaching and learning have motivated and inspired students to learn about, and collaborate with, Indigenous peoples or communities

Criterion #2: Knowledge of Indigenous Worldviews
Nominee has developed curricula, resources or innovative approaches that reflect deep knowledge of Indigenous worldviews or teaching and learning practices.

Criterion #3: Indigenous Ways of Knowing, Doing, Believing, Feeling
Nominee has developed evaluation practices that bring about improvements in teaching and learning and emphasize Indigenous ways of knowing, doing, believing, and feeling.  

Criterion #4: Indigenous Higher Education
Nominee has contributed to Indigenous higher education

Criterion #5: Meaningful, Ethical Collaborations
Nominee has contributed to meaningful and ethical collaborations with Indigenous peoples/communities

As with all Principal's Teaching Awards, two (2) letters of support are required, each authored by an individual or group other than the nominator(s). 

For the Indigenous Education Award, the letters may come from students, colleagues, administrators, or others who have benefited from the teaching of the nominee. Letters from Indigenous communities/individuals positively affected by the nominee’s work are particularly encouraged.  The letters should focus on the candidate's accomplishments and should complement and elaborate upon claims made in the nomination letter. 

Award recipients will:

• be presented with the award at the annual Teaching Awards Reception;
• receive a $2,000 award to be used at their discretion; and
• receive a commemorative Indigenous artwork

2023 Indigenous Community Research Partnerships Team (Janet Jull, team leader)

2023 Indigenous Healthcare Education and Practice: Applying Digital Teaching and Learning Resources to the Truth and Reconciliation’s Calls to Action (Nancy Dalgarno, team leader)

2022 Celeste Pedri-Spade, Global Development Studies 

2021 Armand Ruffo, Department of English Language and Literature
2020 Lindsay Morcom, Faculty of Education
2020 Melanie Howard, Faculty of Engineering and Applied Science

The Teaching Award for Curriculum Development recognizes excellence in curriculum or program development through collaborative efforts by committees, teams, units or departments. Excellence is exemplified through evidence-based approaches that are learning and student-focused, practice-based and literature and data-informed.

This award honours the outstanding efforts of any combination of faculty and/or staff colleagues who contribute as a team to the creation or revitalization of a curriculum at the program level.

This award may not be conferred each year, depending on whether qualifying nominations are received.

Selection Criteria:

The successful team is decided through the main committee adjudication as the team nominated who best meets or exceeds the following criteria:

Criterion #1: Evidence-Based Rationale

Identifies and articulates an evidence-based rationale for the revitalization or development of a curriculum based on students’ learning needs

Criterion #2: Broad Engagement

Provides evidence of broad engagement of educators (and students) in the process of curriculum revitalization/development

Criterion #3: Curriculum Alignment

Develops and integrates clear and measurable program-level learning outcomes (including course-level learning outcomes) that are demonstrably aligned to an assessment plan to determine students’ achievement of the intended learning outcomes and enhanced student learning, and:
•    Queen’s University Learning Outcomes
•    External accreditations
•    or, Degree Level Expectations (DLEs), Undergraduate or Graduate, as established by Ontario Council of Academic Vice-Presidents (OCAV)

Criterion #4: Pedagogical Rationale

Provides a well-articulated pedagogical rationale for recommended instructional strategies, including technologies and assessments

Criterion #5: Continuous Program Improvement

Provides an embedded and collaborative approach to continuous program improvement

As with all Principal's Teaching Awards, two (2) letters of support are required, each authored by an individual or group other than the nominator(s). 

For the Curriculum Development Award, ideally the letters of support for the nomination should come from a variety of stakeholders. The letters should outline the case for the nominated team to receive the award based on the criteria required. Bullet points or paragraphs clearly delineated in support of each criterion are recommended.

Award recipients will:

• be presented with the award at the annual Teaching Awards Reception;
• and, receive a $2,000 award to be used at their discretion.

2023 not awarded.

