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Shelley Jordan’s unique ability to relate theoretical concepts to real-life situations is one reason why she is the 2005 recipient of the University of Ottawa Part-Time Professor of the Year Award. But that is only part of the story.
The outpouring of affection for Jordan from her students is a direct result of her genuine concern for their wellbeing and the time that she takes to help them with their personal problems.
“No professor has matched Professor Jordan in openness, approachability, ability to deliver a message, friendliness, genuine sincerity and dedication to her work,” says former student Conrad Cheung.
Another former student, Stephanie Kain, relates a telling example: “Dr. Jordan inspired an incredible breakthrough for a very important little boy in my life,” she says.
Samuel, a seven-year-old with cerebral palsy and severe developmental delays, had been unable to communicate despite the best efforts of his teachers and the use of every available piece of technology. With Jordan’s support, Kain outlined a plan to teach Samuel how to give a hug, which became the subject of her term paper.
“After many months of going through the same pattern, finding the right words to ‘cue’ Samuel, and establishing a reliable routine, our little guy achieved his goal. The first time Sam concentrated his effort and squeezed his arms together around my neck, I sobbed and laughed for a quarter of an hour,” Kain says.
Her impact on the students is what pleases Jordan the most. “Teachers are role models for students,” says Jordan, who has worked at the University as a part-time professor since 1999.
“I try to be an enthusiastic, open-minded, approachable professor and often tell stories of my own learning experiences. I also see the importance of modeling a balanced lifestyle, showing students by example how academic, family, friends and leisure are all important aspects of life.”
Jordan, a full-time clinical psychologist at the Ottawa Anxiety and Trauma Clinic, teaches a course on learning and conditioning, which might be viewed as an unpopular class considering the dry nature of the material. Yet students line up to register and attend the course.
Tia, Jordan’s standard poodle, probably has a lot to do with her students’ high rate of attendance.
“She helps me bring the material alive,” says Jordan of her pet. Students learn behaviour modification by teaching the dog new tricks. Since she started coming to class in February 2001, Tia has been taught to crawl across the floor on her belly, zigzag in and out of her owner’s legs and, if she continues to be attentive, may soon learn how to turn off the lights.
“Students also learn that compared to punishment, positive reinforcement is a more effective and psychologically beneficial method of changing behavior,” Jordan notes.
Using Jordan’s teaching methods, students learn to apply the techniques and principles to their own lives. One student overcame her fear of heights and was able to walk across a bridge with her children. She is now planning a hot air balloon ride.
Another student, who questioned the validity of positive reinforcement, applied the techniques on her two teenage sons. “To her amazement, within a two-week period, her sons were more motivated . . . and she felt more competent and nurturing as a parent,” Jordan says.
As an active researcher in the treatment of anxiety and trauma-related behaviour, Jordan offers other opportunities to students by allowing them to participate in her clinical research projects.
