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About Me

Background

Originally from Chicago, USA, I moved to Melbourne in 2014.  I am engaged as a Sessional Higher Education Academic Online Instructor for Swinburne Online. 


I am also working within the Student Operations Team as a Student Advisor & Student Services for OnIine Education Services across three university partners, Swinburne University of Technology Online, Western Sydney University Online, and Queensland University of Technology Online.

I am currently pursuing my Post Graduate degree in Learning in Teaching (Higher Education) at Swinburne University of Technology with an expected completion date of December 2019. I earned my Bachelor of Science (Business Administration with a specialisation in Marketing) from Illinois Institute of Technology in Chicago.


Passionate about adult education, I also hold my Cert. IV in Training & Assessment.

In my spare time, I enjoy quality time with friends and family, cooking, fine dining, gardening, playing sport, hiking, and traveling. 

Quality Teaching/Facilitation

My experiences as a student and as a teacher and facilitator of adult education have taught me that education, when well practiced, has the potential to open our minds and lives to the existence and importance of other people, places, and ideas, and that opening can profoundly change us. At the same time, the changes that take place are often uncomfortable, and – sometimes – lead us to realize things about ourselves, our culture(s), and/or communities that we would rather not know.  My online instructor role is grounded in social constructivism. 


This model empowers students to learn through dialogue, team work, collaboration and problem-solving. In alignment with the teaching pedagogy, I believe that it is my responsibility as an online teacher and facilitator is to provide learners with the following:
• an environment conducive to learning,
• knowledge that will help them be successful in achieving their goals,
• feedback that they can apply to their future learning and assessments, and
• support in becoming and remaining motivated to be successful not only in the unit I teach/facilitate but holistically throughout their academic journey.


Of course, the hope is that a community academic environment would also provide facilitators and learners with the time, space, and support to process and integrate such knowledge into our lives and self-concepts and provide us with tools for continued growth. I believe the possibility of such a community is founded on high quality teaching that builds on the ideas of Malcom Knowles' Andragogy theory and Design Thinking approaches.