Pay attention to the man behind the curtain of international learning

When I worked within international learning programs in the university setting, many things kept me up at night, and ultimately led me to reconsider my career in international learning, but one issue that I struggled a lot with was the lack of authenticity in the construction of some of these international learning programs.

North American higher education institutions are touting the “Internationalization” flag with, in my opinion, a lack of resources, know-how, and mostly time to carry out authentic, ethical and meaningful international partnerships that actually produce results for the institution (students) and the host communities involved. This idea that I am bringing up is nothing new. We’ve thankfully seen some great critical perspectives come into the purview of the public about these programs in recent years. I love Talya Zemach-Bersin’s perspectives shared in the 2008 article “Why American Students Abroad Can’t Be Global Citizens” that questions the whole “why” of it all, and in 2015, CBC’s Doc Zone came out with the documentary “Volunteers Unleashed” that looked at the phenomenon of voluntourism: programs designed to combine international tourism experiences with the promise of making global impact (worth a watch!).

For many years, and until recently, I was involved in sending university students abroad to work on service and engagement projects within host communities touted with the idea that a student could “give back” to the global world while engaging in an authentic, integrated cultural experience among the locals. The idea universities would sell the students was that through true integration within local communities (usually only for a week), and providing a service based on “defined” community needs, they would make true impact on the global level, and in turn, be provided an enlightening and transformational learning experience. Truthfully, it hurt to say it anymore, but it was my job to.

Universities work from strategic plans. Within these strategic plans includes a quota or goal of sorts for their International programs. For X year, the academies will accept X number of students (cha-ching!) and send out X number of students, with exponential growth year after year. It provides great PR.

University staff and the departments that make up the university (i.e. student life, housing, etc) are usually tasked with meeting these outcomes. They recognize that with quantity you have to risk quality, and thus, this is why universities turn to (usually for-profit) third-party providers* that provide “canned” experiences, designed for large groups, and designed to meet Internationalization missions of higher educational institutions. The spots with the third party providers are committed to before the students have been recruited to fulfill them. With this magic number of students to send abroad to be met in mind, students are recruited into these international learning programs at both the co-curricular (non-academic) and curricular (course-based) levels at a price (of multiple thousands of dollars), with the idea they will provide a much needed service to a community in the Global South or third world who needs them. They are recruited, are accepted into the program and pay a fee to participate. They are provided orientation, reflection exercises and lessons on intercultural communication, cultural humility, and all the wonderful things that universities sell as global citizenship (a term still so engrained in my own vocabulary). The students go on these experiences, participate in a highly scheduled roster of activities, and are put in service situations with people in host communities who “need them”** so that these students can fulfill resumes with eye catching experiences that they’re told employers eat up. The students come home, with a promise and a dedication to save the world, but then altruism gets replaced with ambition, and in more cases than not, the student resumes on his or her own path from their academic to professional lives, and their international experience, and the people they worked with, becomes a distant memory. Only in some cases with the structure of the academic year allow students to have adequate debriefing experiences to help draw out the learning that the universities expect of them. Then rinse and repeat for the next year.

I don’t want to paint all international learning programs with a bad brush, as I have been witness to some incredible programs that are still continuing that ARE actually making meaningful global connections that I’ve been able to evaluate first-hand with the host community and the students involved. I still remain proud to have been involved in such authentic moments of exchange and experience, and I am happy to be affiliated with a new institution whose international learning programs I have become a big fan of. Within these programs, the third-party provider is left OUT, and the relationships are built directly between university staff and/or faculty member, and a host community abroad. This process requires a huge degree of time, money, travel, and thorough process of negotiating the partnership and understanding what each party hopes to get out of the experience. These programs also don’t stress that they are bringing something as a service, but rather, position these as opportunities for true exchange where not one party is more advantaged than the other. These programs are still built on the premises mentioned above of quotas, economic exchanges, and designing of experiences, but when these experiences are made with a high degree of intention and host community participation, where the host community’s outcomes are placed before the student outcomes, better outcomes truly are produced for all involved.

How an international learning experience is advertised can make all the difference. If you are going to another country to strictly observe or learn from them, name it as so. If your international learning experience represents more of a tour rather than a true engagement experience, name it as so. It’s OK to travel abroad without an altruistic purpose. It is not OK to travel abroad with stated altruistic purpose that it is inauthentic, and doesn’t represent altruism at all. Let’s all stop kidding ourselves by placing fancy names on things to make it sound better than it actually is.

While it may appear to the contrary, I do not think that international programming within higher education programs that tout themselves as engagement experiences should stop, however, I can pose a few questions to those considering international learning, as practitioners or participants, that may allow these experience to move towards a place of authenticity:

  • What is the source of the partnership? How was the connection to an international host community made? Why was it made in the first place?
  • Are resources available to ensure that proper time is spent visiting the host community in advance, building relationships, and understanding opportunities for true engagement?
  • Are students provided universal financial access to these programs? Are students with disabilities accommodated in these programs?
  • Are host community participants given the opportunity to participate in similar experiences within North America? (i.e. read about fair trade learning)
  • If working with a third-party provider, is it a for-profit or nonprofit? What are the margins for overhead vs. financial contributions made to the host community?
  • Is host community impact measured? Are impacts reported? Whose testimonials are being used to recruit students into these programs – the students or the host community’s?
  • Exactly how is this North American presence building community capacity within third world countries? Is it at all?

Tough questions that make you think, don’t they?

The truth can’t be denied that universities will continue to increase their numbers of students going abroad; everywhere you turn, another university in North America is smattering the news with a renewed dedication to internationalization, and the buzz words: integration, global citizenship, service, international development, transformation, new perspectives, new horizons, intercultural, are not showing any signs of dying.

I wish and hope for the future of international learning within higher education to be less based on numbers and more based on impact. For funding to be provided so that relationships can be developed first-hand between universities and host communities rather than having to turn to sterile, canned packages provided by those who profit off the international and altruistic missions of universities and the eager willingness for host communities to accept these students for their own economic benefit. For a unification of the scholarly attention that is being paid to the true impacts of international learning and the practitioner, quota-based approaches. For international learning programs to move away from canned alternative reading week/spring break co-curricular opportunities to international engagement through discipline-specific, curriculum based international experiences that require rigour in the planning and intentionality in the building of the partnership. I wish and hope at the core of it all that we can all just be authentic and transparent in our intentions, actions and strategies as people of the world, and the institutions that facilitate our mobility across cultures and continents.

