Dr. Awneet Sivia
Associate Professor, Teacher Education, University of the Fraser Valley

Awneet Sivia is an education specialist whose teaching and educational leadership and innovation are guided by himmat, a Punjabi word encompassing attributes such as courage, heart, daring, fearlessness, commitment, strength, and resolve.

A member of the University of the Fraser Valley’s Teacher Education Department, Dr. Sivia uses “embedded pedagogy,” modeling good teaching practice as part of the hidden curriculum to provide academic, social, and cultural experiences outside of the formal dimensions of learning. Through “first touch” experiential learning and problem-based, project-based, and inquiry learning, her students come to their own assumptions and understandings of the curriculum. Having them explore their[...]

Awneet Sivia is an education specialist whose teaching and educational leadership and innovation are guided by himmat, a Punjabi word encompassing attributes such as courage, heart, daring, fearlessness, commitment, strength, and resolve.

A member of the University of the Fraser Valley’s Teacher Education Department, Dr. Sivia uses “embedded pedagogy,” modeling good teaching practice as part of the hidden curriculum to provide academic, social, and cultural experiences outside of the formal dimensions of learning. Through “first touch” experiential learning and problem-based, project-based, and inquiry learning, her students come to their own assumptions and understandings of the curriculum. Having them explore their ideas and understanding of a topic, Dr. Sivia encourages students to broaden their thinking. “Dr. Sivia is an incredible role model for her students,” Dr. James Mandigo, Provost and Vice President Academic, comments. “She transforms the lives of her students but then shares her enthusiasm and expertise across campus and into the community.” Ian Levings and Nerlap Sidhu, principal and teacher at Eugene Reimer Middle School, add: “she is impacting every teacher candidate she connects with and instilling the belief that diversity and equity are what makes our community stronger.”  An educator with more than 30 years’ experience, Professor Sivia is changing science learning, not only at UFV, but across the lower mainland of British Columbia.

Dr. Scott McIndoe
Professor of Chemistry, University of Victoria

Scott McIndoe experiments with new ideas for education as much as with the elements on the Periodic Table. It’s one of his great strengths as an educator, along with his enthusiasm for innovation and his absolute commitment to sharing his work freely. Lecture books. Problem-solving methodology. Take-home laser-cut molecular models. Live, on-line anonymous Q&A during classes. His list of successful innovations is long and growing.

Canada Research Chair Fraser Hof writes, “I’m struck by how [Scott] has constantly changed his delivery and methods over the years, while always maintaining a high level of structure and organization in order to ensure[...]

Scott McIndoe experiments with new ideas for education as much as with the elements on the Periodic Table. It’s one of his great strengths as an educator, along with his enthusiasm for innovation and his absolute commitment to sharing his work freely. Lecture books. Problem-solving methodology. Take-home laser-cut molecular models. Live, on-line anonymous Q&A during classes. His list of successful innovations is long and growing.

Canada Research Chair Fraser Hof writes, “I’m struck by how [Scott] has constantly changed his delivery and methods over the years, while always maintaining a high level of structure and organization in order to ensure that students can benefit from all of the various elements. There are no gimmicks here—Scott is an educator who is incredibly skilled and profoundly committed to his students.”

Scott establishes a level of trust and engagement that keeps them coming back for more. Since he began innovating in the classroom and lab, more students than ever have signed up for – and succeeded – in higher-level chemistry courses.

Scott maintains that only by understanding molecules better, can we solve today’s urgent problems: clean energy; cures for cancer; feeding the world; sustainable manufacturing; molecular computing. Scott creates and evolves diverse teaching methods to show students from first year through PhD that what they learn is relevant to those challenges. He is realistic about the likelihood of his solving these problems but, he says, “someone I teach just might, and that makes my career as a researcher and educator both hugely rewarding and a lot of fun.”

Dr. Pamini Thangarajah
Professor, Department of Mathematics and Computing, Mount Royal University

Professor in the Department of Mathematics and Computing at Mount Royal University in Calgary, Pamini Thangarajah is known for her strong leadership in the creation of a minor in mathematics within the Faculty of Science and Technology as well as a minor in mathematics for elementary education, in addition to leading the development of additional successful courses. A research mentor who is often asked to appear at conferences, Thangarajah has authored five widely viewed creative common licensed next-generation digital resources currently being used in more than 20 countries.

She was co-organizer of the Alberta Mathematics Dialogue in 2004, 2011 and[...]

Professor in the Department of Mathematics and Computing at Mount Royal University in Calgary, Pamini Thangarajah is known for her strong leadership in the creation of a minor in mathematics within the Faculty of Science and Technology as well as a minor in mathematics for elementary education, in addition to leading the development of additional successful courses. A research mentor who is often asked to appear at conferences, Thangarajah has authored five widely viewed creative common licensed next-generation digital resources currently being used in more than 20 countries.

