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.

Entrepreneurial thinkers are everywhere

On Day 1 of the event, held in UMSU’s Multi-Purpose Room, the nine Better Together teams were introduced to the concepts they would use during the design sprint.

Janine Carmichael, Faculty Specialist in Entrepreneurship at The Centre, helped attendees understand how very broad the idea of entrepreneurial thinking can be. “It is a willingness, and an ability, to make an impact,” she said. Today’s entrepreneurial thinkers develop solutions to a wide range of problems – in scenarios that may not involve starting a business. She explained that some innovative thinkers are “intrapreneurs,” working proactively within a company or organization to develop new products and services.

Carmichael noted that our global challenges increasingly require an entrepreneurial approach, whether by entrepreneurs or intrapreneurs. “Think mitigating climate change, bolstering human health, and advancing Reconciliation,” she said.

Participants reviewed the five steps of design thinking before jumping into the sprint, in which each team created a three-minute video pitch tackling one of these challenges:

• How might we build resilience within the UM community to reduce climate anxiety? (Submitted by the Office of Sustainability)
• How might we address the underlying causes of retail theft on campus? (Submitted by the University of Manitoba Students’ Union)
• How might we help newcomers navigate their successful transition into the UM community? (Submitted by the UM Graduate Students’ Association)

Teams were supported by three UM mentors during the event. Rajeev Koyal, Program Manager of UM’s IDEA START, Daniel Heschuk, Program Development Specialist at the Science Innovation Hub, and Ben Isakov, Startup Coach at the Stu Clark Centre for Entrepreneurship, all lent an ear and helped teams develop their ideas.

Three-minute videos showcase creativity

By the time the teams submitted their video pitches after lunch on Day 2, a sense of community was evident, thanks to a feeling of shared purpose and a healthy dose of adrenalin.

Teams applauded each others’ ideas during the video watch party, which demonstrated how much can be accomplished in a short time when creativity and experimentation are encouraged.

Several participants from the 2023 event returned this year because they’d enjoyed themselves so much the first time around. International student Maryann Mozaffari, a Master of Supply Chain Management and Logistics student in the Asper School of Business, participated last year on a team that addressed food security on campus.

“The environment, the way they had us think outside the box – it was an amazing experience for me last year,” she said. “It’s a hands-on experience, it’s using a lot of our abilities. It’s also really refreshing, after being in classes all the time.”

Computer engineering student Kanwar Lubana also attended both years. “I came to connect with like-minded people,” he said. This year his team generated five pages of ideas before developing an app to help international students find housing and roommates. “I’m excited about entrepreneurship,” Lubana said. “Given the limited time given, I think it’s cool how we came up with a good chunk of ideas and a prototype.”

Leveraging new skills

To wrap things up, Connie Korchak from UM’s Career, Community, and Experiential Learning Centre addressed participants, encouraging them to reflect on how many valuable competencies they had developed during the event. She demonstrated how the experience could provide valuable information for resumés, LinkedIn profiles and more, such as job interviews where employers ask situational questions like, “Tell me about a time that you had to solve a complex problem.”  

The Better Together event will be added to the participants’ Experience Record, an official record of university-approved and facilitated activities that support student development in venues that are not for academic credit. Participants also received a $50 gift card to UMSU businesses.

With those words, UM Chemistry student Katherine Bazin summed up the beneficial effect that excellent teachers can have on the lives of their students.  

Bazin was one of 19 students speaking at this year’s Students’ Teacher Recognition Reception, an annual gathering that celebrates teaching excellence. Each UM faculty and school selects an outstanding graduating student, who then delivers a short thank you to two teachers who have made key contributions to their education – one from their Kindergarten to Grade 12 years and one from their time at UM. This year, the group of 19 graduating students spoke about 38 passionate educators who helped shape them into the people they are today.

Hosted by The Centre for the Advancement of Teaching and Learning and emceed by Centre Director Dr. Erica Jung, this year’s event took place May 2 in UMSU’s Killarney Room and was attended by the honourees and their family and friends.

Dr. Diane Hiebert-Murphy, Provost and Vice-President (Academic), brought greetings and spoke of the wide-ranging impact of teachers. “Teachers not only invest in the academic success of our students, and we’re very grateful they do that, but they also very much contribute to the personal development of our students and to their ongoing character development.”

Students described how their teachers demonstrated a passion for their craft, were committed to ensuring all students felt safe and seen, and how they used humour and creativity in their classrooms to engage their charges. Many described how their critical thinking skills were sparked by these educators and how the skills they learned will benefit them for the rest of their lives.

Several students shared how their teachers helped them through personal challenges. Perhaps the most moving example was from Deji Omotayo of the Dr. Gerald Niznick College of Dentistry, when speaking of his elementary school teacher Mr. Mudasiru in Lagos, Nigeria.

