PEDAGOGY
Teaching Profile.
Teaching grounded in research methodology, applied inquiry, and analysis of institutional systems — across qualitative, quantitative, and mixed-methods approaches.
Teaching Philosophy
My teaching is grounded in the conviction that interdisciplinary social science and research methods equip students with the analytical tools needed to understand how institutions, policy, and power shape social and health-related outcomes.
I approach teaching as the development of methodological reasoning —enabling students to design, conduct, and interpret research across qualitative and quantitative approaches. I integrate theoretical frameworks, empirical research, and applied analysis to help students understand how complex systems operate in real-world contexts.
I emphasize structured, inclusive, and rigorous learning environments grounded in
transparency, accessibility, and clear expectations.
Courses Taught
| Course | Institution | Level | Enrollment | Evaluations | Years |
|---|---|---|---|---|---|
| SOAN 2120 – Introductory Research Methods | University of Guelph | Core Undergraduate | 173–193 | 4.5–4.8 / 5 | 2021-2025 |
| SCMA 2040 – Research Methods for the Social Sciences | University of Guelph Humber | Core Undergraduate | 60–90 | 4.1–4.4 / 5 | 2023-2025 |
| SOC 4410 – Women, Work and Public Policy | University of Guelph | Upper-Year | 21–45 | 4.6–4.9 / 5 | 2022-2024 |
| Qualitative Research Methods | Multiple Institutions | Upper-Year | 60+ | — | 2022-2023 |
| SOAN 2290 – Identities and Cultural Diversity | University of Guelph | Upper-Year | 44–61 | 4.6–4.8 / 5 | 2022-2023 |
| Geography/Tourism 3P21 | Brock University | Upper-Year | 60–80 | — | 2021-2022 |
| Crossing Borders: Migration and Culture | Humber College | Upper-Year | 45–60 | — | 2016-2021 |
Teaching Effectiveness
- Large-enrollment core methods instruction (up to 193 students per course)
- Student research supervision — 30+ undergraduate and postgraduate research projects
- Student evaluation range: 4.5–4.9 / 5 across institutions
- Peer observation (November 2023, SCMA 2040): rated 5/5 across organization, clarity, subject expertise, engagement, and instructional delivery
- Observer note: "Excellent classroom presence and a dynamic teaching style" — Dr. Matthew LaGrone, Program Head
- Graduate and professional references: 40+ letters written
Student Voice.
Full Teaching Profile →
"Some professors don't just teach courses; they shift perspectives, challenge you to think bigger, and leave a mark that stays long after the semester ends."
— Valedictorian Student, 2026
"Being in your class has been one of the highlights of my time at Sheridan. Thank you for everything you've poured into us."
— Jenish Rathod, Business Analysis & Process
Management (Honours), 2026
"Whenever I feel confused or uncertain, I remember the words you shared with us — they always give me courage. That winter was very cold, but your words warmed my entire winter."
— Jean Zhang, CEO, Maple Innovation Inc.
"She made me look forward to this course. Her teaching helped me understand and succeed in the assessments."
— Student reflection
"I now read research articles much more efficiently and understand how to interpret f indings."
— Student reflection
Student Research Mentorship.
A central component of my teaching is preparing students to engage in independent research. I have supervised more than 30 undergraduate and postgraduate research projects and regularly mentor students preparing research for conferences, research showcases, and graduate study.
In 2023, I coached seven undergraduate researchers through research design, analysis, and knowledge mobilization at Laurier’s ACERS Research Showcase.
In 2018, I mentored a team of postgraduate research analysts who won the national Marketing Research and Intelligence Association student research competition.
Teaching Interests.
Four proposed courses: