JULIE D. JOHNSTON
Curriculum Vitae

CONTACT INFORMATION

4708 Captains Crescent
Pender Island, British Columbia
Canada V0N 2M2
Telephone +1 250-629-3811
Fax +1 250-629-3511
julie[at]greenhearted.org
www.greenhearted.org

LINKS


FORMAL EDUCATION

  • Master's in Adult Education, St. Francis Xavier University (2003)

  • Post-Baccalaureate Diploma, Adult Education, UBC (distance program) (1995)
    • Institutions of Adult Education
    • The Community Practice of Adult Education
    • Educational Psychology
    • Instructional Design
    • Instructional Techniques for Teaching Adults
    • Teaching Native Adults
    • Developing Short Courses, Workshops and Seminars
    • Family Consultation and Education
    • Career Counselling

  • Bachelor of Education, Queen's University, Kingston, Ontario, Canada (1985)
    • Specialized in Junior / Intermediate (grades 4-10), French as a Second Language, Outdoor and Experiential Education (co-op program)

  • Bachelor of Arts in French (Language and Literature), Glendon College, York University, Toronto (1983)
    • Awarded a Certificate of Bilingual Competence, with distinction

  • Diploma in Community Journalism, Sheridan College, Oakville, Ontario, Canada (1979)

RECENT/RELEVANT NONFORMAL EDUCATION

  • Permaculture Design Certificate courses (2014 and 2012) and Hugelkultur workshop (2014)

  • Child-Centered Learning online course, New Learning Culture (2013)

  • School Gardening 101 online course (2013)

  • Coaching for Teacher-Leaders training, School District 64
    (2012-2013)

  • Food Forestry weekend workshop (2012)

  • SPIN (Small Plot Intensive) Farming one-day workshop (2012) and self-study

  • SPaRK (Sustainability Plan and Reporting Kit) online course, International Society of Sustainability Professionals (ISSP) (2012)

  • Sustainability 101 online course, ISSP (2012)

  • Structure of Intellect (SOI) Learning Abilities / Dyslexia Assessment Training (2011)

  • Sustainability Management Certificate, Institute for Sustainability Education & Action (2008)

  • NonViolent Communication study and workshops (2004-2005)

  • Program Evaluation Skills, Levels 1-4, Canadian Evaluation Society (2000-2001)

  • Fundraising workshop, Training Resources for the Environmental Community (2000)

  • Elements of Global Citizenship online course, Project NatureConnect (2000)

  • Intercultural Communication Skills, UBC (1998)

  • Certificate in Teaching English as a Second Language, ESL Teacher Training Centre, Vancouver (1997)

  • Rediscovery International Leadership Guide Training (1995)

  • SEEDS Environmental Leadership Forum (1992)

  • Participant, Pacific Rim Teacher Study Tour Program, Kanazawa, Japan (1991)

MAJOR CAREER ACCOMPLISHMENTS

  • Sustainability Education Consultant, GreenHeart Education (2005-present)
    • GreenHeart Education advocates and educates for transformative sustainability education, through community and school presentations and workshops (virtual and in person), consultations with individual teachers, and website resources.

      I have begun working locally with School District 64 schools (Gulf Islands, British Columbia, Canada) and virtually with educators around the world (Ethiopia, Kenya, Malaysia, Philippines, USA) to encourage and support the implementation of sustainability education and greening initiatives in their school goals. GreenHearted's Greening the Heart of Education workshop is now being offered as professional development for teachers in Ethiopia through a partnership with Eco-Ethics International Union - Ethiopia branch.


  • Resource Teacher, Spring Leaves Family Learning Program, School District 64, Pender Island, BC
    (2007-present)
    • I work with a growing number of home-based learners enrolled in our school, as well as their parents, to help them create holistic, self-directed education plans that will prepare these students for 21st century realities. Highlights include growing our own organic Canadian red fife wheat and making pizzas from scratch, and spearheading the learning garden at Pender Island Elementary-Secondary School (from building the raised beds to designing the Garden Classroom, from planning our school's harvest luncheons to cooking garden vegetable soups to raise funds for the Humanitarian Coalition).

