Please tell us about yourself/your background (education, expertise, experience)
Since finishing my PhD at the University of Toronto in 2019, I have divided my time between postdoctoral research and science advising. As a Science Advisor for more than 20 years, I work with Canada’s science and innovation community to mobilize research to enhance impacts and to make research more accessible, meaningful, and useful. My research can be broadly defined as the sociology of science. I am interested in understanding the adoption of scientific knowledge in policy making. My current postdoctoral research at the University of Guelph is on knowledge mobilization in sustainable agriculture.
What do you hope to achieve?
Being new to online teaching, I have looked for resources and best practices that will help me create an inviting and engaging learning community. Research on online learning has shown that the Community of Inquiry model and constructivist approaches are remarkably effective. I've used concepts from these frameworks in my course design. I hope the online learning environment that I set up will encourage students to engage, participate and interact with each other, the course content, and assignments. Students will have an active role in co-creating and delivering the course content. I hope students will learn from each other by sharing their expertise, experience, and knowledge. I’d really like the course to be the basis for a community of practice—a network of peers that students can tap into well after the course is finished.
What are 3 things you aim to teach students about developing funding proposals?
I hope that students will leave the course with:
· a real-world understanding of the proposal development process
· innovative ideas for and approaches to planning and managing the proposal development process
· the ability to evaluate, analyze and synthesize information and apply these skills to develop successful funding proposal