Richard Ascough
School of Religion, Queen's University

Richard Ascough leapt into online teaching in the ‘90’s, unusual for faculty in Religious Studies. A D2L Innovation Award winner, he has been a change-maker in terms of attitudes towards online course design by continually putting the emphasis on student engagement and learner-centred approaches in digital formats. Creative participatory exercises are one of the hallmarks of Richard’s teaching. In face-to-face classrooms he is also superb at creating highly imaginative interactive exercises that ignite students’ passion for learning such as “discipleship survivor,” in which students vote one disciple out of the boat for the 12 weeks of the course, or “Dionysus[...]

Richard Ascough leapt into online teaching in the ‘90’s, unusual for faculty in Religious Studies. A D2L Innovation Award winner, he has been a change-maker in terms of attitudes towards online course design by continually putting the emphasis on student engagement and learner-centred approaches in digital formats. Creative participatory exercises are one of the hallmarks of Richard’s teaching. In face-to-face classrooms he is also superb at creating highly imaginative interactive exercises that ignite students’ passion for learning such as “discipleship survivor,” in which students vote one disciple out of the boat for the 12 weeks of the course, or “Dionysus – the party god,” where students explore the myth and cult of Dionysus through the investigation of non-textual material.

As a highly successful teacher, Richard focuses his pedagogy on empowering and enabling others. He is a risk-taker who has had the courage to teach courses, such as teaching Business Ethics, outside his core discipline. There, he is willing to let go of traditional hierarchies in the classroom, empowers students to be agents of their own learning and encourages them to explore beyond the right answer. As one student said, “I have learned that there is a spectrum of solutions to the complex ethical issues in today’s society. I have never felt so informed or engaged in a course.”

Isabelle Barrett-Ng
Biological Sciences, University of Calgary

Isabelle is “the whole package of what it means to be an excellent teacher,” to quote one of her students. She was inducted to the Students’ Union Teaching Excellence Hall of Fame, exemplifying the very best in teaching. She ‘sets the stage’ for student learning by providing students with tools — podcasts, simulations and interactive software — they can use at their own pace outside of the classroom, gain confidence, and become stronger, more resourceful and resilient learners. 

Isabelle’s work in “flipping” her large-enrolment, content-heavy introductory biochemistry course significantly improved student retention and success. She developed[...]

Isabelle is “the whole package of what it means to be an excellent teacher,” to quote one of her students. She was inducted to the Students’ Union Teaching Excellence Hall of Fame, exemplifying the very best in teaching. She ‘sets the stage’ for student learning by providing students with tools — podcasts, simulations and interactive software — they can use at their own pace outside of the classroom, gain confidence, and become stronger, more resourceful and resilient learners. 

Isabelle’s work in “flipping” her large-enrolment, content-heavy introductory biochemistry course significantly improved student retention and success. She developed the Flipped Learning Interactive Strategies model to help instructors in all disciplines visualize and plan their own flipped classrooms. Through SAGES (SoTL Advancing Graduate Education in STEM), she provides educational development of graduate students who play such a central and vital role in undergraduate teaching across the STEM disciplines. 

Her innovative teaching practices have affected the learning experiences of thousands of students, and her educational leadership has contributed to strengthening the teaching practices of hundreds of instructors across the disciplines at the University of Calgary. A colleague notes, “Isabelle is a truly amazing woman who makes all of us better by just being in her presence.” 

Judy Bornais
Faculty of Nursing, University of Windsor

Passion for learning and care for others are Judy Bornais’s motivating forces. They propel a practice grounded in partnership, inquiry, empirical evidence, systematic assessment, and reflection. As a diagnostician – a specialist in health assessment – she has a well-honed capacity for seeing and addressing what she calls “gaps,” and an extraordinary record of transformative contributions to teaching and learning within and beyond her own discipline. Behind the scenes, in meeting and board rooms, or in scrubs in the simulation lab and at the hospital, Judy faithfully serves the cause of teaching and learning.

As a nursing educator, Judy is[...]

Passion for learning and care for others are Judy Bornais’s motivating forces. They propel a practice grounded in partnership, inquiry, empirical evidence, systematic assessment, and reflection. As a diagnostician – a specialist in health assessment – she has a well-honed capacity for seeing and addressing what she calls “gaps,” and an extraordinary record of transformative contributions to teaching and learning within and beyond her own discipline. Behind the scenes, in meeting and board rooms, or in scrubs in the simulation lab and at the hospital, Judy faithfully serves the cause of teaching and learning.

