Details about these awards, including application and nomination instructions, are on the websites of the and the .

The deadline to submit TAA or RAA applications is Oct. 31. The deadline to submit a PAA, CITA or CITI application is Nov. 20.

Staff at Teaching and Learning Services are available to provide support during the development of award applications. Email oavptl@carleton.ca聽to set up an appointment. For help with RAA applications, please contact the 杏吧原创 Office for Research Initiatives and Services at coris@carleton.ca.

Jesse Stewart rehearses in Blue Whale skeleton at Canadian Museum of Nature for Nocturne performance. Photo by Brett Delmage

By: Emily Cook, TLS staff writer

For Professor Jesse Stewart, music-making is not an exclusive club; it鈥檚 a fundamental human right.

Stewart says he teaches students creative problem solving and interpersonal skills through the use of 鈥渇ound objects.鈥� In one of his classes, you might find an ensemble of paper and cardboard instruments, a latex balloon orchestra, or instruments made of water.

鈥淚 try to create a space in my classes in which we can learn from one another and we can learn from and celebrate our differences,鈥� says Stewart.

A Juno award winner, Stewart has taught in the music program at 杏吧原创 University since 2008. He has earned a number of honours along the way, including the 2013聽. In 2014, he was聽,聽and this year, he added a to his long list of accomplishments.

Stewart says he sees his teaching as learner-centred, and focused on dialoguing and co-learning with students.

鈥淚鈥檓 engaged in the process of learning in any classroom setting that I鈥檓 fortunate enough to be a part of,鈥� he says.

Stewart also volunteers in the community and involves his students in those projects to help facilitate inclusive music learning outside school. He once hired students to work on an installation of recycled percussion instruments that formed an eight-foot cube. It was a project he was hired for by the National Capital Commission for Canada Day.

鈥淭hat was part of their job, basically to facilitate the process of inclusive music-making among passersby,鈥� he says.

Community engagement will also influence how Stewart uses the $15,000 grant from the Teaching Achievement Award. He plans to buy iPads to incorporate into his classes and other professional work.

He says he hopes to further develop iPad applications like the Adaptive Use Musical Instrument (AUMI), which translates movement into sound. Stewart says programs like this can help everyone create music.

鈥淚t鈥檚 the possibility of allowing people who may have experienced barriers to making music because of limited motor control or because of disability, providing opportunities for them to actually engage in music-making with other musicians,鈥� he says.

Stewart says he sees the iPads as a way to bridge his work with students in the classroom to bigger issues in the wider community.

鈥淚 feel as a society we have a responsibility to ensure that everyone, including people with disabilities, including the poor, including people with no prior musical training, has an opportunity to make music.鈥�

By Emily Cook, TLS staff writer

It鈥檚 not enough to just hear the music, you have to experience it. At least, that鈥檚 a lesson students learn in Alexis Luko鈥檚 classes.

鈥淲hen I enter the classroom, I鈥檓 really energetic,” says Luko. “I know that I have to bring a lot of enthusiasm to all the subjects that I鈥檓 teaching.鈥�

Luko started in 杏吧原创鈥檚 music department in 2009 and is cross-appointed to the College of the Humanities. In her six years at 杏吧原创, she鈥檚 made a big impact, taking home a 杏吧原创 University Teaching Achievement Award, a Faculty of Arts and Social Sciences Teaching Award, and a New Faculty Excellence in Teaching Award. She was also a finalist for a 2014 Capital Educators鈥� Award.

Luko says she believes teaching should reach beyond the classroom. Over the course of her career at 杏吧原创, she聽has incorporated fieldtrips to musical performances into her courses, a practice that has had聽a significant impact on students. She says at the end of the course students often cite these experiences as unforgettable. The trips also help them engage personally with music, which Luko says helps get them excited about learning.

鈥淚f I鈥檓 really passionate about a piece of music and then I tell students why I feel so passionately, that can be contagious,鈥� she says.

Luko also聽gives pre-concert lectures in the city, something she says has taught her about community engagement with music.

鈥淚 just got really excited about making classical music accessible to everyone. Not just music majors, but everyone,鈥� she says.

Luko says her teaching style really developed in her first year at 杏吧原创 when she was working with two colleagues on an ArtsOne first-year seminar. She says the interdisciplinary seminar encouraged trying new things.

鈥淎ll of that experimentation I think made me a better teacher in the end,鈥� says Luko.

With the help of the grant she received for her Teaching Achievement Award, Luko is designing an assignment that will help students understand madrigals, a type of Renaissance music. Students will create videos showing real-time analyses while the madrigal plays.

When she starts her sabbatical in July, Luko聽says she plans to restructure some of her courses to reflect that interdisciplinary work she did in her first year at 杏吧原创.

鈥淚 always feel like I could be doing better. I鈥檓 always trying to push myself to be a better teacher,鈥� she says.

By Emily Cook, EDC staff writer

Explaining assault by throwing a book at a TA (consented to in advance, of course), or doing hands-on computer exercises, may not seem standard for teaching law, but for professor Vincent Kazmierski, that鈥檚 just another day in the classroom.

In his 10 years of teaching legal studies at 杏吧原创, Kazmierski has been honoured with multiple awards for his innovative teaching practices, including a 2010 Faculty of Public Affairs Teaching Excellence Award, a 2012 Teaching Achievement Award, and most recently, a 2014 Provost鈥檚 Fellowship in Teaching Award.

By using a combination of humour and his own life experiences, he says he teaches students to apply information they鈥檙e learning.

鈥淚f you can spend part of the class doing something a little bit more humourous and laughing, it means the students have a little bit of a mental break and then refocus on the more substantive material after that,鈥� says Kazmierski.

