丁香园AV

Dr. Sean Blenkinsop

Over the last 12 months, Dr. Blenkinsop has been involved in publishing three books. The first, Education as Practice of Eco-social-cultural Change (Palgrave-MacMillan) with Dr. Mark Fettes, arises from work supported by an SSHRC Knowledge Synthesis grant focused on trying to live within the Earth鈥檚 carrying capacity. The second, Ecologizing Education: Nature-Centred Teaching for Cultural Change (Cornell) with 丁香园AV graduate Dr. Estella Kuchta, gathers 15 years of research related to several BC-based eco-schools. And the third, Wilding Ecologies: Walking with Glacier (Palgrave-MacMillan) with Drs. Malone, Jickling, and Morse and published in December 2024, is an 鈥渆ducational novella鈥� that expands on and deepens our prior work around Wild Pedagogies.

Dr. Emily Cameron

In June 2024, Dr. Cameron published an article as senior author in the Journal of Autism and Developmental Disorders titled 鈥�'Bottom of My Own List:' Barriers and Facilitators to Mental Health Support Use in Caregivers of Children with Neurodevelopmental Support Needs.鈥� This article examines the experiences of families with neurodiverse children in navigating supports for developmental and mental health in Manitoba, Canada. The work was led by an honours student and co-authored by service providers in this area. Dr. Cameron was also first author of a qualitative analysis of fathers' experiences during the COVID-19 pandemic, titled 鈥淎 Qualitative Forum Analysis of Fathers鈥� Stressors and Support-seeking Behaviour during the COVID-19 pandemic.鈥� Published in the Journal of Family Issues, this article focuses on a Framework Analytic Approach to analyze a popular social media forum on Reddit for fathers. Findings from both studies have informed program development and evaluation studies to remediate the identified family stressors.

Dr. Daniel Chang

Dr. Chang co-authored an article in the journal Educational Technology Research and Development with Dr. Phil Winne and Dr. Michael Lin, proposing . The article explores the development process and results of developing a chatbot that supplemented disciplinary writing instructions, aiming to enhance the quality of peer reviewers鈥� feedback on draft essays. The findings highlighted the potential of AI tools to support collaborative learning and improve the feedback process in higher education. Dr. Chang also contributed to sustainability education research with a publication titled 鈥�.鈥� This article analyzed 87 undergraduates' experiences with AI tools in educational settings, identifying nine key themes highlighting AI鈥檚 potential to expand access, provide personalized support, and promote inclusivity. The study calls for ethical frameworks, de-stigmatization of AI in education, and empirical guidelines to optimize its integration into learning environments.

Dr. Joel Heng Hartse

This year, I edited a collection of work written by students in EDUC 388: Perspectives on Academic Integrity, which we released as the Open Educational Resource book t through BC Campus' Pressbooks platform. This book is intended for use in teacher education to help prompt reflection about difficult decisions educators may face about academic integrity.

I published several other articles this year, including a book chapter with Dr. Ismaeil Fazel titled ""

Dr. Robyn Illten-Gee

Dr. Illten-Gee and co-author Nicole Mirra published a chapter, 鈥�,鈥� in The Handbook of Moral and Character Education (2024, 3rd ed., Routledge). Drawing on a critical digital literacy framework, the chapter examines how complications posed by digital media, such as anonymity and media representation, impact moral decision-making and recommends key conceptual commitments to help educators adapt to these challenges. It advances the discourse on moral education by connecting theoretical insights with classroom-based applications, emphasizing the role of educators in preparing students to navigate the complex intersections of media, morality, and civic engagement.

Dr. Gillian Judson

In 2024, Dr. Judson continued her investigations of imagination in the context of leadership and pedagogy. She completed her SSHRC Connections Grant project, 鈥淐ultivating Leadership: Leading Toward a Just Future,鈥� producing 12 podcasts and 18 blog posts on imagination鈥檚 roles in leadership for social and ecological justice. Her publications include 鈥淚magination as a Catalyst for Relational Leadership: Educational Leaders鈥� Perspectives鈥� (with Dr. Meaghan Dougherty) in the International Journal of Leadership in Learning and a full-length article on the topic of imaginative (eco) pedagogy, entitled 鈥淚maginative Ecological Education: Evolution of a Theory and Practice鈥� for the Oxford Research Encyclopedia of Education. She had two papers accepted for presentation at the Association for the Study of Higher Education (ASHE) annual conference in November 2024.