When he was 12 years old, Omotayo’s father was shot dead in front of him. “That trauma was something I couldn’t get over,” he said. “I decided I was going to go into gun violence, I was going to join a gang, because I was an only child and he was my best friend, and someone had taken him away from me. But Mr. Mudasiru stepped up as the father I didn’t have and used academics to turn my life around. He would give me loads of work, and I didn’t have time for anything else except being a good student. He told me to channel my energy into being the best that I could be.” (Mr. Mudasiru had hoped to travel from Nigeria to Winnipeg to celebrate with Omotayo but was ultimately unable to make the trip.)

Dr. John Perry, Associate Dean (Academic), Deji Omotayo, outstanding student, Dr. Charlene Solomon, outstanding teacher, Dr. Trenna Reeve, Associate Dean (Clinical), Dr. Diane Hiebert-Murphy, Provost and Vice-President (Academic), University of Manitoba

Jappreet Kaur Gill from the College of Rehabilitation Sciences shared the challenges of being a newcomer to Canada, mature student, wife, mother and sister to a critically ill sister back in India. There came a point when she thought her university degree might be unattainable. UM professor Maureen Walker was there to help show her the way.

“There are no words to describe how wonderful she is,” Kaur Gill said. “I had to leave my placement behind, and I was in the middle of nowhere, and Maureen reached out to me and showed me that I can still do it, that I can visit my sister and I can still academically do well. Her willingness to impart life lessons along with academic teaching has left a long-lasting impact on me,” she said.

The air was celebratory at the reception following the ceremony. Colleen Plumton, Fieldwork Program Coordinator in the Faculty of Kinesiology and Recreation Management, was the UM instructor of choice for graduating student Sierra Dueck. Plumton has been previously recognized at the STRR event for her dedication to excellence. “We do it because we love it,” she said. “I feel gifted with many students in how lucky we are together. Fabulous connections happen; students take in the information, and they are the ones who make it all happen with what we provide them.”

Each educator received an engraved glass award presented by Colleen Webb, Senior Team Lead in the Centre for the Advancement of Teaching and Learning. Each student and their two teachers posed for a commemorative photo with the dean or associate dean of their faculty and the Vice-President (Academic).

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

“We all are living a trauma-lived experience, we have been for quite some time now, especially around COVID.”

Gagne was one of four panelists in a discussion panel January 26 who shared perspectives on incorporating trauma-informed principles into online and blended teaching. The discussion panel marks the first time the partner institutions of the Manitoba Flexible Learning Hub have collaborated on a panel discussion to support students and increase student success.

The panelists shared their passion for helping students feel safe wherever teaching takes place. Discussion was wide-ranging and lively, covering the topics of curriculum development, course syllabi, course assessment, and how to improve the online spaces where courses are taught.

Participation by more than 60 attendees showed the growing interest in developing the teaching skills that create a safe space where learning can happen more easily.

“At Assiniboine Community College, when the pandemic hit, the first thing we did was create a quality assurance measure that talked about the minimal things we need to do online to make sure that our learners are okay,” said Sheryl Prouse, Senior Advisor, Student Affairs and Interim Director, Learning Commons. Most of the items were common sense. “I need to make sure I introduce myself. I need to make sure I have online office hours. I need to make sure I point people to where they can get help, I need to make my site easily navigable – thinking about the user experience on the other end.”

Prouse also described how instructors can sometimes re-traumatize students unintentionally through assignments. “When we’re asking students to do things like self-reflective exercises, please align those with your learning outcomes and stop being intrusive,” she said. Students should not have to reflect upon abusive childhoods, she explained. Instead, they could be asked to relay an experience with a child they worked with or could use a case study that is depersonalized from their own experience.

Panelists agreed that building predictability and routine into the course syllabus – and also some flexibility – are all ways to help students navigate their learning experience and balance competing demands of other courses, work, and family.

“We don’t know what they’re currently experiencing,” said Jocelyn Lavich, Faculty Instructor in the Department of Nursing at RRC Polytech and a marriage and family therapist.

“Something I do in the first or second class, is collaborate with them to develop a contract for a shared safe space. I want to hear from all students, what they feel is important for them, what they’d like others to know on how they feel safe in the room, so that learning continues to happen.”

All the panelists emphasized the importance of ensuring that students aren’t passive learners but instead active contributors in the learning process.

“I absolutely believe in a collaborative learning process, learning from each other in different ways, the small group work, and overall working on leveling out that power imbalance [between instructors and students],” Lavich said. She and others expressed the importance of instructors allowing students to fail, allowing multiple attempts for mastery, and creating choices where possible for ways students can present assignments.

“Whether it’s in person or online, we have to be very clear and consistent in our expectations,” said Lori Doan, Scholarship of Teaching and Learning Developer at UM and Sessional Instructor at the International College of Manitoba. 

