The following awards are administered by the Office of the Provost and Vice-President (Academic) and recognize outstanding teaching achievements.
Recipients of the Research Achievement Award are listed on the Office of the Vice-President (Research and International) website.
The Teaching Achievement Awards are intended to enhance the teaching of their recipients and the quality of instruction at Carleton.
Linguistics and Language StudiesFaculty of Arts and Social Sciences
Facilitating Academic Success: Targeted Strategies for Enhancing Undergraduate Writing
Undergraduate students face numerous challenges in the transition to university with respect to academic writing. Using a data-driven approach, this project will identify essential academic writing skills to support student success in the increasingly digital and varied academic landscape. Chloë's expertise in writing studies and student engagement informs this work, as she aims to build a targeted writing strategies course attuned to the diverse needs of Carleton’s students.
Studies in Art and Culture - MusicFaculty of Arts and Social Sciences
Digital Music Literacy in Scholarship and Pedagogy
University music programs often foreground European-originated music notation and cultural traditions more than other global and contemporary practices, excluding those without previous specialized study of Western art music. This project explores the pedagogical state of digital music literacy by contributing to the Scholarship of Teaching and Learning (SoTL) in the field, and will create and curate inclusive, technology-focused curricula and instructional resources—including digital audio workstations, sound synthesis, and AI tools for music creation and analysis—using lenses of decolonization and EDI.
Civil and Environmental Engineering Faculty of Engineering and Design
Advanced Technologies in Interdisciplinary Engineering Education Environment
Teaching conservation engineering and architectural heritage requires highly interdisciplinary course material to address challenges and available solutions. However, conventional engineering education may not necessarily take advantage of technological developments; hence, it is less engaging when assessing complex problems. To this end, a novel experiential learning environment is proposed for students using augmented reality, simulation-based content development and hands-on lab testing. The proposed framework supplements the traditional teaching methods and implements new trends.
Systems and Computer EngineeringFaculty of Engineering and Design
Can Teaching by Demonstration Improve Engineering Graduate Attributes?
Most engineering students discover principles by observing examples, most teaching resources provide a set of rules that students need to memorize and apply. Often, little attention is paid to the question of why these rules exist and what they describe. This project proposes a framework to integrate live demonstrations into modelling and simulation courses to bridge the gap between theory and application. Integrating this form of inductive learning will have a positive and longstanding impact on student performance.
ElectronicsFaculty of Engineering and Design
Developing and Assessing Teamwork Awareness in an Engineering Project Course
This project looks at developing and assessing the teamwork abilities of engineering students in a third-year project. The use of an available online tool for training students on how to evaluate teamwork and provide evaluation of team members, enabling peer feedback within teams. The perceived value of this tool and its feedback will be surveyed after first use in the third-year project and again later in a capstone team project. This can then provide insight into teamwork development.
The Professional Achievement Awards recognize outstanding professional achievements at Carleton University for professional librarians and instructors.
Research Support ServicesMacOdrum Library
Aleksandra recently completed five years as Coordinator for the Business and Public Affairs Team developing conference materials demonstrating their impact for local, national and international audiences, underscoring the benefits of a team-based approach to research services. At the same time, Aleksandra continued to offer library support for more disciplines than any other member of the department. Aleksandra demonstrated exceptional leadership as Coordinator while also investing in her scholarly pursuits to better support faculty and students.
Since becoming Teaching and Learning Librarian, David has established a Teaching and Learning Committee, developed the Enriched Support Program information literacy modules and worked with the Graduate Students’ Association and Carleton University Students’ Association in advocating for the library and its services. David’s curriculum vitae speaks strongly of his commitment to improving library services and facilitating access to technology as student and teaching needs evolve.
Civil and Environmental EngineeringFaculty of Engineering and Design
Shoeleh’s teaching philosophy centers on inspiring passion for learning before effectively transferring knowledge. She strives to create a safe and enjoyable environment that accommodates the diverse learning styles of all students. Her approach involves building trust and strong bonds with students and involving them in the process by incorporating inclusive active learning exercises. Shoeleh’s objective extends beyond content delivery; it prioritizes mentoring and instilling values like integrity and compassion to nurture students’ professional and personal growth.
The Contract Instructor Teaching Awards recognize teaching excellence by Contract Instructors.
PhysicsFaculty of Science
Mustafa is a dedicated physics educator with an extensive career, having held esteemed positions within the public sector in Yemen and having served as an international nuclear energy expert affiliated with the International Atomic Energy Agency (IAEA). Nevertheless, his deepest passion has consistently revolved around physics research and innovative pedagogical methods. Presently, he is devoted to furthering causes centered on peace and human rights, including his ongoing advocacy for scholars at risk.
English Language and Literature; College of the Humanities Faculty of Arts and Social Sciences
Christopher is interested in the intersection between media and embodiment, the humanistic philosophies behind science fiction, and the politics of climate change. He has taught a range of classes from Shakespeare to Digital Humanities, Theatre History, Sci-fi and Philosophy, to Eco-Lit.
PsychologyFaculty of Arts and Social Sciences
Kim is delighted to place her experience as a clinical psychologist in service to students at Carleton, her alma mater, through teaching courses related to mental health, substance use disorders and the profession of clinical psychology. These courses are an ideal opportunity to enhance students’ self-awareness and reflectivity and to de-stigmatize mental and substance use disorders.
PhilosophyFaculty of Arts and Social Sciences
Christopher is interested in the historical development of and the systematic relationship between a cluster of themes that, he argues, are connected in an important way and constitute a certain tradition of philosophical reflection: the themes of aesthetics and the philosophy of art, the teleological and aesthetic experience of nature, and God and religion. He has primarily studied Aristotle, Hume, Kant, and Schleiermacher in this regard, and hope to broaden these studies historically.
Azrieli School of Architecture and UrbanismFaculty of Engineering and Design
James' ongoing interests in teaching students can best be described as experiential learning in research and engagement practices. His focus is on identifying positive initiatives for energizing, empowering, activating downtowns, neighbourhoods, rural and Indigenous communities who are facing economic, social, cultural and environmental challenges. He connects students with real-life conservation and adaptive repurposing initiatives for places that may involve healing from histories of racial exclusion, trauma, and colonialism. Students learn first-hand that the concept of reconciliation as defined and managed by Indigenous communities can be fostered through taking positive action.
This Contract Instructor Teaching Innovation Grant provides support to a Contract Instructor for investigating student learning and alternative approaches to teaching and assessing student learning at the individual, departmental, Faculty, or institutional levels. The overall aims are to foster deep student learning at Carleton and promote curiosity, reflection and exploration in the areas of teaching and learning.
Public Policy and AdministrationFaculty of Public and Global Affairs
Angela will be using the grant towards incorporating community-engaged pedagogy (CEP), authentic assessment and Values-based leadership (VBL) into the Public Policy & Administration Capstone course for students to gain experience through CEP, develop the skills necessary for a career in public policy, develop greater clarity and focus on their own core values, understand the values that underpin relevant policy areas and feel empowered to take leadership through drawing on these values.
Sprott School of Business
To address the challenge of delivering timely and expert-level feedback in large entrepreneurship classes, this project proposes the evaluation and integration of AI-based tools to automate and augment feedback on coursework. Traditional reliance on teaching assistants introduces variability and time constraints in assessments. On the other hand, timely feedback improves student satisfaction. This project aims to explore new instruction practices by embracing technology for feedback, aiding in the creation of an inclusive and efficient learning environment.