I am an experienced, passionate educator and researcher with a dual arts and science background. Key values that drive me in my work are relationality, transparency, and flexibility. I focus on a number of interconnected areas of teaching / learning scholarship and praxis (or what Tim Fawns refers to as "entangled pedagogies"), including equity-based teaching and learning, digital pedagogies, accessibility and disability justice, communities of practice and care, the mentorship of early-career student-scholars, public scholarship and knowledge translation, and high-impact writing instruction.As a justice-focused higher education professional, I approach teaching and learning with an eye to antiracist and anticolonial policies and practices and a commitment to ongoing (un/re)learning and relationship-building. I am a cis, white, queer, and disabled settler living on lands governed by the London Township & Sombra treaties of 1796, and working on Treaty 6 territory in amiskwacîwâskahikan. In working on and across different treaty contexts physically, hybridly, and remotely, I also continue to reflect on the ways in which digital spaces are, explicitly and powerfully, spaces in need of Indigenization and decolonization, especially given the ongoing digital divide and the kinds of resource extraction that takes place to build technology and infrastructure. I am committed to the work of reconciliation, Indigenization, and decolonization in my personal and professional roles. My hope is that settler-scholars continue to engage in learning and conversation about the relationships between land, Indigenous agency and caretaking, and violent settler-colonial systems not just in Canada, but globally. We should listen and learn from Indigenous nations and peoples who continue to powerfully assert their presence, autonomy, and strength in the face of ongoing, violent threats to the same. Further, if we are going to tackle the pressing impacts of climate change - themselves experienced disproportionately by Indigenous peoples in and beyond the global south, including recently through forest fires and/or deep, dangerous cold in Hawaii, British Columbia, the Northwest Territories, and Alberta, settlers must cede power and return stolen land. I aim at all times to remember, as Tuck and Yang so powerfully assert, that "decolonization is not a metaphor."Pronouns: She/Her