Holly is an educator who has a “steadfast commitment to her students and her peers” and is dedicated to “making those around her better at their craft” (Faculty Member, School of Business).

Holly supports her students in their own development as capacity builders, creating experiential learning opportunities that provide students with the tools for inclusive leadership domestically and globally. A leader in experiential learning, her efforts have helped empower faculty at Niagara College and beyond with transformative course-based applied research experiences. Holly has supported colleagues in educational communities domestically and internationally. She has coached new educators, mentored faculty, served as a founding member of Niagara’s Coordinator Development Program, and established a Community of Practice focused on course-based applied research. She provides curriculum leadership with the Education for Employment – Caricom project with partner colleges in Jamaica and Newfoundland. Her ongoing contributions to the scholarship of teaching and learning include research in the areas of leadership development within colleges, course-based applied research, and school-to-work transition programs.

Holly’s philosophy of leadership in education is embodied in this statement, “my career has been defined by a passion for learning IN community. I strive to create and contribute to experiences in which educators, students, and industry partners can come together to learn and grow.”

Nancy’s compassionate approach to education coupled with her emergent expertise related to reading instruction and the flipped classroom approach make her a leading exemplar for faculty within the School of Access and across NSCC. She has a substantive understanding and strong belief in the critical nature of relationship building with adult learners and she values the use of technology and activity-based strategies as markers to decrease absenteeism and increase retention and learning.

As an active member of the NSCC community, she generously gives her time, energy and experience to facilitate learning opportunities for those around her. She has participated in a variety of faculty working groups, chaired the Access Attendance and Progress committee, mentored several new faculty and staff members as part of our Community College Education Diploma Program, and facilitated various professional development sessions for her colleagues. Currently, Nancy is completing Orton-Gillingham training, participating in NSCC’s 5-year Learning College Portfolio Program and piloting a new Faculty Advising approach to increase student success.

To quote a colleague, “her drive and determination as an educator encourages those around her to do ‘better.’ She is the epitome of leading by example!”

Michelle has been a professor in the Psychology Department at John Abbott College for 14 years and has served as department chair for the last 8. She volunteers on several department, program, and college-wide committees with the spirit of participation and desire to help facilitate growth and positive change. A strong advocate for her department, and an even stronger supporter of student achievement, Michelle has made a substantial improvement in the overall quality of education delivered by the department.

Respect and helping others succeed are Michelle’s guiding principles as she brings ideas and people together. She prides herself on being available and is said to be an exceptional mentor and leader who fosters an environment in which all members feel heard and valued. Michelle has built, with small gestures, kind words, day in and day out, a work environment where people can give without counting, and ultimately students benefit immensely.

Michelle is described as an eccentric and highly passionate teacher who teaches in creative and experiential ways; inspiring and engaging students in and out of the classroom. Students say “She really teaches so that everyone in the class has a fair chance to learn…none of it felt like learning because it was all so fun and interesting.” Michelle’s use of online simulation games has been recognized as a best practice and shared at Professional Development events both in and outside the college.

Her kindness and demeanor and clear love of teaching and the school is felt by many through her teaching, mentoring, and overall leadership.

Indigenous students, and the communities from which they come and to where they will return, are at the heart of Janice’s work in education. To serve the whole student – the cognitive person, the emotional self, the spiritual being, and the physical presence – requires acknowledgement of the whole student and good relationship with both the student and the community he, she, or they is most attached to. The purpose of education, as Janice sees it, is to work with learners to support their ability to make meaningful contributions to the people, communities, and environments they love.

Over the past 25 years, Janice, who is an Anishinaabekwe and a member of Rama First Nation, led the development of a one-person education unit to an Indigenous education centre that delivers programs and courses, ensures strong relationships between the college and Indigenous communities, leads Indigenization processes across the college, provides Indigenous student services, manages special projects, and is developing an Indigenous research centre. She has done so by collaborating with and listening to students, community knowledge keepers, and colleagues.

Janice has spent her career mentoring others: instructors, students, colleagues, and community members and supporting those she mentors to nurture others. The circle continues.

Kathryn believes that as an educator, she must create the experience that allows the individual to recognize what they already know and to acquire the courage for discovery and development; to question and challenge the status quo in the self and to respect the status quo in others. Kathryn feels there must be pleasure in becoming an educated person, the enormous interest it adds to life. To be able to be caught up in the world of thought-that is to be educated.

Kathryn is passionate about trying to have a positive influence on and be inspired by others. Kathryn’s colleagues comment that she embodies what it means to have the courage to teach as she creatively and fearlessly pushes beyond the traditional classroom paradigm to create immersive learning experiences that inspire her students as well as her colleagues. One of Kathryn’s most admired qualities is her willingness to give of herself to develop her peers. Kathryn routinely facilitates faculty development workshops, participates in panel discussions, opens her classroom for colleagues to observe, and shares her ideas and materials in a spirit of collegiality that is to be celebrated.

Kathryn is currently a Program Coordinator for the first year collaborative BSCN program and a professor. As a peer described, Kathryn is a role model of professionalism and acts as our advocate, champion and resource, constantly focused on the unique characteristics of our students, as well as our professional obligation as nurses to prepare the future nurses for Ontario.