Fall 2022 TRU – ENGL 2180 – Literature of Empathy
Essay on Art Speigelmann’s “Maus” and Empathy → This was a course I had the immense privilege of completing with the guidance of the late Nicholas Pawliuk. The course content was incredibly fascinating, utilizing literature as a bridge to create empathy. This concept has been shown to be valid scientifically where avid readers display a higher capacity for displaying empathy to those around them. Moreover, the course readings, particularly those of James Baldwin and Art Spiegelmann reinvigorated my interest in literature. Finally, the guidance of Mr. Pawliuk provided an excellent example of what a kind, thoughtful, and passionate teacher should be. I carry many of his teachings with me to this day and they have truly shaped who I am even in the short time I had with him.
Fall 2021 TRU – HIST 3050 – History of British Columbia
Term Paper on Eco-terrorism and the Golden Spruce in Haida Gwaii → This course taught by Tina Block was a really vital introduction to my own internal beliefs and knowledge of the history of this province. The sources provided were largely considering Indigenous histories of the area first which was then reinforced with European perspectives. Besides providing compelling articles about these topics, we structured the course around Marianne and Ron Ignace’s “Secwepemc People, Land, and Laws” which was fascinating as a multifaceted monograph regarding this area that I have lived most of my life in as a settler. Moreover, Dr. Block was one of the first great University professors I experienced thanks to her compassionate and understanding attitudes of the struggles and time constraints of student life. I would not be the person I am today without her guidance.
Fall 2020 Université d’Angers – History of France 1XXX
I have no paper to attach for this course as I dropped it after the second session. I attended the first two lectures and was instantly lost. The lecturer spoke much faster french with his proud accent than what I was used to. In conjunction, the content that he would introduce as common knowledge was not common for me. I had not been educated for the first 18 years of my life with the teachings of the French revolution and the societies, wars, royalty or whatever else preceded and followed it. This experience really illustrated the ways that education is regionally focussed and depending on your location in the world, your base knowledge of history, politics and social dynamics will be vastly different. Additionally, it demonstrated to me first hand how students quickly begin to struggle if there are barriers to language. My French was considered proficient at the time, but my confidence deteriorated rapidly once it was clear I was not comprehending the instructor. I will remember this experience, particularly when I have students who have recently moved to Canada or British Columbia, especially if they are not yet proficient at English.