Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Health Literacy; Food Literacy; Teacher Education: Curriculum Development; Educational Policy
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Master's Student Supervision (2010 - 2020)
As emerging professionals, students require opportunities to explore aspects of their identity and engage with praxis and phronesis in order to think purposefully about the moral implications of their actions. Biochemistry students learn advanced technical skills that have the potential to change the human and natural world in novel ways, and many of these practices, like gene editing, have unknown long-term consequences. These technical skills are not value neutral, and as emerging professionals, students ought to engage in praxis in order to examine how to act for the greater social good with the skills and knowledge they attain during their degree. Each day in the classroom is an opportunity for praxis where students consider who they are, who they becoming, and how their disciplinary learning informs their professional identity. Praxis combines theoretical and technical understanding with lived experience as a professional and incorporates principled-actions in service of a better world. Phronesis, is a mindset oriented towards the moral and ethical implications of one’s actions as a professional, and it originates from sustained praxis. This research explores the professional identity third-year biochemistry students developed through strengths-based reflection in a laboratory course. The students in this study submitted a reflection about their experiences and learning associated with Gallup’s StrengthsFinder assessment. Critical discourse analysis was applied to interpret their reflections and to identify influences on the development of professional identity. Each student’s submission provided an example of the narratives student’s internalized from their observations and experiences up until this point in their degree. When analyzed together, broader social narratives emerged that depict the importance of student’s sense of agency as emerging professionals. When students name their strengths, they take power of their role in learning and developing their professional identity. Preparing career ready graduates with praxis as professionals transcends skills and job training. It prepares students to be purposeful in their lives and to act with a sense of what is morally right. For this type of career learning to take place, instructors must make intentional choices to include and prioritize professional development in conjunction with disciplinary-content.
A common conception is that the singular focus of home economics educators and home economics education is the development of a technical perspective (technê) in students with the goal of producing a product through reasoned, instrumental action (poïesis). However, taking such a curricular and pedagogical focus reduces the opportunity for interaction with praxis and phronesis. By excluding thoughtful engagement with the topics in this subject area, teachers may unknowingly facilitate mindlessness in themselves and their students regarding everyday life actions, which has the potential to unintentionally propagate harmful ideas and actions. This research is positioned on the idea that attaining a mindful disposition can help educators develop curriculum and pedagogy that challenges students to think critically and, as a result, make thoughtful decisions about their actions in their everyday lives. The home economics curriculum engages with everyday life actions. While they are ‘small’, everyday life actions have the potential to be emancipatory. The purpose of this study is to investigate what non-meditative mindfulness looks like in the practice of a mindful home economics educator and to uncover connections between education, home economics, and mindfulness. Through the use of case study and action research methodology, the research investigates how a home economics teacher engages with and employs mindfulness in her curriculum and pedagogy. Data collected throughout the semester delivery of secondary school courses include a reflective personal journal on classroom activity; lessons and classroom documents; and feedback from students within the course. Four themes identified from the data that appeared to reduce mindless tendencies in my teaching practice were: i) having an intentionally evolving curriculum and pedagogy, ii) the inclusion of place-based learning opportunities, (iii) the inclusion of inquiry based learning opportunities, and iv) the importance of external validation. This research indicates that engaging with non-meditative mindfulness has an impact on both an educator’s thinking about his or her pedagogy and also on his or her practice. Employing non-meditative mindfulness may appeal to educators because it offers the opportunity for individuals to experience empowering, transformative ways of thinking without demanding that individuals commit significant amounts of time to modifying their practice.
- Exploring the Relationship between School Gardens, Food Literacy and Mental Well-Being in Youth Using Photovoice (2019)
- Critical Literacy in 3D (2017)
Frontiers in Education,
- Same same but different: curriculum representations of health education (2017)
Asia Pacific Journal of Health, Sport and Physical Education,
- The Making of Ignornace: Undermining the value of Home Economics (2017)
Canadian Symposium XIV - Issues and Directions for Home Economics/ Family Studies/ Human Ecology Education,
- Cross-cultural school-based encounters as global health education (2016)
Health Education Journal,
- Home economics as professional practice (2016)
International Journal of Home Economics,
- Home economics education in a time of schooling (2016)
Victorian Journal of Home Economics,
- Drawing from Funds of Knowledge (2015)
Canadian Symposium XIII,
- Critical health literacies? Introduction (2014)
Asia-Pacific Journal of Health, Sport and Physical Education,
- Critical health literacy: shifting textual-social practices in the health classroom. (2014)
Asia-Pacific Journal of Health, Sport and Physical Education.,
- Food literacy as a form of critical pedagogy (2013)
Victorian Journal of Home Economics,