Diverse, practice-ready learners:
Students include community college facilitators, corporate trainers, military training officers, adult learning practitioners, and MBA learners at varying career stages — bringing rich professional experience into every course.
Broad teaching portfolio:
I teach across undergraduate and graduate levels in Adult Education and the MBA program, spanning topics from transformative learning and adult development to instructional design, eLearning evaluation, and data visualization.
Multiple delivery formats:
My courses span asynchronous online, synchronous video-based, hybrid, and in-person workshop formats — each requiring distinct instructional design and facilitation approaches.
Inclusive and non-traditional practice:
Grounded in Universal Design for Learning (UDL), I offer learners meaningful assessment choices — including arts-based and varied modalities — to honour diverse strengths and ways of knowing.
Active curriculum developer:
Teaching four to six courses per academic year, I developed three new courses in the past academic year — reflecting an ongoing commitment to relevant, intentional, and responsive course design.
Peer mentor and online learning advocate:
Beyond my own courses, I regularly guide facilitating peers on online course design and delivery, contributing to a broader culture of teaching excellence within my academic community.
Teaching in Adult Education means teaching at the intersection of theory and lived experience — and my teaching context reflects that complexity in full. Across a portfolio that spans undergraduate and graduate levels, multiple delivery formats, and two distinct academic programs, I work with some of the most professionally rich and experientially diverse learners in higher education.
Within my Adult Education courses, my students are not novices to learning or facilitation — they are practitioners. Active facilitators from community colleges, adult learning program coordinators, corporate trainers, and military training officers sit alongside one another in my courses, each bringing a distinct institutional culture, a different set of professional assumptions, and a different relationship to the theories and practices we explore together. This is not a classroom where knowledge flows in one direction. It is a space where peer expertise is as pedagogically valuable as course content, and where I must consistently design for relevance across vastly different professional realities. Managing that diversity — and turning it into a learning asset rather than a logistical challenge — is one of the defining features of my teaching practice.
My teaching extends beyond Adult Education into the MBA program, where I teach a workshop-based Data Visualization course that serves a markedly different student profile. Here, learners range from those stepping into their first professional roles to seasoned practitioners with deep career histories. This range demands a different kind of instructional agility — one where scaffolding and differentiation are built into the design from the outset, and where the relevance of data literacy must be made visible and compelling across a wide spectrum of experience and aspiration.
The breadth of topics I teach across these contexts is equally wide. My courses address foundational questions about who adult learners are and how they develop; pedagogical and ethical dimensions of facilitation and training; the design and evaluation of instructional materials and eLearning environments; the role of technology in adult learning; and the historical and philosophical origins of the field itself. Several of my undergraduate courses are also open to graduate Master of Education students, creating intentionally mixed-level learning environments that deepen dialogue and require careful attention to how I structure participation, assessment, and intellectual challenge.
Delivery modes across my portfolio are equally varied — asynchronous online courses designed for maximum flexibility, synchronous video-based courses built around real-time community and dialogue, hybrid formats that blend online and in-person engagement, and face-to-face workshop experiences. Each format requires a distinct instructional approach, and moving fluidly across them is a core competency of my practice. My engagement with online teaching extends beyond my own courses — I regularly provide guidance to facilitating peers on online course design and facilitation, drawing on my experience across formats and contexts to support the broader teaching community in delivering effective and engaging online learning experiences.
Central to my teaching philosophy is a commitment to non-traditional and inclusive approaches to both facilitation and assessment. I actively pioneer instructional methods that move beyond conventional online delivery, designing learning environments that are responsive, creative, and grounded in Universal Design for Learning (UDL) principles. This commitment is most visible in how I approach assessment: rather than defaulting to standardized formats, I offer learners meaningful choices in how they demonstrate their learning — including arts-based options and a variety of modalities that honour different strengths, identities, and ways of knowing. The goal is not novelty for its own sake, but equity — ensuring that every learner has a genuine opportunity to show what they know and who they are becoming as practitioners.
Teaching between four and six courses per academic year — depending on course scheduling — reflects the nature of contract academic work, where teaching loads can vary considerably. Within that context, curriculum development has remained a consistent priority. Over the past academic year, I developed three new courses, each requiring meaningful investment in design, content development, and program alignment. For me, this work is simply part of what it means to teach well — ensuring that courses remain relevant, intentional, and worthy of the learners who enrol in them.
Across all of these contexts, I bring the same core commitment: to design teaching environments that are rigorous, responsive, and worthy of the professional lives my students are already living.