Faculty profiles

Nancy Vanden Bosch.

Nancy Vanden Bosch

Professor of Accounting and Finance

I enjoy the interaction with students on activities we do during class time. The exchange of ideas with students and their answers to my questions helps to make each class new and interesting. But what I enjoy most are those moments when a student asks me a really great question because it shows me that the student is thinking. 
Tristanne Connolly.

Tristanne Connolly

Professor of English Literature, St Jerome's

What I most enjoy about teaching is sharing ideas. Teaching literature is a challenge and a treat because it is much less about communicating facts than developing interpretations. Preparing for classes, I often discover some gem of an idea I never saw before, even in poems and novels I've read and taught many times.

Shannon Dea.

Shannon Dea

Professor of Philosophy

Over the years, I've almost completely stopped lecturing. I much prefer to serve as a moderator and let the students do the talking. I think that, in Philosophy at least, a model that emphasizes active student participation in the discussion is extremely effective at engaging students and helping them to come to terms with the material.

Collin Ellard.

Collin Ellard

Professor of Psychology

I love the senior level seminar or lab courses because you have so many opportunities to get to know your students well. I never walk away from these courses without learning as much as my students. I like the larger lecture courses for the great challenge of maintaining student interest and attention. It can be a bit like theatre.  There’s also the adrenaline rush of knowing that if you pull off a stellar lecture or two you can actually change lives.

Jasmin Habib.

Jasmin Habib

Professor of Political Science

Our students bring their curiosity about the world into the classroom and I think it’s important to nurture as well as expand their sense of wonder. I enjoy learning about and from my students as well as introducing them to new ideas.

Doris Jakobsh.

Doris Jakobsh

Professor of Religious Studies

I have long considered myself as highly fortunate to have been given the opportunity to interact with and teach the young people who choose my classes. Teaching is a privilege and, I firmly believe, it is not a ‘one way street’.

Doug Kirton.

Doug Kirton

Professor of Fine Arts

The main goal in my teaching is to guide students toward a rich and fulfilling understanding of why art is important to them and to our culture at large. I want them to respond enthusiastically to the world around them, to learn to trust their intuitions, and to understand that making art is another way of learning new things about themselves and their world.

Monica Leoni.

Monica Leoni

Professor of Spanish & Latin American Studies

Teaching is my passion, and is the reason I became a professor. Although I also love my research, it is in the classroom that I feel happiest and most fulfilled. It is here that I know I am making a difference. Each of the courses I teach possesses a special place in my heart.

Geoff Malleck.

Geoff Malleck

Professor of Economics

I didn’t exactly follow the typical path.  I squeaked through high school and went right to work for a young company started by my father. Dad was offered an attractive opportunity that would have a huge impact on his ability to retire comfortably (small businesses typically don’t/can’t offer pensions) and my younger brother took his place. We continue to grow the company.

David Porreca.

David Porreca

Professor of Classical Studies and Medeival Studies

I enjoy being a link in the chain of the transmission of our common cultural heritage, as well as making that heritage relevant to the various predicaments in which our society finds itself today.

Ashley Rose Kelly

Ashley Rose Kelly

Assistant Professor of English Language and Literature

Kenneth Burke’s “unending conversation” metaphor has always been a helpful pedagogical thought exercise for me. In The Philosophy of Literary Form, Burke asks his readers to imagine arriving late to a parlor. Immediately the reader must recognize that the ongoing conversations are also preceding conversations. With this realization, the misapprehension of discourse as discrete and linear is disrupted.

Joel Blit

Joel Blit

Assistant Professor of Economics

I strive to make my courses challenging but fun. My course on game theory is a case in point. By having an experiential learning component, students get hands-on practice with the concepts discussed in class. Students get to play games against their peers and we later debrief, discussing the outcome of the games, what actions everyone chose, and what the optimal actions would have been.

Bessma Momani

Bessma Momani

Professor of Political Science

After teaching Introduction to the Middle East (PSCI 257 and HIST 230) for more than 10 years, with approximately 90 students every year, I felt students still wanted an experiential course to truly understand the challenges of the Middle East. So this past summer, I decided to take approximately 20 students to attend the Model Arab League in Washington DC. This was a great opportunity to see experiential learning at its finest.

Doris R. Jakobsh

Doris R. Jakobsh

Associate Professor of Religious Studies

I strongly believe that teaching is a multi-layered process. In the university classroom in particular, we can make opportunities to learn from one another, both students and the professor. I utilize a variety of teaching strategies that foster deep learning and analytical skills that will be useful to students when they graduate, but also that acknowledge that students have both strengths and weaknesses in their learning and output styles. 

Christopher Watts

Christopher Watts

Assistant Professor of Anthropology

Among other things, I try to impress upon my students that knowledge is often best generated through collaborative and experiential endeavours. Whether we are in the classroom, lab, or field, I want my students to know that we are exploring ideas together, and that this very process contributes to the intellectual growth of both student and professor alike.

Ian McGregor

Ian McGregor

Professor of Psychology

An old aphorism in sales is to “sell the sizzle, not the steak.” A veggie friendly version might be to “sell the crunch, not the lunch.” The point is that mere information is relatively inert when it comes to motivating people. Engaging people requires vivid and visceral connections to product perks. I use this premise in my Personality Psychology course.

Greta Kroeker

Greta Kroeker

Professor of History

I try to employ teaching strategies that help students play to their strengths. For example, some students love writing papers, others hate writing papers. So while students have to write in a history class (it’s a written discipline!), I try to have various types of assignments so that students can connect with content in different ways that energize their curiosity and learning. 

Ann Marie Rasmussen

Ann Marie Rasmussen

Professor of Germanic & Slavic Studies; Diefenbaker Memorial Chair in German Literary Studies

I’m not focused on content, per se. I am less interested in imparting specific content, but rather in using content as a way to practice and build abstract thinking, research, and communication skills. And of course, this works best when you have engaging content.

Michael MacDonald

Michael MacDonald

Professor of English Language & Literature

I have found that the best strategy for engaging millennial students is just knowing the material and presenting it in an accessible but sophisticated manner. In assignments I encourage students to apply the theoretical tools they learn to fields that interest them, whether it be literature, advertising, digital design, politics, or propaganda.

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