Harry Murray (1992)

murrayAffiliation at the time of the award: University of Western Ontario, Psychology.

Citation: Harry Murray is an outstanding teacher, a respected scholar, and an acknowledged leader in educational development. He has demonstrated excellence in teaching, at both the graduate and undergraduate levels, for well over two decades. His personal reputa tion as a stimulating, challenging teacher is attested to by colleagues, and by past and current undergraduate and graduate students. Professor Murray brings out a love of the subject and a respect for careful, systematic, scientific analysis of human behaviour, particularly in educational settings. He was recognized in 1981 when he received the University of Western Ontario Award for Excellence in Teaching and in 1984 when he received an Ontario Confederation of University Faculty Association’s Award for Outstanding Teaching.

Professor Murray is one of the few fine teachers in universities who have gone beyond excellence in the classroom on an individual basis and have attempted to bring out the best in their colleagues. A colleague of his writes, ” For me and for many others who care about teaching at Western, it has been first and foremost Harry who got us involved in programs to improve teaching, who pointed the way to improvement, and who by leadership and example kept us focused on the nature and value of good teaching.” Professor Murray is recognized as an expert on teacher effectiveness and the evaluation of teaching at the university level. He has produced an impressive number of publica tions, conference papers, and colloquium addresses on various aspects of teaching within Canada and internationally. He pioneered the first Canadian credit course on teaching for graduate students. He designed a comprehensive course and continues to teach it each summer.


  • Murray, H.G., Rushton, J.P., & Paunonen, S.P. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology, 82, 250-261.
  • Murray, H.G. (1991). Effective teaching behaviors in the college classroom. In J. Smart (Ed.), Higher education: Handbook of theory and research. Volume 7. New York: Agathon.
  • Koon, J. & Murray, H.G. (1995). Using multiple outcomes to validate student ratings of overall teaching effectiveness. Journal of Higher Education, 66, 61-81.
  • Renaud, R.D. & Murray, H.G. Aging, personality, and teaching effectiveness in academic psychologists. Research in Higher Education. In press.

Workshops, Colloquia, Papers Presented:

  • “Summative evaluation and faculty development : A synergistic relationship?” National Center on Postsecondary Teaching, Learning, and Assessment, Invitational Conference on the Development of Faculty as Teachers, Princeton, New Jersey, February, 1993.
  • “Small group teaching”, King’s College, November 1993
  • “Can teaching be improved?” Brock University, May, 1994.
  • “Student evaluation of teaching: A 25-year perspective”, Canadian Society for the Study of Higher Education, Calgary, June 1994.
  • “The teaching dossier”, University of Ottawa, September, 1994.
  • “Evaluation of teaching”, Algoma University College, September, 1994.
  • “Styles of lecturing”, University of Western Ontario, September, 1994.


  • Canadian Society for the Study of Higher Education, Award for Excellence in Research, 1993