The King's University Academic Program Review 3-year Bachelor of Arts, Social Science Group

31 October 2016

Executive Summary ...... 2 Introduction to the Self-Study ...... 3 Self-Study ...... 5 1. Department Profile ...... 5 1.1. Objectives and Goals ...... 5 1.2. Staffing ...... 6 1.3. Other Resources ...... 6 1.4. Scholarly Activity (particularly involving students) ...... 7 2. Program(s) ...... 8 2.1. Program Description and Requirements...... 8 Original context and founding rationale ...... 8 Program & Curricular Rationale ...... 9 History of the program...... 11 The SSCI concentration, the B Ed, and Social Studies as a teachable major ...... 13 2.2 Program Outcomes ...... 15 3. Curriculum (required courses and general disciplinary offerings in the major, cognates, and roles played by foundations and breadth) ...... 17 Social Science courses (See appendix for course descriptions) ...... 17 Foundations and Breadth ...... 19 4. Assessment ...... 21 4.1. Statistical profile of population, course enrolments, degree conferrals ...... 21 4.2. Graduate profile ...... 29 4.3. Current student survey/focus groups on qualitative program aspects ...... 29 4.4. Alumni survey/focus groups on qualitative aspects of the program ...... 31 4.5. Resources (budget and facilities) ...... 32 External Assessment ...... 33 Summary and Recommendations ...... 36 Appendix ...... 37 Reference ...... 37 Faculty Publications with Undergraduate Involvement ...... 37 Faculty Publications Without Undergraduate Involvement ...... 41 Course Descriptions ...... 54 Library Review ...... 85 External Reviewer’s Report ...... 87 Dean’s Response ...... 102 Faculty CVs ...... 106

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Executive Summary

The Social Science Group concentration is one of King’s longest standing in the 3-year Bachelor of Arts program. While at one point it was a dominant program, the advent of 4-year degree programs in the social sciences and other areas has seen a significant decline in the student population of this program and a shift of attention by faculty onto the four year offerings.

This review sought to test for internal coherence, external relevance, and a future pathway for the program. The resulting recommendations include broadening the disciplines to be included at the introductory level – in particular including social work and education, suggesting that work needs to be done to develop a more engaging capstone course delivery, and, after approval of the 4-year Bachelor of Arts in Sociology program, an examination of the role of 3 year concentrations in the Faculty of Social Sciences.

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Introduction to the Self-Study

The Social Science Group concentration (henceforth, SSCI) program review is timely and will provide grounds for decisions regarding program’s future and structure. This timeliness is due to:

• Since accreditation in 1987 the program has not been significantly revised despite its intentions when proposed that it do so as the Social Sciences disciplines offered at King’s changed • SSCI’s founding rationales have been rendered less relevant by o the development of disciplinary and interdisciplinary Social Science programs (including 4 year programs in Environmental Studies, Politics History and Economics, and Psychology) o an increase in the number of Social Science faculty and Social Science course offerings • SSCI student enrollment has dropped since 2010 to all-time lows.

A range of options for the future of SSCI are available. (Note the numbering is for convenience of reference and does not imply any prioritization.)

1. “Retain as is”. The SSCI program continues as is without significant change. The program is virtually “free” in terms of Faculty workload (with the exception of SSCI 495, and advising responsibilities) meaning that any SSCI enrolment is “bonus” for King’s. 2. “Discontinue”. The SSCI program be discontinued. SSCI 495 and advising responsibilities for SSCI students would be discontinued. Students would be forced to choose other existing programs or to leave the institution. 3. “Retain & revise”. The SSCI program continues, but with some significant revision to required courses. The perceived coherence problem for the concentration be addressed through greater constraint and direction of course offerings available to SSCI students, and the role, function, as well as delivery, of SSCI 495 be revised accordingly.

All the following options are variants of “Retain and Revise” and each assumes significant revision of the SSCI.

a. “B Ed feeder”. SSCI was at one point a significant feeder program for the BEd Elementary After- Degree program. This revision would intentionally revise SSCI to support both Elementary preparation and providing a Social Studies teachable major in the Secondary program. The current diversity of courses available to students in the program would mandate courses that match Alberta K-12 Social Studies curriculum. This would mean courses in history, politics and economics, geography, in Canadian content, and fewer courses in psychology and sociology (see Figure 9A for statistics on actual course enrollment patterns for the SSCI). In line with earlier historical practice Education Faculty would take on advising of SSCI students. SSCI 495 might need to be revised. b. “3-year PHE”. Analogously to other disciplines which offer both 3 and 4 year versions, the 3 year SSCI could be conceived as the 3 year version of the 4 year Politics, History and Economics

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program. This would entail revising and mandating course choice from the current SSCI based on the PHE streams, scaled fit a 3 year degree. Faculty assigned to the PHE program would be given advising and oversight responsibilities for the SSCI. (Note that much of the revisions of course possibilities on this option might prove very similar to the revisions necessary for c; c and d might prove not extremely different.) c. “Streamed SSCI”. The 4 year Environmental Studies program offers concentrations in particular disciplines, such as Psychology, Biology, English, or SSCI, focussed under the broader umbrella of Environmental Studies. Under this option, the SSCI could be retained as a 3 year interdisciplinary concentration option but add the selection of a particular disciplinary focus as a student-chosen “stream” under the broader umbrella of interdisciplinary Social Sciences. A SSCI student could choose a Psychology stream, a Sociology stream, a Politics stream, a Geography stream, an Economics stream, a History stream, and perhaps others, within the context of an SSCI concentration. Advising and course requirements would need to be adjusted accordingly for each particular stream, and SSCI 495 dissolved with students directed to the appropriate capstone course for their particular stream (e.g. SOCI 495, PSYC 398, PHES 498, etc.).

Note that this option, or others, might be very interesting if done in conjunction with a phasing out of 3 year Psychology and Sociology programs (and perhaps History as well). d. “4 year generalist BA”. Similar to a proposal in the Natural Sciences Faculty for a 4-year generalist degree in Science, which adds no additional curricular or faculty burden. The SSCI program could be “upscaled” and “upgraded” to become a 4 year generalist degree option that retains the breadth, generalism, and flexibility of the current 3 year SSCI.

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Self-Study

1. Department Profile

1.1. Objectives and Goals The Social Science Group concentration is an unusual due to its history and development as King’s has grown. This is detailed in Section 2, and so is only noted here by way of introduction. For the “Department Profile” the first unusual aspect is that there is no Department as such. Or, perhaps more precisely, the Department is distributed across all existing departments in the Faculty of the Social Sciences and the History (which is part of the Faculty of the Arts). The “Profile” of the Department, then, is a listing of all Faculty across these Departments (1.2 below). This also impacts any review of the Department’s Objectives and Goals.

In terms of evaluating the program, this peculiarity brings with it a significant positive component and a significant negative component. Positively, the program is “free”: faculty members, and course offerings, are made up of all Social Sciences and History faculty and courses that are available to the students. The only “extra cost” the program incurs is the SSCI 495 course. A Faculty member from an existing Social Science discipline (including History) is responsible for delivering it, and the course content is distinct preventing it being co-taught with another discipline’s 495. (This is discussed further below particularly with the recent expedient of conflating SSCI 495 with SOCI 495.) Therefore from an institutional viewpoint the availability of a program that solicits student interest, even if minimal, is still worthwhile insofar as it is “free”.

Negatively, there is no Faculty representation of the program, hence no “championing” of the concentration for its merits, on behalf of students, or in step with institutional development, and little to no advising of students in program-specific content, course or concentration planning, or post-degree options. Since Faculty membership for the program is piggy-backed from other programs, Faculty are likely to overlook or ignore the Social Science Group program as they attend to their own specific disciplinary or interdisciplinary programs. Administratively, the program falls between the cracks in planning, development, oversight, and student advising. Content-wise the issue raised is that of the overall coherence of an individual student’s concentration – an issue that recurs throughout the program’s history and this review.

This peculiarity raises a difficulty of describing and assessing program outcomes. The Social Science concentration offers maximum course choice for the student. Aggregating all possible Social Sciences course outcomes, and culling those only related to other disciplinary programs (History, Psychology, Sociology, Environmental Studies, or Politics, History, and Economics) would be a lengthy, tedious, and unhelpful exercise in seeking coherent outcomes for the program. Therefore Program Section 2 description presents a narrative outline of the founding rationale for the program and history of that program from its inception in 1987 until the present day to understand how the rationale has been affected, as an indirect way of reviewing the program’s role and effectiveness.

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1.2. Staffing Faculty Position Tenure FTE Teaching Dr Michael DeMoor Associate Professor of Social Tenured 1.0 Philosophy in Politics, History, Economics Dr Randolph Associate Professor of Sociology Tenure d 1.0 Haluza-DeLay Dr John Hiemstra Professor of Political Science Tenured 1.0 Dr Julie Kaye Assistant Professor of Sociology Tenure Track 0.5* Dr Gerda Kits Assistant Professor of Economics Tenure Track 1.0 Dr David Long Professor of Sociology Tenured 1.0 Dr Heat her Looy Professor of Psychology Tenured 1.0 Dr Christopher Peet Associate Professor of Tenured 1.0 Psychology Dr Mark Sandle Professor of History Tenured 1.0 Dr Harry Spaling Professor of Environmental Tenured 1.0 Studies and Geography Dr William Van Associate Professor of History Tenured 1.0 Arragon Dr Richard Vaudry Professor of History Tenured 1.0 Dr Leanne Willson Associate Professor of Tenured 1.0 Psychology Dr Theresa Zolner Associate Professor of Tenure Track 1.0 ** Psychology *Community Engaged Research Director position is assigned 0.5 teaching load

**Resigned December 2015, hiring in progress

Retired Faculty:

Faculty Position Status Dr Elwil Beukes Professor of Economics Emeritus Dr Alyce Oosterhuis Professor of Psychology Emerita Dr Jo hn Sneep Professor of Psychology Emeritus Dr Harry Van Belle Professor of Psychology Emeritus

1.3. Other Resources There are no other resources particular to the SSCI program to note here. Particular disciplines, such as Geography, History, Psychology, have some laboratory space or archive space and inasmuch as SSCI students pursue those courses they may avail themselves of these resources.

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1.4. Scholarly Activity (particularly involving students) Again, SSCI exists in the larger context of the Social Science faculty with the addition of the History department. The involvement of SSCI students in particular is less likely due both to the small numbers and to the distributed nature of the program. It is not, however, unheard of for a SSCI to engage meaningfully as a partner in a faculty member’s research. Please find a listing of scholarly activity by the faculty members in the Appendix.

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2. Program(s)

2.1. Program Description and Requirements The Bachelor of Arts with a Social Science Group concentration is a 3-year (93 credit) degree consisting of:

• Foundations: 24 (BA) credits in English, History, Philosophy and Theology. • Breadth: 18 (BA) credits in Fine Arts/Languages, Natural Science with lab, and Social Science • Interdisciplinary Studies: 3 credits consisting of six 2 day pan-institutional conferences that explore both foundational and integrative topics. • 36 credits in the concentration • Electives up to 93 credits

Please see section 3 for further explanation of the foundations and breadth requirements.

The concentration requirements are as follows.

Students must complete 30 credits in at least three of the following disciplines: • Anthropology (by transfer credit) • Economics • EDUC 363 • Geography 310 • History • Political Science • Psychology • Sociology At least 15 of the above credits must be completed at the 300- or 400-level in at least two disciplines.

In addition, students must complete: • SSCI 309 Methods of Inquiry and Analysis in the Social Sciences (Normally taken in the 2nd year) • SSCI 495 Senior Social Science Seminar

Original context and founding rationale The Social Science Group concentration was proposed and approved in Fall of 1987, the sixth program implemented at the then “The King’s College”. Founded in 1979 with an initial faculty of six, the newness of King’s and its small size at that time are key considerations for understanding the founding rationale and purpose of the interdisciplinary Social Science Group concentration. The cover paragraph of the October 15, 1987 memo outlining the proposal submitted to the Senate notes “that it will be a valuable addition to the range of options in the B.A., not only as a stop-gap measure in the absence of a disciplinary concentration in the social sciences, but as a valid interdisciplinary alternative to eventual disciplinary programs”. Worthy of note, not merely as humour but because it proves significant, the “inter” prefix in the typed word interdisciplinarity is crossed out by hand and “multi” handwritten beneath the paragraph. Further in the memo it is stated that “the desirability for a social science concentration to round out TKC’s liberal arts offering was even noted by the report of the Private College Accreditation Board”.

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These observations capture in a nutshell the rationale, and ensuing historical understanding to the present day, of the SSCI. First, The King’s College was very small with limited capacity. As of 1987 it offered 3 year BA concentrations in English, History, Philosophy, Music, and Biology. King’s graduated four students that year (Cook & VandenBorn, 2004). Second, the SSCI was the first concentration in the Social Sciences, implemented as key to “round out” the liberal arts character of King’s, and intended as a “stop-gap measure” predating “eventual disciplinary programs” in the social sciences. Third, there is uncertainty about the use of the terms “multidisciplinary” and “interdisciplinary”, which proves significant in that multidisciplinarity connotes breadth and multiple perspectives (of different disciplines), but presumably lacks the emphasis on coherence and continuity of the term interdisciplinarity (of a common “area” united by a theme or focus across different disciplines). This difficult effort to reconcile breadth with coherence – henceforth “the coherence problem” – has defined the character of the SSCI to the present day.

These factors are key to consider in reviewing the program, as

• The King’s College has grown dramatically from 1987 until 2016, in size, capacity, number of course offerings, and in the number of programs, including Social Science programs. There is no longer any need for a “stop-gap measure” for the social sciences.

• At the present time The King’s University’s liberal arts character has become well-established, faculty and student numbers are significantly higher, and thus one of the SSCI’s founding rationales in being the first and only Social Sciences concentration is no longer relevant.

• As there were only two Faculty members in the social sciences (in psychology and education) at the time, the SSCI concentration made a virtue of necessity: it proposed a diversity and breadth of courses, well beyond what the social sciences Faculty provided, drawn from a variety of disciplines. The small Faculty numbers could provide informal coherence through advising in the context of close personal relationship with an equally small student body. As Faculty numbers, course offering choices, and program possibilities have increased over the years, the breadth- coherence relation has changed accordingly as well.

• The increase in faculty numbers and social science programs also creates a transfer of advising focus into those particular programs and away from the “stop-gap” SSCI, presumably negatively affecting the perceived significance of the concentration by comparison to new programs that have Faculty members as ‘champions’ for those concentrations, and presumably aggravating the issue of coherence that advising was understood to address.

Program & Curricular Rationale In 1987 capacity-building was the crucial point, in the context of the anticipated growth of King’s and the program and thus change and expansion. Thus there was an emphasis in the 1987 Memo on “the character of our academic resources in social sciences” from within, balanced against the usefulness of the concentration (a) for employment, (b) for continuing into professional education (the BSW, MBA, and B Ed are all noted), or (c) for law, journalism, architecture, or an MSW for graduate education, as

9 | P a g e prospective post-BA possibilities. In the Appendix four hypothetical student scenarios for enrollment across the three years of the degree are presented:

• a pre-law student • a pre-business student preparing for a U of A MBA • a student preparing for graduate school in sociology • a student interested in Health Services Administration; a qualifying year to enter the program would be required in addition to the BA

In 1987 there were two designated social science faculty, and a note was made in the 1987 Memo that “The designation of social science faculty and courses will change as staffing and curriculum develop”; elsewhere, that the concentration “will be strengthened with the addition of other faculty in the future”. Thus “current faculty interest and program offerings” was key for the curriculum rationale. Students were required to take: an SSCI 495 capstone course; one methods course; a minimum of one course from at least 3 different disciplines (drawn from a list including economics, educational psychology, psychology, sociology, and history, all disciplines represented then at King’s; and supplemental courses from the U of A in political science and anthropology were recommended, too); five senior-level courses from at least 2 of the disciplines listed; and two additional courses in social science. In a context of minimal course offerings it made good sense for the SSCI to offer maximal choice to the student in order to create a viable program.

