Teaching Philosophy

Experience and pedagogical approach:

Since 2012, I have been the instructor of record for a total of 16 courses at Emily Carr University of Art + Design (ECUAD) and at Simon Fraser University (SFU). This includes five iterations of SOCS 312 Cultural Production + the Law (ECUAD) and three iterations of CMNS 230 The Cultural Industries in Canada: Global Contexts (SFU), the content of which is directly relevant to CMST 2BB3: Culture and Communication. I have had the opportunity to develop dynamic teaching approaches adapted to different contexts (lectures, seminars, workshops) and teaching modes (in-person, online, asynchronous). My pedagogical approach activates universal design for learning principles and incorporates experiential learning strategies that encourage students to take ownership of their learning and to exercise their agency as active participants in their education. My goal is not to transmit “the truth” about a particular issue, but to provide students with the contextual and theoretical knowledge required to investigate, assess, and think critically about course materials. The assignments I design reflect this approach as they ask students to digest course materials and to develop critical and applied understandings of ideas discussed in class and in assigned readings. As an instructor, I aim to foster stimulating learning environments that provide different points of entry for students to engage with course materials in class and online. I use a variety of techniques to prompt student participation such as interactive surveys that anonymously collect student feedback in real time in class using platforms like Top Hat or Mentimeter, “True or False” games in which students put up a green (true) or a red (false) card in response to a series of statements, and exercises that ask students to share their thoughts on paper sticky notes in response to prompts. In smaller teaching environments, I integrate group discussions and participatory activities that create opportunities for students to discuss and debate questions related to the course and apply their learnings by responding to scenarios. I use the functionalities of online learning management systems to engage students in practical and self-reflexive exercises that complement readings and class discussions. For example, in SOCS 312 Cultural Production and the Law, students completed weekly graded online exercises via the Moodle platform. These provided an applied venue for students to interact with course contents and with each other (e.g., building a collective database of key concepts and definitions, developing a shared list of resources, taking part in a discussion forum, or reading and reflecting on a policy).

Commitment to equity and accessibility:

My syllabi include the following course etiquette statement: “We are all here to learn, share our points of view, and develop our critical thinking. Please be mindful that we come to the classroom with different backgrounds, experiences, and ways of learning. You are invited to share your thoughts and opinions in a manner that will encourage dialogue, not shut it down. No racist, sexist, ableist, transphobic, homophobic, classist or otherwise hateful comments or acts will be tolerated.” At the start of every semester, I discuss these expectations and ask students to consider how their individual perspectives and experiences may inform how they relate to course contents and influence their participation. My goal is to establish a non-intimidating and respectful setting in which students can feel comfortable to ask questions or share comments, regardless of their prior knowledge of the subject at hand. I am sensitive to the fact that students come from a variety of backgrounds and may face significant challenges related to physical or mental health issues, learning difficulties, English as an additional language, financial concerns, or caregiving responsibilities. When students face difficult situations or personal challenges, I offer them personalised support and develop an action plan to help them succeed in the course. I believe that this approach, which focuses on students’ needs, helps to create an equitable learning environment that is adapted to today’s post-secondary teaching and learning contexts.