*Third-Party providers are usually for-profit (but some are non-profit) companies and organizations that provide international learning opportunities as a service. These organizations claim to have created true partnerships within host communities and constantly work to design student activities around community-defined needs at the time. Universities can pay these third-party providers a per-student fee, and in turn the third-party provider will organize all aspects of the travel experience. I do not agree with some of the practices of some organizations, but have witnessed some excellent and ethical practices by some organizations, namely Solidarity in Action (Canada-based) and Amizade (US based)

**Another blog post for another day will be the activities that students can sometimes be engaged in as part as service trips. Many times, students will be placed in remote villages that do not have access to medical services, and students (aka children) are placed in situations where they are wearing medical scrubs and providing basic medical triage activities after being trained for only a few hours. The host community does not understand that these students are not trained medical professionals, yet the students clothing leads them to believe they are. I don’t think I have to write much more to highlight how wrong it is to extend a scope of practice to a third-world country where that wouldn’t be stood for in North America.

Sometimes you get the best light from a burning bridge

At one time in my life, I thought I had landed the job that I could have stayed in forever, and I was prepared to do that, but things change, and I’m very glad they do.

A couple weeks ago, I had the privilege to attend a local event called “Women in Transition” where two inspiring women, Jodi Simpson and Karen Schulman Dupuis shared their stories of transition within their careers. I was drawn to this event, not only because I had already made some major career transitions, but also because I knew that statistically speaking, my generation (Generation Y) will hold almost 4 jobs over their first 12 years in the job market, and will stay shorter on average at each job (2.7 years) in comparison to previous generations.  That’s only the first 12 years.

I’ve made a few professional transitions within my life. Having begun my career as early as I could, I moved from the nonprofit sector, to manufacturing and technology, to human resources and the corporate world, to education, to international work, and now I am hovering in research with a special focus in engagement and knowledge translation. I’m lucky that I seem to surpass the average tenure for most of my jobs, which speaks highly to job satisfaction. Right now, I love the area I am working in and plan to stay here for a good while.

Many of my transitions have been by choice or by opportunity, or natural life progression. However, not all have been in situation within my control, executed with grace, or with outcomes I’m particularly proud of. Going through a job transition, while incredibly exciting, can also be incredibly traumatic, not only hard on the individual, but the family. I’ve heard that going through job loss or major career transitions can be often close to as traumatic as an illness or death of a loved one, and having experienced both, I can somewhat attest to this. When we lose or leave a job, we lose or leave a part of our self. In addition to being our sources of income, jobs are linked to our interests, our pursuits in education and training, but most of all our professional identity.

Recently, I chose to leave the job that at one time I thought I could have stayed in forever. That job became my dream role I never knew I wanted, but will forever be a defining feature in my career.  I grew up in this role, and grew as a person and a professional, through some incredible triumphs and tough lessons.

I had made the decision to transition out of my role a couple years before I actually did (after 6 years!), was often scared to, or just couldn’t find the right opportunity to do so – most of all, I just loved what I did, and who I worked with, and was comfortable. But I grew, and needed and opportunity to make an important transition from something so meaningful to me.

I eventually made the transition through a string of events and interactions that allowed me to recognize that it was time. I was in a work situation working within a program where things just no longer lined up for me, and I felt a sense of incongruence with the work I had been involved with, and the work I wanted to be involved in. After a long, grueling process, one that involved many hours of therapy, some tears, and A LOT of introspection, I made the leap and found a great opportunity to transition. I DID IT!

In the spirit of sharing experiences as Jodi and Karen did so eloquently in the Women in Transition event, here are a few things I agree with these women on, and a few lessons and realizations I picked up along my way (and continue to pick up!)

Career transition help you know your own value
One thing Karen Schulman Dupuis noted is that transitions help you know your own value. They allow you to step back and assess all you have done through your career, and all the kickass skills you have acquired along the way. They allow you to recognize and revel in why you were invited to work within amazing organizations, within amazing initiatives with gifted people, and take all that value to offer to a new opportunity. Transitioning in my career gave me the breathing room to assess myself, and taking myself out of my role allowed me to open my eyes to the infinite world of opportunity I had available to me, and what I had to chase those opportunities with a rate of success. Through my transition, I met amazing people, got invited to participate in awesome opportunities, and by recognizing my own value, others did too.

Career transitions allow you to let go
Every job I have had, I’ve poured 150% (or more) into. I can remember one leader asking me to calm down and step back because I cared too much about my work. In fact, I have a bit of a reputation of going Mach 10, a pace that people aren’t always ready for. Choosing to transition out of a role that was overwhelming at times allowed me to step back, while ensuring and having confidence that my work was left in good hands. I slowed down, to a speed I no longer recognized. I needed to slow down and let go in order to have the space to restore my own equilibrium. While it was hard to let go, I get equal satisfaction of knowing that the work I was so passionately involved in has new life and new direction, while I find my own new path. It also allowed me to set a new pace for myself that allows me to understand my own work style so that I work most effectively, with only having to give 100%, which I’ve learned is enough.

Career Transitions help you know your tribe
One tough yet necessary truth that I’ve had to come to terms with, and that I’m still coming to terms with, is that career transitions can have the potential to have important relationships tested. Sometimes a decision to transition comes from a difference of vision, or for me, an incongruence of direction, values and vision for the future. When I transitioned once I made that tough decision to do so, I unfortunately lost some incredibly important relationships to me, that I had fostered for many years, and with people that I actually very much loved. This is an unfortunate casualty of doing business, so I’m learning. From these losses, however, grew something greater. What I value most about this transition, is while I lost some valued relationships, I gained many more through my experiences and through (re)connecting with all those who had always been a part of my tribe, and stood there unwaveringly so. Through my transitions, an overwhelming number of many people came out to support me and stand behind me, and as a result, my network grew, and I got new opportunities and created a new tribe of treasured relationships with new ones being fostered every day. I’ll always be grateful for all those who were a part of my journey and will always wish my old tribe well, while poised and ready to create and innovate and do new things, with new visions with those in my new extended tribe. The singer/songwriter Don Henley wrote in his song “My Thanksgiving”, “sometimes you get the best light from a burning bridge”, and this couldn’t be more true in my experience.

