Section L: Description of Unit

Department of Integrated Studies in Education Annual Report 2007-2008

Submitted by Dr. Steven Jordan, Chair August, 2008

Department of Integrated Studies in Education Room 244 Education Building 3700 McTavish Street, Montreal, QC H3A 1Y2 Tel.: 514-398-4525 Fax: 514-398-4529 Table of Contents

SECTION 1: DESCRIPTION OF UNIT 3 A. Mission 3 B. Objectives 2007-08 4

SECTION 2: DEPARTMENTAL ACTIVITIES 2007-08 6 A. Teaching and Learning 6 B. Research 10 C. Academic Staff 12

Appendix 1: Selected Honours, Awards and Prizes 15

Appendix 2: Publications 2007 18

Appendix 3: Other Scholarly Activities 2007 24

Appendix 4: Consulting Activities 34

Appendix 5: Academic Staff 2007-2008 37

Appendix 6: Service to Professional Community 44

Appendix 7: Examples of Collaboration 66

Appendix 8: Undergraduate Program Director’s Report 89

Appendix 9: Graduate Program Director’s Report 99

Appendix 10: Centre for Educational Leadership 105

Appendix 11: Centre for the Study and Teaching of Writing 119

Appendix 12: First Nations and Inuit Education Programs 127

Appendix 13: Indigenous Research 137

SECTION 1: DESCRIPTION OF UNIT A. Mission The Department of Integrated Studies in Education (DISE) will complete its seventh year in September 2008. The result of a merger between three former academic units (Educational Studies, Culture and Values in Education, Second Language Education) in September 2001, its mission statement (www.mcgill.ca/edu-integrated/mission/) is to improve the quality of schooling and other forms of education in Quebec, Canada, and internationally in partnership with local, provincial, and federal governments, as well as international agencies, NGOs, and the private sector. The long term aims of the Department remain unchanged. They are: To serve its immediate academic and professional communities; To educate effective teachers and leaders for educational organizations; To engage in and develop scholarship in the areas of pedagogy, curriculum, literacy education, educational policy, international and cultural studies of education, and educational leadership; To engage in policy research and consulting aimed at improving the reform of educational institutions and systems. DISE continues to strive to meet these aims through harnessing the professional expertise of faculty, staff, graduate and undergraduate students, and available resources to the creation of a culture of excellence in teaching, research and service to the Faculty, McGill and the broader academic community. As noted in the 2006-07 annual report, DISE is fully committed to articulating its efforts to the broader goals of the McGill Education Project (MEP), the Compact planning process associated with this, and the University’s White Paper, Strengths and Aspirations (November 2005). In doing so, the Department’s overall aim is to realise the overall goal of the MEP, which is to situate the Faculty of Education as a major international centre for the exploration of new forms of knowledge, teaching, and learning within the field of educational studies. The Department comprises five graduate programs (four M.A. and one Ph.D.) and six undergraduate programs (B.Ed.). It also continues to offer credit and non-credit courses through the Centre for Educational Leadership (CEL), Centre for the Study of Teaching and Writing (CSTW), and First Nations and Inuit Education programs (FNIE) to teachers, administrators and other professionals interested in upgrading/updating their knowledge, expertise and skills. Over 2007-08, student numbers (FTEs) in DISE undergraduate programs decreased slightly to 1,219 (from 232) while they have shown a slight increase in graduate programs to 305 (from 297). In line with guidelines expressed in the White paper Strengths and Aspirations (2005) and recent policy issued by the GPSO concerning graduate student funding, the Department aims to increase graduate student numbers over the next five years until 2010-11. It should be noted that the Department cannot apply this principle to our undergraduate programs as student numbers are regulated by quotas imposed by the Ministère de l'Éducation, du Loisir et du Sport (MELS). Students graduating from DISE programs continue to follow career paths described in previous reports, including: teaching in schools and colleges; teaching and research in tertiary education; educational administration and leadership; evaluation research and consulting in both public and private sectors;

3 and updating and enhancement of academic and professional skills and expertise. It should be noted that DISE graduates have gained employment at the local (Montreal), provincial (Quebec), national, and international (e.g., UNESCO) levels within their respective fields of expertise. Last year, the 2006-07 report noted several new initiatives that had taken place within the department which have all come to fruition in over 2007-07: The establishment and launch of the Paulo and Nita Freire Project by Drs Joe Kincheloe (CRC Chair in Critical Pedagogy) and Shirley Steinberg. Ongoing discussions concerning the development of a MELS-sponsored MAT in Mathematics and Science Education. Significant initiatives in providing undergraduate and graduate courses online through WebCT. A pilot exploring the delivery of EDEC 247: Policy Issues in Quebec Education, a requirement within the B.Ed program, is now offered on a continuing basis, particularly to out of province students and those located in remote regions of Quebec. In addition, the TESL five-pack (which allows practising teachers to develop a specialisation and teach ESL) is now a permanent feature of the Department’s on-line repetoire. Last, attached as appendices are the reports of Directors of the centres and programs that comprise DISE. Please consult these for a detailed discussion of the activities of: Undergraduate Program Director’s Report (Dr. Caroline Riches: Appendix 8) Graduate Program Co-Directors’ Report (Dr. Mela Sarkar: Appendix 9) Centre for Educational Leadership (Dr. Lynn Butler-Kisber: Appendix 10) Centre for the Study of Teaching and Writing (Dr. Anthony Paré: Appendix 11) First Nations and Inuit Education programs (Donna-Lee Smith: Appendix 12) Indigenous Studies in Education, Research and Teaching (Dr. Michael Doxtater: Appendix 13).

B. Objectives 2007-08 DISE aims to realise six objectives over the next 3 years: 1. To continue to link the Department’s mission to the McGill Education Project (MEP) and related to this the University’s White Paper, Strengths and Aspirations; 2. To continue to review, revise and update its six B.Ed and four MA programs; 3. To improve links with the wider educational community; 4. To increase funding for graduate student support; 5. To increase scholarship and funded research; 6. To address problems related to full-time and part-time staff and student/teacher ratios.

A key strategic objective in the Department’s planning process (objective 1) is the linking of its aims and objectives with the principal goals of the McGill Education Project (MEP) and the University’s White paper, Strengths and Aspirations. While there are different mechanisms through which this is accomplished, the Faculty’s Compact planning process - organised through the Administration Group (comprising the Dean, Associate Deans and Chairs/Directors) - is the principle mechanism through which departmental policy

4 is shaped and defined. Other forums, such as the University’s Faculty Matters (hosted bi-annually by the Principal and Provost), as well as Faculty Council and Departmental meetings, inform the department’s overall strategic orientation and mission. As noted in the 2006-07 report, the Department’s six B.Ed programs were reviewed and accredited by the Comité d'agrément des programmes de formation à l'enseignement (CAPFE) for three years until 2009 (objective 2). Since their accreditation, work has been continuing on re-evaluating and revisioning the character, underlying principles, aims/objectives and future directions of the B.Ed as the Faculty moves increasingly toward a vision of teacher education that is research-based, multidisciplinary, and relevant to the needs of educators in the 21st century. The goal is to reflect broader trends and currents in teacher-education research within the emerging field of educational studies as a distinct discipline within the social sciences. Focusing on pilot projects led by Dr David Dillon, as well as Drs Caroline Riches and Benson in their Shoulder to Shoulder project, the department has continued to discuss alternative scenarios for the organisation and implementation of teacher education that are school-based and which foster a closer integration of professional experiences in the field with academic studies within the Faculty of Education through, for example, professional portfolios. In pursuit of these goals, a one-day departmental retreat was held in May 2008 to explore these and other issues connected with the reform of DISE’s six B.Ed and four MA programs. While the meeting (which was attended by former McGill Principal, Bernard Shapiro) did not establish a particular direction for any of the programs, it did nevertheless explore why change was required and what possible pathways might be pursued in developing a new and revised framework for their development over the near future (see Undergraduate/Graduate Program Director’s reports, Appendices 8 and 9). Notwithstanding the exploratory nature of these discussions, it was decided that a new model/approach to organising and implementing both the B.Ed and MA programs would be introduced by Fall 2009. The exact nature and content of this new structure/organisation will be determined over the course of 2008-09 through the work of the undergraduate curriculum committee (UCC) and graduate programs committees (GPC). Proposals will eventually be brought to the Department for discussion and endorsement by Spring 2009. Objective 3 continues to be a defining element of the Department’s mission. Collaboration and cooperation with a range of community-based organizations, the MELS, school boards, other universities, research institutes, NGOs and international organizations continue to be pursued by Department members (see Appendix 7). The Department currently only has two internal scholarships that it offers to graduate students, for one year (the Gretta Chambers and Edith Grubb Stansfield awards). However, as the recent Faculty of Education Self-Study report (April, 2008) submitted to the Provost’s office shows, research funding from both federal (SSHRC and CIHR) and provincial agencies (FQRSC) has steadily increased for graduate students over the past five years. Moreover, in the recent round of grant competitions for SSHRC and FQRSC (2008), DISE students did particularly well in attracting doctoral funding for their research (objective 4). Over the same time period Faculty funding, primarily from a range of external sources (including SSHRC, FQRSC, CIHR, and CIDA) has also steadily increased (objective 5). In both cases, it is the Department’s intention to sustain this upward trend in securing research funding from external sources, particularly as it transitions from an organisational/cultural ethos embedded within a Normal

5 School approach, to one that is more closely allied with educational studies as an inter-disciplinary paradigm for research and professional practice in teacher education. As noted in the 2006-07 report, the Department continues to limit its reliance on part-time and sessional staff in an attempt to reduce costs. However, as stated in that report, there is an emerging tension between the need to schedule courses in our undergraduate and Masters programs with staff that have the requisite professional qualifications, experience and knowledge of Quebec schools/classrooms and particularly the QEP (which is only now being introduced into high schools) and the need for new and exisiting academic staff to develop programmes of research that will enhance the international profile of the department/faculty as a site for scholarly learning. As a direct result of this tension, strenuous attempts in recent years have been made to ensure that new tenure-track hires within the department have a strong grasp of the Quebec education system (particularly the QEP) and can also work in French.

SECTION 2: DEPARTMENTAL ACTIVITIES 2007-08 A. Teaching and Learning As the primary unit within the Faculty of Education responsible for teacher education and professional development, the creation and maintenance of a high quality student-centred teaching and learning environment has been central to the mission of DISE. This has been accomplished - despite significant financial cut- backs that have created larger classes (100+) - through a range of mechanisms and processes. First, high standards of excellence and rigour have been ensured through the recruitment of new, outstanding and highly accomplished faculty from around the world who are already beginning to define new approaches to educational research, or are reconceptualising their respective fields of expertise. Of note here are the contributions of Professors Shaheen Shariff on cyber-bullying, Doreen Starke-Meyerring on new educational technologies and Teresa Strong-Wilson on teacher education research. A central principle guiding teaching and learning within the Department is to inculcate among students a disposition of critical reasoning and inquiry. Indeed, at both the undergraduate and graduate levels this is effected through required courses that cut across programs, such as Philosophical Foundations, Classroom Practices, or Qualitative Research Methodology. The Department also ensures excellence in teaching and learning through rigorous entrance requirements to its programs. Faculty access pedagogical expertise offered by the University through, for example, workshops and seminars on WebCT and those provided by TLS. Clearly, the Department has established high standards for professional practice, including examination methods and related teaching and learning strategies. Second, the Department encourages and supports ongoing renewal of teacher education, promoting models and initiatives that validate active, engaged and relevant forms of teaching and learning that eschew traditional didactic or banking methods of pedagogical practice. Finally, the Department encourages both undergraduate and graduate student participation and engagement within Department committees and meetings, ensuring that student views, perceptions and voices are validated in decision-making concerning academic programming. Not surprisingly, the Department’s students take leading roles in both the undergraduate/graduate education societies, particularly in terms of fund-raising, social events, and annual student conferences.

1. Achievements and Innovations The Department realised a number of achievements and innovations over 2007- 08. We: Launched the first year (teaching and supervision) of a cohort of 15 students registered in our new ‘PhD of record’ in September, 2007 Completed a mandatory CREPUQ program review for all MA programs, including a site review by an external evaluator (Professor Arpi Hamalian, Concordia University) in February 2008 Added the Graduate Option in Gender and Women’s Studies to the DISE PhD and to three existing MA programs (Culture and Values; Curriculum; Leadership) Initiated discussions on program restructuring of all four MA programs to chart new directions in educational scholarship and avoid overlap and redundancies in existing programs Created a new Department intranet entitled the DISE on-line Community Centre or ‘DOCC,’ to be used by DISE members for a variety of purposes including: posting information, blogging, discussions, announcements, and even an on-line ballot box for voting in elections Approved a new vision statement (now posted on the DOCC) to guide the restructuring of undergraduate programs over the coming year Initiated the development of a common English Language Proficiency Test for undergraduate programs with Concordia and Bishop’s Universities to be implemented from January 2009 Completed a successful one-day retreat in May 2008 to discuss restructuring of both undergraduate and MA programs Hosted a final day-long workshop in June for graduating students from the BEd programs entitled ‘Journey’s End, Journey’s Beginning.’ This event provided a day of professional workshops together with a final graduating ceremony. It was hosted by CBC’s investigative reporter, Mark Kelly, who had recently completed a documentary on teachers and teaching in Canada Pioneered the establishment of a Faculty of Education Diversity and Equity Committee (FEDEC) to explore ways to promote the interests of marginalised and minority populations within the Department/Faculty Initiated international placements for BEd students (completing their third year stage) in Hong Kong, Indonesia, Cuba and Australia

2. Cooperation with other teaching units The Department continues to collaborate with other units within the Faculty and University, as well as with other institutions of higher learning within Quebec, Canada and internationally. As noted in previous reports, such collaboration within the university is reflected in the following activities: 1. DISE students continue to participate in programs in other faculties, particularly Arts, Science, and Music, where the Department either requires students to take courses in programs offered by these Faculties or has established joint degree programs with them (e.g., BSc/BEd). 2. Alternately, students from other faculties (and universities through IUTs) continue to register in DISE programs or take individual courses. 3. Professors in DISE are either cross-appointed or teach in other academic units (e.g., Arts, Medicine, Music, Religious Studies, and Science).

7 4. DISE regularly draws on the knowledge and expertise of professors in other academic units to act as advisors in conducting job searches for new hires, curriculum planning (in areas such as science, math and music) and collaborative research ventures. Cooperation with other institutions outside the university is also a constant. For example, James McGill Professor Claudia Mitchell has, over the past five years, established strong and continuing research collaborations with the University of Kwa Zulu Natal in South Africa. As noted in Appendix 7, a number of other Department members (for example, Roy Lyster, Shaheen Shariff, Doreen Starke- Meyerring, Mela Sarkar, Lise Winer) have also made similar connections with research teams within universities in Quebec, Canada and internationally.

3. Accreditation The Certificate in First Nations and Inuit Education was mandated for revision and updating by the MELS in 2006-07. All revisions have been completed in consultation with partner communities (i.e. Cree, Mohawk, Inuit) and University approval has been obtained. Although MELS has unofficially approved the revised program, DISE is still awaiting final MEL accreditation.

4. Graduate programs A number of new initiatives have been introduced over the past year within DISE graduate programs: The DISE ‘PhD of record’ commenced its fist year in September, 2007 with a cohort of 15 students. The projected cohort for 2008 is 25. Plans have been submitted to the Department by the Program Co- Directors and members of the Graduate Program Committee to restructure the current four MA programs offered by the Department, with deliberations and approval planned to result in new offerings for 2009-10. An option in Gender and Women’s Studies was added to the PhD and three MA programs (Culture and Values, Leadership and Curriculum). A mandatory CREPUQ program review was successfully completed of all four MA programs in November, 2007. After serving a year as Co-Directors of Graduate Programs, Drs Roy Lyster and Carolyn Turner were replaced by Drs Mela Sarkar and Kevin McDonough. For further details on graduate programs in DISE, please see Appendix 9.

5. In-service support activities In-service support activities continue to be a central and on-going component of the professional and academic life of the department. While in-service support is conducted over a broad range of activities across the year, within DISE it principally involves: Providing support, mentoring and advice to tenure-track faculty Providing mentors (senior staff) for new and incoming faculty to provide support and advice on teaching, administration, research and tenure Providing an orientation session and handbook to new sessional staff at the beginning of each academic year Providing opportunities and support for full and part-time staff members to participate in in-service training provided by service units (e.g., TLS) within the University

8 Providing opportunities for ancillary and support staff members are encouraged to attend training workshops offered by Human Resources and other support units to enhance their administrative efficiency and performance Providing renewal to Faculty through presentations and discussions from experts in the field (e.g. from the MELS) concerning topical issues at its monthly Departmental meetings.

6. Administrative structures supporting teaching and learning As in previous years, the department continues to use three standing committees to support teaching and learning. These are: DISE Steering Committee Graduate Programs Committee (GPC) Undergraduate Curriculum Committee (UCC) In addition to these committees, the department has academic administrators of the following centres/offices: Centre for Educational Leadership (Director, Lynn Butler-Kisber/Associate Director, Sylvia Sklar); Centre for the Study of Teaching and Writing (Director, Anthony Paré/Associate Director, Doreen Starke- Meyerring); First Nations and Inuit Education (Co-Director, Donna-Lee Smith); Indigenous Studies in Education, Research and Training (Co-Director, Michael Doxtater); Graduate Programs (Co-Directors Mela Sarkar/Kevin McDonough); Undergraduate Programs (Director, Caroline Riches).

7. Technology support Technology support continues to be critical to the work of Department members across a broad spectrum of activities, as it does to both its undergraduate and graduate students. There are at least six ways the Department accesses this technology: Through the Educational Media Services (EMS) centre The Computing laboratory on the 3rd floor of the education building Several offices made available to graduate students with dedicated computers and internet connections The University’s laptop program for academic staff A mobile laptop laboratory used by the Centre for the Study of Teaching and writing (CSTW) in its paperless classroom The wireless service now installed throughout the Faculty building As noted in the 2006-07 report, this technology infrastructure is utilised in a variety of ways by DISE members through WebCT and other blended forms of teaching and learning. As a pioneer of MERCURY, DISE now has all its course evaluations completed on-line. However, perhaps the most significant development over the past year has been the creation of a DISE intranet, entitled the DISE On-line Community Centre (DOCC), established by Dr Doreen- Starker-Meyerring. This has not only changed the way the Department conducts its regular monthly meetings, but is also beginning to change the way it conducts its day-to-day business activities by, for example, providing on-line discussion forums in preparation for the adoption of department procedures and policies; online voting for elections to committees; instant messenger; archiving of department guidelines, policies, minutes etc., as well as other functions such as downloading forms, information on under/graduate programs and so on. A number of the functions on the DOCC are still being piloted and so, therefore, it is likely that its eventual form and capabilities over the coming year(s) will

9 change as it becomes clearer how best to tailor its particular capacities to the needs of the Department and to other evolving possibilities offered through new educational technologies.

8. Graduate student achievements DISE graduate student numbers continue to remain stable at around 100 PhD and 200 MA registrations (statistics on 2007-08 admissions and graduations are contained in the Graduate Program Co-Directors’ report, Appendix 9). In line with Strengths and Aspirations, the Department aims to increase these numbers by 10-20% over the coming 3-5 years. As in past years, DISE graduates from both MA and PhD programs have secured positions in a range of employment sectors, including federal, provincial and international organisations and agencies. To give three examples: Andrea Sterzuk, who recently graduated with a PhD in Second Language Education, has taken up a position as an Assistant Professor at the University of Saskatchewan; Frances Helyar (PhD dissertation in critical historiography, submitted June 2008) has taken up a position as an Assistant Professor at Lakehead University; and Blane Harvey (PhD dissertation in international program evaluation, to be submitted August 2008) has recently accepted a permanent position as a Research Associate at the Institute of Development Studies (IDS) at the University of Sussex (UK) (IDS is internationally renowned for its research on development throughout the world). DISE graduate students also continue to be successful in attracting awards from both federal (SSHRC) and provincial funding agencies (FQRSC). Over 2007-08, they included: Lisa Trimble (SSHRC/FQRSC doctoral fellowship) Jonathan Langdon (SSHRC doctoral fellowship) Frances Helyar (FQRSC doctoral fellowship) Anjali Abraham (FQRSC doctoral fellowship) Beverly Baker (FQRSC doctoral fellowship) Rodney Handlesman (FQRSC doctoral fellowship) Hajra Waheed (FQRSC doctoral fellowship) Donald Nikel (MA SSHRC) Recipients of other fellowships and awards included: Amy Lee Cole (Gretta Chambers Fellowship) Kevin O’Connor (Edith Grubb Stansfield Award) Charlotte Botodano (Dr Gauri Shankar Award in International Development Education) Dana Salter (McConnell Foundation Fellowship) Once again DISE graduate students had a high profile in organising the Education Graduate Students’ Society (EGSS) Annual Conference over March 13th and 14th of 2008. Keynote speakers included Henry Giroux, Donaldo Macedo and Joe Kincheloe. It should be noted that, now in its seventh year, this conference has become a major international event, attracting papers and other scholarly presentations from graduate students and scholars from around the world.

B. Research The production of research and scholarship on a par with the leading international centres for educational innovation and research has been central to the

10 Department’s mission. In this respect DISE strives to bring the different, but complementary, academic knowledge and professional skills of its members in the pursuit of these goals by creating a culture of research and scholarship that is inherently multidisciplinary and internationally recognized within the field of educational studies. Over the seven years since the Department’s inception this mission has been accomplished in a number of different ways. First, the Department has sought to create a strong and vibrant culture of research and scholarship among both faculty and its students through support for guest lectures, occasional seminars, invitations to visiting scholars and travel to national/international conferences. Second, both DISE faculty and students continue to be successful at securing grant funding from the major provincial (FQRSC) and federal (SSHRC, CIHR and CIDA) agencies, as well as organisations such as the Max Bell and McConnell Foundations, and international agencies (e.g. British Council, Gorbachev Foundation and UNESCO). Aggregate funding from these sources has risen year on year since 2004 as the table below indicates.

Year All % sources by increase PI p.a. 2004-05 $870,000 - 2005-06 $1,060,000 17 2006-07 $1,730,000 38

Third, the department has been fortunate in attracting applications from international scholars for the 13 tenure-track/tenured positions it has advertised since its formation. Of note here has been the recent appointment (January 2006) of Dr Joe Kincheloe as a CRC (tier l) chair. Dr Kincheloe not only brings with him a reputation as one of the foremeost internationally recognised scholars in critical pedagogy and research, but also a CFI ($635,000) grant he is using to establish the Paulo and Nina Freire Archives in Critical Pedagogy, officially opened March 13th- 4th, 2008. The rising international profile of the Department has also been enhanced by existing faculty members, such as Shaheen Shariff’s research on cyber-bullying and James McGill Professor Claudia Mitchell’s work on HIV/AIDS education (a special advisor to the UN general secretary on HIV/IDS education, Professor Mitchell recently announced her success at securing a grant from CIDA worth $4.65 million for post-harvest management in Ethiopia, commencing 2009). Fourth, since 2001 the Education Graduate Student Society (EGSS) has held its annual conference within the Faculty of Education building. This has been an event that has been conceived, organised, and run by DISE graduate students and which has attracted contributors from around the world, including internationally acclaimed scholars such as Henry Giroux, John Wilensky, and Peter McLaren. Last, over the past three years the department has been able to attract leading international scholars as visiting fellows to work in research teams with its own faculty. Most recently, Professor Colin Lankshear, a world renowned expert in literacy and media studies (James Cook University, Australia), and

11 Professor Wally Penitito (University of Victoria, Wellington, NZ) a Maori scholar, have been resident in the Department. 1. Collaborative projects As in past years, Department members continue to be involved in a broad range of research projects with colleagues from the McGill community, other universities and research institutes, government and private organisations (see Appendix 7). These include the following: Canadian federal and provincial agencies including SSHRC, FQRSC, CIHR, and CIDA, IDRC, Centre Immigration et Métropoles, Health Canada. International agencies such as the Inter-American Development Bank (IADB), the British Council, UNESCO. Private Sector organizations and foundations such as Gas Corporation of Trinidad and Tobago, Imperial Oil, Max Bell Foundation. Government and community organizations including MELS, Kitigan Zibi Education Council, Indian and Northern Affairs Canada (INAC).

2. International activities Members of the Department continue to build strong and enduring international collaborations across a broad range of research activities (see Appendix 7). These include existing (see 2006-07 report) and new collaborations on international projects funded by CIDA, for example, on post-harvest management in Ethiopia (PI: James McGill Professor Claudia Mitchell). The Department aims to simultaneously sustain its existing international collaborations, as well as continue developing new partnerships with other universities, agencies, research institutes, NGOs and organisations from the private sector around the globe.

3. Publications The output of DISE faculty in terms of refereed publications and other shcolarly products (e.g. workshops, posters, poetry, art work, blogs etc.,) has remained constant over the past year (see Appendix 2). Indeed, since its inception in 2001, the overall scholarly output of the Department has increased significantly, year on year. This is partly attributable to the fact that the Department has recruited some outstanding scholars over the past five years, but also reflects the gradual shift from the teacher training model of the Normal School noted in the Luke Report (2004), to one that is now more centred on integrating research with practice across a wide range of sites involved in teaching and learning.

C. Academic Staff 1. New hires New hires over 2007-08 included: Dr Aziz Choudry (Assistant Professor, International Education), January 2008 A search committee was established to replace Dr Mark Schwartz in science education for July 08. However, while the search was conducted and a candidate selected, the proposed candidate was not approved by the Provost. At the behest of the Provost, a joint committee has been established with members drawn from the Faculty of Science and Education to review and make recommendations on the the parameters of a new search for this position. Until this committee reports, the Department has been given funding for a one-year temporary position.

12 In addition, Drs Shaheen Shariff and Michael Hoechsmann were awarded tenure and promotion to Associate Professor. Dr Roy Lyster was promoted to Full Professor.

2. Staff departures DISE witnessed the departure of the following members of the department: Dr Ann Beer, who resigned and took up a position at John Abbott College Catherine Hughes, who retired from her position as graduate coordinator

3. Contributions of sessional, part-time and auxiliary staff The Department continues to rely heavily on the contributions of the part-time and sessional staff who teach in both its undergraduate and graduate programs. Approximately 40% of undergraduate and graduate sections continue to be taught by sessional lecturers, most of whom are highly experienced professionals who have many years of experience in the school and CEGEP system. Given that our undergraduate programs are accredited by the MELS, it is essential that the Department continue to draw on this pool of expertise. This allows the Department to staff courses that are relevant, current and in line with the MELS reform (i.e., Quebec Education Program) which is now being implemented across the province. This reliance on part-time staff, however, continues to place a significant financial burden on the Department. Initiatives have been implemented to reduce this financial burden (e.g. doubling class sizes in undergraduate foundation courses, or maintaining a minimum of 30 students in graduate classes), but further progress cannot be made in cutting the budget without affecting the quality of the education offered to both undergraduate and graduate students. Nevertheless, the Department continues to be committed to exploring methods for reducing its reliance on sessional/part-time staff and other ways of reducing its operating costs.

4. Involvement with the community The Department currently has 36 full-time tenured and tenure-track faculty; in addition it has nine faculty lecturers who have positions in the Office of Student Teaching (OST), Centre for Educational Leadership (CEL), Office of First Nations and Inuit Education (OFNIE) and the Centre for the Study of Teaching and Writing (CSTW). All of them are deeply engaged in their respective scholarly organisations either as ordinary members or as officers (e.g. secretary, treasurer, VP, President etc.,) as well as maintaining close links with the immediate educational community in Montreal and Quebec. In this respect the Department has established strong traditions working with the local educational community that it serves. It not only has close connections with the Ministère de l'Éducation, du Loisir et du Sport (MELS) through, for example, DISE faculty serving on various MELS committees, it also has exceptionally strong links with local school boards (e.g. Lester B Pearson, New Frontiers etc.,) and their respective schools. Over the past seven years since its inception in 2001, the Department has launched a number of initiatives aimed at strengthening these ongoing professional relationships. For example, the Centre for Educational Leadership (CEL) has launched a 30-credit graduate program that provides training and certification for school administrators in Quebec. Additionally, CEL also offers a continuing program of professional development seminars that attracts teachers and administrators province-wide on such topics as managing

13 educational change and bullying in schools. Within the past three years the department has also initiated two school-based programs aimed at more closely aligning students teaching experiences within schools with the B.Ed programs they are following on campus. These initiatives are now being considered as a model for the restructuring of the department’s six B.Ed programs over the next four years. In parallel with these developments, the Office of First Nations and Inuit Education (OFNIE) has, for the last 30 years, offered both campus-based and outreach credit and non-credit courses to aboriginal communities in the James Bay, Nunavut, Kativik and other other territories (e.g. Mohawk). As this report documents, the Department will face a number of challenges over the coming year, particularly as it continues to grapple with limited financial and human resources. However, despite this, DISE is committed to building on and extending what it has already accomplished: in developing its emerging strengths in increasing both faculty and graduate student research funding; raising the national and international profile of the Department through its scholarly collaborations; and by continuing to improve its teacher education and research programs (i.e. MA and PhD) so that they continue to be viewed throughout Canada and internationally as models of innovation and visionary professionalism and scholarship. In summary, therefore, DISE in its seventh year has established strong structural/organisational foundations and has developed an equally strong collegial ethos that supports the ongoing emphasis on excellence in emphasising research and scholarship, inter-disciplinarity and the development of professional educators and researchers.

14 APPENDIX 1: SELECTED HONOURS, AWARDS AND PRIZES

• Helen Amoriggi is a member of the Board of Directors of Harvard University’s International Mind, Brain and Education Society (IMBES) and was Editor in Chief for the first two issues of the organization’s new journal, the Journal of Mind, Brain and Education. • Lynn Butler-Kisber (Director, Centre for Educational Leadership; Director, Graduate Certificates in Educational Leadership) was the invited host of the Fulbright-Hays Summer Seminar Program in Montreal. She was the Invited Founding Editor of the LEARNing Landscapes Journal. In addition, she was an honoree of the Milles Femmes Project, Quebec, and was an invited member of the Editorial Advisory Board of the International Journal of Curriculum Inquiry. • Michael G. Doxtater has been the Director, First Nations and Inuit Education and the Director, Indigenous Studies in Education, Research, and Teaching, since 2004. He was involved with the McGill University Symposium on Indigenous Cultures (MUSIC) 2007: “Living History: Through Indigenous Eyes,” a day long series of films and videos focusing on residential schools, identity, and violence against women, jointly organized with the School of Social Work, Faculty of Law, and Education. • Ratna Ghosh, C.M., O.Q., James McGill Professor and William C. Macdonald Professor of Education, is the Recipient of the 2008 Lifetime/Outstanding Achievement Award by the Indo Canada Chamber of Commerce announced April, 2008. She is a new member of the Comité national d'éthique sur le vieillissement et les changements démographiques, Government of Quebec. She was named to the Editorial Board of The Journal of Education and Development in the Caribbean, UWI, Mona Campus, Kingston, Jamaica. In June 2007, her picture was featured on the First Day cover commemorating a special stamp on Canadian Citizenship in the national exhibition of the British Columbia Philatelic Society, Vancouver, B.C. • Michael Hoechsmann became a member of the Editorial Board of the International Journal of Critical Pedagogy, and is a new reviewer for the Nordic Journal of Digital Literacy. • Joe Kincheloe (Canada Research Chair of Critical Pedagogy) and Peter McLaren's new book Critical pedagogy: Where are we now? has been nominated for an outstanding human rights book award by the Gustavus Myers Center for the Study of Bigotry and Human Rights. In the past year, he was Founding Editor of International Journal of Critical Pedagogy and became Editor of Research and Practice in the Social Sciences. He was the invited or keynote speaker on more than ten occasions in the past year, and is currently working on the development of more than 40 books in various stages of completion. • Cathrine LeMaistre was appointed Chair of Advisory Board on English Education of the Ministry of Education for the province of Quebec. This year she has been Visiting Professor, National Institute of Education, Singapore and a Visiting Scholar, University of Technology, Sydney, Australia. • Bronwen Low became a reviewer for the journals Canadian Journal of Education and Girlhood Studies Education, and joined the Working Editorial Board of the International Journal of Critical Pedagogy and the Editorial Board of Journal of the Canadian Association for Curriculum Studies. • Denise Lussier organized workshops or was the invited keynote speaker at conferences this year in Quebec, Japan, Portugal, England and the United States. • Roy Lyster was President of the Canadian Association of Applied Linguistics, and joined the Editorial Board of the AILA Review. He was invited to give at least six presentations and professional workshops in several universities throughout the United States and Canada. • Lynn McAlpine was a member of the organizing committee for the 2007 EARLI Conference on Practice-based practitioner research, Maastricht, Netherlands, and was Chair of the

15 organizing committee for the 2007 Challenging Research Pedagogies Conference, Montreal. She was awarded the AERA’s W.J. MacKeachie Career Achievement Award from the Faculty Teaching, Evaluation and Development SIG, and she received the Canadian Society for Studies in Higher Education Research Award. • Kevin McDonough was invited to be Chair of the Hospitality and Site Committee of the Philosophy of Education Society. • Claudia Mitchell, James McGill Professor, is Honorary Professor in the Faculty of Education, University of KwaZulu-Natal, Republic of South Africa. With the Ministry of Gender and Family Promotion, she developed a policy and strategic plan on Gender Based Violence and Violence against Children which was submitted to the Cabinet of Rwanda in July, 2007. She is a Founding Editor of Girlhood Studies: An Interdisciplinary Journal (2008) and guest edited a themed issue of International Journal of Inclusive Education on HIV and AIDS in South Africa. • Howard Riggs was the recipient of the 2007 Principal’s Prize for Excellence in Teaching at the Associate Professor level. • Joan Russell was granted tenure and promoted to Associate Professor effective June 2007. She was awarded a Brazilian government (CNPq) grant as a Visiting Researcher and from September-December 2007 she carried out field research in Brazil, studying music education. She was a Visiting Lecturer at the Universidade Federal do Paraná (Curitiba), Universidade de Santa Catarina (Florianopolis) and Universidade da Bahia (Salvador). She became a member on the Editorial Board of Journal for Learning through the Arts and became a reviewer for Advances in Music Education Research. • Mela Sarkar was granted tenure and promoted to Associate Professor effective June, 2007. She also became Graduate Program Director, effective July, 2007. She will be a Research Fellow at the University of Technology, Sydney, in the fall 2008 Semester, working on an international project investigating the use of hip-hop/rap in indigenous language revitalization. • Annie Savard became Co-Editor of the McGill Journal of Education and Co-director, Revue pour la Recherche en Education. • Gale Seiler was invited to be a member of the Editorial Board of the new journal, Cultural Studies of Science Education. She was appointed Book Review Editor of this journal and was an invited participant of the Springer Forum on Science Education in Chicago, IL in April. • Shaheen Shariff, as the Principal Investigator of the SSHRC International Opportunities Fund Cyberbullying project (or the “International Cyberbullying project”) regularly collaborates with other scholars from Canada, Japan, England, India, China, the UK, the US, and Australia. Part of this work is the organization of a conference in New Zealand in July 2008 on Cyber-bullying. In addition, in 2007 she became an Editorial Board Member of The International Journal of Critical Pedagogy and was the Book Editor of the International Journal of Cyber Criminology. She became a reviewer for Urban Education Journal and invited reviewer for SSHRC and American Education Research Association Law SIG. She is also collaborating with scholars from the University of Toronto Sick Children’s hospital and University of Calgary on a SSHRC grant to research the psychological impact of cyber-bullying. • Sylvia Sklar was an invited reviewer on a special themed issue of the Journal of Educational Thought, “How Might Teacher Education Live Well in a Changing World.” • Doreen Starke-Meyerring was the Invited Keynote Speaker at the Conference for International Online Collaborative Learning, State University of New York. She gave the invited opening address at the “Teaching Writing with Technologies” conference at the University of Western Ontario, December 6, 2007, and the invited keynote address on

16 education and the politics of technology, Pedagogical Day, Vanier College, March 2008. She was the winner of the “2007 Award for Outstanding Business Communication Quarterly Article” (Association for Business Communication), with co-author Debby Andrews. She is an invited member of the advisory board to the Senate Committee on Student Writing Policies at Dawson College, and to the advisory committee of the Centre for Online Collaborative Learning at the State University of New York. This year she also became President of CASDW (Canadian Association for the Study of Discourse and Writing, formerly CATTW). • Shirley Steinberg was named the 2008 Noted Scholar in the Department of Curriculum and Pedagogy at The University of British Columbia this summer. She is the Guest Editor for the Inaugural Issue of The International Journal of Critical Pedagogy. She was the Invited Keynote Speaker at no less than eight conferences in 2007 in Canada, the United States, and Australia. • Teresa Strong-Wilson became a reviewer for conference applications, AERA, and for the Canadian Association of Teacher Education Conference proposals. • Carolyn Turner is Vice President (President elect) of the International Language Testing Association, and Vice Chair member of the Advisory Committee for Training and Human Resources Development Project, Office of International Research, McGill. She also became a reviewer for the SSHRC Standard Research Grants Program – Educational Assessment. • Boyd White is the editor of Canadian Review of Art Education: Research & Issues and a member of the executive committee for the Canadian Society for Education through Art.

17 APPENDIX 2: PUBLICATIONS 2007

Helen AMORIGGI Amoriggi, H. (Ed). (2007). The wives’ tales: Looking back – how war changed our lives. Portland, ME: DR Press. ----. (2007). Information literacy overload and the impact of misinformation, disinformation and eInformation on end-users of hard copy and on-line publications. The International Journal of the Book, 5(1), 41-48.

Spencer BOUDREAU (Boudreau, S., Le Maistre, C. & Pare, A.) (2007). L’appui demandé par les enseignants débutants et le niveau de satisfaction du soutien fourni. Laval University Press.

Jon BRADLEY Bradley, J. (2007). [Review of the book Liberalizing vocational education: Democratic approaches to career education]. Canadian Journal of Education. 30 (3), 972-974.

Lynn BUTLER-KISBER Butler-Kisber, L. (2006-2007). Revisiting and reflecting on qualitative research: Three stories. In W.A. Kritsonis (Ed.), National Forum of Teacher Education Journal, 17(1&2), 167-194 (special combined issues). ----. (Ed.), (2007). Student engagement in the 21st Century. LEARNing Landscapes, 1. ----. (2007). Collage in qualitative inquiry. In G. Knowles & A. Cole (Eds.), Handbook of the arts in social science research (pp. 265-278). Thousand Oaks, CA: Sage. ----. (2007). Collaborative student-teacher inquiry. In B.M. Shore, M.W. Aulls, M.A.B. Delacourt & F.G. Rejskind (Eds.), Inquiry in education Vol.II: Overcoming barriers to successful implementation (pp. 129-147). Boca Raton, FL: Erlbaum-Routledge. ----. (2007). Collage as analysis and representation in qualitative inquiry. In G. Knowles, A. Cole, L. Neilsen & C. Luciani (Eds.), The art of visual inquiry, (volume 3, pp. 265-280). Halifax, N.S.: Backalong Books. (Butler-Kisber, L., Robertson, J., Sklar, S., Stoll, L. & Whittingham, T.) (2007). Beyond borders: Can international professional learning communities deepen professional learning? In L. Stoll & K. Seashore Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas. (pp. 63-76). London: Taylor & Francis. (Butler-Kisber, L., Li, Y. & Clandinin, J. with Markus, P.) (2007). Narrative as artful curriculum making. In L. Bressler (Ed.), International handbook on research in arts education. Dordrecht, Netherlands: Springer.

Eric CAPLAN Caplan, E. (2007). Obligation vs. possibility: Presentations of ritual in the Reconstructionist Movement and their significance. Conservative Judaism, 59(4), 42-60.

Aziz CHOUDRY Choudry, A. (2007). Not under the same sky: Bilateral free trade agreements (FTAs), agriculture and food sovereignty. In P. Satyanarayana Prasad (Ed.), RTAs and FTAs – legal perspectives (pp.199-242). Hyderabad, India: Amicus Books/Icfai University Press. ----. (2007). Transnational coalition politics and the de/colonization of pedagogies of mobilization: Learning from indigenous movement articulations against Neo-liberalism. International Education, 37, (1), 97-112.

