Last updated: June 2023
ACADEMIC TRAINING
Master of Arts, Joint Graduate Programme in Communication and Culture, Toronto Metropolitan (formerly Ryerson)-York Universities (2006)
Master’s project title: “The Cashtro Hop project: Hip Hop music and the construction of artistic self-identity”; primary supervisor: Dr. Jennifer Brayton
Bachelor of Education, Ontario Institute for Studies in Education (OISE), University of Toronto (2007)
Honours Bachelor of Arts, English and Religion and Culture (with a minor in Film Studies), Wilfrid Laurier University (2003)
CURRENT PROFESSIONAL & TEACHING EXPERIENCE
Learning Strategist, Faculty of Community Services/Student Learning Support, Toronto Metropolitan (formerly Ryerson) University (January 2012 - Present)
Supported the development of students' academic skills through individual appointments, the formulation and facilitation of learning plans, and ongoing mentorship
Facilitated the academic success of students with learning exceptionalities and mental health challenges through ongoing one-on-one support and learning plans based on individual needs (which included liaising with other appropriate support services)
Developed and facilitated academic skills workshops for both general (university-wide) and specific (individual programs' and courses') audiences
Coordinated a learning support centre for students in Faculty of Community Services programs; supervised the work of peer learning facilitators
Created a full suite of academic support workshops, including those focused on learning strategies, study skills, writing development, and transitioning to post-secondary education
Sessional/Continuing Education Lecturer, Department of Sociology/G. Raymond Chang School of Continuing Education, Toronto Metropolitan University (Winter 2008 - Present)
Courses taught:
SOC 203: Social Class and Inequality
Traced the origins of social inequality and focused on the distribution of power and wealth in society; aimed for students to understand inequality and its consequences as a complex of intersecting oppressions
Critically analyzed stereotypes and ideologies related to various markers of identity; considered inequality as related to colonialism and indigeneity, education, labour, the role of the state, and health/wellness
Held office hours, formulated and assessed scaffolded assignments, composed and administered examinations, and developed and maintained the course's online learning management system (LMS) (for up to approximately 65 students per section)
Additionally, taught SOC 203 to the following unique groups:
In the Falls of 2022, 2021, and 2020, as part of Toronto Metropolitan University’s Spanning the Gaps – Access to Post-Secondary Education Program (STG): STG was developed on the belief that education can break cycles of inter-generational poverty and social exclusion
In the Winters of 2021 and 2020, as part of Toronto Metropolitan’s International University Foundations Program (IUFP); designed for international students to strengthen their academic and personal foundations, IUFP aimed to support the navigation of university learning and life in Canada
Have also taught SOC 203 via distance education in multiple terms
SOC 202: Popular Culture
Focused on identity and diversity within popular culture and society-at-large by critically analyzing stereotypes and ideologies related to various markers of identity, including socio-economic class, race and ethnicity, sex and gender, sexual orientation, and age
Implemented identity studies as a theoretical framework to critically analyze intersecting issues in popular culture such as violence, media concentration, and resistance
Held office hours, formulated and assessed scaffolded assignments, composed and administered examinations, and developed and maintained the course's LMS (for up to approximately 65 students per section)
Additionally, taught SOC 202 to the following unique groups:
In the Fall of 2017, to a group exclusively composed of Toronto Metropolitan University varsity athletes
In the Winter of 2017, as part of both Toronto Metropolitan University’s Spanning the Gaps – Access to Post-Secondary Education Program (STG) and Toronto Metropolitan University’s English as a Second Language Foundations Program (ESLFP): ESLFP was designed for students who are academically qualified to apply for admission to a Toronto Metropolitan undergraduate degree program but do not meet the minimum English proficiency requirements
Have also taught SOC 202 via distance education in multiple terms
SOC 107: Sociology of Everyday Life
Employed micro-sociological, symbolic interactionist, and dramaturgical perspectives to address issues of culture, socialization, urbanization, and social conceptions of power, as well as various aspects of identity and the presentation of self
Implemented a scaffolded approach to critical reflection which aimed to have students connect their real-life experiences to key course concepts while also considering various forms of feedback throughout the reflective process
Held office hours, formulated and assessed scaffolded assignments, composed and administered examinations, and developed and maintained the course's LMS (for up to approximately 65 students per section)
