��������

Christopher brings a dynamic blend of rigor and real-world relevance to mathematics instruction. His teaching goes beyond lectures, engaging students in large classes through innovative methods, such as a collaborative note-taking system that bolsters accessibility and learning. With an approach that emphasizes storytelling and problem-contextualization, Christopher shows students the excitement of math by tying complex concepts to tangible experiences. His open-source resources and grant-funded projects reflect a dedication to making education accessible and interactive, embodying his core belief that students learn best when they are actively participating and deeply connected to the subject matter.

Andrew transforms the study of physics into an immersive and collaborative experience. His innovative teaching methods—including mini-experiments, flipped classrooms and hands-on projects—engage and empower students. Andrew goes beyond traditional lectures, encouraging students to contribute class topics, fostering a communal learning environment. Recognized for his educational leadership, he spearheaded the introduction of at-home physics experiments during COVID-19, seamlessly adapting to online learning. Andrew’s commitment to student mentorship and his ability to spark a passion for science have made his classes a cornerstone of the department, earning him profound respect and appreciation from students and peers alike.

Yang’s mentorship at UVic's Department of Mechanical Engineering extends far beyond academic instruction. Emphasizing equity, diversity and inclusion in his research and teaching, he not only fosters critical thinking and innovation among his 153 mentees but also champions a culture of inclusivity. His commitment to student well-being and personalized mentorship, paired with his systemic strategy for developing young researchers, has cultivated a generation of scholars equipped for industry and academia alike. Yang’s investment in diverse student support systems exemplifies his comprehensive educational philosophy, fostering a climate where each student is empowered to reach their full potential.

Susanne is the recipient of the Nəc̓əmaat kʷəns čeʔi ʔay̓ šqʷeləqʷən | ĆȺNEUEL OL ÍY, ŚḰÁLEȻEN | Work together with a good heart and mind Award for Decolonization and Anti-Indigenous Racism. Susanne’s pedagogy, deeply rooted in her Haida/Gitxsan/Euro-Canadian heritage, epitomizes the principles of interconnectedness and responsiveness, guiding her impactful work in decolonization and Indigenous-specific racism. At the heart of her teaching is the Haida saying "Gina waadluxan gud kwaagid" — "Everything depends on everything else," reflecting her approach to the interconnective nature of learning. Susanne invites her learners to recognize their unique positionalities, world views and passions. Her innovative field trips and the Indigenous Community Development program she champions are just a few examples of how she immerses students in Indigenous prosperity and sustainable practices while fostering critical engagement with global and local impacts.

Mary Elizabeth effectively weaves Victorian literature into the 21st century, fostering an inclusive and dynamic classroom. Her strategies integrate technology and experiential learning, inviting students to connect past with present, utilizing unique tactile teaching methods including crafts and digital narratives. Students describe her instruction as approachable, supportive and flexible. Through her Crafting Communities Project and innovative course assignments, Mary Elizabeth empowers diverse learners to engage with historical material creatively, enhancing understanding through hands-on activities and reflective writing. Her use of open-access resources and virtual platforms exemplifies Universal Design for Learning, aimed to reach a wide range of learners and educators.

Lucie’s teaching approach is a testament to her student-centered philosophy, cultivating a vibrant learning environment, both online or in-person, where critical thinking thrives. With a pedagogy rooted in amplifying student voices, she offers timely, in-depth feedback and engages learners in meaningful dialogue. Lucie’s dedication to nurturing community of practice shines through her interactive online discussions and innovative monthly café sessions, which foster genuine connection and shared growth, celebrating the unique contributions of each student.

Nahiane’s (Nahia) unyielding enthusiasm for teaching fosters a learning environment where students are empowered to develop both hands-on and critical thinking skills. She has what seems to be limitless energy which she uses to guide and support student understanding.
Nahia’s philosophy, "Nunca te acostarás sin aprender algo nuevo," translated to “Never go to bed without learning something new,” guides her choice of teaching strategies and ensures the strengthening of a growth mindset in her students.