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For several years, he has also taught in ÈâÈ⴫ý’s Global Assessment Certificate program. This is all while being a full-time teacher at Woodlawn High School in Dartmouth. As you’ll see, Brown’s love for Dal runs in the family.

In his teaching practice, Brown believes in giving students the freedom to construct their own learning through rigorous problem solving and a discovery approach to formulating mathematical principles.

In recent years he was also instrumental in developing a videoconference and online calculus course taught via Moodle, allowing students from a remote high school to take part in one of his regular high school courses in a virtual learning environment. 

As he reaches his 30-year teaching milestone, he reflected on his long tenure at Dal.

What is your approach to teaching?

Many of my students have experienced anxiety and a lack of confidence with mathematics. To address this, I use a variety of teaching strategies designed to make lessons more engaging. For example, I often use my smartboard to transform abstract mathematical concepts into visual, interactive experiences that help students understand and retain the material. I also incorporate investigative activities, encouraging students to discover patterns and relationships themselves, which deepens their understanding.

When teaching algebra, I’ve noticed that students often struggle with the step-by-step processes involved. To help, I show both correct and incorrect methods—especially when working with numbers—so students can clearly see common mistakes and how to avoid them. This approach consistently helps them overcome challenges and build confidence.

Why you are passionate about teaching mathematics?

I’m particularly motivated to help students overcome challenges. Over the years, I’ve refined my strategies to help students realize their potential—whether they are improving their marks to get into a desired program, returning to learning as mature students, or studying at the high school level.

One example I’m especially proud of is a student who initially took my precalculus course only to meet a program requirement. Over time, he developed a genuine interest in mathematics, eventually earning a degree in the subject and going on to complete both a master’s and a PhD.

What has been the biggest change you've seen in the field of education in your career?

There have been many changes, but one of the most significant is the integration of technology, which has made mathematics learning more engaging and accessible. Tools like interactive displays and online resources help make abstract topics easier to understand.

When COVID hit in 2020, many educators, including myself, had to quickly pivot to online teaching. That experience has been invaluable in further developing and delivering online classes.

What do you like best about teaching at the Faculty of Open Learning & Career Development? 

I truly enjoy meeting students from a variety of backgrounds. Learning their individual stories and experiences has always been a highlight of teaching here.

I’d like to recognize Jennifer Hann, my former director, whose support of both instructors and students has been invaluable over the years. I also value my colleagues Rob Nalepa and Jerry Amero, with whom I’ve taught at the high school level. We’ve shared many conversations about how to best support our students, and I hold their professionalism in high regard.

What do you consider to be your greatest strength as a teacher?

Incorporating real-life applications into mathematics lessons—whether teaching quadratic functions, derivative rules, or other topics. Showing how math applies to real-world problems helps students appreciate why a topic matters and strengthens their understanding of the concepts. I also take pride in effectively integrating technology into my teaching.

What impact did ÈâÈ⴫ý have on your life and who you are today?

ÈâÈ⴫ý has always held a special place in my heart. It’s where I earned my degrees in Mathematics in 1991 and Education in 1995, which laid the foundation for completing a Master of Education in 2013 from Acadia University. I also obtained Bachelor of Engineering from the Technical University of Nova Scotia, now part of ÈâÈ⴫ý, in 1994. The knowledge and skills I gained through ÈâÈ⴫ý have shaped both my career and who I am as a person.

While starting my career in the public school system, I also began teaching mathematics part-time at ÈâÈ⴫ý’s Henson College, now the Faculty of Open Learning & Career Development. I’m delighted to continue contributing through the University Prep Pre-Calculus Plus course.

Finally, how do you unwind?

In my spare time, I enjoy going to the gym and spending time outdoors—fishing, exploring waterfalls, and camping with my family. I’m very proud of my son, Matthew, who recently earned his BSc in Kinesiology at Dal. My daughter, Katherine, will also be starting at Dal this fall.