±¬ÁϺÚÉç

Three ±¬ÁϺÚÉç teachers, Maria Lavoie (Diagnostic Imaging), Lei Lopez (Computer Science) and Jim Parthimos (Business Administration), have now completed a Master of Education in College Teaching (M.Ed.) through the Performa program at the University of Sherbrooke. They shared their projects, how they developed as teachers and more in a Q & A with the Communications office.

1. The master’s is obtained by conducting an innovative pedagogical or research project or an in-depth analysis of a topic or your practice. Please tell us about your project/work and share the results and impact.

Maria: As a clinical instructor, I often struggled to motivate students to engage in meaningful reflection, so I sought a way to make it more intentional and engaging. Reflective practice is essential in clinical education, as it helps students process feedback, identify areas for growth, and build self-efficacy. However, both students and instructors frequently find it challenging to apply this practice effectively. To address this, my master’s project, Enhancing Reflective Practice and Self-Efficacy Through Structured Journal Reflection, used a quasi-experimental action research design to examine the impact of structured reflective journaling on third-year Diagnostic Imaging students. Over the course of 10 weeks, students used a journal aligned with ministerial competencies and based on Gibbs’ framework, with pre- and post-intervention surveys capturing both quantitative and qualitative data. Results showed significant improvements in purposeful reflection and overall self-efficacy, with some students reporting lower self-assessments, which may reflect a more critical understanding of clinical expectations. This highlights that structured journaling can foster metacognition, self-regulated learning, and professional growth competence.

Lei: My project studied metacognitive skills of first-year Computer Science students. Given the constant change in my discipline of Computer Science, I wanted to learn more about how students approach learning. More holistically, I appreciate that learning how to learn is valuable no matter where students go next. What surprised me in my findings was the importance of memorization for the first-year students. It’s been a good reminder that setting students up with a solid foundation in my discipline includes teaching and learning activities that reinforce terminology and jargon.

Jim: My thesis was titled Examining the Connection Between the Needs of the Business World and CEGEP Business Programs. The study examines the alignment between the competencies taught in a college (CEGEP) business program and the skills required in today’s dynamic workforce, revealing a gap in critical soft skills, critical thinking, communication, collaboration, and adaptability, valued by industry leaders. Survey data from business leaders in 2023 and 2024, alongside a review of 28 course outlines, indicates that while ministerial mandates emphasize problem-solving and technical expertise, they fall short in requiring these essential workplace skills. In addition, a faculty survey of 18 teachers confirmed their belief that workplace competencies are indeed included in the curriculum, highlighting a gap between traditional lecture-based teaching methods and the collaborative, experiential approaches needed in modern workplaces. The findings underscore the need for business programs to integrate critical thinking, interpersonal skills, and contemporary collaborative methodologies into their curricula, offering valuable insights for program development and promoting teaching strategies that enhance graduates’ readiness for the globalized business environment.

Maria Lavoie

2. Tell me about your teaching career. When did you start teaching and why? What do you like best about teaching?

Maria: I was working as a technologist at the MUHC when I was offered the position of Clinical Instructor for ±¬ÁϺÚÉç DI students. After working in this role for several years, one of the faculty members convinced me to try teaching: they needed a replacement. It took a lot of convincing, but I decided to give it a try. Each time a workload was offered, I was convinced to take it, and here I am.

Lei: I have always enjoyed teaching, from being a swimming instructor in high school to a creative computing camp counselor in university. After a few years in the tech industry, I started my M.Ed. at Sherbrooke in May 2020 and in Fall 2020, I started teaching at ±¬ÁϺÚÉç full-time (yes, online) to truly dive into teaching. My favourite thing about teaching is that I’m surrounded by learners – both in the students who are at a pivotal moment in their lives and my colleagues who are excited about learning.

Jim: I began my career in public practice after earning my CPA designation, and later transitioned into industry, where I held progressive leadership roles including Controller, VP Finance, and CFO—primarily within the aerospace sector. Throughout my career, I found great fulfillment in mentoring colleagues and leading training initiatives, which sparked my interest in education.

In 2014, I took my first step into teaching by accepting a part-time vocational role, delivering an entrepreneurial course on Starting a Business. That experience reaffirmed my passion for sharing knowledge and engaging with learners. A few years later, when a teaching opportunity opened at ±¬ÁϺÚÉç, I applied and was fortunate to be selected.

What I find most rewarding about teaching is the chance to bring the real world into the classroom. I love weaving in stories from my time in industry to show students that accounting is far more dynamic than spreadsheets and ledgers. It’s about understanding business strategy, navigating complex decisions, and seeing how financial insight drives innovation. Watching students connect the dots between theory and practice—and seeing their confidence grow as they grasp the bigger picture—is incredibly fulfilling.

Lei Lopez

3. Why did you decide to do the master’s and what did you get out of it? How long did it take you?

Maria: When I decided to leave the hospital to take a teaching position, I struggled with impostor syndrome. I did not feel like a teacher, I lacked classroom skills, and I wanted to learn more about teaching, especially active learning.  So, I chose to enrol in the Performa courses to improve my skills. I started with the goal of earning the certificate, then the diploma, but I never expected to reach the Master’s level. It took about six years; time flew by quickly!

