Guidelines for Nomination Submissions for LFS TA Award
APPENDIX II Guidelines for Nomination Submissions
There is no application form for this award. Rather, the nominating party (or the nominee if this is a self-nomination) must compile a dossier of info about the nominee’s work as a TA, and include the requirements listed below.
- Note: The nominating party collects the following information, consulting with the nominee as needed. However, if the nominating party has anything that he/she wishes to add to any section, based on observation or knowledge of the nominee, he/she is welcome to do so.
REQUIRED:
- A summary of recent teaching responsibilities, including number of students, type of teaching undertaken, hours per week in the classroom, average time spent constructively in consultation with students and with supervisors as it relates to Teaching Assistantship duties. If applicable, include activities from the preceding year;
- a statement of the candidate’s values and assumptions about teaching and learning in higher education (less than one page in length);
- any formal feedback from students, colleagues and/or supervisors (in the form of student evaluations, letters, or related material) which addresses the stated criteria for this award; and
- a demonstration of the graduate student’s contributions to teaching over time (for example, as teaching assistants, markers, and candidates able to teach a course on their own).
SUGGESTED:
- The description of a recent instructional opportunity or problem faced by the Teaching Assistant which outlines steps taken toward resolution of the issue;
- an example of written or oral feedback given by the Teaching Assistant to students in a laboratory, tutorial, fieldwork or clinical situation or course. This could take the form of comments on lab reports, or on tutorial assignments, essays or other submissions which the Teaching Assistant has directly overseen; and
- further relevant examples of interest and involvement in teaching and student learning; for example, participation in teaching enhancement seminars and workshops, independent reading in the field of teaching in higher education, involvement in departmental or other University committees which examine teaching and learning issues.