When Prof. Paul Warchuk received the 2025 UNB Law Teaching Excellence Award at the spring graduation dinner, he wasn’t thinking about accolades or recognition. He was thinking about people—the students who fill his classroom, the colleagues who support him, and the community that makes his work meaningful.
“It’s always nice to be recognized,” he says, reflecting on the moment. “But for me, the more meaningful part is thinking about the people who put in the time and wanted to get me recognized—the people who wrote in, and encouraged others to write in. It makes you feel part of a community. It makes it feel like people care about you.”
For Prof. Warchuk, teaching isn’t just about imparting legal knowledge—it’s about relationships. Whether it’s catching up with graduates over lunch or seeing students as they head off to clerkships in Ottawa, he finds deep satisfaction in the support, encouragement, and connection that flows both ways in the classroom.
“I think it’s pretty transparent to students when you actually care about them or take things seriously,” he explains. “It’s different from thinking, ‘Teaching is just part of my job,’ and then doing the bare minimum.”
Prof. Warchuk’s teaching philosophy has evolved over time, shaped by both experience and reflection. When he first arrived at UNB Law, his approach was similar to that of many new professors: rooted in his own specialty, with the instinct to transfer as much of that knowledge as possible to his students. But the reality of student needs soon changed his perspective.
“Students come with very different goals. Some people, let’s say in administrative law, might want to become the administrative law master—and that’s great. It makes me super excited. But then there are a lot of people who just need the credit. Maybe they’re never going to work in administrative law, maybe they’re never even going to practice law. You can’t just teach to the top 10% of the class. It’s important to open the classroom to the other 90% as well.”
Flexibility became the cornerstone of his approach. Optional assignments, class recordings for students balancing multiple responsibilities, and the freedom to chart individual paths within a course all reflected his commitment to accommodating diverse goals. His aim is to make the material accessible to everyone, ensuring that all students leave with the core competencies and tools they need, while also giving those who want to push further the opportunity to do so, without forcing the entire class beyond what they need.
Innovation in teaching, Prof. Warchuk explains, isn’t about inventing new methods—it’s about responding to students and creating an environment where learning can thrive. For him, that means leaning into his own strengths and favouring a casual, approachable style over a formal, professorial one. Central to his philosophy is striking the right balance: overly regimented classrooms can intimidate, while too much informality risks losing focus. His goal is a middle ground—structured enough to stay on track, yet relaxed enough to encourage questions, especially from students who might otherwise stay quiet.
“I lean toward a relaxed atmosphere,” he explains, “but it’s not without structure. We still go through the readings, still work through the material. It’s just about making space for learning without the fear or rigidity that can shut people down.”
Even in the rigour of law school, Warchuk finds ways to make learning memorable. One of his favorite stories involves a contracts class, a windowless room, and a creative twist: the meme wall.
“We were in Room 14, and I said, ‘Look, the 1Ls are in all their classes in the same room. We need to spruce this place up, make it more conducive to learning.”
The result was a wall filled with contract-related memes, a playful learning exercise that built camaraderie among the 1Ls. As one student shared in their nomination letter, “Lamenting the lack of contract law memes available on the internet, [Prof. Warchuk] encouraged students to develop their own memes that explained the law of contracts. It was a friendly challenge that my classmates and I embraced with enthusiasm. Each week, we would add a new meme to the wall, and, between classes, students would gather around to inspect new additions. What felt like a fun diversion turned out to be something more—a complement that helped them better understand a new area of law.”
Coaching the Laskin Moot was another standout moment for Prof. Warchuk. For years, he had always been in the spotlight as a mentee—coached, prepped, and supported by others. Suddenly, he found himself on the other side of that dynamic: “I was in a supporting role—the students were my team, and I was just sitting on the back bench, fingers crossed, hoping for the best,” he remembers.
The experience marked a turning point: no longer the junior lawyer being guided, he had transitioned into the role of mentor, proud to step back and celebrate the achievements of his students.
“As my moot coach, he went far beyond the expectations of his role,” shares Alexandra Guitard. “He dedicated countless hours to help us prepare, offering insightful feedback and guidance during practice sessions. What truly set him apart, however, was his ability to keep morale high when stress should have prevailed. In the lead-up to the competition and during the competition, when tension and pressure were building, Prof. Warchuk kept the mood light, encouraging, and positive. His ability to balance preparation with moments of levity ensured that we stayed focused and motivated, even in the face of challenges. His unwavering support and genuine care for his students’ well-being left a lasting impression on all of us.”
Fostering a supportive and inclusive learning environment is central to Warchuk’s teaching as well. He strives to make himself available outside of class and provides structured support during exam periods, offering review days and Teams calls to field last-minute questions.
“He offers extensive office hours, detailed exam reviews, and extra resources, demonstrating his unwavering commitment to student success," shares Julia Raposo (JD’25). “While preparing for my administrative law exam, Prof. Warchuk extended his office hours to accommodate meeting with me numerous times to answer my questions and ensure I felt set up for success.”
Prof. Warchuk has relied on the mentorship of his colleagues to help guide his methods. “You can do it alone, but it would take a lot more time, and you’d make more mistakes. Mentorship is a shortcut to refining your craft. Teaching will change a lot over time. You’re never going to get it right the first time. You must be open to feedback and turn to colleagues who’ve been through it before.”
Ultimately, Warchuk’s impact in the classroom is measured not just by what he teaches but by how he inspires. In a nomination letter for his award, a group of students captured this sentiment:
“Faculty are the single most important expenditure for any university; they are, after all, a university’s most important investment. UNB is truly fortunate to have one of the brightest young minds in Canadian administrative law, sharing his expertise with the lawyers of tomorrow.”
