جستجوی استاد راهنمای دانشگاهی

Guylaine Demers is a Full Professor in the Department of Physical Education at Laval University's Faculty of Education. With a career spanning over two decades as both a high-level basketball player and coach, she has become a leading figure in gender equity research in Quebec and Canadian sport. She directs the Laboratory for the Advancement of Women in Sports in Quebec (Lab PROFEMS) and previously co-directed the National Research Centre on Gender Equity in Sport (E-Alliance). Her research interests focus on gender equity in sports, women's leadership development, and LGBTQ+ inclusion in athletic environments. She has conducted extensive work on homophobia in sports and the experiences of transgender athletes, leading to significant contributions to national policies and educational frameworks. Dr. Demers has led over 300 leadership development sessions for women across six continents. Dr. Demers' publication record shows a consistent focus on gender issues in sports, with recent work emphasizing transgender athlete inclusion, gender disparities in sports participation, and strategies for increasing women's leadership. Her research employs both qualitative and quantitative methodologies to examine systemic barriers and develop evidence-based solutions. IOC Woman and Sport Award for the Americas (2020) Canada's Woman of Influence in Sport and Physical Activity (2007, 2011, 2015) Finalist for Quebec government's Thérèse-Casgrain Equality Award (2022) Dr. Demers has secured over $4.4 million in research funding from various sources including the Quebec Ministry of Education, SSHRC, Sport Canada, and the Canadian Sport Dispute Resolution Centre. Her current projects address gender inequalities in sports participation, inclusive environments for LGBTQ2+ sports personnel, and mixed-gender sports environments. As director of Lab PROFEMS, she leads a research team focused on advancing girls' and women's participation and leadership in sports through evidence-based research, policy recommendations, and practical resources for sports organizations. The laboratory has become a key resource for sports federations, educational institutions, and government agencies seeking to implement gender equity initiatives.

• Gender Equity in Sports
• Women in Coaching
• LGBTQ+ Inclusion in Sports
• +۵ مورد دیگر

Dr. Enkeleda Arapi is an Assistant Professor in the Department of Teaching and Learning Studies at Laval University's Faculty of Education. She maintains an active research profile focused on school-family-community collaboration, student autonomy, and educational success. Her work frequently takes a comparative approach across educational systems in Quebec, France, Belgium, and other regions. Dr. Arapi's research interests include: School-family-community collaboration and parental involvement Intervention plans for students with difficulties Alternative education models and student autonomy History education through family narratives Teacher training and professional development Her recent publications demonstrate a strong focus on comparative educational research, with numerous studies examining how different educational systems approach student support and family engagement. Dr. Arapi has published extensively in journals such as the McGill Journal of Education, Revue des sciences de l'éducation, and Comparative and International Education. Dr. Arapi teaches both undergraduate and graduate courses at Laval University, with a focus on learning and cognition, school inclusion, and student difficulties. She also contributes to the education of international students through specialized orientation courses. Her research methodology frequently involves comparative analysis of educational systems and discourse analysis of school staff perspectives. Dr. Arapi maintains active collaborations with researchers across North America and Europe, particularly in France and Belgium, and regularly presents at international conferences including REF, ADMEE-Europe, and ACFAS.

• Educational Psychology
• School-Family-Community Collaboration
• Student Autonomy in Learning
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Matthias Pepin is a Full Associate Professor and Chair in Leadership in Teaching on Entrepreneurial Mindset Development at Université Laval's Faculty of Business Administration. His affiliations include a postdoctoral fellowship at the University of Quebec at Trois-Rivières and ongoing leadership roles in entrepreneurial education reform. His research spans: Entrepreneurial pedagogy and mindset development Responsible entrepreneurship and ethical decision-making K-12 entrepreneurial education ecosystems Design of educational tools for sustainable business modeling Recent publications (2017–2025) focus on: Socio-ecological transformation of business models Ethical frameworks for entrepreneurship education Experimental studies on educational interventions Integration of entrepreneurial learning in primary education He actively contributes to curriculum development and academic leadership, with no awards documented in available materials.

