•Ensured the protection and reunification of children, and promoted the integrity of the family under the Children Act 1998.•Used the Structured Decision Making (SDM) tool when conducting investigations to screen and assess the safety and risk of children and families.•Investigated all allegations where a child suffers or is likely to suffer significant harm and used the SDM safety assessment to determine the need for a safety plan for the child. •Developed and implemented service plans in collaboration with the family and service providers. •Participated in multidisciplinary team meetings to ensure that all facets of the family's needs were met as specified in their service plan.•Re-evaluated Service Plans every three months to determine, if the risks had been eliminated, the goals had been reached or if a modification to the plan was required.•Applied to Family Court for protective intervention, emergency protection, supervision, and care orders when there was a need for further assessment or protection for the children.•Provided ongoing case management and support.

• Interviewed incoming clients to assess their needs and develop service plans. • Liaised with and made referrals to government agencies and other non-profit organizations. • Developed and managed workshops based on the identified needs of clients.• Provided input to strategic decisions that affected clients.• Directed team members to meet clients’ and the organization’s objectives.• Negotiated payment plans on behalf of clients with various debt collection agencies.• Advocated for clients in the Civil Court regarding their debts.• Provided ongoing case management and support.

•Discussed key classical sociological thinkers and their influence on contemporary sociology.•Explained what sociology is, how it examines human social behaviour and looks at broader social factors that influence how individuals act within their various societies.•Discussed different ways in which societies are arranged by using four primary theoretical perspectives: Functionalism, conflict theory, symbolic interactionism and feminism.•Designed lecture materials for the course•Developed exam questions, graded midterm, and final exams.

•Discussed key classical sociological thinkers and their influence on contemporary sociology.•Investigated issues of social justice, equity, equality, and global citizenship and their interconnectedness.•Analyzed social problems from a historical, socio-economic perspective to inform how this can bring about social change.•Explored the effects of globalization from a socio-political, economic, cultural, technological and ecological aspect. •Interrogated how media conglomeration, power, and control influence societies.•Used various experiential educational approaches coupled with technology-based activities to engage students. •Provided additional support to students with disabilities by liaising with the Centre for students with Disability and Skills Assessment. •Implemented the politics of caring and student-centeredness to ensure all students’ diverse learning needs were met through a combination of three learning styles: auditory, visual and kinesthetic.

•Interviewed 26 participants ranging from age 14 to 60+ about the role history and education plays in the social construction of their Black Bermudian identities. •Infused Anti-colonial, Afrocentricity and Creolization to analyze the political, historical and socio-cultural complexity, ambiguity and nuances of Black Bermudian identities. •Utilized grounded theory as a type of qualitative methodological approach that focused on the participants’ everyday life experiences and values.

•Analyzed qualitative interview data on Afrocentric curriculum design and teaching to determine the necessity of inclusive education from a holistic and African centered perspective. •Complied literature on Afrocentricity to provide more resources for an Afrocentric Curriculum.•Aided in drafting the report on Supporting Diversity Through Afrocentric Teaching for “Inquiry into Practice: Reaching Every Student through Inclusive Curriculum Practices”.

•Assisted professors in the development of a non-credit graduate course on teaching within higher education. •Organized workshops for Pre-tenured faculty and graduate students on effective learning and teaching in higher education and how to integrate technology in enhancing students’ learning experience.•Assisted Pre-tenured faculty and graduate students in preparing teaching dossier•Implemented micro teaching as a tool to prepare Pre-tenured faculty and graduate students for teaching by using the six steps' cycle: planning, teaching, feedback, re-planning, re-teaching, and re-feedback.•Coordinated the launch of the Office of Teaching Support at the Ontario Institute for Studies in Education at the University of Toronto.•Designed Office of Teaching Support’s brochure and workshop posters.

•Co-facilitated focus group discussions on Black Canadian Feminism funded by the Social Sciences and Humanities Research Council (SSHRC).•Co-edited the 5th Annual Review for The Centre for Integrative Anti-racism Studies (CIARS) Research Education report.•Conducted content analysis to determine the necessity of inclusive education from a holistic and African centered perspective. •Compiled literature on Afrocentricity and assisted in the drafting of the final report for the Ontario Institute for Studies in Education (OISE) Inquiry into Practice: Reaching Every Student through Inclusive Curriculum Practices.

•Provided individual and family counseling sessions. •Maintained thorough and current files on all residents.•Processed unit statistics to prepare for weekly case management meetings•Prepared client referrals for overseas Social Services and Health Care agencies.

• Drafted Family Contract, Safety and Self-Management Plan agreement between clients and guardian (s)/ family member (s).•Liaised with psychiatric, supervisor of the facility, Residential Care Officers and other Social Services and Health Care agencies to provide services for “at-risk” youth.•Developed workshops on Anger Management and Healthy Relationships for ‘at risk’ youth.•Liaised with Commissioner of Police to get Protective Intervention order when required for protecting adolescent girls.•Authorized home passes for adolescents to visit guardian(s) and/or family members.

•Employed an interpretive textual analysis approach to assist in understanding how young Black Bermudian identities are constructed in various reports, newspaper articles, and textbooks.•Examined how Bermuda’s education and mass media constructs young Black Bermudian males’ problems.•Utilized theories on Black Masculinity, Education and Learning Theory to understand how “blackness”, “masculinity” and particular episteme informed and influenced the social construction of young Black Bermudian males' identity and their life chances.