Review Board
Membership
The Transformative Dialogues: Teaching and Learning Journal Review Board consists of members with a focus on teaching and learning with multidisciplinary relevance.
Criteria
Our Review Board members all have appropriate characteristics from the following list:
- Affiliation with a learning-focused institution of higher education;
- Professional membership, commitment to professional discipline and continuous improvement;
- Terminal credential, such as Red Seal, MFA, PhD, EdD, or other, including professional designations, technical qualifications and/or extensive experience;
- Publications, Conference Presentations, Shows, Performances, Installations, Projects, and other reflective scholarly works, particularly in international venues;
- Evidence relating to professionalism of teaching and learning.
Editors
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Balbir Gurm, R.N., EdD |
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| Al Valleau, B.Comm, MA Associate Editor |
al.valleau@kwantlen.ca |
Review Board Members
Adrienne Huber
PhD (Education, University of Wollongong), adrienne@huber.net
Dr. Adrienne Huber is currently Senior Lecturer in Teacher Education Knowledge Building Community University of Wollongong Shoalhaven Campus. Adrienne has extensive experience both as an educator and as a psychologist, and has worked with people of all ages in both fields. She holds a PhD in Education from the University of Wollongong and is a registered psychologist in South Australia. She is a past president of the Australian College of Clinical Psychologists (Australian Capital Territory 1993-1994) and former Associate Director of the Centre for Applied Language and Literacy research at Edith Cowan University in Perth, Western Australia. In 2000 she designed and founded Sowilo Community High School in Perth, an innovative school for young people experiencing difficulties in mainstream schools in Grades 8-12. She has been a school principal, has worked as an educational consultant in Australia, Brazil and New York.
Al Valleau
B.Comm. (University of BC), MA (University of BC), al.valleau@kwantlen.ca
Al Valleau is an English faculty member at Kwantlen Polytechnic University. His areas of interest include literature, racism, equity, faculty evaluation, writing and the process of teaching and learning. He has co-authored books on writing and made numerous presentations at a variety of conferences. He has been a program chair/coordinator at various post-secondary institutions across Canada and taught English for over 30 years. He is very involved in the faculty association and serves as chair of the Federation of Post Secondary Educators Pension Advisory Committee. As a member of Kwantlen Polytechnic University's faculty performance advisory committee, Al is immersed in the role of faculty in post secondary institutions. He also received the prestigious National Award: Secretary of State Prize for Excellence in Canadian Studies for Teaching College, 1985 (Shared by the six Quebec/Canada Studies Faculty Vanier College, Montreal).
Alice Macpherson
CQ (Ontario, BC), ID (BC), MA (Simon Fraser University), PhD (Simon Fraser University) Alice.Macpherson@kwantlen.ca
Alice Macpherson holds an PhD in Education combining Education and Leadership through an organizational development lens. She has worked with many facets of post-secondary and adult education in curriculum development and the development and delivery of professional development educational opportunities. Alice is the Professional Development and Prior Learning Assessment Coordinator at Kwantlen, where she works with employees at all levels to increase their strengths and harness their creativity to work with students and improve learning. Alice has worked with many facets of post-secondary and adult education in curriculum development, instructional design, and the development and delivery of professional development educational opportunities. She is a senior trainer in the International Instructional Skills Workshop Network (http://www.iswnetwork.ca/) and works with other trainers and facilitators from around the world to support the development of evidence based good teaching practices to promote positive learning environments.
Balbir Gurm
RN, EdD (University of BC), Balbir.Gurm@kwantlen.ca
Dr. Balbir Gurm is the Chair of Admissions for the Bachelor of Science in Nursing Program at Kwantlen Polytechnic University and an award winning educator. Dr. Gurm has been honoured with the Teaching Excellence Award from the College of Registered Nurses of British Columbia (2000) and the NISOD Teaching Excellence Award from the University of Texas (2000). Her doctoral dissertation was a social audit of Kwantlen Polytechnic University. She currently teaches a fourth year course on social change. Her research interests include the social determinants of health, teaching and learning and change in organizations. Much of her research focuses on the South Asian community in Surrey. She has served on many committees. Over the past 13 years she has been a member of the Faculty Performance Review Committee which has developed and implemented a review process with input from faculty and management. Balbir participates in scholarly activities varying from article writing to community service. She is currently vice-president of the Canada India Education Society and on Virsa's board of directors. Balbir believes that educational experiences need to be grounded in reality and educators need to practice what they teach. Every educational experience needs to connect to the learner's previous knowledge and educators need to continually change their courses based on feedback and self-reflection.
