Masters Thesis/Project Award

CSSHE is sponsoring an award for the outstanding Masters thesis or project in Canadian universities in the area of higher education. Nominated work should focus on topics in postsecondary education in Canada, including the societal context, access, organization and governance, teaching and learning, institutional studies, and education and employment.

Criteria The overall criterion for selection is scholarly excellence, including but not limited to: readability, clarity and contribution to increased understanding of the dynamics of higher education.
Eligibility Candidates must have completed the requirements for a Masters degree at a Canadian university during the calendar year prior to the award. The candidate must have passed the final examination and the supervisory committee must have accepted the thesis or project by 31 December of the year prior to the award.
Nature of the Award The recipient will be invited, as a guest of the Society, to present a paper on the thesis or project during the annual CSSHE conference and will be presented with a Certificate of Merit as well a a complimentary CSSHE membership for one year.
Submissions Faculty members who are graduate advisors are invited to submit a maximum of two nominations. Individuals who intend to submit a nomination are asked to consult and coordinate with their colleagues in their Faculty so that no one Faculty forwards more than five nominations to CSSHE. Each submission must include an expanded abstract of not less than 1,000 and not more than 1,500 words (including references, if any). The expanded abstract should contain the problem statement, remarks on the significance of the study, methodology, major findings and recommendations. A separate file with the full text of the thesis or project should be submitted. The submission should be made electronically only.
Deadline E-mail the submissions no later than 31 January each year to:

Mr. Tim Howard, CSSHE Secretariat
csshe-scees@csse.ca


Past Recipients

2017 Brandon Sabourin,
University of Windsor
Identifying student approaches to learning: Undergraduate student perceptions of teaching and learning at the University of Windsor
2016 Not awarded
2015 Erica Jung
University of Manitoba
International graduate students’ perceptions of academic learning
2014 Kathryn Hansen
Western University
College instructors’ preparedness to teach students with learning disablities
2013 Janine Jongbloed
University of British Columbia
Happiness, well-being, and post-secondary attainment: measuring the subjective well-being of British Columbia’s high school graduate class of 1988
2012 (tied) Rhonda Friesen
University of Manitoba
Canadian internationalization: selective perceptions of five faculty members
2012 (tied) Isabelle Skakni
Université Laval
Les représentations de la carrière professorale des doctorantes et doctorants québécois
2011 Not awarded
2010 (tied) Monique Bourgeois,
Memorial University of Newfoundland
The Significance of Post-Secondary Education in Newfoundland: A Comparison Between the Provincial Government’s White Paper on Public Post-Secondary Education (2005) And Rural Women Enrolled In Liberal Arts Undergraduate Degrees
2010 (tied) Albert Johnson,
Memorial University of Newfoundland
Students’ perceptions of effective teaching in higher education
2009 Not awarded
2008 Not awarded
2007 Blanca Minerva Torres-Olave,
University of British Columbia
“If I didn’t have professional dreams maybe I wouldn’t think of leaving”: Student Identity and Imagined Communities in a Mexican Lengua Inglesa Major
2006 David Vincent Ruffolo,
University of Toronto
Queering the “I” in academic discourse: Re/visioning agency for an equitable future
2005 Michelle H-Duke,
University of Lethbridge
The chemistry of education: B.C. young men and women.
2004 Maria Adamuti-Trache,
University of British Columbia
Post-secondary paths in science for B.C. young women and men.