He says humour creates a natural break in the class, and is an effective memory trigger for students. But he says what鈥檚 important is showing students how their work can impact real law.

Through the research grant from his Teaching Achievement Award, Kazmierski has been working alongside professor Brettel Dawson to create a flipped classroom model for a second year research methods course.

The model has students watch snippets of previously recorded lectures and taped interviews with judges or other legal personnel prior to attending class, allowing for more space in lectures to do hands-on activities.

鈥淚t鈥檚 so that students could understand that legal rules are the product of the work of actual human beings, and that those human beings have very particular ideas about what their job is,鈥� he says.

Kazmierski says his teaching style is constantly developing. His focus has shifted to making sure students are engaged with the course material by thinking about how they access information.

With a decade of teaching experience at 杏吧原创, Kazmierski says he still has more to learn and hopes he never stops experimenting.

鈥淚n order to be a good professor, you have to be a good learner. Part of that is you have to be willing to admit you have more to learn and I certainly think I have more to learn about teaching.鈥�

Front to back, page by page, line by line鈥攖his is how 杏吧原创 humanities professor Gregory MacIsaac teaches his students some of the most challenging texts history has to offer.

It鈥檚 all part of the award-winning professor鈥檚 unique approach to teaching what he calls 鈥渉olistic鈥� reading. This means studying and analyzing texts in their entirety rather than picking and choosing sections or pieces of information.

MacIsaac says this approach is necessary to really understand philosophy.

鈥淲hat you want is to show (students) what it鈥檚 like to get inside the book, inside the argument,鈥� he says. 鈥淚nstead of cramming as much into a course as we could, we have them read fewer things, but we have them read all of it when possible.鈥�

Photo by Dario Balca

A professor at 杏吧原创鈥檚 College of Humanities since 1998, MacIsaac usually teaches the second-year course 鈥淩eason and Revelation.鈥� The reading list includes Plato鈥檚 The Republic, Aristotle鈥檚 Ethics, and Dante鈥檚 Divine Comedy.

Two years ago, he developed HUMS 1200, a course aimed at teaching students how to read and write in a way that will help them be successful. Before, he was trying to teach philosophy and writing simultaneously in his second-year course.

鈥淲hat I realized is that we鈥檇 never taught writing,鈥� he says. 鈥淲e just had students read quite difficult books, then set them papers.

鈥淚 can teach my second year course at a much, much higher level now.鈥�

The 45-year-old is also writing a guide for students on how to navigate philosophy texts that he hopes to finish this year.

MacIsaac鈥檚 teaching innovations haven鈥檛 gone unrecognized. In 2011, he was awarded the Provost鈥檚 Fellowship in Teaching Award for sustained excellence in teaching, the Faculty of Social Sciences Teaching Award, and several other accolades.

A native of Antigonish County, N.S., MacIsaac says his interest in philosophy began in high school and later led to an undergraduate degree in classics from Dalhousie University and graduate studies at Notre Dame University.

These days, MacIsaac鈥檚 own research is aimed at finding new ways of reading Plato鈥攐ne of the authors he first fell in love with.

鈥淲hen I started reading Plato, I was blown away because I was thinking for the first time in my life, not just taking for granted how the world is, but really considering that things could be otherwise,鈥� he says.

Although his teaching style has changed in his 17 years at 杏吧原创, MacIsaac says his aim has always been to help students think this way.

鈥淚 think our society places far too high a value on usefulness,鈥� he says. 鈥淭here is such a thing as sitting back and just thinking about what makes life good, and people who study philosophy and literature and history鈥攊t鈥檚 our job to think about that stuff, and it鈥檚 really important.

鈥淭hinking is just inherently enjoyable and enriching.鈥�

A couple of years ago, a few of Leonard MacEachern鈥檚 electronics students came to him, hoping to make a 3D-printed prosthetic hand. While the idea itself was great, MacEachern and his students soon realized that to pull this project off, they鈥檇 need much more than electronics expertise.

Students skilled in software design and mechanical engineering had to be brought in to help, but that proved to be complicated as well.

鈥淭here was no way for us to contact those students easily and tell them about this project,鈥� MacEachern says. 鈥淢y students had to learn that extra stuff and it wasn鈥檛 necessarily something they needed to know.鈥�

From that, an idea was born, one that would eventually earn the electronics professor a 2014 杏吧原创 University Teaching Achievement Award and a prize of $15,000 to bring it to life.

MacEachern found that the fourth-year engineering capstone projects he graded could be improved by integrating other students and their disciplines into them.

鈥淭hat doesn鈥檛 happen often enough and it could happen more often. So what I wanted to do was create a system that allows students to co-ordinate their projects,鈥� he says.

鈥淭he system we鈥檙e implementing allows students to find each other. A Facebook for fourth-year engineering projects.鈥�

The $15,000 prize money MacEachern won is going to hiring co-op students in summer 2015 to create the infrastructure. Once that鈥檚 done, he says he hopes to have the site, run through 杏吧原创, available for the start of the next school year.

To MacEachern, being selected as a winner is still stunning.

鈥淚t was the first time I had applied so I didn鈥檛 expect to win. I was told that you normally apply twice to win the award. The first time to figure out how to apply, the second time to actually try to get it,鈥� he says.

The interactive style of MacEachern鈥檚 project is a natural continuation of his courses, according to him. Many of his students are quiet or are international students, so he tries to get them participating and communicating with each other from the very beginning.

鈥淚t鈥檚 hard to engage them, so I clown around a lot, and I force them to be engaged. I鈥檓 not a lecturer. Within the first three lectures I can say the class has changed,鈥� he says.

Do you have an innovative teaching project that you want to introduce to 杏吧原创? The 2015 杏吧原创 Teaching Achievement Awards are currently open for applications. .