Betsy Newell Decyk
M.A., Ph.D. (Philosophy, Claremont Graduate University), bdecyk@csulb.edu
Dr. Betsy Newell Decyk is a philosopher, with special interests in theory of knowledge and cognitive science as well as the history of modern philosophy. Dr. Decyk has taught lower division, upper division and graduate courses as well as served in faculty development as a project leader and been a campus leader for the Carnegie Institutional Leadership Program, Student Voices and is the Executive Director of the American Association of Philosophy Teachers. Dr. Decyk has been involved in teaching critical thinking courses for many years in a variety of venues including philosophy, psychology, science and honors. She has been a community mediator and is currently serving as Ombudsperson for California State University. Since 1990, Dr. Decyk has also been involved in the Scholarship of Teaching Learning projects and has always been dedicated to teaching well.
Cathy Bray
BA, MA, Ph D, Cathy.Bray@kwantlen.ca
A sociologist by training, Cathy Bray has been a women's studies faculty member in Canada and New Zealand. She currently teaches interdisciplinary studies at the masters level at Athabasca University, an open distance education institution located in Alberta Canada. She also works as a program review facilitator at Kwantlen Polytechnic University. Her Ph D is from the University of Alberta, in the sociology of sport, and her current research interests include family history, alternative family structures, online education and the scholarship of teaching and learning.
Chris Garrett
Ph.D. (Texas A&M University), CGarrett@okcu.edu
Dr. Chris Garrett is an Assistant Professor of English and also serves as Director of the Center for Excellence in Teaching and Learning at Oklahoma City University. He received his Ph.D. from Texas A&M University in English Language and Literature. At Texas A&M University he served as Director of the Graduate Teaching Academy, providing leadership to this professional development program for graduate students. In addition to international experience as an instructor at a private high school in Gotemba, Japan, he has taught in American higher education at a research university, a community college, a junior college, and a master's level university. In reflecting on his own teaching experiences, he is particularly interested in studying student engagement. As a faculty developer, his interests include learning communities, arts integration across the curriculum, service learning, and instructional methodology.
Dianne Symonds
MSN (University of BC), PhD (Counselling Psychology, SFU), Dianne.Symonds@kwantlen.ca
Dr. Dianne Symonds worked in mental health with children and families for 20 years before coming to Kwantlen Polytechnic University. She has a MSN in Nursing from the University of BC and a Ph.D. in Counselling Psychology from Simon Fraser University. Her dissertation was the development of an instrument and measurement of alliance in couple therapy. The results of this study have been published in several peer reviewed journals. Since coming to Kwantlen, she teaches in the nursing program and is the director of the Health Research Institute. Her current research interests include increasing diversity in nursing students, preventing gang violence and prenatal education for at risk parents. She also consults to industry about employee wellness.
Fay Yokomizo Akindes
B.A. (Journalism – University of Hawaii at Manoa), M.A. (Telecommunications Management – Ohio University), Ph.D. (Mass Communication – Ohio University) akindes@uwp.edu
Dr. Akindes is Associate Professor of Communication and Director, Center for Ethnic Studies at the University of Wisconsin-Parkside where she teach4es mead, cultural, and ethnic studies. Her research problematizes communication and culture in Hawaii, the U.S. and West Africa and has been published in Discourse, Diegesis, Qualitative Inquiry, Cultural Studies Critical Methodologies, and in a few book anthologies. She was a 2005 Fulbright Scholar at the University of Abomey-Calavi in Benin, West Africa. Prior to Graduate school, she worked for 11 years in broadcast marketing and promotion in San diege (NPR) and Honolulu (CBS-TV and PBS). she was born and raised on Molokai.
