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For two decades, David has been a pedagogical innovator, inside and outside the classroom. He has integrated emerging forms of interactive digital media (from iClickers to virtual reality) with student-driven interdisciplinary projects and community-engaged partnerships, publications and productions. As an academic leader, he has shared his knowledge and experience with colleagues in committees at every level of the university and through scholarship and hands-on demonstrations in workshops, lectures, podcasts, papers and public events to celebrate the power and potential of student-centered, project-based forms of collaborative discovery and interactive learning.

Gillian prioritizes hands-on learning and practical skill development providing geography students with marketable skills postgraduation. Students say she creates a safe space for learning, sharing and connecting and her passion and enthusiasm leave a lasting impact. Having received over $30,000 in teaching grants, Gillian has directly increased student accessibility through field-based and community-engaged learning. The field school she developed is one-of-its-kind in Canada. She is also a lead author on multiple open educational resources used province-wide, and she leads geodiversity and science and technology initiatives at UVic and in the community.

Natasha 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 Indigenous Anti-Racism. A member of the Skuppah Band (Nlaka’pamux Nation), Natasha strives to pursue collaborative Indigenous community-driven research topics and counselling opportunities that promote reconciliation and prosperity for the Indigenous community. Her research in Psychology highlights Indigenous ways of healing and contributes to culturally sensitive delivery of clinical service and research. Her coursework incorporates Indigenous pedagogy to teach how health can be experienced holistically for Indigenous peoples and promote strong, culturally appropriate therapeutic alliances. Her undergraduate and graduate courses on reconciliation promotion garnered national recognition and received a “Cool Course” distinction by Maclean’s Magazine.

Kim attracts students into science and engineering through astronomy. Her graduate courses are popular, her research students are successful, and she created a nation-wide graduate training program on New Technologies for Canadian Observatories (NTCO) that included  academic, government and industrial environments. She thrives on gathering a diverse community of experts to maximize creativity and opportunities for students, demonstrated through NTCO and her initiation of the UVic Astronomy Research Centre (ARC). ARC has increased publicity, collaboration and mentorship for UVic graduate students both locally and nationally under her direction over the past decade.

Violeta is a dedicated chemistry instructor who masterfully engages large class sizes with her dynamic teaching methods. She's constantly evolving her classes to meet curriculum goals and integrate evidence-based practices. With a molecular augmented reality app for 3D visualization, Violeta takes her students on an immersive journey into the world of chemistry. She crafts inclusive learning activities, encouraging peer-to-peer instruction and leverages a variety of modalities in Brightspace, with recorded lectures and weekly forum questions. Violeta’s courses are a model for inclusive teaching practice, scaffolding learning and providing alternative ways for students to showcase their knowledge.

Kushal’s approach to teaching centres on fostering a safe, inclusive environment where students confidently explore chemistry concepts. His teaching combines deep listening with tailored instruction, helping students connect new material to prior knowledge. Kushal is an advocate for student support, and has put his advocacy into action by improving, expanding and popularizing a drop-in help centre for synthetic chemistry lab courses. Kushal’s teaching contributions extend to curriculum development, designing experimental and tutorial content to address gaps in student understanding. He is passionate about emphasizing process over answers, and cultivating a collaborative, student-led learning atmosphere that celebrates individual progress.

Maheyer's engaging and welcoming teaching style is rooted in his philosophy of a horizontal learning model, where educators and students interact as peers in a collaborative environment. He believes that learning flourishes when students feel comfortable and confident in asking questions, and he actively works to create this supportive, inclusive atmosphere. As an early adopter of Brightspace, Maheyer led the migration of several courses to the platform to enhance learning. He sees teaching as a continual learning process—learning from peers to refine his techniques and from students to stay current, ensuring his classroom remains engaging and relevant.

Arjun adopts a student-centered, learning-oriented approach, fostering an inclusive and engaging classroom environment. He emphasizes active learning, critical thinking and real-world applications. Arjun promotes participation through techniques like "treat questions" and anonymous responses on numbered sheets, ensuring all students engage comfortably. Arjun was recognized by the Department of Mathematics and Statistics for outstanding tutorial and lab teaching. His philosophy is rooted in inclusivity, empowering students from diverse backgrounds to feel valued and motivated.