This prestigious award recognizes University of Manitoba educators who have demonstrated continuing teaching excellence and made significant contributions to advancing teaching and learning at UM.

Jennifer Watt

Professor, Department of Curriculum, Teaching and Learning, Faculty of Education

Students and colleagues alike commend Jennifer Watt for her passion, empathy and creativity, which are having a transformative impact in the field of education.

Watt is deeply committed to advancing equity and social justice in education. Since joining the University of Manitoba in a faculty position in 2017, her teaching has inspired learners at all stages – from first-year undergraduates to experienced educators – to view teaching as a pathway to building a more compassionate and inclusive world.

She played a pivotal role in developing Introduction to Education: What It Means to Teach, a course grounded in the themes of Belonging, Meaning, Purpose, and Hope (outlined in “Mamàhtawisiwin”, a 2022 Manitoba Education and Early Childhood Learning Indigenous education policy document) and the four guiding questions taught by the late Honourable Justice Murray Sinclair. Due to its popularity, the course has expanded from three to five sections, drawing hundreds of undergraduate students. One student reflected, “Her class has taught me so much about the education system and gave me insight into whether teaching was the career for me. I have never felt so welcomed, cared for and appreciated in a classroom.”

Watt’s innovative approaches include thoughtfully designed teaching strategies and assessments that respect student autonomy, honour diversity, and encourage reflection and growth. Her “Choose Your Own Adventure” assignment, for example, offers students multiple pathways to demonstrate their learning in ways that reflect their identities, experiences and aspirations.

She also co-leads the Manitoba Writing Project and co-teaches a Summer Writing Institute with her colleague, Michelle Honeyford. The 6-credit graduate/post-diploma course brings together educators, researchers and writers to explore the transformative power of writing and place-based inquiry. Each year, this unique program is situated in a new context, from King’s Park to public murals and monuments across Manitoba.

Beyond the classroom, Watt shares her expertise widely through a variety of platforms – webinars, podcasts, creative multimedia tools and experiential learning activities, making knowledge accessible and impactful. Her passion for teaching is contagious, and her pedagogy – rooted in care, accountability and community – is shaping the next generation of compassionate, justice-oriented educators.

Wan Wang

Instructor, Department of Psychology, Faculty of Arts

Wan Wang is a dedicated and passionate educator whose teaching has had a profound impact on undergraduate psychology students, particularly in the areas of research methods and assessment.

Wang teaches multiple sessions of three research courses that form the foundation for most programs within the Department of Psychology. Her student-centred approach makes abstract and technically complex research concepts both understandable and engaging. By grounding her pedagogy in self-determination theory, she fosters student motivation and well-being by addressing key needs for autonomy, competence and relatedness.

Her teaching strategies combine rigor with relevance, helping students build competency in critical thinking and problem-solving skills, leading to high engagement. In a glowing review from one student, they noted how Wang put them at ease despite the challenging material: “Dr. Wang is really good at explaining concepts that normally would be daunting and stressful.” She integrates current and relatable content – such as the ethical use of artificial intelligence tools like ChatGPT – and develops experiential learning projects that allow students to pursue topics aligned with their own interests. She also demonstrates how their own research activities can contribute to ongoing efforts of reducing barriers to access building a more just society.

Wang is also deeply committed to her own professional growth and to advancing teaching and learning at UM. She regularly participates in teaching workshops both at the university and through external organizations and has received funding for research projects that enhance student learning, supported by the Provost’s Scholarship of Teaching and Learning Support Fund and the Faculty of Arts’ Teaching and Learning Enhancement Fund. A strong advocate for knowledge mobilization, she actively shares her research findings and teaching practices with colleagues. Since joining UM in 2019, she has received multiple teaching awards from both university administrative units and student-led organizations.

Through her exemplary dedication and innovative use of psychological principles in teaching, Wang has positively impacted thousands of undergraduate students in the Department of Psychology.

The University of Manitoba proudly congratulates Jennifer Watt and Wan Wang on this well-deserved recognition of their excellence in teaching.

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.

Virtual Reality-Based Teaching Skills Program – Effective Communication: How to Have Better Conversations with Your Students

Date and time: Wednesday, January 8 and Thursday, January 9, 2025

Embark on an immersive skill development journey in our comprehensive Virtual Reality-based teaching skills program designed to enhance communication strategies. During the program, faculty and instructors (graduate students are also welcome) will explore effective techniques that are applicable to various educational contexts. Participants are given the option to practice communication skills in a safe, judgement-free environment that incorporates role play and Virtual Reality-based simulations before applying them in their teaching and learning environments. 

