the difference in funding levels is merit and how
much is bias, but I would argue that there may
be reasons for merit differences in training plans,
and that the assumption in the path to determining if there is bias may not be correct.
Dr. Robertson is a research strategy development specialist for
the Techna Institute in Toronto and author of The Value of Simple. His
comments do not necessarily represent the views of his employer.
Reaching out to the community
i read with great interest the feature in University
Affairs, “University art galleries reach out to a wider
community” (June-July issue). I am the gallery
coordinator of Satellite Project Space in London,
Ontario, a highly successful collaboration between
Western University, Fanshawe College, Bealart
(an arts program based at H. B. Beal Secondary
School) and Museum London. We recently concluded a highly successful first year of operation,
raising the profile of these institutions in the
downtown core. Our innovative programs and
community outreach offer tremendous learning
opportunities for the students and a place to
make community connections – the very themes
described in your campus art galleries feature.
This type of collaboration is a first in Canada as
far as I know and it has turned out to be a highly
successful model that I wanted to share with
Ms. Solti is gallery coordinator of Satellite Project Space in
A lasting impact
my study-abroad experience in the third year
of my undergraduate degree definitely impacted
my career trajectory (“Why do so many Canadian
students refuse to study abroad?” June-July issue).
A little self-promotion: I co-wrote an article
(with a colleague who had also studied abroad)
that investigated the lasting impact of our experiences on our personal and professional lives
(“Lasting Impact of Study Abroad Experiences:
A Collaborative Autoethnography,” Forum: Qualitative Social Research, vol. 17, no. 2, 2016).
Dr. Garbati is a writing consultant at Wilfrid Laurier University.
She holds a PhD in education with a focus on applied linguistics.
Teaching? I Just Can’t Talk About It
I fill my soul with the joy of others’ learning –
but I can’t talk about it.
I engage students and set them on new mental paths.
I release the creative spirit in them, and allow them room to express it –
but I ought not to talk about it.
I support students in developing beyond their expectations.
I show them how to open doors they didn’t even see –
but I shouldn’t talk about it.
I get rave reviews from students, both present and former.
They tell me how they have grown, what they have learned,
where they will go next because of that learning –
but I really mustn’t talk about it.
I might gently offer support to colleagues who discuss classroom issues,
but cautiously, humbly. I wouldn’t want to be a threat –
I certainly can’t talk about it.
I have gifts to offer faculty colleagues.
Reflections on what has worked in my own teaching and what has not,
gifts that no-one wants –
but I’d better not talk about it.
But only as a part-time contract teacher.
What could I possibly know about teaching?
Nonetheless, I still teach –
but I can’t talk about it.
by Nicola Simmons
Nicola Simmons is currently a full-time contract member in the faculty of education at Brock
University. This poem is a compilation of her own past experiences as a part-time instructor
synthesized with narratives from part-time contract instructors.