2022 Faculty of Arts and Science Online Learning Development Team

2021 Not awarded this year

2020 Not awarded this year
2019 Richard Reznick, Faculty of Health Sciences
2019 Leslie Flynn, Faculty of Health Sciences
2019 Ross Walker, Faculty of Health Sciences
2019 Denise Stockley, Faculty of Health Sciences
2019 Damon Dagnone, Faculty of Health Sciences
2019 Laura McEwen, Faculty of Health Sciences
2019 Richard van Wylick, Faculty of Health Sciences
2019 Rylan Egan, Faculty of Health Sciences
2019 Jena Hall, Faculty of Health Sciences
2019 Jennifer Railer, Faculty of Health Sciences
2018 William Nelson, Department of Biology
2018 Randy Flanagan, Department of Psychology
2018 Alan Ableson, Department of Mathematics and Statistics
2018 Wanda Beyer, Faculty of Arts and Science Online
2018 Erik Bigras, Faculty of Arts and Science Online
2018 Julian Enright, Faculty of Arts and Science Online
2018 Rachel Eagen, Faculty of Arts and Science Online
2018 Nadia Morel, Faculty of Arts and Science Online
2017 Rachel Laforest, School of Policy Studies
2017 Robert Wolfe, School of Policy Studies
2017 Joel Jahrsdorfer, School of Policy Studies
2017 Andrew Graham, School of Policy Studies
2017 Fatemeh Mayanloo, School of Policy Studies
2017 Fiona Froats, School of Policy Studies
2015 Heather Murray, Department of Emergency Medicine
2015 Melanie Walker, Division of Cancer Care and Epidemiology
2015 Linda Levesque, Centre for Health Services and Policy Research
2015 Sheila Pinchin, School of Medicine
2015 Suzanne Maranda, Bracken Library
2015 Sandra Halliday, Bracken Library

The Principal’s Educational Leadership Award acknowledges and celebrates exemplary educational leadership of a faculty member, staff member or student, demonstrated through initiatives that have a significant and sustained impact on teaching and learning at a departmental, faculty, student and/or institutional level. Nominations will be assessed based on evidence of the nominees’ demonstrated abilities in one or more areas that may include but are not limited to:

1. Leading specific initiatives that enhance student learning, the teaching development of colleagues, or administrative practices that recognize and reward teaching.
2. Sharing teaching or curriculum development expertise with others through mentoring or moreformal workshop or program initiatives.
3. Actively engaging colleagues in enhancing their teaching practices and/or scholarship.
4. Contributing teaching and learning expertise in ways that have influence beyond one’s own teaching practice, including sharing knowledge and research with others.
5. Demonstrating critical reflection on the effectiveness of teaching and learning and responding to the challenges identified in ways that engage others in understanding and improving student learning.

Selection Criteria:

The successful nominee is decided through the main committee adjudication as the nominee who best meets or exceeds the following criteria:

Criterion #1: Educational Leadership

Demonstrates ongoing commitment to teaching and learning above and beyond their normal roles and responsibilities in one or several of the five areas listed in the award description (above).

• Nomination demonstrates that initiative(s) go beyond their normal roles and responsibilities.
• Nomination describes the values, context underlying the leadership contributions.
• Nomination clearly describes the rationale for initiative(s).

Criterion #2: Significant Positive Impact

Describes how initiative(s) have had a significant, positive, and demonstrable impact on teaching and learning at a departmental, faculty, student and/or institutional level.

• Nomination provides sufficient amount and breadth of evidence both:
  • a) demonstrating impact through multiple sources of evidence
  • b) demonstrating impact over time
• Nomination provides details of demonstrated impact that has been sustainable and ongoing. 
• Nomination demonstrates reflection of initiative(s) in response to evidence and impact.

As with all Principal's Teaching Awards, two (2) letters of support are required, each authored by an individual or group other than the nominator(s). 

For the Educational Leadership Award, letters of support should come from students, colleagues, administrators or others who have benefited from the leadership of the nominee. The letters should focus on the candidate's leadership accomplishments, and should complement and elaborate upon claims made in the nomination letter, specifically responding to the named criteria. Bullet points or paragraphs clearly delineated in support of each criterion are recommended.

Award recipients will:

• be presented with the award at the annual Teaching Awards Reception, and;
• receive a $2,000 award to be used at their discretion.

2023 Meghan Norris, Undergraduate Chair, Department of Psychology 

2022 Aynne Johnston Faculty of Education

2021 Not awarded this year
2020 Not awarded this year
2019 Michael Adams, Department of Biomedical and Molecular Sciences
2018 Laura Murray, Department of English Language and Literature
2017 J. Damon Dagnone, Department of Emergency Medicine
2016 Robert Lovelace, Global Development Studies
2015 Tony Sanfilippo, Undergraduate Medical Education

The Educational Technology Award is designed to recognize and encourage the use of technology to enhance teaching and learning at Queen’s. This award honours faculty and/or staff (individuals or teams) from any Faculty, School or Department. Excellence is exemplified through evidence-based approaches that are learning and student focused.

Individual faculty members, individual staff members or teams that include both faculty members and staff are encouraged though a maximum of 2 awards per year will be conferred (1 individual; 1 team).  In years where no nominations meet the stipulated criteria, no award will be conferred.

