ortfolios are not a new concept to me. Previously, while both staff and student at an Ontario college, I led and completed the process of crafting portfolios for the purposes of securing employment. Although my portfolios were more descriptive in nature, focusing on course work in the context of an anticipated profession, the process itself was informative. Learning how to select, arrange and present content was as important of a lesson as was understanding the audience for whom I was writing to and the why of the overall process. As relevant as they were more than a decade ago these elements are still as important as I craft this professional portfolio.

As I embark on a process to better comprehend, name and communicate my professional practice there are specific goals I aim to achieve. First, as I review and consolidate a body of work which I often feel is disconnected my aim is to identify connections between my efforts to see what patterns emerge both in approach and outcomes. Facing the challenge of validating my efforts to others and myself on what seems like a daily basis, I am hopeful that this process and the resulting product will provide a better understanding of my practice and the value it offers.

A second goal is to understand the nature of adult education and the multifaceted forms it can take. Having always found satisfaction in supporting others as they work towards achieving their goals I have not necessarily framed this work in terms of adult education. I am interested in understanding perspectives of adult education and community development and how they manifest themselves through the strands of my practice. I aim to craft a narrative which identifies and speaks to the practice I have developed in the context of adult education from perspectives such as my own, those of my peers and of the people I serve. Often struggling to find alignment between my personal worldview and those which provide the groundings for societal and industry expectations, I am hopeful that this process will help to identify bridges between these diverging worldviews while enhancing my understanding and communication among them.

Requiring careful thought and consideration to more deeply understand the nature of my work, my fear is that I will end up still confused about my practice, continue to lack confidence in my ability, or that I will identify the strands of my practice do not align with adult education whatsoever. Although the later concern, my practice not aligning with adult education, is highly unlikely it is a fear nonetheless. I am hopeful that this process will help me to establish a stronger foundation upon which a more focused practice can continue to be built. Identifying strengths to leverage and deficiencies to develop, I want to shape my practice more intentionally and fill it with greater meaning. Although primarily completed for academic purposes with an emphasis on reflective practice, I hope this portfolio can also be used as a tool when seeking out more challenging and purposeful professional roles.

• Reflection date June 2, 2017

A short reflection on my perspectives regarding the creation of this professional portfolio prior to embarking on the process itself.

Table of Contents

You are here.

Executive Summary

An overview of the structure, intended audience and purpose of this portfolio.

Philosophical Statement

A look at how my beliefs, values and goals have shaped my philosophy of education and influence how I support others in achieving their goals.

Strands of Practice

Identifies the three distinct strands of professional practice that my work has developed into over the past decade—Adult Education, Community Leadership and Civic Engagement.

Adult Education

An overview of my contributions to the field of adult education focusing on professional practice in traditional and community settings.

Community Leadership

An overview of the contributions I have made to the communities I feel most connected to considering both volunteer and professional roles primarily within the not-for-profit sector.

Civic Engagement

An outline of the work I have completed with individuals and organizations for the purposes of civic engagement, focused primarily on grassroots projects, activations and resource development.

Resume

A detailed look at my professional work including professional practice, scholarship and evidence and evaluation, complete with timeframes and descriptions.

Reflective Synthesis

An analysis of this portfolio that reflects on the included elements which considers myself as a professional and how I have developed and continue to shape my practice, skills, knowledge and abilities.

References

Scholarly literature, professional documents and other works cited throughout this portfolio.

Appendicies

Documents, artifacts, press and other materials collected in support of the statements made throughout this portfolio.

Appendix A: Professional Practice

Offered as examples of the contributions I have made while in assumed roles, the documents, websites, policies and teaching materials included in this section are representative of a large and diverse body of work.

Appendix B: Scholarship

An overview of the scholarship opportunities I participate in to better inform the understanding I have of myself and the action I take.

Appendix C: Evidence and Evaluation

Examples of feedback, press, awards and documentation from outside sources provide evidence of the impact and influence my work has had through the lens of others.

Epilogue

A look back at the process of creating this professional portfolio and the impact it has had on my growth as an adult educator and community development practitioner.

racing my growth as a practitioner, this portfolio was developed as a tool to help me in the dissection and understanding of my professional practice. Completed in partial fulfilment of the requirements for the degree of Master of Adult Education at St. Francis Xavier University, I have taken the time to identify the knowledge, skills and attitudes I bring to my work as both an adult educator and community developer. Defining a practice which I often see as confusing, sporadic and a collection of contributions across sectors, the primary audience for this portfolio is myself in support of forming a better understanding of a personal and professional identity.

This portfolio begins by considering the philosophies I bring to my practice of adult education and community development and how both my personality and approach to learning have informed these philosophies. Presenting my professional practice as a series of strands—Adult Education, Community Leadership and Civic Engagement—I offer explanations regarding each area of focus in terms of the work I have completed, scholarship taken to further my knowledge and the evidence and evaluation of my efforts as identified by others. I close each strand with a reflection on the themes, challenges and opportunities found across my roles.