SOC 105: Introduction to Sociology
Introduced students to major topics in the field of sociology, including research methods and problems, key theoretical debates, the evolution of societies, and issues of culture and socialization (and particularly within a Canadian context)
Worked to make course professionally-relevant to those specializing in social sciences
Held office hours, formulated and assessed scaffolded assignments, composed and administered examinations, and developed and maintained the course's LMS (for up to approximately 65 students per section)
SOC 104: Understanding Society
Utilized major sociological perspectives to critically analyze culture, the history of societies, social conceptions of power, and resulting social inequalities as tied to various markers of identity including socio-economic class, race and ethnicity, sex and gender, and sexual orientation
Worked to make course professionally-relevant to those specializing in related fields
Held office hours, formulated and assessed scaffolded assignments, composed and administered examinations, and developed and maintained the course's LMS (for up to approximately 100 students per section)
Additionally, taught SOC 104 (in the Winters of 2016, 2015, 2014, and 2008) at Centennial College as part of a Toronto Metropolitan-Centennial Collaborative program
SOC 103: How Society Works
Utilized major sociological perspectives to critically analyze culture, the history of societies, social conceptions of power, and resulting social inequalities as tied to various markers of identity
Worked to make course relevant to those in outside fields
Held office hours, formulated and assessed assignments, composed and administered examinations, and developed and maintained the course's LMS (for up to approximately 65 students per section)
Have also taught SOC 103 via distance education
Additionally, taught SOC 103 (in the Fall of 2023 and Winter, Summer, and Fall of 2022) as part of Toronto Metropolitan University’s International College programming
SSH 500: Peer Learning Experience
Focused on the investigation of learning processes in an experiential way, through students’ service as peer leaders and mentors (to those in SSH 100, see below)
Enacted active and experiential learning techniques with students in seminar sessions
Implemented a series of critical reflections and a meta-reflection that aimed to have students take ownership of their learning and grapple in-depth with emerging issues
Co-taught iterations of the course with Dr. Alan Sears, recipient of Toronto Metropolitan University’s President's Award for Teaching Excellence
SSH 100: Inquiry and Problem-Solving
Focused on the basic foundations of social scientific inquiry, as well as the development of students’ self-directed learning and group work skills
Employed full-term learning team projects that had students use methods of inquiry to investigate the University and its students’ experiences; teams presented their work to the larger school and outside community at course social science fairs and showcases
Implemented a full-term learning portfolio assignment designed to have students reflect on and integrate their learning in the course
Held office hours, formulated and assessed assignments, composed and administered examinations, and developed and maintained the course's LMS (for up to 200 students per section); (co-)supervised a number of teaching assistants and (co-)led weekly meetings on tutorial planning and facilitation
In the Fall of 2020, launched a revamped version of the course focused on the theme of “Our Pandemic Learning”; this revamped version of the course was co-taught with Dr. Alan Sears, Chair of the Department of Sociology, and involved the revision of teaching materials for the course to have students reflect on what they learned through the pandemic, and what this experience revealed about the ways in which society works and changes – also taught this version in the Winter of 2021
In the Fall of 2019, launched a revamped version of the course focused on increasing students’ intentionality, purpose, and resourcefulness; this revamped version of the course involved a partnership with both the University’s ThriveRU program (which teaches skills associated with resilience, well-being, and thriving in academic and personal contexts) and the University’s Career & Co-op Centre
Additionally, taught SSH 100 to the following unique groups:
In the Falls of 2018 and 2017, as part of the University’s International University Foundations Program (IUFP)
In the Spring/Summer of 2017, Fall of 2016, Fall of 2015, Spring/Summer of 2015, and Fall of 2014 as part of Toronto Metropolitan University’s Spanning the Gaps – Access to Post-Secondary Education Program (STG)
FURTHER PROFESSIONAL & TEACHING EXPERIENCE
Course Facilitator, Foundations of Remote Teaching (FORT) Training, Toronto Metropolitan (formerly Ryerson) University (Spring 2021, Summer 2020)
Updated and prepared this online offering designed to support faculty and instructors in effectively configuring course materials and assessments for remote teaching
