Recognition as Global Teachers awardee (original) (raw)
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2022
I have been looking forward to this recognition since I took the Assistant Professor (Sociology) position in 2018. Over the years, my course 'Methods in Comparative and Historical Sociology' has received good feedback for its innovative design and teaching from the students and was selected in the 'Best Course for New Knowledge and Skills' category, along with another course that I co-taught with Lili Di Puppo, 'Sociological Reasoning: Journal Seminar', that was selected for the 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills' category. However, recognition for teaching remained elusive until now, and when I finally received it in 2022, it gave me immense confidence for the first time as a holistic scholar who can claim to be good not only at research and supervision (of theses, internships, and projects), but also at teaching. This achievement certainly motivates me.
Awards for Excellence in Teaching 2013 Educational Leadership Award
would like to thank the Faculty Development Committee and the AAU for this award. I also want to recognize Dr. Russell Wyeth and Dr. Stephanie Inglis' achievements, and to thank them, and the other nominees, for all that you contribute to student-learning across the region. Closer to home, I want to thank St. Thomas University for the confidence it showed in me with its nomination for the Distinguished Teaching Award, and to our Learning and Teaching Development Officer, Dr. James Whitehead for his support. At this very hour my colleague, Dr. Karen Robert, is standing-in for me with 120 first-year students enrolled in two sections of the Introduction to World History survey classes, while I am here receiving the citation for this prestigious award. Thanks, Karen. I owe you one. Again.
Awards for Excellence in Teaching 2011 Educational Leadership Award
hat connects good teaching to learning? The answer lies partly in the strong empirical evidence that students respond well when teachers know what they are talking about, when they are prepared, when they communicate well, when they are enthusiastic, when their feedback is valuable, and when they make themselves available for consultation. But what underlies these six qualities, and what makes them so universally accepted as key measures of teaching effectiveness from the perspective of students? Let me suggest that, individually and collectively, these six qualities send the message that a teacher cares not only about the subject matter, but more importantly, about students' learning. In turn, this caring motivates students to care about their learning, too.