She was co-organizer of the Alberta Mathematics Dialogue in 2004, 2011 and 2016, and is one of the organizers of Explore STEM, a one-day conference for Grade 9 girls including Indigenous young women, interested in the fields of science, technology, engineering, and mathematics. In 2018, Explore STEM drew around 1,000 female students to hands-on events at MRU, SAIT, and the University of Calgary. “In 1999 when we started this event, post-secondary institutions had way less female students. Now, there are often more female than male students, but fewer females pursue STEM careers,” Thangarajah says. “We need to increase their awareness, excitement and confidence that they can do this.” She has been recognized with the Provost’s Teaching and Learning Enhancement Grant (2017, 2018, 2019) and 2018 she received both the prestigious Distinguished Faculty Award and Open Education Champion Award from the Students’ Association of Mount Royal University.

Dr. Fiona Rawle
Professor, Teaching Stream, Biology , University of Toronto Mississauga

Through path-breaking pedagogy and transformative educational leadership, Dr. Fiona Rawle is a champion of higher education in Canada.

Rawle is a Professor, Teaching Stream, in the Department of Biology and Associate Dean, Undergraduate, at the University of Toronto Mississauga, as well as Principal Investigator on several major pedagogical research programs. Rawle’s endeavours are guided by a foundational commitment to the power of equity, diversity, and inclusion in teaching. In her research and public engagement, she combats science misinformation through cognitive scaffold projects designed to support critical thinking in public life. In her research and teaching, Rawle leads the “Failure: Learning[...]

Through path-breaking pedagogy and transformative educational leadership, Dr. Fiona Rawle is a champion of higher education in Canada.

Rawle is a Professor, Teaching Stream, in the Department of Biology and Associate Dean, Undergraduate, at the University of Toronto Mississauga, as well as Principal Investigator on several major pedagogical research programs. Rawle’s endeavours are guided by a foundational commitment to the power of equity, diversity, and inclusion in teaching. In her research and public engagement, she combats science misinformation through cognitive scaffold projects designed to support critical thinking in public life. In her research and teaching, Rawle leads the “Failure: Learning in Progress” project, which has transformed how students embrace and learn from failure. She is an advocate for creating robust, socially just, and indeed joyful classrooms defined by collaboration, creativity, and risk-taking. Student Rachel Stubits states, “When Dr. Rawle asked 500 students attending her lecture (myself included) to form a human representation of a double-stranded DNA molecule, with our elbows serving as nitrogenous bases and our hands mimicking phosphate moieties, I knew that I would never again forget the structure of DNA.”

Rawle’s internationally recognized work on the pedagogy of kindness and connection is a model for what Canadian higher education can and should be. Her colleagues, students, and collaborators collectively attest to her transformative impact on their lives, their teaching, and their learning: “Fiona realizes the ideal for which we and our university aspire, to share a transformative education for flourishing people and a flourishing world.”

Dr. Vince Bruni-Bossio
Associate Professor, Management and Marketing, Edwards School of Business, University of Saskatchewan

Relational and authentic are the two words that best describe Dr. Vince Bruni-Bossio from the University of Saskatchewan.

As a teacher, he is devoted to the practice and scholarship of experiential learning, dedicating exceptional amounts of time, energy, and enthusiasm to ensure his students obtain real world knowledge and skills. His teaching philosophy is based on his martial arts background with three tenets: teaching the principles behind the lesson, creating real life learning contexts, and walking with his students through their learning process.

Although he has received multiple teaching awards, the impact of his teaching is best summed up by[...]

Relational and authentic are the two words that best describe Dr. Vince Bruni-Bossio from the University of Saskatchewan.

As a teacher, he is devoted to the practice and scholarship of experiential learning, dedicating exceptional amounts of time, energy, and enthusiasm to ensure his students obtain real world knowledge and skills. His teaching philosophy is based on his martial arts background with three tenets: teaching the principles behind the lesson, creating real life learning contexts, and walking with his students through their learning process.

Although he has received multiple teaching awards, the impact of his teaching is best summed up by one student who wrote in an evaluation: “Bravo Vince! Thank you for everything that you taught us this year, and more importantly thank you for teaching us how to learn.”

Dr. Bruni-Bossio is also a leading innovator, focusing on experimentation and play as the mechanisms for developing his many curriculum and pedagogy innovations. As an educational leader his focus has been on improving student learning across the University of Saskatchewan by walking with colleagues through change and transition projects, fostering psychological safety and listening to all voices. At the core of all his endeavors is the idea that relationships with students and colleagues must be developed and preserved authentically, with care and attention.

Put simply, people matter most to Dr. Bruni-Bossio.