Register for the January 8 Virtual Reality-based Teaching Skills Program – Effective Communication: How to Have Better Conversations With Your Students

Register for the January 9 Virtual Reality-based Teaching Skills Program – Effective Communication: How to Have Better Conversations With Your Students

The certificate, offered through The Centre for the Advancement of Teaching and Learning (The Centre), combines workshops, mentorships and classroom observations. Participants learn pedagogical principles and foundational knowledge that can be applied in the classroom.

Bridget Kozyra, Instructor in the Faculty of Social Work, was one of the 16 graduates and spoke at the event about her experience in the program.

“It was incredibly valuable and a great experience,” she says. “I learned so much from my mentor and being able to connect with the other participants.”

Kozyra found the skills and knowledge from the program also helped her beyond the classroom. “The timing worked out that we were going through curriculum revision as I was in the program,” she says. “The workshops and knowledge gave me an additional lens to use as we were reviewing our content – what we were teaching, how we were teaching it and best methods for assessing our students.”

Daniel Nagel, an assistant professor with the College of Nursing, took the program to expand his knowledge. One of the things he appreciated about the program was the ability to connect with instructors in other areas.

“The workshops really helped to break us out of our usual silos and connect with other instructors across the university,” he says. “Being able to see how other faculty members approach teaching and what they bring to the classroom, was inspiring. And the connections and friendships I have made throughout the journey, with both the mentors and other participants, is something I really appreciated about the program.”

Nagel notes that, while the program is targeted at faculty in the first few years of their teaching career, the workshops are also relevant for those who are farther along in their teaching career.

“There were workshops that had very specialized topics, like incorporating Indigenous Knowledge, mental health, and accessible teaching strategies that are hugely beneficial because of how our knowledge in those areas continues to expand and grow,” he says. “As a life-long learner, there’s always something new to learn that will help me be a better instructor and able to better support my students.”

Joanna Koulouriotis, Educational Developer with The Centre and TLC Program Coordinator, serves as one of the program mentors.

“It’s so wonderful to see the participants and mentors connect and build relationships,” she says. “Being a mentor is a way for me to support new faculty, but it’s also a chance for me to learn from them. It’s incredibly rewarding.”

Registration for the 2025 TLC program will open in April 2025.

Meet the 2024 TLC graduates

Learn more about the TLC program

Learn about becoming a mentor

Explore workshops offered by The Centre for the Advancement of Teaching and Learning

In the new UM Learn module, Exploring Power Dynamics in Post-Secondary Institutions, instructors can enhance their understanding of power dynamics in the post-secondary teaching context.

The module is the third of six modules in Incorporating EDI into Your Course and Teaching, a course to help instructors apply equity, diversity and inclusion concepts in their teaching. Each module provides strategies and teaching techniques and additional resources for those who wish to take their learnings further. It is available to all UM instructors and staff. 

This module was authored by Eric Sagenes, a doctoral student at UM and sessional instructor at Brandon University. His areas of scholarly interest include social activism, decolonization and diversity.

“The goal of this module is to raise your consciousness about how power plays out in different situations, so you can start to see how it plays out in your own context,” explains Sagenes. “Once we become aware of how power is operating, then we can be more likely to address it and ensure that we are working towards equitable and inclusive environments.”

By the end of the 35-minute self-study module, learners should be able to:

• explore the concept of power and how practices and policies can marginalize members from equity-deserving groups
• recognize how oppression is based on relationships of unequal power among social groups and how those in power can continually perpetuate inequality
• identify the impact of privilege on teaching and learning
• explore teaching and learning strategies and activities that address power, oppression and privilege in post-secondary and promote equity, diversity and inclusion

The EDI course was developed by the Manitoba Flexible Learning Hub (MB Hub) upon request from the Flexible Learning Advisory Group, representing six post-secondary institutions in Manitoba: Assiniboine Community College, Brandon University, University College of the North, Red River College Polytechnic, University of Winnipeg and University of Manitoba.

More than 10,000 instructional and support staff across the province have access to the course through the learning platform at their respective institutions. 

The MB Hub is part of The Centre for the Advancement of Teaching and Learning and provides instructional design and digital media support to the six partner institutions.