Of the original program courses offerings available at King’s, there were:

• 2 economics courses • 2 educational psychology courses • 9 psychology courses • 10 sociology courses • 16 history courses

In the attempt to offer diversity and breadth, the coherence of the program for prospective students was threatened. This threat was addressed in the 1987 Memo by proposing that “The integration of the concentration will take place primarily through the process of academic advising.” This awareness of the need for coherence in the program through integrating diverse elements is evident throughout the proposal. In the conclusion of Appendix A of the memo it is stated: “Social science, we propose, can and should be offered as a coherent field of study and not as a simple aggregate or accumulation of disciplines.” SSCI was considered from its inception to strongly contrast to the “usual”, “traditional”, “conventional” disciplinary foci: “for an understanding of social science as a coherent field we must move outside conventional academic perspectives”. Further in line with this consideration, is an emphasis on the “generalist”, “bridging”, and “integrationist”, skills that the concentration will teach, over against the specialization of disciplinary research. These skills maximize the student’s “abilities for adaptation” in a world of rapid change due to technological and social factors. Finally, the problem of coherence or continuity was to be accomplished either: (1) through advising by the same faculty member for at least 3 terms or (2) through taking at least three senior level social science classes. Increasing the number of social science course options would aggravate the problem of coherence in the

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SSCI. Viewing the numbers of courses actually taken by SSCI students over the years, the bulk of the courses taken are in History, Psychology, and Sociology (see Figure 9A). This increase also changes the grounds for, and suggests the need to, re-appraise the “maximal choice” rationale. The number of course offerings in the Social Sciences at King’s have, of course, increased significantly since 1987, as well as increasing the diversity of disciplinary offerings, too (see Figure 9, which underrepresents the full range of actual courses available as it does not distinguish cycled courses from annually-offered courses).

History of the program Probably the most significant historical factor to consider in evaluating the SSCI, especially in light of its founding “stop-gap measure” rationale, is the ongoing creation of new social science programs, both disciplinary and interdisciplinary, implemented after 1987. While in a straightforward way, the addition of any new Social Science program like a 3 year Sociology BA or a 4 year Psychology BA would ‘challenge’ enrollment for the SSCI in providing new options, perhaps in particular the challenge to the SSCI rationale as a “valid interdisciplinary alternative to eventual degree programs” would be in the development of other valid interdisciplinary programs like the Environmental Studies major or the Politics, History, and Economics major. The following chart lists all such programs with their approval dates as approved by the PCAB-cum-CAQC from 1987 to the present, with the SSCI highlighted:

Program Submission Approval Date

3-year Bachelor of Arts English 12 March 1987 History 12 March 1987 Music 12 March 1987 Philosophy 12 March 1987 Biology 22 May 1987 Social Science 17 November 1987 Psychology 6 September 1989 Business Administration (terminated February 2010) 7 December 1994 Sociology 11 July 1995 4-year Bachelor of Arts Environmental Studies 14 June 1995 Psychology 17 June 1998 Politics, History, and Economics 10 March 2004 History 8 November 2006 4-year Bachelor of Commerce 12 April 2000 4-year Bachelor of Science Environmental Studies 14 June 1995 2-year Bachelor of Education (After Degree) Elementary Education 28 September 1994 Secondary Education 11 March 2008

Looking at enrollment figures for the SSCI across the years of implementing new degrees reveals an insightful pattern. While enrollment at King’s has for the most part steadily grown from 1987 until the present (with negative growth from 2003 until 2006; see Figure 1), and making the simplified but reasonable assumption that SSCI enrollment would more or less track the enrollment pattern, it is clear

11 | P a g e that the addition of new Social Sciences programs has significantly affected enrollment in SSCI. Some of these new programs, such as the 4 year BA in Environmental Studies implemented in 1995, could plausibly have a positive effect on SSCI enrollment as one of the concentration options for the interdisciplinary Environmental Studies major is a Social Sciences concentration. However this does not seem to have been particularly impactful, as graduation figures between 1999 and 2015 for the SSCI concentration in Environmental Studies have consistently been either one or none with the exception of 2004, when there were three graduates (see Figure 13).

More likely, the addition of new Social Sciences programs would negatively affect SSCI enrollment. This is most evident with the addition of the 4 year BA in Psychology (added in 1998) and the 4 year BA in Politics, History, and Economics (added in 2004), where contrary to the overall institutional enrollment pattern, significant dips in SSCI enrollment occur (see Figures 2 & 3). From 1997 to 1999 the SSCI had its highest enrollment of 58, 55, and 55 students (10.3%, 9.8%, and 9.8% of total student body). The onboarding of the Psychology major presumably accounts for why enrollment in SSCI dropped to 40 students, and then 35 students (6.9% and 5.1% of total student body) over the next two years. Similarly in 2005 the SSCI enrollment of 26 students (3.8% of total student body) drops considerably over the next two years, and remains low until the present (on average less than 2.0% of total student body from 2006 until 2014), coinciding with the creation of the PHE major (see Figures 2 & 3). Of interest is that the creation of other 3 year BA concentrations in the Social Sciences such as the 3 year BA Psychology (1989) or Sociology (1995) do not seem to have any marked effect, suggesting as one interpretation that students prefer 4 year BAs to 3 year BAs. In the case of the PHE, this effect would ostensibly be even more pronounced insofar as much of the political, economic, and historical content emphasis of the SSCI is taken up and incorporated into the PHE. Anticipating the implementation of a 4 year BA in Sociology within the next few years (at the time of writing of this program review, a proposal for a 4 year BA Sociology program has been submitted to the Ministry of Advanced Education) this negative effect on SSCI enrollment, which has ranged from 7 to 21 (ranging from 1.1% to 3.1% of total student body) from the years 2006-2014 will presumably continue and raises serious questions as to student demand as well as need to continue offering the concentration.

To give a concrete example, of the 4 hypothetical student scenarios envisioned in the 1987 Memo that the SSCI could serve, new disciplinary and interdisciplinary programs presumably would meet the prerequisites for the prospective graduate ambitions better:

• a pre-law student may be better served with the 4 year BA in Politics, History and Economics • a pre-MBA student may have been better served (until 2010) by the 3 year BA in Business Administration, and would be better served by the current 4 year B Commerce. • a Graduate School preparation in sociology would be better served with the 3 year BA in Sociology which would still require a qualifying year. • Similarly, a subsequent Health Services Administration programs would require a qualifying year after a 3 year program, and so students would be better served with a 4 year BA in appropriate disciplines.

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The SSCI concentration, the B Ed, and Social Studies as a teachable major One of the strongest rationales for the SSCI concentration historically that is related positively to the creation of new degrees has been that the SSCI would be ideal for providing content for Social Studies as a teachable major for Education. The creation of the 2 year B Ed in Elementary Education in 1994, followed by Secondary Education in 2008, therefore provided after degree destinations for students in the 3 year BA in SSCI. Advising for students in the SSCI throughout the 1990s was largely conducted by Education professors Bob Bruinsma and Alyce Oosterhuis who emphasized the ‘feeder’ status of the SSCI for Social Studies as a teachable major. They advised B Ed-bound students accordingly, ensuring these students would take the courses with the right Social Studies content, and thus, at least as far as content for the teachable major was concerned, achieving the ideal of coherence-through-advising initially proposed in the 1987 Memo. (For a specific breakdown of courses actually taken by SSCI students, see Figure 9A.)

The following table summarizes the number of SSCI graduates by year compared to SSCI grads who went on to enroll in the B Ed program at some later date, from the years 1996 to 2015:

Year Total SSCI grads Attended BED in a future term 1996 11 1997 13 3 1998 11 5 1999 12 4 2000 14 5 2001 12 6 2002 14 8 2003 7 3 2004 9 4 2005 8 3 2006 11 4 2007 4 2 2008 2 1 2009 3 2010 6 2 2011 3 2 2012 2 1 2013 1 2014 2 1 2015 2 1

The chart shows significant enrollment, from an SSCI point of view, in the B Ed. A total of 55 SSCI grads went on to the B Ed from 1996-2015, from a total of 147 SSCI grads altogether across the same years (from 1995-2015, as a 1995 SSCI grad could go on to the B Ed in 1996), for a percentage of 37% of SSCI grads going on to the B Ed. Note that although these enrollment numbers are significant from an SSCI point of view, the reverse is not necessarily therefore also true; that is, from an Education point of view, the SSCI might not be a particularly significant enrollment source. However, examining those numbers reveals that from 1995 until 2007, the SSCI was a significant enrollment source with an average of 16.3% of all B Ed students (see Figure 14). Enrolment from the SSCI for the B Ed for these years ranged from an

13 | P a g e unusual low of 7.5% in 2005 – otherwise the lowest enrollment was around 13% - up to a high of 23.1%. From 2008 until the present, that number has declined to an average of 2.8%. Considered more narrowly, that is, within the context of the full range of program options at King’s which drew Education enrollment, the SSCI has played a significant role as well, following the same pattern. From 1995 until 2007 the SSCI accounted for an average of 30.2% of B Ed students from all King’s degrees. After 2008 until the present the average is 5.3%. The significant drop off in numbers after 2007 is loosely correlated with, and could have been plausibly caused by, the onboarding of the PHE major in 2004 (the content of which also meets Social Studies content for teachable majors).

Viewed in hindsight, the SSCI would seem to have indeed played a significant role in providing Education-bound students with Social Studies teachable major content during the years 1995 until 2007. In retrospect it seems a significant oversight that no changes were made to the concentration requirements in terms of constraining course offering choice or at least recommending particular suites of courses. This lack of change contrasts with the large increase in course offerings, particularly in courses with Social Studies relevant content. For examples, Economics increased from 2 courses in 1987 to 5-6 in recent years; Political Science increased from 0 courses in 1987 to 6-8 in recent years; Sociology grew from 4 courses in 1987 to 12-16 in recent years; Psychology offerings grew from 6 in 1987 to 18-20 in recent years (see Figure 9 for history of Social Sciences course offerings).

It is also insightful in retrospect to try to assess based on actual courses taken whether the SSCI did indeed support both Elementary preparation and providing a Social Studies teachable major in the Secondary program in terms of match to the Alberta K-12 Social Studies curriculum. This would mean courses in history, politics and economics, geography, in Canadian content, and fewer courses in psychology and sociology (see Figure 9A for statistics on actual course enrollment patterns for the SSCI). Finally, it is also in hindsight a failure to deliver on the promise at the inception of the concentration as stated in the 1987 Memo that “The designation of social science faculty and courses will change as staffing and curriculum develop”.

One outcome of this oversight would seem to have been the loss of the SSCI as a significant recruitment pool for the B Ed. Considering the dramatic decline in significant enrollment into the B Ed from the SSCI since 2007, the overall decline in enrollment in the SSCI since 2004 and especially so since 2010, or the possible negative impacts on the SSCI with the onboarding of the PHE, the oversight seems fairly serious. Evaluating the negative changes in enrollment as an ‘oversight’ assumes, of course, that the change would have been correct-able by making adjustments to the SSCI concentration, and that such adjustments would have prevented SSCI students ‘migrating’ or being ‘poached’ by other concentrations or majors such as the PHE – assumptions that are plausible, but not unambiguously evidenced. Another outcome of this oversight would be a great exacerbation of the already existing coherence problem: that students had 25 Social Sciences courses to choose from in 1987 over against 70+ in 2014/15 and 63 in 2015/16 certainly changes the meaning and rationale of “maximal breadth and diversity” and significantly challenges the founding claim that “Social science, we propose, can and should be offered as a coherent field of study and not as a simple aggregate or accumulation of disciplines.”

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2.2. Program Outcomes Appendix A in the 1987 Memo gives the content rationale for “interdisciplinary social science”. After noting in its opening line that “Definition of social science in explicit, denotative style is an arrogant undertaking in anything less than monograph proportions”, it articulates a rationale for “orientation statements” to characterize SSCI. One such that is the closest to a definition is “Social science studies human beings in society (in their social context).” There are certain “common notions” that SSCI has that links it together despite disciplinary differences. Sociologist Robert Nisbet from The Sociological Condition is quoted for providing five “unit-ideas” which function as such common notions: 1) community, 2) authority, 3) status, 4) the sacred, 5) alienation. A sixth proposed common notion is “a concern for theorizing which is empirically oriented and thus distinct from humanities orientations to many of the same problems”. And finally, a seventh common notion: “ideas are inextricably linked to their social context”. Combining these “orientation statements” and “common notions”, the achievement of breadth and diversity through multidisciplinary course offerings becomes clear, but by the same token the coherence problem is similarly raised into prominence.

The two required courses that are stipulated as specifically SSCI courses are SSCI309 Research Methods and SSCI495 Senior Capstone Seminar. Along with providing students an opportunity to engage methodological approaches and issues across disciplinary boundaries in the social sciences, SSCI309 includes a lab component that enables students to develop a variety of research-based skills including research design, interviewing, survey development and implementation, planning and facilitation of focus groups, gathering and analyzing primary and secondary data, organizational analysis, report writing, and interpersonal communication that are applicable to a wide variety of occupational areas. It has made pedagogical sense for SSCI309 to have been cross-listed with and taught at the same time as SOCI309 as the Sociology program at King’s, much like Sociology programs elsewhere, takes a relatively broad approach to engaging methodological approaches and issues in the social sciences in the 2 nd year methods course. The history of the delivery of SSCI495 is quite different by contrast.

