The only real voyage of discovery exists, not in seeing new landscape, but in having new eyes.
- Marcel Proust
Geneviève Maheux-Pelletier, PhD, PMP
Director, Teaching Commons York University Chair, Bilingual Advocacy Society for Teaching & Learning in Higher Education |
I am an experienced educator, educational developer, and leader with two decades of experience in the post-secondary sector, nine of which in leadership roles at York University, the University of Toronto, and the University of Alberta. As a certified Project Management Professional (PMP), a globally-recognized credential recognizing my extensive knowledge and skills in overseeing complex projects, I define myself as an academic with a bias towards action.
My academic path stated in 1996 when I moved to the Southern US to be a teaching assistant of French and Spanish. A year later, I was trusted with my very own classroom, teaching English Composition to American college students. Yes, you read this right! I stayed in the US until I earned a master's degree in Education (TESOL) and a PhD in Second Language Acquisition and Teacher Education. I paid for my advanced degrees by teaching French as a second language at universities in the United States and France.
My full-time career took off in 2005 at the University of Alberta. As an assistant professor, I was given the responsibility of overseeing a large undergraduate program with several entry-level courses taught by graduate students. Despite enjoying doing research in applied linguistics, I had a difficult time finding it exciting and relevant. I discovered that creating engaging learning experiences both for my students and the instructors I supervised was what I enjoyed the most about my job. Having a reasoned and explicit approach to teaching, framed by theory and informed by research, brought joy and fulfillment. I did not know it that at the time, but I had found the scholarship of teaching and learning.
My path explicitly moved towards educational development in 2013 when I discovered something fascinating: Despite an uncomfortable feeling of isolation in my former department, I was far from the only one passionate about teaching and learning in higher education! As I met faculty from across the institution, I realized that together we could make a difference, and, with them, I felt inspired to do research again. My first study was somewhat amateur but good enough to be presented as a poster at ISSOTL. Through the magic of collaborative work, I gained my voice as a scholar and as a leader. Later, I joined York University's Teaching Commons and found a centre poised to make a difference in how teaching and learning is experienced. It is thus with great pride and enthusiasm that I now serve as the Director.
My academic path stated in 1996 when I moved to the Southern US to be a teaching assistant of French and Spanish. A year later, I was trusted with my very own classroom, teaching English Composition to American college students. Yes, you read this right! I stayed in the US until I earned a master's degree in Education (TESOL) and a PhD in Second Language Acquisition and Teacher Education. I paid for my advanced degrees by teaching French as a second language at universities in the United States and France.
My full-time career took off in 2005 at the University of Alberta. As an assistant professor, I was given the responsibility of overseeing a large undergraduate program with several entry-level courses taught by graduate students. Despite enjoying doing research in applied linguistics, I had a difficult time finding it exciting and relevant. I discovered that creating engaging learning experiences both for my students and the instructors I supervised was what I enjoyed the most about my job. Having a reasoned and explicit approach to teaching, framed by theory and informed by research, brought joy and fulfillment. I did not know it that at the time, but I had found the scholarship of teaching and learning.
My path explicitly moved towards educational development in 2013 when I discovered something fascinating: Despite an uncomfortable feeling of isolation in my former department, I was far from the only one passionate about teaching and learning in higher education! As I met faculty from across the institution, I realized that together we could make a difference, and, with them, I felt inspired to do research again. My first study was somewhat amateur but good enough to be presented as a poster at ISSOTL. Through the magic of collaborative work, I gained my voice as a scholar and as a leader. Later, I joined York University's Teaching Commons and found a centre poised to make a difference in how teaching and learning is experienced. It is thus with great pride and enthusiasm that I now serve as the Director.