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Troy Boucher receives 2026 FASS Employee Achievement Award
Congratulations to the 2026 winners of SFU's Faculty of Arts and Social Sciences (FASS) Employee Achievement Awards! Among the recipients include Psychology's Troy Boucher, who received the FASS Employee Achievement award in the teaching category.
Divided into the staff and teaching streams, this award recognizes the dedication and hard work of FASS employees, including staff, faculty and temporary instructors, in their collective service to students.
As part of this recognition, the award winners will present a brief talk on their pedagogy and teaching philosophy at the annual Cormack Teaching Symposium, which will take place on September 24.
Teaching Awards: Sessional Instructor
To recognize a sessional instructor who excel in one or more of the following areas: engaging students in discovery of new knowledge; introducing innovative pedagogical approaches to learning; encouraging and supporting student learning; organizing and delivering an interesting and challenging syllabus; exemplifying collegiality, professionalism, and interdisciplinary respect.
Troy Boucher
Psychology
Troy Boucher is a doctoral student in Clinical Psychology and member of the Autism and Developmental Disabilities Lab (ADDL) at SFU. His research focuses on the lived experiences of Autistic adults and decolonizing research and clinical practice. Boucher is a citizen of the Métis Nation British Columbia and he teaches PSYC 391 – Indigenous Peoples and Psychology. This course examines how colonialism shapes the well-being of Indigenous Peoples in Canada, and students learn about Indigenous perspectives on wellness and research methods. Boucher brings together research, Indigenous voices, storytelling, history, and contemporary events to make these connections tangible for students. His teaching emphasizes cultural humility and curiosity, with regular opportunities for students to explore their assumptions and reflect on how their perspectives change throughout the course. Boucher hopes students leave his classroom better prepared to identify bias and inequity in psychological research and practice, and to think critically about their own role within the discipline.