Dr. Brice holds a Ph.D. (Elementary Education from the University of Alberta), and her dissertation was titled “’Don’t step on each other’s words’: Aboriginal children in legitimate peripheral participation with multiliteracies.” Dr. Brice has the following degrees: M.Ed. (Curriculum Studies), B.A. (Linguistics), & B. Ed. With Distinction from the SUNTEP program at the University of Saskatchewan. Most recently she held a position as an Assistant Professor in the Department of Curriculum Studies in the College of Education at the University of Saskatchewan. Dr. Brice is Métis and has, by her own account, “lived experience in an Indigenous context and strong understanding of Indigenous histories, cultures, languages and literacies, perspectives, educational experiences, and cross-cultural education issues.”
As of July 1, 2018, Dr. Michelle Coupal will be joining the Faculty of Education, University of Regina as an Associate Professor in the area of Truth and Reconciliation Education.
Dr. Coupal has been working an assistant professor in Indigenous Rhetorics and Literatures in Canada at Laurentian University, and is herself an Indigenous scholar and member of the Bonnechere Algonquin First Nation. Her research and teaching interests include Indigenous pedagogies and profiles, pedagogies of reconciliation, teaching trauma and Indian Residential School literature, trauma and testimony, and Indigenous literatures of Turtle Island.
She brings a deep understanding of and commitment to truth and reconciliation education. Indeed, her record of research, scholarship, teaching and service while at Laurentian advances the TRC Calls to Action as she seeks to make connections between the stories writers tell in Residential school literature and the lives of their student readers. She fosters these connections through her teaching so that her students may become equipped with the tools and vocabulary to understand Indigenous peoples, literature and histories ethically, and to further consider how we are all shaped by the legacies of colonialism in Canada.
Dr. Coupal is currently the principal investigator on a SSHRC funded Insight Development Grant ($55,691) for her project Teaching Trauma and Indian Residential School Literatures in Canada. She has co-edited an anthology of work titled Honouring the Strength of Indian Women: Plays, Stories, and Poems by Vera Manuel and is currently working on a book to be published with Wilfred Laurier UP for the project Teaching Trauma and Indian Residential School Literatures in Canada. She has also published in peer reviewed journals, has published chapters in edited collections, and has disseminated her work broadly at local, national and international conferences. Further, she has served Laurentian University as a member of the organizing committee and Program Chair for MAAMWIZING: Indigeneity in the Academy; L’université à l’heure de la reconciliation held in November, 2016; as the designate for the Associate Vice-President Indigenous Program’s for the Council of English Language Programs, and as a member of several other University, Faculty and Department Committees.
Dr. Patrick Lewis, Professor (Early Childhood Education) will assume the role of Associate Dean, Faculty Development and Human Resources (FDHR), beginning July 15, 2018.
Many thanks to Dr. Paul Clarke for his hard work, his outstanding contributions, and his dedication to the Faculty as he served in this role for the past four years.
Acting Dean Andrea Sterzuk says, “We are indebted to you Paul for your painstaking thoroughness in the process of performance reviews and the many searches conducted through the office of the Associate Dean, FDHR.”
The Faculty of Education is pleased to announce that we will be welcoming Dr. Cristyne Hébert to our Faculty as an Assistant Professor on July 1, 2018 in a tenure-track position working in the area of Assessment and Evaluation.
Dr. Hébert earned a PhD in Education from York University in 2015 where she is currently a postdoctoral researcher. She has been the recipient of numerous awards and scholarships (including a SSHRC doctoral fellowship), authored many refereed publications and has extensive university teaching experience stemming from time spent in four Canadian universities. We know that Dr. Hébert will make strong contributions in the areas of teaching, scholarship, and service. We look forward to having her as a member of the Faculty and our community.
Heartfelt thanks to the members of the search committee: Dr. Paul Clarke (Chair), Dr. Christine Massing, Dr. Marc Spooner, Dr. Joël Thibeault and Dr. Kristi Wright (Psychology), and special thanks to Laurie Lindsay for all her organizational work.
Dr. Jerome Cranston of the University of Manitoba has accepted appointment as Dean of Education at the University of Regina. The appointment is effective 1 July 2018.
Dr. Cranston is presently the Executive Director, Student Engagement & Academic Success, and Associate Professor of Educational Administration at University of Manitoba. He holds a PhD from the University of Manitoba, an MEd from the University of Lethbridge, and both the BEd and the BSc from the University of Alberta.