Flávia Vieira
MA ( Education - Language Didactics, University of Aveiro, Portugal), PhD (Methodologies of Education, University of Minho, Portugal) flaviav@iep.uminho.pt
Flávia Vieira is Full Professor in Methodologies of Education, at the University of Minho, Institute of Education. She has coordinated several research projects and published extensively in the areas of language education, teacher education/ supervision, and pedagogy in higher education. Since mid-2004, she coordinates a multidisciplinary research group on Higher Education at the university’s Centre for Research in Education, which has integrated projects on the quality of pedagogy in higher education, the scholarship of teaching and learning, staff development needs and programs, representations of academic life, and university-research partnerships for teacher education. She is a member of SRHE (Society for Research into Higher Education). As for the scholarship of teaching and learning, she has coordinated 4 sequential multidisciplinary projects at her university, involving academics from various colleges and departments, focussing on how pedagogical research can enhance teaching and the professional development of teachers.
Iain Doherty
MLitt, (University of Newcastle-Upon-Tyne), PhD, (University of Edinburgh), i.doherty@auckland.ac.nz
Dr. Iain Doherty has been Director of the Learning Technology Unit at the Faculty of Medical and Health Sciences at Auckland University since 2003. The Learning Technology Unit is responsible for meeting the flexible and distance learning needs of the Faculty. The Faculty itself is large and diverse with schools of Nursing, Pharmacy, Population Health, Medical Sciences and Medicine, including Auckland, South Auckland and Waikato clinical schools. The Faculty has over 3000 full time equivalent students and 630 full time equivalent staff. Dr. Doherty's experience in the field of e-learning ranges across development software (both commercial and open source), online collaboration tools, learning theory and instructional design. Iain works with his staff to ensure that e-learning developments with the Faculty are learning led and technology enabled. In essence this means that project work focuses on teaching and learning goals, educational theory and constructive alignment of learning outcomes with course content and assessment methods. This large scale complex work has led to academic and action research in e-learning capacity development, strategic planning and institutional quality assurance for e-learning. Of interest also is the management analysis of pedagogical and other benefits resulting from using technologies for teaching and learning.
Jane MacKenzie
BSc, PG Dip in Academic Practice, PhD (Genetics, University of Glasgow, jane.mackenzie@admin.gla.ac.uk
Dr Jane MacKenzie was originally a research biologist and is now an Educational Developer in the Learning and Teaching Centre at the University of Glasgow where she coordinates a postgraduate certificate in Academic Practice for new academic staff and works in a collaborative relationships with academics to enhance their practice and their students’ learning. She came to her current role through distance education and continues to teach First year science with the UK’s Open University. Her professional interests include the role of peer support in learning, particularly in the First Year and her research interests include the role of community in educational and professional development, identity formation in science education and how the Scholarship of Teaching and Learning is promoted, supported and understood in different contexts.
Joe Greenholz
BA (University of Winnipeg), MEd (Temple University), EdD (University of British Columbia), principal@hjgconsulting.com
Dr. Joe Greenholtz is an adjunct professor in the Department of Educational Studies at the University of British Columbia and managing partner of HJG Consulting. Before starting his consulting practice, Joe was Executive Director of the UBC-Ritsumeikan Academic Exchange Programme for eleven years, where he taught a cross-cultural communication course in addition to his administrative duties. Prior to coming to UBC, he served for 5 years with the Canadian diplomatic service, including a 3-year posting to the Canadian Embassy in Tokyo. Joe’s connection with Japan began in 1978 when he first arrived in Tokyo, leading to positions as language programme co-ordinator and testing consultant with Matsushita Electric’s Overseas Training Centre and a tenured faculty position at Baika Junior College. Joe’s research interests include intercultural sensitivity and cultural identity, comparative cross-cultural education, and language proficiency. He is also Treasurer of STEPS Forward Inclusive Post-secondary Education Society, a non-profit dedicated to expanding and supporting opportunities for young adults with intellectual disabilities to attend post-secondary institutions in British Columbia, and a member of the Board of Directors of Tonari Gumi, the Japanese Volunteer Association. Joe is also a member of the City of Richmond’s Sister City Committee and Intercultural Advisory Committee and sits on the Inclusive Education Committee of the BC Association for Community Living (BCACL).
