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Nurturing comes easy to Dr. Gina Whitaker

The UBC Okanagan Assistant Professor of Teaching aims to create strong, supportive classroom communities that will empower all students to flourish

May 6, 2024

Dr. Gina Whitaker has always been a nurturer. From a young age she was surrounded by a community of family and close friends she could rely on. Now, as an Assistant Professor of Teaching in UBC Okanagan’s School of Health and Exercise Sciences, she continues to live and teach in much the same way.

“Community was deeply engrained in me from a young age. My parents were very involved in my life, but so were my grandparents, aunts, uncles and family friends,” she explains. “All of them invested in me and my growth, so it feels very natural to invest in my students’ lives to help them flourish in similar ways.”

However, a career in teaching wasn’t always on Dr. Whitaker’s radar. Initially, she planned to become a medical doctor, which spoke to her nurturing side.

“The whole concept of walking alongside someone in their health journey really appealed to me,” shares Dr. Whitaker. “Helping others was always my biggest interest. Since changing paths to focus on teaching, I now help students in a similar way by walking with them on their educational journey.”

Dr. Whitaker understands that university life isn’t always easy, but she aims to ease her students’ worries and lend an encouraging ear when they need it—something she didn’t always feel during her education.

“As an instructor, you play a big role in shaping how students experience their education.”

“As an instructor, you play a big role in shaping how students experience their education,” she says. “I had a negative experience with an instructor who made me afraid to ask questions during my undergraduate education.”

Thankfully, that instance didn’t stop Dr. Whitaker from pursuing further studies. She ultimately found community once again in a supportive lab group and mentors who encouraged her and invested in her success.

“I don’t think I would have ended up on this trajectory without very significant moments with mentors.”

Dr. Whitaker now draws on her experiences, both positive and negative, to help shape the way she approaches teaching—and students have taken notice.

Even during an evening class at the end of a long day, the lecture hall is full when Dr. Whitaker begins her lessons. They are infused with creativity and care as she incorporates team games, dance breaks and other interactive elements to keep her students engaged and build a strong classroom community. But she also isn’t afraid to ask students what’s working and what isn’t.

“Being able to try new things and be creative is what excites me. I always try to be real with my students and ask them what’s helpful and what isn’t. They like to be included in that process.”

“Being able to try new things and be creative is what excites me,” she says. “I always try to be real with my students and ask them what’s helpful and what isn’t. They like to be included in that process.”

Dr. Whitaker draws further inspiration from her family as she raises two teenagers, giving her important insights into how new generations are learning.

“I love working with my first-year students. I think it has a lot to do with the fact they’re so excited about university life,” shares Dr. Whitaker. “I think of my own kids and how they’re not far off from that phase of their life. That gives me a different kind of heart for my students.”

She adds: “I think my job will evolve naturally as students change—I’ll look for new ways to support them in whatever ways they need to be supported. As long as I stay young at heart, I think I’ll still be here relating to students and continuing to invest in their lives to help them flourish.”