The event, co-hosted by The Centre for the Advancement of Teaching and Learning, Stu Clark Centre for Entrepreneurship, IDEA START, and Partnerships, Knowledge Mobilization and Innovation, brought our UM community together to learn about entrepreneurship in various forms.

After an inspiring welcome from UM Chancellor, David Angus, four faculty members shared their experiences applying entrepreneurship and innovation:

• Associate Professor Kathy Yerex, Dr. Gerald Niznick College of Dentistry, shared about a new module in the Dental Hygiene program to help students develop skills for professional innovation and small business.
• Dr. Wenxi Pu, Asper School of Business, shared about his new research method that uses linguistic analysis of U.S. media, supported by machine learning algorithms and AI, to reveal cultural attitudes about entrepreneurship.
• Dr. Stephane McLachlan shared how his work in Indigenous data sovereignty led him to create a social enterprise that supports an app called Our Data Indigenous.
• Dr. Geoff Tranmer shared about the journey to create Borotherapeutics, an early-stage drug development company that seeks to develop boron-based therapeutics particularly focused on ALS disease.

Attendees also heard brief introductions from the units on campus that support entrepreneurship in all its forms:

• Janine Carmichael, Faculty Specialist, Entrepreneurship, The Centre for the Advancement of Teaching and Learning
• Debra Jonasson-Young, I.H. Asper Executive Director, Stu Clark Centre for Entrepreneurship
• Moe Levy, Director, IDEA START
• Dr. Loren Oschipok, Director, Partnerships, Knowledge Mobilization and Innovation

November marked the third annual Entrepreneurship & Innovative Thinking Month at the University of Manitoba. Along with the symposium, the month featured events, initiatives and highlights of how entrepreneurship and innovative approaches can support the pursuit of big ideas to help make the world a better place.

Check out the latest Entrepreneurship & Innovative Thinking Report on Activities for 2024/25.

In a week-long workshop called Ignite: Your Future as an Artist, MFA students explored essential professional skills, including legal and bookkeeping basics, art pricing strategies, and effective approaches to communicating their artistic brand.

The first of its kind at UM, Ignite is an exciting partnership between IDEA START and The Centre for the Advancement of Teaching and Learning (The Centre), and participating schools or faculties.

“Ignite demonstrates the power of collaboration. IDEA START initially connected the School of Art with The Centre. The School of Art provided important direction on program nuance and introductions to appropriate artists who could serve as guest speakers. And, The Centre designed and delivered the workshop,” said Janine Carmichael, Faculty Specialist for Entrepreneurship at The Centre who facilitated the workshop together with Jackie Hope, Educational Developer at The Centre.

Hope, who makes adventure films with her husband Ray, recently appeared on the IDEA START Podcast to share about their filmmaking company Midlife Mountaineer. “Ignite was an exciting project to be a part of. How lucky am I to spend a week with these talented students in a program that combines my love of art, entrepreneurship and education?”

Key features of Ignite: Your Future as an Artist included:

• Panel discussion with alumni and staff from the School of Art who have had commercial success in their career
• Career planning and networking with the Career, Community and Experiential Learning Centre
• Focus on legal and accounting best practices, including a student presentation from the Manitoba Legal Clinic for the Arts in the Faculty of Law
• Art pricing strategies
• Meaningful reflection activities

“A highlight of the week was the day spent off campus. Shaun Mayberry, co-owner of Mayberry Fine Art, gave students an insider’s look at gallery operations and practical tips for approaching and working with galleries. The day continued with lunch at Creative Manitoba, where staff shared the programs and supports they offer to help Manitoba artists thrive. The day wrapped up with a tour of three UM faculty’s studio spaces, giving students a close look at professional practices,” Carmichael added.

Associate Director of Graduate Programs, Dr. Oliver Botar added: “Every second year our MFA students participate in a week-long workshop on curation. We are so pleased to now offer this workshop on the alternate years. It’s important for students to wrestle with the thorny issues of artistic integrity and commercial viability while they are in our program.”

As for Carmichael and Hope, they can’t wait to do it again.

“Students in the MFA program are incredibly creative and curious and we can’t wait to refine our next offering for them in 2027. We also can’t wait to partner with other schools and faculties who want to do something similar,” Carmichael added.

Because Ignite bridges curricular and co-curricular learning, it can be fully customized with program length, learning goals, delivery format and more.    

Interested? Please reach out to Janine Carmichael, Faculty Specialist, Entrepreneurship in The Centre for the Advancement of Teaching and Learning (CATL).

There are a variety of events taking place through the month of November. These free events will build your entrepreneurship mindset, develop your skills and connect you with other innovators.