Following these strands, I provide a Resume where I identify the professional contributions I make related to the areas of my practice. Offering a holistic view of my efforts across all three strands, I close this portfolio with thoughts on the commonalities found within my practice, how work within each strand supports the others, opportunities for growth and areas for attention, and how my practice can evolve to provide greater value to the communities I serve.

Formal in both structure and analysis, the framework for this portfolio is based upon the work of Hughes and Moore (2007) and incorporates the elements necessary to support achieving my goals while ensuring a deeper level of reflection (pp. 21). Where appropriate links have been included to help facilitate efficient navigation between sections and to relevant reference materials, both internal and external. Provided at the end of this portfolio are references, documents, artifacts and materials in support of the statements made throughout.

A

As I develop as an adult educator, understanding how theories interact with practice, I have come to appreciate the subtle nuances between the role of student and learner. Student, an individual whose role is bounded by formal educational environments in which study is the primary purpose, and learner guided by personal curiosity and self-directed development to form a more complete version of themselves (Biesta, 2010). Associating much closer with the role of learner in my personal education journey, I find that as I approach the teaching of others with the values of balance, respect and curiosity shaping my personal learning (see Appendix B for personal inventories) taking time to see individuals as learners first has been essential to establishing and acting upon my philosophy of adult education.

For those tasked with teaching young adults in secondary school settings the purpose of education is often driven by the prevailing pedagogy as it aims to achieve a set of predefined, system-wide goals. But, when it comes to adults, how are the goals and approaches to education different? In alignment with both humanistic and progressive philosophies of adult education (Elias & Merriam, 2005; Zinn, 1999), I believe the primary purpose of adult education is to support the personal growth and development of the individual while facilitating self-actualization to enhance their effectiveness in communities and broader society.

Developed from personal experiences where I feel the educational systems I was directed to learn within failed me, my perspectives regarding education are rooted in the belief that the individual should be at the core of any learning experience. Encouraging adults to think more critically about their actions and the associated circumstances created as a result, education provides a foundation upon which learners can begin to better understand society and how they contribute towards making it more just, relative to their personal worldview.

In believing the role of an educator is not to dictate or design the path for a learner to take, the approach I choose in my practice follows the path of servant-leadership (Greenleaf, 1991) in support of individuals navigating their own journeys. Although as an educator I cannot necessarily empower others (Gore, 1992), as I complete work across the strands of my practice I can strive to establish the conditions where adults feel they have it within them to take the greatest control over their lives and actions (Prins & Drayton, 2010). Taking cues from more radical approaches to adult education, believing strongly that individuals have the ability and responsibility to bring about changes to the complex systems—social, political, economic and civic— they exist within, I see myself as an equal with students in the process of learning (Elias & Merriam, 2005). As I listen and engage in dialogue with my students, by asking questions and posing problems to solicit critical thinking, I view myself as an ally rather than an expert in fostering the further development of their knowledge.

Given that individuals should always be the primary participants in their own learning, I believe they should take active ownership over their personal development and ultimately their distinct futures. Although not always agreeing with or taking it at face value, I ask that all learners be open to feedback, criticisms and the questioning of their work which is founded in critical inquiry. Consistent with my approach to community development, I believe that learning to develop as critical thinkers and as active citizens is most meaningful and resonates most deeply when it starts where the people are (Alinsky, 1971; Kretzmann & McKnight, 1993; Lindeman 1926/1982). Both communities and individuals can strengthen their understanding, development and process of extracting meaning from their own actions if educators meet them where they are already living, working, and learning to building upon their experiences while leveraging existing strengths.

Open to broader discussions which place their lives and learning within the context of the economic, social and political realities which surround them, I ask that learners respect the process of learning itself however it may unfold or as challenging as it may be. Having experienced firsthand the individually unique nature of a learning journey, I understand that it is only when time and attention areinvested and there is a desire for growth that an individual’s potential and path can be fully realized.

As an adult educator, community leader and champion of civic engagement I aim to contribute to the development of the individuals and organizations that have provided me with so much purpose, learning and a sense of community over my lifetime. The communities I am surrounded by have shaped me for the better and it is a noble sense of duty which guides me to help shape them in return. Working with students, learners and citizens I wish to enable them to take greater agency over their lives, gaining “the power to act on [their] own behalf to change a situation” (hooks, 1993, pp. 167) and absolute control over their lives and experiences.

First looking at the investments made in developing each area through professional practice and scholarship, I consider the impact of my work through the lens of others with a focus on evidence and evaluation. Taking time to reflect on each strand individually, I offer thoughts on how my practice has developed over the years, identifying common themes, the strengths and weaknesses in approaches and how my practice is most likely to develop in the future. Each with its own character and purpose, there is significant overlap, similarities and complementary elements found between the individual strands presented.