Implemented best online teaching practices to engage experienced instructors in the foundations of teaching remotely: facilitated discussion between peers; provided one-on-one guidance and recommendations; reviewed participant submissions (including the creation of a remote teaching communication plan and the redesign of a summative assessment), and provided constructive, encouraging, and relevant feedback in a timely manner
Liaised with the Instructor Support staff on approaches to addressing questions related to the implementation of technology and web conferencing into online teaching
Course Developer, Department of Sociology, Toronto Metropolitan University (Spring/Summer 2020)
Redesigned SSH 100: Inquiry and Problem-Solving with the special topic/theme of “Our Pandemic Learning”
Revised teaching materials for the course to have students reflect on what they learned through the pandemic, and what this experience revealed about the ways in which society works and changes
Given that the global pandemic highlighted the impact of inequalities on our day to day lives (as the impact of illness fell disproportionately on those with the least social power), the course was redesigned to facilitate students analyzing and taking effective action to promote well-being and social justice
Course Developer, Department of Sociology/G. Raymond Chang School of Continuing Education, Toronto Metropolitan University (Spring 2020)
Virtualized SOC 203: Social Class and Inequality for remote delivery; this virtualization included liaising with the Chang School’s Arts Program Director and Digital Education Strategies team
Revised teaching materials for the course, including the course outline which detailed topics, learning objectives, teaching strategies, assessments, and evaluation tools suitable for the virtualized environment
Adapted all weekly learning materials for the course, including online modules (lectures and discussion boards), readings and resources, and tests/examinations
Researcher, Department of Sociology, Toronto Metropolitan University (January 2018 – December 2019)
Worked with the chair of Sociology and the department’s curriculum development committee on curriculum-related projects, and especially on projects focused on experiential learning
Conducted a full assessment, and wrote various reports for administrative and departmental use, of a pilot career development program for Sociology students; this was a collaborative project between the University’s Department of Sociology and Career & Co-op Centre
Part of the SSH 500: Peer Learning Experience teaching team; specifically, involved in course and lesson planning, formulated problem-based learning scenarios, and led the course’s assessment process, including an evaluation of the course’s job shadow experience for students
Course Developer, International University Foundations Program (IUFP), Toronto Metropolitan University (Fall 2019)
Redesigned CYSG 180: Academic Success Foundations to focus on the development of core learning strategies, as well as on self-directed learning, group work, and reflective processing skills (and their application in SOC 203: Social Class and Inequality)
Course Developer, Department of Sociology, Toronto Metropolitan University (Spring/Summer 2019)
Redesigned SSH 100: Inquiry and Problem-Solving to focus on increasing – through experiential learning processes – students’ intentionality, purpose, and resourcefulness; this revamped version of the course involved a partnership with both the University’s ThriveRU program and Career & Co-op Centre
Course Developer, International University Foundations Program (IUFP), Toronto Metropolitan University (Winter 2018)
Redesigned CYSG 150: University Academic Foundations to focus on the development of core learning strategies, as well as on self-directed learning, group work, and reflective processing skills (and their application in SSH 100: Inquiry and Problem-Solving)
Research Assistant, Experiential Learning Grant, Faculty of Arts, Toronto Metropolitan University (Summer 2011)
Reviewed relevant literature on experiential learning courses and community formation
Partnered with the University’s Student Services and the Arts Student Experience Centre to develop a deliberate set of experiential learning interactions for students
Planned a social science fair in which students displayed exhibits reflecting their experiential learning and research on the student experience; liaised with the President's office and other relevant University offices to ensure that select projects were given an appropriate audience and consideration for implementation
Teaching Assistant/Graduate Assistant (TA/GA) Development Coordinator, Learning and Teaching Office (LTO), Toronto Metropolitan University (July 2008 - July 2010)
Developed programming for, organized, and evaluated central, university-wide TA/GA support programs, including University-wide TA/GA Orientations, as well as various faculties' and departments' own TA/GA support programs
Headed creation of the Professional Development in Teaching Program for graduate students and involved in the creation and administration of a university-wide TA/GA Awards program
Sat on the university's Senate Learning and Teaching Committee (SLTC), chaired a TA/GA sub-committee, sat on the SLTC's Information Literacy sub-committee, and worked as a general educational developer which included the facilitation of the University’s Instructional Skills Workshops (ISW)
