Dianne has been a member of the English Department at Champlain St-Lambert College for 34 years. Because her PhD is in educational psychology, she spends most of her time studying teaching and learning and sharing her expertise and experience with her students and colleagues.

For Dianne leadership is about empowering others. Her research on assessment is meant to help students recognize and use the power they have over their own learning empower, while her research on curriculum alignment helps teachers embrace their expertise in their subject-matter,  collaborate with each other and produce programs of study marked by coherence, relevance and quality.

Dianne was one of the founders of the Master Teachers Program, a graduate program that offers college teachers who already have a Masters or PhD in their field, a certificate, diploma and/or Masters in college teaching. This program now serves 22 colleges in Quebec.

Dianne speaks of her practice as circular. According to Dianne, an expert never develops their expertise in isolation. Her teaching and research nurtures the partnerships she shares with her CEGEP students, her graduate students, and her CEGEP teacher-students who seek the same understandings she seeks. Perhaps that explains her passion for and commitment to her profession.

Rosalina’s philosophy of teaching and peer leadership is person-centred.  Perspectives are celebrated and co-created through an evolving relationship between students, teacher and subject matter; and through an on-going cycle of continuous learning and renewal, where theory and practice inform the other simultaneously.

Rosalina enthusiastically engages students and peers across all years of the Collaborative Nursing Program. Within the Centre for Teaching and Learning she supports colleagues in knowledge translation and their scholarship.

As noted in letters of support, “she consistently supports her peer group and tirelessly promotes teaching excellence, scholarship development, and student centred approaches… students are continuously delighted by her approach to teaching and learning…managed to engage and advance over 20 projects that have enhanced the scholarship of teaching and learning, faculty development, quality teaching and learning, and student success… received John and Suanne Roueche Excellence Award for  outstanding contributions to teaching, leadership, and learning…recipient of the Leading Edge Award for demonstrating currency and commitment to scholarship… is an exemplary role model, a gifted teacher, and an authentic leader”.

Rosalina is inspired by the sense of community at Humber; diversity of students; the relationships that are formed with students, faculty, and staff; and, learning from the creativity of others.

Carmen believes that every student can achieve their highest learning potential through innovative, inspiring, and multi modal learning. She promotes learning geared towards 21st century students, utilizing technology and differentiated instruction. Using the iPad as a tool, Carmen’s teaching andragogy has diversified, with a goal to reach each student in the classroom –whether that be in-person or online.

Carmen’s passion for technology has been fostered with the introduction of the iPad when working with children with autism and as a college instructor teaching in a flipped classroom. In 2013, she was named an Apple Distinguished Educator for this work, and has completed numerous research studies on utilizing the iPads in various clinical and college settings.

Recently her focus has shifted with the attainment of multiple grants, while undertaking various research projects to adapt the program’s approach to teaching while embracing consistency that involves technology and interactive, hands-on learning. With the development of a new, hybrid program and partnerships across the Province, she has been a part of adapting curriculum to incorporate interactive and diversified learning accessible to every student.

A committed health professions educator, Wendy has inspired students, colleagues and professional peers with her endless enthusiasm, skill, knowledge, talent and ability to connect with people.  She has contributed to both post-secondary education and professional development in the community through national lecturing and research.  Committed to advancing the profession, she has represented the sonography profession in leadership roles on multiple organizations and professional boards.

A Medical Radiation Sciences graduate and currently a member on the national professional board wrote, “Wendy has given me inspiration and aspirations for how I want my own career to progress. She has also shown me the pleasure of paying forward patience and encouragement by being a mentor myself.”

A colleague contributed “Through her strong involvement in the profession Wendy has motivated her students to submit assigned papers to national competitions.  Many of these students have gone on to receive national recognition for their work.”

“Great teachers don’t just teach, they “do”. They lead by example, they blaze trails and they encourage both students and peers to raise the bar, to get out into the world and make a difference.”   No surprise that this is Wendy’s teaching philosophy – a role model that truly lives by her personal philosophy.

Tom views success in the teaching profession as occurring through engagement in, as well as beyond, the classroom. Success is achieved through the positive impact a teacher has over a period of time and involves not only the students but also one’s colleagues. Impact takes time to build and is the result of one question at a time, one class at a time, one conversation at a time.

Tom believes that one of the strengths of being a teacher at George Brown College is the opportunity to be a dual professional. This has a number of benefits including the opportunity to stay fresh and to continuously learn from working professionals and teaching colleagues who are leaders in their respective fields. Tom has learned a great deal working with industry partners and uses these connections and knowledge to act as a conduit to learning and jobs for both students and the construction industry.

Tom has taken on many roles at George Brown including Manager of Apprenticeship Operations, Acting Director Centre for Advance Building Technologies, Coordinator, and more recently project manager for the Ontario Council on Articulation and Transfer (ONCAT), the project focused on articulation pathways between college programs in Construction Engineering.