teaching
Ten years after graduation, the field of journalism looked almost nothing like what had been envisioned during my education. Fortunately, my advanced degree included a balance of broadly applicable skills and theoretical knowledge, which allowed me to adapt to this evolving and uncertain workplace.
And quickly realize that a whole new generation of lifelong learners would also require applied skills, for the job-at-hand, and analytical skills, for that job on the horizon.
Teaching philosophy
Working as a teaching assistant was where I first began to form my philosophy of learning. I was a graduate student, studying journalism, and I helped run a radio news lab that tried to emulate the intense experience of working in a newsroom under deadline pressure. I like to believe that the undergraduate students, with whom I worked, learned a lot. I certainly did. I learned that a program of study could be tough and fun, if the goals were clear and the program was carefully designed. I refined my philosophy of learning working as a volunteer leader with Scouts Canada, where I helped youth of various ages and backgrounds challenge themselves, achieve goals and acquire new skills. It was with Scouts that I learned, and taught, the Plan-Do-Review model, which is the mantra of scouting and a template for experiential learning. In essence, we challenge youth to plan their adventures, carry them out and review what they have learned from their successes and failures. I believe that learning is a natural part of everything that we do and experience, and that learning has an intrinsic value that may not always be easy to measure. I believe teaching is a practice that fosters, promotes and orients that natural learning experience toward specific goals. I believe students are partners in the learning experience and should be empowered with responsibility for it. I believe each student is an individual who should have the opportunity to bring their own experience to the learning process. They should feel welcome, challenged and able to take risks. Learning goals should be specific and achievable, with sufficient effort. I believe the only way to measure teaching success is through student engagement with the goals and orientation of the specific program of study. I also believe that self-reflection is the most neglected element of assessment and evaluation. Sadly, it is also the most important as it is the key to self-awareness, independent learning and agency. COurses and evaluations
ENL1813T COMMUNICATION I (Section 30)
Algonquin College, Fall 2018 Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Through a combination of lectures, exercises, and independent learning, students practice writing, speaking, reading, listening, locating and documenting information and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments.
ENL1813T COMMUNICATION I (Section 29)
Algonquin College, Fall 2018 Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Through a combination of lectures, exercises, and independent learning, students practice writing, speaking, reading, listening, locating and documenting information and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments.
ARtIFACTS
Faculty Self-Assessment
CERTIfications
RECOGNITION
Awarded seven certificates of commendation for my leadership and work with youth by Scouts Canada
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