Twenty researchers from the Faculty of Education, including faculty, graduate students, and postdocs, will present a total of 20 sessions at the AERA annual conference from April 11 to April 15, 2024. The presentations include four papers, five symposium presentations, eight roundtables, three posters, and two business meetings, in response to the conference theme of “Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action.”

We are delighted to announce that Dr. Jeff Sugarman has been honoured with the Award for Distinguished Theoretical and Philosophical Contributions to Psychology by the Society for Theoretical and Philosophical Psychology (Division 24 of the American Psychological Association). This is the division's highest award, which recognizes one of its members each year for lifetime scholarly achievement.

Dr. Hill and Dr. Kerr, faculty members in the Faculty of Education and dedicated advocates for Indigenous education, have been awarded SFU CEI Awards for their collaborative Indigenous-focused research projects. Dr. Hill’s project, “Beyond the Equity Scan: Catalyzing the Resurgence of Local Indigenous Knowledges, Pre-colonial Pedagogies, and Inclusive Practices within Schools,” and Dr. Kerr's project, “Indigenous Sovereignty in Curriculum,” exemplify their unwavering commitment as non-Indigenous scholars to fostering Indigenous knowledge and responsive educational approaches through community collaborations in the interests of systemic transformation.

Encouraged by the diverse scholarship on display in the Faculty of Education, Joel shares his experience of “writing about writing about music". His new book discusses why and how people attempt to capture the power of music in words. This blog discusses his thoughts on this interdisciplinary work and embracing popular music as a worthwhile object of study.

Addressing issues of equity through critical educational pedagogies is a theme which resonates in Dr. Pooja Dharamshi’s publication. In her study of literacy teacher educators’ (LTEs) early experiences and their conceptualizations of teacher education, she suggests that the development of effective teachers in diverse classrooms requires LTEs who embody broad concepts of literacy and critical perspectives.

The Research Hub continues to endow Education grad students with rich opportunities for growth and development. Tania Bakas, graduate student in the Counselling Psychology program, reflects on writing tips shared by Dr. Cher Hill in a recent Hub writing retreat and how these helped her quiet her inner writing saboteur and reclaim her writing flow.

Thirty Faculty of Education scholars (faculty, graduate students and postdocs) presented at the Canadian Society for the Study of Education (CSSE) annual conference, to be held online from May 30 to June 3, 2021. Sara Davidson and Fatemah Jalali were serving on the Program Committee, together with colleagues from institutions across Canada. The 30 FoE researchers will speak at 14 paper sessions, 12 symposium panels, two roundtables and one special event for a total of 30 sessions.

There’s no better time to read “Modeling undergraduates’ selection of course modality: A large sample, multi-discipline study” by Kevin O’Neill, Nat´alia Lopes, John Nesbit, Suzanne Reinhardt, and Kanthi Jayasundera. You’ll find this piece in The Internet and Higher Education, one of the top academic journals in online education.

At a time when we need community connection more than ever, six faculty members recently shared research at the Faculty of Education’s Faculty Forum about a range of transformative community-engaged research (CER) projects.

We are delighted to introduce eight new faculty members who bring diverse academic backgrounds and scholarly interests to the Faculty of Education. On this page, you will learn about their research profiles.

Dr. Phil Winne’s webinar on “Learning analytics for self-regulated learning: Frameworks, methods & future work” explores seven challenging questions. The webinar was organized by Division 15—Educational Psychology (American Psychological Association).

We can’t pretend that what happens an ocean or a continent away has no impact on where we live. Unless we build relationships with our waters, soils, plants, animals, and birds, “environment” will remain an abstract term with little personal meaning.

We’re pleased to announce that 10 faculty members have been awarded SFU/SSHRC Institutional Grants for Spring 2020. SSHRC Small Research Grants support scholarly research in contemporary arts, humanities, and social sciences. Congratulations to the investigators, co-investigators, and students involved in these meaningful research projects.

A collaborative project led by Dr. Fels and Dr. Bava in the performative arts program was the focus of This Possible’s Slow Fuse session. Researchers often interpret and write from and about their own experience, but how do researchers bring participants into coding or interpreting these emergent moments?

This seminar offers an intriguing discussion around how we understand “posthuman” and whether a difference exists between pre and posthumanism. Gain insights from Dr. Nathalie Sinclair and Dr. Petra Mikulan.

Learn about the experiences of four professors from different faculties, who provide their reflections and learning as they collaborated to design and deliver courses together.

Dr. Ling explains that a large part of cognitive learning involves how we model the world. Context means everything: part of our evolution and survival as a species is built on our ability to adapt to different contexts. How we ascribe meaning to experiences is critical to our learning.

Dr. Hui Nui, Dr. John Nesbit, Professor Joan Sharp, Qing Liu, and Kenny Teng are all motivated by one compelling question: how can students become better arguers and critical thinkers? Learn about the Dialectical Map (DMap), an argumentation tool developed by a former Faculty of Education PhD student.

Dr. Gary Barkhuizen from the University of Auckland discussed a longitudinal narrative inquiry into the identity of a Hong Kong study-abroad student. Drawing on narrative inquiry in applied linguistics, he also referenced his chapter on core dimensions in narrative inquiry in the Routledge Handbook on Research Methods in Applied Linguistics.

Gain a deep understanding of Dr. Yaroslav Senyshyn's work as an academic philosopher and an artist through this Fanfare Review of the pianist’s performance of Liszt’s Piano Concerto No. 2, with the Czech National Symphony Orchestra.

The Scribjab project offered refreshing possibilities for creating alternate futures through the act of digital story creation, in which young people in particular use their creative voices to craft their own truths and counter-narratives.

This session of the Possible’s Slow Fuse saw another full house as Dr. Kevin O’Neill led an interactive dialogue on the often-used analogy between theatre and teaching. The impressive turnout included cross-faculty representation.

Dr. Michelle Pidgeon offered a thought-provoking seminar on Feb. 20 for the From the Ground Up Scholarship Series, organized by the SFU Surrey Faculty of Education. Colleagues from Burnaby and Surrey campus also attended.

This Possible's Slow Fuse Dialogue session was a fertile exploration of how the visceral imagination interfaces across different practices: ranging from pen-turning with exotic woods, to teacher education, to dance, to somataphorical inquiry, to questions about the seat of the soul and embodied imagination.

Motivated by constructionist theories of learning, Dr. Paula MacDowell developed educational media and integrated technology with curriculum to enhance learner engagement, empowerment, inclusion, and ingenuity. In this interview, she shared more about making AR: a new creative platform for transporting learning beyond traditional barriers of university classroom walls and screens.

Learning Environment Research (LER) uses research tools to seek students’ feedback about their personal and collective learning experiences in different contexts. Dr. David Zandvleit explains that diverse student experience is one reason for using diverse sets of research tools and protocols in LER.

Engaging in teaching and research can take us on many journeys: sometimes personal, sometimes professional, sometimes geographical. In Jennifer Fane’s case, it has been all three.

Dr. Masahiro Minami’s act of envisioning the possible—for reconciliation in the aftermath of genocide—has wide-reaching implications. This article provides richness and emotional context for Dr. Minami’s work, which is particularly insightful for anyone working in the mental health field and in counseling.

At this From The Ground Up session, Dr. Engida Gebre shared his educational background as well as a bit about his past and current research projects focusing on STEM education, learning contexts, data literacy and representation. Follow the links to learn more about Dr. Engida’s research.