Prior to assuming his current role as Executive Director, he was Associate Dean (Undergraduate Programs) in the Faculty of Education at the University of Manitoba. He is also an adjunct in Peace and Conflict Studies there, and a research associate with the Mauro Centre for Peace and Justice, and serves both on the Advisory Board and as a research affiliate for the Centre for Human Rights Research at the University of Manitoba. Dr. Cranston also serves on the Board of Directors for the Gonzaga Middle School in Winnipeg, a new school developed on the Nativity School model.
Before beginning his career at the University of Manitoba, he spent 16 years in the K-12 education system as teacher, principal, and superintendent in a career that spanned Alberta, Saskatchewan, and Manitoba. Dr. Cranston is a scholar, practitioner, and learner in the broad field of educational administration, management, and leadership. He researches and teaches as part of a transdisciplinary international community of enquiry on topics of education, social injustice, peace, and human rights education.
Dr. Cranston’s work on teachers’ conceptions of peace in post-genocide Rwanda earned him a 2015 American Educational Research Association award in Peace Education.
Dr. Cranston characterizes himself as “an immigrant descended from tribal and Anglo-Burmese ancestors and Scottish forebears.” He writes that he is “both colonizer and also colonized, but consummately Brown and committed to building healthy and reciprocally respectful relationships across diverse communities. I am fortunate to have married my best friend and contributed to the development of three amazing grown children.”
Dr. Andrea Sterzuk will continue to serve as Acting Dean of Education until June 30, 2018.
Thanks again to the members of the Search Advisory Committee for their commitment to a thorough search process: Alec Couros, Jenn de Lugt, Rochelle Fenwick, Emily Grafton, Xia Ji, Tish Karpa, Kristina Lee, Barbara McNeil, Pamela Osmond-Johnson, and Michelle Sorenson. Thanks also to Nancy Kazeil of Human Resources and Bryanna Butz for their key contributions to the success of this search.
~Dr. Thomas Chase, Provost and Vice-President (Academic)
The Faculty of Education’s commitment to Indigenization is reflected in our strategic plan. In light of our commitment, the position of Chair of Indigenization was created. The Chair of Indigenization was offered to Dr. Anna-Leah King and she has accepted.
Among other responsibilities, Dr. King will provide leadership; oversee implementation of the Faculty Indigenization commitment; liaise and support the work of Elders, old ones, knowledge keepers; provide guidance to faculty, staff, and students with respect to protocols and create opportunities for faculty and staff to engage in learning and professional development with Indigenization.
Congratulations Dr. King!
Dr. Twyla Salm has been appointed the Associate Dean, Research & Graduate Programs in Education. Dr. Salm was the Director, Professional Development and Field Experiences Office for several years.
The Office of Research and Graduate Programs in Education has the largest graduate program at the University of Regina. We offer Master’s and Doctoral Programs in Educational Administration, Educational Psychology, Curriculum and Instruction, Adult Education, Human Resource Development, as well as a Master of Education degree in French. We also offer a range of routes to complete Master’s degrees designed to match the needs of our students.
The Faculty of Education is pleased to announce that we will be welcoming Dr. Alexandra Stoddart to our Faculty as the new tenure-track, assistant professor in physical education, physical literacy, and educational core studies.
Dr. Stoddart’s dissertation focused on her research in physical literacy and its effective implementation into elementary physical education classes.
During this research program, Alexandra administered physical literacy assessments tools in a Physical Education setting. She now has experience in both the Physical Literacy Assessment (PLAY) tools as well as PHE Canada’s Passport for Life assessment tool.
Alexandra received a Master’s of Arts in Kinesiology (motor learning) from the University of Western Ontario and a Bachelor of Science (physical education, teaching and coaching) from Eastern Michigan University. Dr. Stoddard has worked as a substitute teacher for Saskatoon Public Schools and as a sessional instructor at the University of Saskatchewan. Alexandra will be a very welcome addition the Faculty and the University.
The Faculty of Education is pleased to announce that on July 1st, we will be welcoming Ian Matheson to our Faculty.
