A 2020 PhD in Human and Organizational Development, Theresa is the Department Head of the Teaching and Learning Centre (TLC) at Selkirk College and continues her research as a Fielding Institute for Social Innovation Fellow.
Theresa had a long career in environmental communication, where she played a significant role in conserving thousands of hectares of wetlands by starting the Wetlands Education Program and worked for the federal Department of Fisheries and Oceans on Salmonids in the Classroom, a program that reaches over 10,000 children. Recently, Theresa released her book Transforming Trauma through Social Change and coedited Driving Social Innovation How Unexpected Leadership is Transforming Society both published by Fielding University Press as well as Is Being an Ally Enough. Links to her other publications can be found on her ResearchGate and Academia.edu pages.
Experience
Shortly after graduating with her PhD in 2020, Theresa began teaching for her alma mater, RRU, in the School of Communications. She went on to lead learning circles for the School of Leadership studies, supervise thesis and engagement leadership projects, and teach at both RRU and Selkirk College.
Theresa is currently involved in three major cross-institutional research projects: 1) Longitudinal study of Punjabi Students’ post-graduation experiences, 2) International Collaborative Writing Group on inclusion, and 3) Literature Review on trust in post-secondary institutions.
Memberships and Committees
While teaching at RRU, she continues to support post-secondary instructors in improving their teaching practices at Selkirk College, including teaching courses in instructional media, evaluation, and course development. She was instrumental in establishing the BC Teaching and Learning Council and served as its co-chair from 2017 to 2018.
She currently serves as a board member for the Canadian Digital Literacy Research Association (CDLRA) and sits on the gender and academic governance standing committees of the Federation of Post-Secondary Educators (FPSE).
Education
2020
PhD in Human and Organizational Development (focus on Conscious Aging)
Fielding Graduate University
2020
Professional Instructor Diploma
Vancouver Community College
2010
Master of Arts in Intercultural Communication
Royal Roads University
1995
BA – First Class Honours - Communication
Simon Fraser University
Awards
2021
BCcampus Award for Excellence in Open Education
BCcampus Award for Excellence in Open Education
2008
Canadian Network for Environmental Education and Communication Award
Canadian Network for Environmental Education and Communication Award - Best Government Program
2005
National Institute for Staff & Organizational Development Teaching Award
National Institute for Staff & Organizational Development Teaching Award
2002
Conference Board of Canada – Runner Up
Best Community-based Delivery Program
Research
Research interest
Internationalization,
trust
inclusion
Publications
Corley, C., & Southam, T. (2018). Positive aging perspectives and a new paradigm: Foray (4A) into aging. Certified Seniors Advisor Journal;, 2, 46–50.
De Courcy, E., Loblaw, T., Paterson, J., Southam, T., & Wilson, M. M. (2017). Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector. Canadian Journal for the Scholarship of Teaching and Learning, 8(2), n2.
Southam, T. (2025). Older women as crone: A radical imaginary for the common good. Journal of Women & Aging, 37(5), 334–354.
Southam, T. (2024). Transforming Trauma through Social Change: A Guide for Educators. Fielding University Press.
Southam, T. (2023). Drowning in Precarity? Unexpected Leadership Framework Helps Leaders Catch the Social Justice Wave http://ilaglobalconference.org/wp-content/uploads/2023/09/ILA-2023-Global-Conference-Program-Book-V1-29SEP2023.pdf
Southam, T., & Ballam, T. (2023). 6+6 = Sustainable WIL: Addressing Six Curricular Gaps within Six Key Employability Domains. VCC Teaching, Learning, and Research Symposium 2023: “Designing for today’s post-secondary landscape", Online.
Southam, T. (2023). Transforming Trauma through Learning. World Congress - Collective Intelligence, Montreal, Canada.
Southam, T., Sonnet, M., & Rosenthal, P. (2022). Driving Social Innovation: How Unexpected Leadership is Transforming Society. Fielding University Press.
Southam, T., & Harman, I. (2022). The Croning of Older Women: Developing Crone-Informed Senses, Imagination, and Thought. In M. Sonnet, T. Southam, & P. Rosenthal (Eds.), Driving Social Innovation: How Unexpected Leadership is Transforming Society (pp. 365). Fielding University Press.
Southam, T. (2022). Conserving and Restoring Social Systems: Lessons Learned from ‘Naturalizing” Intergenerational Relations in Three Diverse Programs in Canada. In A. Kusano (Ed.), Intergenerational Exchange Activities as a Social Network toward the Creation of a New Society (pp. 289). Sangaku Press.
Southam, T. (2021). Crone Development: Influences on Older Women Leading Major Projects Aging & Social Change: Eleventh Interdisciplinary Conference, Online. https://cgscholar.com/cg_event/events/J21/about
Southam, T. (2021). PORTFOLIO: Academics as Allies and Accomplices: Practices for Decolonized Solidarity. Anthropology & Aging, 42(2), 150–165.
Southam, T., & Corley, C. (2020). Living from the inside out: The value of conscious aging and the Foray (4A+) “Beyond Self” paradigm. Journal of Certified Senior Advisors, 80(3).
Southam, T. (2020). 27,000 sunrises: Everyday contributions of grateful and giving age 70+ adults Fielding Graduate Unviersity]. ProQuest.
Southam, T. (2019). Trust is along the way to social change…. https://anthropologyandgerontology.com/trust-is-along-the-way-to-social-change/
Southam, T. (2018). To be the God within: Older adults and collective consciousness- making [Poster]. Fielding University Winter Session, Santa Barbara, CA.
Southam, T. (2010). Parks in public parking: empowering community members to reintegrate nature into the city Royal Roads University]. Victoria, BC. https://viurrspace.ca/bitstream/handle/10170/383/Southam%2C%20Theresa.pdf?sequence=1&i sAllowed=y
Southam, T., & Curran;, A. (1996). The Wetlandkeepers Handbook: a practical guide to wetland care. Canadian Wildlife Service.
Verkuyl, M., Violato, E., Southam, T., Lavoie-Tremblay, M., Goldsworthy, S., MacEachern, D., & Atack, L. (2024). Facilitators’ experiences with virtual simulation and their impact on learning. Advances in Simulation, 9(1), 54. https://doi.org/10.1186/s41077-024-00323-1
Verkuyl, M., Violato, E., Harder, N., Southam, T., Lavoie-Tremblay, M., Goldsworthy, S., Ellis, W., Campbell, S. H., & Atack, L. (2024). Virtual simulation in healthcare education: a multiprofessional, pan-Canadian evaluation. Advances in Simulation, 9(1), 3. https://doi.org/10.1186/s41077-023-00276-x
Verkuyl, M., Harder, N., Southam, T., Lavoie-Tremblay, M., Ellis, W., Kahler, D., & Atack, L. (2024). Advancing Virtual Simulation in Education: Administrators' Experiences. Clinical Simulation in Nursing, 90, 101533.