Jess is an Assistant Professor in Arts & Integrated Studies at UFV. They started as a sessional instructor at UFV in 2017, teaching courses in Communications, MACS, and Continuing Education. During that time, they collaborated on the interdisciplinary conference Riverdale: A Land of Contrasts (2018-2020) and co-edited the Archie/Sabrina Universe (2023). Jess’ research informs their pedagogy. By encouraging play, creativity, and self-reflection students work toward developing their own foundation of collaboration, adaptability, and equitability for a rapidly changing globalized landscape.
Jess is a PhD candidate at the University of British Columbia in Language and Literacy Education. Their research asks questions about media, games, and fandom through queer, anti-racist and feminist perspectives. Currently, they’re exploring discourses of racism and resistance in Dungeons and Dragons content creator communities. They ask: what’s it mean to create in a precarious labour environment informed by a white cis-heteropatricarchial colonial capitalist society?
Jess holds a MA in Communications from Carleton University where they explored monstrous bodies and personhood in zombie media. They worked as a freelance content writer for nearly a decade and produced Raspberry (2017-2021), an arts and culture magazine in the Fraser Valley.
Jess spends their time playing video games, baking pastries, and co-storytelling in Dungeons and Dragons. They’re currently playing as a halfling Monk with a penchant for chaos and inexplicable charm.
My main priority is a welcoming and safe classroom environment where students can realize their authentic voice and strengths. Regardless of course content, I believe in setting learners up for success in and out of the classroom by guiding their critical thinking and equipping them with tools to thrive in their fields. I aim to give them plenty of options to arrive at answers they’re proud of. I work alongside them while they navigate the (often messy and never linear) learning process. I teach so others can learn, care about what they create, and think critically about the systems in which they traffic.
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