• Entrepreneurial Education
• Entrepreneurial Pedagogy
• Entrepreneurial Mindset Development
• +۲ مورد دیگر

Simon Chartier is a Lecturer in the Department of Management at Laval University's Faculty of Business Administration (FSA ULaval), based in Palasis-Prince Building, Room 1663. He can be contacted at 418 656-2131 ext. 404454 or via email. His academic background includes: Master of Business Administration (MBA) from Laval University Bachelor's degree in Psychology from University of Quebec at Trois-Rivières Chartier's research examines entrepreneurship education methodologies with specific focus on: Effectiveness of online/distance learning platforms Development of entrepreneurial competencies Support systems for SMEs and micro-businesses Consulting frameworks for new entrepreneurs His 2018 publication analyzes digital pedagogical approaches in entrepreneurial education. No awards, research grants, or laboratory affiliations are currently documented.

• Entrepreneurship and SMEs
• Self-employment and micro-business
• Entrepreneurial education
• +۴ مورد دیگر

Pierre-Luc Fillion is an Assistant Professor in the Department of Teaching and Learning Studies at the Faculty of Education, Université Laval in Quebec City. His research focuses on geography teaching, history teaching, citizenship education, socially sensitive territorial issues, and the study of disciplinary modes of thought. Dr. Fillion is affiliated with the Interuniversity Research Centre on Teacher Training and the Teaching Profession (CRIFPE-Laval), where he collaborates with researchers from multiple institutions on teacher education and professional development projects. His research interests center on geographical reasoning, particularly regarding socially sensitive territorial issues with elementary and secondary school students in Quebec. Dr. Fillion explores how students develop geographical reasoning skills and investigates effective teaching methods for geography education. His work often examines the intersection of geography, history, and citizenship education within the Quebec educational context, with a focus on local issues, field trips, and virtual excursions as pedagogical approaches. Dr. Fillion's recent publications (2021-2025) demonstrate a strong focus on geographical reasoning, curriculum development for social studies, and the teaching of history and geography in Quebec. His research examines how students engage with socially sensitive territorial issues and develops teaching methods to enhance geographical potential through locally relevant studies and innovative educational tools. Quebec Research Fund – Society and Culture grant ($44,171) for 'Developing primary school students' geographical reasoning on a socially sensitive territorial issue' (2025-2028) Laval University Faculty of Education grant ($7,000) for 'Design of a teaching tool aimed at exploring students' geographical reasoning' (2024-2025) He teaches undergraduate courses including Didactics of the Social World I and II, and Geography Didactics I. At the graduate level, he teaches Teaching Geography in Secondary School. His teaching directly reflects his research interests in social studies education and geographical reasoning, preparing future educators to address complex territorial issues in their classrooms.

• Geography teaching
• History teaching
• Citizenship education
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Dr. Stéphanie Hovington is an Associate Professor in the Department of Foundations and Practices in Education at the Faculty of Education, Université Laval. She is affiliated with the Research and Intervention Centre on Education and Working Life (CRIEVAT) and focuses her academic work on psychoeducation programs and educational innovation in higher education. Doctorate in Education (D.Ed.) from University of Sherbrooke Master of Education (M.Ed.) from University of Sherbrooke Bachelor of Science in Psychoeducation (B.Sc.) from University of Montreal Dr. Hovington's research centers on pedagogical innovation in higher education, with particular emphasis on developing soft skills, internship supervision, contextualized learning, and playful learning approaches. Her work examines how these elements contribute to professional identity development in psychoeducation students. She investigates teaching practices that promote interpersonal skill development and explores innovative supervision methods that enhance learning experiences for both students and teachers in practical training contexts. Her recent publications reveal a strong focus on playful pedagogy as a mechanism for developing relational skills and professional identity. She has created open educational resources to support internship supervision and soft skills development, demonstrating her commitment to translating research into practical applications for educators. FRQSC grant (2023-2026) for research on supervision and interpersonal skills development SSHRC Knowledge Development grant (2022-2024) exploring initial training courses SSHRC Research Knowledge grant (2022-2027) on structured peer group modalities REL Factory innovation project (2023-2024) on game-based pedagogy Dr. Hovington actively supervises students through various psychoeducation courses and research projects. She approaches supervision as a shared responsibility among students, supervisors, and educational institutions, emphasizing collaborative approaches to professional development. Her work has resulted in practical resources that support educators in developing effective supervision practices. She is actively involved with CRIEVAT, contributing to broader educational research initiatives and collaborating with colleagues on projects examining curriculum implementation, professional identity development, and innovative teaching practices across multiple educational settings.

• Higher Education Pedagogy
• Educational Innovation
• Soft Skills Development
• +۵ مورد دیگر

Christine Hamel is a Full Professor and currently serves as Vice-Dean of Studies at the Faculty of Education (FSÉ) at Université Laval. She is affiliated with the Department of Teaching and Learning Studies and holds research positions at the Centre for Research and Intervention on Academic Success (CRIRES) and Community-Based and Transformative Distance Learning (TACT). Her research focuses on practical teacher training, integration of theory and practice in professional learning, and reflective practice supported by technology. She extensively examines analysis of professional activity in context, professional development of teachers, professional learning communities, teaching pedagogy, and classroom interaction management. Her work applies activity theory to understand teacher development and professional integration. Analysis of her recent publications (2022-2025) reveals a strong focus on practical applications of educational research, particularly examining how digital technologies can support teacher development, collaborative practices, and inclusive education. Her work spans early childhood education, elementary teaching, and special education contexts, with particular attention to professional integration of novice teachers and the use of video analysis for reflective practice. Dr. Hamel has been actively involved in numerous research projects funded by SSHRC, FRQSC, the Ministry of Higher Education, and other organizations. Her work demonstrates a consistent commitment to bridging research and practice in teacher education. As a supervisor, she has guided doctoral students like Pier-Ann Boutin and Amélie Desmeules to completion of their PhDs in educational psychology. Her research projects provide substantial opportunities for graduate student involvement in meaningful educational research that directly impacts teacher training and professional development. Her laboratory work centers around the Centre for Research and Intervention on Academic Success, where she collaborates with a multidisciplinary team to investigate professional development, teacher training, and educational innovation.

• Teacher Training
• Professional Development
• Educational Technology
• +۷ مورد دیگر

Bernard Wentzel serves as Full Professor in the Department of Teaching and Learning Studies at Laval University's Faculty of Education. His research examines critical intersections between teacher professionalization, reflective practice development, and education governance systems. Current leadership roles include Co-director of the Interuniversity Research Centre on Teacher Training (CRIFPE) and founding co-director of the Observatory of Teaching Professions. Research expertise spans: Professional integration mechanisms for novice teachers Policy responses to teacher shortages through attractiveness analysis Comparative governance models in Swiss and Quebec education systems Development of research-practice integration frameworks His work demonstrates consistent focus on translating theoretical insights into practical solutions for systemic educational challenges. Active research programs reveal strong emphasis on collaborative approaches to address teacher retention, with multiple projects examining how workplace recognition systems impact staff engagement. Recent publications show increasing internationalization of research scope, with growing comparative analyses across French-speaking educational contexts. As Principal Investigator on major SSHRC and FRQSC grants, he maintains robust funding for graduate student involvement. His supervision approach emphasizes direct project participation, particularly in large-scale initiatives like the National Survey of Teacher Training Students. The CRIFPE network provides exceptional pathways for international research exposure. Wentzel directs the 'Work of Teaching Professions' research axis, which examines how daily teaching practices interact with formal training and policy mandates. This lab focuses on developing practical tools for professional development while maintaining strong connections to education ministries for policy impact.

