Sessional Instructor, Ecosystem Approaches to Health, 2018

Teaching Assistant, Ecosystem Approaches to Health, 2016 & 2017

Coordinator, Graduate Teaching Community, 2015-2016

Guest lecturer, Epidemiology of Zoonotic Disease, 2014-2016

Teaching Assistant, Art of Veterinary Medicine I, 2014 & 2015

Graduate student mentorship as a postdoctoral fellow, Weese Laboratory (2 PhD students and 1 MSc student)

Lead, Field Research Team, 2014-2017 (13 summer students)

Co-supervisor, Summer Career and Research Opportunities Exploration Program, 2014-2017 (4 student projects) 

Veterinary Communications Coach, Art of Veterinary Medicine I & II, 2015-2017




Mathany C, Clow KM, Aspenlieder ED. Exploring the role of the scholarship
of teaching and learning in the context of the professional identities of faculty, graduate students and staff in higher education. Canadian Journal for the Scholarship of Teaching and Learning. In press. 


Certificates from the internationally-recognized Instructional Skills Workshop (ISW) and Facilitator Development Workshop (FDW), 2014

Open Education Lecturing Series, 2014

Graduate Teaching Development Passport, 2013-2014


"As a teacher, my mission is to engage and inspire. It is this opportunity to engage and inspire that has drawn me to academia, and drives me in all of my teaching endeavors.

My approach to teaching is rooted in my experience in clinical veterinary medicine. As a veterinarian, teaching occurred on a daily basis, albeit in an informal way. Whether it was discussing basic animal care, or explaining a disease and the required treatment, effective teaching modalities were incredibly important in this context. My knowledge had to be conveyed to the client at an appropriate level, and in a manner that sparked the client’s interest and motivated them to take control of the issue. Only then would the client be more likely to comply with the instructions, and compliance was a key factor for improved health and wellbeing of the patient.  

In the academic setting, the context is different, but the outcome at stake is of equal importance. Students are the ones that will use the subject matter to grow, develop and hopefully become future leaders who make a difference in our society. Therefore, the responsibility of teaching is not one that I take lightly, and why I believe that instructors need to engage and inspire their students.   

Engagement can be successfully achieved by employing a variety of active learning strategies. These strategies provide the students with an opportunity to connect with the material and put it in a context that is relevant to their experiences and goals. Active learning is also fun, and learning should be fun whenever possible. There are many active learning strategies that I have used in my teaching. One of my favourite strategies is using case studies, as I find it particularly effective in the medical field. For example, when teaching veterinary medical ethics, we used a series of real life cases to expose the students to ethical dilemmas. With this active learning strategy, they were able to see how ethics will impact them every day. Moreover, they were able to develop skills for problem solving and decision-making, which will be invaluable for their future careers.  

Inspiration poses a bit more of a challenge when teaching. How do you not only get your students excited about the subject matter, but also make them want to go out and do something positive with it? Although the answer is not simple, I believe that it starts with me being passionate about both the topic and teaching it to them. This involves conveying the lesson with enthusiasm, confidence and excitement. Although I know that not every student will feel inspired, there have been numerous instances when students have approached me after a lesson and commented that my passion has made them want to learn more. Mentorship is also needed to inspire students. I have been blessed to have many incredible mentors throughout my education. These people invested their time in me, created an environment that nourished my passions and provided an adequate balance of guidance, support, freedom and feedback. Upon returning to the Ontario Veterinary College, I have been able to work with student veterinarians in some mentorship capacity. My mentors have motivated me to share my experiences to help with the growth and development of the younger generation. 

In order to achieve this mission, I firmly believe that the modalities I use for teaching must be supported by the Scholarship of Teaching and Learning (SoTL). In my research, it is pertinent to stay up-to-date on the most recent scientific advances. I do not believe teaching should be viewed any differently. Since beginning my PhD, I have taken it upon myself to learn as much as possible about SoTL and embrace any opportunity to be involved in the community of teaching and learning. 

Moving forward, my primary goals are to: (1) increase my breadth of teaching experience; (2) actively request feedback to enhance my development; (3) continue to deepen my knowledge base in SoLT; (4) begin my own SoTL research; and (5) become a leader in the teaching and learning community. 

My teaching dossier illustrates concrete examples of how I put these beliefs into action. I am excited for future opportunities to continue to teach and learn. Teaching is something I have a deep passion for, and view it as an important component of my career and the contributions I can make in academia."