Instructor, Regency Academy, Toronto — BSC 102: English and Communications (Fall 2007 - Spring 2008)
Taught basic media studies, technical writing, and oral presentation skills
Facilitated the development of professional skills through the formulation and assessment of relevant assignments and experiential learning activities
Led students in gaining basic and enhanced skills related to communication between professionals and clients
Graduate Assistant, Department of Arts and Contemporary Studies/Department of Sociology, Toronto Metropolitan University
ACS 103: Introduction to the Humanities (Assisted Dr. Art Blake, Fall 2007)
SOC 202: Popular Culture (Assisted Dr. Jennifer Brayton, Winter 2006 and Fall 2005)
Educational Development Intern, Youth Programs, War Child Canada, Toronto (Summer 2007)
Developed educational resources for teacher use
Created module and handout materials for youth outreach
Collaborated with departmental team on outreach and campaign issues
Editorial/Field Producer Intern, Omni Television, Toronto (Summer 2005)
Worked as an intern for OmniCulture, a program that features news stories that originate in the vast and varied cultural communities of Ontario
Coordinated a show focused on youth and popular culture
Booked guests, chased stories, wrote and edited show scripts
Mentor and Tutor, Self-Employed/Top of the Class Tutoring, Guelph, Ontario (January 2003 - December 2004)
Began tutoring service targeted towards university-bound high school English students and youth with special needs
Mentored high school students in the development of essay-writing and study skills
Worked as a mentor and life skills coach for young people with learning exceptionalities (including Autistic Spectrum Disorder) to improve language, math, and social skills
Research Assistant, Department of Religion and Culture, Wilfrid Laurier University (Winter - Spring 2003)
Assisted in the construction of two new courses: “Religion and Cinematic Culture” and “Religion and Visual Culture”
Located, reviewed, and catalogued relevant literature for use by faculty in course readers
Worked closely with the Chair of the Department of Religion and Culture, Dr. Ronald Grimes
Teaching Assistant, Upper Grand District School Board (Summer 2002)
Supplied additional instruction to high school-level math and history students
PROFESSIONAL DEVELOPMENT HIGHLIGHTS
Foundations of Remote Teaching (FORT) Training, Toronto Metropolitan (formerly Ryerson) University (Spring 2020)
Completed training designed to support faculty and instructors in effectively configuring course materials and assessments for online teaching using the University’s LMS and other remote teaching tools
Adapted content and communication for the online environment while receiving one-on-one guidance and recommendations from training facilitators
Shared experiences with peers and received feedback on activities, including the creation of a remote teaching communication plan and the redesign of a summative assessment
University Teaching Development Program (UTDP), Toronto Metropolitan University (September 2009 - September 2011)
Reflected on teaching practice through participation in workshops and seminar sessions
Facilitator Development Workshop (FDW), British Columbia Institute of Technology (June 2009)
Participated in the 40-hour intensive FDW certification workshop to prepare participants to facilitate the ISW (see below)
Facilitated participants' critical and supportive feedback to instructors
Investigated the pedagogical elements underpinning the ISW as well as the logistical elements involved in running ISWs
Instructional Skills Workshop (ISW), Toronto Metropolitan University (December 2008)
Participated in the 24-hour intensive ISW certification workshop to promote reflective practice and develop teaching skill
Designed and conducted three mini-lessons and received verbal, written, and video feedback concerning my teaching
Explored the theory and practice of teaching, the selection and writing of useful instructional objectives with accompanying lesson plans, techniques for eliciting learner participation, and suggestions for the evaluation of learning
SCHOLARLY, RESEARCH, AND CREATIVE (SRC)
Implement “biographical disruption” as an anchor for critical reflection in online learning, Peer-Reviewed Teaching Strategy (2023)
Cachia, Christopher. (2023). Implement “Biographical Disruption” as an Anchor for Critical Reflection in Online Learning. DeNoyelles (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/implement-biographical-disruption-as-an-anchor-for-critical-reflection-in-online-learning/
The Alchemy of Pedagogy, Mixed Media Art Piece/Reflection (2022)
Cachia, Christopher. (2022). The alchemy of pedagogy. In S. Slates & A. Cook-Sather (Eds.,) The art of partnership: Expanding representations and interpretations. (139). International Journal for Students as Partners, 6(2). https://doi.org/10.15173/ijsap.v6i2.5315
Persona, Sound Recording (2022)
Persona, an 8-track album, channels the COVID pandemic and age of the mask as a take-off point for a coming-of-age story that takes listeners from the highway to the throne