18 Ratna GHOSH Ghosh, R. (2007). The Short History of Women, Human Rights, and Global Citizenship in A. A. Abdi & L. Shultz (Eds.), Educating for human rights and global citizenship (pp. 81-97). Albany, NY: SUNY Press. Ghosh, R., Mickelson, R. & Anyon, J. (2007). Introduction to the special issue on new perspectives on youth development and social identity in the 21st Century. Teachers College Record, 109(2), 1-5.

Michael HOECHSMANN (Hoechsmann, M. & Poyntz, S.) (2007). Learning and teaching media literacy in Canada: Embracing and transcending eclecticism. Taboo, 13. Hoechsmann, M. (2007). Audience Incorporated (Inc.): Youth cultural production and the new media. The Journal of Curriculum Theorizing, 23(3). Hoechsmann, M. (2007). Advertising pedagogy. In D. Macedo & S. Steinberg (Eds.), Handbook of critical media literacy. New York: Peter Lang.

Steve JORDAN (Baltodano, C., Choudry, A., Hanley, J., Jordan, S., Shragge, E., & Steigman, M.) (2007). Becoming an immigrant worker: Learning in everyday life. The Canadian Journal for the Study of Adult Education, 20(2), 99-113.

Joe KINCHELOE Kincheloe, J. & Steinberg, S. (Eds.) (2007). Cutting class: Socioeconomic class and education. Landover, Md: Rowman and Littlefield. Kincheloe, J. & McLaren, P. (Eds.) (2007). Critical pedagogy: Where are we now? New York: Peter Lang. Kincheloe, J. (2007). Clarifying the purpose of engaging students as researchers. In D. Thiessen and A. Cook-Sather (Eds.) (2007), International handbook of student experience in elementary and secondary school. Amsterdam: Springer Publishers. ----. (2007). Chomsky, the Empire, and media literacy: Contextualizing Chomsky’s “New World Order.” In D. Macedo and S. Steinberg (Eds.), Media literacy: A reader. New York: Peter Lang. ----. (2007). The vicissitudes of twenty-first century critical pedagogy. Studies in Philosophy and Education, 26(6), 234-238.

Cathrine LEMAISTRE (Bracewell, R. J., Le Maistre, C., Lajoie, S., & Breuleux, A.) (2007). The role of the teacher in opening worlds of inquiry-driven learning with technology. In B. Shore, M. Aulls, & M. Delcourt (Eds.), Inquiry in education, volume II: Overcoming barriers to successful implementation. Boca Raton, FL: Erlbaum-Routledge. (Boudreau, S., Le Maistre, C. & Pare, A.) (2007). L’appui demandé par les enseignants débutants et le niveau de satisfaction du soutien fourni. Quebec: Laval University Press. Bronwen LOW Low, B. (2007). Hip hop, language, and difference: The N-word as pedagogical limit-case. Journal of Language, Identity and Education 6(2), 147-160. (Sarkar, M., Low, B., & Winer, L.) (2007). "Pour connecter avec le Peeps": Québéquicité and the Quebec Hip-Hop community. In M. Mantero (Ed.), Identity and second language learning: Culture, inquiry and dialogic activity in educational contexts. Greenwich, CT: Information Age Publishing.

19 Denise LUSSIER (Lazar, I., Huber-Kriegler, M., Lussier, D., Matei, G., & Peck, C.) (Eds.). (2007). Training and assessing intercultural communicative competence: A guide for language teachers and teacher educators. Strasbourg: European Centre for Modern Languages / Council of Europe. (Lazar, I., Huber-Kriegler, M., Lussier, D., Matei, G., & Peck, C. (Réd.). (2007). Développer et évaluer la compétence en communication interculturelle : un Guide à l’usage des enseignants de langues et des formateurs d’enseignants. Strasbourg: European Centre for Modern Languages / Council of Europe. (Lussier, D. et al.) (2007). Guidelines for assessing intercultural communicative competence. In I. Lazar, M. Huber-Kriegler, D. Lussier, M. S. Matei, & C. Peck (Eds.), Training and assessing intercultural communicative competence: A guide for language teachers and teacher educators, part 2. Strasbourg: European Centre for Modern Languages / Council of Europe. (Lussier, D. & Amireault, V.) (2007). Représentations culturelles, expériences d’apprentissage du français et motivations des immigrants adultes en lien avec leur intégration à la société québécoise : Étude exploratoire (Report on line). Office québécois de la langue française.

Roy LYSTER Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam/Philadelphia: John Benjamins. (Lyster, R., & Lapkin, S.) (Eds.). (2007). Multilingualism in Canadian schools [special issue]. Canadian Journal of Applied Linguistics, 10 (2). (Sato, M., & Lyster, R.) (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 123-142). Oxford: Oxford University Press. Lyster, R. (2007). Complementary roles for input and output enhancement in form-focused instruction. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education (pp. 129-151). Stillwater, OK: New Forums. (Ranta, L., & Lyster, R.) (2007). A cognitive approach to improving immersion students’ oral language abilities: The Awareness-Practice-Feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141-160). Cambridge: Cambridge University Press.

Kevin McDONOUGH McDonough, K. (2007). The futures of queer children and the common school ideal. Journal of Philosophy of Education, 41 (4), 795-810.

Claudia MITCHELL (Flicker, S., Larkin, J., Smilie-Adjarkwa, C., Resoutle, J.P., Barlow, K., Dagnino, M., Ricci, C., Koleszar-Green, R. & Mitchell, C.) (2007). It’s hard to change something when you don’t know where to start: Unpacking HIV vulnerability with Aboriginal youth in Canada. Pimatisiwin: A Journal of Indigenous and Aboriginal Communities, 5(2), 174-200. (Mitchell, C. and Umurungi, J.P.) (2007). What happens to girls who are raped in Rwanda. Children First, 13-18. (Buthelezi, T., Mitchell, C., Moletsane, R., de Lange, N., Taylor, M., & Stuart, J.) (2007). Youth voices about sex and AIDS: Implications for life skills education through the “Learning Together” project in KwaZulu-Natal, South Africa. International Journal of Inclusive Education 11(4), 445-459.

20 (Larkin, J., Flicker, S., Koleszar-Green, Mintz, S., Dagnino, M., & Mitchell, C.) (2007). HIV risk, systemic inequities, and Aboriginal youth: Widening the circle for HIV prevention programming. Canadian Journal of Public Health, 98(3), 179-182. (Mitchell, C., Moletsane, R., De Lange, N.) (2007). Inclusive education in South Africa in the era of AIDS: Every voice counts. International Journal of Inclusive Education 11(4), 383- 386. (Moletsane, R., de Lange, N., Mitchell, C., Stuart, J., Buthelezi, T. and Taylor, M.) (2007). Photo- voice as a tool for analysis and activism in response to HIV and AIDS stigmatization in a rural KwaZulu-Natal school. Journal of Child and Adolescent Mental Health 19 (1), 19-28. (Norris, G., Mbokasi, T., Rorke, F., Goba, S. & Mitchell, C.) (2007). Where do we start? Using collage to explore very young adolescents’ knowledge about HIV and AIDS in 4 senior primary classrooms in KwaZulu-Natal. International Journal of Inclusive Education 11(4), 481-499. (Allnutt, S., Mitchell, C., & Stuart, J.) (2007). The visual family archive: Uses and interruptions. In N. De Lange, C. Mitchell, & J. Stuart (Eds.) Putting people in the picture (pp. 89-99). Amsterdam: Sense. (De Lange, N., Mitchell, C. & Stuart, J.) (2007). An introduction to putting people in the picture: Visual methodologies for social changes. In N. De Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp.1-9). Amsterdam: Sense. (Larkin, J., Lombardo, C., Walker, L., Bahreini, R., Tharao, W., Mitchell, C., & Dubazane, N.) (2007). Taking it Global Xpress: Youth, photovoice and HIV & AIDS. In N. De Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp.31-43). Amsterdam: Sense. (Mitchell, C., de Lange, N., Stuart, J., Moletsane, R., & Buthelezi, T.) (2007). Children’s provocative images of stigma, vulnerability and violence in the age of AIDS: Revisualizations of childhood. In N. De Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp. 59-71). Amsterdam: Sense. (Moletsane, R. & Mitchell, C.) (2007). On working with a single photograph. In N. De Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp.131-140). Amsterdam: Sense. (Park, E., Mitchell, C., & de Lange, N.) (2007). Working with digital archives: Photovoice and meta-analysis in the context of HIV & AIDS. In N. De Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp.163-172). Amsterdam: Sense. (Pithouse, K., & Mitchell, C.) (2007). Looking into change: Studying participant engagement in photovoice projects. In N. De Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp.141-151). Amsterdam: Sense. (Mitchell, C. & Allnutt, S.) (2007). Working with photographs as objects and things: Social documentary as a new materialism. In G. Knowles and A. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples and issues. (pp. 251- 263). London: Sage. (Mitchell, C. & Reid-Walsh, J.) (2007). Culture and digital technologies in the age of AIDS. In S. Weber and S. Dixon (Eds.), Growing up on line. (pp. 195-210). New York: Palgrave MacMillan. (Mitchell, C. & Sokoya, G.) (2007). New girl (and boy) at the internet café: Digital divides, digital futures. In S. Weber and S. Dixon (Eds.), Growing up on line (pp. 211-225). New York: Palgrave MacMillan. (Weber, S. and Mitchell, C.) (2007). Imaging, keyboarding, and posting identities: Young

21 people and new media technologies. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 25-48). Cambridge, MA: MIT Press. Mitchell, C., Walsh, S. & Weber, S. (2007). Behind the lens: Reflexivity and video documentary. In G. Knowles and A. Cole (Eds.), The art of visual inquiry. (pp. 281-294). Halifax: Backalong Press.

Joan RUSSELL Russell, J. (2007). Preparando professors de música especialistas para as escolas de lingua inglesa no Québec: Questões de identidade profissional e prática (Preparing music specialist teachers for English language schools in Québec: Issues of professional identity and practice.) Trans. B. Ilari. In T. Mateiro & J. Souza, (Eds.), Praticas de ensinar música: Legislaçao, Planejamento, Observaçao, Registro, Orientaçao, Espaços, Formaçao. Porto Alegre, Brasil: Editora Sulina. (Russell, J. & Zembylas, M.) (2007). Arts integration in the curriculum: A review of research and implications for teaching and learning. In Bresler, L. (Ed.), International handbook of research in arts education (part 1, pp. 287-305). Dordrecht: Springer. Russell, J. (2007). [Review of the book Cultural diversity in music education: Directions and challenges for the 21st Century]. British Journal of Music Education, 24(1), 128-130. ----. (2007). [A review and dialogue with 30 authors: The Child as Musician: A Handbook of Musical Development.] Empirical Musicology Review. 2 (3), 113-118.

Mela SARKAR (Sarkar, M., & Allen, D.) (2007). Identity in Quebec Hip-Hop: Language, territory and ethnicity in the mix. Journal of Language, Identity and Education, 6(2), 117-130. Sarkar, M. (2007). « La vraie langue française [n’]existe plus » : Français parlé et pratiques multilingues comme stratégies identitaires dans le rap montréalais. Grenzgänge, 13(25), 30- 51. (Sarkar, M., Low, B., & Winer, L.) (2007). "Pour connecter avec le Peeps": Québéquicité and the Quebec Hip-Hop community. In M. Mantero (Ed.), Identity and second language learning : Culture, inquiry and dialogic activity in educational contexts. Greenwich, CT: Information Age Publishing.

Gale SEILER (Elmesky, R. & Seiler, G.) (2007). Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities. Cultural Studies of Science Education 2(1), 73-103. (Seiler, G. & Elmesky, R.) (2007). The role of communal practices in the generation of capital and emotional energy among urban African American students in science classrooms. Teachers College Record, 109(2), 391-419.

Shaheen SHARIFF Shariff, S., & Johnny, L. (2007). Censorship! . . . or . . . selection?: Confronting a curriculum of orthodoxy through pluralistic models. Rotterdam, the Netherlands: Sense Publishing. Shariff, S. & Johnny, L. (2007). Critical media literacy to counter Muslim stereotypes. In D. Macedo and S. Steinberg (Eds.), Handbook of Critical Media Literacy (pp.603-635). New York: Peter Lang. Shariff, S., & Hoff, D. L. (2007). Cyber-bullying: Clarifying legal boundaries for school supervision in cyberspace. International Journal of Cyber Criminology. http://www.cybercrimjournal.co.nr.

22 Shariff, S., & Johnny, L. (2007). Cyber-libel and cyber-bullying: Can schools protect student reputations and free-expression in virtual environments? Education & Law Journal, 16(3), 307-342.

Sylvia SKLAR (Butler-Kisber, L., Robertson, J., Sklar, S., Stoll, L. & Whittingham, T.) (2007). Beyond borders: Can international professional learning communities deepen professional learning? In L. Stoll & K. Seashore Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 63-76). London: Taylor & Francis.

Doreen STARKE-MEYERRING Starke-Meyerring, D. (2007). The implications of blogs for professional writing: Speed, reach, engagement, and the art of the self in the participatory web. In D. Alamargot, P. Terrier, & J.-M. Cellier (Eds.), Written documents in the workplace (pp. 125-138). Paris, France: Elsevier. ----. (2007). The EU Data Protection Directive. In W. G. Staples (Ed.), Encyclopedia of privacy (pp. 207-210). Westport, CT: Greenwood. ----. (2007). Safe Harbor Principles. In W. G. Staples (Ed.), Encyclopedia of privacy (pp. 475- 476). Westport, CT: Greenwood. ----. (Starke-Meyerring, D., & Gurak, L.) (2007). The internet. In W. G. Staples (Ed.), Encyclopedia of privacy (pp. 297-310). Westport, CT: Greenwood. (Starke-Meyerring, D., Duin, A. H., & Palvetzian, T.) (2007). Global partnerships: Positioning technical communication programs in the context of globalization. Technical Communication Quarterly, 16(2), 139-174.

Shirley STEINBERG (Kincheloe, J. & Steinberg, S.) (Eds.) (2007). Cutting class: socioeconomic class and education. Landover, Md: Rowman and Littlefield. (Macedo, D. & Steinberg, S.) (Eds.) (2007). Media literacy: A reader. New York: Peter Lang.

Teresa STRONG-WILSON Strong-Wilson, T. (2007). Moving horizons: Exploring the role of stories in decolonizing the literacy education of white teachers. International Education, 37 (1), 114-131. ----. (2007). This Issue. Theory into Practice, 46 (1), 1-4 (Reggio Emilia special issue; Guest Editor: Teresa Strong-Wilson). (Strong-Wilson, T., & Ellis, J.) (2007). Children and place: Reggio Emilia’s environment as third teacher. Theory into Practice, 46 (1), 40-47. (Strong-Wilson, T., Pasinato, M., Ryan, K., Thomas, B., Mongrain, N., Harju, M., & Doucet, R.) (2007). Lining up the ducks: Transforming teacher and student learning through engagement with new technologies. LEARNing Landscapes, 1(1). [Special issue].

Carolyn TURNER (Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C.E. & Doe, C.) (Eds.). (2007). Language testing reconsidered. Ottawa: University of Ottawa Press. (Colby-Kelly, C. & Turner, C.E.) (2007). AFL research in the L2 classroom and evidence of usefulness: Taking formative assessment to the next level. Canadian Modern Language Review, 64(1), 9-38.

23 Boyd WHITE White, B. (2007). Aesthetics, the problem child in the art classroom: Or, now what are we doing? In Revisions: Readings in Canadian Art Teacher Education. ----. (2007). Aesthetic encounters: Contributions to teacher education. International Journal of Education in the Arts, 8(17). ----. (2007). Eroticism, imagination and education. BCATA, 49(1), 17-19.

Lise WINER Winer, L. (2007). Badjohns, bhaaji and banknote blue: Essays on the social history of language in Trinidad & Tobago. St. Augustine, Trinidad: University of the West Indies, School of Continuing Studies. ----. (2007). No ESL in English schools: Language policy in Quebec and implications for TESL teacher education. TESOL Quarterly, 41(3), 489-508. (Sarkar, M., Winer, L., & Low, B.) (2007). “Pour connecter avec les Peeps”: Québéquicité and the Quebec Hip-Hop community. In M. Mantero (Ed.), Perspectives on language studies: Identity, culture and discourse in educational contexts (pp. 351-372). Greenwich, CT: Information Age. Winer, L. (2007). [Review of the book Creole discourse: Exploring prestige formation and change across Caribbean English-lexicon creoles]. Journal of Linguistic Anthropology, 17(1), 156-158.

APPENDIX 3: OTHER SCHOLARLY ACTIVITIES 2007

Helen AMORIGGI Amoriggi, H. (2007, November). Defining issues that policy makers, researchers, and practitioners encounter independently & exploring strategies for aligning scientific, political, & educational discourse. Paper delivered at the International Mind, Brain, and Education Society (IMBES) Conference, Fort Worth, Texas. ----. (2007, November). At issue: One of the biggest problems facing education (not exclusive to North America) is the high incidence of ‘student drop-outs.’ Paper delivered at The International Mind, Brain, and Education Society (IMBES) Conference, Fort Worth, Texas.

Fiona BENSON (Benson, F. & Riches, C.) (2007, November). Teacher preparation program of McGill University Faculty of Education. Invitational Working Conference on Research in Teacher Education, University of Manitoba, Winnipeg, MB. (Riches, C. & Benson, F.) (2007, May). We are listening! Shoulder to shoulder with teachers: Competencies & emerging patterns. Presented at the Spirit of Inquiry Conference, Concordia University, Montreal, QC.

24 Benson, F. & Riches, C. (2007, May). Colloque 515, Table ronde et débat: La formation initiale à l’enseignement: quels savoirs savants pour le développement de quelles compétences? Congrès de L’ACFAS, L’Esprit en Mouvement, Université du Québec à Trois Rivières.

Lynn BUTLER-KISBER Butler-Kisber, L. (2007, November). Investing in quality education at all levels. Invited presentation of the Aga Khan Foundation Canada, McGill University, Montreal, QC. Butler-Kisber, L. & Stewart, M. (2007, October). Poetic inquiry. Invited presentation at The International Symposium on Poetic Inquiry, University of British Columbia, Vancouver, BC. (Butler-Kisber, L. & Parkash, R.) (2007, April). Uses of poetry clusters in qualitative inquiry. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL. (Butler-Kisber, L. & Pinnegar, S.) (2007, April). Moving into the academy as narrative inquirers: Issues around supporting narrative courses and students undertaking narrative research. Roundtable presentation at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL. (Furlini, L. & Butler-Kisber, L.) (2007, April). Complementary methods in qualitative research: Categorizing and contextualizing experience with chronic dementia. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL. Butler-Kisber, L. (2007). Home interaction for parents and preschool youngsters: Year1 report. Montreal, QC: McGill. Butler-Kisber, L. & Richer, N. (2007, April). The McGill/Supporting Montreal Schools Program professional development assessment pilot project. Paper presented at the 10th Anniversary of the Supporting Montreal Schools.

Eric CAPLAN Caplan, E. (2007, April 19).Where was God during the Holocaust? McGill Reporter, p. 2. ----. (2006—came out in Fall 2007). On reinventing the wheel: Fashioning a liturgy we can pray with integrity. The Reconstructionist, 17-25.

Aziz CHOUDRY Choudry, A. (2007). New Zealand Government is not fit to sit on UN Human Rights Council. Third World Resurgence, 23-25. ----. (2007, September). Social, political and economic struggles in the Philippines. Workshop presentation, Tri-City Consultation of Philippines Solidarity Groups, Ottawa. ----. (2007, May). U.S. economic and geopolitical agendas in the Philippines. Panel presentation, Centre for Philippine Concerns, Montreal. ----. (2007, April). Research for resistance: Contesting knowledge and power in NGO/social movement networks. Department of Integrated Studies in Education occasional seminar series, McGill University, Montreal. (Choudry, A., & Shragge, E.) (2007, April). Constructing immigrant workers: Adaptation and resistance. Fear, the City and Political Mobilization: An International Workshop, INRS-UCS, Montreal. Choudry, A. (2007, February). Building power to challenge society: Directions for community organizations. University of the Streets Café/Sustainable Concordia, Blueprints for Change Sustainability Festival, Concordia University, Montreal.

25 ----. (2007). Not under the same sky: Bilateral free trade agreements, agriculture and food sovereignty. Penang: Pesticide Action Network Asia and the Pacific/People’s Coalition on Food Sovereignty. ----. (2007). IPRs and rice. Pesticides Action Network - Asia and the Pacific, Malaysia.

David DILLON Dillon, D. (2007, November). Helping kids connect with literature/stories. QPAT Annual Teachers Convention, Montreal. (Dillon, D., O’Connor, K., Strong-Wilson, T., & Rudd, C.) (2007, May). Improving teacher education in changing times through experiential education. Annual Conference of Canadian Society for Studies in Education, University of Saskatchewan, Saskatoon. Dillon, D. (2007, April). Enhancing reading comprehension through improvised drama. Annual Springboards Conference, ATEQ, Montreal.

Michael DOXTATER Doxtater, M. (2007, November). Role of the school in First Nations language survival. Promising Practices in Aboriginal Education: Society for Excellence in Education, Vancouver, BC. ----. (2007, October). Words that come before all else. Official opening of the Global Conference on the Prevention of Genocide, McGill University. ----. (2007, October). We shall wipe each others’ tears: Special Session for Genocide Survivors, Global Conference of the Prevention of Genocide, Faculty of Law, McGill University. ----. (2007, October). Spirit of place as seen from a rural and urban First Nations' perspectives. ICOMOS Canada Congress, Parks Canada, Montreal. ----. (2007, April). Pogo Moolah Treaty: Pedagogy of the child. Peace, conflict, and reconciliation: contributions of cultural psychiatry Advanced Summer Institute, NNAMHR, Montreal.

Ratna GHOSH (Ghosh, R., Elizondo, A., Tarrow, N.) (2007, December). Values and teacher education: Interpreting our results after 9/11. Seminario Internacional: Formación de Prefesores y Formación de Valores, Universidad Central, Sanitago, Chile. (Tustsumi, T., Seiler, G., & Ghosh, R.) (2007, November). Inquiry method: Quebec Education Program in Elementary Science. Transforming CARICOM Primary School Science Education, Ocho Rios, Jamaica (sponsored by IANAS/UNESCO, UWI). Ghosh, R. (2007, November). Canadian perspectives on models for partnership. Chair and panel member, Canada-India Education Forum: Exploring Models for Partnership. Organized by the Canadian Bureau of International Education (CBIE), the Shastri Indo-Canadian Institute (SICI), and the Department for Foreign Affairs and International Trade (DFAIT), Ottawa. (Naseem, M. A. and Ghosh, R.) (2007, September). Construction of the ‘other’ in history textbooks in India and Pakistan, Living Together, Education and Intercultural Dialogue, XIII World Congress, World Council of Comparative Education Societies, Sarajevo, Bosnia and Herzegovina. Ghosh, R. (2007, August). Racism: Can education help prevent it? City of Calgary, UNESCO Program on Commitment to Ending Racism, Global Fest, Calgary. ----. (2007, May). The gender gap in India: School and society. Women and Education: Reaching the Girl Child. Shastri Indo-Canadian Institute Bi-national Conference on Women & Social Change: Perspectives from Canada and India, McGill University. ----. (2007, March). Democratizing education in India: The paradox of the Reservation Policy. China India Development and Relations Symposium (CIDRS), Harvard Project for Asian and International Relations, New York.

26 ----. (2007, February). Global challenges for internationalization in higher education. Michigan State University, East Lansing, Michigan.

Michael HOECHSMANN Hoechsmann, M. (2007, June). Invited participant, roundtable: Forum on Human-Computer Interaction Education, School of Information Studies, McGill. ----. (2007, May). Youth and media: Literacies old and new. Invited speaker, Centre for Culture, Identity and Education, University of British Columbia, Vancouver. ----. (2007, April). Audience Incorporated (Inc.). Media in Transition 5, MIT, Cambridge. Hoechsmann, M. & Cucinelli, G. (2007, April). YouCube or TrueTube: Structure and agency on Youtube. American Association for the Advancement of Curriculum Studies. Chicago. Hoechsmann, M. (2007 April 2). Cyberbullying incident shows sexism is alive and well here. Montreal Gazette (Op/Ed), p. A23. (Cucinelli, C., Sotiropolous, P., Hoechsmann, M. & Salter, D.) (2007, March). New media, new pedagogies. Diverse Perspectives in Education Conference, OISE/UT, Toronto. (Hoechsmann, M. & Taylor, L). (2007, March). Multicultural literacy: Learning and knowing. International Diversity, Globalization, and Education Conference, Washington State University. ----. (2007, Feb. 26). Ban on cellphones in schools might be necessary. Montreal Gazette (Op/Ed), A19.

Charlotte HUSSEY Hussey, C. (2007). “The Spanish Mirror” and “Scratches.” (poems). Fiddlehead, 230, 50-51.

Joe KINCHELOE Kincheloe, J. (2007, September). Critical media literacy in an age of empire. Invited speech to faculty and students, Memorial University. ----. (2007, June). Promoting critical pedagogy: Developing the Freire Project at McGill University. Keynote speech to faculty and graduate students, Ballarat University, Australia. ----. (2007, June). What is a critical complex pedagogy? Keynote speech to faculty and graduate students, Griffith University (Australia). ----. (2007, June). Critical pedagogy and the development of rigorous and innovative research. Keynote speech to faculty, students, and public, James Cook University (Australia). ----. (2007, June). The bricolage in nursing education. Keynote speech to faculty and graduate students in the College of Nursing, James Cook University (Australia). ----. (2007, June). The new rigor in educational research: Exploring the bricolage. Keynote speech: faculty and students, University of Victoria (Australia). ----. (2007, May). The crisis of whiteness: Building a racially diverse ocean science program. Invited speech to William and Mary University, faculty and graduate students in Ocean Sciences. ----. (2007, April). Media pedagogy, whiteness, and the war on terror. Invited speech to Niagara University. ----. (2007, April). Social justice in an evolving critical pedagogy. Keynote Speech: Conference on Equity and Social Justice, Richard Stockton University, New Jersey. ----. (2007, March). Building a critical teacher education program. Speech to EGSS Conference, McGill University. ----. (2007, February). The future of critical pedagogy. Invited speech to faculty and graduate students, Concordia University.

Cathrine LEMAISTRE

27 Le Maistre, C. (2007, March). What is your ecological footprint? National Council of Teachers of Mathematics Annual Convention, Atlanta, GA.

Bronwen LOW (Sarkar, M., & Low, B.) (2007, November). “Mon rap, c’est comme du mortal combat”: Language planning and policy in Quebec meets the Hip-Hop generation. Paper presented at 2nd International Conference on Language, Education and Diversity, Hamilton, NZ. Low, B. (2007, October). Making sense out of worlds that are different: Race and the challenge of interpretation in a “spoken word” curriculum. American Educational Studies Association (AERA), Cleveland. (Sarkar, M., Low, B., & Winer, L.) (2007, May-June). Subversion, domination and code- switching in French Quebec rap. Panel title: Bi- and multi-lingual practices in Hip-Hop lyrics. ISB6 (Sixth International Symposium on Bilingualism), Hamburg. (Sarkar, M., & Low, B.) (2007, May). Subversion, domination and code-switching in French Quebec rap. Paper presented at ISB6 (Sixth International Symposium on Bilingualism), Hamburg. Low, B. (2007, May). Hip Hop culture, slam poetry, and the development of a “spoken word” curriculum. Springboards (Association of Teachers of English of Quebec), Montreal. Low, B. (2007, April). Says who? Video, voice, and self-representation. American Association for Curriculum Studies, Chicago. Sarkar, M., Low, B., & Winer, L. (2007, April). Rapping across the language divide: Hip-Hop and French-English tensions in Quebec, Canada. International Association for the Study of Popular Music, Boston. Low, B. (2007, March). Discussant and panel organizer. Presenting Longshots: Videomaking Workshop for Street-Involved Youth. Education Graduate Student Society Conference, McGill University. Low, B. (2007, March). Discussant and panel organizer. Hip Hop community pedagogies. Education Graduate Student Conference, McGill University.

Denise LUSSIER Lussier, D. (2007, March). From communicative competence to intercultural competence: Why and how? Keynote speaker, ALL Language World Conference, Oxford University. Lussier, D. (2007, March). Les competences interculturelles : un référentiel. Keynote Speaker, ALTE-CIEP: Association of Language Testers in Europe and Le Centre international d’études pédagogiques et la langue française, Paris.

Roy LYSTER Lyster, R. (2007, November). The role of interactional feedback in content-based instruction. TESL Ontario Annual Conference, Toronto, ON. ----. (2007, September). Proactive form-focused instruction in content-based classrooms. Second Brazilian Bilingual Schools Conference [opening plenary]. São Paulo, Brazil. ----. (2007, September). Reactive form-focused instruction in content-based classrooms. Second Brazilian Bilingual Schools Conference [closing plenary]. São Paulo, Brazil. ----. (2007, April). Interactional feedback in second language communicative classrooms. Center for Foreign Language Acquisition, Research, and Education (FLARE) and Department of French and Italian, University of Iowa, Iowa City. ----. (2007, March). Oral feedback in second/foreign language communicative classrooms: Why, when, and how? Encuentro de Profesionales en Lenguas Extranjeras, Universidad Juárez Autónoma de Tabasco, Villahermosa, Mexico.

28 ----. (2007, March). Integrating language and content through instructional counterbalance. Modern Language Centre, Ontario Institute for Studies in Education, University of Toronto. ----. (2007, February). Integrating meaning-based and form-focused approaches through counterbalanced instruction. Second Language Acquisition Institute, University of California at Davis.

Mary MAGUIRE Maguire, M. H. (2007, April). The evolution of heritage languages in Montréal. Invited paper for Research Symposium on Heritage and Community Languages, American Association of Applied Linguistics Conference (AAAL), Mesa, California.

Claudia MITCHELL (Mitchell, C., Balfour, R. & Moletsane, R.) (2007, October). Rurality and teacher education in the age of AIDS. Kenton Conference. (Mitchell, C., Wilson, T., Moletsane, R. & J. Stuart, & de Lange, N.) (2007, June). Every voice counts: Re-mapping young people’s participation through visual methodologies in the Age of AIDS (Symposium). Fourteenth International Teaching and Learning Conference, Witswatersrand University, Johannesburg. Mitchell, C. (2007, July). Self study research: Shifting the boundaries of knowledge. Seeing for Ourselves Symposium. Killie Campbell Africana Centre. (Mitchell, C., & Moletsane, R. (2007, June). Photos that talk in policy making: Youth, sexuality and participatory methodologies in the age of AIDS. Fourteenth International Teaching and Learning Conference, Witswatersrand University, Johannesburg. Mitchell, C. (2007, March). Bratz, Barbie and brutality. Consuming Childhood Conference, Trondheim, Norway. Mitchell, C. (2007, March). Every voice counts: An assets-based approach to addressing the challenges of rural education in the age of AIDS. The Challenge of Development in Sub- Saharan Africa: Conflict Resolution, Democratic Governance, and Education, McGill University. (Delange, N. Moletsane, R. Mitchell, C., Stuart, J. And Taylor, M.) (2007, January). Our photos, our video, our stories. EASA Conference, Ilanga Estate, Bloemfontein.

Ron MORRIS Morris, R. (2007, April). Narrative, ethics and education: Addressing the program competencies. Guest lecture for “Living with Insight,” an in-service course, sponsored by The MELS on the new Ethics and Religious Culture Program. ----. (2007, April). Wellness and teacher burnout. McGill Faculty of Education’s Year End Workshops for Graduating Students. ----. (2007, March). Research and evaluation in education: What good is philosophy? Paper presented at the Research Exchange Forum, Faculty of Education, McGill. (Morris, R., & Trimble, L.) (2007, March). The challenge to create community, wholeness and well being. Paper presented at the 6th Annual EGSS Conference, McGill.

Anthony PARÉ (Paré, A, Starke-Meyerring, D., & McAlpine, L.) (2007, August). The dissertation as multi-genre. Paper presented at the Fourth International Symposium on Genre Studies. Tubarão, Brazil. Paré, A. (2007, May). Shaping a disciplinary identity: Doctoral rhetoric in advising sessions. Paper presented at the annual meeting of the Canadian Association of Teachers of Technical Writing, University of Saskatoon. ----. (2007, May). What we know about writing, and why it matter. Plenary address, Critical Writing, Critical Thinking Conference, Dalhousie University, Halifax.

29 ----. (2007, May). The prospect and retrospect of genre. Panel presentation at the annual meeting of the Canadian Association of Teachers of Technical Writing, University of Saskatoon. ----. (2007, April). Bringing a pedagogy of writing for the doctorate and beyond. Panel presentation at the Challenging Research Pedagogies conference, McGill University. (Paré, A, Starke-Meyerring, D., & McAlpine, L.) (2007, April). The rhetorical pedagogy of doctoral supervision. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL. Paré, A. (2007, March). Teaching doctoral rhetoric during advising sessions. Paper presented at the annual meeting of the Conference on College Composition and Communication, New York. ----. (2007, March). “Will it count for tenure?” Threats to academic collegiality and collaboration. Panel moderator and member at the annual meeting of the Education Graduate Student Society, McGill University. ----. (2007, March). Writing a scholarly identity: Disciplinary identities, discursive cultures, and rhetorical agency. Research Exchange Forum panel, Faculty of Education, McGill University. ----. (2007, February). Writing the dissertation: Apprenticeship in disciplinarity. Public lecture, School of Linguistics and Applied Language Studies, Carleton University.

Caroline RICHES Riches, C. & Benson, F. (2007, May). We are listening! Shoulder to shoulder with teachers: Competencies & emerging patterns. The Spirit of Inquiry Conference. Concordia University, Montreal. (Benson, F. & Riches, C.) (2007, May). Colloque 515, Table ronde et débat: La formation initiale à l’enseignement: quels savoirs savants pour le développement de quelles compétences?, Congres de L’ACFAS, L’Esprit en Mouvement, University du Québec a Trois Rivières.

Joan RUSSELL Russell, J. (2007, October). Critical social theory as a lens for interpreting musical actions as symbolic acts. 16th Annual National Conference of ABEM (Association of Brazilian Music Educators) & Regional Conference of the International Society for Music Education (ISME) in Latin America. Campo Grande, Mato Grosso do Sul, Brasil. ----. (2007, July). Connecting experience, theory and practice. Paper presented at the Phenomenon of Singing Symposium VI, St. John’s, NL. ----. (2007, June). Teacher education in the Anglophone sector in Québec. Pan Canadian Think Tank, St. John’s, Newfoundland. ----. (2007, June) Music education, the generalist teacher, and the blended class. Symposium presentation, Pan Canadian Think Tank, St. John’s, NL.

Mela SARKAR (Sarkar, M., & Low, B.) (2007, November). “Mon rap, c’est comme du mortal combat”: Language planning and policy in Quebec meets the Hip-Hop generation. Paper presented at 2nd International Conference on Language, Education and Diversity, Hamilton, NZ. (Sarkar, M., Metallic, T., & Metallic, J.) (2007, November). Anti-literacy and the revitalization of the Mi’gmaq language in Listuguj, Eastern Canada. Paper presented at 2nd International Conference on Language, Education and Diversity, Hamilton, NZ. (Sarkar, M., & Low, B.) (2007, May). Subversion, domination and code-switching in French Quebec rap. Paper presented at ISB6 (Sixth International Symposium on Bilingualism), Hamburg, Germany.

30 Sarkar, M. (2007, May). “Ousqu’on chill à soir?”: L’évolution du français québécois dans le milieu hip-hop montréalais. Paper presented at ACFAS (Association francophone pour le savoir) 75e Annual Congress, Trois-Rivières, QC. (Metallic, J., & Sarkar, M.) (2007, May.) Mi’gmaq language revitalization in Listuguj. Paper presented at Aboriginal Education Research Forum, Winnipeg, Manitoba. (Sarkar, M., Low, B. & Winer, L.) (2007, April). Rapping across the language divide: Hip-Hop and French-English tensions in Quebec, Canada. Paper presented at the IASPM (International Society for the Study of Popular Music) annual conference, Boston, MA. Sarkar, M. (2007, March). “Ousqu’on chill à soir?”: Pratiques multilingues comme stratégies identitaires dans la communauté hip-hop montréalaise. Invited paper presented at “Plurilinguisme et identité(s): Comprehendre le plurilinguisme individuel dans le Québec et le Canada d’aujourd’hui”. Colloque du Pôle langue et diversité ethnique du Centre d’Études ethniques des universités montréalaises & le Conseil supérieur de la langue francaise et Immigration Métropole, Université de Montréal.

Louise SAVOIE Savoie, L. (2007, décembre). Exploration des programmes de formation des enseignants novices en français seconde ou étrangère, à l’égard de leur préparation à intervenir dans les classes multiculturelles. Congrès européen de la FIPF, Caire. -----. (2007, novembre). Vers Québec en 2008. Animatrice d’une table ronde, Congrès européen de la FIPF, Le français une langue qui fait la différence, Austria. Articles portant sur le X11e Congrès mondial de la FIPF sur le thème : Faire vivre les identités francophones, dans les numéros suivants : no 350 mars 2007, no 351-juin 2007, no 352 -juillet 2007, no 353 -septembre 2007, no 354- novembre 2007. Savoie, L. & Doublie, V. (2007, juin). Symposium : la formation des enseignant(es) de français langue seconde. CALL, Saskatoon.

Gale SEILER Seiler, G. (2007, October). Teacher identity in science. Research Exchange Forum, McGill University. (Tsutsumi, T., Seiler, G., & Ghosh, R.) (2007, November). Inquiry method: Quebec Education Program in Elementary Science. Transforming CARICOM Primary School Science Education, Ocho Rios, Jamaica (sponsored by IANAS/UNESCO, UWI). (Seiler, G. & Johnson, D.) (2007, April). Identity, coteaching and becoming yourself in science: The story of an African American pre-service teacher. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA. (Seiler, G., Sokolove, P, & Sanjari, S.) (2007, April). Collaborative study of active learning in a college biology course. Poster presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA. Seiler, G. (2007, April). Identity, coteaching, and the freedom to be who you are for an African- American preservice science teacher. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL. ----. (April, 2007). Harambee as a generator of positive emotional energy for teens at an urban Freedom School. Paper presented as part of a symposium entitled An Investigation of the Freedom School Way: Community, Culture, and Commitment for Black Children’s Education. American Educational Research Association, Chicago, IL. ----. (April 2007). Invited participant, Springer Forum on Science Education. Chicago, IL.

Shaheen SHARIFF

31 Shariff, S. & Johnny, L. (2007, April). Cyber-libel and cyber-bullying: Can schools protect student reputations and free-expression in virtual environments? Paper presentation at the Annual Meeting of the American Educational Research Association (AERA), Chicago, Il. Shariff, S., Cassidy, W., & Jackson, M. (2007, April). Cyber-bullying: Documenting the perspectives of students, teachers and principals. Paper presented at the Canadian Association for the Practical Study of Law in Education (CAPSLE). The 18th Annual Conference: Students at the Centre. Vancouver, British Columbia, Canada. Shariff, S. (2007, April). Cyber-bullying: A Pandora’s box. Plenary Session with Media Awareness Network at “I am safe!” Child and Youth Friendly Ottawa International Conference: Protecting the space we call childhood. The 3rd National Conference on Bullying and Victimization, Ottawa, Ontario.

