Professional Work Experience
College Professor – Canadian College – Sep 2021 – Dec 2021
- Stress Management – 5 courses / per week
- Multiculturalism in Society – 1 / per week
- Career Development – 1 / per week
National Director of Education And Training – MMC – Jan 2019 – April 2021
At present, I provide training to 30 sites Nationally all over Canada. The training covers:
• Leadership Skill Development and Personal Growth
• Science of Early Childhood Education
• Professional Development training – Year 1, 2 and 3
Leadership Development Training:
The leadership training provides insights on the fortes and positive aspects of the leader’s actions and styles. The training and materials ensure those strengths are explored and mastered, building a well-rounded and effective mentor to those surrounding them in the workplace. The goal of the training is to induce change and make a positive impact in the workplace.
- Communication and Conflict Management – Year 1
The goal of this training is to improve HIPPY Home Visitors’ knowledge and skills related to communication and conflict management and to equip them with tools for strengthening relationships in the workplace and with HIPPY families.
- Peace-Making Circles – Year 1
In this training, participants will be able to articulate some of the core principles and processes involved in participating in a peacemaking circle. The training will help Home Visitors and Coordinators to deepen their awareness of Indigenous world views and share in an ancient tradition that has been openly shared with non-Indigenous communities. This awareness, and some of the skills needed to facilitate a circle process, will help Home Visitors to lead groups of people through difficult conversations, which often arise during social service and community work.
- Cultural Competency – Year 2
This training enables participants to integrate cultural competency skills, including self-awareness about biases and prejudice, into the support work done with families in the HIPPY program.
- Group Facilitation Skills – Year 2
By the end of this training, participants will be able to describe the difference between facilitation and training, the role of a facilitator in the context of a group meeting, create an effective agenda for a group meeting, discuss some of the techniques used in effective group facilitation and demonstrate some basic skills in group facilitation.
- Mediation Skills – Year 2
This training will enable participants to gain practical mediation skills, recognize personal strengths and weaknesses as a mediator, understand the steps used in a formal mediation process, learn active listening skills and practice these skills, acquire re-framing skills and incorporate these skills during home visits.
Personal Growth Training: The personal growth training offered to our Home Visitors enables and Coordinators enables them to understand themselves better, assists in creating goals and life purpose, enhances their ability to handle stress, adversity, and change, build better relationships with their colleagues and HIPPY moms, guides them in managing and spending their time effectively, and allows them to live a balanced lifestyle. The topics covered in personal growth training are as follows:
- Confidence and Self Esteem – Year 1
The goal of this training is to support Home Visitors to examine and strengthen their personal levels of confidence and self-esteem.
- Self-care – Year 1
This training is intended to help Home Visitors to take care of their— mind, body, and spirit — so that they will be better able to sustain their health and well-being.
- Happiness Habits – Year 2
This training enables Home Visitors to create more happiness and positive thinking in their lives. By the end of the training, participants will have some new approaches and an action plan for creating a happier life for themselves.
- Emotionally Intelligent Parenting – Year 2
The goal of this intermediate-level training is to improve the knowledge and skills of HIPPY Home Visitors in core topics related to early childhood development and parenting skills – in order to equip them with the tools needed to better support HIPPY parents with their parenting challenges and questions.
Science of Early Childhood Education: The Science of Early Child Development is a knowledge mobilization initiative designed to make current research accessible to anyone interested in learning more about the profound impact of the early years on lifelong health and well-being. The topics covered in the Science of Early childhood education are as follows:
- Brain Development – Year 1
This training introduces early brain development and factors that support its healthy development. Participants will explore: when brain development begins, factors fostering healthy brain development in the early years, the importance of the early years for brain development and interactions and activities that support early brain development.
- Nurturing Care – Year 1
In this training, participants will explore the concept of nurture and why nurturing care is so critical in the early years for children’s healthy growth and development. Participants will explore: what nurturing care means, attachment and why attachment relationships are important for child health and well-being, how to support children’s development through nurturing relationships and everyday interactions that help build secure attachment.
- Play in the Early years – Year 1
In this training, participants will explore what play means and the importance of play in the lives of young children for their healthy development and well-being. Participants will explore: what play is, the importance of play, ways to support play in the lives of children and what play is like for children aged 0 – 3 years, 3-6 year and ways to support play of children 0-6 years.
- Language and Literacy – Year 2
This training introduces participants to language development in the early years. Babies are born ‘language ready’ and communicate from the moment of birth. Caregivers can foster and support language development very easily throughout everyday interactions and activities. Participants will explore: how language is acquired in the early years, ways to support early language development, the importance of early language development as a foundation for later development.
- Positive Guidance – Year 2
In this training, participants explore the concept of positive guidance, recognize the difference of this approach compared to others based on punishment and learn why positive guidance is beneficial for children’s development and their relationships with their caregivers. Participants will explore the benefits of positive guidance approach, and why understanding child development is key to positive guidance and using the positive guidance approach.