• Teacher Professionalization
• Reflective Practice
• Research-Based Teacher Training
• +۴ مورد دیگر

Marcelline Bengaly serves as Full Professor in the School of Counselling and Guidance within Laval University's Faculty of Education. Her research bridges theoretical psychology and practical intervention through three interconnected programs focused on identity reconstruction during complex life transitions. Her research interests span: Constructivist approaches for supporting immigrants and refugees through psychosocial transitions Analysis of PhD holders' career paths outside academia and associated identity transformations Digital inequality challenges in Sub-Saharan Africa with development of context-specific solutions These areas converge through the common lens of how individuals reconstruct identity when facing disruptive life changes. Her funded research portfolio includes current projects with SSHRC, FRQSC, New Frontiers in Research Fund, and CERIC, focusing on: Digital skills development in Burkina Faso (2023-2026) Canada-Sub-Saharan Africa digital education comparison (2022-2024) Pandemic impacts on doctoral students' career trajectories (2021-2022) Constructivist service design for immigrant integration (2019-2023) Notable recognition includes the Faculty of Education's Graduate Excellence Award. Her research directly informs practical resources like the professional guide for immigrant-serving practitioners developed through her SSHRC-funded projects. Bengaly actively mentors graduate students through specialized seminars and research participation. She directs the Canadian Observatory on PhD Career Paths - Canada's only comprehensive resource tracking doctoral graduate trajectories across disciplines. Her international collaborations include Paris-based INETOP and CRTD research centers, with field projects currently active in Burkina Faso.

• Career Psychology
• Migration Studies
• Higher Education Policy
• +۴ مورد دیگر

Dr. Samira Abbasgholizadeh-Rahimi serves as Assistant Professor at McGill University in the Faculty of Medicine and Director of Artificial Intelligence in Family Medicine (AIFM) . She holds the Canada Research Chair in Advanced Digital Primary Health Care and maintains affiliations with Mila – Quebec AI Institute and Lady Davis Institute for Medical Research . B.Eng., Ph.D. from McGill University President-Elect, Canadian Operational Research Society Her interdisciplinary research bridges Artificial Intelligence and Primary Healthcare , with specific focus on: AI-enabled decision support tools Explainable machine learning for clinical contexts Medical knowledge graphs and NLP applications Addressing algorithmic bias in vulnerable populations Ageism mitigation in health AI systems Digital support for neurocognitive disorders Recent publications demonstrate her expertise in: AI ethics and EDI integration (4 papers since 2024) Geriatric depression prediction models (2025 JMIR study) Shared decision-making frameworks (2022-2023 series) Conscious AI debates in clinical settings (2024 commentary) Scientific recognition includes: 2022 NAPCRG New Investigator Award Cross-institutional collaborations across Canada, Europe, and Asia Research funding sources: Fonds de recherche du Québec – Santé Natural Sciences and Engineering Research Council Brocher Foundation (Switzerland) CIHR SPOR grants Industry partnership with Roche Canada Lab activities including: Developing HOPE (Home-Based Older Adults' Depression Prediction) model Creating incorpoRATE SDM assessment framework Building evidence-based decision support tools for dementia caregivers Training next-gen AI healthcare researchers through Mila collaborations

• Artificial Intelligence in Primary Healthcare
• Digital Health Technologies
• Medical Machine Learning
• +۵ مورد دیگر