Donna-Lee SMITH Smith, D-L. (2007, December and May). Update report to FNIE partners. First Nations and Inuit Steering Committee. Smith, D-L. & Beauvais, R-A. (Kahnawake). (2007, October). The history of First Nations and Inuit Education. 150th Celebration Symposium, Faculty of Education, McGill University. Smith, D-L., Taylor, D. & Usborne, E. (2007, October). Benefits of Cree as the language of instruction in the elementary classroom. Cree School Board Conference, Montreal. Smith, D-L. & Josephine Peck (Mi’kmaq Elder) (2007, May). Mi’kmaq longitudinal language study: What the testing proves. Mi’kmaq Kina’matnewey Language Conference, Antigonish, Nova Scotia. Smith, D-L, Slee, R. & LeMaistre, C. (2007, May). The new program: Bachelor of Education, First Nations and Inuit Option. Cree School Board Management Meeting, Montreal. Smith, D-L. (2007, March). Mi’kmaq longitudinal language study: The working plan. Keynote speech, Mi’kmaq Kina’matnewey Strategic Planning Symposium, Halifax, Nova Scotia.

Doreen STARKE-MEYERRING (Paré, A, Starke-Meyerring, D., & McAlpine, L.) (2007, August). The dissertation as multi- genre. Fourth International Symposium on Genre Studies. Tubarão, Brazil. Starke-Meyerring, D. (2007, May). “How things are done:” Rhetorical agency and new researchers. Conference of the Canadian Association of Teachers of Technical Writing, “Writing in Changing Communities—Communities Writing Change,” Saskatoon, SK. (Paré, A, Starke-Meyerring, D., & McAlpine, L.) (2007, April). The rhetorical pedagogy of doctoral supervision. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL. Starke-Meyerring, D. (2007, March). Beyond “words on paper.” Rhetorical agency in a graduate writing course. Conference on College Composition and Communication, New York: NY. Shirley STEINBERG Steinberg, S. (2007, September). Engaging Critical Media Literacy in Educational Research. Keynote speech, Memorial University. ----. (2007, June). Publishing in a faculty of education: A critical perspective. Keynote speech, University of Victoria (Australia). ----. (2007, June). Methodology in Bricolage and implications for nursing. Keynote speech, James Cook University (Townsville, Queensland). ----. (2007, June). What is a Critical Complex Pedagogy? Keynote speech, Griffiths University (Queensland). ----. (2007, June). International outreach in Critical Pedagogy: The Freire Project. Keynote speech, Ballarat University (South Australia). ----. (2007, May). How does Whiteness inform us in constructing identity? Keynote speech, Virginia Institute of Marine Sciences,

32 ----. (2007, April). Critical inquiry under dangerous skies. Discussant, AERA, New York. ----. (2007, April). Criticity in Critical Pedagogy. Discussant, AERA, New York. ----. (April, 2007, April). The miseducation of the West: Images of Muslims in media. Keynote speech, Niagara University Communications Department. ----. (2007, April). Social justice in an evolving critical pedagogy. Keynote speech, Conference on Equity and Social Justice, Richard Stockton University. ----. (2007, March). Media literacy and social justice. Keynote speech, EGSS Conference, McGill University.

Teresa STRONG-WILSON (Strong-Wilson, T., Harju, M., Mongrain, N., & Thomas, B.) (2007, December). Moving forward, circling back: Using teacher action research to reflectively engage with new technologies. Research Exchange Forum, McGill University. Strong-Wilson, T. (2007, July). From sonare to videre? Exploring the implications of changing literacies for changing formations and methodologies. Invited Address to Centre for Visual Methodologies & Social Change, University of KwaZula-Natal, Durban, South Africa. ----. (2007, July). Seeing what I mean: Using visual narratives in self-study methodologies in teacher development. Self-study conference: Seeing for Ourselves: Exploring the Practice of Self-study in Teaching, Learning and Researching for Social Change, Centre for Visual Methodologies & Social Change, University of KwaZula-Natal, Durban, South Africa. ----. (2007, July). Gathering in the dusk: Reflections on changing literacies and changing formations in a teacher action research project. Invited address in School of Language, Literacies, Media & Drama Education, University of KwaZula-Natal, Durban, South Africa. ----. (2007, June). Changing literacies, changing formations: Teachers incorporating laptops into their pedagogical practices. International Learning Conference, Johannesburg, South Africa. (Strong-Wilson, T., Rudd, C., Dillon, D., & O’Connor, K.) (2007, May). Breaking the fru-fru image: Exploring the role of school-university partnerships in constructing teacher identity in pre-service education. CATE [Canadian Association of Teacher Education], Congress of the Social Sciences & Humanities, Saskatoon, SK. (Strong-Wilson, T. & Mongrain, N.) (2007, May). Changing literacies, changing formations: Teachers engaged in action research with new technologies. Canadian Association of Teacher Education, Congress of the Social Sciences & Humanities, Saskatoon, SK. (Lankshear, C., Bracewell, R., & Strong-Wilson, T.) (2007, May). Catching the wave: Incorporating technology into teaching and learning in the classroom. Invited Address (Panel Discussion). Research Exchange Forum, Faculty of Education, McGill. (Dillon, D., Strong-Wilson, T., Rudd, C., Mongrain, N., & O’Connor, K.) (2007, March). Changing paradigms, changing sites, changing times: Alternative approaches to teacher education, EGSS Conference, Faculty of Education, McGill. (Pare, A., Kincheloe, J., Sarkar, M., & Strong-Wilson, T.) (2007, March). Will it count for tenure? Threats to academic collegiality and collaboration. Invited address (Panel Discussion), EGSS Conference, Faculty of Education, McGill. Strong-Wilson, T. (2007, March). Changing literacies, changing formations. EGSS Conference, Faculty of Education.

Carolyn TURNER (Turner, C.E. Laurier, M. & Isaacs, T.) (2007, November). Déterminer le niveau attendu en anglais langue seconde chez les infirmières en vue de l’évaluation de leur compétence à interagir avec des patients. Consortium National de formation en santé (CNSF 2007), Ottawa, ON.

33 (Turner, C.E., Laurier, M. & Wei, X.) (2007, June). Health care access for linguistic minorities (H-CALM): Identifying nurse speech acts for assessment. 29th Language Testing Research Colloquium (LTRC 2007). Barcelona, Spain. (Turner, C.E. & Laurier, M.) (2007, May). L’identification des actes de parole chez les infirmières dans l’interaction avec leurs patients en vue de l’évaluation de la compétence langagière. Association francophone pour le savoir (ACFAS 2007). Trois Rivières, QC.

Boyd WHITE White, B. (2007, October). Aesthetics and Ethics: Essay at the intersection. Invited Lecture: Simon Fraser University, Faculty of Education. ----. (2007, April). Aesthetic Encounters: Contributions to Generalist Teacher Education. Chicago. AERA: Arts & Learning SIG. ----. (2007, March). Aesthetigrams: Mapping as an Eye Opener. NAEA Conference, New York. ----. (2007, March). Aesthetics and Ethics. EGSS Conference, McGill.

APPENDIX 4: CONSULTING ACTIVITIES Name Title, Client Location Sector Days Total Amoriggi, H. None reported Anderson, L. None reported Beer, A. None reported Benson, F. None reported Boudreau, S. Consultant, MELS Montréal / Québec Public 7 days 7 days Bradley, J. Ed. Advisor, Indian and Ottawa Public 3-5 3-5 Northern Affairs Canada days days Butler-Kisber, Consultant, LEARN Quebec, Qc Public 15 days 15 days L. Caplan, E. None reported Dillon, D. Consultant, John Abbott Ste-Anne-de- Public 1 day 1 day College Bellevue, QC

34 Donin, J. None reported Doxtater, M. Indigenology.com Montreal, QC Other 10 days 10 days

Eyre, D. None reported Ghosh, R. None reported Greenfield, K. None reported Hoechsmann, None reported M. Hussey, C. None reported Jordan, S. Immigrant Workers Centre Montreal 5 days 5 days Kelebay, Y. None reported Kincheloe, J. None reported Le Maistre, C. None Reported Low, B. None Reported Lussier, D. None reported Lyster, R. None reported Maguire, M. None reported McAlpine, L. None reported McDonough, None reported K. Milligan, C. None reported Mitchell, C. Consultant, Ministry of Rwanda Public 10 days 10 days Gender and Family 20 days Promotion Durban, South Africa Public 20 days Key expert and acting team leader, Higher education of South Africa (European Union) Morris, R. None reported Pare, A. Judge--English Montreal EMSB public 1 day 1 day Public Speaking Westmount High Competition School, Montreal

Riches, C. None reported Russell, J. Faculty and graduate Universidade Federal public 24.5 24.5 students re development of do Paraná, hours hours thesis proposals. Universidade de Professional Development Santa Catarina, 6 hours 6 hours Workshops Universidade da Bahia Universidade Federal do Paraná Sarkar, M. Consultant Dawson College public 1 day 1 day

Savoie, L. None reported Seiler, G. Consultant Tyndale Public 25 25 Community Center sessions sessions Shariff, S. Consultant on St. Thomas High Public 2 hours 2 hours Cyberbullying School, Montreal

Consultant on Quebec English Private 11 11

35 Cyberbullying Teachers’ Assoc. hours hours QUPAT Consultant/Speaker on John Abbot CEGEP, Public 5 hours 5 hours Cyberbullying St. Anne de Bellevue Consultant/Speaker on Laurenhill Academy, Private 6 hours 6 hours Cyberbullying Cote Vertu Consultant/Speaker on Bishops University, Public 8 hours 8 hours Cyberbullying Lennoxville Co-ordinated meeting Aga Khan University Public 12 12 between AKU President and McGill hours hours Firoz Rasul and Principal University Heather Munroe-Blum – Met with Provost in place of Principal January 11, 2007 Sklar, S. None reported Smith, D.-L. None reported Starke- None reported Meyerring, D. Steinberg, S. None reported Strong, Consultant, English Wilson, T. Montreal School Board Turner, C. None reported Wall, S. None reported White, B. None reported Winer, L. Consultant, Caribbean England Public 1994- entries, Oxford English Dictionary -Consultant and Trinidad & Tobago Public 2003- Purchasing Agent, West 2007 Indian Collection, Library, University of the West Indies Consultant and purchasing Trinidad & Tobago Public May- agent for historical June collections-- The National 2007 Archives Preparation of ms for Trinidad & Tobago Private July publication/ endnotes: 2007 Lexicon Press, 2007 Consultant,Trinidadian Canada Private August language: David 2007 Chariandy, Soucouyant. Vancouver: Arsenal Press, 2007. Novel nominated for the Giller Prize and short- listed for the Governor- General’s Prize. Provision of cover Canada Private Sept blurb/corrections on 2007 bibliography: Broadview

36 Press. Wood, E. None reported

APPENDIX 5: ACADEMIC STAFF 2007-2008

Professors Emeritus/Emerita DIAS, Dr. Patrick Professor Emeritus GILLETT, Dr. Margaret Professor Emerita HALL, Dr. C. Wayne Professor Emeritus HENCHEY, Dr. Norman Professor Emeritus REBUFFOT, Dr. Jacques Professor Emeritus SMITH, Dr. David Professor Emeritus

Full Professors DILLON, Dr. David GHOSH, Dr. Ratna William C. Macdonald Professor of Education and James McGill Professor

37 KINCHELOE, Dr. Joe Canada Research Chair in Critical Pedagogy LUSSIER, Dr. Denise LYSTER, Dr. Roy Co-Director, Graduate Programs to June 30, 2007 MAGUIRE, Dr. Mary MITCHELL, Dr. Claudia James McGill Professor PARÉ, Dr. Anthony Director, Centre for the Study and Teaching of Writing SHAPIRO, Dr. Bernard Professor, Principal Emeritus of McGill University SLEE, Dr. Roger Dean, Faculty of Education; cross-appointed to DISE and Educational & Counselling Psychology (resigned September 2007)

Associate Professors AMORIGGI, Dr. Helen BEER, Dr. Ann On leave 2007-2008 BRADLEY, Prof. Jon Director, Vocational Education Programs BUTLER-KISBER, Dr. Lynn Director, Centre for Educational Leadership CAPLAN, Dr. Eric Sabbatic leave 2007-2008 DONIN, Dr. Janet Joint appointment with Educational & Counselling Psychology (reduced load) DOXTATER, Dr. Michael Director, ISERT HOECHSMANN, Dr. Michael Tenure Granted; promotion to Associate Professor Effective June 1, 2008 JORDAN, Dr. Steven Department Chair from September 2004, Reappointed in 2008; Associate Member, Department of Oncology. KELEBAY, Dr. Yarema on medical leave LE MAISTRE, Dr. Cathrine Associate Dean (Academic) to June 2007; Sabbatic leave 2007-2008 LUSTHAUS, Dr. Charles Sabbatic leave 2006-2007; Retired August 31, 2007 McDONOUGH, Dr. Kevin MILLIGAN, Dr. Christopher MORRIS, Dr. Ronald RIGGS, Dr. Howard Retired August 31, 2007 RUSSELL, Dr. Joan Tenure granted June 1, 2007; Sabbatical 2007-2008 SARKAR, Dr. Mela Tenure granted June 1, 2007; Graduate Program Director effective July 1, 2007 SEILER, Dr. Gale SHARIFF, Dr. Shaheen Tenure Granted; promotion to Associate Professor Effective June 1, 2008 STEINBERG, Dr. Shirley Director, Paulo and Nita Freire Project for Critical Literacy TURNER, Dr. Carolyn Co-Director, Graduate Programs to June 30, 2007 WHITE, Dr. Boyd WINER, Dr. Lise WOOD, Dr. Elizabeth Sabbatic leave January-June 2007; Associate Dean (Academic) from July 2007

Assistant Professors BOUDREAU, Dr. Spencer Non-tenure track CHOUDRY, Dr. Aziz New Appointment January 1, 2008

38 LONG, Julie New Appointment deferred to July 1, 2009 LOW, Dr. Bronwen Reappointed SAVARD, Dr. Annie New Appointment effective June 1, 2008 SCHWARTZ, Dr. Marc Resigned August 31, 2007 SKLAR, Prof. Sylvia non-tenure-track; Associate Director, Centre for Educational Leadership; STARKE-MEYERRING, Dr. Doreen Associate Director, Centre for the Study and Teaching of Writing STRONG-WILSON, Dr. Teresa Reappointed

Adjunct Professors ALLEN, Dr. Dawn CHOWN DEANS, Patricia KIRK, Dr. Jackie MacKINNON, James PASQUIN, Lesley REID-WALSH, Dr. Jacqueline TAYLOR, Donald WINN, Susan

Faculty Lecturers(All Faculty Lecturers, excepting Dr. Caroline Riches, Fiona Benson, and Louise Savoie, are staff members in the Centre for the Study and Teaching of Writing.) BENSON, Fiona J. full-time; Director, Office of Student Teaching PITTENGER, Carolyn full-time; Associate Director, Centre for the Study and Teaching of Writing RICHES, Dr. Caroline full-time, Director, Undergraduate Programs SAVOIE, Louise full-time SMITH, Donna-Lee Director, First Nations & Inuit Education Programs ANDERSON, Dr. Linda J. part-time EYRE, Diane part-time GREENFIELD, Kathleen part-time HEGINS, Mark part-time HUSSEY, Dr. Charlotte part-time KLEMPNER-RUSSELL, Diane part-time, retired as of July 31, 2007 RITTER, Judith part-time, retired as of July 31, 2007 WALL, Sharron part-time

Department Associate Members ALTERS, Dr. Brian Tomlinson Chair of Science Education, Faculty of Science (from September 1, 2005) HARRIS, Dr. Dik Department of Physics McALPINE, Dr. Lynn Educational and Counselling Psychology

Visiting Scholars Dr. Paul Carr Ohio State University Dr. Walter Penetito Victoria University of Wellington, NZ KNOBEL, Dr. Michele LANKSHEAR, Dr. Colin

FNIE Adjunct Professors CLUNAS, Jessie Kativik School Board, Kuujjuaq, QC

39 CROSS, Edward J. Kahnawake Education Centre, Kahnawake, QC GREY, Sarah Kativik School Board, Aupaluk, QC HEYWOOD, James First Nations and Inuit Education, Montreal, QC HOUSE-COX, Debbie Cree School Board, Chisasibi, QC MATT, Betsy Kativik School Board, Akulivik, QC

Other Adjunct Professors BORDONARO, Tino The Sacred Heart School of Montreal BURKE, Noel Assistant Deputy Minister, Ministère de l’Éducation, du Loisir, et du Sport, Québec (new appointment, Concordia University ??) CHAMBERS, Gretta Chair, Advisory Board on English Education COBB, Dr. Thomas Département de linguistique et didactique des langues, Université du Québec à Montréal CONROD, G. Scott Director of College Faculty / College Coordinator, Centennial College, Montreal, QC CORRIGAN, William Science Education, Integrated Science Institute KEE, Dr. Kevin Professor and Canada Research Chair, Brock University LEVY, Charley Executive Director, Association of Jewish Day Schools, Montreal, and former Director General, English Montreal School Board MARTIN, Howard G. former Executive Director, Constance Lethbridge Rehabilitation Centre MASON, Daniel Superintendent of Schools, Carleton Regional Board of Education ROBERTSON, Dr. J. Kenneth Director General, New Frontiers School Board; now Director General, Champlain College SIMPKIN, Howard former Director General, New Frontiers School Board ZACK, Dr. Vicki Retired teacher, St. George’s Elementary School, Montreal, Elementary Language Arts, Mathematics and Computer Education

Other Teaching Staff of the Centre for the Study and Teaching of Writing BAKER, Beverly A. Course lecturer BEVAN, Ryan Course lecturer CAMPBELL, Mary Miranda Course lecturer CHURCHILL, Andrew Course lecturer DARRIGAN, Dan Course lecturer MENON, Nirmala Course lecturer LANGDON, Jonathan Course lecturer PASCARELLA, John Course lecturer RUDD-DOUGHERTY, Christina Course lecturer SALTER, Dana Course lecturer

Course Lecturers--Teacher Education ABRAHAM, Anjali

40 ABRILE, Juan ALLEN, Dr. Dawn ARSHAD-AYAZ, Dr. Adeela BAKER, Beverly A. BENNETT-STONEBANKS, Melanie BENSON, Fiona BERNIER, Richard BEVAN, Ryan BORDONARO, Tino BOSTON, Dr. Tim BOUCHER, Helene BROOKES, Dr. Stanley BRUZZESE, Sam BUCKLEY, Bernard BUTTINO, Pasquale CARR, Dr. Paul CHOWN DEANS, Patricia Retired school principal COLBY-KELLY, D. Christian CONROD, G. Scott CRUMP, Alison CUCINELLI, Giuliana DIAS, Lisa FOY, Michael GONSALVES, Allison HACKETT, Joe HARJU, Maija-Liisa HELYAR, Frances HORLIK, Veronika HOWDEN, James *HUSSEY, Dr. Charlotte IRVING, Donal (Retired) Executive Assistant, Quebec Provincial Association of Teachers JOHNNY, Leanne KENNEDY, Sara KENWORTHY-GRANT, Judith LANGDON, Jonathan LAVOIE, Constance LONGPRÉ, Suzanne Retired school principal, Sir Wilfrid Laurier S.B. MacKINNON, James Retired school principal, Lester B. Pearson S.B. MARKUS, Pamela MIZENER, Heather NEUMANN, Heike PAMBIANCHI, Gabriella PASQUIN, Lesley Retired school principal, Lester B. Pearson School Board PEACOCK, Anne Dynevor PENETITO, Dr. Walter POZZER ARDENGHI, Dr. Lilian RICHES, Dr. Caroline ROBERTSON, Dr. Kenneth Director General, Riverside School Board ROSS, David S.

41 RUDD-DOUGHERTY, Christina SAGGERS, Robert SAMUEL, Dr. Carolyn McGill English & French Language Centre SCHAPIRA, Michael SEGAL, Celina SHAIKH, Kamran SHAPIRO, Dr. Bernard *SMITH, Donna-Lee SMITH-GILMAN, Sheryl TAN, Eloise TAYLOR, Donald WALL, Dr. A.E. (Ted) Former Dean, McGill Faculty of Education WEXLER, Dr. Philip Dean, Faculty of Education, Hebrew University

WINN, Susan Retired school principal

First Nations and Inuit Education instructors: Mohawk: Kahnawake DESLISLE, Louis DESAUTELS, Anie HUSSEY, Charlotte LAHACHE, Pauline LAZORE, Dorothy McCOMBER, Alex PATTON, Charles RUDD, Christina SMITH, Donna-Lee

Cree: various programs/communities CARPINTERO, Clara CUCINELLI, Giuliana DESAUTELS, Anie DIAMOND BEAR, Mary LAHACHE, Pauline MACKENZIE, Marguerite MacLEOD, Charlotte MEYER, Elizabeth MONGRAIN, Nicole MORALES, Marianne O’CONNOR, Kevin SHEM, Mary WERNECKE, Ellen

Kativik School Board ALEXANDER, Caroline ARNATUK, Daisy BENNETT, Sarah CAIN, Mary CANADY, Andrea CLUNAS, Jessie DE KROM, Valentina

42 GREY, Sarah HUM, Dr. Andy Retired McGill Professor INUKPUK, Caroline IRNIQ, Hannah MacARTHUR, Judy MATT, Betsy MOLLER, Sore NINGIUK, Ida PINGUATUK, Eyuka PUTTAYUK, Pasha ROCHEFORT, Alain TERTILUK, Annie WINKLER, Doris

Nunavut Teacher Education Program (NTEP) CANADY, Andrea CLARK, Leigh CHRISTOPHER, Neil FLAHERTY, Louise GHAN, Linda ITTUSARDJUAT, Monica KALLUK, Leah KUSUGAK, Nellie MALONEY, Dwight McDERMOTT, Noel MOON, Joyce NOAH, Eva OH, Gyu PANAYI, Fedos PANAYI, Ingrid PITSIULAK, Saa WAGNER, Charmaine WAKEGIJIG, John

Mi’qmaq No courses offered this year.

Support Staff 2007-2008

BROCCOLI, Alina Undergraduate Program Coordinator (replacing Kaye Francis) FLEMING, Arwen Co-Graduate Program Coordinator (replacing Catherine Hughes) HUGHES, Catherine Acting Co-Graduate Program Coordinator McCULLEY, Sheila First Nations and Inuit Education (replacing Sylvie Bosher) McELROY, Kathleen Secretary to Chair and Department RABEY, Diane Secretary, Centre for the Study and Teaching of Writing and FNIE support (from June 2006) SAVAGE, Cheryl Senior Undergraduate Program Advisor SCHIAVONE, Tina First Nations Student Advisor

43 TERRENZIO-EL-JAOUI, Marisa Administrative Officer WALLACE, Jennifer Laboratory Assistant WALLBRIDGE, Mary Katherine Co-Graduate Program Coordinator (replacing Dina Bakopanos) WILKINSON, Donna Acting Coordinator, Centre for Educational Leadership WONG-McALLISTER, Grace Undergraduate Program Advisor

HAJILOU, Hanna Casual assistance (September 2007-March 2008)

APPENDIX 6: SERVICE TO PROFESSIONAL COMMUNITY

Contributions to Professional Journals and Newsletters

Editors

Helen AMORIGGI Founding Editor and Editor-in-Chief, The.MBE.PONS Newsletter: International Mind, Brain, and Education Society (IMBES).

Jon BRADLEY Editor, Insights (the John Dewey Society.)

44 Lynn BUTLER-KISBER Founding Editor, LEARNing Landscapes

Joe KINCHELOE Senior and Founding Editor, The International Journal of Critical Pedagogy (new) Editor, Research and Practice in the Social Sciences (new) Founding Editor, Taboo: The Journal of Culture and Education

Boyd WHITE Editor, Canadian Review of Art Education (continuing).

Associate Editors

Joan RUSSELL Co-Editor: PRIME Newsletter (International Society for Music Education)

Annie SAVARD Co-Editor, McGill Journal of Education (MJE) Co-Director, Revue pour la Recherche en Education (RRÉ)

Carolyn TURNER Associate Editor and Co-Founder, Language Assessment Quarterly

Guest Editors

Jon BRADLEY Guest Co-Editor (with Will Penny), Journal of Men’s Studies. Guest Co-Editor (with Teresa Strong-Wilson), The English Quarterly

Ratna GHOSH Guest Co-Editor (with R. Mickelson and J. Anyon), Special issue on new perspectives on youth development and social identity in the 21st century. Teachers College Record, 109(2).

Roy LYSTER Guest Co-Editor (with S. Lapkin), Special issue on multilingualism in Canadian schools. Canadian Journal of Applied Linguistics, 10 (2).

Claudia MITCHELL Guest Editor (with N. Delange and R. Moletsane), themed issue of International Journal of Inclusive Education on HIV and AIDS in South Africa.

Teresa STRONG-WILSON Guest Editor, with Alison Preece (University of Victoria), a Special Issue of English Quarterly: “Children’s Stories and Social Issues.” Guest Editor, Reggio Emilia Special Issue, Theory into Practice, 46 (1).

Shirley STEINBERG

45 Guest Editor, Inaugural Issue, The International Journal of Critical Pedagogy

Editorial Board Members

Lynn BUTLER-KISBER: Invited Member, Editorial Board, International Journal of Curriculum Inquiry.

David DILLON Member, Editorial Board, Changing English

Ratna GHOSH Member, Editorial Board, The Journal of Education and Development in the Caribbean, UWI, Mona Campus, Kingston (new). Member, Editorial Board, Journal of Contemporary Issues in Education Member, Editorial Board, Teachers College Record Member, Editorial Board, Caribbean Educational Research Journal Member, Editorial Board, Journal of Women’s Studies, Women’s Studies Research Centre, University of Calcutta

Michael HOECHSMANN Member, Editorial Board, International Journal of Critical Pedagogy (new) Member, Editorial Board, McGill Journal of Education

Joe KINCHELOE Member, Editorial Board, Cultural Studies<>Critical Methodologies Member, Editorial Board, Educational Foundations

Bronwen LOW Member, Working Editorial Board, International Journal of Critical Pedagogy (new) Member, Editorial Board, Journal of the Canadian Association for Curriculum Studies (new) Member, Editorial Board, McGill Journal of Education

Roy LYSTER Member, Editorial Board, AILA Review (new). Advisory Committee Member, Canadian Modern Language Review Kevin McDONOUGH Member, Editorial Review Board, Educational Theory

Claudia MITCHELL Member, Editorial Board, International Journal of Learning and Media (new). Member, Editorial Boards, Visual Studies and Changing English

Ron MORRIS Member, Editorial Board, Canadian Journal of Human Sexuality Member, Editorial Board, Sex Education Journal

Anthony PARE Member, Editorial Board, Scottish Educational Review Member, Editorial Board, Written Communication

46 Member, Advisory Board, Handbook of Writing Research

Joan RUSSELL Member, Editorial Board, International Journal of Music Education Member, Editorial Advisory Board, LEARNing Landscapes Journal Member, Editorial Board, Arts & Learning Research Journal Member, Editorial Board, McGill Journal of Education Member, Editorial Advisory Board, International Journal of Education and the Arts

Gale SEILER Member, Editorial Board, Cultural Studies of Science Education Book Review Editor, Cultural Studies of Science Education

Shaheen SHARIFF Editorial Board Member, The International Journal of Critical Pedagogy (new) Book editor, International Journal of Cyber Criminology http://www.cybercrimejournal.co.nr

Shirley STEINBERG Member, Editorial Board, Journal of Critical Education Policy Sciences. Member, Editorial Board, Educational Studies Member, Editorial Board, Girlhood Studies Member, Editorial Board, The International Journal of Critical Pedagogy

Doreen STARKE-MEYYERING Member, Editorial Board, Journal of Writing Research (new)

Teresa STRONG-WILSON Member, Editorial Board, Routledge Studies in Curriculum Theory Series Member, Editorial Board, McGill Journal of Education

Reviewers for Professional Scholarly Journals, Publishers, Granting Agencies

Helen AMORIGGI Reviewer, SSHRC.

Fiona BENSON Reviewer, SSHRC Reviewer, Canadian Association for Curriculum Studies (CACS) for the CSSE 2008 conference Reviewer, Journal of Teacher Education. Reviewer, Pearson Education Canada. “Language Arts and Literacy in the Middle Grades.”

Spencer BOUDREAU Reviewer, McGill Journal of Education

Jon BRADLEY Invited reviewer for the John Dewey Society, the Journal of Men’s Studies

Lynn BUTLER-KISBER Invited Reviewer, proposals for the Research into Practice Conference, London, October 2008 Invited reviewer, Arts-based Educational Research SIG Dissertation Award, AERA Reviewer, Book manuscript, Guilford Press, New York

Eric CAPLAN Reviewer, Journal of Jewish Education Reviewer, McGill Journal of Education

Michael DOXTATER Reviewer, CIHR-IAPH Global Health Research Committee Reviewer, Writing (in) the Knowledge Society Reviewer, proposal for Aboriginal policy journal, Indian & Northern Affairs Canada/Carleton University Reviewer, Canadian Journal of Native Education. Reviewer, Simon Fraser University First Nations Studies Strategic Plan, Simon Fraser University.

Ratna GHOSH Reviewer, SSHRC Reviewer, Shastri Indo-Canadian Institute Reviewer, Journal of Curriculum Studies Reviewer, Comparative Education Review Reviewer, Canadian Ethnic Studies Journal External reviewer for full professor, University of Toronto

Michael HOECHSMANN Reviewer, Nordic Journal of Digital Literacy (new) Reviewer, McGill Journal of Education Reviewer, Pedagogies Reviewer, Reading Research Quarterly Reviewer, Canadian Journal of Education

Steve JORDAN Reviewer, SSHRC Reviewer, CDC

Joe KINCHELOE Reviewer, Curriculum Inquiry Reviewer, Educational Researcher Reviewer, Educational Studies Reviewer, Journal of Thought Reviewer, Qualitative Studies in Education Reviewer, Qualitative Inquiry

Charlotte HUSSEY Reviewer, LEARNing Landscapes.

Cathrine LEMAISTRE Reviewer, SSHRC Reviewer, McGill Journal of Education Reviewer, Imperial Oil College Scholarships, University of Manitoba

Bronwen LOW Reviewer, McGill Journal of Education Reviewer, Girlhood Studies Education Reviewer, Canadian Journal of Education. Reviewer, AERA Freire SIG

Denise LUSSIER Reviewer, Language Learning Journal Reviewer, European Centre for Modern Languages Reviewer, McGill Journal of Education.

Roy LYSTER Reviewer, Studies in Second Language Acquisition Reviewer, System Reviewer, Language Learning Reviewer, Canadian Modern Language Review

Mary MAGUIRE Reviewer, TESOL Quarterly Reviewer, Applied Linguistics Reviewer, Language and Education Reviewer, Journal of Psycholinguistics Reviewer, Curriculum Inquiry Reviewer, Canadian Journal of Education Reviewer, Canadian Council of Learning

Kevin McDONOUGH Reviewer, Social Theory and Practice Reviewer, Studies in Philosophy and Education Reviewer, Sex Education Member, Review Committee, Spencer Foundation Small Grants Program Ron MORRIS Reviewer, Sex Education Reviewer, Canadian Journal of Human Sexuality

Anthony PARE Reviewer, Pedagogies: An International Journal Reviewer, English for Specific Purposes Reviewer, International Journal of Inclusive Education Reviewer, Technical Communication Quarterly Reviewer, Teaching Education

Caroline RICHES Reviewer, Canadian Modern Language Review

49 Reviewer, System: An International Journal of Educational Technology and Applied Linguistics Reviewer, International Journal of Inclusive Education

Joan RUSSELL Reviewer, Sociolinguistic Studies Reviewer, the British Journal of Music Education

Mela SARKAR Reviewer, FQRSC Reviewer, Canadian Modern Language Review

Annie SAVARD Reviewer, SSHRC Reviewer, FQRSC

Gale SEILER Reviewer, Urban Education Journal Reviewer, Science Education Reviewer, Pearson/Allyn Bacon Publishers Reviewer, National Association for Research in Science Teaching

Shaheen SHARIFF Reviewer, SSHRC (new). Book Reviewer, Sense Publishing (Rotterdam, Netherlands) Book Reviewer, Pearson Education (Toronto, Ontario) Reviewer, Urban Education Journal (new) Reviewer, Education & Law Journal Reviewer, Canadian Journal of Education Reviewer, International Journal of Inclusive Education Reviewer, AERA: Law and Education SIG.

Sylvia SKLAR Invited adjudicator, Aga Kahn Education Board for Canada, Community Service & Youth Leadership Award (new) Invited Reviewer, Journal of Educational Thought, Theme Issue: “How Might Teacher Education Live Well in a Changing World” (new)

Donna-Lee SMITH Reviewer, McGill Journal of Education.

Doreen STARKE-MEYERRING Reviewer, Written Communication Reviewer, Conference on College Composition and Communication, “Writing Realities, Changing Realities.” New Orleans, Louisiana, April 2-4, 2008 Member, Review Board, Research Centre for Writing in Digital Environments, Michigan State University, USA Reviewer, Association of Internet Researchers Conferences Reviewer, Information, Communication, and Society Reviewer, IEEE Transactions on Professional Communication Reviewer, Technical Communication

50 Reviewer, McGill Journal of Education Reviewer, International Journal of Inclusive Education Reviewer, Thomson Learning (Business Communication)

Shirley STEINBERG Reviewer, AERA several divisions and Paulo Freire SIG

Teresa STRONG-WILSON Reviewer, AERA (new) Reviewer, Canadian Association of Teacher Education Conference proposals (new) Reviewer, SSHRC Reviewer, Canadian Journal of Education Reviewer, Children’s Literature in Education Reviewer, Contemporary Issues in Early Childhood Reviewer, International Journal of Inclusive Education Reviewer, McGill Journal of Education Reviewer, Teachers’ College Record

Carolyn TURNER Reviewer, Proposals Vetting Committee, American Association of Applied Linguistics, Washington (new) Reviewer, Proposals Vetting Committee, Language Testing Research Colloquium, Hangzhou, China Reviewer, Language learning and Technology Reviewer, System Reviewer, TESOL Quarterly Reviewer, Canadian Journal of Education Reviewer, Language Testing Reviewer, Canadian Modern Language Review Reviewer, TESL Canada Journal External Assessor: Research Grants Council of Hong Kong (University Research Grants) Reviewer, SSHRC

Boyd WHITE Reviewer: Arts & Learning Research Journal Reviewer, Arts & Learning SIG proposals (AERA) Reviewer, SSHRC

Lise WINER Book Reviewer, Cambridge University Press Book Reviewer, Broadview Press Reviewer, Journal of Educational Thought Reviewer, Canadian Journal of Applied Linguistics Reviewer, TESOL Quarterly Reviewer, System Reviewer, Canadian Modern Language Journal Proposal abstract reader, for 2008 Joint Conference of the Society for Caribbean Linguistics and the Society for Pidgin & Creole Linguistics

Involvement in Professional Organizations

Helen AMORIGGI Charter Member and Newsletter Editor, International Mind, Brain, Education Society (IMBES), Harvard University. Member, Canadian Association of Independent Schools. Member, Association for Surgical Education Comprehensive Member, International Reading Association Member, Phi Delta Kappa Member, Brain Injury Association of Rhode Island

Fiona BENSON Member, McGill Association of University Teachers Member, Canadian Association of Teacher Educators

Spencer BOUDREAU Member, Board of Directors, Newman Association of McGill University Member, Board of Directors, English-Speaking Catholic Council, Montreal, QC Member, Table de reflexion sur le fait religieux, Comité des affaires religieuses (MELS)

Jon BRADLEY Member, conference planning committee, American Men’s Studies Association

Lynn BUTLER-KISBER Member, National Council of Teachers of English (NCTE) Member, American Educational Research Association (AERA) Member, American Society for Curriculum Development (ASCD) Member, Phi Delta Kappa (PDK) Member, McGill Centre for Teaching and Research on Women (MCTRW)

Eric CAPLAN Board member, Jewish Reconstructionist Federation Member, Grinspoon-Steinhardt Award, Bronfman Jewish Education Council Chair, Zipper Education Award, Jewish Public Library Immediate Past-President, Association of Institutes of Higher Learning in Jewish Education Member, Association for Jewish Studies

Aziz CHOUDRY Member, Researchers and Academics of Colour for Equality Member, British International Studies Association

Michael DOXTATER Board Member, Weengushk Film Institute Board Member, First Nations Technical Institute Board Member, Aboriginal Health Research Networks Accreditation Panel Member, Ontario College of Teachers

Ratna GHOSH Member, Governing Council, Royal Society of Canada (RSC) Chair, Committee for the Advancement of Women, RSC

52 Chair, Canadian Committee, Inter-American Association of Academies of Science (IANAS) for Royal Society of Canada (RSC) Chair, Selection Committee, Alice Wilson Award Committee, Royal Society of Canada Member, Comparative and International Education Society (U.S.) Member, Comparative and International Education Society (Canada)

Mark HEGINS Member, SPEAQ Member, RASCALS

Michael HOECHSMANN Member, Educational Advisory Committee, Media Awareness Network, Ottawa Member, Steering Committee, Association of Media Educators of Quebec (AMEQ) Associate, Centre for Culture, Identity and Education (UBC) Member, AERA

Steve JORDAN Board Member, London NGO, Alternative Links

Joe KINCHELOE Member, Paulo Freire SIG, AERA.

Bronwen LOW Member, AERA Member, American Educational Studies Association Member, Association for Cultural Studies On-site Committee Member, Canadian Association of Cultural Studies

Denise LUSSIER Member, AQEFLS- Association québécoise des enseignants de français langue seconde Member, ALTE- Association of Language Testers in Europe Member, Fédération internationale des professeurs de français (FIPF) Member, ADMEE- Association pour le Développement de la Mesure et de l’Évaluation en Éducation

Roy LYSTER President, Canadian Association of Applied Linguistics (CAAL)

Kevin McDONOUGH Member, Philosophy of Education Society (PES) Member, Philosophy of Education Society of Great Britain

Claudia MITCHELL Member, International Visual Studies Association Member, Association of Bibliotherapy and Applied Literature Member, American Educational Research Association (SIG – S-STEP)

Ron MORRIS Member, Comite d’agrément des programmes de formation à l’enseignement (CAPFE)

Anthony PARÉ

53 Member, AERA Founding Member, Doctoral Education Across the Disciplines (AERA SIG) Member, Writing and Literacies (AERA SIG) Member, Conference on College Composition and Communication (CCCC) Member, Canadian Association of Teachers of Technical Writing (CATTW) Member Canadian Association for Studies in Language and Learning (CASLL) Member, Canadian Writing Centres Association (CWCA)

Caroline RICHES Member, Canadian Association of Applied Linguistics (CAAL) Member, McGill Association of University Teachers (MAUT) Member, Contract Academic Staff (CAS) subcommittee (in MAUT) Member, Canadian Society for Studies in Education (CSSE) Member, Canadian Association of Teacher Educators (CATE) Member, International Society for Teacher Education (ISTE) Member, L’association pour la formation a l’enseignement (L’AFORME)

Joan RUSSELL Member, International Society for Music Education (ISME) Member, Canadian Society for Studies in Education (CSSE) Member, Canadian Music Educators Association (CMEA) Member, Arts and Learning SIG, AERA Member, Music Education SIG, AERA

Mela SARKAR Member, Canadian Association of Applied Linguistics (CAAL) Member, International Society for Language Studies (ISLS) Member, Association internationale de linguistique appliquée (AILA)

Annie SAVARD Executive Member, Quebec Association of Mathematics Teachers (QATM) Member, Association pour la Recherche en Didactique des Mathématiques (ARDM) Member, National Council of Teachers of Mathematics (NCTM) Member, Groupe de Didactique des Mathématiques du Québec (GDM)

Louise SAVOIE Présidente (elected 2004), Commission Amérique du nord (CAN) de la Fédération internationale des professeurs de français (FIPF) Member and CAN (Commission Amérique du nord) representative, Borad of Directors, Fédération internationale des professeurs de français (FIPF) Member, Annual Conference Committee, Association québécoise des professeurs de français langue seconde (AQEFLS) Vice President, Québec 2008 Organizing Committee, Fédération internationale des professeurs de français (FIPF).

