He is a rivetting lecturer who teaches with an intense style, pacing his presentation very precisely to the level of his audience. Yet, in spite of his lecturing skills, Gilbert Allardyce insists that the essence of teaching and learning is group discussion of the questions posed by the modern European historical experience. In addition to the excellence of his traditional courses, Professor Allardyce has opened up several new teaching fields within the department of history. In 1986, he wrote and directed a television film, “Writing a College Essay” and has, on several occasions, served as the Director of Graduate Studies and as Director of the Departmental Honours Program.

• “He is a riveting lecturer who teaches with an intense, humble, untheatrical style, pacing his presentation very precisely and matching it exactly to the level of the audience.”
• The university recognized what students had been saying for years when, in 1977, they presented him with the Allen Stewart Award for Excellence in Undergraduate Teaching.
• More recently, he has emerged as a North American leader in the debate over how History can and should be taught at university.

Alex Fancy’s enthusiasm and elegant competence provide a sold role model for his colleagues and earns an enthusiastic response from students. He has given many invited workshops and written extensively on the use of theatre and drama to assist learning. He has also played a major role in emphasizing teaching, learning and curriculum assessment throughout the university and beyond. In addition, he played a major role in proposing a reshaping of the University’s entire curriculum as Chair of the Senate Committee on areas of concentration.

“The enthusiasm which he brings to each and every lecture, and the easy rapport and dialogue with students, are features of his teaching which have drawn the praise of colleagues and students for many years.” He was chosen as the first recipient of Mount Allison’s Tucker Teaching Price in the Spring of 1984. His play writing and performance skills have been put to work helping students learn a second language and Canadian University Presidents better understand contemporary university teachers.

Peter Frost’s expertise in the classroom is well known and appreciated by colleagues in the field of Industrial Relations Management throughout North America. He was a long-time board member of the Organizational Behaviour Teaching Society (OBTS), an organization devoted to improving teaching skills in particular, and management education in general. He has been active in all facets of the educational mission of OBTS and has demonstrated a great facility for teaching in every possible setting, from undergraduate classes to executive seminars.

His undergraduate course “Organizational Theory” has become known among the students as “one not to miss if at all possible” and is consistently over-subscribed.

The highest available award for teaching excellence and pedagogical innovation at UBC is the hand carved West Coast Indian Talking Stick. He has received this award twice. In 1983 it was awarded for his work on bridging theory and practice in the classroom (e.g. Organizational Reality: Reports from the Firing Line with Vance Mitchell and Walter Nord. It is now in its fourth edition (Harper Collins). In 1992 he received the award for his application of video in the classroom (Management Live, with Robert Marx and Todd Jick published by Prentice Hall). “Currently the Executive Director of Organizational Behavior Teaching Society, a tribute to the esteem in which he is held as a teacher and the influence he has on management education in North America.”

Awards
In the year following receipt of a 3M Fellowship, Peter received the Canada Professor of the Year Award from the Council for Advancement and Support of Education (CASE). In 1992 he received his second Talking Stick Award for pedagogical innovation in the Faculty of Commerce and Business Administration for his work, with Robert Marx and Todd Jick on the use of Videos in the Classroom (Management Live: The Video Book, published by Prentice Hall). In 1993 he received the David L. Bradford Outstanding Educator Award from the Organizational Behavior Teaching Society.

Professor Gillespie’s interest in education is exemplified by his writing for Teaching Forum, and his involvement with the Office for Educational Practice. Between 1983 and 1986, he held the position of Co-ordinator for Instructional Development. In addition to assuming direct responsibility for organizing a series of teaching workshops held each semester, he has participated in the activities of various senate committees and chaired the academic consulting team. He makes himself available as a consultant to colleagues and gives unstintingly of his time in providing advices and encouragement in teaching matters. He has also contributed to international education in Ghana and China.

“He has a unique ability to make the complex easy, to instill interest in the subject, to make learning fun, and to express genuine concern.” Winner of Guelph Faculty’s Distinguished Professor Award in 1984 and the Agricultural College Alumni’s Distinguished Teacher Award in 1986. His remarkable assistance to colleagues extends from the Guelph Academic Consultant Team to workshops on teaching in Ghana and Beijing.

