_{A photo of Benjamin Berger}

Also in attendance was Lisa Philipps, Provost & Vice-President Academic, who equally praised Berger: “It is so great to see you here today, Benjamin, and I would like to express my sincere gratitude for all that you have done to support the personal and intellectual growth of your graduate students here at 91��ɫ.”

An exemplary researcher in the areas of law and religion, criminal and constitutional law and theory as well as the law of evidence, Berger’s wide expertise is shared through highly engaging lectures, thoughtfully researched class readings and one on one support developing students’ thesis and dissertation projects. His graduate students underscored his ability to carefully design his courses balancing attentive learning, active discussion and expert guest speakers.

The nomination letters spoke widely of Berger’s commitment to his students. One such example was shared by an international student who began their studies in the midst of the Covid-19 pandemic: “Prof. Berger took active steps to ease my adjustment into my new life, including putting me in touch with other graduate students that could offer support and advice, checking in regularly to gauge my emotional experience of the transition, and offering resources to support the practical cost of settling into the graduate program.”

Equally commendable is Berger’s commitment to his local graduate community. Berger dedicates his time to support both the research and professional development focuses of Osgoode Hall Law School through academic leadership for LLM specializations, colloquium organization and contributions to workshops for students applying to major scholarships and awards.

Regarding other teaching accolades, Berger received the Terry J. Wuester Teaching Award twice as well as the First Year Class Teaching Award, while at the University of Victoria Law School. Additionally, he received the Osgoode Hall Law School Teaching Award in 2013.

Accepting the award, Berger stated, “Graduate supervision and teaching are among the great joys of my career. This award reflects that joy and the inspiration that I have drawn from two sets of relationships: with my own supervisors, who patiently, caringly shaped my approach to scholarly inquiry; and with my brilliant, sincere, and committed students, in whose growth and insights I continually delight. Thank you to FGS for honouring me with this award.”

For more information on the FGS’ Teaching Award, please visit the weblink: yorku.ca/gradstudies/faculty-staff/academic-affairs/teaching-award.

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_{Professor Eric Mykhalovskiy}

Letters of support for his nomination recognized how his pedagogical and interpersonal skills as well as his strategic thinking motivated a significant number of program renovations. Specifically, Mykhalovskiy’s work at 91��ɫ has been instrumental in new curriculum development. He introduced a holistic approach to courses crucial to navigating and succeeding inside and outside of Academe. He provided his students with space to practice interpersonal skills, instilled in them a sense of purpose and outlined clear learning outcomes. Additionally, he curated new topics that incorporate specialist speakers and readings conveying multiple viewpoints in order to amplify discussion.

Moreover, Mykhalovskiy played a crucial role in having his Graduate Program (Sociology) face and address anti-Black racism through listening and discussion fora, designing systemic change as well as demanding behavioural change.

Outside of the classroom, Mykhalovskiy is a dedicated member of his community. He joined the Hyflex Pilot Project at 91��ɫ and the Hyflex Community of Practice in the Faculty of Liberal Arts & Professional Studies. Moreover, he was a founding member of the Ontario Working Group on Criminal Law and HIV Exposure and the Canadian Coalition to Reform HIV Criminalization.

Accepting the award, Mykhalovskiy said, “Working with graduate students, either in teaching courses or supervision, and having the opportunity to share in their intellectual journey, and help form it in whatever ways possible, is without question the most gratifying part of our work as professors for me. I am deeply grateful to be recognized in this way.”

91��ɫ is grateful for all the exceptional contributions to graduate education from the dedicated members of our community and is excited to celebrate Mykhalovskiy for this extraordinary achievement.

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Eligibility

Teaching, within the context of the Faculty of Graduate Studies, encompasses all aspects of the academic enterprise at the graduate level. Nominations for this award should be based on documentary evidence which supports the nominee's academic excellence and commitment to the mission of the Faculty of Graduate Studies. The criteria for the award are described in general terms, but the selection committee will take into account the variety which arises from differences in style, content, practice and 'culture' among graduate programs. Areas of excellence for which a nominee would be considered for the award include, but are not necessarily limited to, teaching and supervisory excellence, initiatives in graduate program and curricula development, and professional, scholarly and teaching development of graduate students.

Teaching and supervisory excellence will be a vital criterion for the award. Excellence in classroom teaching may be demonstrated by such indices as high levels of learning and high student satisfaction. Supervisory roles may include membership on supervisory committees or principal supervision of research programs, research projects, theses, dissertations or creative works. Because the nature of supervision varies considerably from program to program, documentation of excellence should include some reference to what are normal expectations in a particular program, how the nominees' achievements in this area are exceptional and how the judgement of excellence in supervision has been reached by the nominator.

Initiatives in graduate program and curricula development may include the development of a new program or of a new field at the Master's or Ph.D. level; development of a sequence of courses to provide a new unit of instruction; development of an especially innovative course; or development of materials such as films, textbooks, computer programs, and any other materials that enhance the quality of graduate teaching. The nominee may have been the prime public mover, or someone working quietly but effectively in the background. Initiatives which recruit outstanding graduate students may also promote and enhance graduate program development.

Scholarly, professional and teaching development of graduate students may take the form of development and/or teaching workshops, courses or programs which help students to become more effective university teachers and maybe either discipline-specific or general. It may also include excellence in mentoring graduate students in their roles as teaching assistants. Commitment to the scholarly development of graduate students may be demonstrated by encouraging and assisting them to present their research or creative work in public fora either within 91��ɫ or to a wider audience.

Deadlines

• November 15 annually

How to Nominate

Nominations for the award will be received together with a letter of nomination and extensive documentary evidence, especially from present and former graduate students, in support of the nomination, by the Secretary of Council of the Faculty of Graduate Studies by November 15th each year. The nominator may be any member of the Faculty of Graduate Studies, including regular and adjunct faculty, graduate students or staff. A letter from the nominator detailing the excellent accomplishments of the nominee should accompany the nomination package. A Faculty of Graduate Studies' Teaching Award Committee will adjudicate the nominations, and may or may not recommend to the Dean that not more than two members be so honoured with a Faculty of Graduate Studies' Teaching Award.

REQUIRED DOCUMENTS

The nominator is expected to provide all necessary documentation to support the candidate for the award. Documentation may include any of the following but especially should include statements from present and former graduate students.

• Letters from students, alumni and faculty members. These letters should address the criteria for the award outlined above.
• Up-to-date curriculum vitae in O.C.G.S. format. All teaching-related activities at the graduate level should be listed. Joint publication with graduate students should be placed in the context of norms for the particular graduate program. If the nominee has aided in the publication of the work of their graduate students, documentation may be provided.

ADDITIONAL DOCUMENTS

• Formal questionnaires for student evaluation of teaching in classrooms. It is desirable for these to include several courses, whenever possible, over several years.
• All other documentation that the nominator considers pertinent to the criteria for the award.

Adjudication

The Faculty of Graduate Studies' Faculty Teaching Award is adjudicated by the Faculty of Graduate Studies' Awards Committee.

Contact

Associate Dean, Academic
Email: fgsadacd@yorku.ca

Coordinator, Faculty Governance
Email: fgsgovrn@yorku.ca

Policy approved by the Council of the Faculty of Graduate Studies on June 2, 1994. Revised (deadline only) Spring 1998.

Recipients

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