Check out all the free events and registration information here.

Witness a live pitch competition, visit the Indigenous Winter Market, participate in lunch hour learning opportunities, and so much more.

EIT Month coincides with Global Entrepreneurship Week and International Women’s Entrepreneurship Day, but UM supports are available year-round.

• Stu Clark Centre for Entrepreneurship
• Partnerships, Knowledge Mobilization and Innovation
• The Centre for the Advancement of Teaching and Learning
• IDEA START
• Faculty of Science – Science Innovation Hub
• Lab 2 Market Prairies

Explore the many opportunities that support and celebrate entrepreneurship and innovative thinking at UM.

Jackie Hope, TLC Program Coordinator, welcomed attendees. “Today, we gather to celebrate a remarkable journey,” she said. “The TLC program is more than a certificate; it’s a community of educators who have dedicated themselves to deepening their practice, embracing mentorship and reflecting on what it means to teach with purpose.” 

The TLC certificate program is offered through The Centre for the Advancement of Teaching and Learning. At its heart is the Centre’s commitment to ensuring that teaching at the University of Manitoba is informed by evidence-based practices and grounded in compassion, inclusion and innovation.  

The program combines workshops, mentorships and classroom observations to help faculty develop the knowledge, skills and reflective practice that enable them to increase their competency level in the teaching-learning process. 

Centre Director, Dr. Erica Jung, thanked graduates for dedicating their time and energy to the program. “You are all busy folks—you have not only your work here but also your own lives, so to add this program demonstrates a commitment and desire to help students with their learning, and I really want to congratulate you for that.” 

Dr. Xiaoxiao Du, Assistant Professor in the Faculty of Education, was one of this year’s 12 graduates. She shared insights at the event of her experience in the program.   

“I believe the TLC is the right place to be, to learn, to grow – because there is a supportive community, there are experts, mentors, developers, but most beautifully, are the fellow peers I go to for positive, professional relationships,” she said.  

She also encouraged her peers to embrace differences and uncertainty. “Continuously promote multiple ways of knowing, being, thinking,” she said.  

TLC graduate Dr. Juliana Marson, Assistant Professor in the Clayton H. Riddell Faculty of Environment, Earth, and Resources, spoke about how the program helped her to make her classes more student centred, and the joy and excitement she felt with each positive change.   

“The TLC program, and expressly with [mentor] Cintia’s guidance, helped me transform my teaching philosophy from a collection of inherited conventions to a deeply personal, reflective practice,” she said.  

The TLC program is built on a foundation of mentorship—where experienced educators walk alongside new faculty and instructors, offering guidance, feedback and encouragement. Two mentors also spoke at the graduation ceremony. 

Juliana’s mentor, Cintia Costa, Senior Educational Developer at The Centre, fondly recalled a professor who was a steady source of encouragement during her own undergraduate studies in Brazil, and how she felt honoured to work with Juliana and witness her transforming her teaching strategies.   

“I have this huge dream of changing the world,” she said. “It’s big. If we can change the life of a student, like my professor did for me, then I think we are already changing the world.”  

Dr. David Mandzuk, Professor Emeritus and Dean Emeritus, Faculty of Education, served as a TLC mentor for five years. He described mentors as “warm demanders”—people who are both empathetic yet not afraid of challenging others. “Being an effective mentor is more about provoking thinking than providing answers. And to keep the student perspective front and centre,” he said.  

He also thanked UM’s Office of the Provost and Vice-President (Academic) for continuing to support the university’s teaching mission. “That takes effort, and it takes resources at a university that prides itself on the quality of research, and I think that speaks volumes of the university.”  

See the full list of 2025 TLC graduates   

Learn more about the TLC program

Guided by MomentUM: Leading Change Together, UM is committed to empowering learners through dynamic learning experiences that meet the needs of an increasingly diverse student body. Investing in SoTL enables instructors and faculty members to examine their teaching practices, incorporate evidence-based findings, and ultimately, improve student success.

The 2025 SoTL Support Fund has awarded five Seed projects, a stream within the scaffolded-funding program which supports time-limited and innovative new teaching and learning research ideas with a budget of up to $6000. These projects span a range of disciplines, each offering an innovative approach to advancing research-based teaching and learning at UM.

Empowering Statistical Minds: Data Exploration for Student Engagement

Project lead: Hina Shaheen, Department of Statistics, Faculty of Science

Bridging the gap between theoretical statistical concepts and real-world applications can be challenging for many Statistics students. Traditional lecture-based approaches often encourage rote memorization of formulas rather than deep understanding. This project will introduce small-group, collaborative experiments using real-world databases, promoting active learning through data exploration and statistical decision-making. The hands-on problem-solving activities aim to strengthen students’ analytical reasoning, decision-making, and statistical interpretation skills. Analysis of students’ behavioural, emotional, and social engagement outcomes will inform and support ongoing initiatives aimed at enhancing student success and career readiness.