Career transitions allow you time for yourself

Career transitions aren’t always easy times, but anyone who is in one remarks on the fact that the transition period has given them the opportunity to concentrate on their mental and physical health. My transition period finally gave me the opportunity to find time to talk to others who could help me find new directions. My transition period finally gave me the space to try anxiety medication for the first time in my life, which I am so glad I finally did (another contributor to reduction of my capacity for work from 150% to 100%). My transition period allowed me to reconsider what my work meant to me, and for my life. My transition period made sure that I have enough steam to put my best into everything going forward, and now I am able to more intentionally and in a way that produces the best outcomes for all involved.

Transitions are scary, and sometimes can be traumatizing, yet I can’t wait for my next one, when it eventually comes when the time is right. While I absolutely love the area of work I am in right now, I know that the world is big, and opportunities are vast. With technology and the world the world integrates globally so rapidly changing, jobs will be available in the future that I can’t even conceive of right now, but I can’t wait to get hired!

Tattoos represent our human right to express; let’s let it be that way.

I have 14 tattoos and I’m at the point in my life that I am getting tired of covering them up, especially with the weather getting so warm.

My tattoos are a part of me. They are my art and creativity. They are an outward journal. They are what is important to me. Tattoos are what helps support my family and our future.

So why have I spent so many years covering up my tattoos?

I began getting tattoos at age 19. My first one was on my lower back (as it was unfortunately for many of my age group), and at the time, I felt like a rebel getting it. I can tell you that it certainly did NOT please my parents. While it wasn’t visible, I always ensured that it never “popped out”, especially in professional settings. In my twenties, while I pursued a successful and fulfilling education and career that spans both academic and community sectors, my tattoos took a back seat. Throughout this point in my life and career, I’d still always adhered to the conventional wisdom that there was no place for tattoos in the workplace, and at times, took great lengths to cover up my markings and truthfully believed others should too.

In my thirties, things changed. As adults do, I became more aware of myself, and being tattooed started to become more and more of my visual identity, so began to collect more. My tattoos were and are a part of me that I want to share with the world and who I know and come in contact with. Thus, I’ve stopped covering up my tattoos (most of the time) in order to fight that antiquated ideal of what a professional should look like and hope for a change in perception against tattoos…

This is in defense of tattoos and a plea for the acceptance and professionalization of tattoos in the workplace. It’s an encouragement to my fellow tattooed friends to stop covering up tattoos when the opportunity allows it. Through this, I urge all to reconsider their position on tattoos, and make more room for them in the workplace, and society. Here’s why:

Simply, tattoos are art.
I am the first to admit that tattoo culture doesn’t always have a reputation of pushing out the most tasteful, tactful, or visually pleasing forms of art. Tattoos can often go awry, and too often, tattoo choice and placement can show an error in judgement by the untrained tattoo artist, but mostly the willing canvas. However, tattoos are and can be beautiful when the right artistry, vision and tact are applied. As humans, we spend our days enjoying what is aesthetically beautiful. Our history has shown centuries of appreciation and reverence for the visual arts. Tattoos are an underappreciated art in the mainstream culture of professionalism, and I’m perplexed as to why. Why not use the most beautiful canvas of the human body to create the most beautiful art?

Tattoos are the norm.
While stigmatization of tattooed individuals is alive and well, and thriving at rapid rates, soon there will be no place for it within our society. A study completed in 2010 (6 years ago) stated that while uncommon among the baby-boomer generation (15%), tattoo popularity grew with Generation X (32%) and continued to grow with the Millennials at 38% admitting to having tattoos. In the US, it’s estimated that 42% of adults have tattoos. This number can only be growing. Look around you at any public event or venue (especially in warm months), and you’ll see that tattoos aren’t as uncommon than they once were.

Tattoo stigma and tattoo reality don’t correlate. That’s why it’s a stigma.
My mother is the absolute worst for perpetuating stereotypes of tattooed people. “They look like they smell,” she’ll say, and I’ve not been able to figure out why as I’m yet to find a smelly tattooed person. She has quoted tattoos as being trashy, unprofessional, tough, rough, and everything else negative. This is particularly troubling to me because my partner is an aspiring tattoo artist. I am tattooed. We are both tattooed, and I certainly don’t think we smell, or are trashy, unprofessional, tough, rough and everything else negative. My mom knows this too as she loves us and has always had unconditional love and acceptance. This is the case for SO many individuals and there’s no reason to have this. I know researchers who are educated to the gills that sport full sleeves. I know successful engineers whose ink is one of their most striking visual features. I know communications professionals with well-crafted stories down their arm. I know tattoo artists who are regular citizens like you and me – they do not fit the profile of being rough, partiers, or strange. My partner, for one, likes to spend his time with puppies and usually goes to bed ridiculously early at night in order to get a good sleep, and couldn’t hurt a fly if he tried. There needs to be a loosening of the old-time association between tattoos and the ridiculous idea that tattoos are for rough sailors, motorcycle gangs, and serial killers. Tattoos generally are beautiful outward representations of inner goodness. I hope that my partner and I, as well as all we know who are tattooed, can continue to change old and antiquated perceptions on tattoos dictating character and behavior.

Tattoos mean something to those who get them.
Of my 14 tattoos, 2 of them represent my late father, 5 represent my heritage, 3 represent a love of classic literature, 2 represent my nostalgic ways (especially in music), and the remainder represent traits I value in myself and for my life: freedom, adventure, and exploration. These are the things that I have taken the time (and expense and pain) to ink onto myself permanently to have a permanent place in my life, my character, and what I present to the world. Ask me, and I’ll always tell you what my tattoos mean. Ask others who are tattooed, and I’ll guarantee you’ll also get a satisfying response and a good story. Tattoos allow the whole person to shine through.

Tattoos are a freedom of expression, which is a basic human right.
I don’t know about you, but I value working with individuals and organizations that value diversity, freedom of expression, and the power of individuality. I don’t like to be around judgmental people who may automatically be guilty of some of the ignorant associations for tattooed people mentioned above. What I do understand is that we are currently not in a place where tattoos are always tolerated. I keep an array of blazers around for any business purpose that would require one. However, the freedom of expression is a chartered right to Canadians (and many other of the world’s citizens). As a result, we should be at place within society where in the workplace they are not met with punitive actions, or used as a reason not to hire or engage with someone (aka. discrimination). In a world that demands and needs tolerance for diversity in terms of race, language, country of origin, age, gender and ability, we must also promote tolerance of the freedom of expression that tattoos are for people. I don’t think anyone wants to be around anyone who automatically thinks like my mom in regards to her perception of tattooed people.