Bob Hawkes has made every effort to foster the teaching of science through the Department of Physics and the Department of Education at Mount Allison. He is particularly active in exploring ways of introducing audio-visual materials into his courses and the concept of a personalized system of instruction which allows students to set their own pace for learning. Bob has been an active member of the Senate Committee on Teaching. He has been active on a variety of committees and in organizations related to teaching, playing a leadership role and organizing several teaching- related conferences.

He has taken on a leadership role in his own department at Mount Allison, in other departments, and throughout the Atlantic Provinces. Winner of the 1987-88 Tucker Price, Mount Allison’s vehicle for expressing thanks and admiration to its most effective teachers. Robert is the creator and keeper of Harvey, a fictional character whose mischief helps students puzzle their way through difficult concepts. Presentations

The titles of a selection (from about 50) teaching related presentations, workshops and conference papers are indicated below:

• “This lecture won’t teach you anything!”
• “Bridging Two Solitudes: Relating Teaching and Research”
• “A Lecture: The first three minutes”
• “Junk can be beautiful” (science demonstrations with everyday objects)
• “An Integrated HyperCard Learning and Communication System”
• “The fun, power and application of science for everyone”
• “Lights, Camera, Action – Teach!: An Introduction to Instructional Uses for QuickTime”
• “Teaching and research: a conflict?”
• “Instruction through images: More than just pretty pictures!”
• “Digital Image Processing and University Science Teaching”
• “Incorporating QuickTime and full colour pictures with HyperCard”
• “Things I Wouldn’t Do Again” (in microcomputer enhanced teaching)
• “Incorporating QuickTime and full colour pictures with HyperCard”
• “Things I Wouldn’t Do Again” (in microcomputer enhanced teaching)
• “Introductory Distance Astronomy: A Technology Based Approach”
• “Congruency between personal values and action” (for student leadership series)
• “The Physics of Sports” (for physics teachers)
• “Students offer teaching tips”
• “Computers, Mail and Teaching”
• “Technological Innovation and Liberal Education”

Other Teaching Awards

• Herbert and Leota Tucker Award for Excellence in Teaching (Mt. Allison) 1988.
• Atlantic Provinces Council on the Sciences Teaching Award 1992.
• Paul Paré Medal of Excellence (Mt. Allison) 1998.
• Canadian Association of Physicists Excellence in Undergraduate Teaching medal 2000. <?li>

Curriculum Materials Authored

Linear Electronics, a PSI (personalized system of instruction) mastery unit based textbook – originally authored in 1984, revised 1985, 1986, 1987, 1988, 1989, 1990; co-authored and further revised with Stewart Walker 1994-1997, 1999) Printed by Mount Allison University and used as textbook for Physics 3311 course.
• Digital Electronics, a PSI (personalized system of instruction) mastery unit based textbook – originally authored in 1985, revised 1986, 1987, 1988, 1989, 1990, 1992, 1993; co-authored and further revised with Stewart Walker 1994-1997, 1999). Printed by Mount Allison University and used as textbook for Physics 3351 course.
• “Night Sky”, “Amazing Balance” multimedia presentations on The Innovators CD (Apple Canada/Harvest Interactive Media, Nov. 1994).
• Mackay, C.B. & Hawkes, R.L., 1996, Fundamental Astronomy: from observation to understanding, Macintosh CD-ROM courseware published by Mount Allison University with support from TeleEducation New Brunswick.
• Bales, C., Cant, P., Hawkes, R. & Walker, S., 1996, Fundamental Physics: from seeing to understanding, Macintosh CD-ROM courseware published by Mount Allison University with support from TeleEducation New Brunswick.
• Mechanics: An Action Approach by R.L. Hawkes. LaTeX format text which contains experiential physics activities, developed for Physics 3401 course and printed by Mount Allison University. Current version copyright 1998, based on earlier versions.

Dr. Kuspira has been instrumental in the formation of Alberta’s Committee on Teaching and Learning (CITL). This Committee sponsors workshops, teaching conferences and a teaching consultation service. Dr. Kuspira was a member of CITL for three years and was very active in the promotion of workshops and seminars on teaching and learning. He has participated in panel discussions on teaching and learning at the University of Alberta, and spoken at conferences on teaching, teaching evaluation and learning.

His student evaluations are consistently among the highest.