The Professional Development Program is three years long. The topics covered are as follows:
Year 1 Professional Development
- Home Visiting – Level 1
Participants learn the history and value of home visiting as a social service approach, and practice some of the core skills of home visiting such as safety protocols and professional boundaries.
- Adult Education – Level 1
Participants learn some of the theory and core approaches used when teaching adults such as learning styles and motivating adults to learn and practice the delivery of formalized lesson plans.
- Immigrant Settlement & Integration – Level 1
Participants explore the core needs of newly arrived refugees and discover new resources and approaches for assisting HIPPY refugee families with this process.
- Transition Planning & Job Search – Level 1
Participants reflect upon their experience, skills, passions, and interests, to explore possible future careers that best fit their unique personalities and interests.
- Building Bridges with Aboriginal People – Level 1
Non-Aboriginal participants learn about the history and impacts of colonialism and residential schools on the First Nations, Inuit and Métis people of Canada.
Year 2 – Professional Development
- Home Visiting – Level 2
Participants identify some of the types of crises that some families face such as domestic violence, child abuse, addictions, and mental illness – and learn the protocols for responding to these situations if they encounter them in their work.
- Adult Education – Level 2
Participants explore some of the techniques used to teach adults, to maximize engagement and participation, and continue to practice the delivery of formalized lesson plans.
- Immigrant Settlement & Integration – Level 2
Participants explore some of the main challenges that newcomer parents face when raising children in a new culture, such as maintaining traditions and language and responding to racism.
- Transition Planning & Job Search – Level 2
Participants research their top career choices and plan towards successful transition into work or school after their employment with HIPPY is complete.
- Building Bridges with Aboriginal People – Level 2
Non-Aboriginal participants look at the current context of Aboriginal peoples in Canada including the pursuit of rights and title, political resistance, and the resurgence of traditional culture. They also explore collaboration and reconciliation among Aboriginal and non-Aboriginal people and communities.
Year 3 – Professional Development
- Transition Planning Level 3
The primary focus is on supporting Home Visitors to transition successfully into other employment or to return to school, through employment coaching, portfolio development, and preparing for job interviews. The topics covered in this training are:
- Customizing Resume and Cover Letter
- Creating a Portfolio
- Conducting Informational Interviews
- Practicing for Job Interviews
Besides training my other duties include:
• Design and deliver a cross-country Professional Development Program, using a standardized mixed delivery method (both on-line and face-to-face) to improve the capacity of educators to deliver high quality, effective programs.
• Implement a new Learning Management System and created new content for the existing curriculum.
• Deliver training in Developing Leadership Skills, Workplace Safety Protocol, Personal Development, and Workplace Wellness
• Coordinate the annual National Coordinators Conference, which is provided to all sites with the objective of building the knowledge and capacity of HIPPY coordinators and home visitors on emerging topics, while also developing mutual support networks among the sites
• Coordinate and facilitate pre-service training sessions annually for new site coordinators to prepare them to manage and effectively deliver the HIPPY program
• Monitor sites while streamlining the monitoring process to ensure it serves as a useful professional development tool to guide our efforts towards providing the best possible service for families
• Enter training hours and feedback data in ETO – Effort to Outcome – Performance Management Software
• Submit quarterly reports to IRCC – funding partners
• Organize monthly Exchange calls nationally to gather feedback and facilitated knowledge translation
• Develop and plan the training schedule for the National Training Calendar for 2019 and 2020
Project Coordinator / Educator – Inventa | Brand Momentum |Proof Experience – Jan 2012 – April 2019
- Design, develop, deliver, and evaluate high-quality, learner-focused, interactive training programs to drive marketing campaigns and improve performance
- Coordinate vendors, event contributors including performers, photographers, caterers, and transportation services
- Manage Scheduling, including but not limited to event staffing, building operations, event set-up and break-down
- Work with Clients to guide them through the event details and serve as their personal coordinator throughout the entire planning process and event
Projects worked in 2018: World Rugby Cup | USCAP Pathology Conference | Vancouver Auto Show | TED Talk | Lindt Excellence | Translink | Metro Vancouver | Emerald Health | “Know More” Opioid Awareness – Health Canada | Outback Team Building
Business Instructor, Business Instructor – Greystone College – Mar 2018 – June 2018 (part-time)
Courses: 1) Next Steps Co-op Education 2) Job Search Preparation
- Enhance students understanding of basic career and business skills
- Grade assignments, provide constructive feedback and evaluate student’s progress
- Develop students time management, communication, goal setting, and assertiveness training skills
- Conduct workshops in Professional Image, Presentation Skills, Leadership skills, Interview skills, and Job Application process
Business Instructor / E-learning And Instructional Design – Brighton College – June 2018 – Dec 2018