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Course code Year Faculty Instructor Course Year Faculty Instruct or code SSCI309 1994/95 Sociology LONG SSCI495 1994/95 Political Science HIEMSTRA 1995/96 Sociology LONG 1995/96 Political Science HIEMSTRA 1996/97 Sociology LONG 1996/97 Political Science HIEMSTRA 1997/98 Sociology LONG 1997/98 Economics BEUKES 199 8/99 Sociology LONG 1998/99 Political Science HIEMSTRA 1999/00 Sociology LONG 1999/00 Political Science HIEMSTRA 2000/01 Sociology LONG 2000/01 Sociology MCTAGGART 2001/02 Psychology LOOY 2001/02 Political Science HIEMSTRA 2002/03 Sociology YES UFU 2002/03 Political Science HIEMSTRA 2003/04 Sociology HALUZADELAY 2003/04 Economics BEUKES 2004/05 Sociology HALUZADELAY 2004/05 Political Science HIEMSTRA 2005/06 Sociology HALUZADELAY 2005/06 Sociology HALUZADELAY 2006/07 Sociology HALUZAD ELAY 2006/07 Sociology HALUZADELAY 2007/08 Sociology HALUZADELAY 2007/08 Sociology HALUZADELAY 2008/09 Sociology HALUZADELAY 2008/09 Sociology HALUZADELAY 2009/10 Sociology HALUZADELAY 2009/10 Sociology HALUZADELAY 2010/11 Sociology GABRIEL 20 10/11 Sociology LONG 2011/12 Sociology HALUZADELAY 2011/12 Sociology HALUZADELAY 2012/13 Sociology HALUZADELAY 2012/13 Sociology HALUZADELAY 2013/14 Sociology HALUZADELAY 2013/14 Sociology HALUZADELAY 2014/15 Sociology HALUZADELAY 2014/15 Socio logy LONG

From 1995 until 2005, SSCI495 was primarily taught by Political Science Faculty. Since 2005, with the implementation of the PHE program, SSCI495 has been offered at the same time as SOCI495. The purpose of both courses is to provide students with an opportunity to critically reflect on how their understanding of the relationship between their own faith perspective and the philosophical, theoretical and methodological aspects of social science theory and research has developed during the course of their program. While this cross-listing was a marriage of convenience due to the relatively low enrollment in both courses, it has been marred by some irreconcilable differences. The calendar description for SSCI495 states “The seminar is designed to engage students in clarifying the common ground of traditionally distinct social science disciplines. Emphasis is placed on interdisciplinary concerns.” In stark contrast, the calendar description for SOCI495 reads “The seminar will engage students in clarifying the relationship between a Christian understanding of the human condition and the discipline of sociology.” The SSCI concentration as a thorough-going interdisciplinary concentration requires a very different “capstone” experience than the discipline-based SOCI495. Sociology faculty have expressed a strong preference over the years for SSCI495 and SOCI495 to be offered separately given what they describe as “the generally deeper level of theoretical and methodological understanding of Sociology students”, an outcome that can be interpreted as demonstrating the coherence problem within the SSCI concentration by way of comparison to the coherence achieved within the Sociology concentration.

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3. Curriculum (required courses and general disciplinary offerings in the major, cognates, and roles played by foundations and breadth)

Social Science courses (See appendix for course descriptions) Course Code Title ECON203 Principles of Economics I ECON204 Principles of Economics II ECON301 International Political Ec onomy ECON309 Intermediate Applied Microeconomic Theory ECON315 Ecological Economics ECON330 Behind the Market: Property, Value, Exchange ECON331 History of Economic Thought ECON499 Directed Studies in Economics EDUC363 Childhood and Adolescence GEO G310 Landscapes and Human Settlements HIST202 Western Civilization: European History from the Classical Age to 1648 HIST204 The West and the World, 1500 -Present HIST304 History of Economic Thought HIST316 Europe in the Age of Enlightenment HIST317 Chr istian Social and Political Movements HIST321 World History, 1500 -1800 HIST322 World History, 1800 - Present HIST325 The Cold War HIST347 Britain in the 18th Century HIST348 Victorian Britain and Empire HIST353 Political History of the United States, 1776 -present HIST359 Environmental History of the Americas HIST361 Canada Since Confederation HIST364 Futures in the Past: Historical Theology HIST370 Historiography and Historical Methods HIST373 War and Peace HIST382 Stalinism: Terror, Progress an d Belief HIST391 The First World War HIST460 History of Christianity in Canada HIST496 Oral History Project HIST497 Research Project HIST498 Research Project HIST499 Directed Studies in History POLI205 Invitation to Politics and Government POLI317 Christian Social and Political Movements

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Course Code Title POLI319 Human Rights POLI320 Canadian Government and Politics POLI353 Political History of the United States, 1776 -present POLI373 War and Peace POLI499 Directed Studies in Political Science PSYC250 Basic Psyc hological Processes PSYC251 The Person in Society PSYC301 Exploring the Human Experience: Methods and Statistics for Psychology I PSYC302 Exploring the Human Experience: Methods and Statistics for Psychology II PSYC340 Social Psychology PSYC351 Childh ood and Adolescence PSYC352 Adult Development and Aging PSYC370 Ethology PSYC375 Brain and Behavior PSYC385 Leadership PSYC390 Psychology of Personality PSYC395 Abnormal Psychology PSYC398 Contemporary Issues in Psychology PSYC420 History of Psycho logy PSYC465 Learning and Memory PSYC470 Ecopsychology PSYC485 Senior Research Project PSYC490 Communication and Counselling Skills PSYC492 Clinical Psychology PSYC494 Advanced Topics in Psychology PSYC495 Senior Psychology Seminar PSYC497 Research Practicum in Psychology PSYC499 Directed Studies in Psychology SOCI200 Introductory Sociology SOCI201 Canadian Society SOCI301 Sociology of Gender SOCI302 Men and Masculinities SOCI309 Methods of Inquiry and Analysis in the Social Sciences SOCI317 Christian Social and Political Movements SOCI319 Sociology and the Environment SOCI321 Community and Place SOCI325 Criminology SOCI340 Social Psychology SOCI346 Sociology of Art

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Course Code Title SOCI348 Socio -cultural Aspects of Sport SOCI360 Social Inequality in a Global Age SOCI370 Marriage and Family SOCI395 God, Physics and the Human Prospect SOCI433 Theories of Social Justice SOCI495 Senior Sociology Seminar SOCI499 Directed Studies in Sociology SSCI309 Methods of Inquiry and Analysis in the Social Science s SSCI495 Senior Social Science Seminar

Foundations and Breadth The general degree requirements consist of

• Foundations: 24 (BA) credits in English, History, Philosophy and Theology. • Breadth: 18 (BA) credits in Fine Arts/Languages, Natural Science with lab, and Social Science • Interdisciplinary Studies: 3 credits consisting of six 2 day pan-institutional conferences that explore both foundational and integrative topics.

The social science group concentration exists in the context of King’s liberal arts approach to university education. As a result these students also take courses in our Foundations and Breadth requirements.

The Foundations courses have the objective of enabling students to understand the underlying structures of reality and discourse, to develop a Christian perspective on learning aimed at transforming culture, and to perceive that human beings actually make decisions that set the direction of their culture. Such courses should enable students to see that the various disciplines are ways of studying different aspects of creation. They should also prepare students to articulate a biblical model of the relation between faith and learning. Students should learn how one's faith commitment relates with learning and research. Such courses should also help students gain a historically informed, lingually capable, critical and appreciative understanding of the "isms" of the age (e.g., relativism, naturalism, reductionism, etc.) which have shaped our culture's understanding of the academic enterprise and generated certain issues and problems common to all or several disciplines.

All Social Science students will take:

Course Code Course Title ENGL204 Reading to Know, Writing to be Known: An Introduction To Literature I ENGL205 Reading to Know, Writing to be Known: An Introduction to Literature II HIST202 Western Civilization: European History from the Classical Age to 1648 HIST204 The West and the World, 1500-Present PHIL230 Introduction to Philosophy THEO250 Entering the Story: Introduction to the Bible

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In addition, students will take a senior philosophy and senior theology course from a designated list of courses. In sum, then, all students will have 24 credits in Foundations courses.

Breadth courses have the objective of providing students with the broad range of approaches to reality that is the classic goal of a baccalaureate degree. These courses balance disciplinary rigor with making students familiar with the aspect of creation represented by the discipline. This kind of course provides the general context of a student's education.

There are three categories of courses in which students must have credits. Generally students in the Bachelor of Arts program will have 6 credits in each category. The SSCI as a Social Science concentration will “automatically” meet the requirements for the Social Sciences, but in addition will have a minimum of 6 credits in Natural science (with lab) and 6 credits in Fine Arts of Language other than English.

Category Fulfilled by Natural science Any astronomy course, biology course with lab, chemistry course with lab, (with lab) CMPT250, GEOG201, PHYS241, PHYS243 Fine Arts or Any art course; any art history course; any drama course except DRAM 320; CMNA Language other 350, 395, 396; ENGL 391, 398, 498; any music course; any language other than than English English course. Social Sciences (SSCI students will automatically fulfill these requirements.)

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4. Assessment

4.1. Statistical profile of population, course enrolments, degree conferrals Enrolment 1994-2014

Figure 1 Total Institution Unduplicated Headcount

750 700

600 552

500

400

300

200

100

0 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 Year

Figure 2 Social Science Group Unduplicated Headcount

Figure 3 Percentage of Total Headcount

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In the preceding charts we see enrolment in the Social Science concentration in the context of the institution. Figure 1 shows the total institution headcount which has been growing over time with a decline from 2003-2006. Figure 2 shows a decline in enrolment in the Social Science concentration since its peak enrolment in 1997. Figure 3 shows the percentage of the total institution headcount that is attributed to the Social Science concentration which follows the pattern of the program’s enrolment decline and we can see even within the institutional decline in 2003-06 social science was declining at a greater rate.

Figure 2 also marks the implementation dates of new programs the most notable being the implementation of the 4-year BA in Psychology in 1999 and the 4-year BA in Politics, History and Economics in 2005.

Enrolment 2005-2014

The following data is for all terms of the academic year, headcount is unduplicated. One full load is equal to 31 credits.

Figure 4 SSCI Unduplicated Headcount Figure 5 SSCI Full Load Equivalent

Headcount

26

25

21 21 20 20

15 15 14

11 10 10 9 8

5

0

2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

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Figure 6 Gender

There is some fluctuation in the ratio of males to females in the Social Science concentration. The average for the most recent 5 years is 41% male to 59% female which is very close to the institutional average of 42% male.

Figure 7 Year of Study The following data is for the Fall term only .

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Figure 8 Retention

Retention Excludes graduates and students who were required to withdraw

Status 100% Not registered Registered 3 1 1 90% 3 18.75% 20.00% 20.00% 2 23.08% 25.00% 5 2 4 80% 38.46% 8 40.00% 40.00% 47.06%

70%

60%

5 50% 100.00% % ofTotal %

13 4 4 40% 10 81.25% 80.00% 80.00% 6 76.92% 75.00% 8 3 6 30% 61.54% 9 60.00% 60.00% 52.94% 20%

10%

0% 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

Raw Retention Includes all students

100% Registration Status 1 Not registered 3 3 5 2 12.50% 1 2 16.67% 16.67% 2 Required to withdraw 20.00% 20.00% 20.00% 20.00% 22.22% 4 Graduated 30.77% Registered 80% 2 8 11.11% 47.06% 5 3 2 2 20.00% 3 27.78% 37.50% 1 22.22% 30.00% 7.69% 60% 11 2 44.00% 15.38%

% ofTotal % 2 22.22% 4 40% 13 80.00% 72.22% 6 9 10 60.00% 5 4 52.94% 55.56% 50.00% 50.00% 6 46.15% 20% 8 3 32.00% 33.33%

0% 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

The preceding charts show retention in the Social Science concentration. The Retention number at the top is the classic retention calculation, excluding those who have been required to withdraw and those who graduate. The 5-year retention average for the Social Science concentration is 71% compared to 77% for the entire institution. Due to the small numbers in the program one student can have a big impact on the retention number.

The second chart shows Raw Retention number, which accounts for all the students in the previous year regardless of their eligibility to be retained.

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Figure 9 Social Science Courses: Historical Growth in Course Offerings 6 5 1 1 1 4 1 1 1 6 6 6 4 19 1 1 18 7 1 1 1 1 1 5 2 18 4 1 1 6 1 1 1 4 4 1 1 3 5 5 4 1 1 1 2 13 4 4 1 1 1 1 15 15 13 1 1 1 1 1 1 1 1 12 7 11 2 8 13 12 2 1 9 2 2 1 7 9 11 11 2 3 10 11 2 3 3 10 11 2 6 10 2 6 5 6 5 6 4 11 6 6 Courses offered Courses 5 2 4 4 5 12 10 5 5 2 12 12 5 5 12 22 21 2 5 21 2 2 20 5 17 19 12 14 21 19 2 4 18 20 5 17 4 18 18 18 15 2 18 15 17 17 11 11 2 15 14 11 11 11 14 9 6 16 16 15 14 14 12 13 12 12 12 12 10 11 11 11 11 11 10 12 10 6 10 8 9 9 7 6 7 7 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 1 1 1 1

1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

King’s has seen significant growth in social science course offerings from 25 distinct courses in 1987 to 63 in 2015-16. History, psychology, and sociology have been the largest disciplines across this timespan.

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Figure 9a Course Distribution in Social Science Disciplines for Graduates 2006-2015

ECON EDUC GEOG HIST POLI PSYC SOCI SSCI Discipline ECON EDUC GEOG HIST 40% POLI PSYC SOCI SSCI

35%

30%

25%

20%

15%

10%

5%

0%

40.00% 38.71% 38.46% 37.93% 37.93% 34.94% 34.48% 32.95% 31.03% 30.77% 30.00% 29.55% 29.55% 27.27% 27.11% 25.00% 25.00% 24.48% 23.86% 23.49% 23.08% 22.58% 22.58% 20.98% 20.45% 20.00% 18.18% 17.24% 17.05% % of Total Credits in disciplines of SSCI % Total 15.91% 13.79% 13.64% 12.59% 12.50% 10.34% 10.00% 7.95% 7.23% 6.90% 6.90% 6.82% 6.82% 6.45% 6.45% 6.29% 5.59% 4.55% 4.55% 3.85% 3.85% 3.61% 3.61% 3.45% 3.23% 2.27% 2.27% 1.40% 1.40% 1.14% HIST POLI HIST POLI HIST POLI HIST POLI HIST POLI HIST POLI HIST POLI HIST POLI HIST POLI HIST POLI SSCI SSCI SSCI SSCI SSCI SSCI SSCI SSCI SSCI SSCI SOCI SOCI SOCI SOCI SOCI SOCI SOCI SOCI SOCI SOCI ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC ECON EDUC GEO.. PSYC

The preceding charts show distribution of credits in social science disciplines as a percentage of total credits in the concentration for graduates of the SSCI program. History, psychology and sociology have consistently been the largest disciplines.

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Figure 10 Graduation Rate King’s (excluding B.Ed) Figure 11 Graduation Rate SSCI

Did not graduate

100% Graduated from different discipline Graduated from SSCI

1 90% 20.00% 2 28.57%

80%

3 1 3 50.00% 50.00% 50.00%

70%

60%

3 50% 42.86%

4 40% 80.00%

2 33.33% 30%

1 3 50.00% 50.00%

20%

2 28.57%

10% 1 16.67%

0% 2005 2006 2007 2008 2009

The graduation rate is based on students who began full time in the fall term 2005-2009 and graduated by May 2015 allowing for a minimum of 6 years to complete the degree. The 5-year average graduation rate (graduating from King’s regardless of degree) for the Social Science concentration is higher than the average overall rate for King’s, 61.5% compared to 46.3%, but the majority of students who began in the Social Science concentration during this period graduated from a different program.

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Figure 12 Graduates from the 3-year BA Social Science Group Number of Graduates of Number

Figure 13 Graduates from the 4-year BA in Environmental Science Concentration in Social Science Group

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Figure 14 Connection to the Bachelor of Education (After Degree)

80 Not King's grad King's grad not ssci 75 King's grad SSCI

70

65

60 43.42% 34.72% 33 25 33.33% 38.03% 42.47% 23 27 31 55 34.38% 34.38% 22 22 43.08% 52.86% 43.94% 50.75% 50.75% 37 29 50 28 34 46.88% 34 30 54.55% 36

45 50.00% 29

40 44.90% 22

35

46.15% 46.38% 30 18 50.00% 32 19 45.31% 29 51.56% 25 50.00% 33 65.28% 50.00% 16 44.62% 59.15% 53.42% 55.26% 47 15 29 42 39 42.19% 35.82% 50.00% 42 24 20 41.79% 27 33 28 42.86% 40.82% 56.52% 30 20 44.83% 13 30.77% 45.45% 15 26 12 28.95% 30 11 28.13% 30.00% 9 10 9

20.29% 30.43% 20.31% 14 7 13 5 23.08% 14.06% 13.43% 21.88% 21.05% 14.29% 12.31% 10.94% 20.00% 9 9 9 7 8 7 8 7.46% 7 13.04% 6 5.17% 4.29% 6.06% 4.11% 5 4 0 3 3 3 3 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

Figure 14 shows enrollment in the Bachelor of Education (After Degree) programs by the source of the first degree (King’s or a different post-secondary) and if the degree was the SSCI. Please note this chart includes all BEd students in all years of study for the given academic year.