Access the course today 

1. Login to UM Learn with your staff email
2. In the main navigation menu, select “Self Registration” 
3. Under Course offering code, select CENTRE_IEDIYCTMOD3_092024 or under Course offering name select Incorporating EDI into Your Course and Teaching: Module 3 

Use module completion in EDIA course and micro-certificate

Each of the six UM Learn modules of Incorporating EDI into Your Course and Teaching can be used as an ongoing learning in Equity Diversity Inclusion Accessibility – EDIA: Expansions (EDIA 0102), in the online and hybrid course for UM staff, students and faculty. The course is part of the Micro-certificate in Equity, Diversity, Inclusion, and Accessibility (EDIA) program supports UM’s efforts to improve equity and access across UM campuses, by educating and empowering all members to contribute to individual and collective transformation. It is offered, at no charge, through Extended Education in partnership with the Office of Equity Transformation and with the support of the UM President’s Office.

Other EDI resources

If you want more help applying EDI to your teaching practice, connect with The Centre for the Advancement of Teaching and Learning for one-on-one consultations. 

Learn more about the Manitoba Flexible Learning Hub.

How Panorama helps

Panorama scans your content and creates an accessibility report that flags issues and provides suggestions for how to resolve each of them. This allows you to ensure the accessibility of your content before it is distributed or published. It can also create accessible alternative formats for you or your readers to use.

Using Panorama’s Alternative Formats Menu, you can make various changes to text to improve readability. For example, you can change the text size, increase line spacing, select a readable font, and change themes. You can also highlight parts of speech and use Line Focus to facilitate focused reading. Panorama can also create accessible PDF, high contrast, text to speech, braille and audio files.

How to access Panorama

Panorama is integrated into your UM Learn courses and requires a plugin to view the Alternative Formats menu, which you install through the integration. You can find Panorama through the integrations menu in your course.

Learn more from The Centre

The Centre for the Advancement of Teaching and Learning is your campus resource for accessibility. Visit Panorama on The Centre’s website for more information about this tool.

Support

Panorama is a YuJa Inc. product. If you have questions about Panorama, visit the Panorama Digital Accessibility Platform Overview on the YuJa Help Center website. You’ll find video tutorials, quick start guides and general documentation.

You can also contact YuJa Inc. directly between 8 a.m. and 8 p.m. central time:

By phone: 1-888-257-2278

By email: support [at] yuja [dot] com

Through Twitter: @yujanow

The Experiential Learning Institute: Assessment in Experiential Learning

Date and time: Tuesdays, October 1, October 8 and October 15, 10:00 AM to 11:30 AM

The Experiential Learning Institute offers faculty and instructors an opportunity to engage deeply with a topic over the course of three weekly sessions. The focus of the Fall 2024 institute is assessment in experiential learning.

Participants must attend all three sessions to receive a certificate of completion. If you are not able to attend all the sessions you may register for individual sessions, but you will not receive a certificate of completion for The Experiential Learning Institute.

Sessions:

• Oct 1, 2024: Assessing Experiential Learning (led by Gera Villagran Becerra)
  What are effective ways of assessing experiential learning? How does assessment fit in the experiential learning cycle? In this workshop, we’ll explore best practices for assessing experiential learning. Participants will be challenged to take an experiential approach to assessment and reflect on the challenges it involves.
• Oct. 8, 2024: Beyond Reflection Papers: Innovative Strategies for Assessing Experiential Learning (led by Meaghan Ewharekuko)
  Have you heard about multi-stage assignments, two-stage exams and gamification as strategies to assess experiential learning? In this workshop we will explore novel methods and effective strategies for assessing different types of experiential learning within the classroom and beyond.
• Oct. 15, 2024: Assessing 21st Century Competencies (led by Janine Carmichael)
  How do you assess 21st century competencies like empathy, active listening, conflict resolution and innovation in experiential learning? In this workshop, we’ll explore strategies to assess these competencies and mitigate potential challenges. We’ll also learn how to use tools like the newly created UM Competencies Framework.

Register

Small Shifts, Significant Gains: Transformative Teaching Strategies Series (Session Two, Three, and Four)

Date and time: Thursday, October 3, 12:00 PM to 1:00 PM, Thursday, October 10, 12:00 PM to 1:00 PM, and Monday, October 21, 12:00 PM to 1:00 PM

Looking for ways to revitalize your teaching but don’t have time for a big redesign? In Small Teaching James Lang argues that small changes in classroom techniques and activities can have big impacts on student learning. Drop in to any or all of these brown bag lunchtime chats to hear creative strategies from your faculty colleagues across the university.  Bring your questions and your lunch.  Leave with ideas you can implement right away in your courses!