John was one of the first recipients of the Rutherford Award for Excellence in Teaching at the University of Alberta in 1982.

He is routinely sought out for guidance on teaching. Over the past few years he has “participated on four panel discussions on teaching, spoken at three conferences on teaching, and formally functioned as a teaching consultant to more than 40 colleagues.”

Well known in Quebec for her love of science and botany, Ms. Lacoursière is an admirable example for the education community. In 1987, she was awarded the Science Education Prize jointly by the Association canadienne-française pour l’avancement des sciences and Northern Telecom. Her lively and committed personality is reflected in all spheres of her academic activity at the University. She possesses the rare talent to communicate a taste for what she does and to generously share her knowledge and experience.

She is a total teacher, equally hard working at every level of her job, be it the creation of teaching materials, class preparation, presence in the classroom or her commitment to the Canadian environment.

Winner, in 1987, of the Science Teaching Price, awarded jointly by the French Canadian Association for the Advancement of the Sciences and Northern Telecom.

Estelle’s commitment to the next generation of Canadian citizens is witnessed by the passion and conviction she brings to her teaching.

Translated with www.DeepL.com/Translator (free version)

Peter Rosati has made an outstanding contribution to the teaching of engineering at the University of Western Ontario. The results of his teaching research have been presented in journals, at conferences and in workshops for faculty and teaching assistants at the university. He has been an active member of PACTL (Provost’s Advisory Committee on Teaching and Learning) for more than ten years. He has organized teaching workshops and micro-teaching sessions for teaching assistants, teaching seminars for faculty, and consulted with new faculty about their teaching on an individual basis.

” The student evaluations of Peter’s courses have been consistently high and are among the best in the faculty.”

In 1973, he won one of the first OCUFA awards, an Ontario-wide teaching award offered by the Ontario Council of University Faculty Associations.

He demonstrates his commitment in the classroom, through published educational research, through the organization of national conferences on teaching in higher education and through workshops and seminars.

Research
Peter’s research in engineering education has focused on problems associated with instructing, evaluating and personalising the large enrolment engineering courses in Mechanics. He has implemented a successful Keller plan course in Dynamics, investigated computer problem-solving routines and is currently conducting a seven-year longitudinal study of students’ academic performance and learning styles in relation to their MBTI personality type.

Dr. Smith has dedicated his career to the understanding of teaching competence and to helping others develop their teaching skills. He was instrumental in the creation of the Learning Development Office which, under his 15-year leadership, has grown and now offers a broad range of services to support the evaluation and development of teaching. A member of the Professional and Organizational Development Network in Higher Education (POD), he has conducted workshops for college and university faculty members in Canada and the United States on a wide range of topics related to teaching and learning in higher education.

His overall teaching rating, in two different disciplines, has always been in the top 10%.

As part-time Director of the Learning Development Office since its creation in 1974, he has published 75 issues of a newsletter on teaching and learning and a host of articles in international journals.

He has formally consulted with over 120 colleagues and conducted in excess of 60 workshops on teaching and learning for university faculty, including an annual 5 day residential workshop.

Teaching-related talks and presentations:
Ron Smith has given numerous presentations, workshops and seminars on teaching and teaching improvement around the world. These include the following:

• The Reflective Practicum: A Model for On-going Professional Development
• Reflecting on Clinical Teaching: A Theory-of-Action Approach
• Knowing through reflection: Chairs as development practitioners
• Thinking Critically About Our Efforts to Improve Teaching and Learning
• Becoming Professional About Professional Development
• If Professional Development is Giving Help, What Kind of Help is Helpful?
• The College Teaching Climate in a Changing Society
• Perspectives on Expertise: Implications for Teaching
• Designing Instructional Improvement Programs for/with your Faculty
• Issues in Implementing Instructional Improvement Programs
• Effective Strategies for Confronting Resistance
• The Learning Organization and Commitment to Quality
• The Learning Organization and Commitment to Quality
• So What’s Special about Teaching Adults? Andragogy – The Philosophy and Psychology of Teaching Adults
• Evaluating Teaching in Post-Secondary Institutions
• Preparing Problem Solving and Critical Thinking Through the Use of Case Studies
• Critical Thinking and Problem Solving
• Adapting to Learner Differences