4.2. Graduate profile This data is based on the 2012 and 2014 Graduate Outcomes Survey of students who graduated in 2010 and 2012. Of the 8 graduates, 5 responded to the survey.

Of the respondents 3 were students, 4 were employed (some of these were students as well) and 1 was not employed but not looking for work.

In terms of satisfaction, 80% of surveyed graduates were satisfied or very satisfied with the quality of teaching and would recommend the same program.

4.3. Current student survey/focus groups on qualitative program aspects The following information is based on two years of data from the National Survey of Student Engagement, a survey of first year and graduating students. Of the 17 students contacted, 7 responded to the survey.

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Figure 15 National Survey on Student Engagement

Acquiring job- or work-related knowledge and Very little 33.33% 50.00% 16.67% skills Some

Analyzing numerical and statistical Quite a bit 16.67% 66.67% 16.67% information Very much

Being an informed and active citizen 50.00% 16.67% 16.67% 16.67%

Developing or clarifying a personal code of 50.00% 50.00% values and ethics

Solving complex real-world problems 50.00% 50.00%

Speaking clearly and effectively 33.33% 33.33% 16.67% 16.67%

Thinking critically and analytically 83.33% 16.67%

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, 66.67% 16.67% 16.67% nationality, etc.)

Working effectively with others 66.67% 16.67% 16.67%

Writing clearly and effectively 50.00% 50.00%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% % of Total

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4.4. Alumni survey/focus groups on qualitative aspects of the program The data below is based on the 2012 and 2014 Graduate Outcomes Survey of students who graduated in 2010 and 2012. Of the 8 graduates, 5 responded to the survey.

Figure 16 Graduate Outcomes Survey

To what extent did the program from which you graduated at King's provide you with the following benefits?

Knowledge of particular field of study

Skills needed for particular job 5 (to a great extent) Improved employment opportunities 4

Chances of improved income 3 2 Opportunity to improve yourself 1 (not at all) Desire to continue learning

0% 20% 40% 60% 80% 100%

Reflecting on your educational experience at King's, do you feel that it has helped you to effectively:

Awareness of political and social issues Work well with others Work independently Think creatively Speak in public Solve problems Resolve conflicts Learn independently 5 (to a great extent) Writing skills 4 Computer skills 3 Research skills Mathematical skills 2 Leadership skills 1 (not at all) Interpersonal skills Effective time management Develop Awareness of ethical issues Become self-confident Appreciate other cultures Analyze Information 0% 20% 40% 60% 80% 100%

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4.5. Resources (budget and facilities) Below are the most recent 5 years of budgets for the Faculty of Social Science and the History department

2010 -11 2011 -12 2012 -13 2013 -14 2014 -15 Revenue 1,472 1,036 486 91,854 Expenses Fulltime instruction 884,661 1,024,882 1,054,766 1,082,792 1,182,857 Part time instruction 80,334 59,859 64,628 57,720 74,715 Stu dent salaries 2,848 2,984 3,550 2,327 2,695 Admin Salaries 2,667 3,579 Benefits 159,203 185,618 192,261 192,574 200,961 Operating Supplies and Services 57,495 31,322 35,822 32,522 51,657 Utilities 21 2 Maintenance 420 200 41 Travel, Hospitality and Conferences 9,590 3,450 5,638 4,887 8,865 Scholars hips and Awards 1,459 17,852 Total Expenses 1,195,569 1,308,535 1,356,865 1,375,532 1,543,181 Net Expenses 1,194,097 1,308,535 1,355,829 1,375,246 1,451,348

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External Assessment

Dr. Ray Vander Zaag, Associate Professor in International Development Studies at Canadian Mennonite University, was invited by the Vice President Academic to be the external assessor for this program review. The review included an on-site visit that occurred on 12 April 2016. This visit included meetings with students, faculty and administration.

Dr Vander Zaag’s full report is appended to this document. Below is a summary of the recommendations and the committee’s response to them.

Recommendation Committee Response 1. The SSCI program again requires a faculty In the abstract, the committee agrees. champion, who will ensure the program is promoted within and without the In part, however, what instigated the current institution, and who is available to advise review of the program is the lack of a champion students and guide their selection of as a crucial issue for the program, an issue that courses that fit their vocational will only become exacerbated with the creation goals. Ideally, such a faculty champion is of a 4 year Sociology degree. In the present self-selected, and does not see this role as climate of capacity issues amongst faculty and an additional administrative imposition staff, this recommendation is not considered that takes away from their primary viable. disciplinary interests. Since no current faculty appear to have self-selected to replace previous faculty champions who are no longer at King’s, it may be a challenge to effectively fill such a role.

2. The delivery of the current SSCI -495 Senior Agreed Social Science Seminar (really the only unique course solely designed for SSCI Barring a major revision of the program, the students) with students in the SOCi-495 immediate pragmatics suggest some change is Senior Sociology Seminar should be needed. If no major revision of the program is revised. As discussed above, the tension suggested, the Interim Dean for the year 2016-17 between the contending Randy Haluza-Delay, Associate Professor of interdisciplinary/integrative and Sociology, will be charged (1) with exploring the disciplinary/coherence foci of the two viability of these “possible solutions” for SSCI 495 courses is counterproductive. Given that delivery and (2) with making a recommendation by only 2-4 students require SSCI-495 each the end of the school year. year, an easy solution is not evident. Two possible solutions are suggested:

a. Offer SSCI -495 as a separate course, with its intended distinctive focus on interdisciplinary integration across

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the social science disciplines, but increase enrollment by opening the course as an optional (or even required course) for students in Sociology, Psychology and other disciplines who are interested in examining interdisciplinarity and its approaches to social change.

b. Require SSCI students to take one theory course (in the Social Science discipline in which they take the largest number of courses?). In this way, SSCI students could more appropriately take the Senior Seminar capstone in Sociology (as they effectively do now), or the equivalent capstone course in History, PHE, or Psychology.

3. Both of the above recommendations These recommendations are significant and would would be moot if the SSCI was more involve work and collaboration beyond the small significantly revised. Of the options SSCI program review committee. presented in the Self Study Report, two The first option assumes major revisions to the (not-exclusive) options should be program that would devolve on some degree of considered: review and self-reflection across Social Sciences Faculty and programs, as well as History, as well as a. Assuming that the four -year Education. Sociology major is approved in the The second option does as well, would require near future, both three-year broader institutional support, and would increase ‘disciplinary’ concentrations in the administrative workload as it would involve a new Social Science disciplines (ie. degree proposal. Although the external reviewer Sociology and Psychology) should notes these options are “not-exclusive”, the be replaced by a single Social considerations required for the second option Science concentration, in which a presupposes and add onto the work required for wider range of specific disciplinary the first option. ‘streams’ (e.g., Politics, Economics, In light of the provincial post-secondary context and Geography, in addition to the wherein 3 year degrees have by and large been current three-year programs in phased out, alongside the gains of the 3 year SSCI Psychology and Sociology), as well as a currently ‘free’ program with considerable as a general interdisciplinary choice for students, and considering King’s varied stream could be selected. Defined plans and hopes for growth and development, ‘pre-B.Ed.’ streams could also be initiating a long-term planning process focused on defined for students planning to the first option seems advisable. Some extra- teach at the elementary and academic considerations around program need certain secondary programs. This and attractiveness, enrolment and recruitment

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option follows trends at the large possibilities, the appeal of the program as being a public universities in Alberta, type of ‘generalist’ degree, and so on, ought to be where three-year disciplinary included during this planning process as well. degrees have (all?) been discontinued. Noting that the anticipated approval of a 4 year BA in Sociology that could begin as early as, for b. Work toward the creation of a example, July 2018, provides a convenient and four-year Interdisciplinary Social pragmatic deadline for this planning process. (The Science major. This program convenience and pragmatism of this rationale is would offer the option of a ‘self- ‘double’ insofar as implementing of the 4 year BA designed’ degree that would allow Sociology would presumably further impact the students with specific and unique SSCI program yet again.) vocational interests (and interest in more depth than possible in a Finally, proposing a major revision of the program three-year concentration) to select under a two-year revision planning deadline, the courses around a particular means the action steps proposed in response to theme. In either case, appropriate Recommendation 2 above will not be followed. breadth and depth requirements would be specified.

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Summary and Recommendations

This program review has been a challenging one from the outset. The Social Science Group concentration in the 3-year Bachelor of Arts degree is an unusual one in that it has no single departmental home. Further, we are decades removed from its initial accreditation, and so there were no participants in the review who were deeply engaged with its founding rationale.

It is clear from the review that there are both strengths and weaknesses to the program. Its strengths consist of:

• A very open program where students may choose their pathway to graduation with a great deal of freedom. • The program that provides the kind of breadth of study that is valuable as a precursor to various kinds of professional programs (for examples, King’s Bachelor of Education after-degree or a Master’s of Social Work) and for employment in fields that generally require a university degree. • A group of faculty members in the Social Science Faculty and the History department who provide excellent service in the classroom and as scholars.

The weaknesses, however, are considerable:

• Currently very low student numbers. This is in contrast to earlier years when this was a very popular option for students. • The absence of a faculty “champion” to provide program direction and student advising when faculty interested is more focussed on existing or anticipated 4-year degree majors. • The frustration of those called upon to deliver the capstone course in the program.

The committee, then, has several recommendations.

1. That the program could be immediately strengthened by permitting introductory courses in social work and education to be counted towards the concentration. It is odd that this strong preparatory program for these professional destination programs would exclude these. 2. That the social science faculty investigate alternate delivery models for the capstone course that would better address the disciplinary diversity of those final year students. 3. That the Admissions and Marketing departments become more familiar with the strengths of this program, particularly in combination with our BEd after-degrees, in an effort to increase our student numbers. 4. That, once the 4-year major in sociology is approved, the faculty of social science explore the idea of having this program server as the only 3-year program in social sciences.

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Appendix

Reference Cook, H., & Born, W. V. (2004). Torchbearers for the king: A history of the establishment of The King's University College 1962-1979. Edmonton, Alberta: The King's University College.

Faculty Publications with Undergraduate Involvement “Between the City and the River: A Digital Historical Atlas of Edmonton’s North Saskatchewan River Valley and Its Parks System.” SSHRC Insight Development Grant project with Michael Ferber, Andrew Tappenden, Maureen Engel, Shannon Stunden Bower.

“Ribbon of Green: A Digital Historical Atlas of Edmonton’s River Valley Park System.” [poster] Co- authored with Michael P. Ferber and Katie Wallbaum. Pipelines Conference, University of Alberta (22 September 2011), Edmonton, Alberta.

“Ribbon of Green: A Digital Historical Atlas of Edmonton’s River Valley Park System.” [poster] Co- authored with Michael P. Ferber, Amy VanderHoek and Katie Wallbaum. Canadian Association of Geographers, Wilfred Laurier University (1 June 2012), Waterloo, Ontario.

Alex Booth. “Urban Greenhousing in the Modern City: Using Hydroponics to create food for urban populations.” Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Alexandra Zanussi. “Comparative Growth Analysis of Moss Density on Poplar Trees in Urban Settings.” Western Division of the Canadian Association of Geographers. Victoria, BC. March 8, 2014.

Andrew Chell. “The Importance of Conscientious Community Design.” Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Ben Thomson and Chelsea Dyck. “Blooming Problems: The Role of Policy and Enforcement in the Algae Crisis at Pigeon Lake.” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

Boersma, C. and Spaling, H. 2013 Community and public participation in environmental impact assessments in Sierra Leone. Annual meeting of the Western Division – Canadian Association of Geographers, 7-9 March, University of Lethbridge, Lethbridge, Alberta.

Buhiire, E., Ferber, M. P., & Willson, L. R. (2015, March). Envisioning the end: The impact of end-times beliefs on environmental mindsets. Poster presented at the Western Canadian Association of Geographers, Annual Meeting, Kelowna, BC.

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Buhiire, E., Willson, L. R., & Ferber, M. P. (2015, April). The end is not the end: Expectations of the end- times and environmental engagement. Paper presented at The 28th Annual Psychology Undergraduate Research Conference, University of Saskatchewan, Saskatoon, SK.

Cameron Edney and Julie Paquette. “Geography of Fatherhood in Edmonton: Where Are Expectant and parenting Young Fathers?” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

Carmen Noble and Heather Lawrence. Clothing ourselves with unsustainability. Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Corin Boersma and Alyssa Wesselson. “’Peas be With You’ in Community Gardens.” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

Daniel Roes. Coal Mining in the Dinosaur Valley: A Historical Geography. Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Denyse Dawe. “Forest Inferno: Is the use of fire in forest ecologically crippling or crucial?” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

Ferber, M. and S. Brandsma. Facing the Crises of Our Time: Revolution and Response in the Kingdom of God.

Ferber, M., M. Stone. Country Roads Take Me Home: Social and Environmental Lessons from the Mountain State. Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Ferber, M., S. Brandsma. Facing the Crises of our time: Revolution and Response in the Kingdom of God.” The Association of American Geographers 2013 Annual Meeting. Los Angeles, CA. April 13, 2013.

Ferber, M., W. VanArragon, A. VanderHoek, K. Walbaum. Ribbon of Green: A Digital Historical Atlas of Edmonton’s River Valley Park System. Canadian Association of Geographers Annual Meeting. Wilfred Laurier University. Waterloo, ON. June 1, 2012.

Ferber, M., W. VanArragon, K. Walbaum. Ribbon of Green: A Digital Historical Atlas of Edmonton’s River Valley Park System. Pipelines Conference. University of Alberta. Edmonton, AB. September 22, 2011.

Ferber, M., W. VanArragon, MJ Valiquette. The Trashy Past of Edmonton’s Parks: A Preliminary Model for the Ribbon of Green Digital Historical Atlas. Canadian Association of Geographers Annual Meeting. May 28, 2014.

Fina Murphy and Karyn Roseboom. Christian Perspectives on the Northern Gateway Pipeline. Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

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Gael Kaye. The Significance and Effectiveness of Ecoducts. Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Justin Waganaar and Dominic Wong. “Is There a bridge Over Troubled Waters? A comparative analysis of rules and regulations for the storage and transportation of chemicals in West Virginia and Alberta.” Western Division of the Canadian Association of Geographers. Victoria, BC. March 8, 2014.

Kail, R. V., & Zolner, T. (2011/2012). Children, 3rd Ed. Toronto: Pearson Education Canada. (National Library of Canada # BF721 K33 2005)

Kail, R. V., & Zolner, T. (2015). Children: A Chronological Approach, 4th Ed. Toronto: Pearson Education Canada. (National Library of Canada # BF721 K33 2005)

Kathryn Binnema and Kara Letain. “What the Duck? A case study focusing on controversy surrounding current and past intnetions of Ducks Unlimited Canada.” Western Division of the Canadian Association of Geographers. Victoria, BC. March 8, 2014. (Winner of the best undergraduate poster presentation of this conference)

Long, David 2011. “The Education of Young Fathers: challenges and obstacles to high school completion.” International Conference on Fatherhood and Fathering, Houston.

