Dr. Jillianne Code is an Associate Professor at the University of British Columbia's Faculty of Education, Department of Curriculum & Pedagogy, directing the ALIVE Research Lab. Her work focuses on learner agency, educational technologies, and social media's impact on student success. Specializes in immersive virtual environments for assessment Researches self-regulated learning and formative feedback Investigates health education through digital interventions Her recent publications examine pandemic-era educational transitions, digital literacy in teacher training, and cognitive tools in virtual reality. She has received Outstanding Paper Awards for her work on immersive assessment. Dr. Code leads research projects on learning analytics, student engagement in digital spaces, and technology education sustainability. Her work bridges educational theory with practical interventions through digital badges, mobile health applications, and 3D learning environments.
Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.
Dr. Eunice Eunhee Jang is a Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her research focuses on synergistic learner modeling, dynamic assessment systems, and the intersection of language testing with educational measurement. PhD with specializations in language testing, educational measurement, and program evaluation Develops interactive digital assessment interfaces for struggling readers Author of "Focus on Assessment" (2014) and co-author of OECD Reviews on Evaluation and Assessment in Education Research Interests Dr. Jang's work explores prismatic assessment analytics to understand learner potential and predict learning pathways. She integrates natural language processing and machine learning to create diagnostic feedback systems that support cognitive, metacognitive, and affective growth in technology-rich classrooms. Scientific Awards Jacqueline Ross TOEFL Dissertation Award Caroline Clapham IELTS Master’s Award Tatsuoka Measurement Award Professional Contributions She has served on major advisory boards including EQAO provincial assessments and TOEFL Committees of Examiners. Currently, she is an elected board member for the International Language Testing Association and contributes to the Broader Measures of Success Advisory Committee for People for Education.
Maria Rogers is an Associate Professor in the Counseling Psychology program at Carleton University, holding the prestigious Tier II Canada Research Chair in Child and Youth Well-being. She concurrently serves as an Adjunct Professor in the Faculty of Education at the University of Ottawa, where her institutional email is maintained. Her clinical credentials include licensure as a child and adolescent psychologist in Ontario and Quebec, enabling direct practice alongside academic work. Professor Rogers' research program centers on interpersonal dynamics in child development, with three interconnected pillars: (1) relational health of children with neurodevelopmental disorders (particularly ADHD) and its academic implications, (2) chronic school absenteeism and its mental health correlates, and (3) Indigenous children's educational well-being through community partnerships. Her work consistently examines how parent-child and teacher-student relationships mediate learning outcomes, especially during crisis periods like the COVID-19 pandemic. Analysis of her recent publications reveals evolving methodological sophistication, transitioning from single-institution studies to national longitudinal designs. Key emerging trends include intersectional analysis of ADHD symptomatology across gender identities, integration of physical activity metrics into mental health models, and development of virtual single-session interventions for parental support. Her work increasingly incorporates Indigenous research methodologies through community-led partnerships. Scientific Recognition: Tier II Canada Research Chair in Child and Youth Well-being As co-founder of the Canadian Partnership for School Attendance (CPSA), Rogers leads a transdisciplinary research collective involving school boards, mental health agencies, and Indigenous communities. Her lab develops evidence-based frameworks for addressing school absenteeism, with recent focus on pandemic recovery strategies and culturally responsive interventions for Indigenous youth. Current projects examine the effectiveness of mindfulness adaptations for neurodiverse learners and longitudinal tracking of mental health trajectories following school reintegration.