A collective look of all three strands is offered in the Reflective Synthesis where I provide thoughts on the commonalities across my broader practice, how work within each strand supports the others, the opportunities for growth and areas for attention, and how my practice can provide value to the communities I serve. Connected to relevant literature and the broader systems it exists within, this synthesis provides a deeper analytical consideration of my practice building upon the reflections included for each individual strand.

s someone who has always found purpose in supporting others as they work towards achieving their goals, I was not one to identify as an educator until presented with the opportunity in a highly traditional setting. Now, as my work evolves primarily in community and non-formal environments I often consider my work less in terms of an educator and more of a catalyst that incites and supports growth within individuals and communities.

Here I offer an overview of my contributions to the field of adult education focusing on professional practice in traditional and community settings. Beginning with a glimpse of my practice’s evolution through practical experience and scholarship, I continue by illustrating how I have impacted the communities I serve. I close this section by offering thoughts on my work more broadly, what strengths and weaknesses exist within it, and the steps I may take to become a more informed and effective practitioner.

Professional Practice

For more than a decade, I have supported adult learners through activities which engage, educate and enable them to develop the skills and knowledge needed to take greater control over their futures. For organizational purposes, I present my work as an adult educator divided into two distinct areas of focus. First, my work as it relates to formal education delivered primarily in post-secondary environments followed by non-formal education in community education settings.

Formal Education

Focused primarily on curriculum related to the cities we live in and the building of stronger, more connected communities, my teaching contributions at the post-secondary level have often focused on the instruction of students in the planning and development of urban centres. Founded on theoretical knowledge of how cities function and a technical expertise of industry methodologies, my approach to instruction often begins with lived experiences of the students themselves. Understanding what learning is relevant to the students, I develop educational activities which feel familiar and can be further extended to connect the curriculum to the locales students are situated within.

Bridging the gap between traditional and digital environments, my instruction assists students in becoming comfortable with exploring their own learning through self-directed methods supported by new technologies that can help them to reach their goals. Highlighting opportunities for students to create positive change through professional practice—connecting course work, professional roles and personal communities, my work supporting adults is grounded in a community worldview and the interconnectedness of their personal and professional actions.

Selected Roles

Faculty, School of Design
— Fanshawe College, 2007–2010
Designing educational curriculum and resources based on experiential and community-minded principles, I highlighted the opportunities for students to create positive change in their communities as they worked towards obtaining roles in fields related to urban planning.

Research Associate, Department of Geography
— Western University, 2007–2009
Leading graduate students in research, technical support and advisory capacities, I provided graduate seminars on software platforms, research methods and approaches to community development. Overseeing undergraduate students, I was responsible for their engagement, education and enablement as we connected their studies to broader community contexts.

Teacher Candidate, Intermediate/Senior
— Thames Valley District School Board, 2009–2010
Connecting young adults with their broader communities through experiential and self-directed learning opportunities, I provided learning experiences which paired students’ personal interests with course content, helping to build a greater comprehension of learning materials and deeper connections to their personal lives.

Community Education

Instructing adult learners in formal classroom settings, I lead workshops that enable them to understand, apply and integrate digital literacy skills into their everyday lives. Using a scaffold approach to teaching, I support beginners as they develop foundational skills while enhancing the knowledge of more advanced learners concurrently within the same environment. As I design learning experiences based on sound community development principles I aim to enable learners to act as leaders, teachers and facilitators among their peers. This community approach to learning results in individuals collectively learning and developing their skills while supporting each other at the same time.

Selected Roles

Lead Instructor
— Ladies Learning Code, 2015–present
With a team of mentors supporting my instruction, I deliver accessible digital literacy through workshops for beginner-level learners covering a range of topics related to web development and design. Through sharing my knowledge, I aim to inspire learners while enabling them to become more skillful and confident in their personal and professional endeavours.

Community Learning Specialist
— UnLondon Digital Media Association, 2012–2014
Designing learning experiences for students in community education environments, I shaped the focus of educational programming in a strategic role by providing an informed educator’s perspective to better connect curriculum expectations to the needs of the learners and the broader systems in which they existed.

Director of Educational Programming
— PodCamp London, 2009–2012
Informing, educating and connecting members of diverse communities through an engaging participant focused conference, I established a learning environment which supported self-directed learning for adults. I enabled experts and amateurs alike to act as facilitators and instructors amongst their peers to help grow a knowledge base across interconnected industries.

Scholarship

Helping me to “establish meaningful connections between theory and practice” (Orland-Barak, 2005, p. 27), formal academia has been a primary contributor to my knowledge as an educator. Often graduating with honours in formal settings of academia, I continue to support my development as an educator through organization-specific training modules offered to me in both professional and volunteer roles. Closely connecting the theories learned in formal settings to my work, I continue to form a more complete understanding of the purpose of adult education and the role I play as an educator. In addition to formal scholarship opportunities I continue to support my practice by developing technical expertise, fostering professional relationships and participating in a newly formed habit of reflective practice.

Selected Accomplishments

Master of Adult of Education
— St. Francis Xavier University, 2020
With a focus on the formative elements of community development and the role place has in fostering citizen empowerment, I am interested in how both non-formal and informal learning experiences within community education environments can shape an individual’s development.