Gale SEILER Member, AERA Member, National Association for Research in Science Teaching (NARST)

54 Member, Association of Science Teacher Educators

Shaheen SHARIFF Member, Canadian Association for the Practical Study of Law in Education (CAPSLE) Member of Law and Education SIG, AERA Member, Education Law Association (ELA)

Sylvia SKLAR Member, Curriculum Development Committee, Bronfman Jewish Education Centre Board Member, Board of Directors, Operation Respect Canada Associate Member, Association of Administrators of English Schools of Quebec (AAESQ) Member, National Council of Teachers of English (NCTE) Member, The Centre for Literacy of Quebec

Doreen STARKE-MEYERRING Member, AERA Committee Member, International Collaboration, Council for Programs in Scientific and Technical Communication Member, Association of Teachers of Technical Writing President, Canadian Association for the Study of Discourse and Writing (CASDW) Member, Canadian Society for the Study of Rhetoric Member, Rhetoric Society of America Member, National Council for Teachers of English, (Conference on College Composition and Communication) Member, Research Committee, Association for Business Communication

Shirley STEINBERG Program Chair, Paulo Freire SIG, AERA

Teresa STRONG-WILSON Committee Member, Aims and Purposes Committee, Young Peoples’ Texts and Cultures Member, AERA Member, American Association for the Advancement of Curriculum Studies (AAACS) Member, Canadian Society for the Study of Education (CSSE) Member, Canadian Association for Curriculum Studies (CACS) Member, Language & Literacy Researchers of Canada (LLRC) Member, Canadian Association of Teacher Education (CATE) Member, International Research Society for the Study of Children’s Literature Carolyn TURNER Vice President (President Elect), Executive Board, International Language Testing Association Member, TESOL (Teachers of English to Speakers of Other Languages) Member, AAAL (American Association of Applied Linguistics) Member, CAAL/ACLA (Canadian Association of Applied Linguistics) Member, SPEAQ (Société pour la promotion de l'enseignement de l'anglais, langue seconde au Québec) Member, AERA

Boyd WHITE Member, Executive Board, Canadian Society for Education through Art (CSEA-SCEA) Member, Arts & Learning SIG; Dewey Society SIG, AERA Member, National Society for Education through Art

Lise WINER Member, SPEAQ (Société pour le promotion de l’enseignement de l’anglais langue seconde au Québec) Member, TESOL (Teachers of English to Speakers of Other Languages) Member, AAAL (American Association of Applied Linguistics) Member, SCL (Society for Caribbean Linguistics) Member, SPCL (Society for Pidgin & Creole Linguistics) Member, DSNA (Dictionary Society of North America) Member, ADS (American Dialect Society)

Conferences/Symposia/Seminars/In-Service Teacher Training Organized

Helen AMORIGGI With Dr. Marc Schwartz (University of Texas at Arlington) on planning the IMBES Conference and Moderated the Literacy Panel of the conference, November 1-3, 2007, Fort Worth, TX. Amoriggi, H. (2008, May). The wives’ tales – looking back – how war changed our lives. Research Exchange Forum (REF), Faculty of Education, McGill. This international event honoured three of these authors recognized their humanitarian work: Jeanne Milovanovic, Eva Naidanovich, and Olga Sokich.

Fiona BENSON Collaboration with Anne Hetherington, TESL program Director, Concordia University and David Meloche, Principal of Children’s World Academy, Lester B. Pearson School Board: Now I Know what I’m looking for: Recognizing, developing and assessing MELS Professional Competencies during practicum. Full-day session, January 18, 2008.

Ratna GHOSH Hosted, with Royal Society of Canada: Public Lecture by Dean Elizabeth Cannon, Faculty of Engineering at The University of Calgary: “Bringing Space down to Earth with the Global Positioning System,” on March 19, 2007.

Joe KINCHELOE Kincheloe, J. (2007, September). Engaging students in bricolage in theses and dissertation research. Workshop given at Memorial University Faculty of Education, Newfoundland. ----. (2007, June). Using multi-perspectival research designs in pedagogical research. Workshop given at the Ballarat University Faculty of Education. ----. (2007, June). Becoming researchers: Mentoring doctoral students in multi-method research and publication. Workshop given at the University of Victoria Faculty of Education, British Columbia. ----. (2007, June). How to employ the bricolage in nursing research. Workshop given at the James Cook University Faculty of Nursing.

Denise LUSSIER Lussier, D. (2007, April). Conceptual Framework or Intercultural Competencies : Empirical Study and Validation. Workshop presented at ALTE-CIEP : Association of Language Testers in Europe and Le Centre international d’études pédagogiques et la langue française.

Roy LYSTER Program Co-Chair, Annual Conference, Canadian Association of Applied Linguistics, UBC.

56 Lyster, R. (2007, December). Classroom-based research on proactive and reactive approaches to form-focused instruction. iicall2@uwaterloo: Interfaces of Intelligent Computer-Assisted Language Learning. University of Waterloo, Waterloo, ON. ----. (2007, April). Classroom-based research on the effects of instruction. Interdisciplinary doctoral program in Foreign Language Acquisition, Research, and Education (FLARE), University of Iowa, Iowa City.

Lynn McALPINE Organizer, Challenging Research Pedagogies, McGill University, April 15-19, 2007.

Claudia MITCHELL Member of organizing committee, Symposium, McGill University-University of KwaZulu-Natal, “Seeing for Ourselves and Self-Study,” July 3-4, 2007.

Anthony PARE Pare, A. (2007, October). Preparing to write the dissertation. Seminar for McGill PhD students. Career and Placement and Counseling Services, McGill University. ----. (2007, May). Is there an “I” in “Text”? Workshop, Critical writing, critical thinking conference, Dalhousie University, Halifax. ----. (2007, March). Getting published. Panel member at the annual meeting of the Education Graduate Student Society, McGill University. ----. (2007, March). The job interview. Session with PhD students organized by Career and Placement Services, McGill University, March 12. ----. Feb. 28, 2007). Surviving the dissertation. Seminar for McGill PhD students. Career and Placement and Counselling Services, McGill University, Feb. 28.

Joan RUSSELL Invitation to participate in international forum: ISME North American Regional Planning Seminar, to be held in conjunction with the national convention of MENC: The National Association for Music Education, Milwaukee, Wisconsin Guest Lectures: Universidade Federal do Paraná, Curitiba BRASIL (8 lectures), Universidade Federal de Santa Catarina, Florianopolis BRASIL (2 lectures), Universidade Federal da Bahia, Salvador BRASIL (2 lectures), University of Victoria (1 lecture) Professional Development Workshops: Universidade Federal do Paraná, Curitiba and University of Victoria, BC

Annie SAVARD Coordinator of the study group 4 : Dimensions linguistique, historique et culturelle dans l’enseignement des mathématiques. International Research Colloquium, Espace Mathématique Francophone (EMF) Dakar, Sénégal 2009. Savard, A and Ryan, P. (2007, November). Probability: Taking a chance. Workshop for the Quebec Association of Mathematics Teachers (QAMT), November 14. Montréal, Québec. Savard, A and Chernoff, E. (2007, June). Probabilities. Workshop presented at the Annual meeting of the Canadian Mathematics Education Study Group (CMESG). 8-12 June, Fredericton, Canada. Savard, A. (2007, November). Elementary-level mathematics: Essential knowledge. Implementation workshop given for the MELS.

Louise SAVOIE

57 Vice President, Québec 2008 Organizing Committee, Fédération internationale des professeurs de français (FIPF). ----. (2007, mai). Co-animation d’un atelier: Faire vivre les identités francophones dans le monde. 28e Congrès de l’AQEFLS, UQAM, Montréal. Thème : Enseigner, une histoire d’amour.

Gale SEILER Together with other members of FEDEC, organized the first diversity and equity series at the Research Exchange Forum, McGill University.

Shaheen SHARIFF Organizing a conference in New Zealand July 28-31, 2008 on Cyber-bullying, along with collaborators from Japan, England, China, UK, US, and Australia, This is a co-ordination with a larger conference hosted by NetSafe in New Zealand. Academic Co-ordinator with Institute for Ismaili Studies, London, England: Academic Co- ordinator, Evaluator and Facilitator, International Summer Program on Islam (held at McGill 2007 and to be held at Cambridge 2008).

Sylvia SKLAR Designed and managed the 2007-2008 Distinguished Educators Seminar Series. Almost 700 participants, representing every English school board and schools in the Quebec Association of Independent Schools, as well as educators from across Canada, attended 20 different seminars in this year’s series.

Donna-Lee SMITH Gave communication workshop, Kahnawake Education Centre.

Doreen STARKE-MEYERRING Collaborated with A. Paré and CSTW staff to organize 2007-2008 Writing Centre Seminar Series.

Shirley STEINBERG Steinberg, S. (2007, September). Critical media literacy and the bricolage. Memorial University, Newfoundland. ----. (2007, June). Research and the Bricolage. University of Victoria, Australia. ----. (2007, June). Using the research bricolage in nursing faculties. James Cook University, Townsville, Queensland, Australia. ----. (2007, June). The Paulo and Nita Freire International Project. Ballarat University, Australia. Organizer, The Paulo and Nita Freire International Project for Critical Pedagogy Launch on March 13-14, 2008 at McGill University: Facilitated over 50 international scholars to come to McGill and work with an additional 80 people to create a community of scholars and activists engaged in critical pedagogy.

Teresa STRONG-WILSON Coordinator, Research Exchange Forum sub-committee, Spring 2005-present (within Faculty of Education)

Carolyn TURNER Co-Chair (with J. Purpura of Teachers College, Columbia University), 29th annual Language Testing Research Colloquium (LTRC), Barcelona, Spain, June 7-11. http://www.iltaonline.com/ltrc07/index.htm

58 With H-CALM inter-institutional research team, jointly hosted a symposium at CNSF 2007 (Consortium National de formation en santé 2007) in Ottawa, ON, November 2007: Formation en langue seconde chez les professionnels de la santé.

Boyd WHITE Co-organizer, Canadian Society for Education through Art Conference, Concordia University, November 6 & 7, 2008.

CSTW Seminar Series 2007/2008 Organizers: Dr. Anthony Pare and Dr. Doreen Starke-Meyerring

1. How We Know: Multidisciplinary Perspectives on Knowledge and Language Friday, October 12, 2007 Dr. Bernadette Longo is an associate professor in the Department of Writing Studies at the University of Minnesota, USA. She is co-editor of the collection Critical Power Tools: Technical Communication and Cultural Studies published by SUNY Press in 2006. Dr. Robert Bracewell is a professor in the Department of Educational and Counselling Psychology. His research focuses on how groups coordinate joint tasks through their discourse. Dr. Kimiz Dalkir is an assistant professor in the School of Information Studies at McGill University. She is the author of Knowledge Management in Theory and Practice, published in 2005 by Elsevier: Butterworth-Heinemann. Dr. Marianne Grove-Ditlevsen is an associate professor in the Institute of Language and Business Communication and co-founder of the Knowledge Communication Research Group at the Aarhus School of Business in Denmark. Dr. Constance Kampf is an assistant professor in the Institute of Language and Business Communication and a member of the Knowledge Communication Research Group at the Aarhus School of Business in Denmark. Dr. Peter Kastberg is an associate professor in the Institute of Language and Business Communication and the co-founder and research director of the research area Knowledge Communication at The Aarhus School of Business, Denmark. Dr. Pilippa Spoel is an associate professor of Rhetoric and Communication Studies in Laurentian University’s English Department and Science Communication Graduate Program. Her recent research focuses on Canadian midwifery discourse and environmental risk communication.

2. Writing (and) the environment: Discourse, deliberation, and decision-making in times of crisis Tuesday, April 22, 2008 Dr. Aziz Choudry is an assistant professor in the Department of Integrated Studies at McGill, sits on the board of directors of Global Justice Ecology Project (www.globaljusticeecology.org), and is involved with www.bilaterals.org and www.fightingftas.org. Dr. William Karis is an associate professor in the Department of Communication and Media at Clarkson University, New York. His primary research interest is in environmental communication, an area in which he has published articles, book chapters, and a co-edited book (with Nancy Coppola) titled Technical Communication, Deliberative Rhetoric, and Environmental Discourse: Connections and Directions (Ablex, 2000). Dr. Graham Smart is an associate professor in the School of Linguistics and Applied Language Studies, Carleton University, Ottawa. His research interests include writing in workplace, academic, and public settings, areas in which he has published journal articles, book chapters, and

59 a book titled Writing the Economy: Activity, Genre and Technology in the World of Banking (Equinox, 2007).

Fostering Interdisciplinary Dialogue Fall 2007

(DISE Contributions in Bold) Date Speaker and Presentation Tues, Sept 25 Lisa Trimble (PhD student, DISE) Performing sexual citizenship : Conversations between education, activism and self Tues, Oct 2 Dr. Joe Kincheloe (Canada Research Chair of Critical Pedagogy; DISE) The Freire Project: Developing an Evolving Criticality Mon, Oct 15 Jon Langdon (PhD candidate, DISE) Learning through struggle: Contesting the democratic terrain in Ghana Wed, Oct 17 Dr. Gale Seiler (DISE) Becoming a science teacher: Science, access, and identity in a global context Tues., Oct 30 Krystyna Baranowski (PhD candidate, DISE) The third space: Reinventing the language identities of core French teachers through

60 process drama Wed., Nov 7 Diversity & Equity Committee Series Dr. Michael Hoechsmann, Dana Salter (PhD student), Jon Langdon (PhD Candidate), & Dr. Rinaldo Walcott, Guest Speaker & Visiting Scholar (Canada Research Chair, Social Justice and Cultural Studies, OISE) Are we 150 years from normal? & “The Costs of Equity” Wed, Nov 14 Diversity and Equity Committee Series Dr. Gale Seiler, Fiona Benson (Director of Student Teaching), Sandra Chang- Kredl, Christina Rudd (PhD Candidates) (DISE) What does the in-faculty research say? Wed, Nov 21 Diversity & Equity Committee Series 12:30 Dr. Bronwen Low (DISE) & Dr. Jen Gilbert, Visiting Scholar (York University) Thoughts while on the road Thurs, Nov Anita Nowak (PhD student, DISE) 22 Empathic action: Doing Freire and Noddings proud Tues, Nov 27 Anjali Abraham (PhD student; DISE) Science stories and critical territories: A methodological framework for a cross- cultural study on teachers’ identities in relation to the nature of science Wed., Dec 5 Dr. Shaheen Shariff & Andrew Churchill (PhD Student) (DISE) Anti(?)-social behavior: Considering divergent models of cyberspace and exploring their concomitant policy considerations Wed., Dec 12 Dr. Teresa Strong-Wilson, Maija Harju (PhD student), Nicole Mongrain (MA student) (DISE) & Bob Thomas (New Frontiers School Board) Moving forward, circling back: Using teacher action research to reflectively engage with new technologies

Winter & Spring 2008 Date Speaker and Presentation Mon, Jan 14 Dr. Shirley Steinberg (DISE) Research, new literacies, and media: Rigour behind the Lens Monday, Jan Frances Helyar (PhD Candidate; DISE) 21 Patriotism and “perverted” history: The 1920 New Brunswick Textbook Controversy Thurs, Jan 24 Kathleen Pithouse (Post-Doctoral Student, DISE) Learning through teaching: A narrative self-study of a novice teacher educator Mon, Mar 3 Dana Salter (PhD student, DISE) What’s Pong got to do with it? Tues, Mar 4 Drs. David Dillon, Claudia Mitchell, Teresa Strong-Wilson; Faisal Islam, Christina Rudd (PhD Candidates) & Kevin O’Connor (PhD Student) (DISE); Chair: Dr. Kathleen Pithouse Partnerships for a change: Becoming teachers in changing times Andrew Churchill, Paul Kettner, Sandra Chang-Kredl (PhD students) & Ryan Thurs, Mar 6 Bevan (PhD Candidate) (DISE) The Quebec curriculum reform: Generating dialogues Wed, Mar 12 What’s the best fit? Deciding how to collect data 12:15-1:45 Co-hosts: Nicole Fiore (MA student, DISE) & Dr. Teresa Strong-Wilson (DISE) SPECIAL Panel Guests : Drs. Enrique Garcia (KPS) & Christine Stocek (PhD Student, DISE);

61 REF Roy Lyster (DISE); Valerie Nesset (PhD Candidate, SIS) ; Jim Harris (Manager; Faculty of Education Media Services) REF Virtual Worlds Series (Guaranteed to be better than baseball!)Co-hosts: Valerie Nesset SERIES, (PhD Candidate, SIS) & Dana Salter (PhD student, DISE) Apr 1-9 Thurs, Apr 3 Drs. Jamshid Beheshti (Interim Dean), Andrew Large (SIS), Kevin Kee (CRC, Brock University), & Charles Cole, (DISE) History revisited: Using virtual environments to enhance the learning experience Dr. Catherine Guastavino (SIS), Virtual auditory worlds Thurs, Apr Susan Kerwin-Boudreau (PhD candidate; DISE) 17 The evolving practitioner: The impact of a professional development program on teacher perspectives in higher education Wed, Apr 23 Yingli Yang (PhD Candidate, DISE) The effect of feedback on Chinese EFL learner’s acquisition of English past tense Thurs, May 1 May Tan (PhD student; DISE) Challenges and Issues concerning bilingual mathematics and science exams in Malaysia Wed, May 7 Dr. Helen Amoriggi (DISE) The wives’ tales – looking back – How war changed our lives

REF sub-committee: Dr. Teresa Strong-Wilson (DISE) with Valerie Nesset (PhD); Barbara Whiston (MA) (SIS); Jessica Toste; Emily Kerner; (ECP); Louise Morand; Sandra Cheng-Kredl; Dana Salter (PhD); Nicole Fiore (MA) (DISE)

ABC’s of the PhD sessions

Research Methodologies – Professor Panel Friday, November 23, 2007 Concerned about the methodology that you plan to use for your dissertation research? Mixed up about mixed methods? Questioning the quality of your qualitative coding? Numbed by numbers? Come and discuss issues of research methodologies with four professors who cross the spectrum of data collection methods. Panelists: Professors Steven Shaw (ECP), Andrew Large (SIS), Enrique Garcia (KPE), Lise Winer (DISE) Moderator: Professor Robert Bracewell, Associate Dean, Research & Graduate Students

A panel discussion of the qualities that make a good conference presentation April 16, 2008 This two-person panel aims to discuss the production of successful conference presentations graduate student involvement at conferences. Topics will include: how to choose a conference (what factors are important to consider?), presentation formats (what's the difference between a poster and a paper presentation?), preparing for a successful poster session or talk, and opportunities/expectations for publishing that stem from conference presentations. The session is timed to be useful for students who have just completed presentations (to reflect) and to provide

62 guidance for those about to present at conferences. This discussion will be led by Dana Salter (PhD student, DISE), and Jessica Toste (PhD student, ECP), and organized and moderated by David Roemmele, (PhD student, DISE)

Human Subject Research: Ethics, Principles, and Current Practices This session will discuss the ethical considerations involved when conducting human subject research. What are the basic ethical principles and how do these apply to current research practices. Issues to be discussed will include the informed consent process, confidentiality, power over relationships, use of recording devices, electronic submission of theses. Discussion led by Lynda McNeil (Research Ethics Officer Human Subjects) and Jacqueline Celemencki (Ph.D. Student). Session Organizer: David Roemmele (Ph.D. Student)

Authorship and your Supervisor - How to make the most of it. Wednesday, February 13, 2008 The supervisory relationship is an important dynamic in doctoral studies. Good working relations with your supervisor and your committee members can make the PhD experience enriching and sustaining; bad relations can lead to frustration and even failure. This is particularly true where the dissertation is concerned, since supervisors and committee members are usually the first and most critical readers of your work. In fact, supervisors play such a central role in the writing of your dissertation that they might almost be considered co-authors. This ABCs seminar will begin with a look at some research into the supervisory relationship – including consideration of recorded conversations between students and their supervisors – and move on to a discussion of how students might get the most out of sessions with their supervisor and committee members. This discussion will be led by Dr. Anthony Paré (DISE) Session Organizer: David Roemmele B.A., M.A., DISE (Ph.D. Student)

Education Graduate Student Society (EGSS) 7th Annual EGSS Conference Friday, March 14th and Saturday, March 15th, 2008

Involvement of DISE Faculty and Students:

Paper Presentations (in chronological order): Adeela Arshad-Ayaz, Culture and Values in Education, “The contribution of critical pedagogy and critical theory of technology in techno-literacy and educational equity around the world.” Melanie Wilson, Culture and Values in Education, “Making education count by connecting students across the globe: An overview of globally networked learning environments (GNLEs).” Anna McClean & Julia Medland, Culture and Values in Education, “Peace, education, and the arts.” James Corcoran, Second Language Education, “L1 in the adult EFL classroom: Framing NNES teacher beliefs and practices” Constance Lavoie, Second Language Education, “The impact of bilingual education on cultural sustainability in Burkina Faso” Seong Man Park, Second Language Education, “The role of Korean ethnic churches for Korean- Canadian students’ Korean language and culture maintenance in Montreal”

63 Christina Rudd, Teacher Education, “‘Amazed by details and the really big bustle.’ The mirror of identity and practice: Education students narrate the development of their beginning teacher identity while teaching pre-adolescent students in a library literacy project.” Karina Smith, Culture and Values in Education, “An Alternative to Tradition: Making a Thesis Accessible.” Charlotte Hussey, Culture and Values in Education, “Glossing Fairy: The Other as Nature.” Carmen Sicilia & I-Pei Tung, Teacher Education, “Scaffolding student collaborative interaction through socio-cultural mediation: Tools, rules and roles” Karla Culligan, Second Language Education, “Retention and attrition in a grade eleven French immersion (FI) mathematics program” Eloise Tan & Haidee Lefebvre, Culture and Values in Education, “Facing the challenges of multicultural education in a distinct society: A qualitative based inquiry in times of reasonable accommodation.” Julie Godward, Culture and Values in Education, “A documentary analysis of representations of artists, cultural groups, and artwork in elementary school visual arts curriculum resources.” Boyd White & Nicole Mongrain, Culture and Values in Education, “Eyes wide open: A philosophical inquiry into the place of aesthetics in education.” Melodie Chan, Educational Leadership, “Opening communication circles somewhere amidst chaos and community: Arts-based work on “home” and homelessness with youth and marginalized individuals.” Tayeb Al-Tayeb, Culture and Values in Education, “Education, identity formation, an politics: The case of Saudi Arabia.” Pan Wang & Yasuko Senoo, Culture and Values in Education, “Chinese and Japanese people’s English name and their identities.” Shawn Michael Bullock, Teacher Education, “Learning to Think Like a Teacher Educator.” Liz Airton, Teacher Education, “Staging an anti-genderist intervention with pre-service teachers: The what, the why and the how.” Blair Sawa, Culture and Values in Education, “Teaching the subject in Religious/Belief Education: Articulating belief narratives.” Amanda Pyykonen, Culture and Values in Education, “A Documentary Analysis of Pedagogical Approaches Presented in Ontario’s Moral Education Supplementary Resources.” Gholamreza Emad & Wolff-Michael Roth, Curriculum Studies, “Toward the Improving of the Vocational Education Policies.” Teresa Jane McLean, Curriculum Studies, “Negotiations of a Critical Feminist Pedagogue Engaged in Constructing a Critical Literacies High School Curriculum.” Frances Helyar, Curriculum Studies, “Creating the Good Canadian: History Education in 1920 New Brunswick” Shuhua Chen, Curriculum Studies, “The PhD Dissertation Defense in Canada: An Institutional Policy Perspective.” Sandra Chang-Kredl, Curriculum Studies, “Children’s multimodal literature: Books, films, and other texts.” Bronwen Low & Jacqueline Celemencki, Culture and Values in Education, “Keeping it real: The discourse of authenticity and the challenges for hip hop.” Christopher Richards-Bentley, Culture and Values in Education, “ ‘A Guide to Navigation during Perilous Times’: Queer Individuals’ Construction and Preservation of their Histories, Identities and Activisms.” Kevin Chin, Teacher Education, “Autobiography as experiential resource for teaching human rights education (HRE).” Leah Dobrinski, Teacher Education, “Educators’ views about teaching environmental education.” Theodore Christou, Teacher Education, “Educational history and Ontario teacher education: Divorce or trial separation?”

64 Alison Crump, Second Language Education, “Native English speaking teachers needed! Investigating the boundaries of critical applied linguistics.” Kimiko Hinenoya, Second Language Education, “Is the traditional interpretations of the enough? Investigating the conceptual complexity and accessibility of the English definite article: the” Yingli Yang, Second Language Education, “The effect of corrective feedback on Chinese learners’ acquisition of past tense.” Tanya Rodrigues & Ranilce Guimaraes-Iosif, Culture and Values in Education, “Education and Democracy: A Comparative Analysis between the Brazilian and Canadian Context.” Tian Jin, Culture and Values in Education, “Negotiating Contexts: A Case Study of a Tibetan Boarding Class in Inland China from a Tibetan learner’s Perspective.” Charlette Menard, Culture and Values in Education, “Social representations of behaviour problems of high school newly arrived immigrant students according to teachers and students in welcoming classes: Multiple and incompatible?” David Amsden, Teacher Education, “Teaching Self, Learning Self: Strengths-based Curricula.” Susan Kerwin-Boudreau, Teacher Education, “A Qualitative Inquiry into Reflections on Teacher Perspectives in a Professional Development Program in Higher Education.” Elizabeth Majocha, Teacher Education, “Teacher Leadership in the Face of Change.” Nancy Doetzel, Educational Leadership, “Appreciative Inquiry: A spiritual approach to research.”

Roundtable Discussions Thi Xuan Thuy Nguyen, Inclusive Education, “Beyond an Education for the Other: A Theoretical Premise for Re-constructing Inclusive Education.” Dana Salter & Jessica Toste, Teacher Education, “Sounds Good in Theory, But… : Issues in Pre- Service Teacher Acceptance of Inclusive School Practices” Shaheen Shariff, Andrew Churchill, Julie d’Eon & Tomoya Tsutsumi, “Anti(?)-Social Behavior: Considering Divergent Models of Cyberspace and Exploring their Concomitant Policy Considerations.” Anthony Paré, Dana Salter, Doreen Starke-Meyerring, Melanie Wilson & Larissa Yousoubova, “Doctoral Writing: New Pressures and Perspectives.” Sandra Sheppard & Henry L. Taylor, Culture and Values in Education, “Linking Schooling To Community Development.” Sabrina Ford, Curriculum Studies, “The Erroneous Treatment of Multiculturalism in Quebec’s Current Elementary Curriculum Reform Document and Superficial Educational Applications” Karina Smith, Culture and Values in Education, “An Alternative to Tradition: Making a Thesis Accessible.” Charlotte Hussey, Culture and Values in Education, “Glossing Fairy: The Other as Nature.”

Panel Presentations Carolyne Ali Khan (Chair), Jimmy Kalamaras, Joelle Tutela, Ramon Robles-Fernandez, Kate E. O'Hara, Pam Joyce, “Education that Empowers.” Ramona Arora, Guiliana Cucinelli, Nicole Fiore, Myunghee Kim, David Pickup, “Expanding Learning Environments: Multidisciplinary Approaches to Educational Research.” Ran Tao, Eun Park, Susann Allnutt, Claudia Mitchell, “Seeing for ourselves: Uses of the visual.” Adeela Archad-Ayaz, Melanie Wilson, David Hill, Tayeb Al-Tayeb, Amandeep Singh Sidhu, Anita Menon, Mary-Ann Colin, Nicole Fiore, Teresa Oppedisiano, Selina Mackie, “The Effects of Globalization in Education.” Joanne Kingsley, Avril Aitken, “Can online learning communities help pre-service teachers construct new understandings and improve their practice?”

65 Claudia Mitchell, Faisal Islam, David Dillon, Kevin O’Connor, Teresa Strong-Wilson, Nicole Mongrain, Kathleen Pithouse, Christina Rudd, “On Looking Into Change: Visual Evidence in Deeping an Understanding of Teacher Education.”

Film Screenings John Pascarella, David Smith (Director), Lynn Gatto (Star of film), “A Life Outside: The Inspiration Story of Lynn Gatto, 2004 New York State Teacher of the Year.” Bronwen E. Low, Jacqueline Celemencki, “Slam High: A Documentary Film in Progress Followed by a 20 minute discussion period.

Workshops Ruxandra Vlad, “Stress Management Workshop.” Claude Trépanier, “The Uses and Benefits of Skills Typologies.” Lisa Endersby, “FAMOUS: Being a Role Model on Campus.”

Performance Donald King, “Sinking Neptune: Challenging Euro-Centricity and Racism by Deconstructing ‘Canada’s First Play.’”

Appendix 7: Examples of Collaboration

All examples of collaboration are too numerous to mention here. As well as the information contained in this appendix, please refer to Program and Centre Directors’ Reports (Appendices 8- 13 inclusive) for an overview of collaboration in various University and Interuniversity Teaching Programs. For examples of intradepartmental and interdepartmental collaboration, see Appendices 2 and 3. For additional information on DISE members’ collaborative efforts, their Individual Annual Reports are on file in the Department.

INTRAUNIVERSITY COLLABORATION

Collaboration - University Teaching Programs

Fiona BENSON As Director, Office of Student Teaching. collaboration with Departments, program directors, and Associate Deans-Academic and -Teaching, Learning, and Students, Student Affairs Office, etc. in developing and supervising field experience courses.

66 With Caroline Riches on design and coordination of Journey’s End, Journey’s Start: workshops for graduating B. Ed. students. With Antonella Nizzola, the faculty’s career placement officer, and Caroline Riches, on development and information sessions about the professional portfolio. With C. Riches (Dir. Undergraduate Programs) on a project entitled “We are Listening! Shoulder to Shoulder with Teachers.” This pilot project is an innovative, alternate pathway, led by myself and C. Riches to investigate field experience/coursework connections. After a successful third year as a pilot project, a hybrid merged model is now entering the roll-out phase program-wide. Thirty- three B. Ed Elementary students and thirty-four B.Ed Secondary students were selected to participate in 2007-2008. With Elizabeth Wood, (Associate Dean, Academic Programs) C. Riches (Dir. Undergraduate Programs) D.I.S.E., Faculty of Education, Lester B. Pearson School Board, and the town of St. Lazare, Quebec: A school-based program with a community environmental project in St. Lazare, that will involve students in their McGill courses (to be determined) and field experience (FE 3 and FE 4).

Spencer BOUDREAU As Associate Dean (Teaching, Learning, and Students), cooperation with Student Affairs Office, Faculty Departments.

Jon BRADLEY As B.Ed. (Vocational) Program Director to 2008, collaborates with vocational teachers in the field to offer courses and arrange practicum supervision.

Lynn BUTLER-KISBER As Director, Center for Educational Leadership, and of Graduate Leadership Certificates I and II, collaborates with Department Graduate Program Co-directors regarding off-campus graduate course offerings .

Eric CAPLAN Director, Jewish Teacher Training Program, in collaboration with the Department of Jewish Studies in the Faculty of Arts.

David DILLON With T. Strong-Wilson and C. Mitchell on SSHRC-funded project “Partnerships for a change: Becoming teachers in changing times.”

Michael DOXTATER Program design: Master of Arts in Indigenous Studies in Education, Faculty of Education, McGill University. Sharing our Success: Teacher Development, focusing on the recruitment, retention, pre-service training, and professional development of aboriginal teachers (November 2007).

Michael HOECHSMANN ----. (2007, June). Invited participant. Roundtable. Forum on Human-Computer Interaction Education, School of Information Studies, McGill University.

Steve JORDAN

67 Teaches EXMD 628, Qualitative Research Methodology for Department of Experimental Medicine.

Cathrine LEMAISTRE Le Maistre, C. (May 2007). “Growing professionals.” Keynote address to practicum supervisors for McGill University’s one-day retreat. St Anicet, QC. Le Maistre, C. (April 2007). “The only person who welcomes change…” One day in-service workshop for teachers of ethics and religious culture.

Denise LUSSIER and Louise SAVOIE Within the B.Ed. French Second Language, collaboration with the Departments of Linguistics and French in the Faculty of Arts as well as the Office of Student Teaching.

Roy LYSTER As Co-Director, DISE Graduate Programs (until July 1, 2007), collaborated with Departmental colleagues re course offerings and all matters affecting the operation of departmental graduate programs.

Christopher MILLIGAN Creator, website for use in EDEC 405 covering 100/150 Anniversary of Teacher Education at McGill. http://www.education.mcgill.ca/edec405-cm-w06/ Creator, course website for EDEE 282 Social Sciences Teacher Training, on student use of McGill Archives: http://www.education.mcgill.ca/edee282b-cm-w-7/282ws

Claudia MITCHELL With the Faculty of Agriculture, McDonald College on the Tier 1 CIDA project “Postharvest Management and Rural Livelihoods in Ethiopia.” Academic Supervisor for the research papers of nine students in the Department of International Development Studies, McGill University.

Ronald MORRIS (Feb, 2008) “Cultivating health and wellness in teaching,” full day seminar conducted for the McGill Center for Educational Leadership.

Anthony PARÉ As Director, Centre for the Study and Teaching of Writing, collaboration with Associate Directors and teaching staff. With Dr. Teresa Strong-Wilson on development of Ph.D. seminar for new DISE Ph.D. program of record.

Caroline RICHES As Director, DISE Undergraduate Programs, collaborated with departmental colleagues in all aspects of Undergraduate Program administration, revision and development, especially with Fiona Benson (Director, Office of Student Teaching), members of Undergraduate Curriculum Committee, and Associate Dean Academic Elizabeth Wood. Developer and Coordinator for the 15 credit Graduate Certificate in TESL. Developer and Coordinator for the TESL 5 Course Package With Fiona Benson on design and coordination of Journey’s End, Journey’s Start: workshops for graduating B. Ed. students.

68 With F. Benson (Office of Student Teaching) Antonella Nizolla, Career Placement Officer, Student Affairs Office, on the development and implementation of professional portfolios. With Second Language Education Friends group of departmental colleagues (DISE) With F. Benson (Office of Student Teaching) and Claudia Mitchell (DISE), on the Canadian Global Campaign for Education - broad-based coalition of non-governmental organizations, teachers unions, religious based development groups, Canadian educational organizations and Canadian research organizations. An international initiative to implement curricular materials on global education around annual themes. With F. Benson (Office of Student Teaching) on International Practicum Placement Opportunities in Hong Kong, Indonesia (2008). In addition, met with the Richmond school board in B.C. to discuss TFSL placements in B.C., and with Simon Fraser University to discuss TESL placements in Cuba. Also met with colleagues at the University of Melbourne and the University of Western Sydney to discuss possible student teaching placements in Australia.

Joan RUSSELL As program director, Bachelor of Education in Music Program and of Concurrent Bachelor of Education in Music/Bachelor of Music (Music Education), collaboration with Undergraduate Program Director, departmental colleagues, and members of the Faculty of Music.

Mela SARKAR As Director, Graduate Programs (from July 1, 2007), with Departmental colleagues re course offerings and all matters affecting the operation of departmental graduate programs. Member of McGill’s Interdisciplinary Ph.D. program in Language Acquisition (LAP) executive committee.

Gale SEILER As Co-Director - Concurrent B.Sc. and B.Ed. Program, Review and revision of Concurrent B.Sc. and B.Ed. program to create better alignment with the Quebec Education Programme curricula in Science, Mathematics, and technology, in collaboration with the Faculty of Science and the Faculty of Engineering. Collaborated with Faculty of Science in revision of website for BSc/BEd program and revision of coursework in the Minor in Education for Science Majors. With Dr. Andrew Gonzalez, professor in the Biology Department, and Audrey Heppleston, Ph.D. candidate in the Biology Department, investigating changes made in BIOL 206 to engage students in doing more authentic science.

Donna-Lee SMITH With Adam Finkelstein, Teaching Technology Services, to create a platform for Learning to Write Fiction course, May / June 2008, a course in Inuktitut online to McGill University B.Ed. students in Arctic Quebec. Invitation from DISE colleague Sylvia Sklar to come to her class to give a talk on First Nations and Inuit Education Issues. Invitation from DISE colleague Mela Sarkar to come to her class to give a talk on Teaching in Aboriginal Communities.

Carolyn TURNER As Co-Director, DISE Graduate Programs (until July 1, 2007), collaborated with Departmental colleagues re course offerings and all matters affecting the operation of departmental graduate programs.

69 Sharron WALL As a member of the Public Relations Certificate Curriculum Committee (Fac. of Continuing Education), launched three new graduate-level Public Relations Programs. Coordinated the Writing-Intensive Learning Approach for Public Relations.

Lise WINER Prepared and supervised all testing for applicants to the B.Ed. TESL program and TESL 5-pack program. Collaborated with Department colleagues and graduate students to administer and correct tests.

Language Testing Collaboration of English Language Testing Committee for B.Ed. TESL: Lise Winer (coordinator), Caroline Riches, Mela Sarkar, Carolyn Turner, and graduate student testers. English Proficiency Exam Committee: collaboration of Carolyn Pittenger (coordinator) and test developer) and correcters Diane Eyre, Kathleen Greenfield, and others. All B.Ed. students must pass this exam.

With MERCURY online course evaluation With E. Kaoukis and C. Weston, of Teaching and Learning Services regarding Mercury Online Course Evaluation.

Collaboration - Research and Community Education

Helen AMORIGGI Participant in Faculty of Medicine Workshop May 22: “Teamwork: From a Group of Experts to an Expert Team.”

Linda ANDERSON With Sharron Wall (DISE faculty lecturer) on TALIF-funded grant “using a specific mnemonic to create awareness of the rhetorical situation which should help students evaluate and improve their own writing.” With McGill Management Career Centre in order to improve the quality of workshops, i.e., Resumés and Cover Letters; Job Interviews; Business Etiquette.

Fiona BENSON With Dr. Caroline Riches, Undergraduate Program Director on MTALIF funded project: We are Listening: Shoulder to Shoulder with Teachers. Received private grant (Beverly Spanier Award for Student Teaching) Organisation of DISE retreat, 2008 with C. Riches and Mela Sarkar (DISE):

70 Topics: Admissions Criteria, Student year-end public forum for research-related course projects, Program Integration, and Beyond the Classroom: Expanding the Boundaries of the 2nd Field Experience.

Lynn BUTLER-KISBER With Sylvia Sklar, DISE, on a project funded by the Chagnon Foundation entitled Home Instruction for Parents of Preschool Youngsters (HIPPY).

Michael DOXTATER With the School of Social Work, Faculty of Law, and Education, McGill University Symposium on Indigenous Cultures (MUSIC) 2007: “Living History: Through Indigenous Eyes,” a day long series of films and videos focusing on residential schools, identity, and violence against women. At the Faculty of Law, “We shall wipe each others’ tears:” Special session for Genocide Survivors, Global Conference of the Prevention of Genocide. “The MIMESIS Project: McGill Interdisciplinary Multiliteracy Education Systems and Information Studies Project (MIMESIS): a brief requested by the Provost in consultation with Vice Principal, Inter-institutional Affairs: to situate McGill University for teaching and learning about information and communication. July 2007. “The role of a “Special Advisor to the Office of the Provost on Indigenous Affairs”: enacting the role of McGill University in Crown-Aboriginal relations” as requested by the Provost’s office, Vice Principal Inter-institutional Affairs, a brief describing the duties and responsibilities of a McGill representative in facilitating projects as an interlocutor in aboriginal affairs. “McGill University as Interlocutor in Canadian Federal relations with Indigenous Peoples.” Policy analysis for the Office of the Vice-Principal Inter-institutional Affairs, McGill University.

Michael HOECHSMANN With Departmental colleagues Claudia Mitchell and Bronwen Low, and S. Walsh (DISE) on UNESCO-funded project “Yaha.net: Youth, the Arts and HIV/AIDS.”

