Luke Skulmoski

Architected technical learning systems by integrating AI as a core productivity multiplier, reducing curriculum design and development by 75%. Built modular, inclusive, documentation-first learning experiences to bridge engineering theory to real-world field execution.

Designed and troubleshot complex electrical systems while managing projects using CAPM practices. Applied systems thinking to improve both technical performance and customer-facing outcomes.

Conducted global meta-research on Knowledge Translation & Exchange (KTE) strategies and translated findings into actionable guidance for WorkSafeBC Research Services leadership. Drove implemented KTE strategies that increased library resource requests by 25% across the organization.

Directed instructional delivery for electrical apprenticeship learners for 15+ years, translating dense technical codes into modular learning units. Architected a documentation-first, asynchronous model that moved 80% of instruction online and reduced learner time off-site from 10 weeks to 2 weeks.

Designed and developed BeeSafe TCP vocational training materials while also authoring key instructor and learner resources for program launch. Authored 206-page Student Learning Guide, 221-page Instructor’s Guide, 101-slide PowerPoint package, and 36-page workshop guidebook, plus DACUM, syllabus, and final exam content.

Delivered remote instruction and managed LMS-based course support, focusing on sustaining effective peer interaction in a virtual environment. Resolved participation challenges for learners who were initially hesitant to engage actively.

Chaired the Research Ethics Board, leading a multi-disciplinary review team to produce considered research ethics outcomes. Coordinated governance across varied backgrounds including arts, sciences, health, and technical disciplines.

Authored and edited electrical apprenticeship learning module chapters during a provincial curriculum revamp process. Rewrote and produced 15 modules within the project timeline to support harmonized apprenticeship training content.

Observed and assessed the BC Forest Safety Council’s New Faller Training Program during a three-stage pilot project and produced detailed reporting. Evaluated how program design and delivery exercised Deloitte Canada (2015) recommendations related to faller certification improvements.

Completed two NSERC Engage Grant applied research projects, leveraging electrical power systems expertise and graduate-level research methods. Developed prototypes including a hopper-style metal-container counting machine with an integrated PLC that achieved a 0.035% counting error rate.

Served as interim Associate Dean (Science, Technology, and Health), learning multi-department organizational leadership and governance. Managed contradictions and resolved conflicts to support smooth operations while enabling innovation and improvement.

Designed the Trades components of the TTTE (Trades, Technology, Teacher Education) program, aligning curriculum needs with student learning and industry standards. Partnered with professionals from diverse backgrounds to develop and refine the educational experience.

Developed a hybrid (80% online, 20% face-to-face) delivery system for Level 1 electrical apprenticeship training, including LMS/UX research and QA using learner feedback and usage patterns. Built the training with tools including WordPress/LearnDash and Articulate 360 while reducing learner off-worksite time from 10 weeks to 2 weeks.

Installed, troubleshot, and repaired well water pump systems in on-site rural service contexts. Delivered reliable fixes for residential well water systems through hands-on diagnostics and repairs.

Worked as a high-voltage electrician with responsibilities in unionized utility environments after completing an apprenticeship term. Performed electrical construction and maintenance responsibilities under high-safety operating conditions.

Activities and societies: Canadian Association for the Study of Adult Education (CASAE)

Earned a Doctor of Education with a specialization in educational research and a focus on adult learning. Member of the Canadian Association for the Study of Adult Education (CASAE).

Activities and societies: Canadian Association for the Study of Adult Education (CASAE)

Earned a Master of Arts with a specialization in adult learning within educational research. Member of the Canadian Association for the Study of Adult Education (CASAE).

Activities and societies: VCC Alumni

Completed the Provincial Instructor Diploma (PID), focused on designing, developing, managing, and assessing instruction for adults in post-secondary, business, industry, and informal/non-traditional learning environments.

Completed the Master Electrician program resulting in a Red Seal Endorsement (RSE).