Over 20 years, I’ve taught across multiple formats: traditional semester courses, intensive workshops, micro-credentials, and professional development programs. I’ve worked with learners from first-year undergraduates through doctoral candidates, and trained 600+ faculty in educational technology and pedagogy.
Western Continuing Studies
Taught and 8-week self-paced course and taught and re-designed a 6-week course
- Essential Writing Fundamentals
- Assessments of Learning in Workplace Contexts
Conestoga College (2020-2025)
Micro-Credentials
Designed and delivered 19 different 2-4 week micro-credential courses across three main areas:
- AI Integration (6 courses on pedagogical approaches to generative AI)
- Collaborative Learning (6 courses on team-based learning and peer feedback)
- Teacher Development (courses on teaching in degree programs, asynchronous delivery, and professional growth)
Total: 81 sections, approximately 1,200 participants
Faculty Development
- Designed 71 unique workshop types on educational technology, assessment design, inclusive teaching, and AI integration
- Delivered approximately 450 workshop sessions to 600+ faculty
- Facilitated 6 Instructional Skills Workshops (intensive 3-day training)
Credit Courses (15 weeks)
- Diploma level, including Organizational Behaviour, College Reading and Writing, Concepts in Gender
- Degree level, including Academic Communications (2 sections)
Western University, Brescia University College, and Huron University College (2009-2018)
Graduate Level
- Doctoral (EdD) courses include independent reading courses in organizational change and educational leadership (2 sections)
- Master’s courses Engaging Digital Learners in a Globalizing World (4 sections), International Education Capstone (3 sections), Gender Theories in Education, and independent courses
Undergraduate Level
- English and Writing, including Feminist Literary Theory (3 sections), Writing for Media Studies, Survey in Twentieth-Century British/Irish Literature, plus special topics courses on consuming women and fiction/self, Major forms of oral discourse, introduction to writing
- Gender and Global Studies, including Special topics on the monstrous feminine (2 sections) and wedding culture, Cultures of Gendering, The Writer’s Studio (2 sections)
Teaching Support, Supervision, and Recognitions
Teaching Support
- Western University, Tutorial Leader and Teaching Assistant (2004-2008)
- UBC Okanagan (2004-2005): Undergraduate English courses in poetry, drama, fiction, and writing
- Carleton University (2002-2003): Tutorial Leader for undergraduate English courses
Supervision and Examination
- Thesis Committees: 3 Doctoral (EdD) committees; 1 Master’s (MA) committee
- Thesis Examinations; 5 Doctoral (EdD) examinations; 2 Master’s (MA) examinations
- Supervised 8 work-study students and teaching assistants at Western University and Conestoga College
Teaching Recognitions
- Excellence in Teaching Award, Faculty of Education, Western University (2017, 2018, 2019)
- Brescia Dean’s Honour Roll for Teaching (2011)
- Great Ideas for Teaching Award, Teaching Support Centre, Western (2007)
- Graduate Teaching Award nominations (2005, 2006, 2008)
Summarized Teaching Philosophy
My teaching across all these contexts has been guided by a few core principles:
- Learner-centered design: Whether teaching doctoral students or diploma learners, I start with what people need to know and be able to do, then work backward to design experiences that get them there.
- Evidence-based practice: I draw on research and proven practices about how people learn, but I also pay attention to what’s actually working in the room (or online space) and adjust in the moment.
- Accessibility and inclusion: Every course, workshop, and resource I create follows AODA legislation and Universal Design for Learning principles. Learning should be available to everyone.
- Practical application: Adults learn best when they can immediately apply what they’re learning to real problems. So whether it’s designing assessments, understanding organizational behaviour, or integrating AI, I focus on authentic tasks.
- Outcomes-based scaffolding and feedback: Learning complex skills takes time and support. I build in structured support early, then gradually release responsibility as learners gain confidence. And feedback needs to be developmental, not just evaluative.
- Human-centered technology use: Technology and AI are tools, not solutions. I integrate them when they genuinely improve learning or free up time for more meaningful work. Before adoption, I ask: Does this help people learn? Is it accessible? Does it respect privacy and agency? Does it solve a real problem?
- Continuous improvement: I use evaluation frameworks like Kirkpatrick’s model because they help me figure out what’s actually working. And I use it in my own critical self-reflection for innovation and continuous improvement.