About the Recognition of Achievements in Teaching and Learning Program

VIU’s Recognition of Achievements in Teaching and Learning program recognizes and celebrates faculty members who are implementing enhancements into their practice resulting in high quality student learning experiences. 

The goal for the Recognition of Achievements in Teaching and Learning as a whole is to recognize the good work of faculty who:

  • are innovative in their teaching practice and make a change focused on better student learning
  • go beyond the strict requirements of their teaching assignments: work to improve the student and/or faculty learning and teaching experience at VIU, and  engage communities within or outside VIU in innovation for deeper learning
  • create community by engaging in collegial and ‘public’ discussions around what matters in teaching and learning

All VIU faculty members are eligible for each of the four separate Recognitions in the course of their career at VIU.  Awards may be given to individuals or to teams of faculty members.  Individual faculty members may only be recognized once per category as individuals but may also be recognized as part of a team putting in for that category.

 

Four Areas: Teaching and Learning Achievements

Requirements for the Design of Learning Experiences Recognition

1. 
Complete all the benchmarks of a Course Redesign Program (Required) 
The Course Redesign Intensives each have specific benchmarks appropriate for the target innovation to be accomplished during the first semester of implementation. Such benchmarks may include such things as a review of teaching materials, a class observation by CIEL staff, midterm student feedback, and a final reflection on the experience if implementation of the new design among other items. 

2. Engage in a Peer Observation Round (Required)
Peer observations are normally an exchange of classroom visits between colleagues for the purpose of sharing ideas about  teaching practice and strategies. A ‘peer’ can be any faculty member at VIU, whether in your program or not. CIEL staff who observe your class are not considered to be a peer in the same sense as faculty members at VIU. A brief description of the context of the observation (when it took place, why you scheduled it) and a reflection on what you learned from the peer observation and the ensuing discussion between you will document this activity adequately. 

3. Develop a Course Portfolio (Required)
A course-portfolio is a coherent narrative or investigation of a specific course you have taught or are teaching. There are two ways to do this: you can develop a course portfolio by documenting the course as it is being taught so that you do not lose evidence you might need; or you can go back to a course you’ve taught in the past and mine the documentation you have for it. A course portfolio should include an introduction that describes the context of the course; a reflection on the course components, process, results and next steps; and student learning data. 

4. One additional activity related to teaching and learning (Required) 
( consult CIEL to discuss your choice).The purpose of this part of your submission is to document how you work with others (colleagues in the department, or across disciplines at VIU) to enhance student learning in a concerted way.  Examples:  design a new course; participate in a curriculum design or re-design team; other?

Requirements for the Student Engagement and Learning Recognition

1. Develop a Mini Portfolio of Student Engagement Activities (Required)
A mini-portfolio is a 3-6 “page” collection of texts, images or videos, document fragments and evidence of learning results, all organized to show the results of a single instructional technique or strategy within a course. It includes a brief introductory narrative or short video essay, a description of the teaching activity or strategy in question, and examples/ evidence of student learning and engagement or failure of the strategy.  If it failed, why, and next steps. 

2. Engage in a Peer Observation Round (Required)
Peer observations are normally an exchange of classroom visits between colleagues for the purpose of sharing ideas about teaching practice and strategies. A ‘peer’ can be any faculty member at VIU, whether in your program or not. CIEL staff who observe your class are not considered to be a peer in the same sense as faculty members at VIU. A brief description of the context of the observation (when it took place, why you scheduled it) and a reflection on what you learned from the peer observation and the ensuing discussion between you will document this activity adequately.

3. Complete VIU’s ‘Teaching and Learning Roles and Responsibilities’ Course: “UnTeach: Engage Your Students for Lasting Impact” (Required)
This is a two-day intensive experience focused on ways to foster intellectual independence in students and create courses that provide intrinsic motivation. Together this cohort of faculty members looks for ways to design activities and assignments where students have to learn to think for themselves, and that lead faculty to rediscover the joy of teaching.

4. One additional activity related to teaching and learning (Required)
(
consult CIEL to discuss your choice ). The purpose of this part of your submission is to document how you continually work to develop professionally with a focus on sharing what you do and learning new strategies to enhance student learning. Examples: Give a teaching and learning presentation or session, participate in an Indigenous Learning Circle; participate in a reading circle on a teaching/learning topic; host a discussion about a specific teaching practice; other?