      I plan weekly get-togethers that include cooperative play in the gym, use of the library and art room resources, and a workshop presented by a student, parent or community member (geology, wind power, land formations, fungi, flower pressing, pottery and other arts are past examples). I also plan field trips and organize an annual ecologically-focused camping trip.


  • Acting Coordinator/Recruiter, Saturna Ecological Education Centre (2010-2011)
    • Revitalized the SEEC Semester for grade 11 and 12 students from Gulf Island, Lower Mainland and southern Vancouver Island school districts. Communicated with superintendents, forged partnerships, made presentations, ran a community workshop on Saturna Island, designed a new brochure, organized and hosted four family weekends for prospective students, and recruited a full complement of new students.

  • Pender Island Coordinator, Gulf Islands Centre for Ecological Learning (GICEL) (2008-2012)
    • Organized and ran summer nature daycamps for local children and visitors (6-12 years old). Successfully designed and offered GICEL's first Garden Daycamp.

  • Coordinator, Environment and Sustainability Programs, Upper Canada College, Toronto (2005-2007)
    • As part of UCC's Green School Initiative, I was responsible for curriculum development and faculty development to ensure the integration of environmental education and sustainable development learning from kindergarten to grade 12 (in the International Baccalaureate program) and across all disciplines in an independent school for boys.
    • Partnering with the executive director of UCC's Centre for Environment and Sustainability, I designed and offered programs to promote organizational behaviour change. As chair of the Optimal Learning Environments Committee, I researched how to ensure that classroom renovations are state-of-the-art in technology for learning, environmental friendliness, and other design features.

  • Facilitator, Good Neighbours Come In All Species, School District 64, Southern Gulf Islands, BC (2004)
    • Wrote grant application and received funding for an arts- and humanities-based ecological education program for elementary schools on three Gulf Islands.
    • Inspired by an evocative quote from landscape designer and author, Sally Wasowski, the goal of Good Neighbours Come in All Species was to help children (preschool to grade 8) kindle their connection with the rest of nature and develop reverence for all life.
    • Six sessions included:
      • Making Friends with Nature (sensory awareness and nature appreciation activities; a playful introduction to ecological concepts of energy flows, materials cycling, interrelationships, and change; "Your Heart Spot in Nature" activities)
      • Nature's Gifts to Our School (terraria, bird feeders)
      • Your Ecological Self (depicting favourite places and totem elements or animals through masks, banners, mandalas)
      • Finding Your Song in Nature (outdoor poetry trail; music making; listening for one's "song")
      • Up Close and Personal (photography, videography, solargraphy)
      • A Festival of Good Neighbours (a community celebration for sharing the gifts received from our "neighbours")

  • Student Teacher Supervisor / Seminar Leader, Malaspina University College, Nanaimo, British Columbia, Canada (1997-2004)
    • Supervised students during their teaching practica, using a developmental supervision model that resembles appreciative inquiry (see Simon Fraser University, below).

  • Editor and Project Manager, Quality Cataract Surgery Series (scroll to bottom), Seva Foundation and Aravind Eye Hospital, Madurai, Tamil Nadu, India (1997-2001, updates 2008-2010)
    • Aravind Eye Hospital, the biggest and busiest eye hospital in the world, decided to put their successful model and best practices in eye care and cataract surgery on paper, in an educational format suitable for eye care centres in other parts of India and other developing nations. I was asked to manage the project and serve as lead editor.
    • Before my first visit, this project was a dream that had been discussed at one or two meetings; I was given the opportunity to turn the dream into reality. I worked with an Indian advisory team to conceptualize and "kickstart" the project; conducted interviews with stakeholders and compiled the data, which helped me determine the shape of the project (separate instructional modules) and the content of each module; drafted a timeline; conducted a consensus-building workshop; set up office space and project teams; set agendas for team leader and team orientation workshops; and set the budget.
    • The seven instructional modules in the Quality Cataract Surgery Series are:
      1. Introduction to High Quality, Large Volume, Sustainable Cataract Surgery Programmes (in a developing nation context)
      2. Clinical Strategies
      3. Community Outreach Initiatives (updated in 2010)
      4. Paramedical Contributions
      5. Financial Sustainability
      6. Management Principles and Practices
      7. Architectural Design