Bachelor of Education
— Western University, 2010
Graduating with distinction, my studies connected young adults in formal systems of education with learning opportunities outside of traditional classroom settings. Supported by teaching experiences within secondary and college environments, this credential has served as an applied communications degree providing the tools needed to interact and support individuals of varying needs and abilities.

Organizational Training
— Fanshawe College and Ladies Learning Code, 2007-present
Providing training specific to individual teaching roles both in formal and community education settings, these workshops focus on topics such as learning styles, communication strategies, and tactics to modify course work based on the needs of individuals and groups of learners.

Evidence and Evaluation

Connecting individuals with their peers so they may learn from others with similar experiences, my leadership style as an adult educator is firmly rooted in a community mindset. Believing that an individual’s learning and growth is directly related to the cohort in which she exists (Lei, Gorelick, Short, Smallwood, & Wright-Porter, 2011), my students and colleagues regularly identify an expertise in leveraging the abilities, skills and knowledge of individuals within a larger collective to support their peers.

Approaching the act of teaching in an authentic way consistent with developmental and nurturing perspectives of teaching (see Appendix B for personal inventories), I place the needs of my students first and foremost often above content or curriculum requirements. Understanding that a student’s experiences are the foundation upon which the best learning unfolds (Lindeman, 1926/1982), my approach to teaching aims to begin from where the students are, further developing course materials with learners to co-construct greater meaning.

Selected Evidence

“[Kevin’s] authentic approach to designing learning experiences which centre on the needs of his students, and his light-hearted personality that is disarming and welcoming make him a delight for students to engage with.”Titus Ferguson, Executive Director, UnLondon Digital Media Association

“Kevin is respectful of his students and their varying levels of ability and engagement. He has a non-confrontational attitude approaching any situation with calm, and his sense of humour which is grounded in humility…”Kathleen Rebic, Chapter Lead, Ladies Learning Code

“Kevin [is] one of the best listeners I have ever worked with … [he is] always positive and encouraging to those around [him].”Tania Goodine, Executive VP Brand, Libro Credit Union

“Kevin is respectful to his students and allways (sic) willing to lend a helping hand whenever needed.”Jamie Anderson, Former Student

Reflection

Never intending to become an (adult) educator, the professional practice I have formed over the past decade has placed me in roles that feel overwhelmingly natural and thoroughly enjoyable at the same time. Often feeling that my perspectives are at odds with the pedagogy and systems by which learning is delivered to younger students, it comes with very little surprise that my practice as an educator has navigated towards working with adults.

Developed from a feeling that educational institutions, instructors and the systems they operate within have failed me to date, not able to academically stimulate or challenge me as a high-achiever, I have often sought out learning opportunities in less traditional environments through self-direction. With a personal curiosity to better understand the world I live within, my philosophy of adult education and the actions I take have been informed intimately by personal learning experiences and the communities I am a part of.

Possessing the ability to self-teach and absorb almost any information, I find myself needing to be less concerned with content comprehension and can focus my time and attention on its application as it is relevant to students’ lives, helping to more adequately shape and enhance their learning experiences. Not without challenges in my own practice, I find it most difficult to work within the structures of existing systems, both in places of formal academia and the professional work place. Recognizing a personal need to develop greater patience and an acceptance that the creation of meaningful change takes time, I would benefit from developing a better appreciation for other worldviews and approaches to learning and management. Finding commonalities between my perspectives and both the individuals and institutions I work with would help bridge understanding for the purposes for communication, cooperation, creating change and best serving those who look to me for support.

As I continue to develop my practice as an educator supported primarily through the completion of a Master of Adult Education degree, this portfolio being a partial requirement of, I aim to better incorporate theories of adult education into actions taken across the other strands of my practice—Community Leadership and Civic Engagement. The more intentionally I can integrate these distinct strands with one another the better of an expertise I will develop in support of the individuals and organizations I aim to serve.

oth the theory and practice of community have been foreign concepts to me for much of my life. Only during the past decade when surrounded by community during the most difficult of times have I begun to understand how an individual’s life can be shaped by those around them and how their actions can strengthen a broader collective in return. As I become increasingly more embedded in communities often through positions of leadership I find myself placing the best interests of a community ahead of my own, first in decision making and then actions taken. I believe that as a community strengthens so do the individuals which make up its whole.

The following offers an overview of the contributions I have made to the communities I am most connected to. Considering both volunteer and professional roles primarily within the not-for-profit sector, I highlight the time and attention invested in developing leadership skills in support of strengthening individual and organizational capacity. Broadly looking at my role as a community leader, I provide thoughts on themes of leadership found throughout my work and how I may leverage them as I continue to support communities in the future.

Professional Practice

Sought out by individuals and organizations to design meaningful community building experiences, I have developed a recognized expertise in areas such as community engagement, entrepreneurship and strategic innovation (see Appendix C for testimonials). To generate consensus amongst individuals and organizations working together to achieve common goals I analyze divergent areas of professional practice and translate them to help stakeholder groups understand often foreign concepts. Beginning with an open mind believing that anything is possible regardless of what may have come before, my approach to leading is intentionally seeking to understand the why behind all we do and to not limit the possibility of what could be.