For this award, new technologies are recognized, but consideration will also be given for effective uses of existing technologies. Technologies could include hardware and/or software. 

Selection Criteria:

The successful nominee is decided through the main committee adjudication as the nominee who best meets or exceeds the following criteria:

Criterion #1: Problem-solving through Use of Technology
An evidence-based approach is outlined in nomination.  Nominee (or team) innovatively solves problems with technology. New resources generate measurable efficiencies and effectiveness over existing practices. Nomination includes clear articulation of the need for the use of the technology, examples of its application, and evidence of its success.    

Criterion #2: Impact on Student Learning
Evidence of the positive impact from the use of technology on students’ learning is provided. A direct connection between technology usage and learning outcomes is demonstrated. Technology introduced motivates students to learn, facilitates in‐depth learning, and promotes experiential learning. 

Criterion #3: Enhancement of Teaching
Innovative use of technology demonstrates partnership of teachers and students in the learning environment and enhances methods for evaluating student learning.    

Criterion #4: Alignment with Goals
Nomination presents evidence that innovative use of technology aligns with goals (Strategic Framework, faculty-wide strategies, or departmental goals) specifically in terms of promoting the Student Learning Experience, Internationalization, and Research.  

Criterion #5: Accessibility and Collaboration
Technology usage enhances blended or distance learning, peer-based learning and collaboration, and accessibility.

As with all Principal's Teaching Awards, two (2) letters of support are required, each authored by an individual or group other than the nominator(s). 

For the Educational Technology Award, the letters of support for the nomination should come from colleagues and students addressing the criteria. The letters should outline the case for the nominated team to receive the award based on the criteria required. Bullet points or paragraphs clearly delineated in support of each criterion are recommended.

Award recipients will:

• be presented with the award certificate at the Annual Teaching Awards Reception;
• receive a $2,000 award to be used at their discretion;

2023 L.F. Carver, Department of Biomedical and Molecular Sciences

2022 Paul Hungler Engineering and Applied Science

2021 Christian Muise, School of Computing

Team Award:
2021 Mohammad Auais, School of Rehabilitation Therapy
2021 Nancy Dalgarno, Office of Professional Development & Educational Scholarship
2021 Julie Cameron, School of Rehabilitation Therapy
2021 Jennifer Turnnidge, Office of Professional Development & Educational Scholarship
2021 Lucie Pelland, School of Rehabilitation Therapy
2021 Klodiana Kolomitro, Office of Professional Development & Educational Scholarship

2020 Ryan Martin, Physics, Engineering Physics and Astronomy
2019 Marian Luctkar-Flude, School of Nursing
2019 Deborah Tregunno, School of Nursing
2016 Lindsay Davidson, Surgery (Faculty Recipient)
2016 Lynel  Jackson, School of Medicine (Faculty Recipient)
2016 Michelle  Gibson, Department of Medicine (Faculty Recipient)
2016 Stephen Mann, Surgery(Faculty Recipient)
2016 Sheila Pinchin, School of Medicine (Faculty Recipient)
2016 Amir Heidari, Faculty of Engineering and Applied Science (Staff Recipient)
2016 Katherine Prescott, Faculty of Engineering and Applied Science (Staff Recipient)
2016 Leigha Covell, Faculty of Engineering and Applied Science (Staff Recipient)
2016 Rob Bertschi, Faculty of Engineering and Applied Science (Staff Recipient)
2016 Simon Bailey, Faculty of Engineering and Applied Science (Staff Recipient)
2015 Jennifer Hosek, Languages, Literature and Cultures (Faculty Recipient)
2015 Natalie Simper, Office of the Provost (Staff Co-Recipient)
2015 Jake Kaupp, Faculty of Engineering and Applied Science (Staff Co-Recipient)

The Principal’s International Education Innovation Award recognizes innovation in internationalization of both teaching and learning in programs or courses. Successful innovation is exemplified through evidence-based approaches to learning outcomes that are student-focused.

This award honours the outstanding efforts of an individual or a team of students, staff and/or faculty (in any combination) who innovatively internationalize a course or program of teaching and learning, by embedding global content, perspectives and dimensions into the course or program.

International Education Innovation can take place on campus or as part of a field program.

This award may not be conferred if qualifying nominations are not received.

Syllabus

For the International Education Innovation Award, the online nomination form will require the nominator to upload a copy of the syllabus of the course or summary of the program.

Selection Criteria:

The successful nominee is decided through the main committee adjudication as the nominee who best meets or exceeds the following criteria:

Criterion #1: Innovation in Course/Program Development
An evidence-based approach is outlined in nomination. Nominee (or team) innovatively embeds global content, perspectives, and dimensions into core of course or program. Innovation goes beyond discussion of an international topic.    

