"My lessons plans are quite structured.  Concepts to be covered and the linking activities are included. Creating a lesson plan helps me organize my thoughts and identify potential pitfalls. I like having a clear definition of the goals and the timing. There is a confidence that goes along with that.  The class itself is student focussed. I view the lesson plan as a goal, not a rule. If a significant event occurs relating to the learning outcomes, we may discuss it. If students are struggling, we can adapt. After class, notes record what went well and what changes would be beneficial. The next time the course is taught, the lesson plan is a reminder of what happened previously. It allows me to get up to speed quickly, freeing me up to focus on new field related trends."

"When teaching, I encourage students to retrieve information (As highlighted in James M. Lang's book, Small Teaching: Everyday Lessons from the Science of Learning). At the beginning of each class I use an opening question that could be used in person and on-line.  A simple question such as, before we move on, can anyone tell me some of the core themes learned last class? This is the warm-up. 

In addition, I use closing questions (Reflections) that are prepared ahead of time and handed out or posted in the chat, which the students answer and submit at the end of class.  This helps the students extrapolate key points/themes."

"Through my professional contacts I am privileged to host many leading industry professionals in our classroom so that our students can begin to make essential connections with potential employers.

Establishing community partnerships has been pivotal in enhancing the practical learning experiences for our students. For example, I collaborate with the City of Kingston to provide annual community integration transit training, specific to Therapeutic Recreation. Through collaboration with the Southeastern Ontario Stroke Network, our students have had the opportunity to volunteer at local conferences and events. This in turn has led to invaluable professional learning opportunities, as they would receive working in the field.

Lastly, a hands-on approach to learning has been key to taking learning from a one-dimensional lecture, to an experience. We have annual wheelchair skills training, in which our students spend an entire class in a wheelchair. They are then able to practically experience what this might be like from a client perspective, and learn essential skills that they will need as Recreation Therapists while working this population."

"My students play a pivotal role in the success of the hyflex model in my classroom. Their feedback on their experiences daily, help me redefine my teaching strategies and approaches to delivery.  Student engagement, attendance and participation has improved with the flexibility gained from the use of technology in my laboratory classes.  With clear guidelines and expectations, students can choose to attend remotely “Live”, online, or in person on campus. We continue to learn together through the many challenges we face during this unique time.”

"In my recently designed elective Immunology course for the BScN students, I applied project-based learning (PBL) in the form of critical enquiry/research. Student groups were formulated using a standard tool and healthy efficient group dynamics was monitored throughout the activities, all conducted at the SLC’s Innovation Hub active learning space. Students searched the literature, identified a gap in knowledge, formulated a question, completed a study protocol with sound methodology and presented this via a conference style poster. Three ambitious research projects were completed this year: “immune response and e-cigarettes”, “vit C and sepsis treatment”, “immune modulation and depression”. PBL format brings students to the real-world learning, provides an opportunity for open concept of teaching and learning with careful guidance and facilitates the growth of scientific curiosity and creativity. Two students were invited to present the learning experience at a national conference and a structured survey indicated the engagement, productivity and energy level were incomparable to the regular classroom."