As an instructor of chemistry, Fun Man is known for supercharging science education by applying a suite of technological tools that help students and the public better understand science. Examples of these tools include the use of the Google Glass wearable device, the GoPro camera to film instructor point of view lab videos, and adopting a 360 degree camera and drone to visualize environmental fieldwork and create virtual field-trips. Fun Man’s 133 units of flipped “Lightboard” lectures have reimagined science education and improved learning in chemistry. These and other pedagogical innovations are captured in Fun Man’s authored and co-authored peer-reviewed publications in SoTL and Chemical Education.

Nychka’s pedagogical innovations are premised on design thinking and a desire to increase student engagement and self-directedness. Through various means (e.g., surveying, testing) he explores and determines obstacles to his students’ learning, creating new and authentic experiences that better support their learning needs. His student-focused approach has led to the creation of Room with A VUE – a pedagogical framework designed to make concepts more Accessible, Visual, Unexpected, and Engaging and a curricular overhaul of his courses and program to include hands-on active learning and transferable learning outcomes for graduate students. Through his various leadership roles, Nychka promotes the scholarship of teaching and the adoption of learner-centered best practices worldwide.

Eva is a passionate nursing educator who developed the Simulated Person Methodology to humanize curricula in the Health Sciences. Her inexpensive approach gives undergraduates from different disciplines high-quality experiential learning opportunities that benefit those serving as simulated persons (SP) and those who train with SPs. While simulation training is not new to the Health disciplines, her pedagogical model helps many within and outside of health care to adopt the methodology, enabling students from different disciplines to create meaning from their experiences and to gain insights while serving their peers’ experiential training needs.

Diane is committed to creating learning environments that focus on active, task-based learning to expand the space for learning beyond the classroom and promote deep learning. Her evidence-based framework for faculty development has helped hundreds of faculty engage in a program that promotes a self-directed professional learning path. Unique aspects of her program include the use of a conceptual change, learning-centred framework, authentic oral assessment, and a flexible timeline for entry and completion of certificate programs in scholarship, research, and leadership in higher education.

Anne champions the cultivation of peer support for persistence to help her students better understand Québec Studies. She has intoduced innovative practices at Carleton University through the re-imagination and repurposing of existing tools in the learning management system. These practices include the development and sustainment of learning communities within a course and her department, increasing diversity and global learning in the online and classroom settings, and creating experiential capstone projects. These practices have fostered curriculum development in the fields of Critical Nationalism and Québec Studies, innovative assignments, creative learning activities, assessment methods, and community outreach.