Providing a perspective that is informed by urban theory, social entrepreneurship and the development of ideas which have been deemed “innovative” and “forward thinking” (see Appendix C for testimonials), I lead organizations as both a researcher and nurturer (see Appendix B for personal inventories). Approaching work through a process of inquiry, to understand the theories and reasons that provide the grounding for actions taken, I strive to serve individuals and organizations by placing their needs at the forefront of any problem we aim to collectively address.

Selected Roles

Manager, Community Development
— London Fuse New Media Collective (City of London), 2012–2014
Working with diverse stakeholder groups I oversaw the planning, design, marketing and implementation of community focused programs and services. My work provided the strategy and tactics which enabled local businesses and organizations to effectively communicate with broader audiences while strengthening their respective communities.

Manager, Community Engagement
— Emerging Leaders London Community Network, 2011–2012
Advancing strategic direction and community engagement activities, I established processes related to program creation, mentoring and career support. Managing daily operations, my work supported young leaders through training, networking and professional development opportunities as they established themselves in their respective fields of professional practice.

Director
— Urban League of London, 2013–2015
Providing a young urbanist’s perspective at the leadership level, I contributed to the development of stronger and better connected neighbourhoods towards building a vital, successful and sustainable city. Engaging with citizen groups to help them become better informed, my work enabled neighbourhood associations to shape their communities while advocating for their best interests.

Scholarship

In support of my efforts to become a stronger and more effective leader I participate in learning opportunities that broaden my awareness of foundational community development principles while deepening my understanding of personal leadership traits. Often asked to consult on learning programs during their infancy to aid in their development (see Appendix B for professional development), I have been a fortunate participant in the final, refined programming offered to the broader public.

In support of these non-formal educational opportunities I regularly create the necessary time and space to reflect upon and grow the characteristics of my leadership style and core values. To build a more holistic understanding of who I am and how I can best lead communities, I participate in individual leadership, personality, character assessments and self-directed courses (see Appendix B see personal inventories). In addition to building a toolkit of professional skills and resources to aid me in strengthening my broader practice, I participate in these learning opportunities to guide me in more thoughtfully interacting with others to create meaningful engagement experiences.

Selected Scholarship

Community Development for Practitioners, and Foundational Community Building
— Campus for Communities of the Future, 2013–2014
Enhancing my knowledge and skills as a community builder I developed an understanding of how to work with stakeholders to address issues, assess trends and create models for community transformation. Provided with the frameworks for furthering community development activities I established baseline skills to better serve as a catalyst for positive change.

Engage!, and Leadership London
— London Community Foundation and Emerging Leaders
Providing experiential learning, mentoring and networking opportunities, these programs helped me to develop a better understanding of what value I provide to my communities and how to best leverage my talents to serve.

Active Creative Engaged Community Building
— Grassroots Enterprises, 2012
This course provided the knowledge and resources needed to be a more adept community development practitioner while working in partnership with the City of London on initiatives to strengthen neighbourhoods and grassroots community efforts.

Evidence and Evaluation

Acting as a catalyst in the building of stronger, more connected communities, my contributions while in leadership roles have shaped the understanding of what the term community means more locally. With an approach that is grounded in thoroughly understanding problems and placing those I work with at the core of the purpose for work, my practice reflects many of the principles of servant-leadership in support of the development of others. My work aids individuals and organizations in understanding what possibilities can materialize when they come together to achieve a common goal, and in the process the realization of their full potential. Driven by the belief that cities should be built from the ground up by their residents, the leadership I exhibit in the development of communities has been recognized by my peers, community collaborators, employers and alma mater.

Selected Evidence

Growing Prosperity Award
— Libro Credit Union, 2016
Highlighting my leadership, passion and community-minded focus, I was an inaugural recipient of this award and recognized for the exceptional and significant contributions I make to growing prosperity in southwestern Ontario.

Young Alumni Award
— King’s University College, 2013Awarded to a King’s University College graduate under the age of 35, I was recognized for the outstanding contributions and accomplishments I have made in the communities I am a part of.

Who’s London? Roundtable
— The London Free Press, 2011
As part of a series focused on “young, energetic thinkers anxious to shed London’s tired image,” my perspective on local city building initiatives, municipal identity and the future of local politics were highlighted by the London Free Press.

Reflection

The role of community leader is not one I intentionally developed or ever envisioned for myself. Beginning from a personal will to improve the interactions I was having with my city—an approach rooted in selfish needs and wants—over time I have developed the belief that every citizen has the power, ability and responsibility to shape the places they live to improve both their personal life and community.