As I mentioned, we are not yet at a place in our world – in North America where I am currently, and most important globally – where tattoos are a wholly accepted practice and form of outward expression, but we are getting there. I’m optimistic for tattooed people and the tattoo industry and the wonderful artist who make up it. My employers have always been accepting of my tattoos, knowing that I am able to exercise discretion on how much they are visible with in each context, and in turn, I respect the boundaries of when my tattoos should be out. My mom – well, she’s coming around. She loves me, and she’s proud of me, and she loves my partner and so far has been “cool” about the tattoos her three daughters have been accumulating. I do urge everyone to consider and reconsider their ideas and perceptions on tattoos. Ask people what their tattoos mean. Consider revising workplace policies to accommodate this form of expression. Perhaps maybe you can consider getting some ink yourself.  Why not?

I would do my dear partner a great disservice if I didn’t give his work a plug. Levi Moodie is an amazing artist, tattooing as an apprentice at Manson Tattoo in Old East Village, London, Ontario. He has done the majority of my pieces and I love them all couldn’t be more proud of him and the hard work and passion he puts into his craft.
Twitter: @tattoosbylevi
Instagram: @tattoosbylevimoodie

Keep your higher education administrative professionals close.

As a career, I’ve chosen to be an administrator within higher education and I absolutely love it. That doesn’t mean that I’ve chosen to work as university “staff” because I have fallen short of other academic goals – this is the path I’ve chosen, enjoyed, and will continue to work in for the foreseeable future.

I have been extremely lucky that within my career as a higher education administrator, I have been for the most part treated respectfully, and have forged partnerships with academic partners that have done amazing things, and this is due to a change in mindset among specific faculty that involves placing an incredible amount of value on the higher education administrator.

Not every higher education administrative professional has been fortunate enough to have the great experiences I have with faculty members, as not all academics embrace the value – and power – of the higher education administrator.  Every higher education administrator, self-included, has a nightmare of a story of when they were dismissed, treated poorly, or simply ignored due to their status as “non-academic staff” who will mostly lack the highest academic credential. Each higher education administrator can tell a story of pulling long hours, on tight deadlines, pulling something together for an academic colleague’s work. Each higher education administrator is familiar with the phrase “your failure to plan has become my emergency”. Each administrator can tell a story of being wildly misunderstood – in terms of professional capacity, professional credentials, or place held within the university. I can remember being at a research event where the question was asked what the role of staff and administrative professionals was in research. The researcher, flustered to come up with a good answer, finally concluded that the role of support staff was to “put up with researchers”. I was a bit flummoxed by this answer, and to be honest, felt a little angry that the vital role of support staff in research (and all academic functions) was overlooked, and seemingly not valued at all. Would this researcher’s work have even happened had it not been for the support staff standing behind him?

Academics, I encourage you to think of the administrators that work with you. What is their role? How do they advance your work? What skills do they bring to the table? What would happen if your administrators just weren’t there?

My academic friends and colleagues, I urge you to keep your academic administrative professionals close, and hold onto them. Here’s why:

Higher education administrators study higher education for a living. Yes, that’s right – our area of study is the academic institution – the inner workings, working with academics, student life, organizational behavior – you name it. We have chosen a profession that has required us to get intimately acquainted with how higher education institutions work. In fact, some higher education administrators have advanced degrees in issues of higher education. Myself, for instance, studied within my Masters degree issues of pedagogy, curriculum development, knowledge translation, research methodology, leadership, and many more aspects of higher education, which has equipped me with the toolbox to take on many types of higher education administration roles. Higher education administrators eat, sleep, and breathe higher education, and they are a wealth of information for academics looking to navigate the system or explore possibilities.

Higher education administrators have skills that academics don’t necessarily have. If you poke around your talent pool in your higher education environment, you’ll likely see that your administrators not only hold high levels of education, but also a skill set that academics don’t (and vice versa). Higher education administrators quite often have backgrounds in communications, marketing, finance, human resources, and other professional areas that have allowed a high degree of transferable skills enter into the ivory tower. They’ve specialized in all the areas of expertise that help elevate the work of academics. One thing that many higher education academics won’t do is tell you how many skills they have, as we sometimes just like to see that we can just “make things happen”.

Higher education administrators will let you take the credit. That’s not meant to be as harsh as it may sound, but the statement has some truth. Higher academic administrators don’t need to have their name on things. They are happy to lend academics their time, expertise, skills, and dedication. They are happy to take on tasks and initiatives knowing that they’ll be making someone, or something, else look good. And we’re OK with that! Higher education administrators have chosen a career within the folds of the ivory tower knowing that they will be the backbone of the great things that come out of education, but will never get the glory. And again, we’re OK with that!

Higher education administrators are committed to seeing the academy innovate. I’ll be the first to admit that one of the biggest frustrations I’ve had with working in higher education is what we would refer to as the “old boys’ club” or the “canon” or the “academic tradition”. These phenomena are both what make academia unique and one-of-a-kind, but they are also what makes the academy outdated, irrelevant, and missing the boat on the potential of higher education. I won’t spend time on listing those things that make higher education stuck in the Ice Age, but I think we can all name a few. Higher education administrators are the ones that have their finger on the pulse of what’s new in higher education. Higher education administrators have spent their time with other administrators exchanging ideas and practices on how to move the needle on the effectiveness of a university education.  Higher education administrators are interested in meeting the needs of the changing workforce and the global world, and they are excited and posed to help their academic colleagues do so.

Higher education administrators understand academics. Academics are a rare breed. I don’t think it’s a shock for me to make such a statement. They have chosen career paths that are unlike any you would find outside the academy. They spend their time in different ways that people do in other kinds of careers. They can sometimes have “interesting” personalities, usually as a result to their intense dedication to their discipline, field, and research process. I, for one, love academics. I love the way they think, and I love that they have chosen a life of inquiry and helping to mold young minds. Yet I also understand the challenges that can arise in working with this rare portion of people, as do my colleagues. In terms of working with brilliant minds, we’ve seen it, and felt it all. This is to say, bring it on – we can, and will, work with you, and will come equipped to face any challenge you may throw at us.

Here’s a few tips for academics on leveraging your resident higher education administrative professionals:

  • Ask your administrator about his or her background and why they chose a career in academia
  • Use your administrator as a sounding board – they will be able to give you an honest opinion of whether your ideas will gain ground or fall flat
  • Find out what’s in your administrator’s toolbox – they may bring a skill to your work that you don’t have, yet can significantly increase the impact of your work
  • Understand your administrator’s limitations and areas of expertise – just because they are an administrator, doesn’t mean they are suited for all administrative tasks, or will take on any task you’ll throw their way (for instance, I can’t organize paperwork to save my life!)
  • Appreciate your administration – just because a higher education administrator may not need the glory, they do appreciate feeling valued and small gestures that make them feel so

Keep your higher education administrative professionals close – you’ll never find a greater fan or supporter for what you do.