  • Faculty Associate, Simon Fraser University, Burnaby, British Columbia, Canada (1992-1994)
    • As a student teacher supervisor, I developed curriculum, taught/placed/observed/evaluated student teachers in professional development programs; supervised student teachers; helped develop professional growth action plans; led pre- and post-conferences; observed over 300 student teacher lessons; helped student teachers analyze observation data to determine their strengths and areas for continued focus; and wrote comprehensive interim and final reports.
    • Engendering a sense of trust and teamwork in the process, I evaluated instructional effectiveness and helped student teachers become self-aware, reflective practitioners. I coached individual student teachers in developing and undertaking their own professional growth plans. To support student teachers in making leaps from abstract to concrete, and to help them see links between the practical and the theoretical, I used well-honed analogies, metaphors, and critical questions, along with objective data collection techniques during lesson observations. I prepared succinct and objective appraisal reports. When necessary, I negotiated probation criteria.
    • This process of developmental supervision (coaching / mentoring) is also effective for employee supervision and performance appraisal.

  • French Advisor, School District 57, Prince George, British Columbia, Canada (1988-1992)
    • Managing a budget of $100,000 per year, I supported over 150 non-specialist French teachers in 52 schools in nine communities (in an area about one-third the size of England) by assessing, monitoring and meeting support needs and priorities. Through consultation, ongoing methodology training, language and cultural workshops, and over 2000 demonstration lessons, I helped non-French-speaking teachers who had to teach French develop more comfort and mastery in their teaching.
    • I co-wrote and revised the school district's locally developed French program, ensuring that it was teacher-friendly as well as fun and engaging for students, by incorporating the communicative approach and active participation activities.
    • I put on inservice workshops and summer institutes for teachers of varying abilities and comfort levels, brought in guest speakers and French language performers, served on the local specialists' association board, supported French immersion as well as secondary modern language teachers whenever possible, and organized 24-Hour French Immersion experiences.
    • These initiatives resulted in increased compliance with BC Ministry of Education directives regarding second language teaching at the elementary school level.

  • French Teacher, Saskatoon, Saskatchewan and Prince George, British Columbia, Canada (1985-1988, 1995-1996)
    • Using the communicative approach, I taught French as a Second Language (Core French) to students in grades 4 to 12. I have also taught preschool French, adult conversational French, and FSL pedagogy to preservice and inservice teachers.

MAJOR VOLUNTEER ACCOMPLISHMENTS

  • Climate Change Presenter and Activist
    • Trained with Al Gore and the Climate Reality Project in San Francisco, August 2012. Give presentations called "Whacky" Weather, Food Fragility and Compassionate Climate Action to various audiences.

  • Member, Environmental Justice (EJ) Action Group, BCTF
    • As an EJ member of the British Columbia Teachers Federation's Committee for Action on Social Justice, I am working with a team to produce environmental justice resources for teachers. Our new workshop is called Teaching Green: Integrating Environmental Justice Issues Across the Curriculum and includes five environmental justice and ecoliteracy modules: Climate Justice, Food Security, Sustainable Resource Use, Sustainable Transportation, and Water Rights.

  • Intertidal Studies Co-coordinator, Pender Island Straitkeepers
    • Organized four community science intertidal beach studies per summer for 13 years (1999-2011). Collected data to create a baseline of the health of our rocky shorelines. Received Georgia Strait Alliance's Award for Exceptional Stewardship (2012). Wrote newspaper articles and a book about the intertidal species we found.

