teaching

Overview of courses I teach, my instructional approach, and the learning philosophy that guides my classroom design.

Teaching Philosophy

I strongly believe that we “learn by doing.” Inspired by John Dewey’s experiential learning principles and refined through my background in outdoor education and coaching, I view education as a dynamic process rooted in activity, reflection, and critical appraisal. Students don’t just absorb facts—they navigate a learning journey. To support that journey, I build clear cognitive maps using detailed course outlines, modular design, and interactive teaching strategies.

I aim to create structured, flexible, and responsive learning environments. Whether I’m leading from the front in a foundational undergraduate course, from the middle in advanced topics, or from the rear in graduate mentorship, I adapt my instructional role to meet students at their stage of learning. I embed regular assessments as waypoints for growth and emphasize formative feedback, student independence, and self-reflection. I also encourage constructive challenge—inviting students to question assumptions and even challenge my own decisions as a path to deeper understanding.

My pedagogical methods incorporate cognitive neuroscience principles (especially those articulated by Antonio Damasio), Kolb’s experiential learning cycle, and my own field experience as an instructor and guide. These influences converge in a goal to develop learners who are confident, critical, and capable of charting their own educational paths.

Courses Taught

I have taught a wide array of undergraduate and graduate courses across multiple levels and formats, including large introductory lectures, small graduate seminars, applied labs, and online/hybrid offerings. Below is a summary of courses taught at the University of Calgary:

Undergraduate Courses

  • KNES 213 – Introduction to Research in Kinesiology Taught: 2019–2024 (Fall, Winter, Spring) Typical Enrollment: 120–150 students

  • KNES 375 – Tests and Measurement in Exercise Physiology Taught: 2020–2024 (Winter, Fall) Typical Enrollment: 75–84 students

  • KNES 355 – Human Growth and Development Taught: 2020–2021 (Winter) Enrollment: 250–262 students

  • KNES 475 – Advanced Topics in Exercise Physiology Taught: 2022 (Winter) Enrollment: 40 students

  • KNES 381 – Computer Applications in Kinesiology Taught: 2010–2024 (Fall, Winter) Enrollment: 24 students per term

Graduate Courses

  • KNES 606 / KNES 613 / KNES 614 – Practical Skills for Applied Exercise Physiology Taught: 2020–2024 (Fall/Winter) Enrollment: 9–14 students per term

Course Design Philosophy

Each course is structured using a macro–meso–micro development approach:

  • Macro: Course outlines with clear goals, evaluation timelines, and topic progressions.
  • Meso: Modular design with built-in assessment cycles.
  • Micro: Daily lesson plans responsive to student progress and feedback.

Assignments are scaffolded to foster confidence early and independence later. Formative quizzes, interactive polling, and experiential labs allow students to engage meaningfully and safely with complex content. I design courses to be flexible enough to shift between in-person and online formats, ensuring pedagogical integrity across modalities.

My ultimate aim is to help students build knowledge, gain skills, and develop the confidence to challenge ideas—including my own—in pursuit of truth and understanding.