Dr. Cathy Risdon is Professor and Chair of the Department of Family Medicine at McMaster University's Michael G. DeGroote School of Medicine. With over 30 years of experience in the Department of Family Medicine, she aims to reinvigorate a sustainable, inclusive learning and practice environment for current and future family medicine learners and providers. She previously served as the first holder of the David Braley-Nancy Gordon Endowed Chair in Family Medicine and as Associate Chair, Academic within the Department, as well as co-lead for the McMaster Family Health Team. Dr. Risdon completed her medical training at McMaster University (class of '92) and later earned a Doctorate of Management in Organizational Change from the University of Hertfordshire. Her doctoral research explored themes of excellence and improvisation within curriculum design and implementation. Dr. Risdon's research focuses on primary care innovation, interprofessional collaboration, and health system integration. She has co-created the Michael G. DeGroote School of Medicine's Professional Competency Curriculum, teaching professionalism, communication skills, advocacy, ethics and reflective practice. Her expertise includes curriculum development, facilitation, and improving team dynamics in healthcare settings. She has conducted training and consultations across North America for primary care and community-based agencies. Her recent work centers on the Health TAPESTRY program for older adults, polypharmacy management, and transgender healthcare. Fellow of the Academy of Communications in Healthcare (one of only three Canadians) First holder of the David Braley-Nancy Gordon Endowed Chair in Family Medicine Dr. Risdon's clinical practice has focused on serving vulnerable populations in inner-city settings. She has been instrumental in designing and delivering the successful Hamilton Health Team submission and is considered an expert in health system integration and primary care. She has co-developed the Health TAPESTRY program, which focuses on promoting person-focused primary healthcare for older adults through interprofessional teams.
Marc De Benedetti is an Assistant Professor, Teaching Stream in the Department of Computer Science at the University of Toronto's Mississauga campus within the Mathematical and Computational Sciences school. His work bridges computational methods with healthcare analytics, geophysical modeling, and educational innovation. He specializes in applying machine learning to medical datasets (e.g., SEER cancer data) for predictive modeling and has contributed to CAR T-cell therapy efficacy studies in oncology. His geoscience research focuses on spatial-temporal variability in climate systems, particularly in the Congo Basin and UK wind dynamics. De Benedetti also designs supplementary educational programs to support undergraduate STEM learners. His research emphasizes data-driven approaches to address challenges in healthcare, environmental science, and pedagogy. Research interests include: Machine learning applications in healthcare survival prediction Immunotherapy comparative efficacy analysis Spatial variability in climate and hydrology systems Wind energy potential modeling Innovative undergraduate physics/mathematics tutoring strategies His recent articles analyze treatment outcomes for blood cancers using CAR T-cell therapies, explore model resolution impacts on geophysical data accuracy, and develop predictive tools for cancer prognosis via SEER datasets. No scientific awards are explicitly mentioned in the provided materials. While no formal grants or student advisement records are listed, his work demonstrates strong engagement with both academic research and educational development initiatives. His research locations include the Congo Basin for hydroclimatic studies and the UK for wind energy modeling. Collaborations likely span medical institutions for oncology studies and climatological agencies for environmental data analysis.
Kathryn Riley is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Manitoba's Faculty of Education. With a PhD from Deakin University (2019), her work spans Physical Education, Environmental Education, and Climate Change Education across Australia, the UK, and Canada. Focuses on posthumanist and new materialist scholarship Advances anticolonial praxis through relational pedagogies Co-creates Indigenous physical literacy initiatives Associate Editor of the Australian Journal of Environmental Education Her research explores place-based environmental education, transdisciplinary curriculum design, and teacher/learner identities through the lens of Land/Country/Place relationships. Publications demonstrate a consistent focus on decolonizing pedagogies, multispecies ontologies, and creative research methodologies. Kathryn's recent work reveals trends in: Intersections of physical literacy and sustainability Eco-anxiety and hopeful pedagogies Art-based research creation Indigenous relational worldviews Postqualitative methodologies Reimagining education in the Anthropocene
Jean Ketterling is an Assistant Teaching Professor in Culture and Media Studies at the University of New Brunswick, specializing in the intersection of sex and videogames. Her research examines videogames as spaces for sexual expression and the resulting power dynamics. She employs interdisciplinary approaches drawing from queer feminist theory. Education: Ph.D. in Legal Studies - Carleton University M.A. in Legal Studies - Carleton University B.A. in Anthropology and Women's and Gender Studies - St. Francis Xavier University Research Focus: Investigates how sexual content in games shapes player experiences and societal perceptions of sexuality, often challenging normative boundaries. Her work critically analyzes surveillance, consent, and representation within digital game environments. Teaching Approach: Implements learner-focused, queer feminist pedagogical methods that foster intellectual communities and connect academic concepts to students' lived experiences. Actively involved in the Critical Media Pedagogies Scholarly Interest Group (SCMS). Awards: J.E.A. Crake grant (2023/24) supported the development of 'Clay / Bodies,' a workshop integrating feminist/queer theory with artistic clay practice. Publications: Her articles critically engage with themes of sexuality, surveillance, gender identity, and pedagogical innovation in media and legal contexts, frequently published in interdisciplinary journals.