  • Environmental / Sustainable Development Policy Analysis
    • I have researched, written and presented or submitted on environment / sustainability / First Nations issues to
      • BC Ministry of Education
      • BC Utilities Commission
      • Royal Commission on Aboriginal Peoples
      • Environmental Advisory Committee to City of Prince George
      • BC Round Table on the Environment and Economy
      • Fraser Basin Management Board
      • Islands Trust Council
      • Pender Island Advisory Planning Commission
      • Environment Canada
      • York University's Sustainability Education Development Academy (SEdA) planning sessions
      • Canadian Decade of Education for Sustainable Development (DESD) national committee and start-up of Ontario DESD Working Group

  • Intervenor in BC Utilities Commission Kemano Completion Project Hearings on behalf of Rediscovery Prince George (1992-94)
    • These hearings constituted one of the biggest and most thorough environmental reviews ever held in Canada. Through my involvement in Rediscovery Prince George, I found myself the spokesperson for First Nations' concerns after they walked out of the European-style public hearing process.
    • I spent hundreds of hours researching, writing and presenting over an 18-month period. I learned to cross-examine expert witnesses, and presented on historic and current uses of the Nechako River by Native peoples. Our success led to my interest in sustainable development.

  • Ophthalmic Assistants Training Curriculum Development, Seva Foundation and Aravind Eye Hospital, Madurai, Tamil Nadu, India (1994)
    • In conjunction with Aravind's nurses' training coordinator
      and a volunteer ophthalmic technician from the USA, I reconceptualized the ophthalmic assistants' training program, leading to the only accreditation ever granted outside North America; and
      • designed a training log book for nursing students
      • developed and taught a module on compassion and human relations
      • revamped the ophthalmic residents' orientation seminar
      • designed a training manual for intraocular lens manufacturing
      • developed an orientation and training program for hospital housekeeping staff
      • trained supervisory nursing staff in employee performance appraisal techniques

  • Community Forum on Sustainable Development, Pender Islands Conservancy Association, British Columbia, Canada (2001)
    • I designed and facilitated the forum; raised adequate funds and volunteers; invited a keynote speaker from outside the community; briefed topic facilitators; presented on the definition, history and principles of sustainable development; organized a community potluck dinner and family dance to celebrate the forum; and conducted in-depth follow-up interviews with several participants for my master's thesis.
    • This forum led to a sense of harmony and rapprochement in our community (between those who see development as good for the local economy and those who view it as bad for the local environment), and empowered local youth to design, raise funds for, and build a "portable" skateboard park at the community hall.

