University of Calgary Teaching Scholars Program

The University of Calgary Teaching Scholars program pilot (2016-2019) will provide support for faculty to enhance their educational leadership by pursuing an initiative that addresses a specific teaching and learning opportunity of shared interest within and/or across faculties. Initiatives will help other instructors strengthen their teaching practice and improve student learning.

The Teaching Scholars program fosters the development of integrated networks of educational leadership, scholarship, and practice to enable academic staff to develop specific initiatives that enrich the quality of teaching and learning at the University of Calgary. Initiatives can be disciplinary or interdisciplinary, but are intended to have impact within or across faculties (i.e. broader in scope than individual courses).

The Teaching Scholars program will provide recipients with up to $40,000 over three years to implement a specific teaching and learning initiative. Recipients will be appointed as a University of Calgary Teaching Scholar and will be invited to participate as an ongoing member of the Teaching Scholars advisory committee. All recipients will receive a framed award, recognizing their contribution to educational leadership and dedication to enriching the quality of teaching and learning at the University of Calgary. For the pilot program (2016), up to 10 Teaching Scholars will be appointed.

Support provided by the EDU

The Teaching Scholars program was developed through a collaborative process facilitated through the EDU.  An environmental scan was conducted of similar program at institutions across Canada (Report on Faculty Fellowship Programs in Canada). The vision for the Teaching Scholars program (insert link to proposal) was developed with input from the Dr. Lynn Taylor (Vice-Provost (Teaching and Learning)), Dr. Dawn Johnston (Faculty of Arts), Dr. Jackie Seidel (Werklund School of Education), and Dr. Wendy Benoit (Faculty of Science).  The Teaching Scholars program proposal was reviewed by the Teaching and Learning subcommittee of the General Faculties Council and the Associate Deans Teaching and Learning network. The EDU consulted with faculty interested in applying to the program, hosting two drop-ins support sessions for those interested to ask specific questions related to the program and to consult on their applications.  The EDU’s program coordinator coordinated all processes related to the submission of applications and the adjudication process.

Initial proposals for the Teaching Scholars program were received October 2015. As this was a new program, initial applications were peer-reviewed to gather feedback based upon the evaluation criteria to strengthen proposals prior to final submission. A total of 24 applications were received and were peer-reviewed by 27 faculty members, from across 11 faculties and the Taylor Institute for Teaching and Learning, to gather feedback based upon the evaluation criteria to strengthen proposals prior to final submission.

Final submissions were submitted in December of 2015, a total of 20 applications were received.

Final applications were reviewed by an adjudication committee chaired by the Vice-Provost (Teaching and Learning). The adjudication committee consisted of an undergraduate and graduate student representative, two faculty members, and a representative from the Taylor Institute for Teaching and Learning.  The adjudication process was guided by an evaluation rubric, based on clear evaluation criteria (link to rubric).

10 Teaching Scholars were selected for awards, as follows:

Faculty First Name Last Name Title of Application
Science Isabelle Barrette-Ng SoTL Advancing Graduate Education in STEM
Arts Conny Burian Enhancing Educational Leadership, Student Engagement, and Community Ties: The Untapped Potential of Block Week Courses
Social Work Rachael Crowder Presence in the Academy: A Community of Practice in Contemplative Pedagogy
Nursing Linda Duffett-Leger Implementation of a Team-Based Learning Strategy in the Faculty of Nursing Program Using an Innovative Technological Approach
Cumming School of Medicine Rachel Ellaway Competence, Resilience, and Adaptability With and Without Learning Augmentation (CRAWWLA)
Nursing Sandra Goldsworthy Developing Teamwork Competency through Interprofessional Education
Veterinary Medicine Kent Hecker Providing Meaningful Feedback for Student Learning: Creating a Program of Assessment for Veterinary Students in their Clinical Year
Arts Thomas O’Neill Developing Student Teamwork Skills through Feedback on Personality and Conflict Management Styles
Werklund School of Education Yvonne & Patricia Poitras Pratt & Danyluk Building stronger connections between Indigenous and non-Indigenous peoples, schools and communities through praxis based learning opportunities
Cumming School of Medicine Derrick Rancourt Embedding Professional Development Education in the Graduate School Curriculum

 Related Documentation and Materials


Figure 1: Image from Teaching Scholars Visioning Exercise

Teaching Scholars Program Consultation slides

Download (PDF, 198KB)

Proposal for Teaching Scholars Program Pilot (note: name changed from Teaching Fellows Program)

Download (PDF, 483KB)

Teaching Scholars Application Form

Download (PDF, 128KB)

Teaching Scholars Application Evaluation Rubric

Download (PDF, 194KB)

Assessment Strategies and Results

The EDU will be collaborating with a graduate research assistant to develop an evaluation plan to assess the impact of the teaching scholars program.  The mixed methods evaluation plan will document the scope of the initiatives implemented and the impact of the program on strengthening student learning and building capacity for educational leadership across the University of Calgary.

Reflection and Impact

The Teaching Scholars program offers an important opportunity to build and foster educational leadership across the University of Calgary.  The program provides funding to support teaching and learning initiatives that address a topic of shared interest that build teaching and learning capacity within/or across faculties, each recipient must be willing to share the outcomes of their Scholars’ initiative with the broader community through their faculty and the Taylor Institute for Teaching and Learning.  They are also required to strengthen and build networks and connection with the broader academic community such that other instructors may contribute to, share in, and learn from their initiative.

Moving forward the EDU will support the Teaching Scholars in building a community of practice to help share in and learning from their initiatives, and will be encouraging Scholars to leverage the programs, events and spaces of the Taylor Institute to implement and share knowledge related to their initiatives.  One thing that we have learned through the application and adjudication process is that we need to place stronger and growing emphasis on educational leadership as this program moves forward. The Teaching Scholars initiatives will enrich student learning across the university, and engage Scholars and other instructors in intentional, collective efforts related to improving teaching approaches.


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