Dr. John McNamara is a Professor and Department Chair in the Department of Child and Youth Studies at Brock University. His research focuses on educational psychology, particularly studying young children with learning and reading disabilities. He leads the LD Research Team and is the principal investigator on a SSHRC Insight Grant for the 'Reading Rocks' literacy intervention program aimed at supporting vulnerable readers. His work emphasizes early identification, prevention of reading problems, and understanding neurological/environmental risk factors associated with dyslexia. Current projects include collaborations with provincial agencies to develop literacy programs and studies on developmental health in children with reading disabilities. Recent publications highlight his contributions to literacy support strategies, interactionist approaches to learning disabilities, and longitudinal studies on reading outcomes for at-risk children. Dr. McNamara’s research has been published in journals such as the American Journal of Applied Psychology and the Journal of Learning Disabilities. He is actively involved in applied research projects and has led initiatives to close summer learning gaps and sustain family literacy programs for vulnerable learners. His work bridges theory and practice, aiming to improve educational outcomes for children facing developmental challenges.
Claire Moreau is an Adjunct Professor at the University of Sherbrooke , specializing in Education Sciences . Her work focuses on feminist research, non-traditional learners in post-secondary education, and pedagogical innovation in higher education. Doctorate in Education (2017), University of Quebec at Montreal Master's in Education (2009), University of Quebec at Trois-Rivières Master's in Foreign Language Didactics (2006), University of Nantes Certificate in Feminist Studies (2021), University of Quebec at Montreal Moreau's research examines systemic barriers faced by non-traditional learners, particularly in online and continuing education contexts. Her feminist approach emphasizes intersectionality and institutional accountability. Recent studies analyze gender dynamics in academia, professional identity in college teaching, and the socio-institutional challenges of marginalized learners. Her publications highlight trends in feminist pedagogy, online learning adaptation during crises, and gendered power structures in post-secondary institutions. She has contributed to journals like Pédagogie Collégiale and Revue des Sciences de l'Éducation , as well as edited volumes on future universities. Moreau has secured multiple grants, including funding from the Conseil de Recherches en Sciences Humaines du Canada (SSHRC) and the University of Sherbrooke , focusing on feminist perspectives in research, non-traditional learner experiences, and pedagogical equity.
Dr. Meghan Corella is an Associate Professor in the Faculty of Education at the University of British Columbia. Her research focuses on power dynamics in language and literacy practices, with expertise in sociocultural linguistics, critical pedagogies, and intersectional feminist theory. Bilingual/multilingual education Discourse analysis Antiracism and language ideologies Gender and queer inclusion Identity formation in education Corella's recent publications examine multimodal literacy practices, racialized experiences in academia, gestural conflict resolution in classrooms, and systemic language hierarchies. Her work consistently centers on marginalized children's communicative competence and semiotic agency. She teaches graduate courses on discourse analysis, child language development, and language pedagogies, emphasizing power and politics in communication practices.
Alain Breuleux is a retired Associate Professor in the Department of Educational & Counselling Psychology at McGill University's Faculty of Education. He specializes in educational technology integration, teacher professional development, and collaborative learning communities. His work focuses on leveraging technology to enhance pedagogical practices through research-practice partnerships. Dr. Breuleux holds a B.Sc., M.Sc., and Ph.D. from Université de Montréal. His research explores cognition in learning environments, online community dynamics, and sociocultural theories like Cultural Historical Activity Theory (CHAT). He has contributed to scalable professional development models for educators and innovative uses of digital tools in remote learning contexts. His recent publications emphasize active learning strategies, teacher agency, and boundary-crossing in educational research. He has presented widely on topics such as knowledge-building networks and formative change laboratories. Despite not currently supervising students, his scholarship has shaped policies for ICT integration and teacher collaboration.
