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Excellence in teaching is what Huron's reputation has been based on since 1863. Our approach is built on providing our graduates with opportunities to develop competencies that will prepare them to be resourceful, adaptable, compassionate, and informed members and leaders of their communities, prepared to see issues from a multiplicity of perspectives and to exercise careful judgement in decision-making.
  • Awards and Grants

  • John and Gail MacNaughton Prize for Excellence in Teaching

    Applications and nominations are invited for the John and Gail MacNaughton Prize for Excellence in Teaching, valued at $5,000.00 and tenable for two years, starting in September 2019.  The MacNaughton Prize serves to encourage pedagogical innovation and reflection on, and sharing of, the scholarship of teaching and learning at Huron.

    All full-time and part-time members of faculty in the Faculty of Arts and Social Science and the Faculty of Theology at Huron University College are eligible to apply.

    Deadline for nominations: November 15, 2018 (nominees will then be contacted to submit an application) 

    Deadline for submission of applications to the Principal’s Office: November 30, 2018

    Applications must include:
    A completed Application Form (PDF) and a Teaching Portfolio which includes a statement of the applicant’s teaching philosophy, current teaching responsibilities, evidence of teaching accomplishments, and publishing record related to pedagogy
    The committee will also consult the published results of student evaluations of courses and teaching.

    FASS Award for Teaching Excellence

    The Award is given for excellence in undergraduate teaching in the Faculty of Arts and Social Science, demonstrated over a number of years, through factors such as: classroom instruction; academic counselling, tutoring, and advising of students; course design; curriculum development; preparation of educational materials; and innovative teaching methods.

    Nominations will be received until Thursday, November 15, 2018. Please note nominations may be made by members of faculty, staff, students, and alumni.

    Packages should include:
    • A letter of nomination, addressing the criteria listed above;
    • A document from the nominee containing a statement of teaching philosophy, details of the implementation of that philosophy in the nominee’s teaching, a listing of courses taught at Huron University College, and a listing of impacts on the scholarship and/or practice of teaching and learning (including publications, presentations, adoption of methods and/or materials by colleagues, requests for demonstrations, favourable reviews of materials, etc.); submission of this document signifies acceptance of the nomination;
    • Additional letters from two students (current and/or former), and one faculty member, all to be solicited by the nominator and to address the criteria listed above.

    Nominations should be sent to:
    Dean’s Office, Faculty of Arts and Social Sciences
    Huron University College
    1349 Western Road
    London ON N6G 1H3
    In person: Huron A106

    The Edward G. Pleva Award for Excellence in Teaching

     All continuing members of full-time  faculty who are either Limited Term or tenured at the University and its Affiliated University Colleges are eligible for nomination. Previous recipients of this award are ineligible for renomination. Award recipient(s) will receive a medal and commemorative scroll which normally will be presented at the appropriate Spring Convocation. In addition, his/her name will be inscribed on a plaque which will be displayed in a prominent location in the University.
    Visit the Western Teaching Awards website for more information.

     The Angela Armitt Award for Excellence in Teaching by Part-Time Faculty

      The award for excellence in teaching by part-time faculty was established at Western in 1989-90. It is to be awarded based on evidence of continued outstanding contributions to the academic development of students. All part-time* members of faculty of the University and its Affiliated University Colleges are eligible for nomination for the award. Previous recipients of the award are ineligible for renomination.
    Visit the Western Teaching Awards website for more information.

    The Marilyn Robinson Award for Excellence in Teaching

     In 1996-97, the award for excellence in teaching was established at Western to be awarded based on evidence of outstanding contributions in the area of classroom, laboratory, or clinical instruction. All continuing members of full-time faculty who are either Limited Term or Probationary at the University and its Affiliated University Colleges and who usually have seven years or less of full-time university teaching experience at the time of their nomination are eligible for nomination for the award. Previous recipients of this award are ineligible for renomination.
    Visit the Western Teaching Awards website for more information.

  • Community-Based Learning

  • Through Community-Based Learning (CBL) initiatives, Huron students have the opportunity to participate in course-based experiential learning, community-based research, and independent study. CBL enables our students to gain a better understanding the challenges facing the community, enhance their ability to think critically and be self-aware, engage in problem-based learning, and explore the variety of career options available after graduation.

