Teaching & Instructional Competencies
This section will be updated at a later date. It is uncertain whether I will go beyond the 12 intended PhD portfolio items. Presently, this would be the 13th item.
Click here for my doctoral program objectives, student outcomes, reflective statement and my references associated to this artifact.
Artifact 3: [TBA]
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As part of the requirements in completing EDU 9003, Dr. Leighteizer emphasized certain skills Doctoral students should develop. That way, emerging Doctoral educators may feel confident in undertaking undergraduate and graduate teaching. Therefore,
Dr. Leighteizer proposed that students develop a comprehensive Master of Education course outline that they would use for a future graduate studies course. Consequently, because I recently defended my Master-thesis on grit and student success, I wanted to position a future course on this very topic.
It should be noted that Dr. Chris Boulter (now Executive Director of Innovation, Programs and Services with the Department of Early Education and Childhood Development, EECD) was the original individual who inspired me with the topic of grit. In the Winter of 2017, Dr. Boulter offered a course at St. Francis Xavier University (StFX) called, Philosophical Foundations of Curriculum – Infusing a Growth Mindset into the Content Areas. This course drew upon several psychological scholars. In terms of understanding the mindsets of individuals, Dr. Boulter drew on Dweck’s (2006) scholarly contributions. Dr. Boulter also drew upon the notion of grit and sustained success through Duckworth’s (2016) book. While Dr. Boulter’s course emphasized the notion of changing mindsets and personalities of individuals to cultivate a culture of student success, the course appeared to focus on what Gorski (2018) identifies as deficit ideology. Due to my research findings from my thesis, my pending Doctoral-dissertation and a deeper understanding of systemic circumstances impacting learners, I chose to combine all these resources into the formation of a future graduate studies course to be called, Exploring Student Success in Public School Education.
The development of the course outline required the understanding of the ideological spectrum addressed by Gorski (2018). According to Gorski, there is a continuum of ideologies one may subscribe to. For example, individuals who subscribe to deficit ideology believe that changing individual attributes such as mindsets, personality and motivation are the keys to achieving individual achievement (Gorski, 2018). However, as Gorski addresses, there are structural circumstances which influence student accomplishment. As my research in Ngo (2023) revealed, aspects such as socioeconomic income, family structures and social class also influence achievement. While grit ideology does acknowledge structural circumstances, it appears that Duckworth et al. (2007) does not consider these factors within its construct. Therefore, as part of the development of a proposed curriculum development course, it was a goal of mine to provide emerging and seasoned graduate students with a familiarity of different facets, other than changing personality constructs, that also require attention in cultivating student success.
Artifact 2: Course Outline Assignment
Exploring Student Success in Public School Education Course Outline Assignment
EDU 9003: Dr. Valda Leighteizer (MSVU)
Relevant Files
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Range of teaching competencies demonstrative of readiness to assume the role of teacher and mentor in academia and other educational / training contexts.
As I continued to write my Master-level thesis, my thesis advisor, Dr. David Young, strongly advised me to participate in the Education Research Forum (ERF) at St. Francis Xavier University (StFX). The purpose of the ERF was to showcase the ongoing research conducted by emerging scholars within the Bachelor, Master and Doctoral education programs. Originally, my intentions for the ERF were to provide me with a context to speak in a public venue. It would also provide me with an opportunity to not only receive critical feedback that would support my research but, it would also provide me with the necessary experience in answering questions from the audience as these skills would be invaluable for my future thesis defense. Because of this experience, not only was I able to form several social networking connections but, I also received some thought-provoking feedback that helped aid in the development of my thesis.
In May of 2023, I was close to defending my thesis. Secondly, with the 2023’s ERF being held after my thesis defense, my goals for attendance would be different. Although I wanted more opportunities to develop my abilities to speak in a public venue, I had other important goals. Such goals included knowledge mobilization, coaching and supporting emerging scholars. I recall my initial reluctance in conducting research. I also remember how hesitant I was in showcasing my work to an established academic community. Therefore, while my presentation was focused on the results of my Master-thesis, I also utilized the opportunity to encourage attendees about the supporting environment I had experienced at StFX. That way, attendees may feel encouraged to either begin their research journeys or know the appropriate people to seek out support to persist.
Artifact 1: Education Research Forum (ERF)
Presenter at St. Francis Xavier University's ERF for 2021 and 2023.