Ian is currently completing his PhD from the Faculty of Education, Department of Cognitive Studies at Queen’s University, with an anticipated defence in late spring 2017. During his doctoral studies, Mr. Matheson has been the recipient of numerous grants and fellowships, including a SSHRC Doctoral Award, an Ontario Graduate Scholarship, and a Frank W. MacLean Fellowship. His Masters and Bachelors of Education were also obtained from Queen’s University, with a Bachelor of Science, Honours Psychology, from the University of Trent. Mr. Matheson has worked for school divisions in Ontario and has also taught undergraduate education classes at Queen’s.
Ian’s research in inclusive education explores the cognitive and neuropsychological underpinnings for a wide range of exceptional populations. His doctoral dissertation describes the common maladaptive beliefs that students with high incidence and hidden exceptionalities hold, and how educators can promote more adaptive alternative beliefs to support their students. In addition to his doctoral research, Mr. Matheson has been involved in a qualitative research analysis of a social skills intervention for individuals with Autism Spectrum disorder. The study examined and analyzed the behaviour of participants in relation to experiences of intervention. He also worked on a SSHRC project to understand cognitive underpinnings of children’s mathematical reasoning and arithmetic proficiency. These research projects align with the Faculty of Education’s commitment to inclusive education and will undoubtedly provide important learning for all students in the teacher education program as they seek to meet the needs of exceptional learners in classrooms. Ian will be a very welcome addition to the EPSY area, the Faculty and the University.
While the home of the Baccalauréat en éducation (le Bac) is the Faculty of Education, the program spaces are uniquely located in the Language Institute Building. Since 2010, the program has flourished under the direction of Dr. Lace Brodgen, who has now moved on to be the founding Dean of Laurentian University’s Faculty of Education. The following is an interview with the new Bac program Director, Dr. Laurie Carlson Berg.
Please provide a short description of le Bac program.
Le Bac (pronounced like back as in “Give yourself a pat on the back”) is the Baccalauréat en éducation française. There is a variety of different programs students can choose to pursue within Le Bac, as we prepare students to teach at the elementary or secondary level in both Francophone and French Immersion schools as well as in Core French classrooms. Students can either begin the 4-year program after completing their high school studies or do an after degree (BEAD) program. It is important to note that le Bac is not a French-language version of programs offered in English by the Faculty of Education. Our program has an important focus on what it means to be a teacher of one of Canada’s official languages in a minority context, be it Core French, French Immersion, or Francophone.
Why is it important to offer the Bac program?
There are a number of reasons, but two that come immediately to mind are linguistic diversity and responding to community needs. First, there is a significant need, not only in Saskatchewan but also in other provinces that actively recruit our students, for more French-speaking teachers. Le Bac provides a welcoming environment for high school students from Core French, French Immersion, and Francophone schools, including Fransaskois schools, to enhance their proficiency in French and to learn how to inspire their future students to learn about French language and the multiple Francophone cultures in the world. In the second year of the 4-year program, students spend 10 months at the Université Laval in Québec City. There, they are fully immersed in a Francophone majority context. We are also building ties with the Wandake First Nation in Québec City so that indigenization can be more fully integrated into each year of le Bac.
In terms of linguistic diversity, Canada is a bilingual nation and having le Bac in the Faculty of Education is part of acknowledging the linguistic plurality in Saskatchewan schools. In my view, having a French presence within the Faculty of Education fosters a greater understanding of, and provides a space for dialoguing about, linguistic and cultural diversity here on the Prairies.
What is your vision as the new Directrice du Bac?
I have three principal priorities as I take on this new role with gratitude namely continuing to focus on indigenizing our program, maintaining and building upon our solid reputation, and continuing our efforts to recruit more students.
Le Bac was the first program to make the Indigenous Education course mandatory. We appreciate the relationships we are building with elders, and how each member of our team has taken on responsibility for indigenizing courses and our annual Bac student professional development event.
Having been part of le Bac team for 17 years, I appreciate the solid reputation le Bac and our faculty have in the community. I strive to lead my energetic team and students to continue to collaborate with our multiple partners throughout the province. As budgets permit, our team endeavours to increasingly model how technology can enhance teaching and learning.
This year, we have the largest enrolment ever and are offering two sections of the first year Educational Foundations course. My goal is to continue to increase the Bac cohort. So far, our only challenge at this level has been finding large enough classrooms.
Any final comments for now?
A warm welcome to new faculty members Heather and Joël and a big shout out to all members of le Bac team for the many ways, big and small, they inspire our students and serve our community with heart!