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This empirical study examines how Canadian post-secondary institutions define teaching excellence through the criteria, evidence, and standards used in institutional teaching awards across 89 institutions and 204 award programs. Most awards include teaching-performance characteristics and student-centeredness, alongside broader impact such as campus leadership, scholarship of teaching and learning, and curriculum contributions. Evidence sources emphasize student perceptions and teaching artifacts, and recommendations are provided for stakeholders and future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-excellence-and-how-it-is-awarded-a-canadian-case-study/596836/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-excellence-and-how-it-is-awarded-a-canadian-case-study/596836.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about teaching excellence in Canada?","Question",{"text":112,"@type":113},"It investigates how Canadian post-secondary institutions conceptualize and award excellent teaching by analyzing award criteria, required evidence, and stated standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of criteria appear most frequently in Canadian teaching awards?",{"text":117,"@type":113},"Most awards include criteria focused on specific characteristics of teaching performance and student-centeredness.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of evidence sources are emphasized for evaluating teaching excellence?",{"text":121,"@type":113},"Potential sources of evidence are heavily weighted toward student perceptions and instructional artifacts produced by instructors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596836,1792188619,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teaching Excellence and How It Is Awarded: A Canadian Case Study  \nJanice Miller-Young University of ALBERTA  \nMelina Sinclair  \nUniversity of ALBERTA  \nSarah Forgie  \nUniversity of ALBERTA  \nAbstract  \nQuality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.  \nKeywords: teaching, awards, excellence, assessment, criteria, evidence, standards  \nRésumé  \nL’enseignement de qualité, et les manières de l’évaluer et de le récompenser, continuent d’être un sujet d’étude et de débat dans le domaine de l’enseignement supérieur. Bien que la littérature démontre que l’évaluation devrait être multidimensionnelle, la mise en pratique de la théorie n’est pas une tâche facile. Afin de mieux comprendre comment on définit l’excellence en enseignement dans l’éducation supérieure canadienne, cette étude empirique a rassemblé et analysé les critères, les justificatifs et les normes des prix d’enseignement dans 89 établissements d’éducation supérieure au Canada et pour 204 programmes de prix. La majorité des prix avaient pour critères les caractéristiques de l’enseignement et l’accent mis sur les étudiants. Les activités ayant un impact en dehors de la pratique d’enseignement étaient également répandues, notamment le leadership sur le campus, l’avancement des connaissances en enseignement et en apprentissage, et les contributions au programme. Les listes de justificatifs potentiels donnaient un poids particulier aux perceptions des étudiants et au matérield’enseignement. Des recommandations pour les individus et établissements souhaitant promouvoir l’excellence dans l’enseignement sont proposées, ainsi que des suggestions pour poursuivre la recherche.  \nMots-clés : prix d’enseignement, excellence, évaluation, critères, justificatifs, normes  \nIntroduction  \nThe assessment of teaching is receiving increased attention in higher education, with a growing body of scholarship to inform and inspire practice, and national awards to recognize excellent teaching (Stockley, Smith, Ahmad, & Hastings Truelove, 2019; Broughan, Steventon, & Clouder, 2018) . However, several barriers to rigorous assessment of teaching exist. First, while Australia and the UK have recently developed national frame-  \nworks for defining and evaluating teaching (Chalmers et al. , 2014; Gunn, 2018), Canada lacks such a framework and thus the responsibility for defining and promoting teaching excellence resides at the institutional level or lower. Second, given the complexity of teaching, a rigorous evaluation process would require training and an investment of time on the part of both instructors and evaluators. This is because best practices in evaluating teaching suggest that it requires multiple sources, methods and points in time, with both students and peers giv-  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 50:1 (2020)   \ning feedback on instruction, yet it is still difficult to capture its nuanced, adaptive nature in any metric","cbCaiq2WsZhbGtrj","https://ap.wps.com/l/cbCaiq2WsZhbGtrj","pdf",265140,13,"English","# Abstract\n# Introduction\n## Barriers to rigorous assessment of teaching\n# Background\n## Defining and Assessing Excellent Teaching","[{\"question\":\"What does the study examine about teaching excellence in Canada?\",\"answer\":\"It investigates how Canadian post-secondary institutions conceptualize and award excellent teaching by analyzing award criteria, required evidence, and stated standards.\"},{\"question\":\"What types of criteria appear most frequently in Canadian teaching awards?\",\"answer\":\"Most awards include criteria focused on specific characteristics of teaching performance and student-centeredness.\"},{\"question\":\"What kinds of evidence sources are emphasized for evaluating teaching excellence?\",\"answer\":\"Potential sources of evidence are heavily weighted toward student perceptions and instructional artifacts produced by instructors.\"}]","Teaching Excellence and How It Is Awarded - A Canadian Case Study | PDF",1792083827,33]