Steve JORDAN With Mela Sarkar, Anthony Paré and Teresa Strong-Wilson (Departmental colleagues) on SSHRC Aboriginal Research Grant funded research project “Mi’gmaq in Listuguj: A Community-based Language Revitalization Initiative.” With Dept. of Experimental Medicine, core member of Programs in Whole Person Care With Dept of Family Medicine, Member of PRAM

Bronwen LOW With Departmental colleagues Drs. Mela Sarkar and Lise Winer, in SSHRC-supported research project “A comparative case-study of Canadian hip hop: Language mixing identity, and Caribbean connections in Montreal and Toronto.” With Drs. Claudia Mitchell and Michael Hoechsmann in UNESCO-supported projects: A Cultural Approach to HIV/AIDS Prevention and Care and YAHAnet (Youth, the Arts, and HIV and AIDS network).

Roy LYSTER With Fred Genesee and Rob Savage (McGill) on CLLRNET funded project “The performance of at-risk students in French immersion.”

71 Christopher MILLIGAN As part of 150 Years from Normal Anniversary Committee: The creation of a webpage with historical information concerning the 1857-2007 anniversary to be used by colleagues to enhance regular course content (Fall 2007). The McGill Faculty of Education 150 Years From Normal (The PAST) presentation in the front Foyer of the Education Building in October 2007. Research for the visual timelines of the history of the McGill Normal School, Macdonald College and the Faculty of Education. Collaboration with Wesley Cross (Dean of Students Office) and Gordon Burr, Chief Archivist, on McGill Remembers Project

Claudia MITCHELL With David Dillon, Teresa Strong-Wilson (both of DISE) on SSHRC grant “Partnerships for a change.” With Drs. Bronwen Low and Michael Hoechsmann in UNESCO-supported projects: A Cultural Approach to HIV/AIDS Prevention and Care and YAHAnet (Youth, the Arts, and HIV and AIDS network). With Eun Park, School of Information Studies, on SSHRC grant, “Giving life (to data) to save lives (in the age of AIDS).”

Anthony PARÉ As Editor of McGill Journal of Education, with Departmental and Faculty colleagues re article submission and review, book reviews, etc. With Mela Sarkar, Steve Jordan, and Teresa Strong-Wilson (Departmental colleagues) on SSHRC Aboriginal Research Grant funded research project “Mi’gmaq in Listuguj: A Community-based Language Revitalization Initiative.” With Lynn McAlpine and Doreen Starke-Meyerring (Departmental Colleagues) on SSHRC- funded research project “Reframing Canadian social science doctoral programs: A learning perspective.”

Caroline RICHES With Fiona Benson (Director, Office of Student Teaching) on MTALIF funded project: We are Listening! Shoulder to Shoulder with Teachers.

Mela SARKAR With Elin Thordardottir and Susan Rvachew (School of Communication Sciences and Disorders) on research Canadian Language and Literacy Research Network-funded project “Efficacy of two treatment approaches for the remediation of language impairment in bilingual children.” With Bronwen Low and Lise Winer (Departmental colleagues) on SSHRC-funded research project “A comparative case study of Canadian Hip-Hop: Language mixing, identity, and Caribbean connections in Montreal and Toronto.” With Steve Jordan, Anthony Paré and Teresa Strong-Wilson (Departmental colleagues) on SSHRC Aboriginal Research Grant funded research project “Mi’gmaq in Listuguj: A Community-based Language Revitalization Initiative.” Associate member of Centre for Research on Language, Mind and Brain (interdisciplinary, based at McGill).

Marc SCHWARTZ

72 Schwartz, M. (2007, March). The Role of Science in Education. Invited presentation for the Indonesian Study Mission, McGill University, Montreal, QC.

Sylvia SKLAR With Lynn Butler-Kisber (DISE), on a project funded by the Chagnon Foundation entitled Home Instruction for Parents of Preschool Youngsters (HIPPY).

Doreen STARKE-MEYERRING With A. Paré and CSTW staff to organize Writing Centre Seminar Series

Shirley STEINBERG With the McGill Career Centre, to organise several speech/workshops to new Graduates from McGill.

Teresa STRONG-WILSON Promoter of graduate student leadership in the Research Exchange Forum through expansion of membership and of the scope of activities of the REF sub-committee graduate student members. With Mela Sarkar, Steven Jordan, and Anthony Paré (DISE) on SSHRC Aboriginal Research Grant funded research project “Mi’gmaq in Listuguj: A Community-based Language Revitalization Initiative.” With David Dillon and Claudia Mitchell (DISE) on SSHRC-funded research project, “Partnerships for a Change.”

Carolyn TURNER Vice Chair and Member, Advisory Committee for Training and human resources development project (language training for heath care professionals, THRDP – funded by Health Canada funding), Office of International Research, McGill

Sharron WALL With L. Anderson (DISE) and E. Hirst (Coordinator of the P.R. Certificate Program), on a Teaching and Learning Services Teaching and Learning Improvement grant (TALIF) to study the impact of changes on instructors’ teaching and students’ learning brought about by initiating Writing Across the Curriculum in the P.R. Certificate program.

Lise WINER Collaboration with Mela Sarkar and Bronwen Low on SSHRC-funded research project “A comparative case-study of Canadian hip hop: Language mixing, identity, and Caribbean connections in Montreal and Toronto.” Demonstrator at the 5th Annual Teaching & Technology Fair, 15 May 2008

INTERUNIVERSITY COLLABORATION

Collaboration - Teaching Programs

Fiona BENSON Collaboration with Anne Hetherington, TESL program Director, Concordia University and David Meloche, Principal of Children’s World Academy, Lester B. Pearson School Board: “Now I Know What I’m Looking For: Recognizing, Developing and Assessing MELS Professional Competencies during Practicum.” Full-day session, January 18, 2008.

Spencer BOUDREAU Member of committee, Joint FSL program with the Université de Montréal

Denise LUSSIER and Louise SAVOIE Membres du Comité de concertation du Programme conjoint du B.Ed de français langue seconde avec l’Université de Montréal-- Collaboration with U de M staff. Co-responsables for Joint Program in FSL: Lussier is responsible for the Academic Program; Savoie is responsible for the program logistics and the stages.

Collaboration - Research and Other Educational Involvements

Jon BRADLEY With Dr. Will Penny, Concordia University Department of Education, continuing investigations into the role and place of male elementary teachers. Expanding to include colleagues from the Université de Montréal.

Aziz CHOUDRY With Eric Shragge, Concordia University on “Immigrant Workers; Learning to Labour in Canada: Rights and Organizing Strategies,” part of a CRI-INE SSHRC Grant The Changing Nature of Work and Lifelong Learning in the New Economy: National and Case Study Perspectives, David Livingstone, OISE, University of Toronto, Principal Investigator. With Dr Julie-Anne Boudreau, INRS-UCS, Montreal: Fear, the City and Political Mobilization.

Ratna GHOSH With Marie McAndrew on Metropolis Project (University of Montreal, UQAM): Islam and Education. With Cecille Rousseau and Jaswant Guzder on FRSQ-funded project « Ecoles, culture et sante mentale : une articulation a repenser dans une societe en transformation. »

Michael HOECHMANN With Dr. L. Taylor (Bishop’s) on SSHRC/Dept of Multiculturalism-funded project on Multicultural Literacy.

Bronwen LOW With Dr. Steven High (History Dept., Concordia) and others on CURA (community-university research alliance)-funded project “Life Stories of Montreal Displaced by War, Genocide, and other Human Rights Violations.”

Denise LUSSIER Researcher – Domain of social psychology - Inter-University Research Centre on Immigration et Metropolis funded by SSRHC, Université de Montréal.

74 Coordinator of Research - Domain 3, Education and Training, Inter-university SSHRC-funded Research Centre on Immigration and Metropolis, located at the University of Montreal Principle Investigator, SSHRC-funded research project « Représentations culturelles, identité ethnique et communication interculturelles chez les jeunes adultes » with co-collaborators Réjean Auger, UQAM, Monique Lebrun, UQAM, and Richard Clément, (U Ottawa). Co-Investigator (with principle investigators Michel Laurier & Virginie Doubli, Université de Montréal) on research project funded by the Ministère des Communautés culturelles et de l’Immigration, entitled « Mise à jour de l’échelle de compétence pour les immigrants adultes ».

Roy LYSTER With Laura Collins (Concordia) on SSHRC (RDI) grant “Learning each other’s language: The missing link in second language research.”

Claudia MITCHELL With Sandra Weber (Concordia) on SSHRC grant “Looking for a change: Visual methodologies in teacher education.” With Jean Stuart, R Pattman, N. De Lange, T. Buthelezi, R. Moletsane (University of KwaZulu- Natal) on National Research Foundation grant “Youth as Knowledge Producers. With Naydene De Lange, V. Wedekind, R. Balfour, R. Moletsane, D. Bhana (University of KwaZulu-Natal), on NRF grant “Every Voice Counts.” With June Larkin (U.Toronto) and S. Weber (Concordia) on SSHRC grant, “Seeing for ourselves: Visual methodologies and teachers’ self study.” With N. De Lange, J. Stuart, M. Taylor, R. Moletsane, and E. Park on NRF-funded project “Social uses of digital images in the age of AIDS.” With S. Flicker, J.P. Restoule, J, Larkin, and R. Travers on CIHR-funded project “Arts Based Approaches to Addressing HIV and AIDS with Aboriginal Youth.” With S. Flicker, R. Travers, and L. Binder on CIHR-funded project “Ethics in Community-Based Research in Canada.” With J. Larkin and S. Weber on SSHRC-funded project “What difference does this make? Studying youth as knowledge producers.”

Ronald MORRIS Collaboration with Blake Polland, Director of the Public Health Program, Department of Public Health Science, University of Toronto, Faculty of Medicine. With Dr. N. Bouchard, Dept. of Religious Studies, UQAM; scholarly dialogue on moral education and new Ethics and Religious Culture Program. With L. Roy Bureau, Faculty of Education, Laval University; scholarly dialogue on moral education and new Ethics and Religious Culture Program.

Anthony PARÉ With Principal Investigator, Dr. Doreen Starke-Meyerring, McGill University; Dr. Miriam Horne, Concordia University; Dr. Roger Graves, University of Alberta; Dr. Heather Graves, University of Alberta. The state of research writing in Canadian doctoral education: A cross- disciplinary study of practices, challenges, and resources. With Principal Investigator, Dr. Natasha Artemeva, Carleton University; Dr. Janna Fox, Carleton University. Learning the genres of teaching: New faculty acculturation to the pedagogical practices of Canadian universities. As Editor of McGill Journal of Education, with colleagues from other Universities and Faculties of Education

Mela SARKAR Associate member, Centre for the Study of Learning and Performance (interdisciplinary, based at Concordia University) Member of ongoing Concordia-McGill Research Group on Second Language Acquisition (15-20 active members, lots of collaborative work and informal consulting among members). Principal co-ordinators: Drs Walcir Cardoso and Pavel Trofimovitch, Dep’t of Education, Concordia University

Annie SAVARD With François Larose (CRIE-CREAS), Johanne Bédard (CRIE), Yves Couturier (CRIE), Louis- Charles Lavoie (CRIE), Johanne Lebrun (CRIE-CREAS), Marie-Pier Morin (CRIE- CREAS), and Laurent Theis (CRIE-CREAS), Université de Sherbrooke, on the FQRSC Action concertée sur les impacts socioéconomiques des jeux de hasard et d’argent, Volet Études exploratoires, pour la période 2008-2010 : Project Title : « L’apprentissage des probabilités en contexte ludique : transfert de compétences et impact sur la pratique des jeux de hasard et d’argent chez des élèves à risque du 1e cycle du secondaire. » With François Larose (CRIE-CREAS), Johanne Bédard (CRIE), Marie-Pier Morin (CRIE- CREAS), Laurent Theis (CRIE-CREAS) (Université de Sherbrooke), and Thierry Karsenti (Université de Montréal) on MELS—funded project for creating a website about teaching mathematics : « L’apprentissage des probabilités en contexte ludique : transfert de compétences et impact sur la pratique des jeux de hasard et d’argent chez des élèves à risque du 1e cycle du secondaire. » With Larose, F., Bédard, J., Bourque, J., Freiman, V., Karsenti, T., Morin, M.P., and Theis, L. on SSRC-funded project « Impact du recours à un contexte virtuel à caractère ludique sur l’enseignement et l’apprentissage des probabilités dans deux provinces francophones. »

Shaheen SHARIFF Collaboration with Tanya Beron (U. Calgary), Faye Mishna (U.Toronto), and Ross Heatherington (Toronto Hospital for Sick Children) on SSHRC-funded research project “The impact of cyber-bullying.” With Dr. Colin Lankshear (James Cook University, Australia);. Dianne Hoff (U. Maine, U.S.A.); Dr. Dawn Zinga (Brock University); Dr. Roland Case (UBC); on SSHRC International Opportunities Fund grant sponsored research project “Cyber-bullying: A project to address the policy vacuum and develop international policy guidelines.” With Margaret Jackson and Wanda Cassidy (Simon Fraser University) and Colleen Sheppard (McGill Law Faculty) on SSHRC-funded research project “Cyber-bullying: Are schools obliged to prevent bullying in a Virtual School Environment?”

Donna-Lee SMITH With Valentina de Krom and Blane Harvey on the Canadian Council on Learning-funded project “Integrating online distance learning into teacher education programmes in Arctic Quebec: A collaborative investigation.” With Josephine Peck (Wagmatcook, Cape Breton), Donald Taylor (Psychology, McGill University) and Esther Usborne (Psychology, McGill University) on the Mi’kmaq Kina’matnewey-funded project “Longitudinal Study of the Mi’kmaq Language.”

Doreen STARKE-MEYERRING With Anthony Pare, McGill University; Dr. Miriam Horne, Concordia University; Dr. Roger Graves, University of Alberta; Dr. Heather Graves, University of Alberta on the SSHRC-

76 funded study entitled “The state of research writing in Canadian doctoral education: A cross- disciplinary study of practices, challenges, and resources.” With A. Paré, L. McAlpine, and C.Amundsen (Simon Fraser) on SSHRC-funded research “Reframing Canadian social sciences and humanities doctoral programs: A learning perspective.”

Shirley STEINBERG With Stonebanks, C. (Bishop’s University) and Sensoy, O. on the SSHRC-funded project “Experiences of Canadian Muslim Teachers and Students in Public Schools: A three province comparative study.” With DISE colleagues and many other university collaborators on the SSHRC-funded project “Building a Research Community and Archive for the Material and Media Cultures of Children and Youth.” With Barry Barrell, Mary Cameron, and Clar Doyle (Memorial University): Principal Co-ordinator for a project on Critical Literacy.

Teresa STRONG-WILSON Guest Edited, with Alison Preece (University of Victoria), a special issue of English Quarterly: “Children’s Stories and Social Issues.” With Ingrid Johnson (U of Alberta), Joyce Bainbridge (U Alberta), Mary Clare Courtland (Lakehead University), Roberta Hammett (Memorial University), Angela Ward (University of Saskatchewan), and Lynne Wiltse (Thompson Rivers University) on SSHRC-Funded project “Preservice teachers’ perspectives on Canadian identity and their understandings of ideology in multicultural picture books.”

Carolyn TURNER Collaboration with researchers from McGill, Concordia, Université de Montréal, and Université du Québec à Montréal in McGill University's Training and Human Resources Development Project (THRDP) (housed in the Faculty of Arts, English and French Language Centre) a Health Canada-funded research project: Interdisciplinary approaches to cross-linguistic communication in health care delivery to minority language populations. The inter- institutional research team is entitled Health-Care Access for Linguistic Minorities (H- CALM). Co-Investigator (with Principal Investigator N. Segalowitz, E. Gatbonton, & E. Kehayia, Concordia, in SSHRC-funded research project, “Talking about Pain: Healthcare communication in a second language.” Member, Language Assessment & Testing Research Unit (LATRU) Advisory Board (for the Canadian Academic English Language, CAEL, Assessment), Carleton University, Ottawa, Ontario Member, Centre for the Study of Learning and Performance/Centre d’Études sur l’Apprentissage et la Performance (CSLP/CEAP) – multi-institutional research centre (established in 1988 and based at Concordia University)

Collaboration – Ministère de l’éducation, du loisir et du sport (MELS)

Fiona BENSON Member, Advisory Committee on English Education, organized by MELS Table de Concertation, organized by MELS

77 Spencer BOUDREAU Member, Table de réflexion sur la religion, Secrétariat des affaires religieuses (MELS)

Cathrine LEMAISTRE New Ministerial Appointment: Chair of Advisory Board on English Education.

Denise LUSSIER Comité des experts – Programme de français langue seconde au secondaire. Direction de la formation générale des jeunes/Programmes d’études, Ministère de l’Éducation du Québec. Membre, Comité des Programmes de FLS, MELS. ----. (December 4, 2007). Représentations culturelles et construction identitaire. Ministères de l’éducation du Québec et de l’Ontario. (one-day workshop, Montreal). ----. (April, 2007). Diversité a l’école et compétences interculturelles, Colloque Intégration et réussite : l’affaire de tous! Vers une école riche de sa diversité, Direction des services aux communautés culturelles, MELS.

Roy LYSTER McGill Representative, La table de concertation sur la formation continue du personnel scolaire, MELS.

Ronald MORRIS Member, Comite d’agrément des programmes de formation à l’enseignement (CAPFE) (Appointed by the Quebec Minister of Education, continuing) ----. (2007, April 13). Narrative, ethics and education: Addressing the program competencies. Guest Lecture for “Living with Insight,” an in-service course, sponsored by The Ministry of Education, on the new Ethics and Religious Culture Program. ----. (2007, March). The role of disciplinary courses in teacher education programs. Position Paper prepared for the Comité d’agrément des programmes de formation à l’enseignement (CAPFE), MELS.

Anthony PARE Pare, A. (2007, November 27-28). I write; therefore I think. Two-day workshop for the MELS.

Caroline RICHES 2007, September & November ; 2008, February and March). CAPFE, Journées thématiques: Les compétences professionnelles : Attended and participated in four sessions on the implementation and assessment of professional competencies in the B.Ed. programs.

Annie SAVARD Consultant specialist for Québec Education Program, Mathematics, secondary school, cycle 2, MELS. Savard, A. (2007, November). Elementary-level mathematics: Essential knowledge. Implementation workshop given for the MELS.

Louise SAVOIE Consultante, Révision des programmes de français langue seconde pour l’évaluation, MELS.

Donna-Lee SMITH

78 First Nations and Inuit Education Representative, Kativik School Board/MELS/McGill Joint Committee

Carolyn TURNER Consultant, L'évaluation de l'anglais, langue seconde – Learning and evaluation situations, and end of cycle exams (for the Reform), MELS.

Collaboration – Other Quebec, Provincial and Canadian Ministries & Agencies

Fiona BENSON ----. With E. Martin (McGill University Field Supervisor), December, 2007. Report on Adult Education placement initiatives, PROCEED (Provincial Body of Adult Education Sector), P.E. Trudeau Airport Hilton. -----. With Claudia Mitchell (DISE), Canadian International Development Agency (CIDA), various University and NGO partner organizations: Canadian Global Campaign for Education, An international initiative to implement curricular materials on global education around annual themes. We are in the planning stages of having student teachers use these materials in field experience, and report back at a workshop during the “Journey’s End- Journey’s Start 2009” professional development day for graduating students. We are also lobbying, with the input of Dr. Mitchell, for McGill to become a University member of this organization (first university in Quebec).

Lynn BUTLER-KISBER

79 With Dr. N. Vallières; J. Burgess (UQAM); J.H. Guay, (U. de Sherbrooke); M.-C. Larouche, McCord Museum with LEARN, the MELS Récit, Ideeclic, Le Devoir, and the Gazette on the Heritage Canada project entitled “La caricature editoriale Québècoise”

Spencer BOUDREAU Expert for accreditation of U. of Ottawa’s Education Program, Ontario College of Teachers

Jon BRADLEY With Indian and Northern Affairs Canada and Algonquins of Barrière Lake to establish a new educational project for Barrière Lake for September 2007 to August 2009 time frame. With Indian and Northern Affairs Canada for Kitigen Zibi School Improvement project With Indian and Northern Affairs Canada for Winneway School Evaluation project Contribution to “Five Voices,” a publication in INAC’s First Nations Series.

Michael DOXTATER Member, Aboriginal Education Advisory Board, Ontario College of Art and Design Board member, First Nations Technical Institute With Laurence Kirmeyer on CIHR-funded project, “National Native Aboriginal Mental Health Network.” With the Kahnawake Combined School Committee to host a major language conference to discuss trends and developments in Second Language Education and to introduce videographic research methods. (March 2008) ----. (2007, April). “Pogo Moolah Treaty: pedagogy of the child” at Peace, conflict, and reconciliation: contributions of cultural psychiatry Advanced Summer Institute, NNAMHR Montreal. ----. (2007, Oct). “Spirit of place as seen from a rural and urban First Nations' perspectives” at the ICOMOS Canada Congress, Parks Canada, Montreal. ----. The Report of the Clan Feasibility Research Project. Office of the Council of Chiefs. ----. (2007, Dec). Mohawk Council of Kahnawake. A report on the application of traditional governance methods in the contemporary era. ----. (2007, June). “Proposal and program for the Kanehsatake Preparatory School.” Kanehsatake Education Centre, Kanehsatake, Quebec.

Ratna GHOSH Membre: Comité national d'éthique sur le vieillissement et les changements démographiques, Government of Quebec. On Research Advisory Committee of the Canadian Education Association

Denise LUSSIER Lussier, D. (2007, Sept). Représentations culturelles et identité d’immigrants adultes de Montréal apprenant le français. Ministère de l’immigration et des communautés culturelles. ----. Planning of round tables for the 2008 conference: Fédération internationale des professeurs de français à Québec (AQEFLS-- Association québécoise des enseignants de français langue seconde)

Roy LYSTER ----. (2007, March). Integrating language and content through instructional counterbalance. Modern Language Centre, Ontario Institute for Studies in Education, University of Toronto.

80 ----. (2007, November). The role of interactional feedback in content-based instruction. TESL Ontario Annual Conference, Toronto, ON. ----. (2007, December). Classroom-based research on proactive and reactive approaches to form- focused instruction. iicall2@uwaterloo: Interfaces of Intelligent Computer-Assisted Language Learning. University of Waterloo, Waterloo, ON.

Christopher MILLIGAN With McGill Archives holdings and Library & Archives Canada, Ottawa holdings, to increase holdings as a source of historical information to assist in the teaching of undergraduate B. Ed students.

Claudia MITCHELL With Tess Astiacke (Nova Scotia Agricultural College) on Tier 1 CIDA project “PostHarvest Management and Rural Livelihoods in Ethiopia.”

Ron MORRIS With Poland, B., Edwards, G., Rossister, K., Bourbeau, ML, Kontos, P., and Maule, K. on HCTP ICE Seed Grant project at the University of Toronto entitled “Revisioning our (embodied) place in a warming planet: A resonant installation approach.”

Annie SAVARD With the Council of Ministers of Education of Canada, Institution Coordinator for an international study in Mathematics Education.

Shaheen SHARIFF Executive member, Task Force on Cyberbullying, Quebec English School Boards Association (QUESBA).

Louise SAVOIE With Bruno Dufour on project with the Commission Amérique du Nord et Commission du français langue maternelle de la de la Fédération internationale des professeurs de français (FIPF), funded jointly by: Ministère de l’Éducation, Ministère des Communautés culturelles et des Communication et Ministère des Relations internationales du Québec. With 8 associates affiliated with the Commission Amérique du Nord et Commission du français langue maternelle de la de la Fédération internationale des professeurs de français (FIPF), on a project funded jointly by: Ministère de l’Éducation, Ministère des Communautés culturelles et des Communication et Ministère des Relations internationales du Québec. Principle Investigator on a project entitled Répertoire de littérature jeunesse en ligne: Quoi lire ? funded jointly by: Ministère de l’Éducation, Ministère des Communautés culturelles et des Communication et Ministère des Relations internationales du Québec.

Collaboration with International Governmental and Non-Governmental Agencies

Fiona BENSON Received funds from a private donor (Bernadette Hsu) to develop an international field teaching experience in Hong Kong. Hosted a visit from education officials from Gauteng province, South Africa, featuring presentations by interim Dean Jamshid Beheshti, Sylvia Sklar, Michael Hoechsmann, Elizabeth Wood, and Caroline Riches.

Aziz CHOUDRY Advisory Board member, Action, Research and Education Network of Aotearoa (ARENA) (NZ).

Lynn BUTLER-KISBER With Sylvia Sklar on the CIDA-funded Indonesian Social Equity Project: Mathematics and Science Program. With Sylvia Sklar on the CIDA-funded Indonesian Social Equity Project: Higher Education Management and Leadership. With Sylvia Sklar, currently discussing joint project possibilities in Mexico and the Caribbean with Peter Schneider, Director of the Centre for International Management Studies (CIMS) With Sylvia Sklar (DISE) and Linda Davis, Vice President of Research, Graduate Programs and International Relations, in the planning stages of a collaborative project with the College of the Bahamas (soon to be a university) in Nassau to develop staff and student professional learning communities and exchanges as well as some research initiatives in the next year.

Ratna GHOSH With Paromita Chakravarty on Shastri Indo-Canada Institute funded project “The National Knowledge Commission Report, 2006: Its implications for women's education in West- Bengal.” With Ayaz Naseem on SSHRC-funded grant “Construction of the ‘Other’ in Curricula and Textbooks: A Post-Structuralist Analysis of Nationalist Identities in India and Pakistan.” With Dr. Vijay Raghavan (and others) on the CIDA Tier-1 funded project “Consolidation of food security in India.”

Michael HOECHSMANN With Departmental colleagues Claudia Mitchell and Bronwen Low, and S. Walsh (DISE) on UNESCO-funded project A Cultural Approach to HIV/AIDS Prevention and Care.

Denise LUSSIER Co-coordinator of research on The Assessment of Intercultural Communicative Competence - Project entitled “To incorporate intercultural communication training in teacher education.” Coordination by Ildiko Lazar (Hungaria). Funded by the Council of Europe / European Centre for Modern Languages, Graz, Austria. External (and only one non-European) expert on the scientific committee of the “Test de connaissance de français, ” Centre international de recherche pédagogique, Sèvres/Paris. ----. (2008, April). Compétence de communication interculturelle et construction identitaire. Associaçio Portuguesa dos Professores de Fancês, Lisbon, Portugal. (One day seminar at the University of Lisbon).

Roy LYSTER ----. (2007, February). Integrating meaning-based and form-focused approaches through counterbalanced instruction. Second Language Acquisition Institute, University of California at Davis. ----. (2007, April). Classroom-based research on the effects of instruction. Interdisciplinary doctoral program in Foreign Language Acquisition, Research, and Education (FLARE), University of Iowa, Iowa City ----. (2007, April). Interactional feedback in second language communicative classrooms. Center for Foreign Language Acquisition, Research, and Education (FLARE) and Department of French and Italian, University of Iowa, Iowa City.

Claudia MITCHELL With Jean Stuart, R Pattman, N. De Lange, T. Buthelezi, R. Moletsane (University of KwaZulu- Natal) on National Research Foundation grant “Youth as Knowledge Producers. With Naydene De Lange, V. Wedekind, R. Balfour, R. Moletsane, D. Bhana (University of KwaZulu-Natal), on NRF grant “Every Voice Counts.” With N. De Lange, J. Stuart, M. Taylor, R. Moletsane, and E. Park on NRF-funded project “Social uses of digital images in the age of AIDS.” With Tess Astiacke (NSAC) on CIDA-funded project “PostHarvest Management and Rural Livelihoods in Ethiopia.” With the Ministry of Gender and Family Promotion, developed a policy and strategic plan on Gender Based Violence and Violence Against Children which was submitted to the Cabinet of Rwanda.

Joan RUSSELL As visiting professor at Universidade Federal do Paraná, she collaborated with Dr. Beatriz Ilari in Projetos Integrados, analyzing investigating how student teachers experienced their field experience in a Brazilian NGO.

Sylvia SKLAR -With Lynn Butler-Kisber (DISE) on the CIDA-funded Indonesian Social Equity Project: Mathematics and Science Program. With Lynn Butler-Kisber (DISE) on the CIDA-funded Indonesian Social Equity Project: Higher Education Management and Leadership. With Lynn Butler-Kisber (DISE), currently discussing joint project possibilities in Mexico and the Caribbean with Peter Schneider, Director of the Centre for International Management Studies (CIMS) With Lynn Butler-Kisber (DISE) and Linda Davis, Vice President of Research, Graduate Programs and International Relations, in the planning stages of a collaborative project with the College of the Bahamas (soon to be a university) in Nassau to develop staff and student professional learning communities and exchanges as well as some research initiatives in the next year. With Lynn Butler-Kisber (DISE) on the British Council-funded Cape Farewell Project.

Shaheen SHARIFF With Institute for Ismaili Studies, London, England: Academic Co-ordinator, Evaluator and Facilitator, International Summer Program on Islam (held at McGill 2007 and to be held at Cambridge 2008). As part of the SSHRC International Opportunities Fund cyberbullying project (“International Cyberbullying project”): -Ongoing collaboration with Mr. Zhang, lawyer and Dr. Wei Jun Ying, in China. -Ongoing collaboration with Professor Hasegawa of Kinjo-Gakuin Univ. (Japan). -With Jaishankar Karuppanan of the Department of Criminology & Criminal Justice, Manonmaniam Sundaranar University, Abhishekappatti, Tirunelveli 627 012 Tamil Nadu India. -Ongoing collaboration with Dianne Hoff at the University of Maine and Patricia Ehrensal -Collaborating with Colin Lankshear at James Cook University (Australia). -Collaborating with Dawn Zinga at Brock University in Ontario and Ed Brown, at University of New Brunswick.

83 -Beginning a collaboration with Steven Carrick Davies and Will Gardner of ChildNet (Britain) a non-profit organization on internet use. -With John Fenaughty and Martin Cocker of NetSafe, a non-profit organization on internet use. Piggybacking on their conference on cyber-citizenship incorporating the International Cyberbullying Project’s conference (July 28 – 31, 2008). Ongoing collaborating with scholars from the University of Toronto Sick Children’s hospital and University of Calgary on a SSHRC grant to research the psychological impact of cyber-bullying.

Shirley STEINBERG With Marta Soler, Ramon Flecha, and Lidia Puigvert, University of Barcelona, in a project on critical pedagogy With Hans Jensen, Utrecht University, in a project on critical pedagogy

Collaboration with Local Colleges, School Boards, Schools, Teacher Associations

Helen AMORIGGI President, Board of Directors, and Chair, Strategic Planning Committee and Executive Committee, Sacred Heart School of Montreal. Representative of Sacred Heart School of Montreal on Canadian Association of Independent Schools (CAIS).

Fiona BENSON With Lester B. Pearson, Sir Wilfrid Laurier, and English Montreal School Boards on We are Listening! Shoulder to Shoulder with Teachers Project (with Dr. Caroline Riches, Undergraduate Programs Coordinator) As Director, Office of Student Teaching, with Quebec English and French school boards, private schools and other groups. With Elizabeth Wood, (Associate Dean, Academic Programs) C. Riches (Dir. Undergraduate Programs) D.I.S.E., Lester B. Pearson School Board, and the town of St. Lazare, Quebec: A school-based program with a community environmental project in St. Lazare, that will involve students in their McGill courses (to be determined) and field experience (FE 3 and FE 4). Jon BRADLEY With Algonquin of Barrière Lake to establish a new educational project for Barrière Lake for September 2007 to August 2009 time frame. With Kitigan Zibi Educational Council to establish an educational plan for Kitigan Zibi and Maniwaki for the period January 2008 to December 2009.

Eric CAPLAN Collaboration with the Association of Education Professionals in Jewish Schools to create joint frameworks for professional development of Jewish studies teachers.

David DILLON School-based integrated professional semester expanded to 13 schools, with 46 students enrolled.

Mark HEGINS

84 With Michel Lacroix, CEGEP Gerald Godin, on integration of technology into language courses and development of www.rblnetwork.com (Response-Based Learning Network) ----. (May, 2008). Copresented with with Michel LaCroix (College Gerald Godin), at RASCALS Annual Conference, “Response-based learning practices using a web-based approach.” ----. (January, 2008). Copresented with with Michel LaCroix (College Gerald Godin), at APOP—On-line technology and pedagogy conference, “Web-based practices for the teaching of writing.” Ron MORRIS With L. Roy Bureau, Faculty of Education, Laval University: Scholarly dialogue on moral education and Ethics and Religious Culture program. With Dr. N. Bouchard, Dept. of Religious Studies, UQAM: Scholarly dialogue on moral education and new Ethics and Religious Culture Program. Joined L’observatoire des Réformes en Éducation, Axe Éthique (LORÉ, see www.ore.uqam.ca), a research center at UQAM.

Caroline RICHES With Fiona Benson (Office of Student Teaching) and the Lester B. Pearson, Sir Wilfrid Laurier, and English Montreal School Boards on We are Listening! Shoulder to Shoulder with Teachers.

Annie SAVARD McGill representative, research consultation, CS de Montréal Consultant, mathematics education, Kativik School Board.

Shaheen SHARIFF Pro bono consultant on Bullying and Cyber-bullying issues for various schools and school boards in Montreal, Toronto and Vancouver. Collaboration with PREVNet Centres for Excellence, the Canadian Teachers’ Federation, the Quebec Association of Teachers (QUPAT) and the Quebec English School Boards Association. Consulting with parent groups, Media Awareness Network, and the National Film Board of Canada.

Sylvia SKLAR Represents McGill on the Curriculum Development Committee, Bronfman Jewish Education Centre Presented a short overview of the Distinguished Educators Seminar Series at the Lester B. Pearson School Board, Professional Improvement Committee Fall Workshop.

Donna-Lee SMITH As Director, First Nations and Inuit Education, and Coordinator, Aboriginal Literacy Certificate, with the Kativik School Board in Arctic Quebec and Arctic College, Iqaluit and Arviat. With Cree School Board, as the First Nations and Inuit Education Representative on the Curriculum Planning Committee.

Doreen STARKE-MEYERRING

85 Asked to serve on the advisory board of the Center for Online International Learning at the State University of New York as well as on the advisory board of Dawson College to the Senate Committee on Student Writing Policies.

Teresa STRONG-WILSON Consultant, .5 day workshop, Bancroft School, English Montreal School Board

Boyd WHITE Collaboration with Ontario College of Art and Design (OCAD) and the Art Gallery of Ontario (AGO) to develop a collaborative teaching venture involving the use of the museum as a teaching resource.

Collaboration with, and Contributions to, the Wider Community

Helen AMORIGGI Judge in the CanWest CanSpell National Spelling Bee. Member of the International Reading Association, the Association for Surgical Education, and the Brain Injury Assocation of Rhode Island.

Spencer BOUDREAU Member, Ed. Subcommittee, Board of Directors, English-Speaking Catholic Council Member, Board of Directors, Newman Center

Lynn BUTLER-KISBER Member, Board of Directors and Education Committee, St. Georges’ Schools Member, Communication Committee, The Priory School

Aziz CHOUDRY Researcher/team member, Bilaterals.org (international) Board of Directors, Global Justice Ecology Project (USA) Researcher, Immigrant Workers Centre research group (Montreal)

David DILLON Member representing Faculty of Education, McGill University, Coalition of Education, Health, Social Work, and Community Service. Michael DOXTATER Kids From Kanata (Social Work with external partners from the Catholic Camps ):A program in multiculturalism and creativity. Iroquois Knowledge Encyclopaedia Project: Iroquois Caucus: a videographic DVD encyclopaedia to teach adult learners Iroquoian languages by the documentary production of Iroquois culture. “Community Achievement Awards Conference”: Kanehsatake Education Council. Kanehsatake Mohawk Territory, Quebec Referee, “Shirley Cheechoo nomination”. Aboriginal Achievement Awards, National Aboriginal Achievement Foundation, Toronto August 2007. The Report of the Clan Feasibility Research Project. Office of the Council of Chiefs. Mohawk Council of Kahnawake. A report on the application of traditional governance methods in the contemporary era. December 2007.

86 Ratna GHOSH For Royal Society of Canada: Member, Governing Council; Chair, Committee for the Advancement of Women; Chair, Canadian Committee, Inter-American Association of Academies of Science and Chair, Selection Committee, Alice Wilson Award. Member Titulaire, European Academy of Sciences, Arts and Letters

Michael HOECHSMANN Judge for the My Media Podcast Contest, Media Awareness Network (MNet). Consultant, Board of Advisors, Media Project (St. Raymond’s Community Centre) Conducted a number of media interviews on issues around youth, media and new technology: The Globe and Mail, Montreal Gazette, Ottawa Sun and Montreal Mirror newspapers; CTV National, local and Internet TV; Global TV (local news and This Morning Live); CBC Newsworld and local TV; and AM 940 Radio. Charlotte HUSSEY Performances as a member of Maria Garcia's Dance Troupe, Montreal, June 2007 in Verdun. (Dance)

Bronwen LOW Board member, Elephriends Board member, Maison des Jeunes, Cote des Neiges

Kevin McDONOUGH Chair, Hospitality and Site Committee, Philosophy of Education Society

Anthony PARE Pare, A. (2007, November). The future of the university. Panel member, University of the Streets, Café Arts. Emcee, Faculty of Education 150th Anniversary Gala ----. (2008, May). Judge for the English Montreal School Board’s English Montreal Public Speaking Competition, Westmount High School.

Mela SARKAR Public relations secretary, Executive committee, South Asia Women’s Community Centre of Montreal Book Reviewer, The Gazette

Annie SAVARD Volunteering Consultant, Tyndale-St-Georges Community Center

Gale SEILER Volunteering Consultant - Program Evaluation and Anti-gang community board, Tyndale St. Georges Community Centre.

Shaheen SHARIFF Selected Media Appearances [Radio and Television Broadcasts]: Shariff, S. (2007, November). Interview on Cyber-bullying. Morning show with Tony Johnston. World Radio Switzerland.[INT]. Shariff, S. (2007, May). Interview on schools’ right to intervene on Facebook. The Current with Gillian Finlay [standing in for Anna Maria Tremonte]. [Radio broadcast]. CBC Radio. Shariff, S. (2007, May). Interview on Cyber-bullying. CTV News, Maya Johnson,

87 [Television broadcast]. CTV Television. Shariff, S. (2007, March). Sultani human rights complaint on bullying in BC. Montreal Today with Joe Cannon. [Radio broadcast]. Radio 940. Shariff, S. (2007, February). Canadian ordinance viewed as anti-Muslim. The Glenn Beck Show [Television broadcast]. New York: CNN. Shariff, S. (2007, January). Cyber-bullying. Kevin and Trudy Show [Radio broadcast]. Montréal, Québec, Canada: CJAD. Shariff, S. (2007, January). Reasonable accommodation & racism in Quebec. CTV National News with Lloyd Robertson [Television broadcast]. Genevieve Beauchemin, Reporter. Montréal, Québec, Canada: CTV. Interviews: Kubota, Y. (2007, November 11). Cyber bullying bedevils Japan. Reuters. http://www.reuters.com/article/internetNews/idUST1761020071112 Gravenor, J.D. (2007, May 22). To Share or Not to Share: Teens are quick to master new technology, flocking to web networking sites, but sometimes they lack judgment on what is appropriate to post on-line. Youth Zone. The Gazette, Montreal, QC. C8. Bramswell, B. (2007, May 15). ‘St. Thomas Burn Book’ has teachers fuming. The Gazette, Montreal, A1-A2. Helmer, A. (2007, April 4). Cruelty casts a wide ‘Net.’ Sun News: Ottawa & Region. http://www.ottawasun.com/News/OttawaAndRegion/2007/04/04/3914862-sun.html Gravenor, J. D. (2007, April 3). Picked on and put down: Incidents of cyber-bullying – being ridiculed and abused online – are growing in frequency and teens are struggling to deal with the fallout. Youth Zone. The Gazette, Montreal, C8. Scott, M. (2007, March 3). All eyes on you: Cell-phone cameras and the World-Wide Web have created a new kid of public shaming for wrongdoers from litterbugs and bad drivers to negligent nannies. The Gazette, Montreal, H1-2.

Sylvia SKLAR Invited adjudicator, Community Service & Youth Leadership Award, Aga Kahn Education Board for Canada.