RECENT CONFERENCE PRESENTATIONS

  • What is Permaculture, and Why is It a Fabulous Way to Help Children Connect with the Rest of Nature? Workshop presented at Growing More Knowledge conference, October 2015, Royal Roads University, Victoria, BC.
  • Little Green Thumbs, Big Green Heroes. Keynote presentation to Agriculture in the Classroom's Little Green Thumbs indoor gardening program conference, October 2013, Regina, Saskatchewan (and online to Saskatoon, SK).
  • School Gardening. Workshop provided for Salt Spring Island's Fulford School staff on all aspects of school gardening, including planning, planting, tending, harvesting, composting, soil building and seed saving, September 2013, Pender Island, BC.
  • Greening the Heart of Education: What Will Transformative Education for Survivability Look Like? An interactive workshop about the relationship between the climate crisis and the transformative knowledge, skills, and habits of mind and heart that our students will need in order to face it, EECOM conference, June 2013, University of Victoria, BC.
  • Gifts from the Garden. Colourful and evocative slide presentation showing the diverse gifts that school communities receive from school gardens. Various audiences, May 2013 to present.
  • Greening the Heart of Postsecondary Education. Presentation/workshop for graduate students and faculty in the Master's in Sustainable Leisure Management program, February 2013, World Leisure Centre of Excellence, Vancouver Island University, Nanaimo, BC.
  • Education for Climate Reality: What Teachers Need to Know about the Climate Change Emergency. Professional development workshop for School District 64, February 2013, Salt Spring Island, BC.
  • Greening the Heart of Teaching. Workshop designed for the Eco-Ethics International Union (EEIU) - Ethiopia branch. Workshop has been given to inservice teachers in Addis Ababa, and funding is being sought to spread it across the country, 2012 to present.
  • Greening the Heart of Education Through Courage and Compassion. Online interactive professional development seminar for staff of Westowne Elementary School, Baltimore, MD, November 2012.
  • Transformative Education for Sustainability - What's Love Got To Do With It? Professional development workshop for School District 64, February 2012, Salt Spring Island, BC.
  • Greening Education with Courage and Compassion. Online webinar for Green Teacher, May 2011.
  • Climate Catastrophe Café. Interactive presentation for students and faculty on the impacts of climate change on food security, with Dr. Peter Carter, Climate Change Emergency Medical Response. March 2011, UNBC.
  • Greening the Heart of Education at the Postsecondary Level. Presentation as guest speaker at Natural Resources and Environmental Studies Institute (NRESI) Colloquium Series, March 2011, University of Northern British Columbia, Prince George, BC.
  • Greening the Heart of Education. Workshop presented at School District 57 (Prince George) professional development day, March 2011, Prince George, BC.
  • Educating Our Way to a Green, Compassionate World. Presentation made at Creating a Safe and Prosperous World: Nutrition, Food Security, Climate Change mini-conference, November 2010, Toronto Public Library.
  • Green Families — Compassionate Schools. Presentation made at Inspirations for a Beautiful Earth mini-conference, September 2010, Victoria, BC.
  • Greening Our Children's Education. Presentation made at Living the Green Life: Healthier People, Healthier Communities, Healthier Planet seminar, March 2010, Calgary, Alberta, Canada.
  • Educating for a Future: The "Education for Sustainable Development" Curriculum. Workshop at Branksome Hall (independent school for girls), November 2009, Toronto.
  • Greening the Curriculum. Interactive workshops at Pender Island Elementary-Secondary School, September 2008 and January 2009, SD64, BC.
  • Educating to Save the Future: Greening Your School. Interactive workshop at Salt Spring Elementary School, February 2008, School District 64 (Gulf Islands), BC.
  • More Power to Environmental Educators — More Tools for Transformation. Presentation (co-written with Dr. Peter Carter) to 4th World Environmental Education Congress, July 2007, Durban, South Africa. (Flights offset.)
  • Helping Our Members Learn about Sustainable Development to Facilitate Their Commitment to It. Participatory presentation at International Forum on Applied Sustainable Development, June 2007, Université de Sherbrooke, Québec, Canada.
  • Thinking Like an Ancestor. Workshop at Ontario Society for Environmental Education Spring Conference, April 2007, Lake Kawartha, Ontario.
  • Sacred Cows and Fire Safety Rules. Workshop with Elise Houghton at Ontario Society for Environmental Education Spring Conference, April 2007, Lake Kawartha, Ontario, Canada.
  • Is There a Future for Nature? Barriers and Enticements to Environmental Learning and Action. Poster presentation at Environmental Studies Association of Canada conference, May 2006, York University, Toronto.
  • Thinking About Forever. Workshop at Change Your World! Conference, April 2006, York University, Toronto.
  • Intergenerational Equity. Workshop at G.R.E.E.N. Conference (Toronto independent schools environment conference), April 2006, Toronto.
  • Educating for Sustainability and UCC's Green School. Presentation for EECOM / COEO / EEON Joint Conference, (Education, Environment and Culture: Creating Ripples), September 2005, Camp Tawingo, Huntsville, Ontario.
  • Climate Change, Social Justice, and Health: What's the Ecological Revolution Got to Do with It? Presentation with Dr. Peter D. Carter for the first Canadian Youth Climate Change Conference, July 2005, Royal Roads University, Victoria, BC.
  • Energy Conservation and Ecological Revolution: What's Love Got to Do with It? Presentation for the Renewable Energy Community Awareness Tradeshow and Conference, April 2005, Malaspina University College, Nanaimo, British Columbia.
  • Barriers and Enticements to Moving Forward on Educating for a Sustainable Future. Workshop presented at the 2004 Canadian Network for Environmental Education and Communication (EECOM) Conference, Developmental Education for a Sustainable Future, August 2004, Simon Fraser University, Burnaby, British Columbia.
  • Environmental Adult Education: Sharing Our Successes and Failures. Roundtable discussion with Darlene Clover, Robert J. Hill, and Dip Kapoor presented at the 23rd Annual Conference of the Canadian Association for the Study of Adult Education (CASAE), Adult Education for Democracy, Social Justice and a Culture of Peace, May 2004, University of Victoria, BC.
  • The Role of Intergenerational Equity in Sustainable Development Learning. Workshop presented at Learning and the World We Want Conference, Intersecting Conversations on Education, Culture, and Community, November 2003, University of Victoria, BC.
  • Your Ecological Self – Making Friends with Nature. Workshop at UNEP International Children's Conference on the Environment, May 2002, University of Victoria, BC.
  • Sustainable Development Learning as Enticement to Environmental Action. Paper presented at the First BC Regional Conference of the Environmental Studies Association of Canada: Ecological Theory, Politics, and Action, March 2002, UBC.
  • Sustainable Family Development. Paper presented with Dr. Peter Carter at the First BC Regional Conference of the Environmental Studies Association of Canada: Ecological Theory, Politics, and Action, March 2002, University of British Columbia, Canada.
  • The Greening of Evaluation. Poster presentation at Canadian Evaluation Society Conference, Evaluation: An Essential Contribution, May 1999, Toronto, Canada. [Received a CES Travel Scholarship.]

