Resume

• 2014

  TESL Ontario - Accreditation

  \"TESL Ontario Language Instructor Accreditation is designed primarily for those wishing to teach in publicly-funded non-credit adult ESL programs in Ontario\" (TESL Ontario

  2014).\n\nhttp://www.teslontario.net/accreditation

  TESL Ontario Certification

  TESL Ontario

• 2013

  Ryan M

  Morreale

  Mosaic Sales Solutions

  Brock University

  TESL Hamilton-Wentworth

  GTA

  Secret Shopper Program (Mobile Communication Industry)\nSodaStream Canada

  SodaStream Demo \n\n- Various Banner Locations

  Sales and Marketing -Field Specialist

  Mosaic Sales Solutions

• 2011

  Master’s Degree

  M.Ed.

  Social and Cultural Contexts of Education

  Adult Education (CAECO Program Committee) - Brock Program Advisory Committee

  Brock University

• 2010

  Brock University

  Adult Education & Community Outreach Program Committee

  rY People Communicate

  Loyalist Group Limited

  Humber College

  St.Charles Adult Education Centres

  Purolator Inc.

  Employment Help Centre

  Mt.Hope

  US/International Freight

  Auditor / Trainer / Data Representative

  Purolator Courier

  Humber College - North Campus

  Humber College Institute of Technology and Advanced Learning

  \nContinuing Education / Liberal Arts and Sciences\n\n- Introduction to College Reading and Writing Skills \n- Workplace Writing Skills \n- Technical Workplace Writing \n- College Reading and Writing Skills \n\n\nESOL 200\nESOL 220\nWRIT 100\nWRIT 050\nESOL 100\nESOL 120\n\n\n(English writing courses & C.E. examining work as well )

  Professor / Instructor / Examiner ---Liberal Arts & Sciences / Continuing Education / English -

  Humber College

  Hamilton

  ON

  Design and deliver critical thinking

  curriculum development

  and facilitate and instruct Literacy and English

  Instructor

  Facilitator

  Teacher

  St.Charles Adult Education Centres

  Ontario

  Canada

  Scholar / Writer / Researcher / Life-long Learner and Educator\n\n[ Kumashiro (2000)

  Gray (2013)

  and Cummins (2007

  1996) ]\n\n[ Policies and Praxis of Discrimination and exclusion ]

  Grad Student

  Brock University

  Study English in Canada -SEC Toronto location

  ESL instructor teacher facilitator \n\nClasses range from ESL courses

  exam prep. classes

  business protocol

  writing and speaking.....\n\nJust a few courses mentioned!

  SEC -Toronto Location - ESL teacher instructor facilitator -

  Loyalist Group Limited

  Hamilton

  ON

  Collaborate in regards to : curriculum design and program planning and professional development

  Member

  TESL Hamilton-Wentworth

  Etobicoke

  ON

  Work Place Trainer/ Auditor Support Rep.

  Purolator Inc.

  Etobicoke

  ON

  US/INTL Freight

  Auditor / Data Support Representative

  Purolator Inc.

  Collaborate in regards to : curriculum design and program planning

  Brock University

  Adult Education & Community Outreach Program Committee

  rY People Communicate

  Greater Hamilton Area

  Niagara Region

  GTA (Greater Toronto Area)

  Collaborative Partnerships with:\n-Study English in Canada Inc.\n-The London School of Business - The Language Gallery\n-Purolator Inc.\n-TESL Hamilton- Wentworth and TESL Ontario\n-Hamilton-Wentworth Catholic District School Board - St. Charles Adult Education Centres \n-Mohawk College\n-Brock University\n-English Language Learners

  Learners of English as a Second Language and Multi-cultural Adult Learners

  Facilitator

  Adult Educator

  Instructor

  Teacher

  Consultant

  Facilitated

  Employment Help Centre

• 2009

  B.Ed. Adult Education

  Adult Education & Community Outreach

  Centre for Adult Education and Community Outreach

  Program Advisory Committee

• 2003

  B.A. Human Geography

  Human Geography

  Community Development

  Social Planning

  Urban & Rural Planning

  B.U.G.S. (Brock University Geography Society) Social Convener \nStudent Development Center Note Taker\nS.N.A.P. (Special Needs Activity Program) Volunteer\nCoach

