We are proud to call them our colleagues!

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2025 SALTISE Lifetime Achievement Award

Chris Whittaker

As many of you know, Chris Whittaker is an instructor in the Department of Physics at Dawson College and a long-standing contributor to the SALTISE community. Since 2010, Chris has been part of the core team that supported the formation of the network. His role as a practitioner—committed to designing active learning spaces and strengthening ties between research and practice–– has been pivotal to SALTISE’s growth and evolution. In particular, his collaborations with the eLATE initiative, then led by Maria Orjuela-Laverde, helped solidify system-level connections between McGill’s Faculties of Science and Engineering and the broader SALTISE community.

Over the years, Chris has taken on multiple pivotal roles—serving on the SALTISE Executive and acting as one of our principal liaisons to the Dawson faculty, especially through his work with the Dawson Active Learning Community (DALC). He has also been a familiar and welcome presence at our annual conferences, consistently serving as Master of Ceremonies for the keynote sessions, helping to shape the tone and spirit of our gatherings. And, true to his character, Chris has never hesitated to roll up his sleeves—whether it’s troubleshooting AV or helping set up chairs.

Chris’s steadfast commitment, collaborative spirit, and deep engagement with our mission have been instrumental in shaping the community we are today. We are deeply grateful for his many years of dedication and are proud to honour him with this Lifetime Achievement Award.

Congratulations!

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2025 SALTISE Best Practices & Pedagogical Innovators Award

Award for College Instructors: Gisela Frias, Dawson College

Dr. Gisela Frias grounds her pedagogical praxis in inclusive experiential learning strategies that facilitate learning through self-reflection, peer to peer knowledge exchange, and deep critical thinking. Frias sees her students as co-creators of their learning objectives and expertly aligns these with program competencies. Frias expertly facilitates students to think at a higher systems level to account for the impacts of social inequities and injustices around the world, therefore connecting the personal and the local experience to global realities.

Providing space for non-western forms of pedagogical practice in her classroom is one of a multitude of reasons why Dr. Gisela Frias is an incredible pedagogical innovator and outstanding teacher. She practices radical transformative generative inclusive pedagogies and provides her students with the gift of deep learning that will enable them to think more critically as they navigate a complex world.

Letters of support from students, teachers and professionals enthusiastically supported this nomination with an exciting diversity of anecdotes and examples.

Award for University Instructors: Neerusha Baurhoo Gokool, Université de Montréal

Dr. Neerusha B. Gokool is an exemplary educator whose innovative approach to teaching, mentorship, and pedagogical leadership has had a profound impact on her students and the broader educational community. Her commitment to student-centered learning is evident in her transformative courses, such as Gestion de classe, where she fosters active, immersive, and experiential learning. Through activities like the “Think-on-your-feet” challenge and the “Anonymous Roundtable Box,” Dr. B. Gokool creates a classroom environment that encourages creativity, adaptability, and vulnerability. These strategies prepare students to navigate the complexities of teaching with empathy and confidence.

Beyond the classroom, Dr. B. Gokool is a leader in pedagogical innovation. She spearheaded the Université de Montréal EduTech GameJam, an event that promotes interdisciplinary collaboration in developing educational games, and co-founded a cutting-edge simulation project that allows students to experiment with classroom management strategies. Her approach integrates Universal Design for Learning (UDL), responsive pedagogy, and digital innovation, making her a trailblazer in the use of technology to enhance student engagement and learning outcomes.

Dr. B. Gokool’s mentorship extends beyond her students, shaping the teaching culture within her department and inspiring faculty to embrace new pedagogical practices. Her unwavering dedication to professional development and continuous learning models lifelong growth for both students and colleagues. Through her transformative contributions to higher education, Dr. B. Gokool embodies the qualities celebrated by the SALTISE Best Practices & Pedagogical Innovators Award.

Award for University Instructors: André-Joseph Cordeiro, Concordia University

André-Joseph (AJ) Cordeiro has supported the Department of Journalism at Concordia University endlessly for nearly a decade. He is responsible for orchestrating a live student-led election night broadcast, developing digital resources for our students and faculty during the COVID pandemic, supporting our radio, TV, video, and photo courses, and supporting the department’s research initiatives, such as the Institute for Inclusive, Investigative, and Innovative Journalism that connects our students with Indigenous high school students in Montreal, as well as creating a welcoming environment for students in the department’s newsroom centre.

Graduating from the Department of Journalism in 2014, Cordeiro worked as a teaching assistant before he was hired to his current role in September of that same year as a multimedia instructor. He quickly became the journalism department’s go-to person for audio, video, photo, and digital tools. Cordeiro is a pivotal figure in the journalism department and goes beyond media instruction to deeply support student growth and well-being. He fosters a sense of community, offering personalized mentorship and support, exemplifying dedication and humility that enriches Concordia University and our department.

Cordeiro’s reliability, transparency, kindness, wisdom, knowledge, humor, and positivity position him as a primary person in our department, not just for media instruction but for career guidance. His efforts and contributions have consistently helped shape every journalist in our program. He is also a recent recipient of the Concordia Council on Student Life (CCSL) Outstanding Contribution Award and the Concordia University Dean’s Award for Excellence in Service to the Faculty by a Staff Member.