Vijay Daniels
Professor, Department of Medicine, Division of General Internal Medicine, University of Alberta

“If you treat them like learners, they eventually become doctors. But if you treat them like doctors, they become great doctors.” This mantra has guided Dr. Vijay Daniels at the Faculty of Medicine & Dentistry at the University of Alberta.

In addition to revolutionizing the medical school physical exam course with some of the most transparent assessment methods in the country, Daniels has introduced 21st century changes with electronic systems that reduce feedback time from several weeks, to mere hours after students finish a practical exam. Daniels’ innovative systems resulted in less disruption from COVID-19 and enabled medical school interviews[...]

“If you treat them like learners, they eventually become doctors. But if you treat them like doctors, they become great doctors.” This mantra has guided Dr. Vijay Daniels at the Faculty of Medicine & Dentistry at the University of Alberta.

In addition to revolutionizing the medical school physical exam course with some of the most transparent assessment methods in the country, Daniels has introduced 21st century changes with electronic systems that reduce feedback time from several weeks, to mere hours after students finish a practical exam. Daniels’ innovative systems resulted in less disruption from COVID-19 and enabled medical school interviews to move forward with ease.

Daniels is an extraordinary teacher dedicated to providing the best learning experience to each individual student. As one student said, “I have honestly never had a preceptor be so attentive to my needs as a learner. … He [took] 30 minutes out of his day to do a mock oral exam with me so that he could assess me more accurately and give me feedback.”

At a national level, Daniels is heavily involved in advancing medical education in Canada and has twice been recognized for his teaching, leadership and innovation by the Association of Faculties of Medicine of Canada and the Canadian Society of Internal Medicine.

Dr. Vijay Daniels is an exceptionally caring teacher, strong collaborative leader, and a thoughtful visionary innovator.

Dr. Naowarat (Ann) Cheeptham
Professor, Microbiology, Department of Biological Sciences, Thompson Rivers University

Dr. Naowarat (Ann) Cheeptham has been fascinated with biology since she went out catching butterflies as a child with her father growing up in Thailand. Her interest in microbiology developed while studying at Chiang Mai University in Thailand and at Hokkaido University in Japan. Her scholarship focusses on cave microbiomes/new drug discovery, specifically white-nose syndrome in bats, and alternative treatment tools to combat multidrug-resistant infections. Her work has been featured in mainstream media including: the New York Times, Bloomberg TV’s Spark series, Al Jazeera TV, CBC’s The Nature of Things (The Antibiotic Hunters episode), Global TV, the Knowledge Network, CBC[...]

Dr. Naowarat (Ann) Cheeptham has been fascinated with biology since she went out catching butterflies as a child with her father growing up in Thailand. Her interest in microbiology developed while studying at Chiang Mai University in Thailand and at Hokkaido University in Japan. Her scholarship focusses on cave microbiomes/new drug discovery, specifically white-nose syndrome in bats, and alternative treatment tools to combat multidrug-resistant infections. Her work has been featured in mainstream media including: the New York Times, Bloomberg TV’s Spark series, Al Jazeera TV, CBC’s The Nature of Things (The Antibiotic Hunters episode), Global TV, the Knowledge Network, CBC radio, and in a number of national and international and magazines.

Dr. Cheeptham sees each student’s unique potential and celebrates diversity by teaching with curiosity and real- world relevancy. She collaboratively designed a case study exercise based on actual court-cases entitled “Murder by HIV”.

She also used her love of microbially fermented foods to launch an unconventional student-oriented and community-engaged assignment for a fundraising dinner called “TRU Ferments” in an upper level microbiology course.  One of the supporting letter in her dossier a community member wrote, “Ann found a unique way to stimulate learning not only amongst her students, but also through her ability to facilitate this transfer of knowledge to a wider audience of community members of all ages”.  Through her leadership, teaching and innovation, Dr. Cheeptham has made a distinctive and important impact on the community and her students.

Sean Maurice
Basic Science Instructor, Northern Medical Program, Division of Medical Sciences, University of Northern BC

As part of teaching in a rural distributed medical education program, Dr. Sean Maurice sees teaching and learning as an adventure, where curiosity and authenticity should be encouraged, and risks mitigated to ensure learner safety. The adventure metaphor encourages preparedness, a willingness to embrace uncertainty, and a desire to create a space where students are appropriately challenged, while also feeling safe and empowered.

Dr. Maurice employs a narrative approach to bring physiological and disease processes to life. At his isolated rural site, he has developed review, practice exam, and study skills sessions, to help support his learners in navigating the[...]

As part of teaching in a rural distributed medical education program, Dr. Sean Maurice sees teaching and learning as an adventure, where curiosity and authenticity should be encouraged, and risks mitigated to ensure learner safety. The adventure metaphor encourages preparedness, a willingness to embrace uncertainty, and a desire to create a space where students are appropriately challenged, while also feeling safe and empowered.

