A lack of educational experiences impelled me to leave high school at an early age unguided, and with no plans for furthering my education. I worked a myriad of paid and unpaid labour before returning to university. Ten years after graduating high school, with more life experience than I ever imagined, I returned to community college. After graduating with a diploma in business, I pursued a bachelor’s degree with dreams of climbing my way out of poverty. I have a distinct memory of walking into my first lecture hall as a student; I was scared and intimidated. Though I had just finished a one-year program at community college, I still did not quite understand what it took to succeed in university, nor did I have a network to help me figure it out. In fact, the failing grade I received on the first essay I ever wrote reinforced a fear I had: a university degree may be beyond my abilities. Despite these challenges and more to come, I persisted in working towards my goals. Deep down, I was motivated to find a meaningful and stable career.

          During the transition from community college to university, I learned quickly the importance of leaning on the guidance of professors and teaching assistants. However, I needed to work multiple part-time jobs which made connecting with support outside of the classroom challenging, if not near impossible. That was, until I took a second-year labour studies course on critical animal studies. In this course, I experienced the impacts of being immersed in positive learning environments, with multiple modes of support, and the importance of engagement on my ability to excel as a student. I failed numerous times throughout my journey; however, I had the feedback, support, and encouragement in the classroom to keep me connected to my goals. That professor from my second year guided me in my learning (and failing). My working-class background created information gaps about how education functions, the hidden curriculum, and financial entitlements. With the support of a caring professor, I overcame these and other obstacles. A decade later, in a doctoral program, I find myself not being tethered to uncertainty and insecurity as a learner while also remaining connected to this teacher.

          In graduate studies, my learning shifted. I continued to develop an in-depth understanding in my field of study, in addition to teaching and learning skills. My learning experiences were guided by more professors who cared, provided challenging environments, unparallel support, and sharing power. My experiences learning from them ultimately expanded my world of opportunities; I have been invited to give guest lectures at Brock University and the University of Windsor on my area of research, as well as qualitative methodologies. In addition, I have been invited to speak to students in the Ronald E. McNair Scholars (a U.S. Department of Education program) and facilitate workshops at the centre of teaching and learning at the University of Windsor. As a PhD student, I had opportunities to learn and be influenced by various brilliant people in their field. I observed and received mentorship from instructors creating and changing lessons to building learning environments for students spanning a range of developmental stages. Their practices and skills are crucial to my intellectual development and goals.  

At a crucial point in my doctoral program, I began exploring teaching and learning literature, and one in particular elicited an “a-ha!” moment. Chickering and Gamson (1987) linked student involvement and positive outcomes of student success and academic achievement. This idea helped me draw a picture around my own learning trajectory. If a positive and involved learning environment aids students in overcoming their own uncertainties and insecurities as it did for me, then I could help students, despite the many intersectional constraints they face, be empowered to reach their own goals. That second year Labour Studies professor showed me the value of care even later in my career.

          The passion I hold for teaching and learning is rooted in the above lessons I learned along my journey. Not quitting has taught me the value of continual learning, and the impact of the expectations we hold for ourselves and each other in the classroom and beyond. The lesson I learned from failure and trial-and-error underscores active learning, feedback, and promoting high expectation. Requesting help has taught me the importance of encouraging and creating accessible spaces of contact between students and faculty and developing reciprocity and cooperation with students. With intention, I seek guidance from my mentors and colleagues, as well I refer to the teaching and learning literature and resources I continue to curate along my journey.