Live Podcasting in Teacher Education: Amplifying Engagement, Dialogue, and Multimodal Literacies

Project lead: Amir Michalovich, Department of Curriculum, Teaching and Learning, Faculty of Education

This project examines the extent to which live podcasting in class can cultivate engaging, dialogic, and multimodal classroom discussions for students in teacher education. Given the rapid advancement of generative AI, it is increasingly important to explore classroom-based assignments involving students co-developing and demonstrating their knowledge. While some research has explored the use of pre-recorded or edited podcasts in post-secondary education, it has rarely examined digital multimodal assignments conducted live in class. This study addresses that gap by exploring how these tools can impact student engagement with course content, participation in dialogic learning, and development of communicative skills across multimodal literacies (e.g., speaking, listening, writing, viewing, and representing). 

Team-based collaborative learning from the head to the toes to better health for all

Project lead: Dr. Laura MacDonald, Dental Hygiene, Dr. Gerald Niznick College of Dentistry, Rady Faculty of Health Sciences

This project pilots an interprofessional team-based collaborative experiential learning program aimed at facilitating the integration of oral health within comprehensive health care. It will examine students’ perspectives of a novel interprofessional education (IPE) initiative delivered in a dental clinic setting. Both existing research and the outcomes of a recent Rady Faculty of Health Sciences interprofessional simulation indicate a persistent gap in incorporating oral health within comprehensive health-care practice. Situating this intervention within a dental clinic is intended to help health professional students connect oral health with overall health and roles and responsibilities to ensure comprehensive health care. Findings will offer curriculum IPE developers valuable insights into the key traits students believe support interprofessional collaboration competencies, specifically relationship-focused care, clearly defined roles and responsibilities, and collaborative leadership.

Case-Based Learning in Landscape Architecture and Environmental Design

Project co-leads: Yuhao Lu, Department of Landscape Architecture and Mark Meagher, Environmental Design Program

In landscape architecture and design education, students often struggle to build and apply an accurate vocabulary for describing spatial patterns. Relying solely on memorized definitions limits students’ abilities to recognize or articulate design intensions in new contexts. Applying case-based learning principles, which emphasize that deeper understanding emerges from exposure to concrete examples, this project will give students access to real-world cases in the form of project drawings and photographs. A curated collection of design patterns and vocabulary will be developed from an extensive database of precedents and enhanced through state-of-the-art machine learning. Students will submit their own sketches, which the system will analyze to generate key vocabulary terms to describe the patterns and examples of related patterns across multiple design disciplines. Pre- and post-project surveys will assess the tool’s impact on students’ design literacy, pattern recognition, and communicative competence.

Collaborative Proof Writing: Enhancing Mathematical Understanding and Communication Skills Through Group-Based Learning

Project lead: Jamie de Jong, Department of Mathematics, Faculty of Science

Writing mathematical proofs can be a significant challenge for undergraduate students, who must shift from the computational problem-solving emphasized in high school to the formal reasoning required in university mathematics. This project will evaluate the effectiveness of targeted in-class group activities designed to strengthen both mathematical understanding and communication. The activities will focus on analyzing and writing mathematical proofs, with opportunities for immediate feedback from both instructors and peers. While peer feedback is well-established in writing-intensive fields, its application in proof-based mathematics is limited. Surveys and assessments of student performance will be used to measure the effectiveness of this teaching approach.

Learn more about how UM is supporting teaching excellence.

A collaborative project between IDEA START and The Centre for the Advancement of Teaching and Learning, the IDEA START Podcast amplifies voices from across disciplines and corners of campus.

Hosted by Rajeev Koyal of IDEA START and Janine Carmichael of The Centre for the Advancement of Teaching and Learning, each episode dives deep into the stories and ideas that demonstrate UM’s innovative spirit and meaningful support.

“We created this podcast to celebrate and connect with the many people across campus who are reimagining what is possible,” says Koyal. “It’s also a space to learn from each other and to make the work of innovation more visible.”