Joel Murray
BA (University of BC), MA (University of BC) joel.murray@kwantlen.ca
Joel Murray has been an instructor involved in English as a Second Language (ESL) education since 1980. He has worked at Kwantlen Polytechnic University since 2000, where he teaches preparatory English for Academic Purposes classes in the English Language Studies Department. Joel's professional interests lie in the practice and theory of teaching adults; the sociocultural aspect of language; language change; second language acquisition, with a focus on how adults learn English; standardized testing in ESL; issues surrounding testing, such as their construction and their use as gatekeepers; and placement testing in ESL. Joel enjoys guest lecturing and has been invited to talk at home and abroad about aspects of teaching ESL. In addition, he regularly presents at regional and national ESL conferences on the topics of academic reading, academic writing, and placement testing.
Judy Gnarpe
DrMedSci, RM(CCM), jgnarpe@ualberta.ca
Dr Judy Gnarpe, is a senior lecturer (Faculty Services Officer) at the Department of Medical Microbiology and Immunology, Faculty of Medicine and Dentistry, University of Alberta. She has a background as a clinical microbiologist, and completed her undergraduate degree in Medical Laboratory Sciences at the University of Alberta, then her doctorate at the University of Uppsala, Sweden. She worked in the field of clinical microbiology for 23 years in Sweden before returning to Edmonton to the University of Alberta. She became interested in medical education and is currently completing a Masters in Medical Education through the University of Dundee, Scotland. She is Co-chair of the MMI Education Committee and a Peer Consultant with University Teaching Services. She previously served two years as one of four Faculty Associates with University Teaching Services and participated in a number of Teaching and Learning activities and committees. Judy has been awarded “Professor of the Week” by the Students Union and recently received the William Hardy Alexander Award for Excellence in Undergraduate Teaching. Her teaching interests are focussed primarily to the health professions, where she is course coordinator for medical microbiology courses for nursing and dental hygiene students, and has a large commitment to participation in teaching undergraduate medical and dentistry students. One of her recent innovations is Brainspan, an asynchronous multiplayer game system, that has been lauded as a great learning tool by students. Her current research interests involve evaluation of educational innovations. Dr. Gnarpe believes that engagement and innovation have to be cornerstones of good teaching for student success.
La Vonne Cornell-Swanson
MA (University of Oklahoma), PhD (University of Wisconsin-Milwaukee) lcornell-swanson@uwsa.edu
Lesley Hemsworth
BA (McMaster), TESL BEd (Brock), MA (Royal Roads), Lesley.Hemsworth@kwantlen.ca
Lesley Hemsworth has been an educator in a variety of settings for the past fourteen years. Currently, she is an instructor for Kwantlen Polytechnic University's English Language Studies Department with a focus on communication skills for internationally educated nurses, and academic reading and writing skills for non-native speakers of English. Recently, Lesley was Co-Chair of the Institutional Culture Team for Kwantlen's Creating Our Future strategic planning initiative. Lesley has also been a teacher-trainer for TESOL programs, a district-level ESL specialist for students from Grades 6 through 12, and a facilitator for the Cuba Project through the British Columbia Teachers Federation's International Programs. Throughout her career she has embraced opportunities to engage in dialogue with others interested in fostering student success.
Lynn Taylor
PhD (University of Ottawa), lynn.taylor@dal.ca
Dr. Lynn Taylor is an educational development specialist and the Director of the Centre for Learning and Teaching at Dalhousie University. In her doctoral studies (Ottawa, 1992) she specialized in cognitive science theory and research methods, and in particular, in human problem solving. Over her career, her primary responsibilities have been for educational development, graduate teaching and supervision in the Post-secondary Education, and research. Her areas of practice and scholarship include: teaching and learning in higher education; educational development; the scholarship of teaching and learning; academic integrity; and academic leadership. Within Canada, Lynn is active in the Society for Teaching and Learning in Higher Education (STLHE) and is currently serving as Vice President (Scholarship of Teaching and Learning). Internationally, she is a founding member of the International Society for the Scholarship of Teaching and Learning, and serves on the editorial boards of MountainRise, The International Journal for the Scholarship of Teaching and Learning, and the International Journal for Academic Development.
