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Teaching Experience

Professor (Partial-Load) (2016-2017)
Department of Liberal Arts, Seneca College (Newnham and Seneca@York campuses) 
Two sections of Critical Analysis of Research
  • Developed a qualitative methodology course for students engaged in the Bachelor of Interdisciplinary Studies program that focused on collaborative, skills-based learning for students’ own Capstone projects
  • Mentored students through the Tri-Council Policy for Ethical Conduct of Research Involving Humans, 2nd edition (TCPS 2) 
Seven sections of Academic Research and Writing
  • Developed curriculum to align with the skill set behind writing an undergraduate Social Sciences and/or the Humanities research paper: Brainstorming, research questions, researching peer-reviewed journals, outlining, drafting, proofreading, and presenting.
  • Prioritized one-on-one support by scheduling extra office hours to talk to each student about the development of their research and writing.
  • Assessed and evaluated students with a variety of different methods including concept maps, in-class assignments, hand-written research journals, and formal written papers.
Two sections of Capstone Project I
  • Developed individual curriculum and reading lists for students conducting their independent research for their Honours Bachelor of Interdisciplinary Studies Capstone project
  • Supervised students’ data collection to ensure it met the standards of Seneca’s Research Ethics Board as well as provided multiple opportunities for assessment and evaluation of findings 
  • Conducted biweekly one-on-one meetings to assess progress and co-create aims and objectives to ensure it met course requirements in preparation for Capstone II
Two sections of Current Events in Canada
  • Developed a curriculum that was a blend of Secondary level Civics and Undergraduate level Intro to Political Science, where students developed a foundation for understanding Canadian political structures before learning about forms of social activism.
  • Created lectures, PowerPoint review slides, links to current event news, and in-class assignments that responded and expanded the content from the textbook with contextualized examples from the present. Examples such as Bill C-51, the Inquiry on Missing and Murdered Indigenous Women, climate change, and the structural and political changes between the Trudeau/Harper governments. 
  • Engendered a commitment and engagement from the students to attend and participate in class, as evidenced by an above-college average 76% full attendance each class.

Senior Coordinator, Educational Programming and Exhibitions 
Archives of Ontario (2012-Dec 2014)
Developed ten curriculum-linked workshops for students in grades 3-12, focusing on the use of primary, archival materials when learning Social Studies and History. 
Emphasized the importance of using primary source materials for witnessing new stories and people in national narratives, integrating feminist, anti-racist, and postcolonial theory into the curriculum of the workshops.
Ran all ten workshops for elementary, intermediate, and secondary students over two and a half years, both on-site, in the Archives of Ontario classroom, and at schools across Ontario. 
Workshops included:
  • Preserving the Past: Archives for Primaries (Grade 3)
  • Somebody Told Me: Exploring Primary Sources (Grades 4-8)
  • Creation, Exploration: Black Canadian History in the Archives (Grades 8-10)
  • Researching at the Archives (Grades 9-12)
Developed and ran professional development support and workshops for practicing and in-training teachers across Ontario; emphasizing the integration of primary source 
Workshops included:
  • Using Primary Sources: Challenging Junior/Intermediate Curricula
  • Inquiry and Primary Sources: For Intermediate/Senior Teacher Candidates
  • The Thrill of Discovery: Education at the Archives of Ontario
  • Using Primary Sources to Center Social Justice: Education and the Archives of Ontario
Developed 20 curriculum-linked online resources for teacher-use in the classroom. Resources were “Monday morning ready” with a variety of lesson and activity ideas and worksheets and primary source handouts for use in the class.  Redeveloped resources to align with the redeveloped Social Studies and History curriculum in Ontario in 2013.
Students and teachers reached: 7,000+

Writing Support Teaching Assistant, Consecutive Program 
Faculty of Education, York University (2010-2012)
Provided in-person, on-site and electronic teaching support for Teacher Candidates in order to help them develop their writing and communication skills whilst in the Bachelor of Education program.
Travelled to all ten sites on a rotating basis to ensure equitable access to Writing Support services.
In the second year, innovated program by developing and providing electronic services to students. This included creating handouts, newsletters, and podcasts on subjects such as references styles, writing formats, and presentation techniques. 

Instructor (2008-2009)
Department of Liberal Arts, Seneca College (Seneca@York campus) 
Four sections of Current Events in Canada
  • Expanded content from Spring 2008 term to include greater detail on Canadian political structures and civic participation.
  • Reviewed and selected appropriate textbook for course, and supported all literacy levels providing comprehension and analytical questions to support their independent reading.
  • Used innovative teaching and assessment strategies to appeal to different learning styles. For example, prepared and conducted lectures provided opportunities for in-class collaborative learning, critical thinking, and problem solving. 
Teaching Assistant (2008-2009)
Faculty of Education, York University 
One section of Teaching and Learning for the Inclusive Classroom  
  • Monitored class content and provided one-on-one comprehension support for Teacher Candidates
  • Conducted research, created and evaluated an assignment on Reflective Teaching to support Course Directors  
Instructor (2008)
Department of Liberal Arts, Seneca College (Seneca@York campus) 
Half-section Current Issues in Canada
  • Developed a half-term curriculum based on the understanding the Canadian Charter of Rights and Freedoms and electoral refor
  • Collaborated with co-teaching Professor regarding course objectives and assessment
Two sections Academic Research and Writing
  • Developed curriculum, created lectures, and created in-class activities for this mandatory second-year course designed to help prepare college students for university
  • Post-course teaching evaluations demonstrated that I was consistently rated above average for both the department and college, with specific praise for the one-on-one support I built into the course structure
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