Dr. Steve Marshall

In 2024, Dr. Marshall co-authored two book chapters with doctoral students from the Faculty of Education's Languages, Cultures and Literacies program. The first was a chapter co-published with Dr. Brent Amburgey, 鈥�,鈥� in Language, Culture, and Education in an Internationalizing University: Perspectives and Practices of Faculty, Students, and Staff (Bloomsbury). The chapter analyzes data from an international professional development partnership, focusing on a study of Japanese in-service English language teachers who took a professional development program at a university in Western Canada. Additionally, Dr. Marshall co-wrote a second book chapter with LCL students Mohammad Alhannash and Setareh Mayni Masoumi, entitled 鈥淩eflecting on Linguistic Landscapes during Decolonizing Times: A Case from Canadian Higher Education,鈥� in (2024, Peter Lang). In this chapter, the authors presented data from a graduate course activity in which students analyzed the linguistic landscape of 丁香园AV鈥檚 Burnaby campus, specifically focusing on representations (or not) of multilingualism and decolonization. They found a very Eurocentric campus dominated by formal signs and information in English.

Dr. Cristiano B. Moura

Dr. Moura completed editing his book, , set to be published by Springer in January 2025. This volume consists of 19 chapters contributed by authors from 13 countries. He served as a keynote speaker at the 22nd Brazilian Meeting on Chemistry Education, with a presentation focusing on social justice in chemistry education. Additionally, he was an invited panellist on 鈥淲orking on Equity in Science Education Across Places and Spaces鈥� at the NARST Association Conference. Dr. Moura was also an inaugural lecturer, alongside A. Guerra, for the Special Interest Group of the ESERA Association, focusing on the Histories of Science Education. Most recently, he was appointed editor-in-chief of the leading Springer journal, Science & Education, a role he officially assumes in January 2025.

Dr. Yumiko Murai

Dr. Murai reported interviews with educators in BC schools about assessment practices in Applied Design, Skills, and Technologies (ADST) classrooms in 鈥淢aking as an Opportunity for Classroom Assessment: Canadian Maker Educators鈥� Experiences on Assessment鈥� in the International Journal of Child-Computer Interaction, with PhD student Andreina Yulis San Juan. Dr. Murai also presented at the Canadian Society for the Study of Education (CSSE) with Dr. Robyn Ilten-Gee and master鈥檚 student Maryam Gharib on using Minecraft (a sandbox video game) as a tool for critical reflection on colonialism. With the 丁香园AV library makerspace coordinator Mikael Kriz, and Centre for Educational Excellence educational specialists Sarah Ford and Bee Brigidi, she presented at the Makerspaces for Innovation and Research in Academics conference on the project they collaboratively conducted in 2023, exploring maker pedagogy professional development for university instructors.

Dr. John Nesbit

I completed an SSHRC Insight Grant on tutor guidance in scientific inquiry learning (with co-investigator Phil Winne), which led to six publications co-authored with PhD students and postdocs. I featured the research in a keynote presentation at a recent conference of the European Association for Research on Learning and Instruction (EARLI).

An ongoing project on argument mapping in post-secondary education included publication of a paper titled "Argument Visualization with DMaps: Cases from Postsecondary Learning,鈥� co-authored with several instructors at 丁香园AV and BCIT.

Dr. Zuzana Vasko

Zuzana's article, "On Being Part of an Ecological Community: Relational Ways of Being and Classroom Dialogue as Foundations for Ecological Sensitivity and Response-ability," was published in Holistic Education Review. She has also submitted a recent collection of poems, titled Whether or not the Light is Clean, to a local chapbook press. In the summer of 2024, she took part in an artist residency in Wells, BC. Some of her work there is discussed in "The Transformative Power of Art in Ecological Learning," an episode on the FoE Research Hub's Research in Focus podcast. 

Dr. David Zandvliet

During the past year, I received funding from MITAC related to two projects. The first is an evaluation program for Ocean Wise programming focused on its ongoing Ocean literacy initiatives for youth leadership. The second is an internship that continues my work on Environmental Literacy programs with the Vancouver Botanical Gardens Association (VBGA) at the Van Dusen Gardens and Bloedel Conservatory. Further, in support of my activities as the UNESCO Chair in Biocultural Diversity, I attended the COP 16 meeting in Colombia and continue to support educational programming initiatives in the Atl'katsem/Howe Sound Biosphere Reserve.