Highlights from Season One:

• UM President Dr. Michael Benarroch shares his vision for entrepreneurship and entrepreneurial learning at UM.
• The 100^Th UMSU President Divya Sharma and UMSU General Manager Thomas Blumer introduce UMSU Ventures – a new space to help student entrepreneurs bring their venture to life on campus.
• Debra Jonasson-Young, Director of the Stu Clark Centre for Entrepreneurship, outlines key supports for students of all disciplines.
• Dr. Brenda Stoesz, who leads the Science of Teaching and Learning Team shares how Virtual Reality is being used to reimagine faculty development.
• Dr. Loren Oschipok, Partnerships, Knowledge Mobilization and Innovation Office Director dives into strategies for protecting and advancing intellectual property.

With episodes running approximately 30 minutes, the podcast is designed for busy students, faculty, staff, and alumni who want to stay inspired and connected.

Where to Listen

The IDEA START Podcast is available on all major platforms: Listen or watch on YouTube, Yuja, or listen on Spotify. New episodes drop monthly during the academic year.

“Whether you’re launching a venture, integrating creativity into your teaching, or just curious about how innovation shows up and is supported at UM, there’s something in these stories for you,” says Carmichael.

To listen or learn more, visit IDEA START Podcast.

Do you have guest suggestions for Season 2? Reach out to Rajeev Koyal or Janine Carmichael.

Students shared powerful reflections on the impact their chosen teachers had on their lives, highlighting the dedication, compassion, and humour these educators brought to the classroom. For some, the most influential teachers were also the toughest—those who held them to high standards because they genuinely believed in their ability to succeed.

“My mom went to a parent-teacher conference. I had an excellent report card—except for all the classes I had with one teacher, Ms. Margaret Wiens. My grades in her class were thirty percent lower than every other class,” shared Christine Hay, the outstanding student selected from the Faculty of Education. “The rural school I attended was a Grade 4 to 12 school, with no high school art programming at all. Margaret Wiens was a teacher who saw the value of art in education. So, when I decided in Grade 12, four years later, that I wanted to apply to the School of Art at UM with no arts training at all, it was Ms. Wiens who learned how to build an entrance portfolio and mentored me through the entire process—during her lunches, her preps, and after school. I did end up getting direct entry into the School of Art. It is with deep gratitude that I stand here today and thank you, 23 years later, for showing up every day with grit, for showing me grace, and for being an example of how I hope to show up for my future students.”

Left image from left to right, Yvonne Fenner, College of Rehabilitation Sciences, Occupational Therapy, outstanding student, Ms. Margaret Hart, College of Rehabilitation Sciences, Occupational Therapy, outstanding teacher. Right image from left to right, Mr.  Ron Constant, Joe A. Ross School, outstanding teacher, Yvonne Fenner, College of Rehabilitation Sciences, Occupational Therapy, outstanding student

This year’s Students’ Teacher Recognition Reception was held on May 5 bringing together students, their selected teachers, faculty representatives, and invited guests for an afternoon of meaningful celebration. The event was hosted by The Centre for the Advancement of Teaching and Learning and emceed by the Centre’s Director, Dr. Erica Jung.

Dr. Diane Hiebert-Murphy, Provost and Vice-President (Academic) brought greetings and shared her own reflections on the educators who made a lasting impact in her life. “I think back to my high school teachers’ who encouraged me to recognize potential that I didn’t fully see in myself, and some University Professors who helped shape the direction of my academic life, and ultimately my professional life. These individuals will never fully appreciate or know the impact that they had on me, but I certainly think about them every year when I come to this reception.”

Throughout the afternoon, students spoke not only about the academic guidance they received but also the personal support their teachers offered—support that extended beyond the classroom. Many shared stories of educators who cared deeply, often becoming mentors, role models, and even friends.

Yvonne Fenner, the outstanding student from the College of Rehabilitation Sciences, spoke with heartfelt appreciation about the many ways her selected teachers supported her. “It wasn’t only the educational part of this journey that she helped me with. Ms. Margaret Hart was there for me on a personal note, as I have called on her many times in the last two years.” Ms. Margaret Hart, a First Nations Indigenous educator in the health sciences, shared that the presence of Indigenous students carries deep personal significance. “I’m there to nurture the students’ learning, but also, I’m there to nurture their identities too”—a sentiment that reflects a commitment not only to academic growth but to personal and cultural growth as well.

Following the ceremony, attendees had a chance to mingle, take photos, and reflect on the meaningful connections that helped shape their journeys.

Faculty of Law student Alessandro Potenza put it best: “I know that we were not uniquely smart, but instead, that we had a uniquely exceptional teacher.” A sentiment echoed by many—while talent may open the door, it’s great educators who help students walk through it.

For a full list of award recipients, please visit our webpage.