“What we’ve got here is failure to communicate.”

When I think of Cool Hand Luke my mind gets stuck somewhere between how Paul Newman can make imprisonment look so damn good, excessive amounts of eggs, a little bit more about Paul Newman and his classic handsomeness, but then I always go back to and settle on that scene between Luke and Captain and the famous line that we all know and love from that film:

“What we’ve got here is failure to communicate.”

A little reminder of how the scene goes….


Captain: You gonna get used to wearing them chains after a while, Luke. Don’t you never stop listening to them clinking, ’cause they gonna remind you what I been saying for your own good.

Luke: I wish you’d stop being so good to me, Cap’n.

Captain: Don’t you ever talk that way to me. (Gives him a good hit) NEVER! NEVER! (Luke rolls down hill) What we’ve got here is failure to communicate. Some men you just can’t reach.

This scene is a good précis for the whole film – it shows Luke’s brave and sly insubordination against the prison system pretty clearly, but what gets me here mostly is the line that precedes Captain’s little reprimand: “I wish you’d stop being so good to me, Cap’n.” More on that later…

The one thing that always frustrates me in my professional and personal life is how often poor communication, lack of communication, or miscommunication affects relationships, productivity, and overall impact. In my decade in the professional world as I work to build my own professional competencies and modes of operating in professional contexts, I’ve made sure to make astute observations on the way people interact, and then try to make sense of it all. It hasn’t been easy, and what I’ve seen hasn’t always been stuff I am overly impressed by, but I’ve also seen people use methods that bring people together.

I’ve also taken the same keenness for understanding how people communicate in all aspects of my life. As we know, communication is key to any successful relationship (partnerships, marriages, parents, friends, siblings, children – basically everyone in your life); you are best served when you pay attention to the communication cues, and learn from them.

Conducting social experiments in my head over the past few years has allowed me to come to some conclusions, observations and what I hope is a way forward. I credit experience, mentors, and all the people who have come into my life for the way they have also helped me understand the issues of communication, trust, and understanding among humans. Here they are:

“What we’ve got here is failure to communicate.”:Why This Happens

Fonzie tells us that assumptions are the termites of relationships. It was actually Henry Winkler, but I can’t help love the Fonz and jump at the opportunity to mention him.  When you think of it, this is extremely true. fonzieAssumptions are predatory on relationships. Assumptions create holes, gaps, and a loss of cohesion. Let’s run with Fonzie’s analogy for a bit. How do you prevent termites? First, you ensure no termites exist. Then you take action and measures to protect your foundation against termites. Once this is done, you regularly check up to ensure your foundation is safeguarded and regularly maintained. We need to treat our relationships the way we prevent termites. When beginning any kind of relationship, whether it is professional or more personal, whether it’s for a new business venture, or initiative or you are entering into a relationship of vulnerability, it’s good to uncover and look for those termites – those damn assumptions. What do I know about you? What have others told me about you? What do I think about you? How much of what I think about you is based on hearsay or gossip? What assumptions may I have of you that are wrong? What assumptions may be right? This doesn’t need to be about bearing souls and singing kumbaya, but more just about getting real and getting to know a person with intention and with best intentions. We need to prevent our assumptions from creating gaps and holes in our understanding of each other by working to set that foundation that allows assumptions to be explored before they become what hurts the foundation of a relationship. Coincidentally, as I was writing this blog this morning, my sister-in-law in an online silly family banter said “You know what happens when you assume? You make an ass out of U and Me.” We don’t want to be asses, do we? Again, just be real.

Trust is at the heart of everything. A lot of the discordance and tension between people comes from a complete lack of trust. Trust is not something that is easy to build, nor should it be taken for granted that every relationship is conducive to trust-building. Right now, we see a great mistrust in corporations, institutions and those structures that are set up to protect our societies and the people in it. People lash out because their trust has been broken. Relationships dissolve because trust was taken away. Some relationships never truly move forward because trust cannot be built. Our history in Canada shows the devastating consequences of lack of trust. A nation is divided as the constant struggle for reconciliation happens between Canada and our Aboriginals. Those in poverty have been let down by the systems and dallaire-rwandastructures that are supposed to be their safety net. We need to build trust before we can move forward. It’s as simple as that. We need to break down barriers, elevate the voices that have been quieted for too long, and bring people together with the one thing that brings us together – our humanity. I saw Former Lieutenant General (Ret’d) Romeo Dallaire speak the other night, and his words stayed with me: “Not one human is any more human than another”. We need to remember this and get back to the one thing that we have in common in order to build back our trust and learn to communicate more productively.

Kindness matters. I tout myself to be a bit of a spreader of kindness. Sometimes that annoys people. I’ve relented and through it, I’ve paid attention to the impacts of kindness and how it can make people feel, and I’ve come to the very simple conclusion that no matter what your life situation, who you are, where you come from, what you’re going through, or who you are engaging with, kindness goes a long way. A sad realization of my life is that you just can’t force people to be kind. Some people just aren’t wired that way. Many people are emotionally, mentally, physically not able to spread kindness to the level that I generally wish for the world. That’s OK. It has to be. But that doesn’t stop me from being kind myself, or asking others to consider kindness as a first approach. This is where I go back to Cool Hand Luke. “I wish you’d stop being so good to me, Cap’n,” Luke says, obviously with a great deal of sarcasm and irony. Look how the Captain reacted in this scene, and obviously Luke didn’t come out too far on top in this scene, but he eventually did. Luke killed Captain with kindness, Captain didn’t like it, but it did send quite a message to him.

How can we all work a little harder to communicate to avoid communication breakdowns and come to a bit more understanding of each other in all our professional and personal pursuits? I can present a few ideas:

Talk. We all (self-included) can tend to have the bad habit of hiding behind screens, emails, Twitter handles, or text messages. This has led to a lessening of our ability as a society to effectively communicate, and this is not news to anyone. Text often lacks context. Emoticons don’t help. What ever happened to picking up the phone, or asking someone out on a coffee meeting?A_small_cup_of_coffee The amount of time wasted in the space of misunderstandings and miscommunications can be what breaks an individual relationship, an organization, a society, a world. Make face to face contact a priority. Talk instead of tweet. Call instead of email. 10 minutes over a coffee can do more than what any email, tweet, or text message can ever do.