“I think what is really important is owning our mistakes. Admitting when we’ve made a mistake. Apologize for it and make it right. I used to tell my students I will always err on the side of what benefits them. I can say that, but they need to see me do that to be able to trust me.”

The panelists were clearly inspired by each others’ passion for improving the student experience and agreed that so much more can be done for students once one becomes familiar with trauma-informed principles. They agreed that building trust with students is critical, and that instructors need to be aware of the things in their own experiences that might get in the way of providing trauma-informed teaching, such as stress, and the degree to which one is feeling supported in one’s own life.

Learn more

The Manitoba Flexible Learning Hub (MB Hub) is a resource for post-secondary instructors in Manitoba. We provide service to partner instructors and departments through improvements in both the quality and quantity of higher education online and blended courses in Manitoba and the use of technology within teaching and learning.

Learn more about the work we do at the Manitoba Flexible Learning Hub by visiting our website or subscribing to our newsletter.

The goal of these consultations is to better understand the challenges, supports and motivations influencing the ability of faculty members, instructors, and staff to integrate experiential learning into academic courses and programs.

While experiential learning is often used as a synonym for work experience, the University of Manitoba recognizes 12 different types of experiential learning—from project-based and creative assignments, to applied research, laboratories and studios. We want to hear what experiential learning looks like in your unique context!

The recently created Office of Experiential Learning is inviting all faculty members, instructors, and staff involved or interested in the development and delivery of experiential learning in academic courses and programs to grab lunch and share their perspectives!

In-person consultations will take place from February 5 to 16 at The Centre for The Advancement of Teaching and Learning in the Fort Garry Campus (lunch will be provided). 

A limited number of online consultations are available for those who are not able to attend in-person.

Please register here by January 31 for an Experiential Learning consultation.

Find out about events, opportunities and stories related to experiential learning at UM—join the Experiential Learning Community of Practice!

Hosted by The Centre for the Advancement of Teaching and Learning and funded through the UM Strategic Initiative Support Fund, the event saw more than 100 participants learning to apply entrepreneurial thinking to scenarios normally not associated with the word “entrepreneurship,” which is often reserved for business creation and start-ups. The event was highly interdisciplinary, with participants representing 15 UM faculties and units.

“At the heart of entrepreneurial thinking is a willingness to embrace empathy, see problems as possibilities, and persist in the face of obstacles to make an impact,” said Janine Carmichael, Faculty Specialist in Entrepreneurship at The Centre. “It was incredibly exciting to see participants develop these skills together in an experiential learning environment.

A morning of inspiration

Participants received valuable insights from guest speaker Dr. Wenlong Yuan, Stu Clark Chair in Entrepreneurship and Innovation in the Asper School of Business. Yuan described how entrepreneurial thinking can be developed through deliberate practice.

Yuan also dismissed the assumption that everyone has a passion waiting to be discovered. “Only a small number of people have a passion,” he said. “You don’t find your passion, you grow it. Passion is the side effect of mastery.” He described how big ideas can start from small actions, such as keeping a journal to identify problems in one’s life that need solving.

The morning’s second speaker, Dr. Paul Labossiere, Associate Dean in the Price Faculty of Engineering, assured participants that “Today’s challenge is not about winning, not about beating the other teams. Any change that we’re able to make to help improve the experience for us and others on campus is a success.”

Labossiere demonstrated the benefits of following proven “design thinking” steps – beginning with an empathetic approach and progressing through defining the problem, then ideating, prototyping and testing. “Go at something like you are child,” he said. “Don’t let your biases shut you down from the possibilities. Only by being open minded will you be able to see the best solutions.”

The design sprint

Inspired by the morning’s speakers, participants worked in teams to apply the principles of design thinking to develop solutions to challenges facing the university. They then pitched their ideas in three-minute videos. The challenges, which aligned with the United Nations Sustainable Development Goals, covered a range of topics including the circular economy, transportation, health and food security.

Students Nitin Dhanapal and Randika Chandracal were on a team with Architecture’s FABLab coordinator Jason Hare. They conducted online and in-person research to tackle the challenge, “How might the University of Manitoba community support those who are food insecure?” Their pitch suggested introducing a cap on campus food prices for students, better promotion of UM’s existing food bank, enhancing the production of the campus community gardens, increasing understanding of Indigenous ways of food, and offering a seasonal farmer’s market.

Both students valued the participation of staff and faculty in the event. “A highlight was being able to work with Jason because of his expertise and knowledge,” said Dhanapal. “He was very encouraging, and he made us feel like equals.”

Wrap up

Following the challenge, participants engaged wholeheartedly with a panel of entrepreneurial thinkers, who helped them understand how to explore their entrepreneurial ideas, deal with adversity and failure, and where to go on campus for support.