Dr. Marc Spooner serves as a Professor in the Faculty of Education at the University of Regina, specializing in Educational Psychology. His work bridges rigorous academic research with community activism through qualitative and participatory action methodologies. His academic credentials include: PhD in Education (University of Ottawa) MA in Education (Psychopedagogy) BEd across multiple teaching levels (English) BA (Hon) in Psychology (Carleton University) Research focuses on critical societal issues with three interconnected pillars: homelessness/poverty in Regina (funded by federal/municipal governments), neoliberal 'audit culture' in academia (examining corporatization's impact on intellectual freedom), and social justice through participatory democracy . His approach rejects academic detachment—instead centering marginalized voices via community-engaged documentaries and government reports. Publication trends reveal consistent scholarly impact since 2009, with recent work (2018-2025) increasingly addressing academic freedom under institutional management. His output spans peer-reviewed journals ( Qualitative Inquiry ), influential handbooks, government reports, and public-facing media like Briarpatch Magazine , demonstrating commitment to both theoretical rigor and accessible knowledge mobilization. Key recognition: Formally acknowledged by the Canadian Senate as a homelessness expert As principal investigator, he has secured multiple government grants for homelessness research while mentoring graduate students through advanced methodology courses. His community work includes chairing Carmichael Outreach, co-creating the Regina Survival Guide, and speaking at policy advocacy events like the 2011 Rent Control Rally. This praxis-oriented approach ensures research directly informs community action. Though no formal lab exists, his community-based projects—particularly the Regina homelessness documentaries—function as dynamic research collectives involving service providers, policymakers, and individuals with lived experience, embodying his participatory action research philosophy.

• Homelessness and Poverty
• Audit Culture in Higher Education
• Neoliberalization and Corporatization of Academia
• +۵ مورد دیگر

Mark Sommerfeldt holds a Clinical Assistant Professor position in the Department of Surgery within the Faculty of Medicine & Dentistry at the University of Alberta. His appointment specifically resides in the Postgraduate Medical Education division, indicating a primary focus on surgical training and physician development programs. His research and professional activities center on surgical education and medical training methodologies. Key areas include curriculum development for surgical residents, competency-based assessment in postgraduate medical education, and clinical skills training within surgical disciplines. This work directly supports the advancement of medical education standards and resident preparedness. While specific advising roles and research grants are not detailed in available sources, his position within Postgraduate Medical Education implies active involvement in supervising medical trainees and contributing to educational initiatives across the surgical department.

• Surgery
• Medical Education

Dr. Erin McCabe serves as an Assistant Professor in the Department of Physical Therapy within the Faculty of Rehabilitation Medicine at the University of Alberta. Her academic appointment focuses on advancing patient-centered measurement and implementation science in rehabilitation contexts. Her educational background includes: PhD in Rehabilitation Science (2021), University of Alberta Masters of Science in Physical Therapy (2008), University of Alberta Bachelor of Science in Biological Sciences with Physical Sciences Minor (2005), University of Alberta Additional specialized training encompasses the CIHR Health System Impact Fellowship (2022), OCAP® certification (2024), and UCL Value-Based Health Care (2022). Dr. McCabe's research centers on patient-reported outcome measures (PROMs) implementation in child and adolescent mental health services, with particular emphasis on psychometric validation and equitable access to rehabilitation. Her work bridges clinical practice and health systems research, using implementation science frameworks to overcome adoption barriers in complex healthcare environments. Current projects examine organizational change requirements for PROMs integration and the impact of measurement systems on care coordination. Her publication record demonstrates consistent contributions to rehabilitation science, with recent work focusing on pediatric PROMs implementation, therapeutic relationship measurement, and health systems improvement. Key themes include learning health system development, stakeholder engagement in implementation, and equity considerations in outcome measurement. Scientific recognition includes: 2022 CIHR Health System Impact Fellowship Dr. McCabe actively contributes to academic training through courses including PTHER 526 (Professional Issues III) and REHAB 601 (Research Design in Rehabilitation Science). Her teaching integrates clinical expertise with research methodology, emphasizing evidence-based practice and professional communication skills development for future physical therapists.

• Patient-Reported Outcome Measures
• Implementation Science
• Psychometrics
• +۴ مورد دیگر