Learn how others like to communicate and get information. We can’t assume that the way we communicate is the way our audience, or who we’re communicating with, prefers to communicate or receive information. For me, I constantly battle between speaking and communicating academically with more colloquial language. The latter is how I prefer to communicate. I don’t like jargon or conversations where the message seems buried, yet I do have to adapt how I take in information, and put it out to who I am engaging with. When entering into a relationship or professional collaboration, take some time to notice how others communicate. It may not be the same way you do, but we you do what you can do adapt, and “work around” communication styles to keep focus, cohesion and move together in trust productively. You may also learn different communication styles from others, as part of finding our way is also figuring out what is working for people, and what isn’t.

Commit to kindness and thinking the best of everyone. Everyone has something to bring to the table, and kindness helps us see what that is in each and every human. I was reminded that those who are marginalized are not the ones who marginalize themselves. Think about that. Not anyone is more human than another human, as Romeo Dallaire stated the other night. By virtue of being human, we all have the ability to be kind; yet can’t deny that as humans, we also tend often to act out of anger and fear. Personally, I shut down when people are unkind. It is not a space I am comfortable being in and not an approach that I promote. However, I understand why people get angry. People are frustrated with how things are I see this on social media all the time. I’ve seen it in past workplaces where it’s had consequences for everyone involved. I see it at home with my partner if we disagree on something. Anger is a normal emotion, and sometimes it’s incredibly necessary as a catalyst for people to be moved forward into action (the subject of one of my Masters’ research projects actually), but it actually takes more energy to be angry than kind. I think there’s some good science behind that. As humans, we have outlets that can allow us to approach our frustrations and desires to see better things happen more productively, cathartically, and in ways that gets the message across more effectively so that things actually change. We can all work together to find ways that we can work together better in a spirit of kindness and a general love for humanity.

Help others understand and live their worth. One of the biggest inhibitors of people not communicating is because of their own sense of worth. The marginalized people remind us that it is not themselves who create the marginalization, it’s the mainstream who force these people to the margins. As a community, as humans, we need to get rid of notions of “top down” or “bottom up” approaches and meet more in the middle, using communication strategies that help us create spaces where we can be a bit more balanced in delivering our messages. We can create events and spaces that promote people of all backgrounds coming together, and we can use great tools to help facilitate balanced conversations (see Tools page for some resources). As individuals, we can take our time to sit and spend 5 minutes with the individual on the street that you gave a toonie to, and understand their story, and what makes them unique and special. Recognize what is unique and special within yourself and wear that as your badge of glory and wear it with confidence. As a community, we can recognize the barriers that exist when people and positions of privilege aren’t able to reach those they claim to be serving. As people, we can commit to working better together. Let’s all level out a bit, get off our high horses, and walk together. It’s not that hard to do.

 “What we’ve got here is ability communicate.”

I encourage you to keep the Captain from Cool Hand Luke’s soundbite in your head, just like I do. When you feel like things are going off the rails, consider what has happened within your communication. Do you know who you are communicating with? Is your message being heard? Are you hearing theirs? Does trust exist? Are we truly communicating? You may just come out on top if you start from that place.


Getting real about Knowledge Translation

I tout myself as a Knowledge Translation Geek, as that is the career path that I’ve carved out for myself within academia, and the topic I studied in my academic journey. I choose to focus a lot on knowledge translation (KT) basically because I care for my world, and I truly with all my heart believe that academia has the potential to be a more critical player in the way the world works – outside the ivory tower.

One realization I have is that I talk about Knowledge Translation all the time, and wrongfully assume that everyone, including academics, knows what I mean.

Knowledge Translation as a term is most widely used in the world of health care and health care research, where applied research is utilized and conducted most frequently. The most broadly used definition in the Canadian context comes from the Canadian Institutes of Health Research (CIHR):

Knowledge Translation is defined as a dynamic and iterative process that includes synthesis, dissemination, exchange and ethically-sound application of knowledge to improve the health of Canadians, provide more effective health services and products and strengthen the health care system.

This process takes place within a complex system of interactions between researchers and knowledge users which may vary in intensity, complexity and level of engagement depending on the nature of the research and the findings as well as the needs of the particular knowledge user (Graham, 2010).


I am an educated woman, I claim to be a proponent of knowledge translation, yet when I go to look up definitions of KT used to describe the concept, I don’t even know what it actually means. The irony is palpable.

The general concept of knowledge translation is a bit of a dispute, and may mean different things to other people. The term is closely related to its cousins and predecessors – knowledge mobilization, knowledge transfer, knowledge dissemination – but to me has come to embody a number of things regardless of what it is called.

As an academic, my tendency when I write anything is to have a list of sources and well-researched peer-review journal articles behind anything I may state. That’s the way I was trained. But for this post, I’m going to abandon that and speak a bit more “bare bones” about knowledge translation. In future posts, I’ll discuss more strategies and methods for KT, but for now, I just want to get real.

What does knowledge translation do for academics?

Knowledge Translation gives your work a life. KT brings your work outside of yourself, your department, your faculty, your institution, and your direct region and allows your work to take on a life of it’s own. I won’t go all Baconian on you and talk about power, but truthfully, when knowledge gets into more hands, it has the potential to do more than just what you, yourself, are able to do with it. It’s that simple.

Knowledge Translation gives you a break from talking and writing academically. I am aware that this is probably very un-academic of me to say, but I speak the truth when I say that I know we are all tired of talking in “academic-speak” all the time as academics. We are trained to adopt the jargon of our discipline and the style of scholarship that makes the general population basically say “WTF are you saying?” KT allows you to express complicated concepts in simple ways. It provides EVERYONE a relief from having to find the message behind what you exploring through research by communicating the message in ways that it’s received by all kinds of audiences, not just the academic ones.

Knowledge Translation lets you be creative. It gives you a break from writing and speaking academically, but it also allows you to explore different ways that you can take what you know, and put it out there. KT engages all the senses and helps convey knowledge through art, technology, experiences, and events that bring people together just to name a few.

Knowledge Translation helps you explore “other ways of knowing”. I’ve seen this term come up in literature and a lot within cultural discourses in academia. It basically just reminds us that the way that academics have been trained to traditionally create and disseminate knowledge is not the only way to know things. When you bring your research and work to communities and to the public, you see that different kinds of people receive their information differently. Some communities rely on narrative, spoken word, and tradition, while others prefer receive and engage with information more formally through statistics and quantitative data. Some communities are passive receivers of information, while others are more engaged in the ways information is distributed and shared. It’s important to understand these nuances.

