I view the classroom as a community and I strive to create a classroom environment that is based on anti-oppression principles, and allows for participation and inclusion of students. I use a variety of teaching and assessment methods including traditional assessment methods, scaffolded assignments to help students gain academic and research skills, and peer review. I have had success with incorporating Internet technologies (a focus of my doctoral research) including microblogs, social media networks, and online media, and have used flipped classroom techniques to enhance and facilitate discussion.

In addition to classroom teaching, since undertaking my doctoral studies, I have been involved in community service learning (CSL), in both delivering CSL courses, and the research of CSL as a pedagogical approach. Through my involvement with the International Association for Research on Service-Learning and Community Engagement (IARSCLE), research projects on the assessment of CSL coursework, and the planning and presentation of the International Workshop on Community-University Scholarship and Engagement held at UTSC (October 2014), I have extended my experience with CSL as a pedagogical approach to a focus of my research and personal teaching development.

My aims are for students to engage with materials in different ways, to excel in their strengths and to step beyond their comfort zones in a guided and supported manner. I consider my teaching to have been successful when my students are able to independently make surprising and original content within and beyond the content.

I aim to model through example how an academic and researcher should be – reflecting a joyfulness about the pursuit of knowledge, personal conduct that is respectful and responsible, and a pleasant and approachable manner. I hold my teaching and research practices responsible to myself and the communities I am involved with including my students, fellow academics and researchers, research communities and the University.