Courses: 1) Project Management 2) Digital Media and Marketing
E-Curriculum Developer: Organizational Behavior | Human Resources Management | PMI Risk Management |Project Management | Event Management | Social Media Marketing| | Marketing Research | Marketing A Global Managerial Approach | Professional Selling Skills | Project Management Professional | Capstone Project PMP | Teamwork And Team Building
- Facilitate and teach business students, fundamentals of Project Management and methodology
- Define and initiate projects and assign Project Managers to manage cost, schedule, and performance of component projects, while working to ensure the ultimate success and acceptance of the program
- Maintain continuous alignment of program scope with strategic business objectives, and make recommendations to modify the program to enhance effectiveness toward the business result or strategic intent
- Build credibility, establish rapport, and maintain communication with stakeholders at multiple levels, including those external to the organization
- Coach and lead students within a technical team environment
- Mentor students in encouraged best practices in project management and project planning
- Responsible and accountable for the coordinated management of multiple related projects directed toward strategic business and other organizational objectives
Business Instructor – ILAC International Business College, Jun 2017 – Feb 2018
Courses taught: 1) Leadership in Business 2) Canadian Work Place Essential Skill’s
- Provided relevant assignments for students that demonstrate learning outcomes in a real-life setting
- Challenged, engaged and communicated with students to encourage their participation and learning while maintaining mutual value and respect
- Delivered competency-based education which aligned with the college model of curricula and style of teaching
- Designed class instruction through the development of instructional plans and activities to meet course competencies and lesson objectives
- Enabled the achievement of pre-described exit competencies for student achievement by providing instruction to foster skill and establish student performance criteria
- Promoted student success by showing flexibility in style and work schedule as well as exhibiting a passion for teaching and engaging students in the learning process
- Related professional/life/industry experience to learning by the continuation of technical skills development the introduction of industry perspective into courses and the active awareness of industry trends and opportunities
Director of Graduate Student Services, Simon Fraser University, Jan 2016 – Jan 2017
- Oversaw the administration and strategic direction of all of the GSS’s services
- Adjudicated GSS grants and bursaries in partnership with the relevant GSS Committees
Acted as a liaison and advocate for graduate students regarding the Health Benefit Plan
- Researched and proposed opportunities to improve existing, or create new, services that could be beneficial to our members
- Acted as a liaison and advocate for graduate students on University committees or groups related to the services
- Monitored the Office of Graduate Studies and Post- Doctoral Fellow’s
- Administered services for graduate students, including professional development support
Teaching Assistant, Simon Fraser University, Burnaby, BC – Sep 2015 – Apr 2017
Faculty of Business
- Project Management – BUS 361 – Fall 2016
- Introduction to Entrepreneurship and Innovation – Summer 2016
- Business, Society and Ethics – BUS 303 – Spring 2016
- Project Management – BUS 361 – Fall 2015
Faculty of Economics
- Economics and Government – ECON104 – D100 – Spring 2017
- World Economics – ECON 102 – D100 – Spring 2017
- Economics and Government – ECON104 – D100 – Fall 2016
- Economics and Government – ECON104 – D900 – Spring 2016
- Economics and Government – ECON104 – D100 – Spring 2016
Faculty of Education
- Curriculum Development: Theory and Practice – EDUC471-C100 – Fall 2016
- Finding Your Voice In Academia – EDUC 199 – Summer 2016
- Curriculum Development: Theory and Practice – Spring 2016
- Maintained Office hours, marked weekly assignments and graded papers
- Enabled the achievement of pre-described exit competencies for student achievement by providing instruction to foster skill and establish student performance criteria
Health Promotions in Practise – Canadian Context – HSCI – 855 – 2016
Faculty of Health Sciences – Graduate Studies – Simon Fraser University, Burnaby, BC
Action Research – Optimal Learning Environments
Research Project – Ways to Learn – Jan 2016 to Dec 2016
Supervisor: Dr. Carolyn Mamchur – Faculty of Education, Simon Fraser University
“Ways to Learn” is a project that examines the various ways people learn from formal lecture to experiential learning on the job, in the lab, on a farm, in a war. Analyzing which conditions promote the greatest opportunity for learning.
Our idea is to investigate the effectiveness of animal assisted learning in teaching mindfulness and offering a relaxing environment to de-stress and achieve a sense of personal power before exam taking.
Research Project – Learning in Depth – Summer Semester 2015
Supervisor: Dr. Kieran Egan – Faculty of Education, Simon Fraser University
“Learning in Depth” is a simple though radical innovation in curriculum and instruction designed to ensure that all students become experts about something during their school years. Each child is given a particular topic to learn about through her or his whole school career, in addition to the usual curriculum, and builds a personal portfolio on the topic.
- Director, of Education & Training, 2016 – 2017
Healthy Mind, Healthy Campus Network, Canadian Mental Health Association
- Mentor Lead, 2016 – 2017
International Graduate Student’s Mentorship Program, Simon Fraser University
- Mentor, 2012
The Gifted Kids Program, Vancouver School Board