Donna-Lee SMITH Smith, D-L. (2007, September). Education Programs. First Peoples’ House Powwow,

Doreen STARKE-MEYYERING Member, Advisory Board Centre for Online International Learning, SUNY Member, Advisory Board to Senate Committee on Dawson Writing Policies, Dawson College

Shirley STEINBERG An expert for the CBC Show “Test the Nation” which had a viewing audience of 2 million. Radio Interviews: 15 Television Interviews: 28 Newspaper Features: 6

Sylvia SKLAR Member, Board of Directors, Operation Respect Canada

Sharron WALL

88 Member of the Board; Academic and Communications Liaison 2000-2007, Social Work Scholarship Committee, D. F. LeBlanc Aboriginal Social Work Scholarship Member of the Board; Communications Chair, 2004-2008, Sustainability Committee, Ecodrummers Association

Lise WINER Interview for “The Link”, together with Carolyn Samuel, on learning second languages, CBC Radio International, March 11, 2008 Interview with Elizabeth Thompson for article in The Gazette (Montreal) “Boys are less bilingual than girls, study finds”, on bilingualism and census data, 4 April 2008 Interview on air with Rick Peterson on bilingualism and census data, 4 April 2008

Appendix 8: Undergraduate Program Director’s Report

Submitted by Dr. Caroline Riches, Undergraduate Program Director

The priority for the direction of the DISE undergraduate programs is to strive for innovation and excellence in our teacher education programs with the overarching goal of international recognition as a centre for excellence in teacher preparation. To this end, attention is paid to ongoing assessment of our practices as well as to program revision, development, innovation and research. This document describes the key activities undertaken in relation to the DISE undergraduate programs in the 2007-8 academic year in achieving this goal. This includes: committee work, new and ongoing initiatives and future plans and directions. For reference, program enrollment figures are included in Appendix 1.

COMMITTEES

The Undergraduate Program Director (UPD) served on the committees listed below. A summary of work accomplished in the Undergraduate Curriculum Committee and various subcommittees is selectively provided.

Departmental Committees Steering Committee, DISE Undergraduate Curriculum Committee (UCC) – DISE, chair Second Language Education Friends (SLEF) UCC subcommittee, DISE Professional Seminar / Field Experience UCC Sub-Committee, DISE

Faculty of Education Committees Academic Policy Committee (APC) Undergraduate Student Affairs Committee (USAC) Advisory Committee on Teacher Education and Professional Development (ACTE) CREPUQ/McGill Academic Program Review Web Advisory Committee English Language Proficiency Exam subcommittee

McGill University Committees Subcommittee on Teaching Programs (SCTP)

Undergraduate Curriculum Committee Summary of Issues Committee members included Caroline Riches (chair), Elizabeth Wood, Donna-Lee Smith, Fiona Benson (OST, ex-officio), Annie Savard (newly elected), David Dillon (newly elected), Patrick Buttino (teacher representative), Jennifer Gravel (vice president academic, EDUS, Sept. – Feb.), Vanessa Gnick (EDUS representative, Feb. to May).

Committee business involved the following: Our main goal and focus of discussion in UCC this year was the revisioning and rethinking of our B.Ed. programs. To this end, long-term goals were articulated; various revisions and initiatives throughout the year aimed at moving toward and meeting these goals. Main accomplishments and issues as follows: ♦ Draft of vision statement, posted on DISE online community centre for feedback and revised accordingly (see Appendix 2). This statement is intended to articulate the goals, responsibilities and vision for our B.Ed. programs. It will be posted on our department website. ♦ Plans for roll-out of merged model for 3rd Field Experience semester. Following from positive feedback from both the ‘shoulder to shoulder’ pilot (see below) and the pilot model commonly know as the David Dillon project, a model was devised which could work program-wide was proposed at the March DISE meeting (see Appendix 3). This model incorporates significant elements of both pilot models and will be adopted in all B.Ed. programs (except TFSL), beginning in Fall 2009. Associated revisions to the program were passed at this same meeting, and subsequently approved at the necessary levels (see Appendix 4: Course revisions, new course proposals and course rescheduling). The consultation, planning and roll-out process for these revisions will continue through the next academic year. Briefly, main revisions consist of: the creation of a 2nd professional seminar to accompany the 2nd Field Experience: a reconfiguration/rescheduling of courses in Winter of

90 2009 and Fall of 2009 to prepare and support students in the 3rd Field Experience; rescheduling of 3rd Field Experience to begin in late August to mid-November, 4 days a week, with courses scheduled on the 5th day of the week on-campus. ♦ Language competency Discussion surrounded the implementation of required courses focused mainly on concerns regarding students’ academic writing abilities. No program changes were proposed however, due to upcoming revisions to the administration and format of the Faculty of Education English Language Requirement Exam (EDEC 215), compulsory for all students (except TFSL), which may result in a number of mandated English courses. With a view to increasing enrollment in TFSL as well as aligning our entrance requirements with UdeM (joint partners in the TFSL program), the French Language proficiency test was re-designated as a diagnostic test rather than an entrance requirement. Preliminary program enrolment figures for 2008-9 suggest that this change has had this positive effect. Prospective B.Ed. TESL students must pass a departmental English Language Proficiency Test (ELPT) for admission to the B.Ed. TESL program. They have also been required to pass EDEC 215. It was determined this year that the two tests can be deemed equivalent. Thus beginning for student admitted for 2008-9, students who pass the ELPT will automatically be given an equivalency for EDEC 215. French language proficiency for TESL students (as ESL is taught only in French schools in Quebec) is an ongoing issue. A certain amount of French proficiency is necessary for students to be able to function effectively in their Field Experience relations. Furthermore, MELS will be requiring TESL students to pass a French test in order to obtain teacher certification in Quebec. With a view to providing students the means of attaining the requisite level of proficiency, we are working with Genevieve Leiderlinger at the English and French Language Centre to develop a course focused on French for French school communities. ♦ Course and program revisions (itemized in Appendix 4: Course revisions, new course proposals and course rescheduling) were discussed and proposed. All proposals were brought forth to DISE meetings and have subsequently passed through the faculty and university approval process. ♦ Retreat workshops A number of the issues and discussions in UCC this year resulted in the planning and animating of 4 workshops at the DISE annual retreat, held May 14, 2008. Workshops ran concurrently in the morning of the retreat which was also designated as an official DISE meeting so that any motions arising from recommendations arrived at in the 4 workshops could be discussed and voted upon. The workshops and resulting motions/actions were as follows: 1. Admissions Criteria Motion: That DISE adopt a letter of intent to be part of the admission criteria for B.Ed. programs. Subcommittee for implementation to be chaired by Caroline Riches. 2. Undergraduate student year-end public forum for research-related course projects Action/Motion: To strike a showcase action working group under UCC to explore how to move forward with these issues. Working group to be chaired by Donna-Lee Smith and Elizabeth Wood 3. Approche Programme / Program Integration Action: UCC will set up a subcommittee to explore the reorganization to help students integrate what they have learned, and to encourage collaboration and integration across course and years in the B.Ed. programs.

91 Subcommittee to be chaired by Annie Savard and David Dillon. Fiona Benson has agreed to serve on this committee Further to this, a suggestion emanating from this work shop was the instigation of a ‘teacher exchange forum’ either within, or linked to, the established ‘research exchange forum’. This would not only provide an ongoing means of collaboration amongst instructors, but would also lend weight to the teaching aspect of our faculty which all too often plays second fiddle to our research endeavours. 4. Expanding the boundaries of the 2nd Field Experience Action: DISE strongly supports the introduction of the community learning placement for CLP to replace 2nd year field experience that is to be phased in to start in the Fall of 2009. UCC will initiate a working group, that will include community organization members, chaired by Fiona Benson.

Professional Seminar / Field Experience Sub-Committee Work continued to forge links between professional seminars and field experiences in the B.Ed. programs. The major work this year was again focused on the pilot project “We are Listening”, outlined below, which originated in this sub-committee. Coordination of EDEC 201 First Year Professional Seminar, EDEC 306 Third Year Professional Seminar (Sec); EDEC 405 Fourth Year Professional Seminar also furthered the work of strengthening connections between these two components. The Journey’s End, Journey’s Start. Workshops, detailed below, also contributed to this effort. We are also planning an Professional seminar / Field Experience information sharing session for June 2008 mainly for part-time and new professional seminar instructors; an invitation was also extended to full- time faculty who have instructed this seminar for a number of years, as their expertise is invaluable to this effort.

SLEF Sub-committee This committee includes all faculty and instructors teaching in the B.Ed. TESL program, and aims to coordinate courses across the program. Through this forum, a curriculum map of the courses in the B.Ed. TESL is regularly updated. Other program related issues are also discussed.

OTHER NEW AND ONGOING ISSUES and PROJECTS

Student Issues Students’ course and program-related problems were dealt with over the course of the year, both alone and in collaboration with the chair, the D.I.S.E. Academic Advisors, the Student Affairs Office and the Office of Student Teaching.

McGill University Academic Program Review Group for CREPUQ reports– Concurrent B.Sc./B.Ed., Concurrent B.Mus/B.Ed., Joint TFSL A committee, comprised of Gale Seiler (education), Richard Harris (science) a B.Sc./B.Ed. student, Fiona Benson (OST) and the UPD was struck to review the Concurrent B.Sc./B.Ed.

92 program. A draft report will be submitted to the Academic Program Committee in September, 2008. I also assisted in editing and revising the TFSL program report. The TFSL report was submitted, compiled by Denise Lussier and edited by the UPD. Follow a meeting with the Faculty of Music, it was decided that the Concurrent B.Mus/B.Ed. program review be put on hold due to possible major revisions to this program. This decision was communicated to the Deputy Provost’s office.

Pilot Project ‘We are Listening! Shoulder to Shoulder with Teachers’ - with F. Benson (Dir. of the Office of Student Teaching. (OST)), Faculty of Education. (Dates: May 2005 – ongoing) This pilot project is an innovative, alternate pathway, designed by myself and F. Benson to investigate field experience/coursework connections. The design of the pilot addresses key issues: more time in schools, experiencing the start-up of a new school year, and a clearer link between theory and practice. In this second year of the pilot (Fall 2007), 33 B.Ed. K/Elementary students and 34 B.Ed. Secondary students were selected to participate in 25 Elementary schools and 17 Secondary schools, representing 4 school boards and 2 private schools. With funding from the MTALIF we have gathered feedback from the various stakeholders through surveys and informal interviews and we have presented on this pilot and feedback at various conferences. The feedback from students, course instructors, cooperating teachers, McGill supervisors and school administrators has been overwhelmingly positive for both years of the pilot. Consequently, significant elements of this model are being adopted in a program-wide ‘merged model’ slated to begin in September 2009(see UCC summary above).

Design and Coordination of: Journey’s End, Journey’s Start. Workshops for Graduating B.Ed. Students – with F. Benson (OST), Faculty of Education. (Dates: annual event, following last day of Final Field Experience, this year: April 14 & 15, 2008) In keeping with the CAPFE accreditation of our B.Ed. programs, this collaborative initiative was designed to bring closure to the final field experience (FE4) and professional seminar (PS4) by providing our graduating students with their first professional development conference experience. For this 3rd edition, the session consisted of one day of workshops dedicated to the transformation from student teacher to professional, with the first year of teaching in sight. It culminated with a Keynote address by Mark Kelley, CBC investigative journalist, and a reception attended by students, faculty, field supervisors and workshop speakers. The second day consisted of optional school-accredited First Responder Training.

Canadian Global Campaign for Education - with F. Benson ( OST), Claudia Mitchell (DISE), broad-based coalition of non-governmental organizations, teachers unions, religious based development groups, Canadian educational organizations and Canadian research organizations. (Dates: April 2008 – ongoing) An international initiative to implement curricular materials on global education around annual themes. We are in the planning stages of having student teachers use these materials in field experience, and report back at a workshop during the “Journey’s End-Journey’s Start 2009” (see above). We are also lobbying, with the input of Dr. Mitchell, for McGill to become a University member of this organization (first university in Quebec).

Development and implementation of Professional Portfolios – with F. Benson (OST), Antonella Nizolla, Career Placement Officer, Student Affairs Office). (Dates: May 2005 – ongoing) With the Undergraduate Curriculum Committee, OST and our career placement officer, I have continued to promote the implementation of professional portfolios as a focus through-out the B.Ed. program generally, and in targeted courses specifically. A representative administrator

93 from the school community will be invited to present the importance of the professional portfolio in the new teacher hiring process at a DISE monthly meeting.

International practicum placement opportunities – with F. Benson (OST) I supported the collaborated with OST in developing international student teaching placements for 3rd Field Experience. This coming Fall 2008, 8 TESL students will be going to the Pok Oi Hospital Chan schools in Hong Kong, 4 to 6 K/Elementary and Secondary students will be going to the Piaget Academy group of schools in Indonesia. We are currently designing workshops to prepare students for these international placements. We have met with the Richmond school board in British Columbia to discuss TFSL placements in B.C., and with Simon Fraser University to discuss TESL placements in Cuba. I also met with colleagues at the University of Melbourne and the University of Western Sydney to discuss possible student teaching placements in Australia.

CAPFE, Journées thématiques: Les compétences professionnelles. Attended and participated in four meetings focussed on the professional competencies. (September, November 2007, February, March 2008)

Content updating and website management of advising materials I assisted in managing, revising and updating the new and currently registered student advising materials for all of our B.Ed. programs. Due to the pending reconfiguration of the faculty website, we remain in a holding pattern in terms of the complete reconfiguration of all undergraduate program information on the DISE website. I continue to be involved in the website management discussion.

TESL 5 Course Package Development and Coordination For the 3rd consecutive year, we offered the TESL 5 Course Package, designed to address the shortage of ESL teachers in Quebec by providing a means for re-qualification. The involved a separate registration process, and ongoing course development. Students may be eligible for a MELS bursary and are issued an ‘attestation’ upon success completion of the 5 courses. A number of applicants for the 2007-8 offering of this ‘package’ were redirected into the Graduate Certificate in TESL. During the 2008 admission period, candidates interested in the TESL 5 Course Package were encouraged to apply to the Graduate Certificate in TESL. As the Graduate Certificate in TESL is now established, and can serve to ‘requalify’ certified teachers in the same manner, the TESL 5 course package will not be offered this coming academic year. B.Ed. students who expressed interest in the TESL 5 Course Package were advised to apply for the Graduate Certificate in their graduating year, or were given permission to following the on- campus versions of the courses.

Evaluator for English Language Proficiency Test (for B.Ed. TESL, TESL 5 Course Package, Graduate Certificate in TESL) The UPD supported the in-house and distance test administration and evaluation during the group testing sessions, as well as individual distance test evaluation over the past year.

FUTURE PLANS AND DIRECTIONS

The articulated vision for a program provides clear direction and goals for our B.Ed. programs. The principal work for the coming year is to continue to strive for innovation and excellence in our teacher education programs. Efforts to coordinate courses within and between courses will continue and course and program revisions will be made as appropriate to improve the various programs. The various motions and initiatives emanating from the UCC and

94 designated topics/workshops in this year’s DISE retreat provide the forward momentum needed to achieve these goals. Work on program integration, innovations such as public forums to display student work and the introduction of community-based, alternative field experiences, as well as international field placements, should serve to strengthen and improve our programs with a goal of graduating teachers well-prepared to embark upon their professional careers. Discussions in regard to course and program rigour and overall professional goals will be addressed in various ways across and through-out the program, for example in the continued development of professional portfolios and competency grids.

Applications and Admissions 2007 ARRO Central Admissions Sept. 17, 2007 Admission Program Statistics Report Summary Fac. Degree & Program ARRO Transfers/ Total Reg. Admits Readmit New Students BED-KIND 179 22 201 BED-MUSIC 4 4 BED-SEC-ONE 119 19 138 BED-TESL 44 2 46 BED-TFSL 3 3

95 BSC-BED 16 26 BMUS/BED 5 5 TOTALS 370 43 423

Admission Program Statistics Report Details Total Degree/Program Applied Offer Accepted Declined Canceled Refused Registered Resp Resp

BED-KIND 838 439 187 246 103 296 179 BED-MUSIC 8 5 5 0 2 1 4 BED-SEC-ONE 858 469 125 336 114 275 119 BED-TESL 313 72 45 26 158 83 44 BED-TFSL 86 5 3 2 56 25 3 BSC-BED 648 272 18 238 97 279 16 BMUS/BED 10 5 5 5 TOTAL 2751 1272 388 853 530 959 370 NO-DEG- EDUC 26 8 6 2 8 10 6 Transfers & Readmits - Faculty Processed Program Applied Offered Accepted Declined Pending Fac App File Offer Offer Resp Refused Cancelled Incompl Kindergarten & Elem. 31 25 22 1 2 2 3 1 Secondary 28 21 19 2 0 3 2 2 TESL 7 2 2 0 0 2 1 2 TFSL 1 1 TOTAL 67 48 43 3 2 8 6 5

Through various promotion and recruitment efforts we intend to continue to raise the profile of our B.Ed. programs in order to attracting the best and brightest students into our programs. For example, the B.Sc./B.Ed program information website was extensively revised by Gale Seiler and Richard Harris. This appears to have had a positive effect on applications and subsequent enrolment in this program. Better presentation of website information for prospective students for all of our programs is a priority for the upcoming year. The proposal to add a ‘letter of intent’ to our admission criteria should also serve to attract and admit better and brighter students. The two pilot projects in the 3rd field experience semesters address a number of issues and needed improvements as identified by stakeholders in the teacher education process. As evident by the number of students opting for both of these pilot initiatives over previous years, the approach is successful. In addition, research documenting student, cooperating teacher and course instructor feedback and evaluation of the pilot projects support the value of such a model. As described above, the key successful elements of these pilot projects are to be channelled into program-wide revisions to all B.Ed. programs (merged model) to begin Spring 2009. Communication with school boards and course development in preparation for the roll-out of the revised model in 2009-10 is a main focus for the upcoming year.

Program Enrolment Figures

PROGRAM ENROLMENTS as per August 24, 2007 Program Academic Year 0 N/A 123 4 Total (Freshman) BED- KINDERGARTEN & 0 32 152 124 163 166 637 ELEMENTARY BED-SECONDARY 0 24 99 70 78 89 360 BSC-BED 0 12 8 6 7 2 35 BED-TESL 0 3323629 14 114 BED-TFSL 0 0366 12 27 BED-MUSIC 0 0201 1 4 BED-BMUS 0 10 14 8 10 0 42 Totals 81 310 250 294 284 1,219

NO-DEG-EDUC Exchange 2 0 0 0 0 0 2 Quebec 8 0 0 0 0 0 8 InterUniversityTransfer Special 3 0 0 0 0 0 3 Total 13 0 0 0 0 0 13

BED-SEC- Secondary English 0 13 32 32 36 38 151 ONE Secondary Mathematics 0 0 17 10 10 8 45 Secondary Science & 0 0 9 4 4 7 24 Technology Secondary Social Sciences 0 11 41 24 28 36 140 Total 0 24 99 70 78 89 360

BSC-BED Biol & Chem for Teachers 0 0 0 0 1 0 1 Biology-mc w Chem-mn 0 0 2 3 4 2 11 Teacher

97 Chemistry-mc w Biol-mn 0 0 1 0 1 0 2 Teacher Freshman Program 0 12 0 0 0 0 12 Mathematics-m Teacher 0 0 2 3 1 0 6 Physics-mc w Chem-mn 0 0 3 0 0 0 3 Teacher Total 0 12 8 6 7 2 35 BED- Music Elementary & 0 0 2 0 1 1 4 MUSIC Secondary Music Elementary & BED-BMUS 0 10 14 8 10 42 Secondary Performance Trumpet 0 0 1 0 0 0 1 Total 0 10 17 8 11 1 47 TESL Elementary and BED-TESL 0 3 32 36 29 14 114 Secondary TFSL-Jt Program U de BED-TFSL 0 0 3 6 6 12 27 Montreal NO-DEG- Exchange 2 0 0 0 0 0 2 EDUC Quebec InterUniversityTransfer 8 0 0 0 0 0 8 Special 3 0 0 0 0 0 3 Total 13 0 0 0 0 0 13

Vision Statement Bachelor of Education Programs, DISE, Faculty of Education, McGill

As teachers and learners we are committed to: • understanding education in its fullest sense as a collective endeavor that supports the integration of theoretical, practical and experiential knowledge, in both formal and non- formal environments; • assuring development of deep knowledge and understanding in discipline area specializations; • fostering a culture of questioning, critical reflection and the construction of professional knowledge leading to excellence in the field;

98 • developing communities of teacher education that embrace collaboration and that model responsive, innovative and effective teaching practices; • strengthening an awareness of the fullness and complexity of the whole person, and of the implications of this for teaching and learning; • deepening our inquiry to extend below the surface of issues emerging from daily practice; • promoting advocacy for change in response to the diverse needs of communities in local and global contexts, through a sustained commitment to social justice as a process; • engaging in this work in an ethos of care and concern for humanity.

3rd Field Experience Semester Proposal Third Field Experience Semester – Merged Model End Aug Y3 – 3rd Field Experience Y3 - K/Elem 10 weeks, 4 days /week – courses on Fridays.

Sept End August to mid Nov Y3 - Secondary, B.Sc/B.Ed, Music, B.Mus/B.Ed., TESL =40 days – courses on Mondays Oct (Y1 – courses scheduled over ______10 weeks) Nov (Y1 – 1st Field Experience ______mid-Nov to early-Dec Y3 – all programs 2 weeks 3 weeks, 4 days/wk) intensive course consolidation Dec

Appendix 9: Graduate Program Director’s Report

Submitted by Dr. Mela Sarkar, Co-Director, Department Graduate Programs

Graduate Program Co-Directors: • Mela Sarkar (sabbatic leave July 1 — December 31 2008) • Kevin McDonough (from May 2008)

99 Graduate Program Advisor • Mary Katherine Wallbridge: MA in CVE; MA in SLE; PhD in Educational Studies (new program of record as of September 2007); Graduate Certificate in TESL (new program as of September 2007) Graduate Program Coordinators • Catherine Hughes (through her retirement on May 31, 2008) and Arwen Fleming (from May 15, 2008): MA and Graduate Certificates in Educational Leadership; MA in Curriculum Studies Graduate Program Committee (GPC) Committee members 2007-2008 • Mela Sarkar–Committee Chair • Michael Hoechsmann • Kevin McDonough • Gale Seiler • Boyd White Regular Meetings October 3, November 7, January 24, February 21, April 3

Application Review Sessions March 5, March 7, March 13, March 17

Events: 2007-2008 • Orientation sessions for new students - PhD session – August 21 - MA session – August 22 • PhD “Social” to bring together new cohort (in new PhD program) and “old” PhD students — February 1 • Sixth Annual Graduate Student Conference – EGSS (Education Graduate Students’ Society) — March 4-15

CHANGES/NOTEWORTHY EVENTS ACROSS DISE GRADUATE PROGRAMS 07-08 • Our new TESL Graduate Certificate Program (a 15 credit postgraduate program) began Fall 2007 with an initial cohort of 13, slated to complete the program by the end of summer 2008. • Our PhD “of record” in Educational Studies also began Fall 2007, with a cohort of 14. Our original target was 20, so next year we may admit more applicants, to allow for deferrals (we had 4 who deferred from September 2007 to September 2008) and refusals. For all 2007, we lost several accepted applicants to our program because they obtained better funding elsewhere. With respect to the new PhD program, we negotiated timelines with GPSO as follows: • Final confirmation of students’ principal supervisors will be sent to GPSO by the end of the students’ first term (always a Fall term as we do not allow Winter admissions). • Final confirmation of the composition of students’ Doctoral Advisory Committees will be sent to GPSO at the end of the following (Winter) term. • We completed our mandated CREPUQ review for all MA programs and submitted it to Associate Dean Elizabeth Wood in early November 2007. The site visit by the external evaluator, Arpi Hamalian (of Concordia University) took place on February 14, 2008. She submitted her report in early March. • The new graduate funding initiatives put in place by GPSO, replacing the previous “Recruitment Excellence” and other forms of recruitment initiatives, will be allocated by DISE as follows:

100 • The “Provost’s Graduate Fellowship” monies, totalling $5000 for each new PhD student and $1500 for each new MA-Thesis student, will be given directly to students in those categories. • We broke up our “Principal’s Graduate Fellowship” envelope, totaling $27,500 to be distributed in packages of not less that $2500, into 5 packages of $5000 and one of $2500. Three of the $5000 packages were reserved for recruitment and offered to entering NEW PhD students. The other two, along with the $2500 package, were reserved for PhD students who our Fellowships Review Committee had recommended for external (SSHRC or McGill Majors) funding in the fall review process but who did not receive such funding. We observed our internal ranking rather than GPSO’s. Any $5000 packages not taken by the new entering PhDs (should they decide not to accept McGill’s offer) will also go to continuing students from that list, in rank order. • CHANGES IN OUR MA PROGRAM STRUCTURE • We modified the Culture and Values—Thesis option to enable students to take six credits of elective courses, rather than three, as previously; we similarly modified Second Language Education—Thesis to enable students to take three credits of elective credits where previously they had none. • In 2007-2008, DISE added the Graduate Option in Gender and Women’s Studies (http://www.mcgill.ca/mcrtw/graduateoption/ ) to our new Ph.D. program and all our thesis and project option M.A. programs (Culture and Values, Educational Leadership and Curriculum—Thesis and Project; Second Language Education—Thesis). From the administrative point of view, this resulted in eight new programs being added to our existing lineup. • As a result of this proliferation of courses, we also set in motion an intra-departmental discussion intended to enable us to streamline our current M.A. course offerings. The quantity of available programs is to some extent an artifact of our being a “merged” department. In 2001, four former programs had to be brought together under one administrative umbrella. Now that the merge is seven years behind us, it is much easier to see possibilities for program redesign in which new directions in educational scholarship could be recognized and included, and existing overlap and repetition avoided. In particular, we are hoping that by the end of 2008-2009, we will have agreed on a way to devise new programs that would bring together much of what is now part of the Culture and Values and Curriculum programs under completely new headings. The Second Language Education and Educational Leadership programs would stay the same in essence, but all programs will, in addition, be modified in a way that makes the current “Project” structure more workable. This discussion took place at the Graduate Program Committee level over much of the 2007- 2008 academic year. In the spring, the GPC brought some tentative ideas about revision to the department. The broad outlines of the changes we plan to implement were put in place at the final department meeting of the year in May, with widespread consultation, and a resulting general consensus on the most important points. It will remain for the 2008-2009 GPC to work out the details. • The change in program direction (co-directors Roy Lyster and Carolyn Turner replaced by Mela Sarkar as of July 1, 2007) led to some administrative decisions that will affect program direction for the period July 1, 2008 through December 31, 2009. Mela Sarkar will be on sabbatic leave for the periods July 1 through December 31, 2008, and July 1 through December 31, 2009. During those periods, program direction will be assumed by Kevin McDonough, who also had co-director status from the Spring 2008 term on.

STUDENT DATA 2007-2008 The remainder of this report presents student data in the following categories:

101 • Admissions and Enrolment Information • Graduated Students 2007-08 o By program in 2007-08 o By degree and year since 2000

Some of the student data presented in previous reports, notably, the information on Student Fellowships and Funding Held in 2007-2008 and Student Fellowships and Funding Announced to New Recipients in Spring 2008, is no longer needed.

ADMISSIONS INFORMATION

Degree Status 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 2001 2002 2003 2004 2005 2006 2007 2008 M.A. Applied 132 136 155 227 193 184 184 166 Accepted 102 101 103 93 85 58 58 99 Registered 55 61 71 50 63 55 55 64 Ratio: 77.72% 74.26% 66.45% 40.97% 44.04% 31.52% 48.94% 59.64% accepted/applied 53.92% 60.40% 68.93% 53.76% 74.12% 94.83% 84.06% 64.65% Ratio: registered/accepted

Degree Status 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 2001 2002 2003 2004 2005 2006 2007 2008 Ph.D. Applied 30 38 47 46 32 34 40 48 Accepted 26 22 42 24 20 19 31 27 Registered 19 17 35 22 16 16 31 14 Ratio: 86.67% 57.89% 89.36% 52.17% 62.50% 55.88% 77.50% 56.25% accepted/applied 73.08% 77.27% 83.33% 91.67% 80.00% 84.21% 100.00% 51.85% Ratio: registered/accepted Enrollment as of No. of May 15, 2008 Students PhD 117 MA (T & NT) 188 TOTALS: 305 GRADUATED STUDENTS 2007-2008

Culture and Values Student Name Grad Term Program Option Supervisor RAJ, Aditya Fall 07 Ph.D. CVE Kincheloe, Joe BERRY, Eleonor Fall 07 MA – T Wood, E. DEJMEK, Andrea Theresa Fall 07 MA – T Maguire, M. DIAS, Lisa Fall 07 MA – T Boudreau, S. KORIN, Tania Fall 07 MA – T Caplan, Eric KWAI-PUN, Valerie Fall 07 MA – T Jordan, Steve LAU, Gamoon Fall 07 MA – NT N.A. SMITH, Karina Fall 07 MA – T Kincheloe, Joe TAIEB, Belkacem Fall 07 MA – T Beer, Ann J

102 WAHEED, Hajra Fall 07 MA – T Kincheloe, Joe

Student Name Grad Term Program Option Supervisor SALTARELLI, Nancy Winter 08 MA – T Wood, E. SCULNIK, Nancy Winter 08 MA – NT N.A.

Curriculum Studies Student Name Grad Term Program Option Supervisor PARR, Michelann Fall 07 Ph.D. Curriculum & Instr. Strong, Teresa DUPUIS-ROSSI, Riel Fall 07 MA – T Strong, Teresa

Student Name Grad Term Program Option Supervisor HANNAY, Stacey Winter 08 MA – NT N.A. PIETRONIRO, Lisa Winter 08 MA – NT N.A.

Educational Leadership Student Name Grad Term Program Option Supervisor BOUDREAU, Julie Patricia Fall 07 Gr. Cert. Ed. Leadersh. 1 N.A. BOWLES, David Fall 07 Gr. Cert. Ed. Leadersh. 1 N.A. BUCHANAN, Czeslawa A. Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. CELEMENCKI, Jacqueline Fall 07 MA – T Low, B. DELANEY, Christina R. Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. DESTREMPES, Michelle M. Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. DI TULLIO, Mario Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. GELBART, Felix Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. JANZIC, Robertina Fall 07 Gr. Cert. Ed. Leadersh. 1 N.A. LINCOLN, Micheline Fall 07 Gr. Cert. Ed. Leadersh. 1 N.A. MACKEY, Constance Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. MALDE, Millie Fall 07 MA – T Alters, B. MANOS, Donna Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. PEVEC, John Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. ROSS, Nicholas Fall 07 MA – NT N.A. SAUKAS, Linda Elaine Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A. SNOW, Katherine Jean Fall 07 Gr. Cert. Ed. Leadersh. 2 N.A.

Student Name Grad Term Program Option Supervisor BOUCHARD, Dominique Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. COITEUX, Marie-Josée Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. DAVID, Richard Mark Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. DRAZNER, Susan Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. HUNTER, Mervin John Winter 08 MA – NT N.A. LABBIENTO, Gianna Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. LARKIN, Suzanne Winter 08 MA – NT N.A. MARFOGLIA, Tina Winter 08 MA – NT N.A. MASON, Richard Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. ROOT, Ardis Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. SHARPE, Earlyn Winter 08 MA – NT N.A.

103 SHILLER, Louise J Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. SHOUSHA, Christina Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. SILBERSTEIN, Joan Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. SPIRIDIGLIOZZI, Tina Winter 08 MA – NT N.A. TREMBLAY, Daniel A. Winter 08 MA – NT N.A. TRUPIA, Rosaria Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A. ZERVAS, Eleni Winter 08 Gr. Cert. Ed. Leadersh. 1 N.A.

Educational Studies Student Name Grad Term Program Option Supervisor HORNE, Miriam E. Fall 07 Ph.D. Ed. Admin. Pare, Anthony WEBER, David Baxter Fall 07 Ph.D. Ed. Admin. Le Maistre, C.

Student Name Grad Term Program Option Supervisor KERWIN-BOUDREAU, S. Winter 08 Ph.D. Ed. Admin. Butler Kisber MOSS, Leah A Winter 08 Ph.D. Ed. Admin. Jordan, S. OGBUAGU, Buster Winter 08 Ph.D. Ad Personam Brotman, S. BROWN, Christie Ann Winter 08 MA – NT N.A.

Second Language Education Student Name Grad Term Program Option Supervisor IZQUIERDO, Manuel J. Fall 07 Ph.D. Second Language Lyster, R. D’EON, Julie Fall 07 MA – NT N.A. KANG, Mi Young Fall 07 MA – NT N.A. LENNANE, Blaise M. Fall 07 MA – T Lyster, Roy NIINO, Yuko Fall 07 MA – NT N.A. PROTSKO, Tatiana Fall 07 MA – NT N.A.

Student Name Grad Term Program Option Supervisor ALHUDAITHY, Yomna Winter 08 MA – NT N.A. GAO, Ruixue Winter 08 MA – NT N.A. HAN, Yun Hee Winter 08 MA – NT N.A. JI, Xiaomin Winter 08 MA – NT N.A. SENOO, Yasuko Winter 08 MA – NT N.A. TSAI, Hweihua Winter 08 MA – NT N.A. YANG, Hui Winter 08 MA – NT N.A. ZHOU, Yang Winter 08 MA – NT N.A. Number of Graduated Students Since 2000-2001

Degree 2000- 2001- 2002- 2003- 2005- 2006- 2007-2008 2001 2002 2003 2004 2006 2007 M.A. 24 29 37 48 45 48 37 Ph.D. 9 6 8 8 10 14 8 Gr.C. N.A. N.A. N.A. N.A. N.A. N.A. 26 Total 33 35 45 56 55 62 71

104

Appendix 10: Centre for Educational Leadership

105

Centre for Educational Leadership Department of Integrated Studies in Education Faculty of Education Annual Report 2007-2008

Submitted by: Professors Lynn Butler-Kisber & Sylvia Sklar June 30, 2008

Section I: Description of Unit

The Centre for Educational Leadership (CEL) is situated in the Department of Integrated Studies in Education (DISE). It promotes the continuing professional development of teachers, policy makers and educational leaders by providing them with state of the art credit and non- credit programs. It actively outreaches to the local educational community and beyond by responding to the needs, and by providing flexible, innovative and quality services. CEL makes a concerted effort to link local and international research and development activities associated with leadership, professional development, student engagement, educational change and school success. The underlying principles that guide the work of CEL are:

• Pursuit and development of broad-based notions of leadership • Activities based on partnerships

106 • Outreach to the community • Connection between research and practice • Attraction of new populations • Development of innovative initiatives . Lynn Butler-Kisber, is the Director of CEL, and has the programmatic and financial responsibility for CEL with a primary focus on research, off-campus credit programs, and international projects. The Associate Director, Sylvia Sklar, is responsible for the design and implementation of the non-credit professional development programs. Both work closely together to develop new initiatives and links to the educational community locally, nationally and internationally. Donna Wilkinson was holding a temporary assignment as the Administrative Coordinator of CEL. This year her position became permanent. Other staff members are appointed on a part time basis as required to meet the financial, managerial, and programmatic requirements of the activities in the Centre. Hiring is done by CEL within the policies established by the University. The Centre works with several ad hoc advisory groups from the Quebec educational system to help guide the design of professional development programs. These groups are composed of prominent educational leaders who are operating in school and non-school settings. The Committees are established by the Centre to explore areas of interest and concerns specific to our client groups, and as such includes teachers and administrators. CEL is a cost recovery unit. It pays ¾ of the Associate Director’s salary, and all of the Administrative Coordinator’s salary. The Department of Integrated Studies in Education (DISE) provides 1/4 of the Associate Director’s salary. Donna manages the CEL budget and coordinates all the non-credit seminars. She also assists with special research and development projects, and is the back up for the Certificate Programs. The Graduate Certificate Co-ordinator, Arwen Fleming who replaced Catherine Hughes upon her retirement in May 2008, coordinates the off- campus, Graduate Certificates in Educational Leadership courses. Arwen’s salary is paid by the Department. Additional salaries for casual and temporary staff are generated as required by the projects and programs of CEL. In 2007-2008, CEL generated a healthy return for the Faculty/Department from the enrolment of the off-campus Graduate Certificates in Educational Leadership (see below). Attendance at the Distinguished Educators Seminar Series was excellent this year. We attribute this to the appeal of the programs and our presenters, and the need for professional development in the educational milieu. As a result, the returns from seminar series were healthy (see below). These were bolstered further by CEL’s project initiatives that are described below. Because of CEL’s excellent track record since its reconfiguration, the University agreed last year to provide a C1 budget for CEL so that salary and benefit encumbrances would not overextend CEL in the summer when it was at its slowest period of the year. The projected budget for 2007-2008 was prepared using very conservative estimates of the returns for the year. It proved to be a solid projection and covered salaries, benefits and all other expenditures and yielded some much needed development funds to carry forward into 2008-2009. The 2008-2009 Budget has been submitted and approved again with even more accurate estimates of expenses and still conservative estimates of return for next year with the expectation that we will be able to cover our costs and still carry over some additional monies into 2009- 2010.

Section II: Past Year’s Activities

A. Projects: This year CEL’s work continued to include ongoing local and international research and development activities and some new initiatives.

107 Once again at the request of the IAIN Indonesian Equity Project (CIDA funded), CEL provided a one-month, intensive course on Mathematics and Science for a delegation of 20 professors from Aceh, October 22-November 16, 2006. Mr. Ken Robertson, a retired expert from the field, taught the program at McGill. Ms. Anjali Abraham, a Ph.D student in the Department of Integrated Studies in Education who is studying science, was the research assistant for the professional development program. The participants heard presentations from experts from McGill and the larger educational community, visited schools, and in a culminating symposium produced interesting action plans based on their lessons learned. CEL has been invited to repeat a similar program on Science and Mathematics for another delegation from Aceh for 3 weeks in the fall 2008. Also at the request of the IAIN Indonesian Equity Project (CIDA funded), CEL provided an intensive, one-month course on Higher Education Leadership and Management for 22 delegates of university professors from Aceh in Indonesia. CEL arranged for Professor Ted Wall, former Dean of Education at McGill to conduct a needs assessment in Indonesia in March 2008. Then CEL developed the one-month course based on these results. Ted Wall acted as the course facilitator and was assisted by Ms. Bindy Singhera, an M.A. student in Educational Counseling Psychology. Professor Wall worked with the group on leadership theory and strategies, as well as the development and refinement of their action plans. Twenty-four members of the academic and support staff across McGill presented to the group on topics that were relevant to the themes that emerged from the needs assessment. The course culminated in a symposium of action plans and lessons learned presented by the participants. The participants had high praise for the course, for the caliber of instruction, presentations and material they received in the program, and for the hospitality they received at McGill. Proposed future plans will involve some follow-up work on capacity building and sustainability provided by CEL in Indonesia.