Long, David 2011. “Young Fathers and High School Completion.” Family and Diversity Conference, Edmonton.

Long, David, Heather Bouwman, John Lendein. 2011 The “Education” of Young Fathers: challenges and obstacles to high school completion. Edmonton: Terra.

Long, David. 2014. “Services for Dads Who Live on the Street.” Families and Change Conference, Hamilton.

Long, David. 2014. Not for Men Only: Enviroscan of Services for Men in Edmonton. Edmonton: City of Edmonton

Looy, H., Dunkel, F.V., and Wood, J.R. (2014). How then shall we eat? Insect-eating attitudes and sustainable foodways. Agriculture and Human Values, 31(1), 131-141. Also published online at http://link.springer.com/content/pdf/10.1007%2Fs10460-013-9450-x.pdf. DOI: 10.1007/s10460-013- 9450-x.

MacKenzie Crawford, Joshua Culling, Gracia Kasinyabo. “Analysis of Transportation at The King’s University College Campus in Edmonton.” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Kelowna, B.C. March 10, 2012.

McIlduff, Cari and Zolner, Theresa. (June 15, 2012). An investigation of referent influence on adolescents’ moral decision-making. Poster presented at the 73rd Annual Convention of the Canadian Psychological Association, Halifax, NS.

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Rachel Goddard. Why Compost in Edmonton? Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Rebecca Jones. Awareness of Endangered Animals Among University Students. Western Division of the Canadian Association of Geographers. Lethbridge, AB. March 9, 2013.

Spaling, H., Brouwer, G. and Njoka, J. 2014. Factors affecting the sustainability of a community water supply project in Kenya. Development in Practice 24: 1–15. Available online at:http://dx.doi.org/10.1080/09614524.2014.944485

Stacey Brandsma. “Women and MalDevelopment.” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Kelowna, B.C. March 10, 2012.

Teresa Looy and Jeremiah Basuric. “The Value of Focus Groups in Qualitative Research.” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

Terri McCausland. “Food or Housing?: Agricultural Depletion From a Local Perspective.” Poster Presentation. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

VanderMeulen, A. A. A., Kaye, J., & Willson, L. R. (2015, April). The Shuswap Children’s Association: A needs assessment study of fee-for-service programs for children with autism. Poster presented at The 28th Annual Psychology Undergraduate Research Conference, University of Saskatchewan, Saskatoon, SK.

VanderMeulen, A.A.A., Kaye, J., Willson, L.R. (2015). Assessing the need, logistics, and achievability of offering fee-for-service programs at the Shuswap Children's Association.. Technical Report presented to the Shuswap Children’s Association, Salmon Arm, BC.

Walker, H., Sinclair, A.J. and Spaling, H. 2014. Public participation in and learning through Strategic Environmental Assessment in Kenya. EIA Review 45: 1-9.

Wesselson, A. and Spaling H. 2013 Community-based forest management and its possibilities in Kenya. Annual meeting of the Western Division – Canadian Association of Geographers, 7-9 March, University of Lethbridge, Lethbridge, Alberta.

Willson, L. R., & Mude, M. (2015, May). Muslim belief in divine intervention and religious locus of control. Poster presented at Psychology Outside the Box annual conference, Ottawa, ON.

Zolner, Theresa, & McIlduff, Cari. (August 31, 2012). Report on the Community-Based Research STEP project. Edmonton, AB.

Zolner, Theresa, & Wanjiru, Eric. (2013). Pilot Study on Faith-Based Parenting: How African Parents Remember God and Teach Remembrance of God. Poster presented at the Conference on Social Sciences

40 | P a g e and the Christian Faith, Canadian Centre for Scholarship and the Christian Faith, May 3, 2013, Concordia University College, Edmonton, Alberta.

Zolner, Theresa, & Wanjiru, Eric. (2013). Pilot Study on Faith-Based Parenting: How African Parents Remember God and Teach Remembrance of God. Poster presented at the Faith and Psychotherapy Conference, May 4, 2013, Catholic Psychotherapy Association of Canada, Newman Theological College, Edmonton, Alberta.

Zolner, Theresa. (2013). Faith and the Practice of Psychology, Archdiocese of Edmonton Provincial Pastoral Council, November 2, 2013, Archdiocese Office, Edmonton, Alberta.

Faculty Publications Without Undergraduate Involvement Cooke, Martin & David Long 2011. “Beyond the Politics of Aboriginal Health and Healing” in David Long & Olive Dickason (eds.) Visions of the Heart: Aboriginal Issues in Canada. 3rd ed. Toronto: Oxford University Press.

Cooke, Martin & David Long (2015). A Way Forward in Efforts to Support the Health and Well-Being of Canada’s Aboriginal Peoples Pp. 291-318 in David Long & Olive Dickason (eds.) Visions of the Heart: Issue Involving Aboriginal Peoples in Canada. 4th ed. Toronto: Oxford University Press.

Ferber, M. and R. Haluza-Delay. Scale Jumping and Climate Change in the Geography of Religion.”2014. In Brunn, Stann. The Changing World Religion Map: Sacred Places, Identities, Practices and Politics. New York: Springer.

Ferber, M. P., & Willson, L. R. (2011, April). “I’ll fly away” or “Christ’s great kingdom shall come to earth”? Eschatology and the environment. Association of American Geographers Annual Meeting, Seattle, Washington.

Ferber, M. Peng’s Proposal for Special Religious Zones in China. Anthropology and Sociology. 2013. 1(2):59-64

Ferber, M. Reflections on Christianity in China. Journal of the Geography of Religions and Belief Systems.

Ferber, M. Resurrecting Scale in an Emergent Geography of Religion. International Journal of Humanities and Social Sciences. 1:12 August, 2011.

Ferber, M. The Geography of Christianity in China. Western Division of the Canadian Association of Geographers. University of British Columbia Okanagan. Kelowna, BC. March 10, 2012.

Ferber, M., D. VanKeeken, S. Tuininga. Thrive: Transforming Development at a Small University. Canadian Council for the Advancement of Education. Edmonton, AB. June 4, 2014.

Ferber, M., L. Willson. 'I'll Fly Away' or 'Christ's Great Kingdom Shall Come to Earth'? Christian Eschatology and the Environment. The Association of American Geographer’s Annual Meeting. Seattle, WA. April 15, 2011.

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Ferber, M., R. Haluza-Delay, R. Wiebe-Neufeld. Watching Avatar from ‘AvaTar Sands’ Land. 2013. In, Bron Taylor (Ed.) Avatar and Nature Spirituality. Waterloo, ON: Wilfred Laurier University Press.

Ferber, M., T. Harris. Critical Realism and Emergence in a Scaled Geography of Religion. Journal of Critical Realism. 12:2 2013.

Ferber, Michael. “Watching Avatar in Alberta: Can Reflexivity Close Pandora’s Box?” Co-authored with Randolph Haluza-DeLay. The Western Division of the Canadian Association of Geographers Annual Meeting. Burnaby, B.C. March 11, 2011.

Ferber, Michael. BOOK REVIEW: Knutson, Andrea. American Spaces of Conversion: The Conductive Imaginaries of Edwards, Emerson, and James. New York: Oxford University Press. 2011. For Church History. 2013.

Governance and conservation strategies. Annual meeting of the Canadian Association of Geographers, 27-30 May, Brock University, St Catharines, Ontario

Haluza-Delay, R., DeMoor, M., and Peet, C. (2013). That We May Live Well Together in the Land...: Place Pluralism and Just Sustainability in Canadian and Environmental Studies. Journal of Canadian Studies, 47 (3), pp. 226-256.

Haluza-DeLay, Randolph. 2014. Religion and Climate Change: Varieties in Viewpoints and Practices. WIRES Climate Change 5(2): 261-279. doi: 10.1002/wcc.268

Hiemestra, John. “Hungering for a New Politics: Gerald Vandezande’s Reformational gifts to politics,” Woord en Daad, 2013

Hiemstra, John. “Abraham Kuyper and the Neo-Calvinists: Christian Advocates of a ‘Non-Secular Public Sphere Open to All’,” [status uncertain] forthcoming book by the Ronning Centre for Religion and Public Life, U of Alberta.

Hiemstra, John. “Chapter X: Dominant conceptions of government’s role on the Environment and critique thereof,” presented to and discussed by “The Role of the State in Creation Care,” CCCS research group, July, 2014.

Hiemstra, John. “Economic Origins of Climate Change: A response to the Creation Stewardship Report,” article in Mobile Justice, newsletter of the Christian Reformed Centre for Public Dialogue, of the CRC, 6 pages, published on line, available at http://www.crcna.org/pages/mj_2012jan_hiemstra.cfm.

Hiemstra, John. “Ethics and the oilsands: Christians need to examine the moral framework behind the concept of 'ethical oil',” ChristianWeek, Wednesday, February 8, 2012.

Hiemstra, John. “Exploring the need for, and contours of, an integral approach to analysis of environmental (and other) problems: a Christian contribution,” paper written and panel presentation to the “Environmental Rights” in the “Social Justice and Human Rights Conference” sponsored by the “Centre for Philosophy, Religion and Social Ethics” (CPRSE) of the Institute for Christian Studies’ (ICS),

42 | P a g e and co-sponsored by Emmanuel College, at Victoria University in the University of Toronto, April 27 & 28, 2012.

Hiemstra, John. “Hungering for a New Politics: Gerald Vandezande’s Reformational gifts to politics,” Pro Rege, Volume XLI, Number 3, March 2013

Hiemstra, John. “The ‘Ecological Question’: Defining contemporary environmental degradation,” presented to and discussed by “The Role of the State in Creation Care,” CCCS research group, August, 2013.

Hiemstra, John. “The Masterful Illusion of ‘Ethical Oil’,” Comment: Public Theology for the Common Good, December 7, 2011, accessed 2011-12-07 at http://www.cardus.ca/comment/article/3012/.

Hiemstra, John. “The Northern Gateway Pipeline Panel and the Public Interest: The shaping influence of Canada’s ‘plausibility structure’ and ‘symbolic universe’,” paper delivered to Canadian Political Science Association Annual Conference, (CPSA) June 4-6, 2013, University of Victoria, Victoria, British Columbia.

Hiemstra, John. “The Northern Gateway Pipeline? – Constructing a Christian Response,” (4) public lecture on Northern Gateway Pipeline in British Columbia Northwest, delivered in communities, Prince George (Monday), Houston (Tuesday), Smithers-Telkwa (Wednesday), and Terrace (Thursday) on April 29-May 3, 2013.

Hiemstra, John. “The Shriveled Moral Universe of Ethical Oil,” Christian Courier, April 23, 2012, p. 20.

Hiemstra, John. “Theological Framework,” in Poverty, Wealth and Ecology: Ecumenical Perspectives on North America, World Council of Churches, 2012, pp. 50-52.

Hiemstra, John. “Why does society have such a hard time dialoguing, over the oilsands?: The case of the Northern Gateway Pipeline,” panel presentation, “Are We There Yet? Economic Justice and the Common Good,” co-sponsored by ICS and The King's University College, May 12-13, 2014.

Hiemstra, John. Book review for journal Environmental Politics, Vol. 21, no 6, Nov. 2012, pp. 1-2, of Debra J. Davidson and Mike Gismondi, Challenging Legitimacy at the Precipice of Energy Calamity, Springer (2011).

Hiemstra, John. Book Review, Catalyst, Summer, 2013 (volume 36, number 2), of Andrew Nikiforuk, The Energy of Slaves: Oil and the new servitude, Greystone Books, 2012.

John Hiemstra and Harold J. Jansen, “Is a Mixed-Member Proportional Electoral System in Canada’s Interest? Yes: Getting What You Vote For,” Paul Barker, ed., Crosscurrents: Contemporary Political Issues, 7th Edition, Scarborough: Nelson, 2012.

Kits, Gerda J. Good for the Economy? Analyzing Alberta’s Bitumen Industry from an Ecological Economics Perspective. Submitted to Ecological Economics, August 2015.

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Kits, Gerda J. Review of Who Rules the Earth? How Social Rules Shape Our Planet and Our Lives. Accepted for publication by Perspectives on Science and Christian Faith August 2015; publication date TBD.

Kits, Gerda J., Wiktor L. Adamowicz, and Peter C. Boxall. 2014. Do conservation auctions crowd out voluntary environmentally friendly activity? Ecological Economics 105, 118-123.

Kits, Gerda J., Wiktor L. Adamowicz, and Peter C. Boxall. Impacts of leadership on conservation auction outcomes. Submitted to Journal of Behavioral and Experimental Economics, December 2014.

Kits, Gerda, Wiktor Adamowicz and Peter Boxall. “Do Conservation Auctions Cause Crowding Out?” Presented at Canadian Agricultural Economics Society Annual Meeting, The Banff Centre, Banff, Alberta, June 29-July 1, 2011. (Presented by Gerda Kits)

Kits, Gerda, Wiktor Adamowicz and Peter Boxall. “Impacts of social context on conservation auction performance: leadership and social capital.” Presented at 2nd Annual Association of Environmental and Resource Economists Summer Conference, Asheville, NC, June 4-5 2012. (Presented by Peter Boxall)

Kits, Gerda. “Is Alberta's bitumen industry really ‘good for the economy’?” Presented at Wellbeing and Equity Within Planetary Boundaries: International Society for Ecological Economics 2014 Conference, University of Iceland, Reykjavik, Iceland, August 13-15, 2014.

Kits, Gerda. “Learning about living well in the land: Decolonizing the economics curriculum.” Presented at International Association for the Study of the Commons 2015 Conference, Edmonton, Alberta, May 25-29, 2015.

Kits, Gerda. “Steps towards better economic analysis of Alberta’s oilsands.” Presented at Are We There Yet? Economic Justice and the Common Good, The King’s University College, Edmonton, Alberta, May 12-13, 2014.

Kits, Gerda. 2011. The Impact of Social Context on Conservation Auctions: Social Capital, Leadership and Crowding Out. Unpublished PhD dissertation. University of Alberta.

Kits, Gerda. 2014. The Economics of Nature. Factsheet published by the Edmonton and Area Land Trust, Edmonton, Alberta. (forthcoming)

Long, David 2011. “Preface and Introduction” in David Long & Olive Dickason (eds.) Visions of the Heart: Aboriginal Issues in Canada. 3rd ed. Toronto: Oxford University Press.

Long, David 2014. Setting the Foundation: A Brief History of Colonization in Canada. Pp. 15-28 in Peter Menzies and Lynn Lavalée (eds.) Journey to Healing: Aboriginal People with Addiction and Mental Health Issues, what health, social service and justice workers need to know. Toronto: Canadian Association of Mental Health.

Long, David & David Newhouse 2011. “A Way Forward” in David Long & Olive Dickason (eds.) Visions of the Heart: Aboriginal Issues in Canada. 3rd ed. Toronto: Oxford University Press

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Long, David & Olive Dickason (eds.) 2011. Visions of the Heart: Aboriginal Issues in Canada. 3rd ed. Toronto: Oxford University Press.

Long, David 2011. “Building a Community of Grace, Dignity and Hope: Senior Housing In Lacombe, Alberta.” Conference on Senior Housing in B.C. B.C. Council on Families, Vancouver.

Long, David 2012 “If Men are From Mars, Does that Mean They Aren’t Human?” Alberta Men’s Health Conference, Camrose.

Long, David 2012. “Inside the World of Fathering; what dads learn from their children.” Family and Diversity Conference, Calgary.