As a nursing educator, Judy is recognized as a pioneer in simulation pedagogies, receiving the Sim Citizenship Award for healthcare simulations, and has been selected for 10 other teaching- related awards at the national, provincial, and institutional levels.

She typifies capable visionary “behind the scenes” educational leadership. In 2014, she became one of the University of Windsor’s first Teaching Leadership Chairs. She co-created the Peer Collaboration Network, a peer observation program that has now been implemented in seven Faculties on her campus and has spread to several other universities throughout Canada. Judy’s influence and passion are palpable. Her students will become the leaders who carry that passion forward, the nurses and doctors who work with people as much as with illnesses, the next generation of nurse educators to take on the challenge of teaching the art and science of health care.

 

Sylvie Doré
Department of Mechanical Engineering, École de technologie supérieure

A true champion of teaching and learning, Sylvie Doré is at the forefront of innovation in mechanical engineering education. In 1995, Sylvie was a pioneer in web-based teaching with Téluq (Télé-Université), as she worked on the development of a series of courses to be accessible through the internet. As a devoted teacher, she motivates her students to persevere and succeed in their studies, and as a dedicated academic, she exemplifies excellence by building an academic career on ground-breaking teaching and leading-edge pedagogical research.

Her institutional accomplishments in the scholarship of teaching and learning are remarkable; for example, she developed new[...]

A true champion of teaching and learning, Sylvie Doré is at the forefront of innovation in mechanical engineering education. In 1995, Sylvie was a pioneer in web-based teaching with Téluq (Télé-Université), as she worked on the development of a series of courses to be accessible through the internet. As a devoted teacher, she motivates her students to persevere and succeed in their studies, and as a dedicated academic, she exemplifies excellence by building an academic career on ground-breaking teaching and leading-edge pedagogical research.

Her institutional accomplishments in the scholarship of teaching and learning are remarkable; for example, she developed new criteria for promotion, which stimulated improvement in the quality of teaching; she convinced her school administration to devote funds to pedagogical projects; and she instituted the “conferences-midi” (“lunch and learn” sessions) in pedagogy.

Sylvie has become a beacon of inspirational light not only in her institution, where she served as Dean of Studies, but also throughout the world as president of the prestigious Association internationale de pédagogie universitaire. As a colleague from Ontario writes, “I have not seen anything close to the level of respect and willingness to engage as was demonstrated by Sylvie’s colleagues. She has an infectious enthusiasm for embarking on and completing educational initiatives that draws in her colleagues and fosters their growth as teachers.”

Alison Gibbs
Department of Statistical Sciences, University of Toronto

Show me the data, and tell me a story!  Learning statistics from Alison Gibbs is a delightful surprise, where her passion for statistics is infectious, leading students to take more courses and use statistics in their daily lives.  Alison advocates for statistical reasoning, because real-world problems are rarely neat. She continually seeks new ways to actively engage students in authentic experiences that will develop their resourcefulness, creativity, common sense, and judgment.

Alison and her students developed a mantra together: It’s ok not to know.  It’s not OK not to be willing to learn, which holds true for her leadership as[...]

Show me the data, and tell me a story!  Learning statistics from Alison Gibbs is a delightful surprise, where her passion for statistics is infectious, leading students to take more courses and use statistics in their daily lives.  Alison advocates for statistical reasoning, because real-world problems are rarely neat. She continually seeks new ways to actively engage students in authentic experiences that will develop their resourcefulness, creativity, common sense, and judgment.

Alison and her students developed a mantra together: It’s ok not to know.  It’s not OK not to be willing to learn, which holds true for her leadership as well – creating an environment where people can be comfortable taking risks.  She is a pioneer in statistics-education pedagogy and curriculum, and in connecting faculty across disciplines.  At the national level, her colleagues credit her with single-handedly rescuing the Census at School initiative of Statistics Canada that encourages the development of statistical reasoning in school students by exploring data they collect about themselves and comparing it to data from students across Canada and several other countries. Her efforts are never “one-off,” rather they are reflective, constantly evolving, and responsive to changes in the discipline.  Alison empowers students and colleagues by giving them a voice, supporting their ideas, encouraging creativity, and recognizing and celebrating their achievements. She is a selfless, principled, well-organized, highly intelligent educator who is passionate about her work and inspires others to be the same. As her colleagues say, we need more Alisons!

