I am a seasoned educator with over 20 years of experience spanning K–12 education and post-secondary institutions. My journey into academia was anything but conventional. I was a high school dropout—my unofficial majors were skipping out and occupying a seat outside the principal’s office. Yet, education found me later in life, and I completed all my post-secondary studies as a mature adult when my children were older. My unconventional path has shaped the way I view learning, teaching, and growth.
After completing a Bachelor of Education, I genuinely believed I was done. I had no desire to write another paper or sit another exam ever again. Yet, learning has a way of pulling you back in when you are truly invested in the pursuit of knowledge. What followed was a Post Baccalaureate in Inclusive Education and Counselling, a Certificate in Adult Education, a Master’s degree in Adult Education, and finally, a PhD in Educational Leadership and Administration. My doctoral research focused on organizational behavior, specifically program development tailored to meet the needs of communities. Not bad for a farm girl who knows how to take care of cattle, operate farm machinery, and shovel manure—both literally and metaphorically.
My career has been defined by a steadfast commitment to advancing education, whether by supporting individual educators or working collaboratively with institutions to drive meaningful change. My recent focus has been on equipping faculty with the tools and strategies to integrate AI effectively into their teaching practices. We have been so focused on deepening our own AI skills, not just for the sake of proficiency, but so that we can truly support faculty in leveraging AI to enhance student learning and engagement. This work ensures that educators remain at the forefront of innovation, rather than feeling left behind by rapidly evolving technology.
This year, I have led several initiatives aimed at strengthening faculty development and instructional effectiveness. I co-led the design and development of an online course for new faculty—Faculty Orientation to Teaching—which lays a strong foundation for instructional success. In parallel, I crafted a comprehensive handbook on course design and redesign, providing educators with practical, actionable guidance to enhance curriculum and learning experiences. My contributions also extend to writing insightful blogs and web pages on crucial topics such as assessment strategies, authentic learning, and community-based education, all with the aim of enriching pedagogical practices and student experiences.
But my professional identity is more than just a collection of projects. This space is more than a record of work—it’s a reflection of my evolving journey as an educator, facilitator, curriculum developer, and AI navigator. While much of what you’ll find here highlights my current work at North Island College, my career has been shaped by experiences that extend far beyond the last 18 months.
I have taught in K–12 classrooms, developed and delivered continuing education courses across multiple disciplines, and served as a sessional instructor for nearly every post-secondary institution in Manitoba. My time as a business professor at a private faith-based university allowed me to explore the intersection of education, ethical leadership, and faith. Through it all, curriculum and program development have remained central to my work, ensuring that learning experiences are meaningful, accessible, and transformative.
In the sections that follow, I share insights into where my education has taken me and how those experiences have shaped my teaching philosophy. Pedagogy Corner is where I reflect on teaching and learning, linking to my contributions on North Island College’s Teach Anywhere site. You’ll also find detailed outlines of workshops I have designed and delivered, course development projects I have led/co-led, and my current work in progress—the development of a Pressbook, which seeks to capture and disseminate knowledge in an open, accessible format.
The Projects and Reflections section highlights the Faculty Orientation to Teaching course that I co-developed with colleagues. It also includes my perspectives on assessment and evaluation, transformative teaching, and the ongoing work of improving learning experiences.
This ePortfolio is more than just a showcase of what I have done—it is a space for reflection, connection, and continuous growth. I invite you to explore, engage, and perhaps find ideas that resonate with your own teaching and learning journey. If education has taught me anything, it’s that we are never truly done learning. We evolve, we adapt, and we contribute to something greater than ourselves.