The CEL 2008 Indonesian Higher Education Management and Leadership Program Professor Ted Wall front row centre, Professor Lynn Butler-Kisber, front row left, Professor Sylvia Sklar and Administrative Coordinator Donna Wilkinson, front row right and Ms. Bindy Sanghera, Education Graduate Student and Research Assistant, second row right

CEL also continued Phase II of a 3-year efficacy study of the Home Instruction Program of Parents of Youngsters Program (HIPPY) in Montreal funded by the Chagnon Foundation. This program was developed by Aviva Lombard in the late 1960s. It is currently operating in 13 countries world wide. It prepares home visitors to work with parents who in turn work with

108 children on literacy development and socialization skills for school. The purpose of this qualitative project is to follow 11, three-year-old children as they progress through 3 years in the program before starting school. The multicultural nature of HIPPY, Montreal (16 languages represented in the total group of HIPPY participants and the program is taught in both French and English) makes this research context a particularly interesting one. The principal investigator is Lynn Butler-Kisber, and the co-investigator is Sylvia Sklar. During this phase of the study, two former doctoral students, Joanne Kingsley and Pauline Mesher, and one current doctoral student, Diane Nyzsitor has been involved as research assistants. Cape Farewell is a project that was initiated by film artist David Buckland in England to bring artists, scientists and educators together to raise awareness and address climate change with a focus on the Arctic. Interdisciplinary teams travel on the Dutch schooner, the Noorderlicht to the Arctic to study the climate, produce art and work with educators to generate school curricula. One voyage has already included a number of secondary school students from England. As a result of CEL’s previous work with the British Council (Canada) in developing the IPLC for school leaders, CEL was invited by the Council to help Cape Farewell make an outreach to schools in Canada in 2006-2007. CEL worked with the Cape Farewell team to help select 2 schools in Quebec each of which developed a “ground team” of students from which 2 student representatives were chosen to go on the voyage in September 2007. A school in Nunavut is also involved. The ground teams monitored and blogged with the participants during the voyage and then in October 2007, CEL facilitated an all-day session with all members of the ground team to debrief and plan outreach activities. CEL partnered with the National Film Board and the Leading English Education Resource Network (LEARN) of Quebec in conjunction with the Cape Farewell directorate to involve the Quebec student teams in this professional development. CEL was also involved with the Cape Farewell directorate to extend the project to schools across Canada. CEL helped with the selection of the schools across Canada and then planned and implemented a 2- day, intensive, orientation program for 55 delegates from the chosen schools hosted in Montreal in January 2008. Representatives from Brazil and Mexico were also present. The program demonstrated how the “ground teams” in each school could remain active throughout the period prior to the voyage in September 2008 when a chosen representative from each school will go to the Canadian Arctic. CEL plans to implement a Climate and Awareness Change Summit for Youth for all Canadian students involved in Cape Farewell and others following the voyage in September.

The schooner Noorderlicht that will take the student delegation and the Cape Farewell team to the Canadian Arctic, in September 2008 (see also www.capefarewell.com).

Lynn Butler-Kisber, Director of CEL, was invited by Mr. Michael Canuel, CEO of LEARN to become the Editor of a new, open access, peer-reviewed, online journal that is called LEARNing Landscapes. Her task has been to conceptualize the format, content, and audience for the journal that is predicated on the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The intention has been to link theory and practice and to showcase leading educational ideas, research and practices in Quebec, and beyond, by

109 including articles, interviews, visual representations, arts-informed work and multi-media texts. The theme of the inaugural, fall 2007 issue was Student engagement in the 21st Century and contained articles from students, teachers, administrators and professors from Quebec, Canada, United States, Australia and South Africa all reviewed by university scholars and experts from the field. It included commentaries from McGill Chancellor Emerita, Gretta Chambers and eminent narrative inquiry scholar Professor Jean Clandinin from the University of Alberta. The journal is accessible online at www.learn.ca. A launch of the journal attracted some 80 educators from the local educational milieu and generated excitement when the electronic, page-turning format of the journal that included some auditory versions of poetry was revealed. Initially, there was no intention to make hard copies of the journal, although a pdf. file can be downloaded from the site. However, there were so many requests that an arrangement was made with www.lulu.com for colour and black and white copies to be made available at $36 and $9 respectively with no revenues going to LEARN. The second issue on Leadership in an Era of Change will be available online on July1, 2008. Commentaries in this issue include work from Professor Emeritus Myer Horowitz, University of Alberta, McGill Chancellor Richard Pound and U.K. leadership expert, Mr. Julian Thompson. The two issues for the upcoming year are on Education and the Arts and Curriculum: Issues and Innovations. This project continues to an exciting opportunity, and relates well to the current work and future directions of CEL.

In November 2007, Lynn Butler-Kisber and Sylvia Sklar were hosted in Nassau by Janyne Hodder, President of the College of the Bahamas to explore a range of possible collaborative work that might take place between CEL and the College. Following further telephone conversations, CEL is planning with the Vice-President of Research, Graduate Programs and International Relations, Dr. Linda Davis, to explore some exchange possibilities for students and to initiate an International Professional Learning Community of school leaders by building on the model CEL used with the U.K. It is anticipated that the first in a series of visits and activities will be underway by winter 2009. CEL intends to seek collaboration and support from LEARN, MELS and the British Council.

Minister of Education, Bahamas, Sylvia Sklar, Lynn Butler-Kisber, Vice-President Linda Davis, College of the Bahamas, May 2008

110 In May 2008, Lynn Butler-Kisber and Sylvia Sklar were hosted by Claudia Defillo, Principal of the Americas Bicultural School (ABC School) in Santo Domingo, Dominican Republic. Meetings were held with members of the school administration to initiate a collaborative project to send student teachers to do their intensive field experience semester at the ABC School in winter 2009 using the model that CEL has used to do this in Turks and Caicos. Plans are also underway to twin the ABC School with a school in Montreal and to build opportunities for exchanges among students and staff. Meetings were also held with faculty members at UNIBE (Universidad IberoAmerican) in Dominican Republic to explore collaborative possibilities in educational leadership and the development of an International Professional Development Learning Community for school leaders. During this same time, Lynn Butler-Kisber and Sylvia Sklar hosted what turned out to be a most pleasant evening for former graduates from the Faculty of Education.

B: Graduate Certificates in Educational Leadership

Since 1999 CEL has been offering graduate off-campus educational leadership courses to school boards in the greater Montreal area. The current number of school boards involved now totals 7 and 160 students and is the largest graduate program in the Department of Integrated Studies in Education. The rationale for this work has been predicated on the need to outreach into the educational community, to build networks of school leaders, and to develop capacity within the public school system by delivering high quality and relevant course work. To do this, adjunct professors with a minimum of an M.A. in Leadership and extensive experience in the field have been hired to do the teaching. Frequently these instructors have also taught leadership courses at McGill. They know the McGill teaching culture and can bridge these two teaching contexts. Each of the school boards has assigned a liaison person who is in charge of pedagogical services with whom CEL collaborates in assigning instructors to courses and in choosing electives. This collaboration has increased CEL’s communication with the boards and served to heighten its visibility in the school systems. The feedback about these off-site programs is extremely positive. The cohorts have become communities of learners which work together to use their learning to problem solve in their systems. The instructors are continually amazed at the quality of the work, the enthusiasm and the dedication of the groups. The school boards value and appreciate CEL’s partnerships with them, and are quick to turn to CEL for ideas and resources as a result. Over the years, CEL has been approached by some of the more remote English school boards hoping to have their principals and potential principals take the graduate certificates. The problem was always the distance between schools within these boards. While CEL could offer off-site courses in one location, it was too costly for the boards to bring their personnel together, and the technology that existed in the boards was never adequate enough to support other distance possibilities. This changed two years ago. A foundation set up by MELS called the Leading English Education and Resource Network (LEARN) funded by federal entente money is now able to service the newer technology that MELS is providing to boards. For the second year CEL partnered with LEARN, which provided the technological support, to offer e-learn graduate certificate courses in the fall 2007 and winter 2008. Ted Wall conducted the course entitled Leadership in Action with approximately 25 students from local and Eastern Shores School Board (ESSB). Like last year, the model was a synchronous one where the instructor worked online with the participants for 3 hours each week, and met face-to-face with the group once per month, except with those from Eastern Shores. During the face-to-face encounters, the Eastern Shores group participated online. For one of the four face-to-face meetings, Donna Bisson, Director General of Eastern Shores School Board kindly supported the students’ travel and accommodation so they could attend the class in Montreal. Again, this helped to integrate these students into the group, and enhanced the already interesting exchanges that were happening

111 online. In winter 2008 CEL offered Education Resource Management online to a similar cohort of students that included ESSB. In 2008-2009, CEL will offer 2 courses online in the fall and another in the winter. There is a growing interest in these courses and it is hoped that some of the future students will be from international contexts. Table 1 below gives an overview of the 8 courses offered this year. The cost to the Department has been $5000 per instructor and approximately $24,000 in program operating costs for a total of $64,000 less a recuperation fee of $200 per student for the difference between the number registered and an expected class size of 20, an agreement made with the Boards 5 years ago. This year the recuperation amount is $5800, making the net cost of the off-campus courses to be $58,200. The course registrations of 167 yield approximately $700 per student (this calculation does not include on-campus Certificate students), of which approximately 80% returns to the Faculty, therefore we estimate that the annual net gain to the Faculty for 2007-2008 from the Graduate Certificates in Educational Leadership courses is $35,320. It should be noted that these off-site courses attract a population of students locally and from a distance. Most of these students would not be in the graduate certificate programs if they had to take their courses at McGill.

Table 1: Off-site Courses 2007-2008 BOARD TERM COURSE NAME COURSE # INSTRUCTO No. of R Students

BJEC/LBPSB/ FALL Practicum in EDEM K. Robertson 20** RSB/NFSB/ Administrative Studies 681 062 SWLSB

EMSB/LBPSB/ FALL Leadership in Action EDEM T. Wall 24* RSB/NFSB (online) 610 062 FALL S. Conrod 26 Issues in Educational EDEM609 WINTER Studies 043 T. Wall 11

Leadership in Action EDEM610 043 ESSB FALL Leadership in Action EDEM610 T. Wall See ESSB/BJEC/RSBWINTER (online) 062 above* /LBSP Educational Resource EDEM628 S. Bruzzese 24 Mgmt 043 LBPSB/RSB/ Fall Special Topics: EDEM677 J. McKinnon 13 NFSB Mentoring 061

112 Winter Community Relations in EDEM660 P. Deans & D. 22 Educ. 061 Taylor

SWLSB FALL Planning & Evaluation EDEM646 D. Taylor 09 (Cert I) FALL Practicum in 085 K Robertson See (Cert II) Administrative Studies EDEM681 above** WINTER Special Topics: 062 S. Winn & 18 Pedagogical Leadership EDEM675 L. Pasquin 085

Table 2 gives an overview of the admissions for the academic year 2007-2008. Table 3 gives a summary of Certificate graduates for this year. Table 4 summarizes the current enrollment. Table 5 gives the anticipated admission numbers for fall 2008. Table 6 provides the projected needs for offsite courses for 2008-2009.

Table 2: Admissions - Fall 2007 School Applications Number of Registered Board Admits BJEC 1 1 1 EMSB 10 10 8 ESSB 1 1 1 LBPSB 2 2 2 NFSB/RSB 2 2 2 SWLSB 2 2 2 Independ 6 6 6 ents Total 24 24 22

Winter 2008 School Board Applications Number of Registered Admits BJEC 0 0 0 EMSB 3 2 2 ESSB 2 0 0 LBPSB 5 5 5 NFSB/RSB 3 2 2 SWLSB 4 4 4 Independents 6 4 4 Total 22 17 17

It should be noted that “independents” are applicants to the Certificate Programs who are not part of a school board cohort and take their courses at McGill. Table 5 shows that our admissions are offsetting the number of students who are graduating from the Certificate Program.

Table 3: Graduates 2007-2008 Convocation Last Name First Name School Board Session Caruso Assunta IND Summer 2007 Martin Sylvie IND Summer 2007

113 Parente Anna-Maria IND Summer 2007 Parsons Aimie E. SWLSB Summer 2007 Boudreau Julie P. IND Fall 2007 Bowles David IND Fall 2007 Buchanan Alice EMSB Fall 2007 Delaney Christina EMSB Fall 2007 Michelle- EMSB Fall 2007 Destrempes Marie DiTullio Mario EMSB Fall 2007 Gelbart Félix EMSB Fall 2007 Janzic Robertina SWLSB Fall 2007 Lincoln Micheline LBPSB Fall 2007 Mackey Constance EMSB Fall 2007 Manos Donna EMSB Fall 2007 Pevec John EMSB Fall 2007 Saukas Linda E. EMSB Fall 2007 Snow Katherine EMSB Fall 2007 Bouchard Dominique IND Winter 2008 Coiteux Marie-Josée LBPSB Winter 2008 Drazner Susan BJEC Winter 2008 Labbiento Gianna SWLSB Winter 2008 Mason Richard SWLSB Winter 2008 Shousha Christina SWLSB Winter 2008 Silberstein Joan LBPSB Winter 2008 Trupia Rosaria EMSB Winter 2008 TOTAL: 26

Table 4: Program Enrollment as of May 31, 2008 Enrollment as of # 0F May 31, 2008 STUDENTS BJEC 9 EMSB 26 ESSB 4 LBPSB 26 NFSB/RSB 15 SWLSB 28 INDEPENDENTS 21 TOTAL: 129

Table 5: Anticipated Admission Fall 2008

School Applications Number of Board Anticipated I II Total Admits BJEC 1 1 1

EMSB 5 4 9 6 ESSB 1 1 1 LBPSB 5 1 6 4

114 NFSB/RSB 1 3 4 2 SWLSB 1 1 2 9 Independents 6 2 8 5 Total 31 28

Table 6: Projected Off-site Courses 2008-2009

SCHOOL BOARD TERM COURSE NAME COURSE INSTRUCTOR BJEC Fall Planning & Eval. (online) EDEM 646 K. Robertson Winter Elective - TBA TBA TBA EMSB (Cert I) Fall Planning and Evaluation EDEM 646 D. Taylor (Cert II) Fall Teacher, Leadership & Change EDEM 677 T. Wall Winter TBA TBA Winter TBA TBA

ESSB Fall Teacher, Leadership & Change EDEM 677 T. Wall (online) LBPSB/RSB/NFSB Fall Planning & Evaluation (online) EDEM 646 K. Robertson (Cert) Fall The Practicum EDEM 681 S. Sklar Winter TBA TBA SWLSB (Cert I) Fall Issues in Educational EDEM 609 S. Conrod Winter Studies EDEM 635 TBA Fiscal Accountability

C: Seminar Series

The Distinguished Educators Seminar Series (DESS) offered by the Centre for Educational Leadership (CEL) provides professional development opportunities for teachers, administrators, school board personnel and other stakeholders in K-12 education. Seminars are held in hotels and participants continue their discussions and engage in networking during the lunch that is included in their registration fee. Whenever possible, the participants have always received a copy of the presenter’s book as part of the package. However, for 2008-2009 we have decided to discontinue this practice because of the rising costs. This successful series has provided the “bread and butter” returns for this cost recovery unit. It has enabled CEL to pay salaries, cover most of the operational costs and seed the development of new projects. The following table provides an overview of the strengths, weaknesses, opportunities and threats facing the Distinguished Educators Seminar Series as of June 2008.

Table 7: SWOT Analysis of Distinguished Educators Seminar Series

115 Strengths • CEL has an established reputation for high quality and cutting-edge professional development. • The clientele represents all stakeholders in the education community. • The program focus is different from and more attractive than the in-service available from MELS and from the school boards. • Seminars are held in hotel meeting facilities and lunch is included in the registration fee. The aim is to professionalize the professional development.

Weaknesses • The seminar series is presented primarily in English for a decreasing population of educators. • The CEL infrastructure is too stretched to develop adequate marketing procedures to attract clientele from outside Quebec. • The McGill website policies limit the ability of CEL to promote the seminar series within the current departmental web page. • McGill accounting complexities create delays for honorarium payments to presenters • Presenters complain of ‘red tape’ delays in getting reimbursed for expenses. Some say they will not return for further work at McGill. • McGill is not able to provide on-line registration for participants in the seminar series.

Opportunities • The Quebec Education Program (QEP) still requires major professional development and teachers are tired of these required workshops. The CEL offerings are more attractive. • Demographic trends point to a continuing wave of “baby boomer” retirements for teachers and principals. This creates a new population of early career teachers and administrators. • The internet has opened up a potential global market.

Threats • Declining populations in the Anglophone school system in Quebec continues to erode the potential pool of seminar participants. • According to the collective agreement, Quebec’s teachers with an undergraduate degree are under no obligation to participate in voluntary workshops or courses. There is no incentive for such ongoing professional development. • The Anglophone system is becoming a ‘bilingual’ system with a growing number of francophone teachers. • MELS and school board in-service on implementation of the QEP continues to compete with CEL for teachers’ release time and professional development budgets. • Email broadcasting of publicity material is becoming less effective because of email overload.

Interesting Outcome • MEQ regulation requiring all new principals to have 30 credits in leadership within 5 years of their appointment has generated the two Graduate Certificates in Educational Leadership. With over 160 principals and aspiring principals, the Certificate Program has become the largest graduate program in DISE. • At the same, time, students registered in the certificate programs are also part of the clientele targeted for the Seminar Series. CEL needs assessment surveys indicate that this population is too busy with coursework in addition to their school workload to attend any seminars professional development that is not for credit. There about 350 active school principals who

116 are members of the Association of English School Administrators of Quebec (AAESQ).

The main challenge facing CEL this year continues to be the deluge of “offers of services” from MELS to the school systems. These workshops are offered free of charge by MELS personnel to show teachers how to implement the QEP. Although, the union-supported boycott of any workshop related to implementation of the QEP, during the 2004-2005 school year is over, MELS has increased the pace to make up for lost time. So much professional development has been showered upon the school boards by MELS that many teachers feel overwhelmed and are not interested in seeking additional workshops elsewhere. However, many teachers in Quebec, tired of the professional day “forced marches”, are tempted by the high quality and very professional offerings and turn out for our Seminar Series. The most significant impact on CEL is still the competition for teachers’ time, and the increase in substitution costs to release more teachers to attend MELS workshops. Teachers do not pay to attend MELS workshops (as opposed to CEL’s registration fee of approximately $175 per day plus taxes) and they are often mandated by their principals to attend. However, CEL continues to offer a highly appreciated program for a growing and loyal clientele. The following table shows the impact of the 2004-2005 boycott of QEP related professional development on the seminar series and its steady recovery.

Table 8: Seminar Series Recovers from the Backlash of the Boycott on Professional Development

Year: Gross Revenue: Net (less taxes Number of and expenses): Participants: 2004-2005 138,100 45,214 570 2005-2006 109,510 40,554 576 2006-2007 138,770 66,967 538 2007-2008 171,615 56,574 690 It should be noted that gross revenues reversed and then increased since 2005-2006, but expenses increased as well giving a net revenue in 2007-2008 that was less than 2006-2007 in spite of an increased gross revenue and an increased number of participants. As a result we have tried to decrease our projected seminar expenditures for 2008-2009. Fortunately, our cost recovery activity is augmented by an increasing number of projects that help defray expenses in the Seminar Series. The outlook for the coming year looks encouraging. Since MELS continues to focus on implementation of the QEP in high school, CEL will focus on more attractive themes based on general pedagogy, classroom management and teaching an increasingly diverse population of students. This past year, CEL has been more systematic in collecting feedback data from seminar participants. The design of next year’s series reflects the comments and suggestions of the clientele being served. Twenty-four seminars are planned with a projected attendance of 891 participants. While MELS continues to put a strong focus on the implementation of the QEP in the high schools, we will be offering a series based on four major themes that will attract elementary and high school teachers, consultants, and other school staff. These are: 1. Making Classroom Assessment Work 2. Using Practical Approaches to reach Diverse Learners 3. Improving Mathematics and Science Education 4. Improving Literacy

Table 9: Distinguished Educators Seminars Planned for 2008-2009

117 Date: Presenter: Topic: TBA Stéphanie Le conte à l’école - un outil extraordinaire: Bénéteau Comment inventer un conte et le rédiger (2 days) August 13, 2008 Anne Davies Leading, Coaching & Mentoring Assessment Practices August 14, 15, Anne Davies Making Classroom Assessment Work 2008 October 28, 2008 Helen Osana The Development of Children’s Counting Skills: A foundation for addition, subtraction and problem-solving October 24, 2008 Margaret Five Steps to Positive Classroom MacDonald Management November TBA Michael Social Networks and Your Students: What Hoeschmann every educator should know November 06, Anne Beninghof Making Inclusion Work Through Co- 2008 Teaching and Differentiated Instruction (Elementary) November 07, Anne Beninghof Making Inclusion Work Through Co- 2008 Teaching and Differentiated Instruction (Secondary) November 20, Lori Ernsperger Working with Students with Pervasive 2008 Development Disorders, Asperger’s Syndrome and High-functioning Autism November 27, Anne LeMay Shaping Your Teaching Themes into 2008 Learning and Evaluation Situations November 28, Rana Tamim Science Teaching: A situational learning 2008 approach for competency-based learning December 03, Chick Moorman Teaching the Hard to Reach Student: 2008 Motivating the unmotivated January 21, 2009 Lori Jamison Guided Reading Basics: Reading on the lines, between the lines and beyond the lines January 22, 2009 Lori Jamison Using the Six Traits Writing Framework to Help ALL your Students Become Better Writers January 23, 2009 Danielle Delhaes Films for Change: Media literacy as a catalyst for environmental literacy January 30, 2009 Michael Sweet Publishing Your Students: Project based learning at its best. February 04, 2009 Spencer Understanding the Phenomenon of Boudreau Religion: Resources for the elementary classroom February 06, 2009 Danielle Delhaes Preparing a Meaningful ‘Earth Day’ Experience February, 10, Helen Osana Building Multiplication and Division 2009 Competencies Through Formative Assessment February, 23, Lisa Reisinger Planning a Complete Social Skills Training 2008 Program for Elementary Students with Autism and Communication Challenges

118 April 08, 2009 Sheryl Gilman Expanding Art Experiences in Early Childhood: A new approach to developing curriculum and creative learning in today’s classroom. (A make and take workshop) April 24, 2009 Julie Hobbs Enhance Your Role as an Administrative Professional: For school and board support personnel April 29, 2009 Helen Osana Building Understanding of Fractions Through Problem Solving

April David Ryback If Successful Teaching is More than IQ, 22 Then What’s the Rest? Putting emotional intelligence to work in the classroom April Joan Bartlett Improve Information Literacy in Your TBA Students

Appendix 11: Centre for the Study and Teaching of Writing

Annual Report 2007-2008

Centre for the Study and Teaching of Writing Integrated Studies in Education Faculty of Education

Description of Unit

The Centre for the Study and Teaching of Writing (CSTW) was established in 1978, first as a writing tutorial service and then, in 1980, as a teaching unit. Initially responsible for a single course of 100 students in the MBA program, the Centre has expanded over the years to teach a variety of undergraduate, certificate, and graduate courses in Management, Engineering, Social Work, Science, Education, and Continuing Education. For most of the past 20 years, including

119 2006-2007, over 2,000 students a year have taken courses offered by the Centre. Unfortunately, the Centre suspended its writing tutorial service last year after nearly 30 years of operation.

There are currently three full-time faculty members in administrative positions with the Centre: the director, Anthony Paré (professor), and two associate directors, Doreen Starke-Meyerring (assistant professor) and Carolyn Pittenger (faculty lecturer). Paré and Starke-Meyerring also have duties outside the Centre. The Centre is served by Diane Rabey as secretary. In addition, there are seven faculty lecturers – Linda Anderson, Diane Eyre, Kathleen Greenfield, Mark Hegins, Charlotte Hussey, Donna-Lee Smith, and Sharron Wall – and in 2007-08 one long- serving part-time instructor, Dan Darrigan, and an occasional part-time instructor, Nimi Menon. Finally, the Centre was able this past year to employ eight PhD students as writing teachers: Jonathan Langdon, Christina Rudd, Sandra Chang-Kredl, Miranda Campbell, Andrew Churchill, Beverly Baker, John Pascarella, and Dana Salter.

Most of the Centre’s courses are designed to help students participate in the written and oral communication practices that are particular to their fields of study. The Centre’s approach assumes that knowledge in all academic areas is created through discipline-specific literacy practices, and that students need opportunities to engage in those practices in the critical, informed environment of a communication course. The Centre’s curricula are based on current theory and research in writing studies. Although all the courses attend to both academic and professional writing and speaking, some courses are focused most specifically on communication in the academic discipline: Communication in Management I, Communication in Education, Communication in Social Work, Effective Communication. Others attend primarily to professional and workplace communication: Communication in Engineering, Communication in Management II, Communication in Public Relations. One course is specifically designed for high-level academic and scholarly writing: Advanced Written Communication. Finally, a few specialized courses are occasionally offered: Tutoring Writing, Expressive Writing, Learning to Writing Poetry, and Learning to Write Fiction.

Past Year’s Activities

Teaching and Learning

1. Management courses: As reported in the Centre’s 2006-07 report, the Faculty of Management elected to remove two CSTW courses from its core curriculum: Communication in Management I and Communication in Management II. Communication in Management I was required of most B.Com students, and Communication in Management II was required of all B.Com students. Because this change resulted in the loss of approximately 40 course sections per year, it was necessary to terminate the contracts of six faculty lecturers, and letters were sent to Linda Anderson, Diane Eyre, Kathleen Greenfield, Mark Hegins, Diane Klempner-Russell, and Judith Ritter.

Unfortunately, after those termination notices had been sent, the Faculty of Management notified the Centre that its records showed a near-full cohort of students still requiring Communication in Management I and Communication in Management II. As a result, after considerable difficulty and delay, offers to re-instate the six lecturers were sent, and four accepted, Anderson, Eyre, Greenfield, and Hegins. To replace those instructors not returning, the Centre hired eight graduate students for the 2007-08 academic year.

2. The uncertainty of scheduling and the need to terminate full-time teaching staff had one benefit: it allowed the Centre to hire graduate students as instructors. In August, at intensive

120 workshops, and at a number of points in the fall, the graduate students met with Pare, Starke- Meyerring, Hussey, Wall, and other long-serving Centre faculty to prepare for teaching various Centre courses.

3. An innovative new course designed by Dr. Starke-Meyerring has been offered once and will be offered again this spring: EDEC 617 Special Topics: Critical Internet Studies: Discourse, Technology, and Society. We believe this course can become a central offering in a new MA in literacy studies.

4. Sharron Wall, who has almost single-handedly worked to keep writing instruction at the centre of the Continuing Education program in Public Relations, was very involved this year in a Writing-Across-the-Curriculum project in PR. Sharron remains the most visible and active CSTW representative in Continuing Education and continues to have an important influence on our work in that unit.

5. Technology: The Centre has continued to be at the forefront of technology-in-teaching. Beginning with an AT&T sponsored computer-assisted writing lab in 1988, the Centre has always worked to introduce new technologies. In fact, keeping up-to-date with technology is critical for the Centre, particularly as communication becomes increasingly digital in all disciplines. The great majority of Centre classes rely on WebCT, and many instructors bring the Faculty’s new portable laptop lab into their classrooms. IMS staff are well aware of the Centre’s heavy investment in technology for teaching, and have offered private tutorials to CSTW staff in the transition to Vista. That transition has been successfully completed. In addition, several instructors have introduced emerging technologies, such as wikis for collaborative writing and have also shared their experience with colleagues in DISE.

Scholarship

1. Writing Seminar Series This McGill-funded program has operated for most of the past two decades. This year eight visiting scholars presented in the series: Dr. Bernadette Longo is an associate professor in the Department of Writing Studies at the University of Minnesota, USA. She is co-editor of the collection Critical Power Tools: Technical Communication and Cultural Studies published by SUNY Press in 2006. Dr. Marianne Grove-Ditlevsen is an associate professor in the Institute of Language and Business Communication and co-founder of the Knowledge Communication Research Group at the Aarhus School of Business in Denmark. Dr. Constance Kampf is an assistant professor in the Institute of Language and Business Communication and a member of the Knowledge Communication Research Group at the Aarhus School of Business in Denmark. Dr. Peter Kastberg is an associate professor in the Institute of Language and Business Communication and the co-founder and research director of the research area Knowledge Communication at The Aarhus School of Business, Denmark. Dr. Pilippa Spoel is an associate professor of Rhetoric and Communication Studies in Laurentian University’s English Department and Science Communication Graduate Program. Her recent research focuses on Canadian midwifery discourse and environmental risk communication. Dr. William Karis is an associate professor in the Department of Communication and Media at Clarkson University, New York. His primary research interest is in environmental communication, an area in which he has published articles, book chapters, and a co-edited book (with Nancy Coppola) titled Technical Communication, Deliberative Rhetoric, and Environmental Discourse: Connections and

121 Directions (Ablex, 2000). Dr. Graham Smart is an associate professor in the School of Linguistics and Applied Language Studies, Carleton University, Ottawa. His research interests include writing in workplace, academic, and public settings, areas in which he has published journal articles, book chapters, and a book titled Writing the Economy: Activity, Genre and Technology in the World of Banking (Equinox, 2007). In addition, the following McGill colleagues presented: Dr. Robert Bracewell from the Department of Educational and Counselling Psychology, Dr. Kimiz Dalkir from the School of Information Studies, and Dr. Aziz Choudry from the Department of Integrated Studies in Education. These invited presentations continue a long tradition of research seminars and colloquia at the CSTW. An overview of the last few years of the series is available at: http://www.mcgill.ca/writing/seminars/.

2. Publications and presentations

In line with the Centre’s research mandate, Starke-Meyerring and Paré have focused their attention on dissertation writing, the engagement of the public in research writing in the social and human sciences,and on writing in digital environments, including in globally networked learning environments. A partial list of work in 2007-08 relative to their research follows (for a more complete list of CSTW-related scholarship, see individual reports from Starke-Meyerring and Paré):

Books

Starke-Meyerring, D., Paré, A., Horne, M., Artemeva, N., & Yousoubova, L. (Eds.) (submitted for review). Writing (in) the Knowledge Society. West Lafayette, IN: Parlor Press and WAC Clearinghouse (http://wac.colostate.edu/).

Starke-Meyerring, D., & Wilson, M. (Eds.) (forthcoming). Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies. Rotterdam, Netherlands: Sense Publishers.

Beaudet, C., Grant-Russel, P., & Starke-Meyerring, D. (Eds.) (2008). Research communication in the social and human sciences: From dissemination to public engagement. Uxbridge, UK: Cambridge Scholars Publishing.

Articles Starke-Meyerring, D. (in press). Genre, knowledge, and digital code in web-based communities: An integrated theoretical framework for shaping digital discursive spaces. International Journal of Web-Based Communities. Starke-Meyerring, D., Duin, A. H., & Palvetzian, T. (2007). Global partnerships: Positioning technical communication programs in the context of globalization. Technical Communication Quarterly, 16(2), 139-174. Chapters McAlpine, L., Paré, A., & Starke-Meyerring, D. (in press). Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century. In Changing Practices in Doctoral Education. D. Boud & A. Lee (Eds.). London, UK: Routledge.

Paré, A., Starke-Meyerring, D., & McAlpine, L. (in press). The dissertation as multi-genre: Many readers, many readings. In Genre in a changing world. C. Bazerman, D. Figueiredo, & A. Bonini, eds. West Lafayette, IN: Parlor Press and WAC Clearinghouse (http://wac.colostate.edu/).

122

Paré, A. (In press). Activity theory. In the International Encyclopedia of Education. G. McCulloch (ed.). London: Routledge.

Starke-Meyerring, D. (forthcoming). The contested materialities of writing in digital environments: Implications for writing development. In R. Beard, D. Myhill, M. Nystrand, and J. Riley (Eds.), Handbook of writing development. Thousand Oaks, CA: Sage.

Starke-Meyerring, D., & Wilson, M. (forthcoming). Learning environments for a globally networked world: Emerging visions. In D. Starke-Meyerring & M. Wilson (Eds.), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies. (pp. 1-17). Rotterdam, Netherlands: Sense Publishers.

Starke-Meyerring, D., Duin, A. H., Palvetzian, T., & Wilson, M. (forthcoming). Enabling and sustaining globally networked learning environments: Visionary partnerships and policies. In D. Starke-Meyerring & M. Wilson (Eds.), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies. (pp. 19-36). Rotterdam, Netherlands: Sense Publishers.

Starke-Meyerring, D., & Wilson, M. (forthcoming). Visionary pedagogies in globally networked learning environments: Questioning assumptions and raising new questions. In D. Starke- Meyerring & M. Wilson (Eds.), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies. (pp. 105-113). Rotterdam, Netherlands: Sense Publishers.

Starke-Meyerring, D., & Wilson, M. (forthcoming). Globally networked learning environments: Shaping visionary futures. In D. Starke-Meyerring & M. Wilson (Eds.), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies. (pp. 218-230). Rotterdam, Netherlands: Sense Publishers.

Starke-Meyerring, D., & Andrews, D. (forthcoming). Building a culture of intercultural learning: Assessment in a virtual team project. In Hundleby, M., & J. Allen (Eds.), Assessment in Technical and Professional Communication. Amityville, NY: Baywood.

Starke-Meyerring, D. (2007). The implications of blogs for professional writing: Speed, reach, engagement, and the art of the self in the participatory web. In D. Alamargot, P. Terrier, & J.- M. Cellier (Eds.). Written documents in the workplace (pp. 125-138). Paris, France: Elsevier. Starke-Meyerring, D. (2007). The EU Data Protection Directive. In W. G. Staples (Ed.), Encyclopedia of Privacy (pp. 207-210). Westport, CT: Greenwood.

Starke-Meyerring, D. (2007). Safe Harbor Principles. In W. G. Staples (Ed.), Encyclopedia of Privacy (pp. 475-476). Westport, CT: Greenwood.

Starke-Meyerring, D., & Gurak, L. (2007). The internet. In W. G. Staples (Ed.), Encyclopedia of Privacy (pp. 297-310). Westport, CT: Greenwood.

Poems Hussey, C. (2008). “Merlin Wylt” and “Losgann The Waterman” (poems). The Antigonish Review 152: 58-59.

Invited presentations

123 Paré, A. (2008). Interdisciplinarity: Rhetoric, reasonable accommodation, and the Toto effect. Invited keynote address for the Canadian Association of Teachers of Technical Writing. University of British Columbia, June 1-3.

Paré, A. (2008). Strengthening the research culture within the Conference on College Composition and Communication. Invited panel contribution at the Conference on College Composition and Communication, New Orleans, LA, April 2-5.

Paré, A. (2008). Doctoral writing: new pressures and perspectives. Panel presentation at the McGill Education Graduate Student Society Conference, March 14.

Starke-Meyerring, D. (2008). Education and the politics of technology: Pedagogies for critical engagement in digital environments. Invited keynote address at the Pedagogical Day of Vanier College, Montreal, Canada, March 11.

Starke-Meyerring, D. (2007). Beyond use: A conceptual framework for integrating technologies into the teaching of writing. Invited opening address at the Writing and Technologies Conference, University of Western Ontario, London, ON, December 6.

Starke-Meyerring, D. (2007). Designing Globally Networked Learning Environments. Invited keynote address at the 1st Conference of the SUNY Center for Collaborative Online International Learning. Purchase, NY, October 19.

Hussey, C. (2008). Glossing Fairy: The Other as Nature. 7th Annual Education Graduate Student Society Conference. McGill University, Montreal, Qc. March 15.

Conference presentations

Paré, A. (2008). Supervising disciplinary membership through the dissertation. Paper accepted for the annual meeting of the Canadian Association of Teachers of Technical Writing Conference, University of British Columbia, June 1-3.

Paré, A. (2008). Genre for social action: Genre analysis as faculty development. Paper presented at the Conference on College Composition and Communication, New Orleans, LA, April 2-5.

Paré, A. (2008). The dissertation genre: Forming disciplinary identities. Paper presented at the Conference on College Composition and Communication, New Orleans, LA, April 2-5.

Paré, A. (2008). Doctoral writing: new pressures and perspectives. Panel presentation at the McGill Education Graduate Student Society Conference, March 14.

McAlpine, L., Paré, A., & Starke-Meyerring, D. (in press). “English” in the 21st century global village: Tensions, contradictions, pressures and resistance … dangers ahead? In D. Boud and A. Lee (Eds.), Changes to doctoral education. New York: Routledge.

Paré, A, Starke-Meyerring, D., & McAlpine, L. (2007). The dissertation as multi-genre. Fourth International Symposium on Genre Studies. Tubarão, Brazil - August 15th-18th, 2007

124 Paré, A. (2007). Shaping a disciplinary identity: Doctoral rhetoric in advising sessions. Paper presented at the annual meeting of the Canadian Association of Teachers of Technical Writing, University of Saskatoon, May 27-29.

Starke-Meyerring, D. (2007). “How things are done:” Rhetorical agency and new researchers. Paper presented at the annual meeting of the Canadian Association of Teachers of Technical Writing, University of Saskatoon, May 27-29.

Paré, A, Starke-Meyerring, D., & McAlpine, L. (2007). The arhetorical pedagogy of doctoral supervision. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL, April 9-13.

Paré, A. (2007). Teaching doctoral rhetoric during advising sessions. Paper presented at the annual meeting of the Conference on College Composition and Communication, New York, March 21-24.

Paré, A. (2007). Writing the dissertation: Apprenticeship in disciplinarity. Public lecture, School of Linguistics and Applied Language Studies, Carleton University, Feb. 27.

Starke-Meyerring, D. (2008). “I’m just not cut out for this:” Genre, disciplinary identity, and doctoral researchers. Conference of the Canadian Association of Teachers of Technical Writing Conference, University of British Columbia, June 1-3.

Starke-Meyerring, D. (2007). Beyond “words on paper.” Rhetorical agency in a graduate writing course. Paper presented at the annual meeting of the Conference on College Composition and Communication, New York, March 21-24.

Yousoubova, L., & Starke-Meyerring, D. (2008). Disciplinary ethos in grant writing: A case study of an international scientist. Conference on College Composition and Communication, New Orleans, LA, April 2-4.

Workshops and seminars

Paré, A. (2008). Best practices in graduate supervision. Co-leader, faculty workshop on supervision of graduate students. Graduate and Postdoctoral Studies, McGill University, April 22.

Paré, A. (2008). Authorship and your Supervisor - How to make the most of it. ABC’s of the PhD Seminar, Faculty of Education, McGill University, February 13.

Paré, A. (2008). Solving supervision: Interpreting feedback. Seminar for McGill PhD students. Career and Placement and Counselling Services, McGill University, January 9.

Pare, A. (2007). I write; therefore I think. Two-day workshop for the Ministry of Education, Leisure, and Sport, November 27-28.

Pare. A. (2007). The future of the university. Panel member, University of the Streets, Café Arts. November 19.

Paré, A. (2007). Preparing to write the dissertation. Seminar for McGill PhD students. Career and Placement and Counselling Services, McGill University, Oct. 24.

125

Paré, A. (2007). The job interview. Session with PhD students organized by Career and Placement Services, McGill University, March 12.

Paré, A. (2007). Surviving the dissertation. Seminar for McGill PhD students. Career and Placement and Counselling Services, McGill University, Feb. 28.

Starke-Meyerring, D. (2008). Academic writing: New research perspectives. Career and Placement and Counselling Services, McGill University, March 19.

3. Research grants Starke-Meyerring and Paré are involved in the following funded research projects:

2008-11 SSHRC research grant ($143,000) “The state of research writing in Canadian doctoral education: A cross-disciplinary study of practices, challenges, and resources” (PI: D. Starke-Meyerring; Co-Is: A. Paré, M. Horne, R. Graves, and H. Graves). 2008-11 SSHRC research grant ($118,254) “Learning the genres of teaching: New faculty acculturation to the pedagogical practices of Canadian universities” (PI: N. Artemeva; Co-Is: A. Paré and J. Fox). 2007-10 SSHRCC research grant ($225,000) “Mi’gmaq in Listuguj: Reclaiming a heritage language outside the conventional classroom” (PI: M. Sarkar; Co-I’s: A. Paré, S. Jordan, T. Strong-Wilson). 2006-09 SSHRCC research grant ($156,858) “Reframing Canadian social science doctoral programs: A learning perspective” (PI: L. McAlpine; Co-I’s: A Paré & D. Starke- Meyerring).

Staff

The Centre has always been fortunate to have an extraordinarily committed teaching staff, despite what must be considered inadequate salary and working conditions. Although any partial listing of exemplary staff would necessarily leave off some who deserve the Department’s thanks, I would like to single out some of my long-serving and dedicated colleagues: Carolyn Pittenger, who manages the complex task of scheduling and staffing with precision and foresight, and who – since 1980 – has been a key source of the Centre’s innovative and challenging pedagogy; Sharron Wall, who (as noted above) has done important teaching and liaison work in Continuing Education and who has helped create – in the Public Relations Certificate – the only writing- intensive program at McGill; and Charlotte Hussey, Linda Anderson, for Donna-Lee Smith their ongoing commitment to high quality teaching for the Centre’s students.

