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, short-listed candidates must demonstrate sustained and ongoing excellence in their teaching, and must exhibit a majority of 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: ability to effectively organize course administration, lesson planning, student learning supports and resources, and coordination with colleagues/course TAs).  
  • Knowledge Exchange: demonstrates depth of knowledge in their field, and inspires students to care about the discipline; considers a broad range of perspectives and world views.   
  • Innovation: uses creative and/or new teaching strategies; develops and/or uses novel materials/tools (e.g., handouts, demos, assignments; etc.).  
  • Reflection and Continuous Development: demonstrates a critical reflection of 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.