The recording is available through all popular streaming sites and music download stores; the project also included a number of accompanying visual clips
Various songs and videos from My Resolve were featured on popular music blogs and shows; as well, the album charted on Canadian campus radio
My Re:Collection, Sound Recording (2020)
Along with a culminating track, “Thirteen (Thoughts),” My Re:Collection compiled a trilogy of previous EPs – My Resolve, My Diagnosis, and My Addiction – to create a fully-realized yet ongoing narrative rooted in possibility, nourished through daring, and developed through survival; this collection posited the past as present and history as a living force that can be harnessed to imagine, build, destroy, and reimagine/rebuild both the individual and the collective
The recording is available through all popular streaming sites and music download stores; the project also included a number of accompanying visual clips
Various songs and videos from My Re:Collection were featured on popular music blogs and shows
My Resolve, Sound Recording (2020)
My Resolve, a 4-track EP, explored the potential power of strength derived from personal and communal resilience
The recording is available through all popular streaming sites and music download stores; the project also included a number of accompanying visual clips
Various songs and videos from My Resolve were featured on popular music blogs and shows
My Diagnosis, Sound Recording (2019)
My Diagnosis, a 4-track EP, explored the navigation of mental health challenges, complexity of individual and collective change, and vibrancy of human life
The recording is available through all popular streaming sites and music download stores; the project also included a number of accompanying visual clips
Various songs from My Diagnosis were featured on popular music blogs and shows; as well, the album charted on Canadian campus radio
My Addiction, Sound Recording (2015)
In the tradition of Hip Hop focused on lyricism, social commentary, and storytelling, this 4-track EP explored the power of language, creativity, and collective action to achieve personal and societal change
My Addiction is available through all popular streaming sites and music download stores; the project also included a number of accompanying visual clips
The Cashtro Hop Project, Sound Recording (2006)
Performed and produced this 17-track Hip Hop album as part of my MA project
The Project was profiled by MTV Canada, The Metro, and The Toronto Star
Most notable performance as part of the Wavelength Music Arts Projects series, which is often cited as Toronto’s longest-running and most influential underground music forum
Photographer & Visual Artist, 2010 – present
Focusing on collage, nature imagery, and urban landscapes, my award-winning photography work has been featured in The University of Toronto Magazine, on blogTO and The Torontoist, and at community-based showcases
As a visual artist, I use mixed media to create images that celebrate and critique popular culture and popular icons
CONFERENCE WORKSHOPS/GUEST SPEAKING ENGAGEMENTS
Dean's Roundtable on Virtual Teaching, Faculty of Arts, Toronto Metropolitan (formerly Ryerson) University (Fall 2020)
Participated as a panelist in the first in a series of Dean's interdisciplinary roundtable discussions on teaching, learning, and research in the virtual environment; instructors from various disciplines and at different stages in their academic careers reflected on the practice and experience of teaching in the face of a global pandemic and at a moment of heightened discussions of anti-Black and anti-Indigenous racism
COVID-19 as Disruptor to Higher Education, Science Discovery Zone, Toronto Metropolitan University (Fall 2020)
Participated as a panelist in a “Curiosity Series” panel on “COVID-19 as Disruptor to Higher Education”; the Curiosity Series’ primary aim was to highlight relevant topics in the community with the intent to inspire people to collaborate and explore innovative ideas, and this particular panel was focused on what higher education looked like in the time of COVID-19, as well as on the opportunities this disruption highlighted for the future of learning and teaching
The Game Changer – Sneakers and Hip Hop Culture, Toronto Metropolitan University (Fall 2014)
Served as moderator for a panel that included Hip Hop and sneaker culture experts/influencers who explored the intersections between Hip Hop and sneaker culture; one of the event's primary aims was to create additional access points to education for young people
Faculty Conference, Toronto Metropolitan University (Spring 2012)
Presented a poster with a fellow learning strategist, Iram Khan, entitled “Student Engagement Through Peer-Led Learning”
Society for Teaching and Learning in Higher Education (STLHE) Conference, University of Saskatchewan (Summer 2011)
Developed a session with educational developers John Paul Foxe, Abdolreza Roshandel, and Paola Borin entitled “A Model for the Development of a Teaching Assistant and Graduate Student Teaching Development Program”
Faculty Conference, Toronto Metropolitan University (Spring 2011)