WORKSHOPS DESIGNED and PRESENTED
(in Canada, Thailand, Philippines, India)

Environmental Education and Sustainable Development Learning Workshops

  • Ecological Revolution
  • Climate Change and the One-Tonne Challenge
  • Environmental Citizenship
  • Voluntary Simplicity
  • Sensory Awareness in the Outdoors
  • Healing Ourselves, Healing Our Planet – Sustainable Lifestyle and Consumer Choices
  • Mini Council of All Beings (deep ecology simulation activity, in Thailand & Philippines)
  • Living More with Less (sustainability at the personal level)
  • Nature as Healer (for therapists)
  • Ecospirituality / The Meaning of Nature
  • Environmental and Cross-Cultural Student and Teacher Forums
  • Community Forum on Sustainable Development
  • The Greening of Teaching
  • Environmentally Friendly Parents
  • Environmental Impacts of Diet
  • Social Marketing for the Environmental Community
  • Sustainable Family Development (for the public)
  • Media Literacy for Parents & Teachers
  • Introduction to Global Education
  • The Role of Reflection in Experiential Learning
  • Taking Homeschooling Outdoors — Sensory Awareness and Other Fun Ways to Learn

French as a Second Language Presentations and Workshops

  • French Forums for Students and Teachers
  • French Preschool Programs
  • Conversational French for Adults
  • How to Sound Like You Speak French, Even If You Don't (for French immersion parents)
  • Survival Skills for French Immersion Staffs
  • Inservice Workshops for School District French Teachers
  • Issues in Adult Second Language Instruction
  • French for Teachers on Call / Substitute Teachers
  • Introduction to the Communicative Approach in Language Teaching
  • Ecrivains en herbe (Young Writers' Process)
  • Teaching the Whole Child in the Modern Language Classroom
  • La "fossilisation" des erreurs dans la classe d'immersion française
  • Education en plein-air
  • The Effective Language Education Consultant
  • 24 Hour Immersion Experiences (for students and teachers)
  • Overviews and introductions to French as a Second Language textbook series

Other Presentations and Workshops

  • Group Facilitation
  • Facilitating Groups and Group Discussion (for Malaspina University College faculty)
  • Instructional Skills (for student teachers, presenters, parenting course instructors)
  • Through the Eyes of Children: Theory into Practice (co-presented for home daycare providers)
  • Compassion/Human Relations Module (for Indian ophthalmic professionals)
  • Volunteer Recognition
  • Disability Management in the Workplace: Instructor Orientation
  • Disability Management Program Evaluation