Long, David 2013. “Taking father Involvement Seriously: challenges in empowering men to develop positive relationships with their children.” BC Council on Families Annual Conference

Long, David 2013.”Building Better Boys: addressing the health and social support needs of immigrant men and their male offspring.” Family and Diversity Conference, Edmonton.

Long, David and Bernadette Iahtail. 2013. Aboriginal Fathers and Child Welfare. Edmonton: Creating Hope Society

Long, David and William Van Arragon. 2014. Walking Humbly, Listening Compassionately and Living Justly: A Way Forward in Our Relations with Aboriginal Peoples in Canada. Pp. 202-211 in Matthew Etherington (ed.) Foundations of Christian Education: A Christian Vision. Eugene, OR: Wipf and Stock.

Long, David. 2012. A Tribute to Olive Patricia Dickason. Native Studies Review Regina: University of Saskatchewan.

Long, David. 2013. Modern Rites of Passage for Young Males. Transitions. Toronto.

Long, David. 2014. “Building Communities of Hope: Senior Housing Developments for an Aging Population.” York Symposium on Senior Housing in Canada, Toronto.

Long, David. 2014. “Shifting Attitudes and Priorities.” Sexual Exploitation Awareness Conference, Edmonton.

Long, David. 2014. Building a Community of Grace, Dignity and Hope: Charis Senior Housing Development in Lacombe. Surrey, B.C.: Charis Housing Society.

Long. David and Olive Dickason eds. (2015) Visions of the Heart: Issues Involving Aboriginal Peoples in Canada. Toronto: Oxford Universoty Press.

Looy, H. & Wood, J. R. (2014). Welcoming the world to our table: Hospitality and edible insects. Presented at Insects to Feed the World, Wageningen, the Netherlands, May 14-17, 2014.

Looy, H. (2012). On loving, mattering, and loving matter. Plenary talk presented at the King’s Interdisciplinary Studies Conference, September 20, 2012.

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Looy, H. (2012). Same-sex desire. In D. Haarsma & S. Hoezee (Eds.), Delight in creation: Scientists share their work with the church (pp. 50-69). Grand Rapids, MI: Center for Excellence in Preaching. (Also published at The Ministry Theorem, http://ministrytheorem.calvinseminary.edu/essays/wiwmpk/4_looy.pdf.)

Looy, H. (2013). Losing our humanity: Biologism, bad reduction, and Father Brown. The Midwest Quarterly, LIV(3), 263-278.

Looy, H. (2013). Psychology at the theological frontiers Perspectives on Science and Christian Faith, 65(3), 147-155.

Looy, H. (2014). Strangers in our own house: Psychological consequences of our alienation from creation. Presented at From Cosmos to Psyche, the Annual Meeting of the ASA/CSCA/CiS (American Scientific Affiliation, Canadian Scientific and Christian Association, Christians in Science (UK)), Hamilton, ON, July 25-28, 2014.

McFarlane, K., Looy, H., & Wood, J.R. (2012). Teaching evolution to the wary. Presented at the Congress on Evolutionary Biology, Ottawa, ON, July 6-10, 2012. (McFarlane presenting)

Michael J. DeMoor "Legitimacy, Public Justice, and Deliberative Democracy" Calvinism and Democracy Conference, Princeton Theological Seminary, April 2012.

Michael J. DeMoor “Embeddedness and Social Pluralism” Philosophia Reformata 78 (2013), no. 2 (Special Issue: "Economics, Christianity & the Crisis: Towards a New Architectonic Critique”): 144-161.

Michael J. DeMoor, "Deep but Reasonable Disagreement: An Agenda for Interdisciplinary Research" Prairie Political Science Association meeting, Banff, Sept 2013.

Michael J. DeMoor, "Embeddedness and Social Pluralism" Kuyper Seminar: Economics, Christianity & The Crisis: Towards a New Architectonic Critique. Vrije Universiteit, Amsterdam, January 2013.

Michael J. DeMoor, "Poverty and Rights" Social Justice and Human Rights Conference. Toronto, April 2012*

Michael J. DeMoor, “Legitimacy, Public Justice, and Deliberative Democracy.” In John Bowlin, ed., The Kuyper Center Review: Volume Four: Calvinism and Democracy. Grand Rapids: Eerdmans, 2014.

Michael J. DeMoor, “Moral Psychology and Deliberative Politics” Prairie Political Science Association Meeting, Banff, Sept 2014.

Michael J. DeMoor, “Property Rights and the Common Good: How Aristotle and Hegel can make Alberta a more just place.” Are We There Yet?: Economic Justice and the Common Good Conference. The King’s University College, Edmonton, May 2014.

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Michael J. DeMoor, “Spiritual Formation for Civil Life in the Neo-Calvinist Tradition" The Ronning Centre for Religion and Public Life: Religious Perspectives on the Civil Life: A Symposium. The King's University College, Edmonton, March 2011.

Michael J. DeMoor, Dennis Edney and David Goa: “What does the Omar Khadr case mean for human rights in Canada?” Panel Discussion, Winnipeg, Sept 2014.

Michael J. DeMoor. “Evolution, Politics, and Social Hope.” Biologos Conference, Grand Rapids MI, July 2015.

Moyer, J., Sinclair, A.J. and Spaling, H. 2012. Working for God and sustainability: The activities of Faith- Based Organizations in Kenya. Voluntas: International Journal of Voluntary and Nonprofit Organizations 23(4): 959-992.

Moyer, J., Sinclair, A.J. and Spaling, H. 2012. Working for God and Sustainability: the activities of FBOs in Kenya. Meeting of the Environmental Studies Association of Canada, 1 June, University of Waterloo.

Moyer, Joanne M. 2013. “Environmental Worldviews in Faith-Based Organizations: Exploring the Nexus between Transformative Learning and Action in Canada.” Paper presented at the Environmental Studies Association of Canada Conference: “Edges and Flows: Diversity, Environment, and Society.” University of Victoria, Victoria, BC, June 3-5, 2013.

Moyer, Joanne M. 2014. “Green Disciples: Faith-Based Environmental Work in Canada.” Paper presented at “Rooted and Grounded: A Conference on Land and Christian Discipleship.” Anabaptist Mennonite Biblical Seminary, Elkhart, IN, September 18-20, 2014.

Moyer, Joanne M. 2014. “The Consumption Sabbath: Considering a Faith-Based Initiative to Inspire Simplicity and Environmental Action.” Paper presented at the Sound in the Land Conference: “Music and the Environment.” Conrad Grebel University College, University of Waterloo, Waterloo, ON, June 5-8, 2014.

Moyer, Joanne M. 2015. “‘Let Earth Rest’: A Consumption Sabbath Tent Revival Meeting to Inspire Simplicity and Environmental Action.” Conrad Grebel Review 33(2): 270-281.

Moyer, Joanne M. 2015. “Faith-Based Environmental Work in Canada: A Profile.” Paper presented at the 21st International Symposium on Society and Resource Management: “Understanding and Adapting to Change.” College of Charleston, Charleston, SC, June 13-18, 2015.

Moyer, Joanne M. 2015. “Faith-Based Sustainability in Practice: Case Studies from Kenya.” Journal for the Study of Religion, Nature, and Culture 9(1): 42-67.

Moyer, Joanne M., A. John Sinclair, and Alan P. Diduck. 2014. “Learning for Sustainability among Faith- Based Organizations in Kenya.” Environmental Management 54(2): 360–372.

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Moyer, Joanne M., A. John Sinclair, and Harry Spaling. 2012. “Working for God and Sustainability: The Activities of Faith-Based Organizations in Kenya.” Voluntas: International Journal of Voluntary and Nonprofit Organizations 23(4): 959-992.

Moyer, Joanne M., A. John Sinclair, and Lisa Quinn. [In Revision]. “Transitioning to a More Sustainable Society: Unpacking the Role of the Learning-Action Nexus.” International Journal of Lifelong Education, 27 pages.

Moyer, Joanne M., and A. John Sinclair. 2016. “Stoking the Dialogue on the Domains of Transformative Learning Theory.” Adult Education Quarterly 66(1): 39-56.

Moyer, Joanne M., Lisa Quinn, A. John Sinclair. 2014. “Individual Learning and Action forSustainability: Insights from Kenya and Canada.” Paper presented at the Canadian Association of Geographers Conference: “Borders without Boundaries.” Brock University, St. Catharines, ON, May 26-30, 2014.

Moyer, Joanne M., Lisa Quinn, A. John Sinclair. 2014. “Transitioning to a More Sustainable Society: Unpacking the Learning-Action Nexus.” Paper presented at the Environmental Studies Association of Canada Conference: “Beyond Boundaries.” Brock University, St. Catharines, ON, May 27-29, 2014.

Moyer, Joanne, A. John Sinclair, and Harry Spaling. 2012. “Working for God and Sustainability: The Activities of Faith-Based Organizations in Kenya.” Paper presented at the Environmental Studies Association of Canada Conference: “Environmental Knowledge: People and Change.” University of Waterloo, Waterloo, ON, May 30-June 1, 2012.

Moyer, Joanne. 2012. “Learning, Faith, and Sustainability: Considering the Work of Faith-Based Organizations in Kenya.” Paper presented at the Canadian Association of Geographers Annual Meeting. Wilfred Laurier University, Waterloo, ON, May 28-June 2, 2012.

Moyer, Joanne. 2012. “Learning, Faith, and Sustainability: Considering the Work of Faith-Based Organizations in Kenya.” Paper presented at the International Geographical Congress: “Down to Earth.” University of Cologne, Cologne, Germany, August 26-30, 2012.

Moyer, Joanne. 2013. “Faith, Sustainability, and Learning in Kenya and North America.” Paper presented at School of the Environment’s Research Day. University of Toronto, Toronto, ON, April 17, 2013.

Najjar, D., Spaling, H. and Sinclair, A.J. 2012. Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya. International Journal of Educational Development 33: 466-475.

Newhouse, David and David Long Reconciliation and a Way Forward: A Concluding Dialogue Pp. 374- 388 in David Long and Olive Dickason eds. (2015) Visions of the Heart: Issues involving Aboriginal peoples in Canada. Toronto: Oxford University Press.

Omom, S., Sinclair, A.J. and Spaling, H. 2011. HIV/AIDS and artisanal fisheries: a case study of Lake Victoria, Kenya. Poster presentation at the Coastal CURA conference on People in places: engaging together in integrated resources management. 26-29 June, Halifax, Nova Scotia.

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Peet, C, (Ed.) (2012). Special issue: Psychology of religion. Journal of Religious Studies and Theology, 31 (2). (Guest editor for special issue.)

Peet, C. (2012). Dependence, irreducibility, and the “strain toward transcendence”: an Axial psychology? Paper presented at WCTP Annual Conference, held in Edmonton, Alberta, Sept. 27-30, 2012.

Peet, C. (2012). Psychology of religion 2013: Historical considerations. Journal of Religious Studies and Theology, 31 (2), pp. 111-127.

Peet, C. (2013). Reflections on the Axial age and the end of the world: toward a psychology with world- historical depth. Paper presented at Western Canadian Theoretical Psychology (WCTP) Annual Conference, held in Victoria, BC, Sept. 26-29, 2013.

Peet, C. (2013). Transcending positivism: The Axial Age consciousness of psychology. Paper presented at Canadian Psychological Association (CPA) Annual Conference, Quebec City, Quebec, June 13-15, 2013.

Peet, C. (2015). Psychological depth as a dis-integrative dynamic. Paper presented at Canadian Psychological Association (CPA) Annual Conference, Ottawa, Ontario, June 4-6, 2015.

Peet, C., & Smythe, W. (2014). On depth in culture. Paper presented at the Western Canadian Theoretical Psychology annual conference, held in Victoria, BC, Sept. 25-28, 2014.

Peet, C., and Smythe, W. (2015). Iterations & immersions: Continued reflections on depth in culture. Paper presented at Western Canadian Theoretical Psychology (WCTP) Annual Conference, held in Victoria, BC, Sept. 24-27, 2015.

Randolph Haluza-Delay, Michael J. DeMoor, and Christopher Peet, “That We May Live Well Together in the Land…: Place Pluralism and Just Sustainability in Canadian and Environmental Studies” Journal of Canadian Studies 47 (2013), no. 3 (Special Issue: “Beyond the Culture of Nature: Rethinking Canadian and Environmental Studies”): 226-256.

Renee Vaugeois, Iahtail, Bernadette and Long, David (2015) Report of the Edmonton Truth and Reconciliation Summit. Edmonton: John Humphrey Centre for Human Rights

Sandle, Mark. “Brezhnev in Moldavia 1950-52” at the ASSEEES conference, Omni Shoreham Hotel, Washington DC, USA

Sandle, Mark. “Discontent and Uncertainty in the Borderlands: Soviet Moldavia and the Secret Speech 1956-57” [with Dr. Igor Casu]. Forthcoming Europe-Asia Studies vol. 66, 4 June 2014 pp. 613-644.

Sandle, Mark. “Lenin’s Contribution to Communist success” in New Perspective on Modern History March 2013

Sandle, Mark. “Lenin’s Loyal Lieutenants: Zinoviev, Kamenev and Rykov” in Twentieth Century History Review November 2011

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Sandle, Mark. “Studying the Past in the Digital Age: From Tourist to Explorer?” in Toni Weller (ed.) History in the Digital Age (Routledge 2013)

Sandle, Mark. “The Bukharin Alternative” in Twentieth Century History Review April 2011

Sandle, Mark. “The Challenge of Communism” Oxford Bibliographies in International Relations

Sandle, Mark. “The Forgotten Victory: VE Day and Remembrance in the UK Since 1945” at the conference, Memory of World War II, at Moldova State Pedagogical University, Chisinau, Moldova

Sandle, Mark. “Toward a Practice of Christian Antihistory: Writing the Antihistory of Soviet Communism” (with Will Van Arragon), in Fides et Historia, November 2014, 46:2.

Sandle, Mark. “Who supported Stalin?” in 20th Century History Review November 2013

Sandle, Mark. “Writing the Anti-History of Communism” at the Conference, Humanities and the Christian Faith May 4 2012 at Concordia University College, Edmonton, AB

Sandle, Mark. Communism [Seminar Studies in History] (Pearson Longman 2011).

Sinclair, A. John, Wachiraporn Kumnerdpet, and Joanne M. Moyer. 2013. “Learning Sustainable

Sinclair, J., Sims, L. and Spaling, H. 2013. Collaborative community-based reasoning. In D.P. Lawrence (Ed.) Impact assessment: practical solutions to recurrent problems and contemporary challenges. Wiley, Hoboken, NJ. pp.117-118.

Spaling, H. 2012 Why do so many community water supply projects fail in Sub-Saharan Africa? Lessons for sustainability from Kenya. International Development Conference 2012, 1-3 December, Auckland, New Zealand.

Spaling, H. 2013 Caring for creation: caring for the poor: sustainable community development in Kenya. Faculty Colloquium presentation, 29 January, The King’s University College, Edmonton.

Spaling, H. 2013 The EIA was a success but the project is failing. Annual meeting of the International Association for Impact Assessment, 13-17 May, Calgary, Canada.

Spaling, H. 2013 The EIA was a success but the project is failing. Annual meeting of the Canadian Association of Geographers, 12-15 August , Memorial University, St. John’s, NL.

Spaling, H. 2014 (March). Re-thinking missions. The Banner p.38.