Not able to formally name my leadership style until more recently, but identifying a strong distinction between leadership and management (Hanold, 2015), only through personal reflection have I become comfortable with naming my leadership approach as Servant Leadership (Greenleaf, 1991). Having always believed that the purpose of a leader, including educators, is to help others “grow as persons” (Greenleaf, 1991, “Who is the Servant-Leader,” para. 2), I have found comfort in naming my approach while identifying with others who have similar perspectives. In addition to new theories and resources to aid me in the continued growth of my practice I have developed an approach to leading communities grounded in both researching and nurturing perspectives (see Appendix B for personal inventories). These perspectives are complimented by an identified INTJ (introversion, intuition, thinking, judgment) personality type (see Appendix B for personal inventories) and the asset-based community development approach I choose to employ as I complete work in the community.

Continuing to build a more recognized expertise, my aim is to focus attention on the work that matters most as defined by myself and those I work most closely with. Bringing greater intentionality to the roles I assume and the actions I take, documenting my work more attentively to share both process and results would be of benefit to myself and those who look to me to lead. Commenting more broadly on the problems, solutions and questions surrounding my communities of interest, there is an opportunity to translate my leadership, expertise and desire to incite positive change into thoughts and resources to support others as they strive to achieve the same.

The following pages outline work I have completed with individuals and organizations for the purposes of civic engagement. Focused primarily on grassroots projects, activations and resource development—those beginning with residents, citizens and community members—I consider the type of work that most resonates with me and the efforts taken to strengthen my perspectives and ability to affect change. Considering more than a decade of civic engagement work I provide insight into future actions and the impact I wish to make.

Professional Practice

Focused on the modern day civitas—the social body of citizens—as the foundation upon which our communities function, my civic engagement efforts are concerned with how the civitas comes together to shape the places it calls home. Believing both individuals and member-based community organizations can work together in the building of stronger and more connected cities, my professional work focuses on taking complex ideas and distilling them down to their basic functions.

Designing solutions to address common everyday problems identified by citizens, I transform these solutions through quick, scalable, intentional and no-frills efforts. The projects, resources and activations I create help citizens take greater ownership over their communities. My work shaping neighbourhoods and cities has helped me to develop an understanding of the approaches, processes and relationships that inform what is and is not possible in terms of civic improvement efforts. Often working with municipal and institutional partners to implement initiatives administered through their processes, most of my professional practice to-date has had roots in radicalism. Considering efforts which are driven bottom-up by the community, I undertake work to help improve civic livelihood following an asset-based community development informed approach.

Selected Roles

Senior Community Fellow
— The Good City Co., 2017–present
Creating projects, resources and activations to help residents take greater ownership over the cities in which they reside, I specialize in building stronger, more connected communities by transforming ideas into action. Working with individuals, community organizations, local institutions, private businesses and municipalities, I engage, educate, and enable citizens to harness their unused potential to create positive change.

Designer
— Block Party in a Box, 2013
Acting as a catalyst for community interactions and relationship building, this print-at-home toolkit has empowered neighbours from across the globe to celebrate the places they call home. Most often used by communities of faith and local neighbourhood associations, Block Party in a Box has been adapted and built upon to create unique, relevant and engaging experiences for audiences of all ages.

Project Lead
— PARK(ing) Day, 2010–2011
Bringing together not-for-profit organizations, businesses, and citizens to take ownership of urban spaces, I helped change the quality of dialog about the city in which I live while empowering others to do the same. Endorsed by civil servants and local politicians, my work provided the foundation upon which new and progressive public spaces are planned and developed.

Scholarship

In support of civic engagement efforts which often exist outside of formal organizations, structures or processes, the approach I take to develop my skills, knowledge and attitudes often leads me to informal or self-directed learning opportunities. Drawing inspiration and insight from the work of those who have come before me, I have cultivated my knowledge through observing and studying the work of art collectives, tactical urbanists, civic activists and the ongoing efforts of everyday citizens as they improve the relationships they have with their respective communities. Compared to the adult education and community leadership strands of my practice this approach to scholarship is less formal and reflective of the nature of this type of work. Rather than learning from established systems and texts, scholarship is drawn from the citizen led, ad-hoc efforts of those who have come before me which informs much of my work. Learning from the actions, successes and failures of others has provided a foundation upon which I have established further understandings of my own.

Supporting these informal learning opportunities, providing both the context and theory related to practice, I have complemented scholarship efforts through non-formal educational offerings. Provided by leaders in the fields of community development and engagement these opportunities have helped me in understanding how my contributions can be bridged with organizational, community and individual civic engagement efforts and how they support each other to build strength within their collective communities.

Selected Scholarship

Community Engagement: Technologies for Change
— Tamarack Institute for Community Engagement, 2016

Building upon a thorough understanding of digital media and technologies, this workshop helped me to understand how I could better apply knowledge to community engagement efforts. Connecting with fellow practitioners I was exposed to new online services and strategies to aid in the face-to-face engagement experiences that are at the heart of creating community change.

Active Creative Engaged Community Building
— Grassroots Enterprises, 2011
This course provided the knowledge and resources needed to be a more adept community development practitioner while working in partnership with the City of London on initiatives to strengthen neighbourhoods and grassroots community efforts. Addressing strengths and challenges in leading communities, this course helped me identify and further develop my leadership style as both a nurturer and researcher (see Appendix B for personal inventories).