Session Two, Lightning Presentations:

• Xiaopeng Gao (Department of Soil Science) presents: Enhancing Education Through Hands-on Learning and Real-world Connections
• Brandon Trask (Faculty of Law) presents: Building in Relevance: Integrating Aspects of Clinical and Applied Learning in Different Course Types 

Register for session two

Session Three, Lightning Presentations:

• Jillian Seniuk Cicek and Jeff W. Paul (both from the Price Faculty of Engineering) present: Your Students’ Brains on PowerPoint: How to Leverage Cognitive Science to Use PowerPoint to Teach Instead of Present
• David Watt (Department of English, Theatre, Film & Media) presents: Developing Relationships through Assignments and Feedback

Register for session three

Session Four, Lightning Presentations:

• Julie Pfeffer (Department of Restorative Dentistry) presents: Self-Directed Student Assessment – How to Maximize the Output/Input Ratio for Your Learners (and for Yourself!)
• More to come

Register for session four

Decolonizing Classrooms: Barriers to Decolonizing, Part 2

Date and time: Thursday, October 10, 1:00 PM to 3:30 PM

The Decolonizing Classroom series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. “Unpacking and Overcoming Barriers to Engagement and Decolonizing Processes” explores the barriers that exist for teachers and students, which prevent them from enacting decolonizing processes in educational contexts. Part two of this workshop series discusses the barriers that prevent teachers from engaging fully in decolonizing classrooms and creates a space for the discussion of strategies for overcoming these barriers.

Register

Open Educational Resources – What, How, Why (Part 2) 

Date and time: Thursday, October 17, 9:30 AM to 12:00 PM

The term open educational resources (OER) describes a wide range of materials in teaching and learning that are available for public use with an open license or in the public domain. Examples of OER include full courses, course modules, syllabi, textbooks, lectures, assessments, and datasets. In this workshop, participants will learn why OER are valuable, how to locate them, how to evaluate them using a rubric, and how to adapt and create them. The workshop does not assume prior experience with these topics.

Register

Cultivating Minds, Nurturing Hearts: Fostering Well-Being, Integrity, and Inclusion in Teaching and Learning

Date and time: Tuesday, October 29, 10:00 AM to 11:30 PM

The University of Manitoba (UM) identified well-being as one of five core values in its 2024 -2029 strategic plan to “advance the personal and professional growth and academic success of our community members. Grounded in respect and compassion for each other and our community, we cultivate a supportive environment that embraces the values of mino-pimatisiwin (good life) and mino-ayawin (good health) (University of Manitoba, 2024, p. 4).

This raises important questions for educators: How do we approach teaching with care, compassion, and kindness? How do these pedagogies of care, compassion, and kindness align with other priorities in higher education (e.g., academic integrity, accessibility)?

In this interactive workshop, we will take a holistic approach to understanding pedagogies of well-being and how these pedagogies can be implemented to better support our students’ mental well-being without compromising academic standards. 

Register

Experiential Learning Community of Practice Monthly Meeting – Partnerships 101

Date and time: Wednesday, October 30, 2:30 PM to 3:30 PM

The Experiential Learning Community of Practice brings together faculty and instructors involved in the development and facilitation of experiential learning (EL) across UM.

The EL Community of Practice meets once a month to build relationships and explore topics related to teaching in experiential learning. Each monthly meeting includes opportunities to meet other faculty and instructors, explore best practices and innovations in EL, and participate in group discussions.  

At this session, we’ll chat about challenges and best practices for finding industry and community partners for EL. Join us to share your own experience in this area, hear perspectives from colleagues in other faculties and programs, and learn about successful strategies for engaging community and industry partners in your courses. 

Register

Decolonizing Classrooms: Indigenous Approaches to Building Good Relationships

Date and time: Thursday, September 19, 9:30 AM to 12:30 PM

Over the past several years, an important discussion of how we can Indigenize and decolonize the academy has been occurring. This workshop series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. “Indigenous Approaches to Building Good Relationships” will discuss how participants can employ the 4/5Rs (relevance, reciprocity, respect, responsibility, and relationships) to ameliorate and decolonize student-instructor relationships. Indigenous ways of understanding relationships and specific tools and strategies that instructors can use will be considered, and participants will be supported as they consider how they can implement the 4/5 Rs in their own teaching practices.

