Richard A. Schwier
Master Teacher Award - Fall 1996
Professor Schwier received his Doctoral degree from Indiana University in 1978 and joined the Educational Communications Program, College of Education during the 1978-79 academic year. He was granted tenure in 1982, and promoted to Professor in 1988.
Professor Schwier is an outstanding educator with a talent for encouraging, exciting and motivating his students to achieve excellence and to set high standards for achievement. He is recognized as a leader in the fields of instructional design and educational technology. Professor Schwier's contributions to this field have made him a scholar of singular stature both in Canada and internationally. He has served as the Editor of the Canadian Journal of Educational Communication and is the author of the textbook Interactive Video and co-author of Interactive Multimedia Instruction which won the Association for Educational Communication and Technology Outstanding Book of the Year award in 1994. He has also served on Department, College, and University committees and has made major contributions to a number of non-University and professional organizations. Professor Schwier is considered a "triple threat" individual - one who excels in each of the fields of teaching, scholarship and community service.
As a teacher, Professor Schwier has a special ability to encourage his students to stretch themselves academically while providing them with the interest and guidance that such undertakings require. His dedication, humility, and personal pursuit of excellence have make him a remarkable gifted teacher who has a thorough command of both the theory and application of his subject matter. He maintains the highest academic standards regarding the quality of the materials which he provides for his students and he inspires the same high quality of work from his students. Although Professor Schwier has an extremely busy schedule as a teacher, administrator, researcher and a writer, he always finds time to provide academic guidance, to discuss issues and problems related to a graduate student's project or thesis, to counsel and motivate his students, and to offer constructive criticism of their endeavours.