Selection Criteria (CI)

With the understanding that CIs in different disciplines will be required to perform a variety of duties and fulfil a wide range of expectations, shortlisted candidates must demonstrate sustained and ongoing excellence in their teaching, and must exhibit the following attributes, skills, or accomplishments:   

  • Accessibility: actively uses strategies to create an accessible learning environment and content that reduces barriers to learning and supports the inclusion and engagement of all students.  
  • Equity, diversity, and inclusion: employs teaching practices and pedagogies that advance equity, diversity, and inclusion (e.g., incorporates and advances anti-racist, anti-oppressive, and decolonizing efforts; integrates intercultural perspectives; takes action to address issues of inequity and injustice; etc.). 
  • Course design: course structure and organization are effectively aligned (with learning outcomes, assessments, and content delivery). 
  • Student engagement: effectively engages learners, ensuring a wide range of participation from all students; develops interest for the course topic.     
  • Communication: explains complex topics in a way that facilitates comprehension; effectively communicates expectations; relates current issues/research to student experiences, while highlighting concrete applications; provides helpful feedback to students.    
  • Organization: effectively organizes course administration, lesson planning, student learning supports and resources, and coordinates with colleagues/course TAs. 
  • Knowledge exchange: demonstrates depth of knowledge in their field; inspires students to care about the discipline and to reflect on the social implications of their learning; considers a broad range of perspectives and worldviews.    
  • Innovation: uses creative and/or new teaching strategies; develops and/or uses novel materials/tools (e.g., handouts, demos, assignments, etc.).   
  • Commitment to reflective practice and growth: demonstrates critical reflection on their own teaching over time, evidenced by development of their teaching practice in response to feedback and/or by pursuing opportunities to continually enhance their teaching practice.