Dr. Maurice employs a narrative approach to bring physiological and disease processes to life. At his isolated rural site, he has developed review, practice exam, and study skills sessions, to help support his learners in navigating the complexities of medical school. Across the institution he is a champion of the value of teaching and has built a team of Instructional Skills Workshop facilitators. He collaborates widely to support the Northern Medical Program, and is actively involved in engaging and supporting affiliate faculty as they teach, on top of full-time clinical practice.

He is passionate about outreach to Indigenous and underprivileged youth, and has collaborated with Carrier Sekani Family Services on several initiatives with a common goal of inspiring Indigenous youth to consider healthcare careers. He founded and leads the highly successful Healthcare Travelling Roadshow that has grown into a significant provincial university-high school outreach project and has visited over 10,000 rural youth across the province. Through this project, Dr. Maurice mentors interprofessional healthcare students as they speak to the public about their professions, and inspire rural high school students to consider careers in healthcare.

Dr. Eve Pouliot
Professor, Department of Social Sciences, Université du Québec à Chicoutimi (UQAC)

Well-aware of the challenge of student retention and the needs of learners with varied profiles for whom so-called traditional teaching methods do not produce the desired effects, Eve Pouliot, Department of Social Sciences, Université du Québec à Chicoutimi, has developed a particular pedagogical approach. Much to the pleasure of her students, she uses storytelling and metaphors in her teaching and transforms the group space into a dynamic and interactive learning environment using a flipped classroom model. It’s no wonder that her students express a strong appreciation for her courses, saying that they are “the best of the semester!”. Her unwavering[...]

Well-aware of the challenge of student retention and the needs of learners with varied profiles for whom so-called traditional teaching methods do not produce the desired effects, Eve Pouliot, Department of Social Sciences, Université du Québec à Chicoutimi, has developed a particular pedagogical approach. Much to the pleasure of her students, she uses storytelling and metaphors in her teaching and transforms the group space into a dynamic and interactive learning environment using a flipped classroom model. It’s no wonder that her students express a strong appreciation for her courses, saying that they are “the best of the semester!”. Her unwavering commitment to her profession and to the students she mentors goes beyond the scope of any classroom or group. A positive, attentive and humble leader, Eve actively contributes to making UQAC a place where knowledge and inclusive teaching practices take centre stage. A key player in the creation of the Carrefour de soutien à l’enseignement et à l’apprentissage, she has distinguished herself through her determination, actions and deep conviction of the importance of higher education. Her professional career exemplifies a strong commitment to improving the quality of education, which is reflected in a unique combination of her passion for teaching, her deeply humane attitude, her exceptional teaching skills and, her desire to push the boundaries of her professional development.

David Newhouse
Professor and Director, Chanie Wenjack School of Indigenous Studies, Trent University

Long before many Canadians were having national conversations about reconciliation, Professor David Newhouse was cultivating the fertile ground in which these changes could take root.

As a talented and inspiring educator in Indigenous Studies, Professor Newhouse has supported many landmark achievements at Trent University including creating a first-of-its-kind Indigenous Studies Ph.D. program, founding the First Peoples House of Learning, and helping to craft the University mandate that ensures every undergraduate completes at least one course with an Indigenous focus. His trusted leadership over the decades has helped ensure that Trent respects Indigenous perspectives in its policies, research ethics and academic[...]

Long before many Canadians were having national conversations about reconciliation, Professor David Newhouse was cultivating the fertile ground in which these changes could take root.

As a talented and inspiring educator in Indigenous Studies, Professor Newhouse has supported many landmark achievements at Trent University including creating a first-of-its-kind Indigenous Studies Ph.D. program, founding the First Peoples House of Learning, and helping to craft the University mandate that ensures every undergraduate completes at least one course with an Indigenous focus. His trusted leadership over the decades has helped ensure that Trent respects Indigenous perspectives in its policies, research ethics and academic programming.

“I hold fast to the belief that it is not enough to teach about Indigenous Peoples, but that Indigenous Knowledge can inform pedagogy and academe in all its facets, extending its rafters to include it,” Professor Newhouse says.

Nationally, Professor Newhouse has provided leadership through organizations such as Canadian Institutes of Health Research, the Social Sciences and Humanities Research Council, and the Canadian Association of University Teachers.

As the long-serving department chair and now director of Trent’s Chanie Wenjack School of Indigenous Studies, he leads by example and has encouraged and empowered generations of Indigenous students in their academic and cultural pursuits.

He also inspires students to use their education to create lasting change by always asking, “Now that you know this, what will you do with the knowledge you’ve gained?”

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