Evidence and Evaluation

Characterized as “novel”, “innovative”, “creative”, and “forward thinking” (see Appendix C for testimonials), my work designing civic engagement experiences has been well received by the communities I aim to serve. As a starting point for broader conversations, my approach to engaging citizens brings root problems to the surface while highlighting the assets from which improved conditions and experiences can be created. Helping others to understand the core problems and the minimum requirements needed for effective solution implementation, my work is often built upon by local organizations to create more formal, community specific initiatives which exist permanently in the public realm. Endorsed by citizens, organizations, civil servants and politicians, my work aims to engage audiences in authentic ways that are not hindered by traditional processes.

Recognized nationally and internationally my work extends beyond the confines of the communities it is developed within. This approach is by design. When problems are addressed appropriately there are opportunities for learnings and solutions to be more broadly applied beyond the boundaries of the initial issue they aim to solve. Through the design and distribution of tools, resources and programming that are more widely adaptable there is the opportunity to affect change in ways initially unimagined.

Selected Evidence

League of Creative Interventionists April Global Hangout: Neighbor
— The League of Creative Interventionists, 2014
Recognized for my ability to creatively engage citizens in the process of building stronger communities, I was asked to contribute to a conversation on the importance of neighboring.  Hosted by the League of Creative Interventionists and Good Worldwide Inc., I joined civic engagement practitioners from across the globe for a public discussion on ways to make cities more neighborly.

Unofficial signs take first steps (Walk London)
— Spacing Magazine, 2012
Highlighting Walk London, a guerrilla wayfinding initiative I brought to my home town modeled after Walk [Your City], Spacing Magazine provided national and international attention to this civic engagement project. Noting the challenges London, Canada faces in providing adequate infrastructure to serve pedestrians, the author takes time to connect this simple yet effective civic engagement initiative to larger planning processes.

PARK(ing) Day London: Documentary
— Redcat Films, 2010
Documenting the local application of PARK(ing) Day, an annual worldwide event where artists, designers and citizens transform metered parking spots into temporary public parks, this film highlights how the quality of dialogue about the city we live in can change when citizens are brought together and feel empowered to take ownership of urban space.

Reflection

Developed in a similar fashion to my work as a community leader, the efforts I have taken related to civic engagement have often formed from initial pain points in my life or challenges communities face. In addressing issues that most resonate with citizens one of the greatest rewards has been learning from community members in locations from around the globe, adapting and building upon their work to help solve localized versions of similar issues. A common element amongst the civic engagement initiatives I have designed has been the adoption of the ideas, platforms and mechanisms by established organizations for sanctioned programs. As not-for-profit, economic development and municipal organizations build upon my efforts it has been encouraging to see versions of my work exist in the public realm on a permanent basis.

With an ability to distill complex ideas down to their core elements I have helped organizations focus their time and attention to deliver more manageable projects. Whereas resources may have been poorly invested under traditional project processes, my approach begins with a minimum viable product scaling it to larger sizes as needed. In support of initial project efforts gaining greater traction I could dedicate more attention, resources and a long-view approach to the work I complete to help establish legacies for the projects I lead. Often abandoning work once it has been launched, staying with initiatives beyond their initial development would help me to refine the ideas, measure impact and help shepherd them forward to increase their reach.

Recognizing that any individual has a finite amount of time, energy and resources at their disposal, I am most interested in how I can more wisely invest my skills, resources and talents. As my practice evolves, with an emphasis placed on collaborations to generate greater impact, I aim to focus my time on the development of resources that can be replicated and adopted by those beyond my local communities. Moving away from the subversive work I have completed in the past and towards more formal and partnership based work, I hope that my efforts will gain greater recognition across communities. As I build stronger relationships with fellow practitioners I aim to develop more meaningful community connections founded on respect, mutual encouragement and the co-creation of positive change.

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O

ver the course of my professional career it has been personal experiences as both a learner and an engaged citizen that have provided the greatest point of reference from which I construct strategies and structure learning opportunities to support others. With a goal of serving others with greater intention and effectiveness, my approach in doing so begins with what I know from personal experiences and is informed by the theory I consume, the observed actions of others and through developing a more complete understanding of myself as an educator, leader and individual.

Educator as Learner

Understanding myself first as a learner has informed my perspectives on education and the actions I take as a practitioner. Feeling unfulfilled by the learning experiences I often encounter, I believe that traditional approaches to education structured upon principles such as the banking concept (Freire, 1979) have not served me as best they could. Unreceptive to approaches which provide little autonomy for self-directedness I often seek out problem-based and experiential learning opportunities to provide challenges and enhance my development.

As I engage adult learners I find myself interacting with them through means which are representative of how I wish I would have been engaged in my own prior learning. Drawing similarities to asset-based community development, a framework which aims to “help communities recognize and map their assets … to mobilize them for development purposes” (Kretzmann & McKnight, 1993, p. 8), as I work with learners I aim to build upon their life experiences (Lindeman 1926/1982). Believing that curiosity and existing strengths form the foundation upon which the most meaningful experiences are constructed, my aim is to support individuals as they shape their own learning, development and growth.

