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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

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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.

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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

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Services for Educators: Services


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.

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Services for Educators: Services
Image by Joanna Kosinska
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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

Services for Educators: Services

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.

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Services for Educators: Services

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).


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!


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.


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.

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