Register for the Decolonizing Classrooms workshop

Small Shifts, Significant Gains: Transformative Teaching Strategies Series

Date and time: Thursday, September 26, 1:15 PM to 2:15 PM

Looking for ways to revitalize your teaching but don’t have time for a big redesign? In Small Teaching James Lang argues that small changes in classroom techniques and activities can have big impacts on student learning. Drop in to any or all of these brown bag lunchtime chats to hear creative strategies from your faculty colleagues across the university. Bring your questions and your lunch. Leave with ideas you can implement right away in your courses!

Session One, Lightning Presentations:

• Danielle Yaffe (College of Nursing) presents: Make Learning Fun with Interactive Drag-and-Drop PowerPoint Activities
• Lisa Ford and Janna Wilson (both from the Department of Environment and Geography) present: Transparent Learning: Course Alignment using Learning Objectives Table

Register for the Small Shifts, Significant Gains workshop

More updates to this workshop series will be posted soon.

Unlike hackathons or case competitions where participants work towards a solution, Map the System is focused on deeply understanding a problem using systems thinking.  

What is systems thinking? It is a way to approach issues by looking at them as systems and uncovering how all the pieces connect to make the whole. The approach reflects – rather than rejects – the systems dynamics that make meaningful change so difficult.  

For 3rd year Interdisciplinary Health Program student Theodore Biggs-Engel, that problem was the lack of access to gender affirming care in Manitoba. 

Biggs-Engel took FMLY-3750 Fundamentals of Health Promotion with Dr. Punam Mehta in the winter term. Dr. Mehta redesigned a key assessment in two of her courses that invited students to pursue a topic of interest using systems thinking.

In its inaugural year, Dr. Mehta introduced Map the System to over 600 students. Drawing on her extensive experience at the intersection of feminism and health. Dr. Mehta supported Theo in developing their voice on gender-affirming care.

Once the assessments were submitted, students had the option to continue revising their work and submit it to the Map the System competition.  

On April 1, Janine Carmichael, Faculty Specialist for Entrepreneurship in The Centre for the Advancement of Teaching and Learning hosted the UM Final for Map the System. Carmichael was the lead in bringing Map the System to UM and collaborating with Dr. Mehta. 

Judges Daniel Heschuk, Program Development Specialist with the Science Innovation Hub in the Faculty of Science. Dr. Javier Mignone, Professor of Community Health in the Rady Faculty of Health Sciences and Meg Miller, Data Visualization Specialist with UM Libraries ultimately chose Biggs-Engel as the UM finalist. 

Left to right: Dr. Javier Mignone, Daniel Heschuk, Theodore Biggs-Engel and Meg Miller.

Along with the finalists from 20 other post-secondary institutions across Canada, Biggs-Engel traveled to Calgary on May 24-27 to complete in the Canadian Final. He earned an impressive 4th place in our inaugural year participating in the competition. As a top four winner, Biggs-Engel will receive access to additional funding and mentorship to continue working on his research, generously supported by ATCO. Biggs-Engel also received a special award recognizing his work as a submission by an individual, compared to a team submission.  

“I’m passionate about this topic, and I’m grateful to be able to explore topics of interest during my post-secondary education. This is not just an academic exercise. I want to remove barriers to care and give a voice to trans and gender diverse people in Manitoba,” Biggs-Engel said. 

“I’m also mindful of all the other skills that I developed as part of this experiential learning opportunity. I’ve practiced systems thinking and networking, gained time management and refined my public speaking skills,” he added.  

Biggs-Engel is looking forward to being the interim president of the Rainbow Pride Committee (RPC) with UMSU this summer.

Map the System originated out of the Said School of Business at the University of Oxford in 2015. Normally the Canadian finalist would go on to compete in the global final in England. For this year, the global portion was paused. In its place was an equipping session for global system thinking educators. Dr. Mehta represented the UM at that event in March.  

Dr. Mehta traveled to Oxford for a global Map the System educator conference where she learned about Map the System from the original creators.

“I have a unique role at UM in supporting learning about, for and through entrepreneurial thinking. When I came across Map the System I knew it would give students in a range of disciplines a meaningful opportunity to learn through entrepreneurship. Not solely a business construct, our involvement also affirms UM’s approach to entrepreneurial thinking being used to address a range of social and environmental issues as well,” concluded Janine Carmichael. 

For more information on Map the System or for support in infusing entrepreneurial thinking into your learning environments, connect with Janine Carmichael at The Centre for the Advancement of Teaching and Learning. 

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.