PUBLICATIONS

Academic

  • Johnston, J. D. (2003). Sustainable development learning as enticement to environmental action. Unpublished master's thesis. Antigonish, NS: St. Francis Xavier University.
  • Hill, L. H., & Johnston, J. D. (2003). Adult education and humanity's relationship with nature reflected in language, metaphor, and spirituality. In D. E. Clover & L. H. Hill (Eds.), Environmental adult education. New Directions for Adult and Continuing Education. San Francisco: Jossey-Bass. [Responsible for sections on language and metaphor.]
  • Johnston, J. (2006). Educating for Sustainable Development by Teaching About Sustainable Development: A Community Learning Together. In Leal Filho, Walter (ed.) Innovation, Education and Communication for Sustainable Development (Series: Umweltbildung, Umweltkommunikation und Nachhaltigkeit - Environmental Education, Communication and Sustainability, Vol. 24). Frankfurt: Peter Lang.
  • Johnston, J. (2006). Case Study: Integrating Sustainable Development Learning. In Ask Me! About My Action Research, A Collection of Action Research Projects Focusing on Boys' Education, The Toronto Boys' Schools Coalition Action Research Group.
  • Johnston, J. (Summer 2007). Outdoor Education and Environmental (Make that Nature) Learning. In Pathways 19(4), Journal of the Council of Outdoor Educators of Ontario.
  • Johnston, J. (2009). Transformative Environmental Education: Stepping Outside the Curriculum Box. Canadian Journal of Environmental Education, Volume 14.
  • Johnston, J. (Fall 2011). Integrated Curriculum Programs in British Columbia. In Pathways 24(1), Journal of the Council of Outdoor Educators of Ontario.
  • Johnston, J. and Serebrin, S. (March 2014). School Gardens Give Students the Learning They Need to Create Their Best Possible Future (p. 19). BC Teachers Federation Social Justice Newsletter.
  • Serebrin, S. and Johnston, J. (March 2014). School Gardens: Food for 21st Century Learning (p. 21). BCTF Social Justice Newsletter.
  • Johnston, J. (Summer 2014). Starting a School Garden Summer Camp. Green Teacher.
  • Johnston, J. (Winter/Spring 2015). Eating Animals: A Social Justice Issue? BC Teachers Federation Social Justice Newsletter.
  • Johnston, J. (2015). Love in the Time of Climate Change. Alternatives Journal, Out of the Box III, 41(5).

Popular Press

  • Johnston, Julie D., Mountainfreak Magazine.
    • Dreams of Reams — EcoSource Paper (a profile) (Autumn 1998)
    • Yerba Maté for Your Health (commissioned) (Spring 2000)

  • Johnston, Julie D., Wave Length Paddling Magazine.

  • Johnston, J. D., Haugh, P., & Taylor, S. (2000-2003). Exploring our intertidal zone [series of 23 articles]. Gulf Islands, BC: Island Tides [newspaper].
  • Johnston, Julie D., Synergy Magazine.
    • Voluntary Simplicity — A State of Mindfulness (July 2005, reprinted September 2010)
    • Going with the Slow (commissioned) (October 2005)
    • Voluntary Simplicity – A Transition from Consumption (February 2006)

  • Johnston, J. D., Haugh, P., & Taylor, S. (2006). Get Your Feet Wet! Illustrated Intertidal Notes from the Pacific Northwest. Victoria, BC: Trafford Publishing. [Responsible for all writing and some research.]
  • Johnston, J. (2006). Upper Canada College Prep School Gets Back to the Garden. City Farmer, Canada's Office of Urban Agriculture.
  • Johnston, J. (2009 to 2014). Compassionate Climate Action. Weekly blog on climate change solutions (and frustrations).

PROJECT MANAGEMENT

(Projects not already mentioned)

Earth Week Coordinator in Prince George, Nanaimo, Pender Island, BC (1995-2005, 2008-2011)

  • Promoted Earth Day through media coverage (print, radio, TV) and community events including workshops, videos and displays, ceremonies, and family Earth dances.

Rediscovery Prince George (British Columbia) Start-Up (1994/1995)

  • Organized community workshop to gauge stakeholder support; participated in needs assessment; helped train camp coordinator and hire staff; organized visits by elders; arranged waterfront activities (Rediscovery is a First Nations-based cross-cultural wilderness program for Native and non-Native youth).