Criterion #2: Global Engagement in Learning Outcomes
Learning outcomes are student focused and measurable. There is clear alignment with course or program’s innovative global engagement elements. Assessments are directly reflective of the course or program learning outcomes.     

Criterion #3: Impact on Student Learning
Evidence of the positive impact on students’ learning is provided. There is direct connection to learning outcomes/global approaches.    

As with all Principal's Teaching Awards, two (2) letters of support are required, each authored by an individual or group other than the nominator(s). 

For the International Education Innovation Award, the letters of support for the nomination should ideally come from two different stakeholders addressing the award criteria. The letters should outline the case for the nominated team to receive the award based on the criteria required. Bullet points or paragraphs clearly delineated in support of each criterion are recommended.

Award recipients will:

• be presented with the award at the annual Teaching Awards Reception;
• receive a $2000 award to be used at their discretion and;
• be featured in international Queen’s communications stories.

2023 Jane Chin, Adjunct Faculty Member, Faculty of Education

2022 Mastercard Foundation Scholars Program, School of Rehabilitation Therapy

2021 Isabelle Brent, Bader College
2020 Jennifer Hosek, Languages, Literature and Cultures
2018 Yuxiang Wang, Department of Biology
2018 Stephen Lougheed, Department of Biology
2016 Ajay Agarwal, Department of Geography and Planning
2015 Susan Lord, Department of Film and Media Studies
2015 Karen Dubinsky, Global Development Studies

The Teaching Award for Promoting Student Inquiry recognizes innovative instructional design which enables active student engagement in learning. Please note that this award focuses on student inquiry experiences in a single course rather than overall teaching excellence.

This award honours faculty and/or staff (individuals or teams) from any Faculty, School or Department. This award may not be conferred every year, depending on whether qualifying nominations are received.

Syllabus

For the Promoting Student Inquiry Teaching Award, the online nomination form will require the nominator to upload a copy of the syllabus for the course or description of the lab or project in which the instructional design is applied.

Selection Criteria:

The successful nominee is decided through the main committee adjudication as the nominee who best meets or exceeds the following criteria:

Criterion #1: Innovative Approach to Inquiry
The nominee demonstrates an innovative approach to inquiry where the design of the inquiry experience is a transformation to teaching; it is a significant redesign of a learning task or redefinition allowing for new, creative forms of learning.
    
Criterion #2: Student-Led
The nomination package demonstrates how the inquiry instruction enables and supports students to take active control of their own learning and participate in determining what they need to learn
There is evidence of student independent decision-making such as determining research sources (community, images, primary materials), research tools (databases, archives, interviews), how research will be shared and mobilized (presentation, website, conference, artistic work, etc.).    

Criterion #3: Collaboration
The nomination package demonstrates how the inquiry instruction enables and supports students work collaboratively. There is evidence of students meaningfully working together with other students as a team.    

Criterion #4: Development of Critical Thinking Skills
The nomination package demonstrates how the inquiry instruction enables and supports students to engage in a level of deep thinking that reveals aspects of personal interpretation and analysis, reflection on positionality and bias, and synthesis and evaluation of information. Examples of this include student expressions regarding the depth of their learning, being challenged with using new research tools and approaches, and thinking about concepts in a new way or from a different perspective.
    
Criterion #5: Exploring and Applying Information Resources
The nomination package demonstrates how the inquiry instruction enables and supports students to strategically explore information resources and how best to apply and learn from them.
    
Criterion #6: Assessing Progress
The nomination package demonstrates how the inquiry instruction enables and supports students to reflect on and assess their progress in learning.
    
Criterion #7: Knowledge Sharing
The nomination package demonstrates how the inquiry instruction enables and supports students to share their learning through innovative knowledge sharing within the class, the campus, and/or the community.    

As with all Principal's Teaching Awards, two (2) letters of support are required, each authored by an individual or group other than the nominator(s). 

For the Promoting Student Inquiry Teaching Award, the letters of support for the nomination should come from at least one student addressing the criteria. The letters should outline the case for the nominated team to receive the award based on the criteria required. Bullet points or paragraphs clearly delineated in support of each criterion are recommended.

Award recipients will:

• be presented with the award at the annual Teaching Awards Reception;
• receive a $2,000 award to be used at their discretion; and
• be recognized with a plaque with recipient's name in Stauffer Library.

2023 ASCX400 Course Team (Christina Dinsmore, team leader)

2022 L.F. Carver Department of Biomedical and Molecular Sciences

2021 Asha Varadharajan, Department of English Language and Literature
2020 Una D'Elia, Art History and Art Conservation