  Indoor Soccer

  Thorold

  Ontario

  Theoretical Orientations in Sociology and Equity Studies in Education

  Critical Language

  Contemporary Issues in Higher Education

  Real-search and Thesis

  Preparing the Ground

  Research and Critical Reflection in Adult Education

  Work and Learning in Organizations

  Curriculum Design for Adult Learners

  Curriculum Design

  Implementation and Evaluation

  Foundations of Adult Education

  Facilitation of Adult Learning Pedagogies

  An Introduction to Educational Research

• 2002

  “Not all institutions have to look the same [and] the system we have now is a model for diminished quality and mediocrity” (Tamburri

  p. 4). You all are part of this PSE system that exists with poor superiority and ordinariness yet we all want more

  something existing of change

  something better than what we have. Perhaps a single umbrella approach

  ... rather than institutional motivation and local pride. (Clark et al

  p. 3). What about a collective pride and motivation?.....You as students

  as educators

  as researchers

  as just another student number

  you – as you and/or just another person in the chaos of PSE – are something (not even someone) as such – like an object. Stories of ourselves in this huge spectrum of PSE – some may say – this messy

  messy business

  “draws us out

  lead us beyond ourselves…[and] functions as a powerful medium of learning

  development and transformation” (Rossiter

  p. 2).Now what?Run away fast – get outta here! You want to: listen to your story

  engage in your experience or understand your PSE map......Ordinariness narrative stories wanted – apply within! You should apply! Are you afraid of your story being judged? Enjoy the path it takes you. Don’t be afraid. “Academics tend to be afraid of storytelling as a teaching device. Being seen as ‘storytellers’ rather than rigorous scholars makes professors queasy” (Pacheco-Vega

  2016). You should all be ordinary researchers and educators. You “could be both a storyteller and qualitative researcher and maybe stories are just data with a soul” ( Pacheco-Vega

  2016). Narrative Policy Growth is what you call it? PSE and especially you and your story deserves to be researched

  taught

  and enjoyed.

  A Course of Action

  A collaborative workshop for professional development that discussed the roles of a leader and facilitator. Analyzed the domains of learning in relation to English Language Learners. It was a theoretical yet practical workshop that enhanced educators’ environments

  Course of Action - https://5p52highereducation.wordpress.com/blog/

  Blog and Commentary on Policy Issue in Higher Education:\n\nDevelop a blog post for public viewing on a topic of interest in higher education. Refer to the scholarly literature and also to major newspapers

  magazines

  online resources. Your blog should describe why this issue needs to be addressed

  outline existing debates on the issue

  and suggest some possible solutions. \n\nBrought to you in partnership with Dr. Nicola Simmons

  Using Ethnographic Intersectionality

  Exploring Social Identity

  This presentation explored my gay male social identity through the feminist theory of intersectionality. It discussed previous studies that relate to me in the field of education –specifically personal narratives. It also included deficiencies in my study

  the significance of the study and the reasoning and purpose of my exploration. \n

  Dr. Jim Cummins’- Collaboration of Mulit-Literacies

  A collaborative seminar that proposed a collaborative educational framework including negotiating identities

  multi-literacies

  transformative pedagogy and new technologies to promote language acquisition and literacy to ignite learners’ curiosity

  imagination and social commitment where students felt empowered to use their voices to become active participants in our democratic society. Reviewed and worked with dual language learning

  self-directed learning

  and personal narrative stories. \n

  Julianne Burgess

  Alternative Curriculum Model

  Negotiating our space during this workshop

  we created our own transformative learner-centered curriculum by sharing personal life experiences. During this process there was struggle however through holistic art-based learning pedagogy we conceptualized and communicated our own concerns. There was a discussion about an alternative program named Pathways as an example. Reflection on what we practiced through participation of the presentation concluded the workshop. \n

  CV

  Please email for further information.

  Everyone who has been in my life!

  white his-story narrative

  Ryan’s my name

  This presentation’s focus was imbedded in the feminist theory of intersectionality and my social identity as a male. It discussed issues of understanding social identity through gender and the complications of the intersections of other social identities. Through collaboration we explored the reasoning of why the male’s perspective should either be included in feminist theory or excluded in feminist theory. \n

  Engaged Pedagogy- Monsters are Made not Born

  bell hooks

  Main themes\nbell hooks (engaged pedagogy- pg 13-22) \n\nA collaborative and gaze-interpretative pedagogical seminar that looked at engaged pedagogy

  teaching as healing

  transgressive education

  multicultural change

  community

  chaos

  notions of change and what you see as political. \n\n

  Morreale

• Workshop Facilitation

  Data Entry

  Adult Education

  Customer Service

  Research

  Curriculum Development

  Writing

  Higher Education

  Social Media

  Management

  Public Speaking

  Microsoft Office

  Problem Solving

  A Course of Action