Solo Traveller (1994-1995)

  • Planned and executed a 5-month round-the-world trip including home stays and volunteer experiences in Philippines, Thailand and India.

BC Summer Games Village, Prince George, BC (1990)

  • Conceptualized village layout and activities; drafted budget, acquired site and shelters; supervised drafting, set-up and maintenance of village; liaised with vendors, volunteers, Summer Games staff.

British Columbia Language Coordinators Association Spring Conference Organizer (1989)

  • Set dates; researched and booked site; planned menu; arranged local entertainment; arranged travel and accommodation discounts; co-organized conference offerings; presented on a panel; organized thankers and thank-you gifts.

French Immersion Summer Institutes and French Immersion Weekends, School District 57, Prince George, British Columbia (1987-1992)

  • Prepared grant proposals, obtained funding; developed instructional objectives, designed themes and workshops; hired staff; taught several sections; organized promotion, finances, teacher registration; arranged accommodation, transportation to site, menus.

Rencontre Canada Encounter, Experiment in International Living, Toronto (1979)

  • Interviewed and selected exchange students; arranged 50 cross-Canada homestays plus all air, rail and bus transportation; liaised with Québec (French language) camp manager; coordinated Ontario (English language) camp; hired English as a Second Language staff and camp counsellors.

CURRICULUM DEVELOPMENT and INSTRUCTIONAL DESIGN

Environmental Education Curriculum Development

Upper Canada College, Toronto (2005-2007)

  • Researched international best practices and innovative approaches in environmental education and sustainable development learning; designed a curriculum model for infusion and integration of environmental learnings to meet the Green School's goals of ecological literacy, learning it by living it, and an environmental ethic for everyone in the UCC community.

Gulf Islands Centre for Ecological Learning, BC (2001-2005)

  • As the volunteer project coordinator, I worked on curriculum for day camps, day trips and residential programs for students (mainly schoolchildren), as well as curriculum for weekend business retreats and summer programs for families.

Cedar Routes, Inner and Outer Explorations, Toronto (1983-85)

  • As co-leader of coed and women's canoe trips and bicycle trips, I gave instruction in canoeing and cycling skills, and assisted in trip planning, preparation and logistics; marketing, registration and orientation; transportation, camp set-up and management; gourmet vegetarian meal planning, preparation and cooking; organizing camp songs and games; ensuring "magic" and caring; teaching weather, bear proofing and other safety issues.

French as a Second Language Curriculum Development

Malaspina University College, Nanaimo, BC (2004)

  • Designed and taught EDTE 325 Second Language Acquisition for preservice elementary teachers; included communicative approach, active participation strategies, learning styles, classroom management, French pronunciation for non-specialists, English as a Second Language teaching strategies, student presentations on lesson aids (audiovisual, music, cross-curricular integration, authentic documents, instructional technology).

University of British Columbia, Prince George and Quesnel, BC (1991-1992)

  • Designed and taught MLED 480.3 Teaching French in Elementary School for inservice elementary French teachers; included reflective journal learning, the five skills (listening, speaking, reading, writing, critical thinking), evaluation, francophone culture.

School District 57, Prince George, BC (1988-1992)

  • Co-authored French 8 Transition Module, a curriculum kit utilizing video resources and cooperative methods to teach language learning strategies and to ease the transition from an oral elementary French program to a more structured secondary approach.
  • Co-wrote and revised the school district's locally developed 3-year Elementary French as a Second Language curriculum guide for non-specialist classroom teachers, incorporating extensive teacher's guide with pronunciation tips, cultural notes, active participation / communicative approach, visual props, review and assessment materials, along with a tape of correct pronunciations, dialogues and songs.

Other Curriculum Development

National Institute for Disability Management and Research, Port Alberni, BC (1998)

  • Designed 3-day and 5-day seminars, as well as a 5-day instructor orientation session, on disability management in the workplace; designed and facilitated workshops on program evaluation.

Assignment for UBC's Counselling Psychology 427 Guidance: Planning and Decision Making

  • Designed a 6-session school-based harm reduction program for adolescent multiple drug users and those at risk; this was shared with a community-based adolescent health program in Berkeley, California.



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