Honours, Awards, Prizes, Publications, and Consulting Activities Doreen Starke-Meyerring won the “2007 Award for Outstanding Business Communication Quarterly Article” (Association for Business Communication), with co-author Debby Andrews. She has also been invited to advise on writing development in higher education as a member of the advisory board to the Senate Committee on Student Writing Policies at Dawson College. In addition, she has been invited to serve on the advisory committee of the Centre for Online Collaborative Learning at the State University of New York. In order to keep the Centre well-connected to the field of Writing Studies, Paré and Starke- Meyerring carry a heavy service load. A selected list of reviewing responsibilities for Starke- Meyerring follows: - reviewer for Written Communication.

126 - member, Editorial Board, Journal of Writing Research - reviewer for Conference on College Composition and Communication 2008. - reviewer for the 2007 Conference of the Association of Internet Researchers - member, Review Board, Writing in Digital Environments, Michigan State University - reviewer, Association of Internet Researchers Conference - reviewer, IEEE Transactions on Professional Communication - member, Research Committee of the Association of Business Communication - reviewer, Technostyle

And for Paré: - reviewer, Technical Communication Quarterly - member, Editorial Board, Written Communication - member, Advisory Board, Handbook of Writing Research - reviewer, Pedagogies: An International Journal - reviewer, English for Specific Purposes

Plans for 2007-08 The Centre’s scholarly work will focus primarily on the SSHRC-funded doctoral writing project (“The state of research writing in Canadian doctoral education: A cross-disciplinary study of practices, challenges, and resources”). In addition, in conjunction with that project, Starke- Meyerring and Paré plan to apply for a grant for digital networking of research participants. There will be ongoing work on an edited collection, Writing (in) the Knowledge Society, to be published by Parlor Press and placed online simultaneously by the WAC Clearinghouse (http://wac.colostate.edu/). Starke-Meyerring will continue her work on writing in digital environments, and Paré will begin work on another SSHRC-funded project – “Learning the genres of teaching: New faculty acculturation to the pedagogical practices of Canadian universities” – with colleagues from Carleton University. Appendix 12: First Nations and Inuit Education Programs Submitted by Donna-Lee Smith, Director

FIRST NATIONS AND INUIT EDUCATION TEACHER EDUCATION PROGRAMS JUNE 1 2007 – MAY 31 2008

Section I The 2007 – 2008 academic year for First Nations and Inuit Education (Teacher Education Programs) was exciting and fruitful – with the delivery of 62 courses; the accreditation of the Bachelor of Education Kindergarten/Elementray, First Nations and Inuit Option; the revision of programs; and the addition of a new partner. Included in the overall success are the 32 students who graduated from our various teacher education programs.

Of particular note: Our programs are community-based (please see Appendix I for map); presently we have partnerships with the Inuit of Nunavik (Arctic Quebec); the Cree of James Bay (Sub-Arctic Quebec); and the Mohawk of southern Quebec. Many of the courses are delivered in the heritage

127 language by Aboriginal instructors; in fact, all courses delivered in the Kativik School Board are taught in Inuktitut, using qualified Inuit instructors co-teaching with non-Aboriginal instructors.

FNIE had approximately 250 students enrolled in our community-based programs (please see Appendix II for a complete list of programs and enrollment numbers, and Appendix III for our course offerings); we also had a handful of students who came on campus to complete their studies.

MISSION STATEMENT The principal mandate of First Nations and Inuit Education is to coordinate the work which the Faculty of Education carries out in partnership with various Aboriginal communities and institutions. In collaboration with the Kativik School Board, the Cree School Board, the Kahnawake Education Centre, and the Kanesatake Education Centre, and various other Aboriginal communities in Quebec and Eastern Canada, FNIE delivers community-based teacher education programs for initial teacher certification, as well as further professional development. It also works with departments in the Faculty to meet the educational needs of First Nations and Inuit peoples, supports students who study on campus in the Faculty and carries out participatory research providing communities, schools, and the unit with information about issues pertaining to Aboriginal education. Finally, its mandate includes sensitizing non-Aboriginal people to the educational needs of Canada’s First Nations and Inuit peoples.

ACADEMIC STAFF Donna-Lee Smith, MA, Director, First Nations and Inuit Education (Teacher Education Programs) Faculty Lecturer

Adjunct Professors: CLUNAS, Jessie Kativik School Board, Kuujjuaq, QC CROSS, Edward J. Kahnawake Education Centre, Kahnawake, QC GREY, Sarah Kativik School Board, Aupaluk, QC HEYWOOD, James First Nations and Inuit Education, Montreal, QC HOUSE-COX, Debbie Cree School Board, Chisasibi, QC MATT, Betsy Kativik School Board, Akulivik, QC

Section II

GRADUATIONS Our on-campus graduations in November and May were celebrated with luncheons, speeches and gifts. Dean of Students, Jane Everett, Acting Dean of Education, Jamshid Baheshti, and directors from the Cree School Board and the Kahnawake Education Centre were among the guests who honoured the justly proud graduates, families and friends.

In June, Associate Dean Student Life, Spencer Boudreau, and FNIE Director, Donna-Lee Smith, traveled to Iqaluit and Arviat (Nunavut) to attend the final McGill University / Arctic College

128 graduations. The 18 Bachelor graduates were among the last Nunavut students to graduate from McGill University as Arctic College is now with the University of Regina.

In all we had 32 graduates from the following programs: • Bachelor of Education for Certified Teachers • Certificate in Education for First Nations and Inuit • Certificate in Inclusive Education • Certificate in Aboriginal Literacy Education • Certificate in First Nations and Inuit Student Personnel Services

AWARD McGill University Professor Jack Cram began Native and Northern Education in the early eighties in conjunction with the Kativik School Board, and it is his vision that drives the work of First Nations and Inuit Education today. The Jack Cram Award was established in his honour and is given annually to a Kativik student. The recipient this year is Leah Oweetaluktuk.

FNIE partners recognize that their students are graduating from the top university in Canada, and one of the best in the world – the international recognition of the McGill name matters greatly to them.

STUDENT SUCCESS There are many Aboriginal students of whom McGill University speak of with pride; Rose Ann Beauvais is one such student. Rose Ann completed her Certificate in Education for First Nations and Inuit in her home community of Kahnawake in the late 1990s; she then came on campus to complete her Bachelor of Education for Certified Teachers; this year she graduated with her Master’s in Inclusive Education.

PROGRAM DEVELOPMENT / REVISION The Bachelor of Education Kindergarten / Elementary, First Nations and Inuit Option In collaboration with its partners, FNIE developed the Bachelor of Education Kindergarten / Elementary, First Nations and Inuit Option. This 120-credit B.Ed. leads to general certification and has been approved at both the University and Ministry levels. The program is unique in its focus on languages (both Aboriginal and English) and culture, and can be adapted to meet the needs of FNIE’s various partners. The delivery can be full time or part time and either community or campus based – or a hybrid of the two; for example, 2 years in the community and 2 years on campus.

Certificate in First Nations and Inuit Education All our programs undergo review and, over the past year, the Certificate in Education for First Nations and Inuit was reviewed by the Faculty, FNIE and its partners. MELS received and approved this review. Over the coming year, the Bachelor in Education for Certified Teachers will also be reviewed.

Certificate in Aboriginal Literacy in Education This community-based Aboriginal language certificate was initiated in the early 1990s and has been delivered in Mi’kmaq, Mohawk, and Cree (3 cohorts). The Cree School Board will begin a fourth cohort in Winter 2009 (or fall 2008 see below??); FNIE and its partners will put the program through a review in Fall 2008.

129

INITIATIVES i) For the first time in 20 years, Bachelor students from the Kativik School Board attended FNIE summer school on campus, joining Cree and Mohawk colleagues in an art course taught by Owesokon Lahache, renowned Mohawk artist and teacher. ii) FNIE is pleased to announce a renewed partnership with the Kanehsatake Education Centre; students began courses in Winter 2008 in the Certificate in Education for First Nations and Inuit. iii) The Cree School Board plans to begin 3 new cohorts in Fall 2008: • Certificate in Inclusive Education • Certificate in Aboriginal Literacy Education (or Winter 2009??) • Certificate in Middle School Education in Aboriginal Communities

The Board is also considering a delivery of the Bachelor of Education Kindergarten / Elementary, First Nations and Inuit Option in the coming year; a delivery of the Certificate in First Nations & Inuit Educational Leadership is also under consideration. iv) In consultation with its partners, FNIE is in the early stages of developing a Culture and Language Certificate. v) With Kakivik’s need to increase the number of children’s books written in Inuktitut, the Director has been asked to develop / adapt Children’s Literature to be taught in Kuujjuaq, Summer 2008; the course will be co-taught in Inuktitut with 2 Inuk teachers, with the participants writing children’s books to be published and distributed to all Kativik schools.

COMMUNITY TEACHING Over the academic year, FNIE sent McGill University instructors (most of whom are graduate students) to the following communities to teach a variety of courses and workshops; in total FNIE was responsible for the delivery of 62 courses, with the Director delivering 12 workshops. • Kuujjuaq • Whapmagoostui • Waskaganish • Chisasibi • Kahnawake • Kanehsatake In Summer 2007, the Director co-taught Expressive Writing with 2 Inuk instructors, Qialliq Ulaku and Caroline Palliser, of the Kativik School Board in Kuujjuaq.

COMMUNITY VISITS The Director visited the following communities throughout the year (40 days travel): Iqaluit (Nunavut) Arviat (Nunavut) Kuujjuaq (Nunavik) Waskaganish (James Bay) Kahnawake Kanehsatake

INTEGRATION OF TECHNOLOGY

130 Donna-Lee Smith received a Canadian Council on Learning grant to develop and deliver an online course for a remote Aboriginal community; in collaboration with the Kativik School Board she is adapting Learning to Write Fiction to be delivered to Bachelor of Education students in Kuujjuaq, Arctic Quebec. The course will be co-taught with an Inuk instructor using a hybrid delivery of face-to-face and online; the content has been adapted for the participants to write stories for Inuit secondary schools; this will be the first time a course has been taught online in Inuktitut to Kativik students.

COMMITTEES (DIRECTOR SITS / CHAIRS) First Nations and Inuit Education Steering Committee (Teacher Education Programs) In December and May, representatives from FNIE’s partners met for Steering to share their successes and concerns. The Director and each of the partners gave an up-date about programs, students, issues, and initiatives.

Of major concern to all members of Steering is funding; the partners are aware that the university is in serious financial straits and that a tuition freeze long-imposed by the Quebec government does not bode well for the financial health of the institution, or FNIE. Consequently, for the first time in its 30 year history, FNIE is required to generate an operating budget. To off-set financial constraints, FNIE is pursuing other avenues of funding, such as grants, donations and endowments. Also, for the first time (in part due to stricter accountability requirements from INAC), the partners expressed an interest in signing a contract with FNIE; a draft is under review.

The Aboriginal Affairs Work Group Committee has a mandate to increase recruitment of Aboriginal students; FNIE is keenly interested in seeing more Aboriginal students come on campus; more programs targeting their academic needs (such as the Bachelor of Education, First Nations and Inuit Option); and more support for the Aboriginal students and their families. FNIE works closely with First Peoples’ House to promote academic success for those students who study on campus. The Faculty of Education First Nations and Inuit Steering Committee operates as an umbrella for Aboriginal-based teaching, research, and contracts. FNIE is seen as a model for its work in Aboriginal teaching and its Director is involved in various research projects and contracts. The Social Work Aboriginal Steering Committee oversees the delivery of the only other Aboriginal community-based program by McGill University; it meets regularly to discuss concerns about community needs, program delivery, and language issues. The Undergraduate Curriculum Committee is the first line for revision to FNIE programs. The Kativik School Board, Ministry of Education, Faculty of Education Joint Committee meets annually to discuss programs and certification.

RESEARCH Canadian Council on Learning Integrating online distance learning into teacher education programmes in Arctic Quebec: A collaborative investigation. $36,745.00 McGill University in-kind contribution: Adam Finkelstein created a platform for the course (25 hours; $1000.00).

Mi’kmaw Kina’matnewey Donna-Lee Smith and Josephine Peck (Mi’kmaq Elder) are co-investigators in the research project: ‘A Longitudinal Study of the Mi’kmaq Language in Band Operated and Nova Scotia Provincial School’s’. $32,000.00 Donald Taylor (Psychology, McGill University) and Esther Usborne (Psychology, McGill University) are contributors to the project.

131

Mi’gmaq in Listuju: Reclaiming a Heritage Language Outside the Conventional Classroom’ $200,000.00 SHHRC FNIE is a minor partner in this project. Mela Sarkar is the principal investigator, with Steven Jordan, Anthony Pare, and Teresa Strong-Wilson as co-investigators.

Improvement of youths’ health and learning capacity by rapid translation and dissemination of sleep research through school board partnership, Fall 2008 A collaborative project with Ruet Gruber, PhD Psychiatry McGill University. Submitted

REPORTS Mi’kmaw Kina’matnewey Longitudinal Research Project Preliminary Report Phase 1 January 1 – March 31, 2007 June 1, 2007 Mi’kmaw Kina’matnewey Longitudinal Research Project Interim Report August 13, 2007

COMMUNITY SERVICE Each year there is more interest from McGill University southern students who wish to do a stage in an Aboriginal community. To date our students have been well received by the host community and school – and the learning experience has proven to be reciprocal. With the closing of some schools in the English sector in Montreal, northern stages may become a welcome alternative for more of our southern students. When an instructor from the south enjoys a successful course delivery in the north and that experience is shared with colleagues and students at McGill University, some of the stereotypical view of the north begins to fade. It is crucial for those with no northern experience to understand that there is far more to the Aboriginal ways of life than what is often portrayed so negatively in the media. FNIE plays an integral part in the on-going success of Aboriginal education and community life.

STAFF We are pleased to announce that Sheila McCulley has joined the FNIE staff as Program Assistant; with her extensive experience working with Aboriginal communities, she has proven to be a true asset. Tina Schiavone, our Student Advisor, continues to go beyond the call of duty to meet student needs; Diane Rabey makes sense of the steering the minutes. In September, we said fond farewell to Sylvie Bosher who had been with us for many years.

CONCLUSION FNIE has faced and met many challenges over the past year, from having to find new ways to generate income; to meeting MELS’ demands for program revision; to finding teachers available to teach in the north; to courses being cancelled due to raging snow storms. The FNIE staff takes all this and more in stride; with their passion for their work, compassion for their students and intimate connection with partners, the courses are scheduled and delivered and the demands of southern institutions are met. As Director of First Nations and Inuit Education (Teacher Education Programs), please allow me to commend Tina Schiavone and Sheila McCulley for their tireless work. Map of Communities

132

List of Programs and Enrolment Cree School Board Summer Fall Winter Total Total PROGRAM 2007 2007 2008 Registration Enrolment

B ED CERT TEACH 16 21 8 45 14 Cert in Education First Nations and Inuit 14 2 16 7 Cert In Aboriginal Literacy 5 8 5 18 10 Cert Middle School Education 3 4 3 10 3 Cert. First Nations and Inuit Ed Leadership Cert First Nations and Inuit Stu Pers Serv Cert in Inclusive Education 4 5 9 6 Special 3 5 1 9 5

Total 41 42 24 107 45

Kahnawake Education Center Summer Fall Winter Total Total PROGRAM 2007 2007 2008 Registration Enrolment

133

B ED CERT TEACH 8 8 11 27 11 Cert in Education First Nations and Inuit 67 17 31 115 17 Cert In Aboriginal Literacy Cert Middle School Education Cert. First Nations and Inuit Ed Leadership Cert First Nations and Inuit Stu Pers Serv Special 4 2 6 2

Total 79 27 42 148 30

Kanehsatake Education Center Summer Fall Winter Total Total PROGRAM 2007 2007 2008 Registration Enrolment

B ED CERT TEACH 1 1 2 1 Cert in Education First Nations and Inuit Cert In Aboriginal Literacy Cert Middle School Education Cert. First Nations and Inuit Ed Leadership Cert First Nations and Inuit Stu Pers Serv Special 8 8 8 Total 9 10 9 Kativik School Board Summer Fall Winter Total Total PROGRAM 2007 2007 2008 Registration Enrolment

B ED CERT TEACH 21 6 27 23 Cert in Education First Nations and Inuit 1 73 3 77 35 Cert In Aboriginal Literacy Cert Middle School Education Cert. First Nations and Inuit Ed Leadership 5 5 5 Cert First Nations and Inuit Stu Pers Serv 4 3 3 10 4 Special 44 12 56 42

Total 70 99 6 175 109

NTEP Summer Fall Winter Total Total PROGRAM 2007 2007 2008 Registration Enrolment

B ED CERT TEACH 63 63 20

134 Cert in Education First Nations and Inuit 60 60 21 Cert In Aboriginal Literacy Cert Middle School Education Cert. First Nations and Inuit Ed Leadership Cert First Nations and Inuit Stu Pers Serv Special 11 11 6

Total 134 134 47

Course Offerings

TERM: Summer 2007 (200705) PARTNER COURSE NAME COURSE # CRN INSTRUCTOR CREE Basic Design EDEA 296 002 765 P. Lahache Sp Topic: Grammar & Composition EDEC 300 735 1486 M. Mackenzie First Nations and Inuit Curriculum EDEE 444 770 1487 L Shem Ecological Studies EDEE 473 770 1489 N. Mongrain Practicum 2 EDFE 325 770 1541 M. Bear Practicum 4 EDFE 425 770 1540 M. Shem Health Education EDKP 204 770 1488 J. Metallic Second Language Education EDSL 247 001 764 A. Desautels Sp Topic: 2nd Language Education EDSL449 001 1500 A. Desautels

KAHNAWAKE Basic Design EDEA 296 002 765 P. Lahache 1st Year Professional Seminar (1 credit) EDEC 201 760 1508 DL Smith Orientation to Education EDEE 245 760 1509 A. McComber Mohawk Second Language EDEE 296 760 1532 L. Deslisle Mohawk 1 EDEE 297 760 1531 D. Lazore Experiences in Communications EDES 365 760 1324 C. Hussey

135 Social and Emotional Development EDPI 211 760 1433 C. Rudd Second Language Education EDSL 247 001 764 A. Desautels Sp Topic: 2nd Language Education EDSL 449 001 1500 A. Desautels

KATIVIK Basic Design EDEA 296 002 765 P. Lahache Music Listening for Education EDEA 352 701 1499 D. Boyle Orientation to Education EDEE 245 701 1507 Q Qumaaluk, S. Grey, Introduction to Student Advising EDPC 201 701 1512 N. Etok A. Hum Helping Skills Practicum 1 EDPC 202 701 1513 N. Etok A. Hum Adolescence in Education EDPE 377 701 1514 V. de Krom TERM: Fall 2007 (200709) PARTNER COURSE NAME COURSE # CRN INSTRUCTOR Kevin O CREE Managing Inclusive Schools EDPI 440 731 9373 Connor Elizabeth Experiences in Communications EDES 365 770 8799 Meyer Special Topic: Grammar & Marguerite Composition EDEC 300 731 8798 Mackenzie Special Topic: Grammar & Marguerite Composition 2 EDEC 301 731 9394 Mackenzie

BED CERT TEACH 4 courses on campus

Christina KAHNAWAKE Language Arts EDEE 223 760 8702 Rudd 2 courses each @ BED CERT TEACH McGill

Alain KATIVIK Integrating Ed. Tech. in Classrooms EDPT 200 701 4524 Rochefort Aboriginal Practicum 3 EDFE 326 701 5502 V. de Krom Aboriginal Practicum 4 EDFE 425 701 5503 V. de Krom P. Puttayuk, Measurement & Evaluation EDPE 304 701 4521 Sa. Bennett Aboriginal Practicum 3 EDFE 325 701 5501 V. de Krom M. Cain, D. Instruction in Inclusive Schools EDPI 341 701 4520 Arnatuk C.Palliser, Q. Expereinces in Communications EDES 365 701 9319 Qumaaluk L. Epoo-York, Cultural Skills EDEA 242 701 3958 K. Angnatuk Aboriginal Practicum 1 EDFE 214 701 5500 V. de Krom S. Grey, A. Reading & Writing Inuktitut EDEE 248 701 9321 Kulula B. Matt, S. Perceptual Motor Development EDPI 212 701 9320 Grey

TERM: Winter 2008 (200801) PARTNER COURSE NAME COURSE # CRN INSTRUCTOR CREE Foundations of 2L Education EDSL 300 770 8570 Marianne Morales Aborinal Practica 4 EDFE 425 770 8593 M. Bear & E.

136 Wernecke Aborinal Practica 3 EDFE 326 770 8491 M. Shem & E. Wernecke Creativity & its Cultivation EDPI 527 770 8159 C. Carpentiero Educational Media EDPT 204 770 8158 Giulianna Cucinelli

BED CERT TEACH 4 courses @ McGill

KAHNAWAKE Aborinal Practica 1 EDFE 214 760 8162 Ellen Wernecke Cultural Skills 1 EDEA 242 760 8163 Charlie Patton Cultural Skills 1 EDEA 243 760 8318 Owisokon Lahache Special Topic: Art Ed. Iroquois Art EDEA 302 760 8256 Owisokon Lahache 2 courses each @ BED CERT TEACH McGill

KANEHSATAKE Orientation to Education EDEE 245 756 8160 Alex McComber

KATIVIK Aborinal Practica 3 EDFE 326 701 8484 V. de Krom Aborinal Practica 4 EDFE 425 701 8483 V. de Krom V. de Krom, Mary Elementary School Science EDEE 270 701 8592 Baron Native Families Dynamics EDPC 208 701 8594 Sore Moller Sore Moller, Louisa Basic Crisis Intervention EDPC 209 701 8595 Brown Fiels Experience EDPC 210 701 8596 Sore Moller

Appendix 13: Indigenous Research

INDIGENOUS EDUCATION PROJECT (IEP)

Michael Doxtater, Ph.D. Director,First Nations and Inuit Education, Faculty of Education, McGill University

Introduction In 2003 Faculty of Education Dean Rhatna Ghosh and Integrated Studies in Education chair Anthony Pare accepted the recommendation by the search committee to hire McGill University’s first Native director for the Office of First Nations and Inuit Education (OFNIE). At that time OFNIE assisted First Nations and Inuit clients meet provincial government requirements to certify aboriginal teacher certification to work only in First Nations and Inuit communities. The predominant focus on aboriginal teacher certification after 25 years was to serve 700 students in various stages of program completion through Continuing Education. OFNIE’s first Native director was hired to restructure OFNIE and develop a modern program to offer general certification of Native teachers. The Dean and DISE Chair charged the new Director with increasing fiscal and academic accountability for First Nations and Inuit teacher training.

137 In June 2004 new Faculty of Education Dean Roger Slee accepted a five-year plan for OFNIE. The IEP five-year plan was also given to OFNIE’s senior administration in June 2004. The report described the need to clarify the mission of OFNIE. In this case without any substantive academic basis in Indigenous Education the report identified that:

1. OFNIE is a branch of Continuing Education that offered a program which restricted its graduates to professional practice in Native communities through Professional Development; 2. OFNIE finances were on based on fees paid by school boards for Continuing Education, donations, and FTEs from the Quebec education ministry, of which only fees and donations were added to operational budgets; 3. OFNIE’s administrative staff designed an academic program that had delivered an ill- conceived education program with doubtful student achievement outcomes;

These substantive issues provided the new Dean with targets for a strategic action plan for implementation through the Indigenous Education Project (IEP). The IEP sought to elevate McGill University as the leader in Indigenous studies in learning and education. A five-year plan accepted by Dean Slee focused on developing McGill University's capacity in the area of Indigenous Studies in Education (ISE). The research and development for the IEP and Student Services and Operations originally operated within OFNIE. However, the five-year plan would restructure services that OFNIE provided to 700 students associated with McGill University. The five-year plan recommended developing world-class Indigenous research, scholarship, and academics as the foundation for First Nations and Inuit education. The IEP had difficult transitions at times, but on the whole successes respond directly to the June 2004 recommendations made to the Faculty of Education. The chronology includes:

1. the 2004 restructuring First Nations and Inuit student services and operational administrative staff to reduce redundancies in the Faculty of Education by integrating those services into DISE; 2. the 2005 in-principle support to develop the Master of Arts in Indigenous Studies in Education (MAISE) proposal, and consultation with the Dean’s Office concerning a B.Ed. program of relevance to Indigenous teacher trainees; 3. the 2006 report to the Provost’s office that recommended retirement of certificates for primary teacher and social work education, to be replaced with baccalaureate degrees with Native foci; 4. the 2007 initiative to create an Office of Indigenous Affairs based in the Faculty of Education with emphasis on improving outreach and inter-institutional relationships for Indigenous Studies.

This brief framework describes McGill University’s growing pains to catch-up to the rest of the Indigenous Studies field worldwide. Resistance to change has not deterred the IEP from the mission to raise McGill University’s visibility in Indigenous Studies. The 2008 report reflects the positive movement in the university to achieve that goal. The following report provides an update on the status, progress, and pathways for each recommendation delivered to the Faculty of Education in 2004. Developments correspond to

138 planning documents and direction from the Dean’s Office, the Principle’s Group, and the Provost’s office over the first four years of the IEP five-year plan.

1. OFNIE OUTREACH ASSOCIATES Recommendation One: that support and administrative services pertaining to OFNIE and Student Affairs be supplemented with Iroquoian, Algonquin, Cree, and Inuktitut speaking Outreach Associates based in the partner communities. These Outreach Associates primary responsibility is student services for First Nations and Inuit students associated with McGill University through OFNIE. A cooperative relationship includes identifying networks between Faculty of Education Student Affairs, OFNIE operations, and partner communities to support the Outreach Associates.

Status: Continuing Education’s First Nations and Inuit teacher- training remains the focus for Indigenous education at McGill University (see Table 1). However there are also five full time teacher trainees registered in the mainstream program that includes three in B.Ed-Kind; one in TFSL, and one in B.Ed.-Secondary. Three students are from Quebec, one from Ontario and one from Saskatchewan. In all a total of 38 students graduated from the Faculty of Education with diplomas and degrees that allow them to work in Native communities (see Table 2).

Progress: The restructuring plan called for the hiring of an Outreach coordinator. The Outreach coordinator would train First Nations and Inuit communities to compile teacher trainee records and reports. In this case the reports were to be delivered to the Faculty for input into our student affairs and records systems. The first stage in completing this recommendation was the assignment of First Nation and Inuit teacher training coordination to faculty lecturer, Ms. Donna Lee Smith. Pathways: Client communities served by DISE have the option of using the certificate program for teacher training. However, the Cree School Board advised the Faculty in 2004 that they desired a general degree for their teacher trainees. The Outreach coordinator function is still required to increase the capacity of First Nations and Inuit communities to administer student records at the local level.

Table 1 Continuing Education Program Enrolment 2007-08 File Name: S:\Colin\Christine- Reports\Oct26Prjct\Anual Report0708 2006-07 PROGRAM Fall 2007 Winter 2008 Total Registr. DISE PROGRAMS B.Ed. Cert. Teach. 26 25 32 57 Cert. in Aboriginal Literacy Education 9 5 10 8 Cert. First Nations & Inuit Ed. 51 21 53 73 Cert First Nations & Inuit Ed Leadership 4 0 4 4 Cert. First Nat & Inuit Stu Pers Serv 1 1 2 0 Cert. Middle School Ed in Abor Comm 3 3 0 Cert. Native and Northern 0 0 0 0

139

Table 2 Graduates from First Nation & Inuit Programs: 2007-08 Program Fall '07 Feb. '08 May '08 Total B Ed Certified Teachers 20 2 4 26 Cert Ed 1st Nations & Inuit 2 1 4 7 Cert Aboriginal Literacy Ed 1 1 2 4 Cert Ed 1st Nations & Inuit Stu Pers Srv 0 0 1 1 Total Graduates 23 4 11 38

Current breakdowns across the university are unavailable, but the Joint Senate Board Sub- committee on Equity for First People reported that 800 people of Indigenous ancestry were enrolled in a variety of off-campus McGill University programs.

2. COOPERATIVE EXTENSION Recommendation Two: that information-technologies be used by OFNIE to provide off-campus student services and operations. Information technologies will be used for distance learning, video-conferencing, instructional technologies, web-based resources, electronic resources, and databases. Electronic and information applications now exist to assist the wide dissemination of research to the partner communities and the students based there. This innovation creates a "virtual campus" covering the northeast corner of North America.

Status: the process for encouraging McGill University’s capacity for distance and off-campus services has begun with consolidating outreach initiatives at the organizational level inside the university. The OFNIE restructuring plan called for the development of an Indigenous Affairs office in the Faculty as a starting place.

Progress: a proposal for the Provost’s office titled “The role of ‘Special Advisor to the Provost on Indigenous Affairs” described a roster of initiatives that required coordinated planning. The initiatives provide a research-informed basis for Indigenous students, education and research in the areas described in the recommendation. As well a proposal to develop an electronic-based Indigenous Knowledge Encyclopedia (IKE) project for Adult Native Language education received the support of communities represented by the Iroquois Caucus (IC). The IC represents seven Iroquois communities.

Pathway: The potential for McGill University to respond to the federal government’s apology for Indian Residential schools was anticipated in the “Special Advisor” proposal submitted in October 2007. For example it is recommended that McGill University move to respond directly to Canadian Prime Minister Stephen Harper’s inclusion of collateral victims, language loss, cultural education, social problems, resilience, and abuse. The development of a Centre of Excellence in Indigenous Research (CEIR) model has been proposed as a focus for relations between McGill University and the Truth and Reconciliation Commission (TRC). The CEIR focuses on elements described in Recommendation Two.

140 3. ON-CAMPUS ABORIGINAL STUDENTS Recommendation Three: that OFNIE and the Faculty of Education recruit Indigenous graduate students. Review OFNIE's current clientele of served communities, but also assess the potential for full-time student recruitment from the primary, secondary, and tertiary markets. The purpose of this recruitment is to support students in the area of earned degrees. This is not a suggestion that an Aboriginal Bachelor of Education degree is established, but that Indigenous students be supported to participate in the larger peer community of scholars and academics.

Status: the Dean’s office played a large role in developing the Master of Arts in Indigenous Studies in Education (MAISE) degree program. The MAISE program document was completed over 18-months. For undergraduate education, First Languages as an option to replace French language requirements was originally discouraged by the Faculty--which resulted in the recommendation that a B.Ed. Native focus was not immediately sought in 2004. However, DISE announced in early 2008 that a new B.Ed. with a Native focus was approved for delivery that included a First Language option.

Progress: The MAISE program has been reviewed to offer an MA option based on the delivery model used by the Faculty’s Jewish Studies Option. Also, the B.Ed. native focus program has targeted off-campus delivery in northern Quebec. The on-campus portion of the recommendation is used by the School of Social Work’s Indigenous Access McGill (IAM) recruitment model first suggested by the Faculty in the October 2006 report for the Provost’s office. Currently, there are 93 native students in various programs throughout the university.

Pathways: The IEP collaborates with other Faculty members in designing a program for on- campus of programs and services described in Recommendation Three. The Jewish Studies Option provides a platform for on-campus students that use programs already within the scope of studies offered in the Faculty. These ameliorations to Recommendation Three respond to the Akwesashne Mohawk Board of Education (AMBE) request that the B.Ed. native focus program be offered for an on-campus cohort. Other communities within the 100 kilometre primary market of the main campus also have an interest in the on-campus program.

4. INDIGENOUS STUDIES AT McGILL Recommendation Four: that McGill University designates a First Year course in Indigenous Studies as a degree- or distribution-requirement for McGill University students. Also that the current roster of Indigenous studies focuses being taught at McGill University be catalogued. It is viewed as desirable to promote cross-listing and dialogical engagement within the McGill learning community. Yet only recently has McGill University been provided with the opportunity to dialogically engage with Indigenous peoples.

Status: The IEP advised McGill University’s Aboriginal Affairs Working Group (AAWG) in 2006 that the opportunity exists for Indigenous Studies. To accomplish Recommendation Four the IEP attracted support from private donor Jake Eberts to establish a family endowment based on the original proposal to establish a "Centre of Indigenous Studies in Learning and Education" (2004) and a proposed School of Indigenous Studies (2005). Also, the Principal’s group approved the feasibility study proposal titled “The Lake St. Louis Project” in 2005. In addition,

141 development work is on-going to activate the undergraduate EDEC 244 course and a 300 level- course, and EDEM and EDEC 600 level graduate courses on-campus.

Progress: The Eberts Family Endowment includes student support and an outreach fund to develop Indigenous Studies on-campus. The AAWG announced a new Indigenous Studies chair supported by the Eberts Family that advances the original proposal for a School of Indigenous Studies. The Lake St. Louis Project proposal has been deferred for the present. In addition to the developmental areas cited here, Laurentian area Mohawk communities support the IEP proposal to offer the newly approved B.Ed. Native focus program on-campus in Montreal. Interdisciplinary collaborations include the National Network of Aboriginal Mental Health Research (NNAMHR) and the Kenandazone (ACADRE),

Pathway: The development of on-campus programs will attract a diverse multicultural community to the main campus. The IEP sees that a B.Ed. cohort adds to the diversity of the McGill community that already has seen the challenge to increase Indigenous academic programs met by the School of Social Work. The planning and study already proposed to develop a First Year Indigenous residence described in the Lake St. Louis Project proposal coincides with the Recruitment office’s role to attract increasing enrollments of Native students on-campus. However, there is already a reported 93 students of Indigenous ancestry in Montreal. Serving that student population on-campus is recommended for First Peoples House graduate residence and student affairs in general. The IEP will continue to advocate creation of Indigenous Studies academic programs to attract Native students to McGill University. Also, the timely request to increase on-campus programs by our client communities also requires collaboration at the Inter- institutional level with the Concordia University’s new First Nations studies program beginning in 2009.

5. CANADA RESEARCH CHAIRS (CRC) Recommendation Five: that OFNIE obtain Tier One and Tier Two Canada Research Chair academic and research appointments that specifically reflect the development of ISLE (Indigenous studies in learning and education). These appointments directly relate to current trends and issues facing the First Nations and Inuit Indigenous peoples. In short, the CRCs focus on: i. Aboriginal Child and Youth Education: that responds to the 1999 National Aboriginal and Youth Strategy (NAYS) with research based teaching for child and youth workers and educators. The focus would be on practical issues like child and youth nutrition, fitness, and cultural education, while training people who work with children and youth. ii. Endangered First Languages Education: that responds to the capacity for teaching endangered First Languages in Canada by developing, testing, and disseminating models for stabilizing endangered First Languages. Using media technologies includes developing innovative applications for Random Access Animation (RAA) and Total Physical Response (TPR). iii. Cultural Capacity Education: that responds to the desire to build Indigenous capacity in curatorial, conservatory, and library services. The focus is on the large inventories of Indigenous

142 intellectual properties that have been collected and catalogued in Canada but earmarked for repatriation.

Status: the Faculty of Education revised these proposals into the development of mainstream CRC positions currently used in the Faculty and were not pursued by the IEP.

Progress: transferring the original CRC proposal to the Dean’s office into the mainstream program has had little impact on improving Indigenous research programs in the faculty. Without any infrastructural base, the development in Indigenous research has been slow. The original CRC plan to provide a research-platform to encourage Indigenous scholars in post-graduate, graduate, or career work in these fields has been limited to work with the Society for Advancement in Education Excellence (SAEE) and the Aboriginal Education Research Forum (AERF). Directly relevant to the enactment of the recommendation is the collaboration between Social Work’s Indigenous Access McGill, Catholic Community Centres (CCC), and Kids From Kanata (KFK) in addressing “Aboriginal Child and Youth Education” by developing a summer camp program. Focusing on the original “Wolves Camp” proposal to the Ebert Family, IEP and IAM now partner with the CCC and KFK to develop a prototype program. In addition, the “Endangered First Languages education” recommendation has been enacted through IKE.

Pathway: The opportunity to enact the “Cultural Capacity Education” recommendation has been described in the Special Advisor brief. The proposal outlines how a different approach to research could be enacted in the university by directly working with the federal government to obtain the Royal Commission on Aboriginal Peoples (RCAP) collections, Indian and Northern Affairs’ (INAC) Indian and Inuit Art Collection. Also IKE begins a substantive project for language- recovery and stabilizing language loss that is also related to the recovery of texts from the National Archives. Concentrated effort to use McGill University leadership includes collaboration with the Truth and Reconciliation Commission (TRC) and the Government of Canada to collaborate in responding to areas described by the Prime Minister in Canada’s apology to Indigenous people. Laurentian Mohawk communities have also advocated a Mohawk Second Language (Kanienkehaka Tekeniwatentha Aetewatatih) B.Ed. program in Montreal.

6. DEVELOPING ABORIGINAL MAJORITY LANGUAGE LITERACY EDUCATION Recommendation Six: that responds to Canadian government failure to communicate initiatives like the First Nations Governance Act (FNGA) among decision-makers who have a limited capacity for majority-languages fluency. The object here is to work with the Aboriginal Peoples Television Network (APTN) to create a distance learning program to teach majority languages. The working title for this program: The University of Canada. The Department of Indian Affairs has suggested that literacy has impeded dialogical engagement with decision-makers, and that INAC should be encouraged to participate in The University of Canada.

Status: The substance of this recommendation is inactive but has been alternatively enacted through a commitment to First Year writing in the Faculty by Professor Doxtater.

Progress: The proposed MA in Indigenous Studies in Education (MAISE) program placed a heavy emphasis on writing. The emphasis on writing and reading remains the central recommendation for building capacity in Indigenous scholarship.

143

Pathway: the IEP continues to focus on developing on-campus programs based on the academic need for written communication in the majority languages for Indigenous students.

7. INDIGENOUS ARTS EDUCATION Recommendation Seven: That McGill University, the Faculty of Education, OFNIE, (and later) Centre ISLE, collaborate with the Government of Canada to relocate the Indian Art Collection in Montreal. In 1967 Indian and Northern Affairs Canada (INAC) premiered Indigenous artists at its pavilion that was showcased during Expo '67 in Montreal. The acquisition of this collection forms the basis of research and teaching in arts history, arts education, library services, archeology, and conservation.

Status: Inactive.

Progress: The request by the Provost for a proposal for McGill University to act as interlocutor in repatriating the Indian and Inuit Arts collections to the Native community was submitted in July 2007. The program proposal was revised and submitted to the Vice Principal of Pubic Affairs in October 2007.

Pathway: To accomplish the interlocutory role and create a research collection program at the main campus a feasibility study needs to be completed as a collaborative project between McGill University and Indian and Northern Affairs Canada.

8. CENTRE FOR INDIGENOUS STUDIES IN LEARNING AND EDUCATION (Centre ISLE) Recommendation Eight: That the Faculty of Education assist the development of Indigenous Studies at McGill University under terms applicable university-wide by establishing the "Centre of Indigenous Studies in Learning and Education" (Centre ISLE). OFNIE would be housed within Centre ISLE. The Centre facilitates cross-faculty links for research projects in arts education, nutrition and fitness education, language education, and child and youth education. The Centre facilitates the development of the "Tewakwekon (All of Us) Student Residence": e.g. a residential environment designed to help Indigenous students acclimate to urban life during the academic year, but used during the summer for Aboriginal Child and Youth Camps.

Status: The proposed on-campus cohort in Indigenous second-language education and the Wolves Camp are in process.

Progress: The development of summer programs that augment on-campus full-time studies is the basis of collaborating with the Kahnawake Board of Education in developing their post-secondary capacity. A proposal submitted in 2006 includes using the old Kahnawake Survival School (KSS) campus as the focus of summer studies in education, social work, with the potential for other course offerings. The proposal to use the McGill University U0 designation would create the first “aboriginal access” program in Quebec.

Pathway: Use of a community-based higher learning environment increases the potential for a larger cohort of Indigenous students at McGill University. Partnering with Kahnawake in

144 establishing its own post-secondary institution, the IEP suggests that the original Lake St. Louis Project proposal would focus on south shore Kahnawake rather than the arboretum area of the Macdonald Campus proposed in 2005. Talks will continue.

145