David Hutchison
Faculty of Education, Faculty of Humanities, Brock University

David Hutchison, PhD, PMP is cross-appointed to the Department of Educational Studies and the Centre for Digital Humanities at Brock University where he teaches a range of large-enrolment, online, and project-based courses. A certified project manager, David was instrumental in the formation of the Brock University Design Studio (BUDS), which brings together students from different academic programs to form collaborative teams. Students execute real-world projects in partnership with community organizations.

David Hutchison, PhD, PMP is cross-appointed to the Department of Educational Studies and the Centre for Digital Humanities at Brock University where he teaches a range of large-enrolment, online, and project-based courses. A certified project manager, David was instrumental in the formation of the Brock University Design Studio (BUDS), which brings together students from different academic programs to form collaborative teams. Students execute real-world projects in partnership with community organizations.

Marc Richard
Faculty of Animation Arts & Design, Sheridan College

How do you prepare students to develop shows that go to Broadway? For Marc Richard, the journey that takes students from Sheridan to Broadway and beyond involves building pathways and relationships, partnering with both the educational community and the music theatre industry, and animating the learning.

Marc believes college educators must challenge the dominant discourses in education from ones of control, evaluation, and compliance to those of discovery, creativity, collaboration, and humanity. His students begin this journey knowing Marc views them as “multi-disciplinary artists, filled with composite knowledge and fully capable.” But the journey also requires letting go of the[...]

How do you prepare students to develop shows that go to Broadway? For Marc Richard, the journey that takes students from Sheridan to Broadway and beyond involves building pathways and relationships, partnering with both the educational community and the music theatre industry, and animating the learning.

Marc believes college educators must challenge the dominant discourses in education from ones of control, evaluation, and compliance to those of discovery, creativity, collaboration, and humanity. His students begin this journey knowing Marc views them as “multi-disciplinary artists, filled with composite knowledge and fully capable.” But the journey also requires letting go of the safe and embracing the unknown.

Michael Rubinoff, Associate Dean of Visual and Performing Arts, notes how Marc is providing students with tools to succeed on stage and far off it. “You can identify the work Marc has done with each student on an individual basis. You can see their risk taking, creativity, critical thinking and accomplishment. Our alumni are natural change makers as their work is always before an audience. As a result, they assume great responsibility.” Marc has given his students the tools to take on this responsibility and contribute to positive change in our communities.

Pamela Shaw
Geography Department, Vancouver Island University

Pamela Shaw personifies teaching excellence. She is not afraid to take the extra pedagogical steps to improve the learning experience; every course involves some kind of “on the street” learning, be it a site on campus or a field school in Belize. Her engagement with local First Nation communities on Vancouver Island is also exceptional. Working with students, she spearheaded critical projects, such as collaborating with Lyackson First Nation to develop the background for an “Addition to Reserve” lands application, completing the Toquaht Nation Official Community Plan, and site planning for Halalt First Nation. In addition, she engaged her students[...]

Pamela Shaw personifies teaching excellence. She is not afraid to take the extra pedagogical steps to improve the learning experience; every course involves some kind of “on the street” learning, be it a site on campus or a field school in Belize. Her engagement with local First Nation communities on Vancouver Island is also exceptional. Working with students, she spearheaded critical projects, such as collaborating with Lyackson First Nation to develop the background for an “Addition to Reserve” lands application, completing the Toquaht Nation Official Community Plan, and site planning for Halalt First Nation. In addition, she engaged her students in helping to preserve the UNESCO designation for the Mount Arrowsmith Biosphere Reserve and created the Mount Arrowsmith Biosphere Region Research Institute which employs students in community based applied research.

Pamela truly lives according to her mantra: “I am a maker of champions.” Those champions are her students. Her dedication to student growth through experiential learning, engagement with First Nations, local government planning departments, or community groups, and the adoption of indigenous ways of knowing in her teaching make for a unique and nationally-wide celebrated pedagogical experience. As one student writes, “Words cannot describe how fortunate I am to have such a powerful and fierce woman as you as a role model, mentor, and teacher. Thank you for always being so determined, so loyal, and so damned great!” From another, “Thank you for believing, even on the days that I didn’t.”