Empowering Individuals

Margaret Mead may have said it best when she stated, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has” (Lutkehaus, 2008, p. 261). It is in this spirit that I find purpose and direction in supporting individuals as they strive to create positive change in their lives.

Cautious of the term empowerment as it can often be misused and misunderstood (Gore, 1990) and because I am still in the process of determining the exact meaning of it myself, I am interested in how its meaning and use can support the autonomous development of individuals and communities. Consistent with the work of Prins and Drayton (2010), the learning experiences I feel have been most valuable have been those which provide the conditions for me to define for myself what success looks like and the actions needed to reach my goals.

Believing that it is only when we fully empower citizens—or as a better approach, co-lead initiatives with them (Raderstrong & Boyea-Robinson, 2016)—that communities and society reflect the best interests of all. Similarly, I have found that the most rewarding and effective teaching experiences to be those where students have full autonomy over their own learning controlling, “task, time, team, and technique” (Merriam & Bierema, 2014, p. 147) related to directing their own growth. Based on these experiences I find myself proactively establishing conditions to empower individuals by providing tools, resources and knowledge to support them as we co-construct learning opportunities which resonate and are relevant.

Searching for Identity

Consistent with a humanistic approach to adult education, the sense of moral obligation to community which the African philosophy of Ubuntu conveys—“I am because we are” (Tschaepe, 2013, p. 49) is a worldview that resonates closely with my own, evidence of which can be found throughout my work. But, as I take steps to strengthen communities I question why it is that I find a connection to this worldview when I struggle at the same time to find an authentic sense of belonging in communities and professional roles?

If I consider that a search for community may represent a search for self-identity, I see how the actions I take to build stronger communities may be actions taken to construct an individual identity for myself. The work of Tschaepe (2013) proposes that through Ubuntu an individual’s purpose, worth and identity may only exist when placed in context to the relationships they are a part of. That the communities of identity, faith or place an individual is surrounded by shape who they are as defined by the value they offer to the individuals which make up the larger collective.

In trying to fully understand this perspective on forming one’s identity I consider the work Daring Greatly (2015) from Brené Brown in which she notes (p. 231) an important distinction between belonging and fitting in as communities are encountered in our daily lives. In seeking a sense of belonging for myself I have begun to question whether the reason I move from one community to the next, changing roles in the process, is that I am seeking out where it is I truly belong and trying to form an identity for myself in the process.

Dichotomies of Practice

As my practice evolves across traditional and community environments I look to better understand, navigate and shape the dichotomies which exist in my life. Taking the time to identify and understand the competing elements which influence my worldview helps to continually inform greater self-awareness and shapes the actions I take.

Believing that I am a learner first and student second (Biesta, 2010) has informed how I interact with systems of education. The value, strength and elements of empowerment I find within leadership rather than management (Hanold, 2015) has influenced how I choose to engage others while in positions of power. And, the recent recognition that many of the difficulties I face as a learner and practitioner are rooted in the difference between fitting in and belonging (Brown, 2015) has provided guidance in better comprehending the conditions I require to best support my own growth. Recognizing that a meaningful life and successful practice are never void of such dichotomies, rather than viewing these differences as points of friction I choose to leverage them as opportunities and to find great strength within myself.

Towards a Collective

While the nature of community is present in many of my actions I find it difficult to admit that much of my professional work takes the form of individually secluded efforts rather than collective community action. The contributions I make while in teaching and community development roles are often made through work that is secondary to my primary responsibilities or completely disconnected from those I strive to serve. This approach has formed through the combination of an INTJ (introversion, intuition, thinking, judgment) personality type where I value independence and can find it difficult to interact with others in social settings (Myers-Brigg, 1962), an ongoing challenge to find a community which I truly feel a connection to and a history of assuming roles that do not leverage my strengths as a practitioner (see Resume for professional experience; see Appendix B for personal inventories). Because I have not necessarily invested the effort required to complete work that deeply resonates I have as a result spent a great deal time completing individualized work at an arm’s length with organizations I feel few connections to.

In understanding that great strength can come from working as part of a larger collective, as my practice evolves I aim to complete work with an emphasis placed on collaborations. Working in partnerships to achieve aspirational goals, I am interested in the collective capacity individuals possess to support the actions of others through their engagement, education and empowerment.

Integrating Practice

As an often-sporadic practice consisting of three distinct strands my professional efforts have only begun to come together in more recent years. With a goal to merge all strands of my practice into one cohesive body of work I aim to build upon the overlap and complementary nature which already exists between my Community Leadership and Civic Engagement efforts. Focusing my attention with greater care, I wish to weave both the theory and practice of Adult Education into the community centred work I am most passionate about. As my practice matures, I continue to gain greater clarity of its purpose and find myself taking the steps necessary to form an unique identity. With time, I am hopeful that these intentional actions will shape a practice that is not only in the service of others but in the service of myself as well.