Teaching & Learning
As an educator, researcher, and leader, I center love as a methodology in all that I do. I believe that approaching my work with a deep sense of empathy, care, and compassion allows me to create spaces that honor and celebrate our shared humanity. Love enables me to hold space for difference, engage in difficult conversations, and build meaningful relationships with those around me. By centering love, I am able to engage in reflexive and critical analysis that acknowledges the multiple, complex layers of power and identity that shape our experiences.
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I view education as a powerful tool for personal empowerment and collective liberation. My goal is to inspire students to see themselves as agents of change within their communities, equipped not only with the knowledge and skills they need but also with a sense of purpose, responsibility, and connection. I encourage learners to critically examine the systems they operate within and to develop the tools and confidence to challenge and reshape those systems for the greater good.
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At the heart of my teaching philosophy is the belief that learning should be an ongoing, reflective practice—one that embraces complexity, nurtures curiosity, and fosters resilience. I strive to empower students to approach both their studies and the world with empathy and openness, understanding that their individual growth contributes to the collective transformation we seek as a society.
Courses Taught
This course provides students with practical, hands-on leadership experience in recreation settings. It emphasizes group dynamics, team-building, and decision-making, preparing students to lead with confidence and adaptability in diverse environments.
This course bridges theory and practice, offering students the opportunity to apply academic learning in real-world work settings. Through reflective practice and experiential learning, students gain valuable insight into professional environments, preparing them for leadership roles in their chosen fields.
Focusing on leadership and management within community recreation, this course equips students with the tools to manage recreational services ethically and effectively. Topics include leadership theories, policy development, and operational strategies, with a strong emphasis on community engagement and inclusive leadership.
Recreation Reimagined invites students on an introspective journey, redefining recreation as not just a leisure activity but a potent vessel for hope, change, and societal transformation. Anchored in the profound teachings of Adrienne Maree Brown, Tricia Hersey, and Vanessa Machado de Oliveira, the course seeks to reimagine recreational spaces as sanctuaries of hope and resistance. Students will delve deep, understanding the significance of recreation in movements like BLM and Truth and Reconciliation, culminating in their evolution as change-makers, ready to lead with hope and purpose.
COURSES SUPPORTED THROUGH INSTRUCTIONAL ASSISTANCE ROLE
Students engage with concepts of reflective practice and self-directed learning in the context of recreation. They examine personal and professional experiences, participate in strategic planning and professional development, and create self-directed learning plans. Additionally, students pursue certifications or volunteer experiences to enhance their portfolios and skills for a career in recreation. The course is graded on a Satisfactory/Unsatisfactory basis and is restricted to students in the Bachelor of Recreation Management and Diploma in Recreation Leadership programs.
View the document I built for RECR2288 here:
Using community development and project management approaches, students plan, organize, deliver, and evaluate a community event. They create an event manual that documents all functional areas of the event planning, delivery, and evaluation.
Assessment & Assignment Examples
1 / RECR1162: Collaborative Leadership Resource Base
This assignment encourages students to develop the habit of self-directed learning by compiling a list of 10 resources that deepen their understanding of leadership. Students explore academic publications, non-academic sources like TED talks, and engage in conversations with leaders in their own lives. By summarizing and reflecting on each resource, students critically examine how these materials enhance their leadership practice. The assignment promotes ongoing learning and collaborative knowledge sharing through a class wiki page.
2 / RECR3230: Personal Leadership Evaluation
This assignment challenges students to evaluate their leadership style by identifying their strengths and areas for improvement. Drawing on personal experiences and self-assessment results, students reflect on their leadership philosophy and how it applies to their community or workplace. Students have the flexibility to express their insights through various formats, such as narrative storytelling, visual presentations, or even podcasts, allowing them to creatively explore their leadership journey.
3 / WILX1101: Portfolio Assignment
This portfolio assignment encourages students to reflect on their leadership development journey while integrating international experiences and insights from travel. Through evidence such as reflections, project work, and personal experiences—including those gained through international exchanges—students demonstrate their growth as leaders in the recreation field. The portfolio allows students to showcase their skills, certifications, and learning from international opportunities, such as study abroad or global collaborations, preparing them for leadership roles in diverse and cross-cultural environments. This assignment supports both personal and professional development, making it a valuable tool for future career advancement.