My challenge to you as an academic reading this is to consider what you want for your academic work. Do you want to devote your life to academic work runs the risk of being irrelevant, unnecessary, and producing material that gathers dust and may be read by a total of 8 people and cited once, or do you want to produce really good stuff that communities and decision-makers need and the general public would find of interest.

What does knowledge translation mean to you?

Let Our Traditions Guide Us: Remembering roots of engagement

Tradition is not to preserve the ashes but to pass on the flame” – Gustav Mahler

My time within academia has given me a sense of the diverse perspectives around community engagement at the individual and academic levels. I’ve learned that community engagement itself means different things to different people and academic environments, yet the emergent consensus is that academia has an interest and a duty to engage with its community, and act as contributors to both local and global issues through the knowledge and talents they are set up to produce. Some universities are more demonstrative of engagement than others, yet it would be difficult to find an academic institution that doesn’t have some sort of partnership or reach into their local community or involvement of community on campus.

Community Engagement, in the broad sense refers to the collaboration between institutions and its broader community. We’ve seen community engagement initiatives manifest in a number of ways: research partnerships with community organizations, student placements through practicum or internships, continuing education programs, student engagement initiatives that involve learning within local or global settings, or events that seek to bring the public onto campus. Different institutions pride themselves on the ways they engage externally, and quite often, can present a unique way that defines their engagement strategies.

Community engagement advocates do often go up against tough critics of engagement ideas from both internal skeptics and external organizations and individuals. Internally, some academics prefer to do research and teaching the is more inward focus and doesn’t lend itself to engagement with the external community due to the topic or in some cases, the discipline. Some things are studied on campus and is not mobilized because it’s more useful to the internal academic community of practice, and that’s OK. Some academics do have a preference to keep their studies more insular. That’s OK too. Some academics think that the community doesn’t belong within the ivory tower. I’m not so much of a fan of that perception. External critics often view the academy as elitist, closed off, and difficult to access. Some people don’t believe they belong within the academic community, which is a downfall of some academic traditions and the perpetuation of elitist attitudes. Some critics believe academia has no place in the community or the community in academia. I am also not such a fan of that ignorance.

As an advocate for community engagement for academic institutions, which we know rely heavily on tradition, I’ve often found comfort and motivation in the tradition of the faculty of extension. Faculties of extension had roots in extending beyond the community to rural settings, providing access to education, and acknowledging the academy’s duty to contribute to the community outside its gates. I had a rather serendipitous moment in my life when I was working at Western University, and had the opportunity to work within community engagement efforts. I stumbled upon an annual from the early-1900s where I saw Western University’s(The University of Western Ontario’s) foundations in extension. I always wished that still existed for the university.

extension.png extension - Copy.png

The tradition of the faculty of extension is fading. We don’t hear about it that often anymore. When we do, it’s often not as clear what the function of the extension is. In Canada, our strongest example of a Faculty of Extension is University of Alberta‘s, and I’ve oft looked at this with a nostalgic remembrance of academia’s past. The Faculty provides a promising glimpse into the importance of building bridges between the institution and its wider community, with the greater mandate of removing barriers and providing access to education to all, regardless of class, location or current level of education.

I am encouraged by the programs that exist within our own community, as well as across Canada that represent and hold onto the duty to extend beyond campus. Such examples include Liberal Arts 101 at King’s University College at Western, which has had positive reception within the community as well as provided great opportunities for King’s to live to its mission. Another program is Halifax Humanities 101, which was a model introduced to me early in my academic career and influenced my dedication to community engagement. Both programs demonstrate a dedication to the traditions of extension and reflect the value of building bridges for access to education.

As I previously stated, both those with in and external know that academia holds on too closely to old traditions. This has often been my frustration with working in structures built heavily on history, canon and theoretical thought as much as that is why I find it so fascinating. The faculty of extension is a tradition that academic institutions have the opportunity to celebrate, honour, and revitalize in order to live a vision of building bridges to communities. Such traditions allow us to reflect on our strengths in engagement and change the conversation about the ways the ivory tower has reached beyond its gates. It’s always been a part of what they do, and as academics we can find inspiration in our past work together to mobilize the strengths of the traditions we have built together with the communities we are a part of.

Why I Quit International Learning, And Why International Learning Quit Me

The field of international learning is growing at rapid rates for Canada’s universities. In recent years’ past, we’ve seen a strong insurgence of strategic missions for internationalization come out of many universities; objectives to bring more international students to Canadian institutions, while also sending Canadian students to destinations all around the world to experience culture, engagement, service and research, with hopes that these experiences will prove to be transformational for both students and communities alike.

I’ve been a participant in higher education programs that sought to send students abroad for a variety of experiences, and during this time, I engaged with the community of practice surrounding this type of programming.  Sadly, but not to my own surprise, I consider my time and contributions during these international education programs my biggest failures of my personal, academic, and professional life. So I quit international learning, but at the same time, international learning quit me. Here’s why.

I do not know enough about international development to be an international learning educator. And I don’t know what I don’t know.
My failures in international learning are amongst the most humbling of my life. I broke rules. I broke the BIG rules of international engagement. I engaged in practices or behaviours that at times perpetuate colonialism, voyeurism and the gazing eye, reinforce first/third world paradigms, and ran the risk of exploitation, even if I didn’t really know it at the time. On the ground and in my own experience, I was building relationships, learning from people, sharing precious and real moments of connection, learning about history and culture, and approaching every experience, and the way they were shared, with best intentions. Through the eyes of others based on the tiny portions of my experiences that were shared on social media or hurried emails home, I had potentially reinforced stereotypes, perpetuated colonialism, and produced “poverty porn”. Yikes. I did? It was then that I realized I knew nothing about international development as I made my way through my international learning experience: I wasn’t engaging in these perceived activities on a conscious level – I was literally just clueless on how to approach all cultural situations and recognize the “fine lines”, and unknowingly I had the potential to cause harm in place of good intentions. My experiences showed me that I have a lot to learn about international development and what it takes to build a successful and ethical international learning program before I give it another shot and throw my hat back in the ring. Not only do I need to move from a place of ignorance to being a bit more “in the know” but I also have to gain a handle on what I don’t know I don’t yet know… the learning curve is a daunting one.

