"Being a catalyst for change..."

As an academic developer, I approach my work as collaborative, equity-driven, and transformative. I view academic development as a partnership grounded in respect for educators’ expertise and a shared commitment to meaningful, student-centered learning. Rooted in constructivist and critical pedagogies, my practice supports faculty in re-imagining teaching as an evolving, relational, and reflective process.

​

Mentorship plays a key role in this process. I strive to cultivate trusting, reciprocal relationships that create space for exploration, vulnerability, and growth. Whether supporting new instructors or collaborating with experienced faculty, I aim to foster environments where individuals feel empowered to ask difficult questions, try new approaches, and deepen their pedagogical practice. My relationships are dialogic in nature as they are anchored in mutual learning and shared reflection. I lead with empathy, bringing both head and heart to the work while also recognizing the complexity, pressures, and emotional labour that educators navigate in today’s learning environments.

​​

Reflective practice is another cornerstone of my approach. Inspired by Paulo Freire’s belief that education is a practice of freedom, I encourage educators to critically examine not only what they teach, but how and why. Through facilitated dialogue, guided reflection, and evidence-informed strategies, I support faculty in aligning their teaching with their values and in designing inclusive, intentional, and impactful learning experiences.

​

My work is also deeply rooted in equity and inclusion. I recognize that teaching and learning do not occur in isolation from systems of power, and that traditional models of education often reflect and reinforce broader social inequities. I advocate for curriculum and pedagogical approaches that challenge dominant paradigms and center access, representation, and student voice. This mirrors my personal commitment to decolonizing my teaching practice as I continue learning alongside like-minded educators in pursuit of meaningful change.

​

Ultimately, I believe that academic developers can be a catalyst for change. I therefore approach my work with a deep respect for both the practice of teaching and the collective efforts of educators in meeting the needs of all learners.