Spaling, H., Komu, H. and Njoka, J. 2014 Community wildlife conservancies in Kenya:

Spaling, H., Montes, J. and Sinclair, A.J. 2011 Best practices for promoting participation and learning from community-based environmental assessment in Kenya and Tanzania. Journal of Environmental Assessment, Policy and Management 13(3): 343–366.

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Spaling, H., Omom, S. and Sinclair, A.J. 2011. Does HIV/AIDS affect sustainable resource management? case studies of artisanal fisheries on Lake Victoria, Kenya. Annual meeting of the Canadian Association of Geographers, May 31-June 4, University of Calgary, Calgary, Alberta

Spaling, H., Walker, H. and Sinclair,.A.J. 2012. Participation and learning in SEA in Kenya. Annual meeting of the International Association for Impact Assessment, 27 May-1 June, Porto, Portugal.

Van Arragon, William. “’Dangerous Memory’ and the Practice of Christian History.” Conference on Christian Faith and the University, Presbyterian College/McGill University (28 September 2013), Montreal, Quebec.

Van Arragon, William. “Christian History as Antihistory.” First Annual Conference on “The Humanities and Christian Faith,” Canadian Centre for Scholarship and the Christian Faith, Concordia University College (4 May 2012), Edmonton, Alberta.

Van Arragon, William. “Covenants and Public Life in Puritan New England." Chester Ronning Centre Seminar/ Atlantic Studies Seminar (November 17, 2011), Edmonton, Alberta.

Van Arragon, William. “In Appreciation of Olive P. Dickason’s The Myth of the Savage,” (co-authored with Philip Mingay), Native Studies Review 21: 2 (2012): 85-88.

Van Arragon, William. “Introduction to the Themes,” Symposium on “Religious Perspectives on Civil Life,” Chester Ronning Centre for Religion and Public Life (March 18, 2011), Edmonton, Alberta.

Van Arragon, William. “The Trashy Past of Edmonton’s Parks: A Preliminary Model for the Ribbon of Green Digital Historical Atlas” [poster]. Co-authored with Michael Ferber and M. J. Valiquette. Canadian Association of Geographers Annual Meeting (May 28, 2014), Brock University, St. Catherines, Ontario.

Van Arragon, William. “Thomas Prince and the History of New England: Some Thoughts on A Chronological History of New England, in the Form of Annals (1736).” King’s University College Atlantic Studies Seminar (February 15, 2011), Edmonton, Alberta.

Van Arragon, William. “Toward a Practice of Christian Antihistory: Writing the Antihistory of Soviet Communism,” (co-authored with Mark Sandle), Fides et Historia 46: 2 (Summer/Fall 2014), forthcoming.

Van Arragon, William. “Walking Humbly, Listening Compassionately and Living Justly: A Way Forward in our Relations with Aboriginal Peoples in Canada,” (co-authored with David Long), in Matthew Etherington, ed., Foundations of Education: A Christian Vision. Eugene, Oregon: Wipf and Stock, 2014.

Van Arragon, William. Review of Ari Kelman, A Misplaced Massacre: Struggling Over the Memory of Sand Creek (2013), in Canadian Journal of History 49: 1 (Spring/Summer 2014), pp. 134-136.

Van Arragon, William. Review of Cristobal Silva, Miraculous Plagues: An Epidemiology of Early American Narrative (2011), in American Studies 51:3 (2014), pp. 249-250.

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Van Arragon, William. Review of John Cimprich, Fort Pillow: A Civil War Massacre, and Public Memory (2005, 2011), in Canadian Journal of History 47: 2 (Fall 2012), pp. 454-455.

Van Arragon, William. Review of Pascal Boyer and James V. Wertsch, editors, Memory in Mind and Culture (2009), in Canadian Journal of History 46: 1 (Spring/Summer 2011), pp. 235-237.

Vaudry, Richard. The Colonial Church and School Society and the Early Years of the Sabrevois Mission, 1850-1884,” in Jason Zuidema, ed., French-Speaking Protestants in Canada, (Leiden and Boston: Brill Academic, 2011), 49-78.

Vaudry, Richard. “Andrew Fernando Holmes: Medicine, Science and Christianity in l9th century Montreal” Presentation to the Association of Professors Emeritii, University of Alberta, March 2012

Vaudry, Richard. Review of Todd Webb, Transatlantic Methodists: British Wesleyanism and the Formation of an Evangelical Culture in Nineteenth-Century Ontario and Quebec, Montreal & Kingston: McGill-Queen’s University Press, 2013. In Histoire Sociale/Social History, May 2015, 341-2.

Vaudry, Richard. ‘The 6th Duchess of Beaufort: A Life in Three Portraits.” Faculty Colloquium, The King’s University, 29 March 2016.

Walker, H., Sinclair, J.A. and Spaling, H. 2013 Public participation and learning in SEA in Kenya. Annual meeting of the International Association for Impact Assessment, 13-17 May, Calgary, Canada.

Water Practices through Participatory Irrigation Management in Thailand.” Natural Resources Forum 37(1): 55-66.

Willson, L. R. (in press, Spring, 2016). Honesty and Religion: Still Searching for the Elusive Relationship. Journal of Psychology and Christianity.

Wood, J. R. & Looy, H. (2014). Hospitality and edible insects: Welcoming the world to the table. Presented at Eating Innovation/Innovation Alimentaire, Montreal, QC, August 26-28 (John Wood presenting).

Zolner, T. (2010). Draft Supervision Manual. Regina: Saskatchewan College of Psychologists.

Zolner, T. (2012). Parenting in the Spirit: Helping children keep on the King’s highway. Logos: A Journal of Eastern Christian Studies, 52 (3-4), 253-292.

Zolner, T., Looy, H., & Mohacsy, L. (2012). The person in the classroom. Presented at the Christian Higher Education Canada National Forum, Edmonton, AB, May 28-30, 2012.

Zolner, T., Mohacsy, L., & Looy, H. (2012). The person in the classroom. Presented at the Christian Higher Education Canada National Forum, May 29, 2012.

Zolner, Theresa, Trauma and the Residential Schools, IS Conference, March 27, 2014, The King’s University College, Edmonton, Alberta.

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Zolner, Theresa. (2012) Trauma and Residential Schools. Invited address to Theology 399/History 399, The Truth and Reconciliation Commission, May 8, 2012, The King’s University College, Edmonton, AB.

Zolner, Theresa. (2012). Presentation on Psychological Assessment to Education 341, Teaching Students with Exceptionalities (Instructor: Bernice Stieva), The King’s University College. (Edmonton, Alberta, November 20, 2012).

Zolner, Theresa. (2012). Working in community. Guest lecture in Psychology 495, Senior Psychology Seminar, February 1, 2012, The King’s University College, Edmonton, AB.

Zolner, Theresa. (2013) The Integration of Faith and Psychology, Ukrainian Catholic Women’s League of Canada (Cultural study session), St. Basil the Great Branch, November 12, 2013, St. Basil the Great Cultural Centre, Edmonton, Alberta.

Zolner, Theresa. (2013). Building Strong Stepfamilies, Week for Life and the Family, Catholic Archdiocese of Edmonton. (Delivered in Edmonton, Alberta, May 6, 2013 and also concurrently as a live webinar.)

Zolner, Theresa. (2013). The Professional Practice of Psychology in the Schools, Education 341, October 1, 2013, The King’s University College, Edmonton, Alberta.

Zolner, Theresa. (2013). Understanding the Catholic Self in Child and Family Interventions: A Case for the Catholic Psychologist. Conference on Psychotherapy and Faith, May 4, 2013, Catholic Psychotherapy Association of Canada, Newman Theological College, Edmonton, Alberta.

Zolner, Theresa. (2014). Aboriginal Awareness and Psychology, February 14, 2014, Aboriginal Awareness Week, Faculty of Education, The King’s University College, Edmonton, Alberta.

Zolner, Theresa. (2014). Lifespan Development (3-credit online course). Northern Lakes College, Grouard, Alberta.

Zolner, Theresa. (2014). Mental health justice in deed and truth: A personal and professional witness. Are We There Yet? Economic Justice and the Common Good, May 13, 2014, The King’s University College, Edmonton, Alberta.

Zolner, Theresa. (2015). Testbank for Kail, R., and Zolner, T. (2015). Children: A Chronological Approach, 4th Canadian Edition. Toronto: Pearson Education Canada.

Zolner, Theresa. (Accepted for publication). Understanding the Catholic Self in Child and Family Interventions: A Case for the Catholic Psychologist. To be published in the inaugural journal special issue for the Catholic Psychotherapy Association of Canada.

Zolner, Theresa. (December, 2013). Proposal for a Feasibility Study on Use of the Clinic Space at King’s. Edmonton, AB.

Zolner, Theresa. (Editor; Accepted for publication). Inaugural journal special issue: Conference Proceedings for the Catholic Psychotherapy Association of Canada Journal.

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Zolner, Theresa. (February 4, 2012). Statement to the First Nations Child Welfare Framework Project Team of the Federation of Saskatchewan Indian Nations on the Role of Culture in Child Welfare. Edmonton, AB.

Zolner, Theresa. (In press). “Session X: Importance of Prayer and How to Pray.” Project Rachel Program Manual. Edmonton, AB: Catholic Archdiocese of Edmonton.

Zolner, Theresa. (October, 2013). Proposal for a Course in Social Work at King’s. October, 2013. Edmonton, AB.

Zolner, Theresa. (September, 2013). Report on Community-Based Research at King’s. Edmonton, AB.

Zolner, Theresa. (Under revision; 2012). Graffiti: Much more than just art.

Zolner, Theresa. Temptation and Restraint in The Brothers Karamazov, Western Conference of Theoretical Psychologists, St. Albert, Alberta, October 1, 2011.

Course Descriptions

ECON 203 - Principles of Economics I Every Year, Fall 3(3-0-0) An introduction to the Canadian economy and to concepts and tools that can help us understand how the economy works and the roles that we play in it. This course will examine economic goals, activities, structures and institutions; tools for making economic decisions; markets and market failures; economic measurement; economic fluctuations; growth and development; and globalization.

ECON 204 - Principles of Economics II Every Year, Winter 3(3-0-0) This course deepens students' understanding of the ideas introduced in ECON 203 by examining the theoretical models that economists use to analyze specific economic issues. These include theories of production, consumption, and markets; macroeconomic models related to recessions, unemployment, and inflation; government monetary and fiscal policies; and international trade theory. Prerequisites: ECON 203

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ECON 300 - Introduction to Canadian Political Economy 2017-18, Fall 3(3-0-0) This course will examine the relationship(s) between economics and politics, both as practice and theory. Central to this is the appropriate role of government in the economic life of Canadian (and other) society. The present controversies on these issues will be investigated and discussed, as well as their origins. It will be argued that the general course of economic and other development in rich and poor countries (including Canada) is decisively influenced by views taken on this issue; that various options for the future present themselves, and that options for change in political economy are linked to and will be resolved on the basis of fundamental/religious perspectives. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: ECON 203

ECON 301 - International Political Economy 2016-17, Winter 3(3-0-0) Analysis of the conflicting viewpoints that influence International Political Economy (IPE); tracing the structure and changing form of IPE in trade, finance, technology and information flows; analysing and evaluating the tension between states and international markets; examining the dynamics and impact of international centres of political-economic power on regions of the world that are small and vulnerable; investigation of the role of large corporations in the global political economy. Attention will also be given to the impact of the IPE on policies in Canada. Descriptive and evaluative data will be included and examined throughout. Prerequisites: ECON 203

ECON 309 - Intermediate Applied Microeconomic Theory 2016-17, Fall 3(3-0-0) Expansion and deeper examination of the major microeconomic theories, including those related to consumer behaviour, production, market structures, and market failures. The role that these theories have played in the development of Canadian economic policies and goals will be a major focus of the course. Descriptive and evaluative data on the Canadian situation will be examined throughout. Prerequisites: ECON 203, 204

ECON 310 - Intermediate Applied Macroeconomic Theory 2017-18, Winter 3(3-0-0) Expansion and deeper examination of the macroeconomic theoretical models for the functioning of an open macroeconomy, like that of Canada. This will include models that produce calculable estimates of the main macroeconomic variables, such as total output, the general price level and inflation, levels of employment, and causes and impact of fluctuations in the economy's performance. Descriptive and evaluative data on the Canadian situation will be included and examined throughout. Prerequisites: ECON 203, ECON 204

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ECON 315 - Ecological Economics 2016-17, Winter 3(3-0-0) This course will focus on a number of aspects of the relationship between economics and the environment, including: determining the nature of and need for sustainability in economic processes; examining the linkages between development and the environment; examining the causes of and policy responses to resource and environmental degradation; introducing ways to measure the environmental impact of economic processes; and examining international and transfrontier environmental issues. Prerequisites: ECON 203

ECON 325 - The Economics of Development 2017-18, Winter 3(3-0-0) This course identifies the nature and causes of the development and underdevelopment of countries and regions, emphasizing the poor. It explores development as a multi-dimensional process of change that happens in the context of social, political, technical and cultural conditions. The focus here is how economics relates to most of these. An overview of main theories (including how they arose historically) will be given and the main current issues in development will be reviewed. Development policies in poor countries and regions as well as international efforts to assist in their development, will round off the course. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: ECON 203

ECON 330 - Behind the Market: Property, Value, Exchange 2016-17, Winter 3(3-0-0) This course explores different understandings of the nature of and possibilities for wisely using markets by examining different approaches to some of its fundamental structures, viz. private property, value and exchange. In particular, this course seeks to "get behind" the taken-for-granted meanings of these phenomena and to question their constitutive and normative bases. It will ask such questions as: what does it mean to own something? What is the foundation of value? How do exchange relations relate to other human activities? Prerequisites: Six credits of ECON 203, ECON 204, HIST 202, HIST 204, POLI 205

ECON 331 - History of Economic Thought 2016-17, Fall 3(3-0-0) This course explores ideas and theories about economic life that have been developed from ancient times to the present, including (but not limited to) those of the major economic thinkers from Adam Smith onwards. These ideas will be analyzed in light of the economic, political, social and intellectual contexts that helped to shape them. By investigating this historical development, we will gain a better understanding of how current approaches to economics and economic policy-making came to be. Same as HIST 304. Prerequisite: ECON 203

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ECON 399 - Special Topics in Economics Non-Recurring, 3(varies) A course on a topic or field of special interest to a member of the economics faculty and offered on a non-recurring basis. Prerequisites: ECON 203

ECON 461 - Opportunities and Issues in Globalization 2017-18, Fall 3(3-0-0) This course creates awareness of the nature, development and implications of the powerful spread of trade and finance flows across the modern world. It analyses the positive and negative aspects of globalization and alerts students to the opportunities for responsible extension of economic activities (trade in particular) to countries, regions and parts of the world very different from Canada. The ethical, developmental and environmental dimensions of globalization will be integrated with the business aspects and options. Same as BUSI 461 Same as BUSI 461. Prerequisites: ECON 203

ECON 499 - Directed Studies in Economics Every Year, 1 to 3 (varies) This course is designed to provide individual students with an opportunity to conduct supervised reading and research on a topic of the student's choice in consultation with a member of the economics teaching faculty. Student work in this course will be with a faculty member on a tutorial basis. Students must apply in advance to teaching faculty in economics for this course. Prerequisites: Six credits in economics at the 300-level, and consent of instructor

EDUC 363 - Childhood and Adolescence Every Year, Fall 3(3-0-0) This course examines the psychology of human development and change from the prenatal period to late adolescence. Specifically, development is considered chronologically in the sequence of infancy, early childhood, middle childhood, early, middle and late adolescence. The dimensions of development to be investigated include the physical, cognitive, emotional, social, academic, moral and religious aspects. Same as PSYC 351. Students with credit in EDUC 263 or PSYC 350 cannot receive credit in EDUC 363. Prerequisites: PSYC 250 or 251

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GEOG 310 - Landscapes and Human Settlements Every Year, Winter 3(3-0-3) The relationship between the natural environment and development of settled landscapes from a geographic perspective. Spatial distribution of biophysical landscapes and location analyses of agricultural, urban and industrial systems in Canada and elsewhere. Introduction to landscape interpretation using maps and aerial photographs. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: One of POLI 205, ECON 203, 204, GEOG 201

HIST 202 - Western Civilization: European History from the Classical Age to 1648 Every Year, Fall 3(3-0-0) This course surveys the history of western civilization from the classical age of Greece and Rome to the period of the Counter-Reformation and the age of religious wars in the 17th century. It deals with the rise of Christianity, the broad sweep of medieval history, and the eras of the Renaissance and Reformation.