Lei: When I decided to switch from industry to teaching, I wanted to learn more about my new career path. Taking Performa courses seemed like the best way to do that! Performa started as my pandemic project and has shaped my teaching immensely. Given that the full M.Ed. in my time was 20+ courses, taking five years to complete it was (perhaps inadvisably) quick.

Jim: Once I committed to teaching as my long-term path, I wanted to deepen my impact in the classroom. I’ve always believed that students learn best through experience, so I pursued a Master’s in Education to strengthen my approach. The program helped me explore innovative, hands-on teaching methods and better understand how to connect theory with practice. It took approximately six years to complete and gave me the tools to create more engaging, meaningful learning experiences for today’s learners.

Jim Parthimos

4. How have you developed as a teacher through this experience?

Maria: The courses in the Performa program have played a key role in helping me develop both practical teaching skills and a clearer teaching philosophy. Through the program, I have gained a deeper understanding of how students learn, including the different ways they process and retain information. This insight has allowed me to design learning activities that are more inclusive and responsive to diverse learning styles, ensuring that each student has the chance to engage meaningfully with the material. Additionally, I have become more reflective about my own teaching practices, learning to evaluate what works, what doesn’t, and how to adapt in real time to support student success. Overall, this experience has strengthened my confidence as a teacher and reinforced my dedication to creating an engaging, student-centred learning environment.

Lei: I have many, many more pedagogical strategies in my teaching toolbox, a greater appreciation for the program approach and alignment, and have more colleagues to talk pedagogy with both at ±¬ÁϺÚÉç and in the wider CEGEP network.

Jim: Absolutely, I’ve grown significantly as an educator through this experience. I’ve shifted from a lecture-heavy approach to a more student-centred classroom, where interactive activities and experiential learning take the lead. I often tell my students that my goal is for me to talk less, so they can engage more. By applying the techniques and strategies I’ve learned, especially around in-class activities, I’ve been able to create a more dynamic and participatory environment. It’s rewarding to see students take ownership of their learning and connect more deeply with the material.

5. Are there colleagues at ±¬ÁϺÚÉç who have mentored you or influenced your teaching?

Maria: The people who have influenced my teaching include my peers, Lei and Jim, who graduated with me, as well as all the other ±¬ÁϺÚÉç faculty I have met through the Performa program. This opportunity has allowed me to connect with faculty from several other CEGEPs and programs across the province, and I have gained a lot from working with them. Of course, my peers in the Diagnostic Imaging Technology program influence how I teach and manage my classes, as they have years of experience to share. We also have new faculty members, and they provide a lot of valuable insights. As a team, we all have knowledge to exchange, and I learn a great deal from them.

Lei: My Computer Science colleagues make me better every day. We are constantly talking about possible assessments, student success, and sharing both successes and flops in the classroom. I’d like to give a shoutout to Maja Frydrychowicz for making the teaching opportunity at ±¬ÁϺÚÉç known to me!

Jim: Yes, absolutely. The Business Administration department at ±¬ÁϺÚÉç is incredibly close-knit and supportive, and I’ve been fortunate to learn from a team of highly professional and experienced educators. Many of my colleagues have years of teaching experience, and their insights have been invaluable in helping me grow as an instructor. I’m especially grateful to our department chair, Fabienne, whose guidance and encouragement have been a constant source of support. She’s someone I’ve always been able to rely on. I also want to acknowledge my office mates, Carmen, Angelo, and Martin, who consistently offer practical advice, share resources, and create a collaborative environment that makes every day more rewarding. Their mentorship and camaraderie have played a meaningful role in shaping my teaching journey at ±¬ÁϺÚÉç.

6. What do you like best about teaching at ±¬ÁϺÚÉç?

Maria: Now that I feel more confident and less like an impostor, I can continue to expand my knowledge and take a more active role in projects. The college encourages participation in working groups and learning communities, offering valuable opportunities to engage in meaningful initiatives. I greatly appreciate the support and guidance from the Deans and the Office of Academic Development department, which have been essential in helping us feel comfortable and supported in this environment.

Lei: I love being around people who are passionate about their field and being able to share that with students.

Jim: What I enjoy most about teaching at ±¬ÁϺÚÉç is the strong sense of community and collaboration. The Business Administration department is incredibly supportive, and being surrounded by passionate, experienced educators has made a real difference in my growth as a teacher. There’s a shared commitment to student success and innovation in the classroom that makes ±¬ÁϺÚÉç a truly inspiring place to teach.
I also appreciate the opportunity to bring my industry experience into a learning environment that values practical, hands-on education. ±¬ÁϺÚÉç encourages creativity and connection, which allows me to design interactive lessons that resonate with today’s learners. Seeing students engage, ask questions, and apply concepts in meaningful ways, that’s what makes teaching here so rewarding.

7. Anything else you would like to say?

Maria: For anyone thinking about this program but feeling overwhelmed by the time and effort involved, I can assure you it is completely worthwhile. The courses are engaging and directly relevant to our teaching, so the time really passes quickly. Azra Khan has been very helpful in keeping me on track with registering for the courses and has made the process very easy. This has been an incredible opportunity, and I couldn’t be happier with my decision!

Lei: Try at least one Performa course!

Jim: Looking forward to many more years of teaching at ±¬ÁϺÚÉç and hope the CEGEP has the opportunity to grow and make a difference in the community.