Maree O'Keefe
PhD (University of Adelaide), maree.okeefe@adelaide.edu.au
Associate Professor Maree O'Keefe is a graduate of the University of Adelaide Medical School. She completed her specialist training in Paediatric medicine in Australia and Europe, and took up an academic appointment at the University of Adelaide in 1994. Her PhD in Medical Education was awarded in 2002. As an educator, a practising paediatrician and an Associate Dean Learning and Teaching, Dr. O'Keefe researches, develops and advocates effective teaching approaches and innovative curricula for medical students learning child and adolescent health. She also has responsibilities for the development and management of a range of University Learning and Teaching initiatives. To place the child and their family at the centre of student learning in Paediatrics, she has developed a unique range of learning approaches and course content for medical students. These innovations are built around active consumer involvement, patient-centred clinical skills and authentic experiential learning. She continues personal advocacy for the importance of the child and family's perspective in medical student learning, and provides leadership promoting excellence in learning and teaching. Maree has received institutional and national awards and research grants for her learning and teaching activities. She presents her research at international conferences, publishes invited commentary on learning and teaching, and acts as referee for international journals.
Margy MacMillan
BA (University of Victoria), MA (Dalhousie University) mmacmillan@mtroyal.ca
Margy received a Bachelor of Arts from the University of Victoria in 1984, with studies focused on Medieval French, Old Icelandic and other intensely practical things as befits one destined for librarianship. After completing a Master’s in Library Service at Dalhousie, she moved to Alberta to work at the University of Calgary and with the Tsuu T’ina Nation. In 1990, she became a librarian at Mount Royal College, where she has taken on a variety of subject and administrative responsibilities, all with the common core of instructing students in identifying, locating, retrieving, evaluating and using information. She is currently part of an excellent team of faculty and staff, working primarily with students and faculty in the Faculty of Communication Studies, including programs in Broadcasting, Public Relations, Information Design, and Journalism to provide a range of course-integrated research classes and informal point-of-need instruction in a variety of real and virtual environments. Recently, her research on student acquisition and retention of information literacy skills has meshed with campus initiatives around the scholarship of teaching and learning, and evidence-based practice. She is also involved with campus-wide initiatives on the evaluation of teaching, and the promotion faculty professional development through faculty peer mentoring triads.
Marianne Poumay
PhD in Education (University of Liege, Belgium), m.poumay@ulg.ac.be
Professor at the University of Liege, Dr Poumay is the Director of LabSET-ULg, a 35 people research and development unit. She also coordinates, together with D. Leclercq, the Master in Higher Education Pedagogy (60 ECTS) aiming at professionalizing higher education teachers on a Scholarship of Teaching and Learning model. She has specialized in higher education instructional design, instructional development and eLearning. The coordination of the Master in Higher Education Pedagogy includes curriculum design and annual adaptations, contacts with international partners for setting up collaborations, monitoring of the programme and continuing writing of course contents, on the basis of recent literature and internal experiences. It also included 52 jurys from 2002. As the Director of the LabSET team, Dr Poumay targets the deployment of eLearning in its own institution, but also at partners organisations, in Belgium and in Europe. The team always focuses on the pedagogical quality of the developed environments and on training the designers, future teachers, coaches and online tutors. External grants of more than 1M euros per year allow LabSET to conduct research and maintain an important scientific activity. It implies to imagine new research streams, to set up innovative projects and to deal wit the consequent financial and human management issues. Marianne Poumay also acts as an evaluator in European programmes. She is a member of several associations (including POD, EDEN, HERDSA, AIPU, ADMEE, ABC-EDUC, BSQ), participates to scientific committees, conferences, congresses and seminars. Last but not least, in order to "practice what we preach", she initiated an internal professionalization plan for the LabSET team itself.
