Sarah Goodwin
Vancouver cohort, 2006
Sarah, a mother of two, is passionate about the environment, adult education and community-based economic development. She was fortunate enough to be able to pursue all three in the Educational Leadership Doctoral Program at SFU.
When she first joined the EdD program in 2006, Sarah was a Program Manager, Curriculum Developer, and Instructor in the Faculties of Tourism, Continuing Education, and Health Sciences for Capilano University. This year, she transitioned to the role of Training and Educational Program Development Manager with the Squamish Lil'wat Cultural Centre, where she feels fortunate to develop her research interest in the design, development, implementation, and evaluation of education programs. Located on the shared traditional territories of the Squamish and Lil'wat Nations in Whistler, British Columbia, the Centre is also part of one of the worlds' most spectacular resort destinations. These factors have created an unparalleled opportunity for Squamish and Lil'wat Nations to create cultural understanding with local, regional, national and international visitors based on the vision of the Chiefs, Elders, and community members to showcase to the world the depth, vibrancy, and beauty of the Coastal and Interior Salish cultures.
By working at the Centre, Sarah is able to immerse herself in the field of indigenous cultural tourism, which forms the core of her research. To her, there is no separation between work and academics, in fact with very little hesitation she says that, "The doctoral process has significantly shaped, enriched and positively impacted the way in which I approach both my research and professional activities".
Sarah remarks that the cohort model used in the EdD provided a cohesive approach for exploring and engaging in discussions around concepts related to post-secondary education regionally, nationally, and internationally. Furthermore, the highly participative atmosphere, guided by a diverse and knowledgeable faculty, created a wonderful learning environment. For instance, she was able to examine education, leadership, and governance theories and practice through a variety of lenses, subsequently challenging her own learning.
Sarah is confident that her contribution will assist in ensuring that her children and future generations are able to enjoy and live in an ecologically healthy environment.