Congratulations to Dr. Tammy Labreche and Dr. Brett Barrett on receiving the 2025 Excellence in Science Teaching Award (ESTA) from the Faculty of Science. This award is granted annually to two instructors who have demonstrated excellence in teaching in their undergraduate or graduate courses, as nominated by students, faculty, and staff.
At the Faculty of Science, we are inspired daily by our remarkable educators who go the extra mile to further student learning. Continue reading to learn more about the award winners, their teaching philosophy, and what they love about being a professor.
Dr. Tammy Labreche, Optometry
Dr. Tammy Labreche is an associate clinical professor at the School of Optometry and Vision Science. She earned a Bachelor of Science, a Doctor of Optometry and a residency diploma in low vision and geriatrics, all from the University of Waterloo. Following several years in private practice, she joined the faculty at the School in 2004 and is now an associate clinical professor, director of the George and Judy Woo Centre for Sight Enhancement (CSE) and head of the CSE’s Low Vision Service. She primarily teaches and researches in the areas of low vision rehabilitation and healthy aging.
What is your teaching philosophy?
The underlying driving philosophy for my teaching continues to be the provision of a positive, team-based experiential learning experience at the George and Judy Woo Centre for Sight Enhancement Low Vision Service. It is my hope that by sharing my passion both in the classroom and the clinic, students become motivated to be practicing optometrists who will implement the specialized techniques and knowledge required in low vision within their future career.
What do you love about teaching?
I love sharing my passion with the students! What I love most is when students not only see the benefit of the service provision but also get excited about it.
Dr. Brett Barrett, Pharmacy
As a University of Waterloo School of Pharmacy teaching fellow and associate professor, Dr. Brett Barrett has significantly enhanced pharmacy education through innovative teaching methods and interprofessional collaboration between pharmacy and nursing students. She has been a key leader in the implementation of the Pharmacists’ Patient Care Process (PPCP) and integrated educational technologies like Top Hat and a mock Electronic Medical Record (EMR) to better prepare students for clinical practice.
What is your teaching philosophy?
At the heart of my teaching philosophy is a desire to help students build confidence, curiosity, and critical thinking. I strive to create a safe and supportive environment where they feel comfortable asking questions, exploring uncertainty, and applying their knowledge to real-world clinical problems. I believe that learning should be active, inclusive, and grounded in evidence, so I use hands-on strategies, case-based learning, and technology to bring pharmacy practice to life. I also see teaching as a partnership – one where I guide students but also learn from them. Watching them grow into thoughtful, capable pharmacists who are ready to make a difference in patient care is one of the most rewarding parts of my work. Ultimately, I want my students to leave my classroom feeling empowered – not just with knowledge, but with the confidence to think critically, work collaboratively, and adapt to the challenges of an evolving healthcare system.
What do you love about teaching?
What I love most about teaching is seeing those ‘aha’ moments – when something clicks for a student, and they suddenly feel more confident tackling a complex clinical scenario. I really enjoy helping them move beyond memorizing guidelines to thinking critically and confidently navigating the nuance that comes with real patient care. One of the most rewarding things is when students come back from co-op work term experiences or clinical rotations and say they felt more confident in the hospital setting because of what we covered in class, or that they’re advocating for more appropriate use of antibiotics. Knowing I’ve helped build that confidence and clinical reasoning – it’s incredibly meaningful to me. And at the end of the day, what matters most is knowing that my students’ patients are going to receive the excellent care they need and deserve.