Martin Jenkins
BSc, PGLib, MCLIP, MEd, ILTM, Martin.Jenkins@cpit.ac.nz
Martin Jenkins is Manager of the Centre for Educational Development at Christchurch Polytechnic Institute of Technology, New Zealand. This role includes educational development in support of all new programme developments and research and evaluation of teaching and learning. Prior to this post Martin was Academic Manager for the Centre for Active Learning (CeAL) at the University of Gloucestershire in the UK. CeAL was one of the Centres for Excellence in Teaching and Learning created in England. Martin has also been Head of Learning Technology Support at the University of Gloucestershire. He started his career as a librarian and from this interest has maintained an interest in skills development. He has presented at conferences internationally and published in the areas of e-learning, specifically around the management and implementation of new technologies. His current research interests are focused on the use of digital storytelling for student reflection; the use of learning design as a means of disseminating and sharing e-learning practice; and variation in staff approaches to teaching and learning when introducing new technologies. Martin was awarded a National Teaching Fellowship in 2004, and is a Visiting Professor at Edge Hill University, UK.
Nancy Chick
B.A. (English — University of New Mexico), M.A. (English — University of Georgia), Ph.D. (English — University of Georgia), nancy.chick@uwc.edu
Nancy Chick is an Associate Professor of English at the University of Wisconsin-Barron County and co-director of the University of Wisconsin System’s Wisconsin Teaching Fellows and Scholars Program. She teaches literature on campus and online, as well as women’s studies, film studies, and composition. Beginning with a rare graduate student program on teaching, learning, and the scholarship of teaching and learning (SoTL), she has been involved with various forms of pedagogy-centred faculty development for over 15 years. Her areas of research and practice include SoTL, literary learning, signature pedagogies, diversity learning, and the feminist classroom. She has published in a variety of peer-reviewed journals, co-edited and written part of a book on signature pedagogies, and is writing her first single-authored book on teaching and learning literature. She is also on the Board of Directors for the International Society for the Scholarship of Teaching and Learning (ISSOTL) and chairs their Humanities Interest Group.
Stephanie Chu
PhD (Simon Fraser University), stephanie@sfu.ca
Dr. Stephanie Chu has donned multiple hats in post-secondary teaching and learning over the past two decades: i.e. teaching undergraduate preservice teachers, collaborating in curriculum development and instructional design, planning and implementing teaching development initiatives at multiple levels, working with individual instructors and being a learner herself. These experiences and a background in educational psychology enable Stephanie to appreciate multiple perspectives and existing contexts and to adopt a developmental approach for change to occur over time. At Simon Fraser University, Stephanie is a Program Director in the Learning and Instructional Development Centre with responsibilities for initiatives related to online learning or teaching development, such as the Certificate in University Teaching and Learning (for graduate students). A regular instructor in the Certificate program, Stephanie is also an occasional Sessional Instructor at SFU. Currently seconded, Stephanie is the Special Projects Advisor to the Associate VP, Academic on SFU's Teaching and Learning Task Force. Over the past decade, Stephanie has served on institutional, provincial and national organizations related to innovations in education or teaching development.
Tom Carey
PhD, tcarey@uwaterloo.ca
Dr. Tom Carey is a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching, and was formerly a professor and faculty development leader at the universities of Guelph and Waterloo. He currently leads collaborative projects to enhance teaching and learning across higher education institutions and systems in Canada and the U.S. Tom is a Visiting Senior Scholar and Adjunct Professor in the Technology-Enhanced Knowledge Research Institute at Athabasca University and in the Center for Research in Mathematics and Science Education at San Diego State University. Other recent projects have included roles as Senior Research Director for the Higher Education Quality Council of Ontario, Program Leader for the ELIXR program in the California State University Office of the Chancellor, Principal Investigator in the FACCTS program for collaborative course transformation teams in the California community colleges, Chief Learning Officer for the MERLOT Network, and Associate Vice President for Learning Resources and Innovation at the University of Waterloo.
Contact us at: TD@kwantlen.ca