The gaps between the research on best practices, the actual practices, and pressures universities face are too big. And it’s no one’s fault. There is an emergent body of research surrounding best practices for international engagement by educational institutions. Recommendations contained in these works span from length and content of training programs, to effective evaluation methodology, to best practices for site visits to host communities. The body of research is extremely useful and gives a glimpse into the ways that international education programs can and should do better. However, at the practitioner level, pressures to send out as many students as possible to fulfill Internationalization missions within often constrained time frames forces some of these “best practices” to fall by the wayside, and it’s not for lack of wanting to “do better”. Oftentimes criticism can lead to defensiveness, a desire to change becomes frustration that the infrastructure is not set up for change and innovation. At all levels: senior leadership, researcher and practitioner, there needs to be a harmonizing of research to inform best practices, institutional goals that focus on quality rather than quantity, and for the playing field to be conducive to allowing international programs to be executed by practitioners that addresses the concerns that are revealed in evaluative research and within their community of practice.

International learning and international development cannot be mutually exclusive. Participating in the international learning sphere leaves you open to a lot of criticism, as it should. It is difficult to articulate learning in ways that honour and respect international development principles, mostly because international learning is often messy. When you decide to travel to another country to engage in community development work for the purpose of learning, and pack your bags, you automatically also pack assumptions, power, privilege, perception and ego along with you – your own, and those of your allies and critics. I’ve come to recognize that there is this thing that exists called the “international development hyper-lens”. In every international experience, especially when you are engaging closely with communities, there HAS to be the presence of an international development lens; this lens allows us to determine whether in pursuit of our learning we may be causing damage, and should be carried into every experience. On the flip, the international development hyper-lens can become dangerous and stifling by taking every single situation and experience of cultural discovery and subjecting it to splitting hairs, looking for the injustices or the exploitation that you’re undoubtedly causing just by being an outsider in a “third world” country, and engaging a little zealously in the critical discourse we have necessarily learned to become a part of. It’s incredibly important to use an international development lens in every experience of international learning, yet automatically assigning a negative or exploitative stance to learning experiences can stifle cultural discovery – and most importantly human connection – when people become afraid to engage with the world around them. My own sharing of learning experiences became subject to the international development hyper-lens, and took my experiences away from me to become about someone else’s need to tell me they knew more about international development than I did or to project their views that I was doing damage, when no damage was being done. My visit to a cultural site in Africa that takes ex-poachers and places them with secure jobs educating tourists about history and culture became exploitation and gazing; a piece of writing describing one’s experience of experiencing being racially identified for the first time became an insensitivity to the racism experienced by minorities at home; fundraising, but only being able to give a one-time donation became setting an organization up to fail due to not being a sustainable funding-source. Where’s the learning to be taken? I’m pretty sure it’s somewhere within the nuances of the mistakes we make, the lenses we view things, and the on-the-ground relationships and experiences that prove to be personally significant. The learning from the educational perspective occurs when we continue to ask the questions that come up in the relationship between international learning programs and international development principles. Personally, I’ve determined that I am educationally, mentally and emotionally deficient in my abilities to successfully participate in international learning programs from the educator perspective, but this doesn’t mean that I will discontinue engaging on a global level as a traveler, and someone who has important global connections and a desire to work globally. I think it’s OK if I demote myself back to “just a traveler” with a vow to always do right by people, be kind and respectful, always remain transparent in my intentions, and always consider the point of view of others as best I can.

There’s work to be done right outside my own door. Being on the periphery of international development work through international learning has exposed me to the age-old argument of “why do work in other countries when people in our own countries need help?” This is an argument I’ve always tried to stay away from in a direct manner, as I’ve seen how these kinds of arguments can often go off the rails to places I don’t want them to go; we saw some of this happen with the recent Syrian refugee crisis. However my experiences of being a North American working within “third world” countries has underscored that in some cases the countries we think need our help can actually be negatively affected by our presence. The North American mentality has persisted too long that these countries are deficient, or look to the West for the best solutions to community development issues. Our relationships to other countries are best leveraged when we engage in relationships of mutual knowledge exchange and exchange of community development practices, as there is a lot to be learned by the countries we have traditionally seen as “needing help”. Instead, I always come back to the Goethe quote: “Let everyone sweep in front of his [sic] own door, and the whole world will be clean”, and have personally decided to focus my energies into my local community for the time being. The Rwandan practice of “Umuganda” engages citizens in mandatory community-clean up once a month, which contributes to the country’s immaculate conditions. What if all municipalities and communities mandated this practice, but it was expanded to all aspects of society, beyond just environmental cleanup? What if everyone swept outside his or her own door – would the whole world be clean? Perhaps I can be too utopian, but I’d like to hold onto this utopian view for just a little longer.

I quit international learning, and international learning quit me, but it still remains a big part of my life. My experiences have turned me into an advocate for better training for staff, faculty and students involved in international learning. My experiences will never have me stop advocating for host communities. My experiences have allowed me to develop a skill set that will help international learning programs asses their impact. Since these kinds of programs aren’t going away, I can at least use what I have learned to help them work internationally a bit better.

I am encouraged by the changes in international learning that are occurring and will undoubtedly occur in the next while, and I am also excited to witness university programs emerging as leaders in best practices for fostering learning in international environments that place community first and emphasizes quality over quantity. I hope practitioners, researchers, and participants who engage in international learning programs harmonize their efforts in ways that foster collaboration rather than criticism in order to do right by all who engage in these programs and the communities who host them.

Some helpful resources for practitioners, researchers and participants alike. These have certainly been helpful for me in learning the tough lessons that brought me the greatest learning:

End Humanitarian Douchery.

Ernesto Sirolli – “Shut Up and Listen” – TED Talk – –

Larsen, M. (Ed.). (2015). International Service Learning: Engaging Host Communities. Routledge.






Here I Go…

I’ve been working towards launching my own venture for quite a while now, and here goes nothing! I am at the point in my life where I feel ready to be able to offer the skills, expertise and knowledge that I have gained through my education and employment opportunities to individuals, organizations and institutions at both the local and international level.

My interests are wholly focused on bringing people together on a world that is sometimes really good at creating divides. By recognizing that people come from different places, perspectives and agendas, I am able to see the big-picture and work with all stakeholders towards common goals.

I promote collaboration, partnership, and the belief that knowledge can be mobilized in ways to create effective change and I am ready to work with people to bring about change through deploying innovative strategies to bring about awareness and innovation.

My blog will be updated regularly on topics surrounding research, knowledge translation, education, international development and current events, with hopes that I am able to create dialogues that lead to collaborations that create change.

Here goes nothing!