We do not learn from experience... we learn from reflecting on experience.
- John Dewey
Areas of Expertise
Experiential Education (EE)
In addition to offering EE workshops and a peer-based semester-long course aimed at faculty and EE practitioners who want to enhance their practices in experiential education, I have given a keynote speech and many conference presentations on the topic. I have conceptualized and developed the Experiential Education Guide and launched the very first experiential-based Student Consultant on Teaching program in Canada, through which education majors can complete a full-year for-credit professional placement.
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Workshop Development & Facilitation
Experiential Education (EE) @ York University:
Blended Learning @ York University:
Instructional Skills Workshop @ York University:
Faculty Orientation:
Course Design:
Lesson Planning and Instructional Activities @ U Alberta:
Professionalization of Teaching:
Assessment of Learning:
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Sample Workshops
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Responsibilities as the Director of the French Language Program (2005-2012)
While at the University of Alberta, I was responsible for six different courses serving an average of 1,000 students enrolled in over 50 sections on a yearly basis. All together, I trained, supervised, and assessed the teaching performance of over 60 different instructors. My responsibilities encompassed two main domains:
Curriculum development and assessment: I managed the beginning, intermediate and advanced courses of French as a second language. I oversaw and updated the curriculum, managed the online placement test and placed students according to proficiency level, created instructional activities and semi-authentic assessment tasks together with my team of instructors.
Teacher training: I supervised between 20 and 25 instructors and teaching assistants on a yearly basis. Training included monthly pedagogical meetings for each course and classroom observations to evaluate teaching effectiveness. On a yearly basis, I conducted between 20 and 30 classroom observations, followed up by a debrief and a formal written report. I also coordinated the Apprenticeship Program, a work-integrated learning opportunity for graduate students with no prior teaching experience.
Evidence of Effectiveness
I was evaluated by my teaching staff through a questionnaire distributed by the department’s administrative team. Instructors appreciated my expertise and support, as indicated by the following sample comments:
Curriculum development and assessment: I managed the beginning, intermediate and advanced courses of French as a second language. I oversaw and updated the curriculum, managed the online placement test and placed students according to proficiency level, created instructional activities and semi-authentic assessment tasks together with my team of instructors.
Teacher training: I supervised between 20 and 25 instructors and teaching assistants on a yearly basis. Training included monthly pedagogical meetings for each course and classroom observations to evaluate teaching effectiveness. On a yearly basis, I conducted between 20 and 30 classroom observations, followed up by a debrief and a formal written report. I also coordinated the Apprenticeship Program, a work-integrated learning opportunity for graduate students with no prior teaching experience.
Evidence of Effectiveness
I was evaluated by my teaching staff through a questionnaire distributed by the department’s administrative team. Instructors appreciated my expertise and support, as indicated by the following sample comments:
- “Geneviève's focus on building a strong and professional teaching team has to be one of her strongest assets. She takes the time to involve the entire team in test creation and empowers each individual with real and challenging responsibilities. She then reviews the work and organizes a team meeting so that all instructors can give feedback to the individual responsible for the creation of the material. As a team, we come to an agreement on the final version. This practice develops each instructor professionally and allows for constructive feedback as it benefits everyone involved. ” (2011)
- “Dr. Maheux-Pelletier introduced me to “teaching in context”, a concept I hadn’t heard of in my previous teaching experience. She explained to me “the how” and “the why” of teaching in context, which tremendously enriched my experience as a teacher and allowed me to feel complete satisfaction and fulfillment as a teacher." (2011)
- “Dr. Maheux-Pelletier streamlined the content and the criteria we use to evaluate students, thus standardizing classes in MLCS and providing students the chance to be rated fairly in comparison to all students registered in the same level. ” (2011)
- “Her evaluations were very detailed and each point, each critique were meticulously backed up with logical, pedagogical explanation or example of how things would have been more beneficial if presented in a different, more coherent way.” (2011)
- “The director encourages instructors to work collegially and this results in a good teaching atmosphere.” (2008)
- “Geneviève is an excellent director and always provides useful feedback to both classroom observations and to unit tests made by the instructor. I have learned a great deal as an instructor in this language program.” (2008)
- I feel that I have a good amount of freedom as an instructor to try out new activities but at the same time I appreciate the helpful guidance provided by Geneviève.” (2007)
evidence_of_effectiveness_as_the_director_of_the_french_language_program.pdf | |
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