Led a session with Alan Sears and students in our SSH 100 and SSH 500 courses entitled “Students as Partners in Pedagogical Development”
PATH Conference, University of Toronto (Spring 2011)
Developed a session with educational developers John Paul Foxe and Abdolreza Roshandel entitled “A Model for the Development of a Teaching Assistant and Graduate Student Teaching Development Program”
Society for Teaching and Learning in Higher Education (STLHE) Conference, Toronto Metropolitan University (Summer 2010)
Led a session with Alan Sears, members of the SSH 100 teaching team, and the course's former students entitled “Finding Yourself Here: First Year Students' Inquiry into the University”
PATH Conference, University of Toronto (Spring 2010)
Presented a poster with fellow educational developer Abdolreza Roshandel entitled “Exploring the Essence of Teaching Assistant and Graduate Student Teaching Development Programs”
Faculty Conference, Toronto Metropolitan University (Spring 2009)
Facilitated a roundtable discussion entitled “Models of Support: Teaching and Graduate Students and Faculty Working Together Successfully”
New Faculty Orientation, Toronto Metropolitan University (Winter 2009)
Facilitated a roundtable discussion entitled “Time Management for Part-Time Faculty”
Documentary Society, Toronto Metropolitan University (Winter 2008)
Participated in a panel (which included anti-poverty activist John Clarke) to discuss the film East Side Showdown and social class and poverty in Toronto
Faculty Conference, Toronto Metropolitan University (Spring 2007)
Participated in a panel (led by Dr. Jennifer Brayton) to discuss “The Intersections Between Faculty and Graduate Students Working Together Successfully”
Department of Sociology, Toronto Metropolitan University (Winter 2006)
Delivered a guest lecture on the origins and politics of Hip Hop culture
Department of Graduate Studies, Toronto Metropolitan University (Fall 2005)
Participated in a panel to discuss my experiences obtaining government funding
COMMUNITY/UNIVERSITY SERVICE
CECL (Continuing Education Contract Lecturers) Advisory Group for Teaching & Learning, G. Raymond Chang School of Continuing Education, Toronto Metropolitan (formerly Ryerson) University (2022-2023)
The purpose of this advisory group is to discuss and suggest ideas pertaining to professional curriculum and pedagogy development for Continuing Education Contract Lecturers (CECL) and promotion of a Community of Practice (CoP); the group serves as a vehicle for engagement and information exchange among the CECL community
Steering Committee Member, Spanning the Gaps, Toronto Metropolitan University (2020)
Part of a standing committee to oversee a curriculum development review and ensure the quality and content of the program and its courses
Peer Reviewer, Society for Teaching and Learning in Higher Education (STLHE) Conference, University of Western Ontario (2016)
Theme: Empowering Learners, Effecting Change
Board/Steering Member, Transformative Community Education Network (TCEN) (2013-2014)
TCEN mentored frontline community-based social workers in identity-focused, critically reflective, and anti-oppressive practice
Project Supervisor, Mosaic PFACS Grant (2013-2014)
Served as a supervisor for a student documentary project entitled Mosaic; questioning identity, community, and survival, Mosaic followed the story of one trans youth
Peer Reviewer, Faculty Conference, Toronto Metropolitan University (2011 - 2014)
Theme: Teaching Without Borders (2014)
Peer Reviewer, Society for Teaching and Learning in Higher Education (STLHE) Conference, Toronto Metropolitan University (2010)
Theme: Creative Teaching and Learning
Facilitator, Instructional Skills Workshop (ISW), Toronto Metropolitan University (2009)
HONOURS AND ACHIEVEMENTS
Faculty of Arts Lecturer Teaching Award, Toronto Metropolitan (formerly Ryerson) University (2021)
Inaugural winner of this award which recognizes demonstrated teaching excellence among Lecturers in the Faculty of Arts; excellence was measured in a number of ways, including enhancement of student engagement, creativity and innovation in teaching, experiential learning, and the fostering of equity and inclusion in the classroom
SSHRC Canada Graduate Scholarship/Toronto Metropolitan Excellence Award (2005)
$21,000 value (accepted), based on research proposal and outstanding academic record
Ontario Graduate Scholarship/Edward S. Rogers Sr. Fellowship (2005)
$20,000 value (declined), based on research proposal and outstanding academic record
Graduate Scholarship, Toronto Metropolitan University (2004)
$7,000 value, for outstanding academic performance
Alumni Gold Medal, Wilfrid Laurier University (2003)
Received at convocation, for attaining the highest average in senior courses of the school's Honours Religion and Culture program
The Princess Cinema Award, Wilfrid Laurier University (2003)
For attaining the highest overall average of the school’s film students
CURRENT & PAST PROFESSIONAL MEMBERSHIPS
Council of Ontario Educational Developers (COED)
Learning Specialists Association of Canada (LSAC)
Media Education Working Group (MEWG)
Ontario College of Teachers (OCT)
Society of Composers, Authors, and Music Publishers of Canada (SOCAN)
Society for Teaching and Learning in Higher Education (STLHE)