    Visit the Community-Based Learning page for more information.
  • Curricular Innovations

  • Our faculty members share a passion for teaching, and engage students in meaningful and inspiring learning experiences by bringing them face-to-face with challenging real-world issues.

    English 2373F  Shakespeare's Tragedies. From Page to Stage, From Screen to Stream
    Fall 2015, Instructor: Dr. Scott Schofield

    This intensive study of five of the most famous tragedies by Shakespeare (King Lear, Hamlet, Macbeth, Romeo and Juliet and Titus Andronicus) will consider each play through a range of media including, early and later print, staged performance, film, and live stream.  In addition to studying Shakespeare as both text and performance, students will experience Shakespeare by annotating, editing and staging scenes and then creating websites and/or blogs to reflect on their acts of making.  Students will also view a staged performance of one or more of Shakespeare’s plays as part of a class trip. 

    History 2301E: American History Survey Course

    Full year, 2014-2015, Instructor: Dr. Nina Reid-Maroney

    Working with local archives, the
    Fugitive Slave Chapel Preservation Project, and other community partners, here and in the US, History 2301E students explored local connections to the American antislavery movement. The class did fieldwork in the archives, digitising, transcribing, and annotating manuscript materials; conducted local interviews; and travelled to Oberlin College, an important antislavery community with many direct ties to antislavery communities in Canada.  Students created a research website to make their work accessible, and hosted a public event at Huron focused on the links between 19th-century and modern antislavery movements.

    Management and Organizational Studies 2242a: Business Statistics

    Fall 2015, Instructor: Dr. Bill Irwin

    In collaboration with the Elgin Middlesex Oxford Workforce Planning and Development Board (EMOWPDB), project teams will analyze real-world data to assess employment and demographic trends. The results of each project teams’ work will be presented back to the EMOWPDB in order to assist in making future labour-force recommendations. Through conducting the analysis and reporting, students will gain an understanding of the concepts, techniques, usefulness, strengths and limitations of general statistical methods, recognize and formulate statistical problems for real-life decision making, and enhance their formal analytic skills for the interpretation and presentation of business data.

  • Teaching Commons

  • To support faculty development, the Teaching Commons brings together like-minded faculty and staff members who are interested in sharing and exploring curricular innovation across the college. The Teaching Commons also serves as a source of relevant knowledge and an opportunity for faculty members to join in communities of practice related to teaching and learning. Upcoming sessions related to the scholarship of teaching and learning, student engagement, and curricular innovations will be posted here, along with the supporting resources.

    Upcoming Sessions

    Past Sessions
    Student Mental Health & Supporting Students in Distress: The Faculty Role
    In this session Catharine, Diana, and Tolu presented information about mental health on campus, introducing some current initiatives directed at supporting student well-being.  At the end of the workshop faculty members were able to identify some of the common signs of distress in students, understand their role in supporting students, and now know what resources and supports are available for students and faculty at Huron and at Western.

    Mental health presentation slides (PDF)
    Link to Health & Wellness initiatives at Western

    Knowledge Mobilization: Developing your Scholarly Profile 
    In this interactive session we facilitated a discussion about ways that Scholarship @ Huron and Communications can be used to support your teaching and research goals. By the end of the session participants could set up and maintain their researcher profile, and discuss different ways that research and teaching outcomes could be shared within the local and scholarly communities.

    Knowledge Mobilization Overview (Catharine)
    Communications + Knowledge Mobilization (Meg)

  • The Douglas and Margaret Derry Interdisciplinary Lectures

  • The Douglas and Margaret Derry Interdisciplinary Lectures attract internationally recognized speakers on an annual basis and serve to bring recognition of Huron University College as a centre of stimulating and thoughtful dialogue within Western University and the London community.


    Dr. Alastair Summerlee: Determining the future of education by looking toward the past


    Dr. Paul Hebert: "Planet Diversity"


    Dr. Berthold Hoeckner: "Music, Media, Memory"


    Dr. Noah Feldman: "The Fall of the Arab Spring"


    Dr. Sara Diamond: "Euphoria and Dystopia: An Experiment in Interdisciplinary Engagement and Boundary Crossing"