Requirements for the Scholarly Reflection and Inquiry Recognition

1. Gather Data on a Course/Obtain Evidence of Change in Practice (Required)
This could take the shape of a course portfolio.  The key is that whatever is submitted as evidence is consistent with the ideas described in the teaching philosophy statement that is part of the Teaching Portfolio.  In that way, the course portfolio can be seen as consistent with or part of the teaching portfolio, but does not replace the Teaching Portfolio.

2. Engage in a Peer Observation Round (Required)
Peer observations are normally an exchange of classroom visits between colleagues for the purpose of sharing ideas about  teaching practice and strategies. A ‘peer’ can be any faculty member at VIU, whether in your program or not. CIEL staff who observe your class are not considered to be a peer in the same sense as faculty members at VIU. A brief description of the context of the observation (when it took place, why you scheduled it) and a reflection on what you learned from the peer observation and the ensuing discussion between you will document this activity adequately.

3. Develop a Teaching Portfolio (Required)
The teaching portfolio must contain a cover page/data sheet which summarizes the facts of your teaching history; a detailed and carefully reasoned teaching philosophy statement; evidence of impact in the form of a ‘case study’ illustrating the teaching philosophy statement—whether in one course or across a large number of courses; a log of professional development activities showing sustained engagement in professional learning; and any appendices (optional) that help you support the statements you make in your teaching philosophy.

4. One additional activity related to scholarship or scholarly teaching and learning (Required) ( consult CIEL to discuss your choice). The purpose of this part of your submission is to document your ongoing scholarly practice and inquiry into effective teaching and learning.  Examples: undertake a scholarly inquiry project into practice; write a paper reflecting on practice; other?

Requirements for the Leadership and Community Recognition

1.  Make Public (blog, website, paper, other) Scholarly Activity and Leadership (Required)
This can be a written or video reflection on the leadership activities, project(s) or leadership themes you have chosen to portray; a scholarly paper on the theme or topic you are choosing to focus on; or other publicly available documentation of what you have done. 

2. Design and Lead a Teaching and Learning Session for Community (Required)
Part of this requirement is documentation of the event in question, and a very brief reflective statement about the experience: document the personal initiative you took at the inception of the event, and present materials designed for the purpose of the event, along with a description of what it was about and why you chose to undertake it. Examples might include: a “show and share” or “Faculty Focus”, a presentation at VIU’s teaching conference a conference, a presentation on teaching and learning elsewhere, or any venue where you have presented your teaching ideas.

3. Develop a Leadership Portfolio (Required)
Because of the broad nature of ‘leaderly activities’ eligible for recognition, special attention to the description of the leadership enacted, and the evidence of your and others’ success is required. A Leadership Portfolio should focus on a coherent story of leadership: either one successful leadership project (initiation, implementation, results) or several related stories or projects that took place over a career. It should contain a statement or video defining and describing the leadership undertaken, evidence that you were a key catalyst in the project/initiative/activities, and some evidence of others’ success as a result of your leadership.

4. One additional activity related to leadership and community (Required)
(consult CIEL to discuss your choice). The purpose of this part of your submission is to document your leadership with others (colleagues in the department, or across disciplines at VIU) to enhance student learning in a concerted way. Examples might include:  Lead/co-lead and institutional initiative on teaching and learning; take leadership of program review or curricular reform; engage with outside community in project that results in significant learning; other?

Handout Summary

This handout presents all four areas of the Recognition of Achievements in Teaching and Learning Program at VIU. Handout PDF

Important Dates

The following 2019 important dates are shared to help faculty with submissions:

Monday, May 27, 2019 - Spring Submission Date

Friday, October 25, 2019 - Celebration Event for Successful Faculty in Spring Submission

Portfoliopalooza!

May 6-9, 2019

Interested in VIU’s Recognition of Achievement in Teaching and Learning (but don’t know where to begin)?

Join us for a combination of workshops, consultations and focused writing time to work on your portfolios. This week of activities is a "pick your own" style offering.  Choose from workshops on preparing specific areas for Recognition, writing intensives with opportunities for feedback from peers, and one-on-one consultations with CIEL staff. Don't miss the final session on May 9th where participants will present what they've been working on all week!

Registration through InVIU

 

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