Contract position leading seminar groups and marking for CHYS 2P51 (Introduction to Qualitative Research Methods) and MUSI 1P95 (Music in Popular Culture), grading assignments, and interacting with students virtually, acting as a first point of contact for course inquiries.

Conducting meaningful programs on individual, parallel, group and whole-home levels of interaction, documenting resident interactions, and continuing education around older adults, while communicating across interdisciplinary teams, and documentation of various tasks to understand full scope of practice within therapeutic recreation standards.

For two contracted terms, I worked under the direction of the Senior Leader and Program Coordinator to facilitate programs and conversations between community members of 60 students and connect first-years to others within their program. This program connected students who do not live in residence to other students with similar experiences, and I helped create resources and provide tips to help students succeed. I additionally created programs for my group of students to meet us and interact with others.

Creating, implementing and evaluating programs for adults who identify as disabled, focusing on their abilities and domains of well-being, while helping with background work with online administrative tasks.

Under the Camper Access Program, Creating specific & adaptive inclusion plans working with campers with disabilities alongside parents & team. Outside of 1:1, lead behaviour management, provide additional support to counsellors, and produce materials and weekly incentives for 30 campers every week (chalkboards, certificates, swim cards, shoutout notes, etc.).

Working alongside faculty and department members, coordinated the planning, budgeting, implementation, execution, and operations of a two-day online conference for high school students with disabilities. The conference's goal for the approximately 50 participants was to empower and provide insights on accessibility and adaptive learning tools that post-secondary institutions offer, and hear from speakers who have lived experiences of excelling and challenging institutional ableism.

Alongside my team of 18 Smart Start assistants, we help with orientation programs around prospective and incoming first-year students at Brock University through leading tours, answering emails regarding FAQs, course registration, and general directions around the various services through our university. We additionally have meetings regarding helping students get involved, take part in leadership orientation sessions, and have provided presentations on Brock student life, services, and success throughout their four years.