Personal Description:

I am a recently retired professor at the University of Alberta. My background is a bachelor in Biochemistry, a Masters in Neuroscience and a PhD in Physiology (McGill). I did 6 years post-doctoral fellowship at University College London UK, then worked for 4 years as a researcher at the University of Utah. In 2005, I was head-hunted by the University of Alberta to become a faculty at the department of ophthalmology and visual sciences with appointments in Physiology and Neuroscience. I put together and taught courses that were highly rated by students and developed a passion for mentoring over the years, and my passion is stil growing. My true reward has been the feedback from students, their testimony, their smiles, their success. I am wholeheartedly devoted to the success of students.

Tutoring Experience:

My true passion is teaching and tutoring offers me the possibility to continue touching the lives of students. Having been the student coordinator for the Honours Neuroscience Program at the University fo Alberta was determinant in confirming my vocation as tutor. I mentored an average of 180 honours students per year, being available to guide them, to accompany them in their journey. I am particularly sensitive to mental health, providing resources, tools, and most importantly providing a non-judgemental ear and a safe place. There is one goal, the student will grow, will learn, curiosity is the fuel and we can do it with humour and empathy. I am still very much connected to the anxious student I was 40 years ago.

Another meaningful experience I would like to mention is sharing my passion with First Nation schools as part of a University based project called U School, where we hosted classes from grade 4 to 9. My workshop was called: I can see my brain through my eyes. I used a special camera to take pictures of the retina, ultimately as an excuse to show how precious how brain is, and how to take care of it with a `healthy lifestyle.

Tutoring Approach:

First and foremost, I am patient with students, allowing them to acquire self-confidence by encouraging and praising them, and yes using humour when appropriate. I believe that one of my most precious skills is my ability to exert empathy toward the students. I put myself in their place, and adjust my approach constantly as we move on. I re-evaluate the task I am setting them and make sure it's manageable. Nothing please me more than to witness students figuring out answers, making connections, even being surprised that they were better than they thought. Because My ultimate goal is to help the student become comfortable and confident in the subject, even if they make mistakes. In fact, mistakes are a perfect opportunity to learn, especially when one figures out and corrects them on their own (well, with some guidance, that is my role). For each session I make sure to ask : 1) What has been the most significant thing you've learned today? and 2) Do you have any questions after today's lesson?