Click on the arrow beside each course title to view the course description. Included in the course descriptions are brief listings of my personal focuses in each course.
This course provided an overview of theories and applied research in human development, learning, and culture. One objective was to learn and reflect on different theoretical, conceptual, philosophical, and methodological issues in human development research. A second objective was to explore how human development research is related to educational practices in families, schools, and communities.
Personal Focus: Knowledge Translation and the Bioecological Model
This course took a historical, social, and cultural look at learning and development, which focused on Lev Vygotsky’s work. It required attention to history, social relations, and culture. It was uniquely positioned to challenge commonly accepted binaries in traditional psychological theories, such as self/other, individual/social, nature/nurture, cognition/emotion, learning/teaching.
Personal Focus: Therapeutic Relationships and the Zone of Proximal Development
The goal of this course was to provide students with an understanding of recent theory and research in human development as related to education with emphasis on development through the lifespan. Through reading, discussing, and debating, students explored how recent perspectives in human development research and theory inform educational practice as well as future educational research.
Personal Focus: The Interaction of Depression and Peer Groups
This course focused on social and psychological theories and research concerning language development and language processes. Topics included language development across the lifespan, cross-cultural trends in language acquisition, atypical language/literacy development, models of language/literacy instruction, and applications of metacognitive, motivational, and self-regulated learning theories to literacy teaching and learning.
Personal Focus: How Language Influences the Development of Therapeutic Relationships
This course focused on resiliency and risk in children and adolescents. There was a large focus on the nature of resiliency and risk as it is both defined in the literature and practice, as well as a focus on theory to practice. Most of the course was peer-driven and thus many diverse topics were covered depending on students’ interests.
Personal Focus: Resiliency and Mental Illness
This course was designed to provide students with a foundational understanding, historical and methodological, of contemporary research in motivation. It critically reviewed major theories of school motivation and the evidence to support them, with a goal of informing educational practice.
Personal Focus: The Intersection of Motivational Theories and Bipolar Disorder
This course was open to all graduate students with an interest in higher education and can be described as follows: Students, faculty, staff, or administrators are each involved in the organizational life of postsecondary institutions. Although they may be familiar with aspects of higher education organizations from their experiences, they can also theoretically and empirically approach the array of social and structural forces that affect our interactions within these institutions.
Personal Focus: Strategic Planning and Mental Health/Illness Policy Making
This standalone seminar was created as a tool to help academics take their research and “go public” — i.e. to bridge the gap between scholarship and various media. This course was student-driven and designed to meet the specific needs of helping students understand and engage in knowledge translation so they could create a product that derives from their research and translate to a common, everyday medium for storytelling.
Personal Focus: Mental Illness in the Media
Social and emotional learning (SEL) is the process of acquiring the competencies to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. SEL emphasizes active learning approaches in which skills can be generalized across curriculum areas and contexts when opportunities are provided to practice the skills that foster positive attitudes, behaviours, and thinking processes. Moreover, SEL competencies comprise the foundational skills for positive health practices and interpersonal relationships, engaged citizenship, and school success.
Personal Focus: Developing Personalized Workshops for Adults
This course provided the following training: 1) Understand theoretical and methodological traditions that guide contemporary interpretive and critical research, 2) examine one’s own personal and professional values as an aspect of your work as a researcher, 3) learning how to engage in fieldwork and other data collection activities in an ethical manner, 4) learning about and practice data collection techniques, 5) learning about and practice strategies for analyzing and interpreting qualitative data, and 6) develop an awareness of technologies for data analysis and awareness of a range of knowledge representation forms.
Personal Focus: Action Research in Mental Illness Studies
This one-time seminar was an in-depth scan of the literature of some specific acts of violence children, youth, and adults are both subjected to and perpetrators of. Topics included bullying, gangs, restorative justice, mental illness-related violence, anti-violence programs and interventions, and others.
Personal Focus: Evaluating Mental Health Programs