Jorida Cila, PhD
Contract faculty in Psychology
Faculty of Health
Jorida received her PhD in Psychology from York University in 2018 and currently holds a SSHRC-funded postdoctoral position at Ryerson University. Jorida’s research lies at the intersection of culture and identity with a focus on minority groups. Alongside research, Jorida has a keen interest in teaching and pedagogy. Jorida has taught in the Psychology Departments at both York and the University of Toronto, and is always looking for ways to improve as an educator. For years now, Jorida has benefited from the many workshops and resources offered by the Teaching Commons, and is excited to be in a position to share some of that knowledge with the York community.
Linda Carozza, PhD
Contract faculty in Philosophy
Faculty of Liberal Arts and Professional Studies
Henriette Gezundhajt, PhD
Contract faculty in Linguistics and French
Henriette Gezundhajt, Ph. D. est professeure contractuelle de français et de linguistique. Depuis 1995, elle s’est spécialisée dans le développement et l’utilisation d’outils multimédias pour l’enseignement et l’apprentissage. Elle a conçu plusieurs sites Web ouverts avec des ressources pour l’enseignement (Le Connectigramme, Sur les sentiers de la linguistique) et a obtenu quatre fonds de développement pour construire des cours hybrides. En 1996, elle a également participé à la conception d’un logiciel pour créer des exercices d’auto-correction, et depuis elle n’a eu de cesse de former des collègues à l’utilisation des nouvelles technologies, des documents en ligne et des activités interactives dans leur enseignement à l’Université de Toronto, à l’Université McGill ainsi qu’à l’Université York par le biais d’une diversité d’environnements de cours (WebCity, Blackboard, Moodle). En 2016, elle a coanimé un atelier de deux jours sur la façon d’utiliser efficacement MSWord pour la révision et l’écriture interactive, les dictionnaires numériques et les logiciels de correction de texte, et les outils de Moodle pour les enseignants au Département d’études françaises de Glendon. Elle collabore également avec le centre STI au Collège Glendon et continue de participer à des ateliers et à se former, afin de rester à jour sur les derniers outils multimédias disponibles pour l’enseignement.
Mark Terry, PhD
Faculty of Environmental Studies
Mark Terry is a contract faculty member of the Faculty of Environmental Studies (FES) and a postdoctoral visitor with the FES and the Dahdaleh Institute for Global Health Research. He is also this year’s winner of the Dean’s Award for Excellence in Teaching.
He is currently teaching a course he created, ENVS 1010: Introduction to Environmental Documentaries, for the summer term. This is the third time Mark has taught this course, but the first time he has taught it exclusively online. In re-designing this course for online delivery, Mark has created two step-by-step guides to creating online lectures using PowerPoint and PhotoBooth. He has also been assisting his colleagues using Zoom and Moodle since we have moved to online teaching.
Mark has developed a new pedagogy for using GIS software in the classroom as a teaching tool for instructors and as a learning tool for students. His recent paper on this subject, Enhancing Environmental Education through Geomedia, can be found here: shorturl.at/dkvGT.
He has also written a book on the subject incorporating documentary film in the classroom. The book, The Geo-Doc: Geomedia, Documentary Film, and Social Change, published by Palgrave Macmillan can be found here: shorturl.at/mpqJR and is currently available at the York bookstore. Mark was recently awarded a research grant through York’s Academic Innovation Fund for his work in developing this new pedagogy with geomedia.
On July 1, 2020, his new book, Pandemic Poetry, will be released and is available for pre-order on Amazon: shorturl.at/ryEU7. He looks forward to working with the teachers at York in developing online best practices for the upcoming fall term.
Marija Bojic, MN, BScN, RN
Clinical Course Director, School of Nursing
Faculty of Health
Marija holds a Master of Nursing (MN) – Leadership in Health Care Policy and Education degree from Ryerson University, Bachelor of Science in Nursing (BScN) degree from Ryerson University and Registered Nurse (RN) designation from the College of Nurses of Ontario (CNO). She joined the Hospital for Sick Children in 1999, worked in multiple nursing specialties and provided care for children affected by trauma, organ failures and a wide range of neurological, endocrine, metabolic, rheumatic, genetic, developmental, and other disorders. As a member of interprofessional task groups and committees she has worked in partnerships to optimize care delivery systems, provide advocacy for children and youth with disabilities, align hospital policies with evidence-based nursing practice, and proactively address emerging nursing practice issues. Marija works continuously to expand and apply her teaching, coaching and mentoring skills, assumes the role of a preceptor and provides clinical education to nursing students, novice nurses, and clinical externs as well as to experienced nurses who are new to the hospital.
Through her extensive teaching experience, she has developed a strong ability to provide balanced application of theory and practical skills, apply innovative classroom and online course delivery methods, effectively respond to diverse individual needs and learning styles, and foster positive environment that nurtures learning. With her additional responsibilities as a Clinical Course Director at York University, Marija provides experiential learning opportunities by helping students explore a variety of challenging work situations that strengthen their ability to fully integrate and apply theoretical knowledge. Marija is passionate about embracing and reinventing the role of technology in nursing education to deliver exceptional and authentic educational experiences, create integrated digital learning environments, apply engaging teaching methods, reduce existing equity and accessibility gaps, and make thoughtful transition from the traditional classroom settings to the virtual platforms.