I joined the CPC 695 (Counselling Psychology: Research Project) teaching team only last year (2018-2019). My tasks include preparing, mentoring, guiding and supervising students in the production of their research project. I inspire and help students to attain their research goals by assisting them in the formulation of their research project, providing constructive feedback on submitted work, informing them of their progress and guiding them all the way towards the completion of the final document. In addition. I collaborate and work with the CPC 695 teaching team in exploring ways to enhance and strengthen students’ research skills as well as in supporting them in their project dissemination activities. Before joining City U, I taught Sociology courses and worked in several immigrant serving agencies as program coordinator, researcher, curriculum materials developer and project evaluator.
My background is in International/ Intercultural Education. My research interests include education for sustainable development which has been the focus of my PhD research work and issues involving immigrants. My work with immigrant serving agencies piqued my research interests on immigrant seniors and immigrant women. I am particularly interested in the lived experiences of immigrants and how they navigate through the realities and challenges they encounter in their settlement and integration process and the impact on their mental health.
In my work with immigrant serving agencies, I had been involved in their research projects. As a research associate in the research project on live-in caregivers conducted by Changing Together…A Centre for Immigrant Women, I worked with our research coordinator in the production of a handbook, A Handbook for Employers of Live-in Caregivers. I also served as the principal researcher in the research project on immigrant seniors, The Third Age: Realities and Challenges. conducted by Edmonton Immigrant Services Association (EISA). Below are 2 of my published articles.
- Bernardino, C. (2000) Book review. Weaving connections: Educating for peace, social and environmental justice, T. Goldstein and D. Selby (Eds.) International Journal of Curriculum and Instruction 2 (1).
- Bernardino, C. (1998). A traditional birthday celebration and childhood. In A. Richardson (Ed.) Childhood and youth: A universal odyssey (pp. 3-12). Edmonton: The Kanata Learning Co. Ltd.
I believe that teaching and learning are intricately intertwined in a dynamic, creative, reflective and collaborative process that flows through the lifespan. With this as my focal point, I design a learning environment where students feel motivated and challenged to get engaged in a continuous cycle of exploration and discovery, of development and transformation, of evaluation and reflection. In their learning journey, students go through this interesting cycle. As a teacher, I find myself caught in a similar process. As I strive to provide rich and meaningful learning experiences for my students, these bounce back to me in the form of a new web of challenges and possibilities that inspires me to enhance my teaching strategies. Viewing teaching and learning through a complementary lens has strengthened my conviction that students learn best in an environment that challenges and nurtures their passion for learning.