Francis Bangou is the Dean of the Faculty of Education and a Full Professor of Second Language Education (French and English) at the University of Ottawa. His research focuses on adapting second language teachers and learners to unfamiliar environments, integrating digital technologies in language education, and post-structuralist perspectives. He holds a PhD from The Ohio State University (2003) and has been at the University of Ottawa since 2007. He directs the EducLang research group and leads projects on inclusive plurilingual practices and technology-enhanced language teaching. Education: PhD in Foreign and Second Language Education, The Ohio State University (2003) Research interests include second language teacher education, digital technologies in language pedagogy, and new materialist frameworks. His work emphasizes equity, diversity, and inclusion (EDI), particularly in francophone minority contexts. Notable contributions include co-editing Deterritorializing Language, Teaching, Learning, and Research (2020) and leading SSHRC-funded initiatives to build teachers’ digital competencies. Professor Bangou has received prestigious awards, including the 2022/2023 Excellence in Education Award for his transformative teaching and research. He actively promotes anti-racism and gender diversity through committees and community events, fostering inclusive educational practices both locally and globally.
Dr. Christine Cho is a full-time Professor at the Schulich School of Education within the Faculty of Education and Professional Studies at Nipissing University. She holds a BFA (York University), BEd (York University), MEd (York University), and PhD (York University), focusing on language, culture, and teaching. Her research emphasizes microaggressions, lateral violence, anti-oppression education, and culturally responsive teaching. Dr. Cho has been recognized for her work, including the 2012 CATE Dissertation Recognition and the 2015 Ontario Art Education Association’s Post-Secondary Art Educator of the Year award. Dr. Cho’s research interests include preparing critical educators through arts-based and technology-enhanced methods, examining immigrant teacher candidates’ experiences, and addressing socio-economic diversity in education. She has taught at Western, Queen’s, York, and Trent Universities before Nipissing, and supervises M.Ed. and PhD candidates. She also organizes international practicums for B.Ed. students in Italy and France since 2015. Her contributions to the Journal of Teacher Education as an Associate Editor highlight her leadership in academic publishing. Her work challenges educators to critically reflect on their social locations and pedagogical practices. Major trends in her articles focus on combating covert violence in educational spaces, leveraging arts and technology for social justice, and fostering inclusive environments. She collaborates widely, authoring multiple edited volumes and co-editing key texts like Global Perspectives on Microaggressions in Higher Education (2022) and Global Perspectives on Microaggressions in Schools (2021). Key Roles: Professor at Nipissing University, Associate Editor of Journal of Teacher Education Recent Work: International teacher identity development, online learning equity, and teacher agency under neoliberalism International Initiatives: B.Ed. abroad programs, cross-cultural facilitation, and global education collaboration Dr. Cho’s academic advising includes graduate students in M.Ed. and PhD programs, though specific names are not listed. Her awards underscore her contributions to art education and teacher training innovations.
Dr. Hong Wang is an Associate Professor in the Faculty of Education at Mount Saint Vincent University. Their research focuses on TESL/TEFL policies, teacher education, and immigrant teachers' professional development. They hold a PhD from Queen’s University, MA degrees from Carleton University and Xi’an Foreign Languages University, and a BA from Northwest University. Dr. Wang has secured grants including a SSHRC-funded study on test preparation impacts and a New Scholars Grant investigating ESL teachers' professional development needs in Canada. Educational Background: PhD in Education (TESL), Queen’s University Research Interests: Cross-cultural TESL practices, curriculum implementation challenges, and language policy translation Teaching Responsibilities: Courses on language acquisition, linguistics, and ESL pedagogy at both undergraduate and graduate levels Recent research highlights include analyzing ESL teacher needs in Ontario, exploring cultural perceptions of grammar teaching, and evaluating the role of middle-level administrators in curriculum implementation. Dr. Wang has presented widely at international TESOL conferences and contributed to journals like The Curriculum Journal and TESL-EJ. Professional Development: Active in grantsmanship with a focus on bridging policy and practice in language education. Courses taught include principles of language acquisition, linguistics for teachers, and methods for teaching ESL in elementary/secondary schools.
