Paula Gardner
Assistant Professor
Faculty of Applied Health Sciences
Brock University
Canada
Biography
Paula Gardner a critical qualitative health researcher, educator and meditator. His research interests include the social factors that influence community mobility among older adults; health and design; critical, visual and transformative research methodologies and mindfulness and mental health among post-secondary students. He love to teach and appreciate both sharing what he know and learning from his students. Feeling strongly that ‘experience is at the root of understanding’ he integrate a range of experiential education opportunities into my courses and embrace a critical, participatory and mindful approach to his teaching.
Research Interest
Aging and Place, Community Mobility, Mindfulness and Mental Health, Mindfulness and Teaching and Learning
Publications
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Gardner, P. & Campagna, P. (2011). Pedometers – measurement tools and motivational devices: New insights for researchers and practitioners. Health Promotion Practice, 12, 55-62.
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Gardner, P. J. (2011) Natural Neighborhood Networks – Important social networks in the public lives of older adults aging in place. Journal of Aging Studies, 25, 236-271.
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Gardner, P., Netherland, J., Kamber, T. (2012). “Getting Turned Onâ€: Using ICT training to promote active ageing in New York City. Journal of Community Informatics, 8(1), 1-16.
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Gardner, P., et al. (2012). “Not for the faintheartedâ€: Engaging in cross-national comparative research. Journal of Aging Studies, 26, 253-261.
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Gardner, P. (2014). The role of social engagement and identity in community mobility among older adults aging in place. Disability & Rehabilitation. 36, 1249-1257.
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Gardner, P., Muller, M., Prior, B., So, K., Tooze, J Eum, L., & Kuchur, O. (2014). Wheelchair Cleaning and Disinfection in Canadian Healthcare Facilities: “That’s Wheelie Gross!†American Journal of Infection Control, 42, 1173-7.
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Gardner, P., Grose, J. (2015). Mindfulness in the Academy – Transforming our work and ourselves ‘one moment at a time’. Collected Essays on Learning and Teaching (CELT), 8, 35-46.
