Dr. Lauren Halcomb-Smith is a teaching and facilitation specialist with more than 15 years experience designing and facilitating learning to adults.
Her teaching philosophy is informed by theories of critical pedagogy and pedagogy of care, positioning the teacher as a facilitator and collaborator with and for learners. Overall, Halcomb-Smith sees education as an opportunity affect positive change by valuing learners’ voices and agency through innovative, intentional and reflective design and practice.
Halcomb-Smith’s experience in higher education includes teaching, research, supervision and staff roles. In addition to her associate faculty role, she is also the managing editor and a co-founder of the Journal of Belonging, Identity, Language, and Diversity, an innovative scholarly journal operating on a model of non-anonymized collaborative peer mentorship.
Previously based in Victoria, BC, Lauren has recently relocated to Melbourne, Australia, to take up the position of manager, scholar communication & research outputs at Deakin University.
Graduate Certificate in Values-Based Leadership
Royal Roads University
PhD in Educational Studies
Master of Applied Linguistics
University of New England, Australia
Certificate of Proficiency in French Language and Culture
Bachelors of Arts (Hons. Political Science)
University of Queensland, Australia
CELTA Certificate in TESOL
Halcomb-Smith, L., Crump, A., & Sarkar, M. (2020). Publishing as pedagogy: Reflections on innovating in the ivory tower. In S. Palahicky, Enhancing Learning Design for Innovative Teaching in Higher Education (pp. 57-82) . Hershey, PA: International Global Publishing.
Jeffery, K., & Halcomb-Smith, L. (2020). Innovation, critical pedagogy, & appreciative feedback: A model for practitioners. In S. Palahicky, Enhancing Learning Design for Innovative Teaching in Higher Education (pp. 1-21). Hershey, PA: International Global Publishing.
Palahicky, S. & Halcomb-Smith, L. (2019). Utilizing learning management system (LMS) tools to foster innovative teaching. In J. Keengwe, Handbook of research on innovative pedagogies and best practices in teacher education (pp. 1-17). Hershey, PA: International Global Publishing.
Burkholder, C., Crump, A., Godfrey-Smith, L., & Sarkar. M. (2017). Unofficial multilingualism in an intercultural province: Polyvocal responses to policy as lived experience. Journal of Belonging, Identity, Language, and Diversity (J-BILD) 1(1), 5-24.
Godfrey-Smith, L. (2015). Reconciling language anxiety and the Montréal switch: An autoethnography of learning French in Montréal and negotiating my Canadian identity through language. Canadian Journal for New Scholars in Education (CJNSE) 6(2), 9-15.