Christl Verduyn
English and Canadian Studies, Mount Allison University

Christl Verduyn is a “centripetal force” who brings people, voices, and ideas from the peripheries into the very heart of the conversation in education. Her commitment to students, to community leadership, and to her pedagogical practice is outstanding. She maintains high standards for herself and for others and creates opportunities for students and colleagues to achieve their best. As Director, Christl transformed the Centre for Canadian Studies into a beacon for interdisciplinary interaction and experiential opportunities. The Centre has become a catalyst and hub of activity, animating Mount Allison and the wider community with public lectures and literary readings, conferences,[...]

Christl Verduyn is a “centripetal force” who brings people, voices, and ideas from the peripheries into the very heart of the conversation in education. Her commitment to students, to community leadership, and to her pedagogical practice is outstanding. She maintains high standards for herself and for others and creates opportunities for students and colleagues to achieve their best. As Director, Christl transformed the Centre for Canadian Studies into a beacon for interdisciplinary interaction and experiential opportunities. The Centre has become a catalyst and hub of activity, animating Mount Allison and the wider community with public lectures and literary readings, conferences, and Indigenization initiatives.

Christl’s philosophy of teaching centres on respect for and inclusion of difference in all its dimensions, from gender, language, culture, and class to ability and opportunity. Her teaching involves students in discussion, experiential learning, and analysis of issues related to Canada’s multicultural society, using a variety of active learning techniques. Through her engagement in First Nations pedagogy she has been fortunate to see students move from in-class and extracurricular learning and discussion about Indigenous issues in Canada to becoming active and involved in supporting the Indigenous Communities. Her teaching philosophy is rooted in her childhood experience as a new arrival at Halifax’s Pier 21, and she has come to see this pier as a “metaphor for the promise of education and the difference it makes.” In becoming a teacher, she “committed to opening similar passages for students, colleagues, and the community by providing gateway opportunities.”

Arlette Zinck
Department of English, The King's University

Teaching fuels hope, and Arlette Zinck believes in being hopeful. As a result, she creates forums and venues for sharing learning both in her literature classrooms and in the world beyond.

Early in her career, learners at her home institution were invited via a campus conference into a divisive news story about a Canadian youth held in Guantanamo Bay. Rather than leave the learning in the classroom and learners in despair, she equipped students to move toward hope by becoming teachers themselves. Through public events, media interviews and speaking engagements, she and her students took their learning to new heights[...]

Teaching fuels hope, and Arlette Zinck believes in being hopeful. As a result, she creates forums and venues for sharing learning both in her literature classrooms and in the world beyond.

Early in her career, learners at her home institution were invited via a campus conference into a divisive news story about a Canadian youth held in Guantanamo Bay. Rather than leave the learning in the classroom and learners in despair, she equipped students to move toward hope by becoming teachers themselves. Through public events, media interviews and speaking engagements, she and her students took their learning to new heights and then to the streets as they helped a nation see old news from new angles. During the years that followed, she and her colleagues also devised a multi-disciplinary, integrated curriculum centred in Canadian novels to address the needs of the young prisoner at the heart of the initial news story. Zinck soon found herself leading a correspondence learning program at the invitation of the US military and teaching in-person poetry classes in an interrogation hut at the Guantanamo Bay prison.

Today, Zinck is the founder and Executive Director of The Ephesus Project, a collaborative effort between local universities and Correctional Services of Canada. The project offers liberal arts post-secondary courses to incarcerated students at Edmonton’s maximum-security institution, and then across the country via correspondence as those learners move to medium-security placements. Creativity, positivity, and flexibility are the teaching strategies that make learning possible in an often-impossible carceral setting.

Ephesus is, of course, the ancient site of the great library in the once glorious outpost of learning on the edge of the Roman Empire. Bringing learning and hope to the outposts of our culture, whether in a conventional or not-so-conventional classroom, is the hallmark of Zinck’s teaching. In 2012 Zinck was awarded The Queen Elizabeth Diamond Jubilee Medal in recognition of her work in Guantanamo Bay, and in 2018 she became a 3M teaching fellow.

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