Teaching in focus: Hannah Connon

Name:

Hannah Connon

My pronouns:

They/Them

Title:

Lecturer

Faculty/Department/Unit:

Faculty of Health and Social Development / School of Health and Exercise Sciences

Location:

Okanagan

Year I started working at UBC:

2018

What first motivated you to become an educator?

Many experiences motivated me to become an educator during my undergraduate years, both the inspiring and the challenging ones. I loved being a TA: watching students have lightbulb moments in labs and apply what they learned in assignments was incredibly fulfilling. I was drawn to the way students grow, not just academically but personally, during those formative years. Supporting that growth and being shaped by it in return continues to drive me.

Tell us more about your work.

I was hired to support the development of a new competency-focused curriculum, with an emphasis on enhancing students’ practical skills and practicum experiences. I teach key second-year, lab-based core courses and lead the design and delivery of two practicum courses. I also assess students’ practical competencies before placement. My role bridges academic and applied learning, ensuring students are prepared for real-world settings, among many other responsibilities that support student development and curriculum innovation.

What inspired your particular approach to teaching?

My approach was inspired by my own experiences entering the industry, where high-stakes assessments often hindered my ability to demonstrate what I truly knew and could do. I realized that students perform better when supported in a low-pressure environment. This led me to develop competency through low-stakes, self-paced assignments that give students autonomy, reduce stress, and build confidence, enabling them to showcase their skills more effectively in both learning and practical settings.

What have you learned while teaching that has surprised you the most?

What surprised me most was how much students appreciate small, thoughtful supports, especially in large classes. Simple things like a clear, well-organized Canvas page or a short 2-minute instructional video often have a bigger impact than lengthy lectures or complex activities. These small touches help students feel supported and reduce overwhelm, enhancing their learning experience more than I initially expected. It’s taught me to prioritize clarity and accessibility in my teaching.

What impact do you hope to have on your students?

I hope my students enjoy a supportive and engaging learning environment where they discover their own strengths and capabilities. I want them to develop a person-centred approach to their practice, valuing empathy and care alongside competence. Ultimately, I aim for them to enter the industry not only as skilled practitioners but also as compassionate mentors who continue to grow personally and professionally throughout their careers.

Are there any colleagues or mentors you’d like to acknowledge, and why?

I want to acknowledge Tanya Forneris for her unwavering support and unconditional belief in my teaching. I’m also grateful to many colleagues from whom I have “stolen” valuable ideas over the years, enriching my practice. Additionally, the team at the Centre for Teaching and Learning (CTL) deserves thanks for always making time to answer my questions and offer guidance, helping me grow as an educator.