Coaching for greater Inclusion and Equity
Consulting Services
Informed advice for effective and inclusive teaching and learning
Course Design Support
Based on Quality Assurance standards
and insights from the Scholarship of Teaching and Learning
Most suitable for blended courses
with either an in-person or online synchronous component
Broadly, topics include:
Equity and Inclusion practices
Backward Design and Alignment
Course Overview and Syllabus
Course-level Learning Goals and Learning Outcomes
Student Interaction and Collaboration
Assessment and Measurement
Course Technology
Formative Review of Teaching
Based on the model of the Formative Peer Review of Teaching:
we will get together to determine your goals for teaching,
I will join you in class for an observation, and
we will get together once more to debrief your lesson (i.e. reflect on how you met your goals and identify opportunities for improvement).
This model offers an interesting blend of coaching and getting direct advice on your questions.
Strategic Planning
For educational initiatives and
professional development programs
Topics include:
Faculty Professional Development
Teaching Assistant Training
Graduate Student / Post-doc Professional Development
Evidence-based Teaching Initiative
Inclusive Teaching Initiative
Facilitation
Experiential learning in a supportive environment
Professional Development Workshops in Teaching and Learning
⏳ 1.5 - 2 h ・ 🙂 12 - 20
All workshops are interactive and tailored to the participants' needs and interests.
Below are some favourite themes. Please get in touch to inquire about additional offerings or to propose a workshop topic that you are interested in.
Effective course or activity design
Example topics under this theme:
Guiding principles for student-centred course design
Backward Design & aligning learning goals, activities and assessment
Formative assessment of learning
Practices for
Inclusive Teaching
Example topics under this theme:
Guiding principles for the Universal Design for Learning
Building community in the remote classroom
Equity practices and supporting student well-being
Active learning
(blended or online)
Example topics under this theme:
Guiding principles for active learning
Student peer instruction
Student peer assessment
Student interaction and engagement
The Instructional Skills Workshop
⏳ 24 h (spread over 3 or 4 days) ・ 🙂 4 - 12
An experiential learning workshop, based on peer feedback and facilitated reflection, to try out evidence-based teaching activities in a highly supportive and safe environment.
Participants receive the Instructional Skills Workshop (ISW) Certificate, upon successful completion of the training. This training is recognized internationally.
Workshops with more than 5 participants will be co-facilitated with an additional certified facilitator.
My pedagogical philosophy
Inclusive Pedagogy
is about intentionally creating a learning environment where people have the support they need and feel comfortable to participate in.
This is manifested in curriculum choices (e.g. that center underrepresented and marginalized perspectives), in course/activity design choices (e.g. in applying the Universal Design for Learning), to facilitation choices (e.g. that demonstrate respect for diverse perspectives; in being ready to recognize and disrupt prejudicial remarks).
Well-being
is about recognizing that the conditions that impact learning extend beyond the classroom.
It can be supported by attitude choices (e.g. an attitude of compassion; one that trusts the learner), course design choices (e.g. by providing structure while allowing space for flexibility), and so many more!
Evidence-based
is about using research findings from the relevant fields
(e.g. the Scholarship of Teaching and Learning)
Currently, I subscribe to the constructivist learning theory: knowledge is constructed in the learners’ mind based on their prior experiences; knowledge is not ‘passed’ from the instructor to the learners. In particular, people learn best if they build on relevant and accurate prior knowledge.
Self-determination
is about establishing the conditions that allow learners to be intrinsically motivated.
This can be achieved when the learners' basic psychological needs for autonomy, competence and relatedness are met.