Held over a shared lunch and engaging dialogue, the Café featured an interactive, art-based session led by Dr. Bruno de Oliveira Jayme, Associate Professor in the Faculty of Education at the University of Manitoba and a celebrated arts educator. Rather than simply discussing pedagogical theory, participants experienced it—through creative exercises that brought vulnerability and connection to the forefront. 

The session began with a quiet challenge: staring into a partner’s eyes before drawing their face—without looking at the paper. What followed was a powerful metaphor in motion: overlapping drawings, cutting out shared shapes, and building a balanced sculpture in community with others. As Dr. Jayme guided participants through this artful process, the activity embodied the core of humanizing education—embracing imperfection, fostering trust, and working together to create something meaningful. 

Dr. Juliana Marini Marson, Assistant Professor in the Department of Environment and Geography, shared practical approaches she uses to build building community with her students, like learning their names and integrating personal stories into her lessons. Though not previously familiar with the formal concept of “humanizing education,” Dr. Marson illustrated how small, authentic practices can significantly impact student engagement and belonging. 

Organizers Cintia Costa and Renato Bezerra reflected on the intentional design of the Café, which emphasized meaningful classroom experiences over traditional lecture. “We wanted participants to have time and space to reflect on their own teaching practice,” Costa shared. “And we knew that art could offer a unique way to explore identity and trust in the classroom.” 

Participants left the event not only with fresh insights, but also with a curated list of practical strategies and reflective prompts to take back to their own classrooms. The energy in the room was palpable, with one attendee noting, “This was the best Teaching Café yet—everyone was truly engaged.” 

For Dr. Mirella Veras, the experience was especially meaningful. She reflected, “The Teaching Café created a space of openness and care. Cintia Costa set a welcoming tone, and Dr. Bruno Jayme’s art-based activity became a powerful moment of connection—with ourselves, and each other. It reminded me just how vital it is to build community and humanize our roles as educators, especially in the health sciences, where that approach is often most needed.” She added that this kind of pedagogical dialogue is something she hopes to see more of in her field. 

Special thanks to Dr. Bruno Jayme and Dr. Juliana Marson for generously sharing their time, perspectives, and creative energy. Their contributions helped shape an experience that went beyond teaching techniques—one that invited us to reflect on the relationships, values, and shared humanity at the heart of education. 

Teaching Café 2025 reminded us that meaningful learning begins with trust, curiosity, and the willingness to connect. We look forward to continuing this conversation—and to welcoming you to next year’s Teaching Café. 

• Digital Collaboration: Cultivating communication and collaboration routines in flexible learning environments, including Indigenous perspectives. 

• Designing Flexible Learning Environment Courses: Applying the Universal Design for Learning (UDL) framework. 

• Adapting the OER Book “Pulling Together: A Guide for Teachers and Instructors” published by BCcampus. 

Note: For Topic 1 – Digital Collaboration, MB Hub has developed found a support document that incorporates Indigenous perspectives on digital communication and collaboration. 

MB Hub recognizes its ongoing and active role in decolonizing the post-secondary education system. We acknowledge that the resources we create or promote must include education for instructors on integrating Indigenous teaching methods and Indigenous Knowledges into flexible learning environments and classrooms, as part of our commitment to answering Call to Action 62 and supporting Reconciliation. 

Target Audience 

MB Hub’s primary audience includes instructors at partner institutions (colleges, polytechnics, and universities) who teach in flexible learning environments. This vibrant and adaptable group brings fresh perspectives due to the nature of flexible teaching roles. These instructors may: 

• Be subject matter experts looking to build strong teaching and pedagogical skills 

• Be experienced face-to-face instructors with limited digital or online pedagogy experience 

• Be flexible learning instructors aiming to refine their digital teaching skills 

Instructors are encouraged to complete the self-paced learning modules through their institutions’ Learning Management System (LMS) and explore learning resource packs (adapted OERs, toolkits, or similar) available on the MB Hub website and OpenED Manitoba. 

How to Apply 

If you’re interested in contributing to this initiative, apply now. 

Send your application to info@mbhub.ca and include the following items: 

1. Resume or Curriculum Vitae (CV) – PDF format preferred 

1. Cover Letter – Briefly describe which learning module or resource you would like to develop or adapt and explain your interest in the project 

1. Email Subject Line – Use: Call for Authors MBHUB052025 – [Your preferred First and Last Name] 

Reminder for Indigenous Applicants: Please self-declare in your cover letter, resume, or CV if you identify as Indigenous (First Nations, Métis, or Inuit). For Topic 3, preference will be given to Indigenous candidates. 

For full details, including compensation and project requirements, please visit our blog post: Call for Content Authors – Spring 2025 — Manitoba Flexible Learning Hub.