Learning can go better. Learning can feel better.

This has been at the heart of my career, research, publications & media appearances for nearly 20 years.

Hi, I’m Deena.

I'm a parent of three, a dog-owner, a friend and big believer in chosen family, and a lifelong, totally passionate learning strategist. 

I've been in love with learning strategies from before I knew there was such a thing. Maybe it's because I was a first generation student, maybe it's because I see how learning strategies directly support more equity and justice in learning, maybe it's because I worked exclusively with students with disabilities for 10 years and really understand the brilliance each learner embodies, or maybe it's because I've had the privilege of directly helping more than 5000 students feel freer, more successful, healthier, and happier in their learning.

Learning strategies are my life. Because they can change a life.

I help learners of all ages experience less suffering and more motivation in their learning—whatever it is they want to learn.

I support parents and chosen family learn how to help their kids—of all grades and years—struggle and suffer less in school.

I help educators, advisors, and administrators re-approach how to facilitate and foster transformative learning experiences.

And, I help professionals and leaders in all fields cultivate more confidence, efficacy and reconnection in their work lives.

Let’s work together to help you reach success, however you define it.

Podcasts:

Media:

Articles:

Speaking:

  • (Invited) “Integrating Foundational Academic Skills: Learning strategies for Retention & Repair”, Humber College, December 2023

  • (Invited) “The Art (and Heart) of Prioritisation”, CACUSS Expert Skill Share, November 2023

  • (Keynote) “Not Everything: How to Know What to Do First”, Learning Specialists Association of Canada, November 2023

  • (Invited) “Learning Strategies to Live By: 10 Techniques for Transformative School Success”, Leadership by Design, November 2023

  • (Invited) “Regenerative Learning: Learning That Heals,” EdCog, July 2023

  • (Invited) “Restorative Learning: Embodied Connection & Feeling to Learn,” EdCog, June 2022

  • (Invited) “Awakening Learning,” Humber College, May 2022

  • (Invited) “Holistic Agency,” Mohawk College, March 2022

  • (Invited) “Somatic Strategies for Student Success,” EdCog, June 2021

  • “The Holistic Learning Strategies Toolbox”, Learning Specialists Association of Canada (LSAC), May 2021

  • “Move(d) to Learn,” Canadian Association of College and University Student Services (CACUSS), online, July 2020

  • (Invited) “Learning How to Learn Well: Health-Promoting Learning Strategies,” EdCog, June 2020

  • “Learning How to Learn Well: Mind-Body-Heart-Spirit Strategies, Learning Specialists Association of Canada (LSAC), December 2019

  • “On Mood Routes,” Centre for Innovation in Campus Mental Health (CICMH), October 2019

  • “Mood Routes @ Ryerson: Between Structure & Surprise,” Mood Walks Summit, Toronto, ON, February 2019

  • “Promoting Physical and Mental Wellness on Campus” webinar, Canadian Mental Health Association (CMHA), Toronto, ON, May 2018

  • “Mood Routes: Embodied Program Development,” Mood Walks Summit, February 2017, Toronto, ON

  • “Now That We Know Better, Do Better: Indigenizing the SA Pillars,” exploring the Land Acknowledgment in Student Affairs, Ryerson Student Affairs Conference,  February 2017, Toronto, ON

  • “Trees and Transition,” on Portage and nature-based transition programming, Ryerson Student Affairs Conference, January, 2015, Toronto, ON

  • “Mindfulness-Based Learning Strategies,” on holistic skill-building strategies, CACUSS,  June 2014, Halifax, NS

  • “On Ecological Empathy,” Canadian Sociological Association, UBC, 2010

Academic Publications:

  • Shaffer, D.K. & Hvorka, A. (2023) “Expansive Education Leadership: Two viewpoints on learning, and learning, into spacious leading.” In N. Lemon (Ed.) Prioritising Wellbeing and Self-Care in Higher Education: How we can do things differently and disrupt silence”. Sydney: Routledge.

  • Shaffer, D.K. (2022). “A polyvagal pathway: Implications of pursuing it all.”  In I.F. Adi Badiozaman (Ed.), Women in academic: Stories and strategies for navigating the career trajectory. Sydney: Routledge.

  • Shaffer, D.K. (2021). “Pendulation: Constructive rest as self-care.” In N. Lemon (Ed.), Creating a place for self-care and wellbeing in higher education: Finding meaning across academia. Sydney: Routledge.

  • Shaffer, D., & Brecher, D. (2021). Inwards, together: an inner-resourcing U-turn. Journal of Learning Development in Higher Education, (22). https://doi.org/10.47408/jldhe.vi22.721

  • Shaffer, D.K. (2020). Tender takeaways from a summer thriving in action training institute. Supporting Student Success (Dr. Tricia Seifert’s blog), Jul. 2020

  • Shaffer, D.K. (Winter 2019). Education for wellbeing: Bridging belongingness through Mood Routes & Portage at Ryerson University. In Pathways: The Ontario Journal of Outdoor Education, 31(2).

  • Hannah, J. & Shaffer, D.K. (2018) “Small steps.” In M. Miller (Ed.) CACUSS Communiqué: Indigenization and Decolonization in Canadian Student Affairs, 18(2).

  • Shaffer, D. K. (2017). A Biophilic Approach to Post-Secondary Learning Strategies: Facilitating Learning Through Intentional Time In Nature (Doctoral dissertation).

  • Shaffer, D.K. (2017). “Learning through portage.” In D. Booth and R. Coles (Eds.) What Is A Good Teacher? Markham: Pembroke Publishers.

  • Shaffer, D.K. (2015). “Maxine Greene and Narrative Inquiry: An Annotated Bibliography” (chapter) in Five Research Contexts for Understanding Critical and Interpretive Inquiry (Eds. Karyn Cooper and Anne Yendell). Toronto: Life Rattle Press, 2015

All learners & all leaders are welcome here. Awakened Learning is a safe, brave, accountable space.