Student participants received a $100 honorarium for attending the two-day event, as part of the funding from the UM Strategic Initiatives Support Fund. The event will also be added to students’ Experience Record, an official record of university-approved and facilitated activities that support student development in venues that are not for academic credit.

Learn more

Be sure to check out the Better Together design sprint videos for the inspired solutions from event participants.

How might the University of Manitoba community participate in the circular economy?

Group 18: T. Nguyen, L. Lambert, T. Bernabe, and K.S. Bhalala

Group 10: M. Ahmed, R. Xasir, T. Plohman, J. Conner, C. Korchak, A. Sidhu

How might the University of Manitoba community support those who are food insecure? 

Group 6: E. Jry, M. Ewharekuko, T. Adesodun, K. Oguledo, C.S. Musonda, A. Adelanjo, V. Ezeald

Group 16: T. Ohakim, A. Roberts, M.Y. Tan, H. Al Hammadi

Group 25: A. Kaur, Z. Nasresfahani, T. REgor, D. Heschuk, M. Kapoor, M. Mozaffari, H.Xu

Group 17: E. Adejo-Ogiri, D.I. Ibhawgebade, L. Andronak, C.S.K. Lau, N.Y. Osibo, A. Verma

Group 14: T. Matshoga, P. Lesperance, K. Owda, L. Rotich, P. Ukpaka, AM. Akinpelu

Group 7: A. Gill, M. Khajoee, R. Villain, S. Hosseinpour, N. Ghobadi

Group 22: J. Hare, R. Chandracal, N. Dhanapal

Group 8: F. Labar, B. Adelani, A.A. Elgugh, O. Oyewusi, T. Oyelaja

How might the University of Manitoba community offer more non-traditional fitness and leisure opportunities?  

Group 15: B. Bahniuk, D.S. Araujo, O. Simonov, R. Roy

Group 19: J. Panchal, P. Mehta, V. Thalies, T. Lo, A. Ojenilce, T.B. George

Group 24: S. Fevda, R. Singh, G. Kim, J.X. Ong, L. Wong, L.DA. Do

Group 12: J. Klassen, T. Aditya, S.S. Wasti, N. Sanghai, A.B. Berk, M. Shanarya

Group 20: O. Kuznetsora, K. Gergoire, C. Selin, J. Lautenschlager, A. Buchock

Group 29: M. Hosl, R. Bhuyan, V. Protudjer

How might the University of Manitoba improve transportation options between the Bannatyne and Fort Garry campuses?

Group 21: S. Operna, S.R. Bodawla, D. Sharma, J. Brar, O. Uchetuna

How might the University of Manitoba community help first year students who commute make meaningful connections with others between classes?

Group 13: B. Jain, G. Funk, H. Luong, A. Jamil, H. Huynh

Group 30: B. Sanago, L.J. Phanguerh, V. Khubiryants, V. Nolkha

Group 9: C. Geddert, R. James, R. Lang, N. Masood, G. Kaur

GET ENTREPRENEURIAL AT UM

To learn more about entrepreneurship and innovative thinking at UM, visit our webpage.

For more information about how to bring an entrepreneurial mindset into your learning environment, get in touch with Janine Carmichael, Faculty Specialist: Entrepreneurship.

To spark your entrepreneurial spirit, visit the Stu Clark Centre for Entrepreneurship.

To move your invention or research into a practical application, visit Partnerships and Innovation.

The Centre for the Advancement of Teaching and Learning offers the Teaching and Learning Certificate program with the goal of helping prepare educators for the challenges of teaching in modern classrooms. 2023 TLC graduate Rhonda Dube, from the College of Nursing, shared her experience with the program: “The TLC program was a lot of hard work, but I think that’s why the celebration is that much sweeter. This program has helped to develop me into a better person, a better teacher, and a better colleague.”  

Designed for faculty and instructors who are in their first five years of teaching, TLC accommodates the busy schedules of faculty by offering limited classroom hours, flexible workshop offerings, supportive mentoring and providing individualized teaching feedback. The program focuses on pedagogical principles while providing teachers with foundational knowledge that can be applied in the classroom. Cintia Costa, an Educational Developer from The Centre, was a teaching mentor in the program. She spoke about her mentee Punam Mehta, who is an Instructor in the Rady Faculty of Health Sciences. “I admire Punam’s commitment with her students, feminism, and social justice as she always went above and beyond to help prepare better health professionals. Ones who are inclusive and understanding of helping everyone.” 

The Teaching and Learning Certificate program exemplifies UM’s commitment to producing skilled and compassionate educators who positively impact the future of education in Manitoba. Congratulations to the 2023 TLC graduates.  

Read the full list of 2023 TLC graduates 

Learn more about the TLC program 

Even if you are not enrolled in the TLC program, you can attend a TLC workshop. Explore TLC workshops.