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Award for College Pedagogical Counsellors or Educational Developers:

Azra Khan, Dawson College

Azra Khan, Pedagogical Counsellor in the Office of Academic Development at Dawson College, exemplifies the qualities recognized by the SALTISE “Best Practices & Pedagogical Innovators Award.” Her leadership and behind-the-scenes dedication to academic excellence, inclusive pedagogy, and sustainable practices make her a linchpin in the Dawson community and beyond.
Azra supports new teachers through Dawson’s New Faculty Orientation and Integration Program and continues to accompany them in developing pedagogical strategies and pursuing professional development. Her role expands across the college as co-chair of the Equity, Diversity, Inclusion, and Accessibility (EDIA) Working Group and as a member of the Strategic Plan Steering Committee, where her input contributes to Dawson’s institutional priorities.

Her influence reaches the broader CEGEP network through active roles with Performa, AQPC, SALTISE (as a conference planning member), and Intercollegiate Ped Days. Azra is also a passionate advocate for sustainability in education. She serves on the Advisory Committee of Dawson’s Office of Sustainability and facilitates Dawson’s Sustainable Happiness Certificate for faculty and staff.

A tireless collaborator, Azra supports Dawson’s communities of practice, coordinates grants for inclusive and equity-based initiatives, and shares best practices across institutional boundaries. She has contributed to numerous college bodies, including the Senate, Board of Directors, and multiple advisory committees. Azra’s ability to seamlessly weave together inclusion, sustainability, collaboration, and innovation reflects her unwavering commitment to meaningful pedagogical change. She is a quiet but powerful force in shaping the future of education in Quebec’s anglophone CEGEP network.

Amanda Saxe, McGill University

Amanda is a Pedagogical Lead and Academic Associate with McGill University’s ELATE (Enhancing Learning and Teaching in Engineering) and TLS (Teaching and Learning Services) units. In these roles, Dr. Saxe supports professors, lecturers, and teaching assistants to access training, develop effective teaching skills, and create accessible and inclusive pedagogies. She also contributes regularly to academic communities such as SALTISE and CEEA (Canadian Engineering Education Association).

Staff across the Faculty of Engineering place a high value on innovation in research and design. However, it can be challenging to drive innovation within the actual practice of teaching engineering and design in Higher Education. Dr. Saxe plays a crucial role designing tools and guiding sustainable actions toward a more accessible, inclusive, and altogether more impactful experience for increasingly diverse populations of learners. She has gone above and beyond to facilitate important discussions about disability justice and Universal Design for Learning, which are invaluable contributions in a university that remains highly inaccessible, both with respect to physical infrastructure and to the professional culture.

Dr. Saxe exemplifies collaboration and collegiality, and the Engineering department has benefited from her expertise, compassion, and enthusiasm to support my own work with the Office of E-IDEA (Engineering Inclusivity, Diversity, and Equity Advancement). Her collaborations include working groups on accessibility and inclusion, a Community of Practice to grow EDI advocacy among staff, and events to build EDI knowledge and skills, among others. Dr. Saxe is an incredibly deserving candidate for this SALTISE recognition.

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2025 Student as Educational Innovators Award

Award for Undergraduate, College or Continuing Education Student:
Angelica Calcagnile, Concordia University

Angelica Calcagnile’s experience as a continuing education student in an innovative classroom has led directly to an ongoing role as a mentor for other students, and as a full member of a research team of faculty, graduate and undergraduate students, and community members dedicated to exploring innovative pedagogy using video games.

Emerging as a leader on the student research team attached to a SSHRC-funded multi-year project on the use of Minecraft in the undergraduate classroom, she has presented her research at local, national and international refereed conferences, including SALTISE.

At the 2023 Canadian Game Studies Association national conference, Angelica and her colleagues won the Most Creative Paper award for their paper on innovative digital pedagogy; the paper is currently in submission for publication in a peer-reviewed journal.

Award for Graduate Student:
Nathalie Duponsel, Concordia University

Nathalie Duponsel is an outstanding candidate for the SALTISE Graduate Student Innovators Award. As Nathalie’s doctoral supervisor, I have witnessed her exceptional dedication to promoting excellence and innovation in education. She completed her PhD in education in April 2025 with excellence. Her research findings are very promising for STEAM education.

Nathalie was my teaching assistant for both undergraduate and PhD courses, where she showcased her skills by employing innovative approaches like problem-based learning, case-based learning, and flipped classrooms. She is also the Coordinator of the Concordia University Innovation Lab, where she works closely with students to develop their innovation skills. Nathalie has co-created groundbreaking pedagogical tools with me, including a toolkit to guide students through the innovation process. From 2017 to 2022, Nathalie committed herself to enriching the educational experiences of underserved communities at Chalet Kent Côte-des-Neiges. Her efforts were pivotal in fostering positive STEM experiences for marginalized youth, boosting their confidence and interest in STEM fields. Nathalie’s doctoral thesis explores integrating maker education as a much-needed forward-thinking pedagogical approach in school settings.

Nathalie exemplifies steadfast support for her peers and a strong commitment to mentorship. She collaborates actively with fellow students in both the Innovation Lab and my research group, providing guidance and fostering skill development. Notably, she partnered with one of my undergraduate students to create a system map of educational programs in hospital schools for sick children. The team represented Concordia at the Map the System Canada competition in Calgary. In light of these achievements, I wholeheartedly endorse Nathalie as a deserving candidate for the Graduate Student Innovators Award.