HIST 204 - The West and the World, 1500-Present Every Year, Winter 3(3-0-0) This course seeks to introduce students to the broad contours of world history since 1500. Although aspects of the history of the "West" and the "World" will be treated as discrete entities, a particular concern will be to explore the complex interactions between the two. The course will begin with the period from the European encounter with the Americas and conclude with an examination of war and terrorism in the 21st century Middle East. Students with credit in HIST 203 cannot receive credit in HIST 204.

HIST 304 - History of Economic Thought 2016-17, Fall 3(3-0-0) This course explores ideas and theories about economic life that have been developed from ancient times to the present, including (but not limited to) those of the major economic thinkers from Adam Smith onwards. These ideas will be analyzed in light of the economic, political, social and intellectual contexts that helped to shape them. By investigating this historical development, we will gain a better understanding of how current approaches to economics and economic policy-making came to be. Same as ECON 331. Prerequisites: ECON 203

HIST 308 - A History of Modern Social Thought 2017-18, Winter 3(3-0-0) This course deals with some of the major political, social and economic ideas and movements since the Enlightenment. Among the topics covered are: classical democratic liberalism, conservatism, marxism, democratic socialism, the development of the social sciences and the role of ideology. Prerequisites: HIST 202 or 204

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HIST 309 - Renaissance and Reformation Europe, 1348-1648 2017-18, Winter 3(3-0-0) This course deals with the breakdown of medieval Christendom and the emergence of the Renaissance and Reformation movements. It also deals with the major intellectual, political, social and economic developments until the end of the Thirty Years' War. Among the topics covered will be the age of "discovery," the wars of religion, witchcraft, science, and the new state systems and cultures that emerged in early modern Europe. Prerequisites: HIST 202 or 204

HIST 314 - Nineteenth Century Europe 2017-18, Fall 3(3-0-0) This course deals with the major intellectual, political, social and economic changes during the 19th century in the period from the French Revolution to the eve of World War I. Among the topics covered are: the impact of the French Revolution; the nature of romanticism; social classes and reform; revolutionary movements; liberalism, nationalism, imperialism, and socialism; the new state systems. Prerequisites: HIST 202 or 204

HIST 316 - Europe in the Age of Enlightenment 2016-17, Fall 3(3-0-0) This course deals with the major political, social, and intellectual movements from the late 17th century to the eve of the French Revolution. Among the topics covered are: science and philosophy in the 18th century, political theory and practice in the age of democratic revolutions, political economy, philosophies and the propaganda of the Enlightenment and religion in an age of reason. Prerequisites: HIST 202 or 204

HIST 317 - Christian Social and Political Movements 2016-17, Winter 3(3-0-0) This course examines the development of Christian social and political ideas and movements within Roman Catholic and Protestant traditions since the French Revolution (1789). It explores the context in which these movements arose, their distinctive ideas and strategies, as well as the practical changes they advocated. Special attention will be given to the way these movements tackled several key contemporary issues and the eventual outcomes of these efforts. Same as POLI 317 and SOCI 317. Prerequisites: HIST 204 or POLI 205 or three credits in sociology at the introductory level.

HIST 318 - Twentieth Century Europe 2017-18, Winter 3(3-0-0) This course deals with the major intellectual, political, social and economic changes since World War I. Among the topics covered are: the legacy of the Great War, the Great Depression, democracy and totalitarianism, World War II, the Cold War, decolonization, European unification, and major trends in thought, sciences and religion. Prerequisites: HIST 202 or 204

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HIST 321 - World History, 1500-1800 2016-17, Fall 3(3-0-0) This course will consider in depth major themes in World History from 1500-1800 and help students think analytically about the interaction between the Western and non-Western worlds during this time period. Prerequisites: HIST 202 or 204

HIST 322 - World History, 1800 - Present 2016-17, Winter 3(3-0-0) This course will consider in depth major themes in World History since 1800 and help students think analytically about the interaction between the Western and non-Western worlds during this time period. Prerequisites: HIST202 or 204

HIST 324 - Global Christianity Since 1500 2017-18, Winter 3(3-0-0) This course will explore the global growth of Christianity since 1500, a process that raises pressing historical and theological questions. Why did Christianity "succeed" in some times and places, but not in others? How has Christianization been implicated in processes of Western imperialism and conquest? And what cross-cultural processes or transferences occur when Christianity infuses a new culture? We will examine these questions in depth by examining the global spread of Christianity to the Americas, Asia and Africa after 1500. Same as THEO 360. Prerequisites: HIST 204

HIST 325 - The Cold War 2016-17, Winter 3(3-0-0) This course examines the Cold War from its origins to its denouement. It examines the escalation of the conflict from the end of the Second World War through the ERP, the Korean War, Cuba and Vietnam, up to and including the collapse of communism and the fall of the Berlin Wall. This course explicitly focuses upon key hotspots (Cuba, Vietnam), the main protagonists (Kennedy and Khrushchev, Reagan and Gorbachev) and social, cultural and economic aspects of the Cold War (including music, film, literature) to build an integrated view of the Cold War by examining it from different disciplinary perspectives. It includes a sustained engagement with both the historiography of the Cold War, and the relevant primary sources from the period. Prerequisites: HIST 202 or 204

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HIST 344 - Tudor Britain 2017-18 Fall 3(3-0-0) This course consists of a study of the life of Britain and her peoples from the late 15th to the early 17th century. Primary attention will be given to England. Topics to be covered include: the essence of the English Reformation, Tudor rebellions, Edwardian Protestantism and Marian reaction, the Elizabethan Settlement and the origins of Puritanism. Prerequisites: HIST 202 or 204

HIST 345 - Stuart Britain TBA 3(3-0-0) This course is designed to give students an appreciation for the basic themes of British history from 1603 to 1688. A concluding survey covering the period from the Glorious Revolution to 1714 is included. Some prominent topics are: Anglicans and Puritans, Cromwell and the Holy Commonwealth, radical social thought and foreign relations. Prerequisites: HIST 202 or 204

HIST 346 - Medicine and Society in the Atlantic World: 1660-1918 2017-18, Winter 3(3-0-0) This course seeks to explore the role which medicine has played in the shaping of North Atlantic societies from the Great Plague of London in the mid-17th century to the Spanish Influenza epidemic of the early 20th. Topics to be discussed include physicians and surgeons, quacks and "irregulars", disease and diseases, hospitals, the practice of medicine, the changing nature of surgery, women and medicine, and medicine and empire. Prerequisites: 3 credits in history

HIST 347 - Britain in the 18th Century 2016-17, Fall 3(3-0-0) This course seeks to provide an introduction to British history in the long eighteenth century. It will consist of a combination of lectures by the instructor and seminar discussions based on readings in the most recent historical literature. While the primary focus is on English history, there will be some consideration of Ireland, Scotland and the 18th century Empire. Prerequisites: HIST 202 or 204

HIST 348 - Victorian Britain and Empire 2016-17, Winter 3(3-0-0) A study of British domestic and foreign issues during the Victorian and Edwardian eras. Topics for consideration include: Victorian thought and society; the era of Gladstone and Disraeli; the Irish problems; and the nature of the Church of England and the rise of evangelicalism. Prerequisites: HIST 202 or 204

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HIST 351 - The Civil War: The United States to 1865 2017-18, Fall 3(3-0-0) The main purpose of this course is to answer the question: why did Americans fight the Civil War (1861- 1865)? Understanding the origins of this most destructive of American conflicts requires a long view of American history. Topics include: European and African migrations during the colonial period; contact and conflict with Native peoples; development of religious and political institutions; the American Revolution; slavery and sectionalism; westward expansion and "Manifest Destiny." Prerequisites: HIST 202 or 204

HIST 352 - American Empire: The United States, 1865-Present 2017-18, Winter 3(3-0-0) Is the United States an empire? This course examines America's movement from isolationism to imperialism and sole world superpower, especially during the 20th century. This course offers an introductory survey of the history of the United States from the aftermath of the Civil War to the aftermath of 9/11. Topics include: Reconstruction; race relations and the rise of the Civil Rights movement; immigration; religious and political culture; and pivotal conflicts such as the Spanish- American War, the world wars, and the Cold War. We also will consider the economic, military, cultural and religious dimensions of the global assertion of American power over the past century. Prerequisites: HIST 202 or 204

HIST 353 - Political History of the United States, 1776-present 2016-17, Fall 3(3-0-0) This course in American government examines the history of political institutions in the United States from Independence in 1776 to the present day. This course explores the origins of the Constitution, the functions and historical evolution of the three branches of the federal government (executive, legislative, judiciary) as well as the roles of political parties, interest groups, public opinion, and the media. It also studies important historical case studies (over issues such as race, slavery and civil rights; civil and religious liberties; family and privacy law; and economic and environmental policy) that demonstrate how American political culture has changed over time. This course is decidedly interdisciplinary in approaching the subject using the methodologies of history and political science. Same as POLI 353 Prerequisites: one of HIST 202, HIST 204, POLI 205

HIST 359 - Environmental History of the Americas 2016-17, Winter 3(3-0-0) This course is designed to do two things. First, we will ask the question "What is environmental history?" as a way to introduce the students to the theoretical and disciplinary issues that drive this emerging academic field. Second, we will explore the history of our relationships with the environment and the Americas since the arrival of humans; particular comparisons will be made between aboriginal and Euro- American ideas and practices. The goal is to show that nature, too, has a history, and to provide historical context for our current concerns about environmental degradation. Prerequisites: HIST 202 or 204

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HIST 360 - Canada to Confederation 2017-18, Fall 3(3-0-0) This course examines significant events, themes and personalities in the Canadian past from the European explorations to the movement toward Confederation. Particular attention is given to the formative intellectual and cultural currents of this period, in order to help develop an adequate foundation for both the study of recent Canadian history and the understanding of contemporary Canadian society. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: HIST 202 or 204

HIST 361 - Canada Since Confederation 2016-17, Winter 3(3-0-0) This course deals with the major themes of Canadian history from the time of Confederation to the present. Among the topics covered are: the development of cultural communities, the Confederation era, social and economic developments, regionalism, political traditions, immigration and multiculturalism. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: HIST 202 or 204

HIST 364 - Futures in the Past: Historical Theology 2016-17, Fall 3(3-0-0) A study of important stages in the development of Christian doctrine and some of the major figures in the history of Christian theology. We will examine the influence of social, political and cultural contexts on doctrine and theology, and ask the question whether and how a study of the Christian past might give shape to the church, theology and Christian faithfulness in the present and future. Same as THEO 364. Prerequisites: HIST 202 or 204

HIST 370 - Historiography and Historical Methods Every Year, Fall 3(3-0-0) The course will introduce students to the main themes and debates in the study of history, to some of the key issues in the practice of doing history and being an historian and will reflect upon the current status of history. We will consider the history of history-writing (historiography) largely as it has developed in Western culture. We will also explore the meanings of contemporary critical theory (postmodernism, deconstruction, post-structuralism, feminist theory) for history as a discipline, and analyze alternative forms of history - film, fiction, and theme parks, for example - that make truth claims about the past. Throughout the course we will debate and reflect upon what it means to study the past as Christians, and seek to develop a Christian perspective on key issues and developments. Prerequisites: HIST 202 or 204

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HIST 373 - War and Peace 2016-17, Fall 3(3-0-0) Blessed are the peacemakers, said Jesus, and this course offers an interdisciplinary inquiry into the issues of war and peace in the Western tradition. The course will mix philosophical and theological approaches (just war theory, humanitarian intervention, and Christian non-violence, for example) with historical case studies (especially the Crusades and the Second World War but also reaching to contemporary conflicts such as the "War on Terror"). This will be a seminar-style course based on weekly discussion of a common set of readings. The goal is to provide students with a heightened awareness of the range of perspectives on war and peace both in the past and in our world today. Same as POLI 373. Prerequisites: HIST 202 and 204 or POLI 205

HIST 380 - A History of Modern Russia 2017-18, Fall 3(3-0-0) This course is designed to develop an understanding of the rise of Russia to world prominence. The course emphasizes political, social, and economic forces and institutions, the motives behind the Russian Revolution, the establishment of the Communist order, and Russia's role as a world power in the 20th century. Prerequisites: HIST 202 or 204

HIST 382 - Stalinism: Terror, Progress and Belief 2016-17, Winter 3(3-0-0) This course examines the contours of the Stalinist period of modern Russian history. It provides a comprehensive and detailed appraisal of the system that emerged in the USSR in the 1930s until the year of Stalin's death in 1953. This course includes sustained engagement with the historiography of Stalinism, and uses a variety of different sources - texts, newspapers, memoirs, posters, films, literature, music - to explore different aspects of the Stalinist system in order to understand what Stalinism was, how it emerged and how it worked in practice. It also appraises how Stalinism has been remembered East and West, and examines the treatment of Stalin in recent biographies. Prerequisites: HIST 202 or 204

HIST 390 - The Second World War 2017-18, Winter 3(3-00) This course examines the history of the Second World War, adopting a thematic and a comparative approach in order to explore some of the contested issues in our understanding of this key moment in twentieth century history, and of subsequent ways in which this war has been interpreted and represented by historians, commentators and politicians. This course examines a range of different source material as it explores some of these questions - visual, textual, official - and seeks to understand the forces which continue to shape our world today. Throughout the course we will debate and reflect upon what it means to study the past as Christians, and seek to develop a Christian perspective on key issues and developments. Prerequisites: HIST 202 or 204

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HIST 391 - The First World War 2016-17, Fall 3(3-0-0) This course examines the history of the First World War, adopting a thematic and a comparative approach in order to explore some of the contested issues in our understanding of this key moment in twentieth century history, and of subsequent ways in which this war has been interpreted and represented by historians commentators and politicians. In this course we will examine a range of different source material as we explore some of these questions - visual, textual, official - and seek to understand the forces which continue to shape our world today. Throughout the course we will debate and reflect upon what it means to study the past as Christians, and seek to develop a Christian perspective on key issues and developments. Prerequisites: HIST 202 or 204

HIST 399 - Special Topics in History Non-Recurring, 3(varies) A course on a topic or figure of special interest to a member of the history faculty and offered on a non- recurring basis. Prerequisites: HIST 202 or 204

HIST 460 - History of Christianity in Canada 2016-17, Winter 3(3-0-0) This course seeks to examine various aspects of the religious culture of British North America and Canada from the 18th century to the present. It will consist of a combination of lectures by the instructor and seminar discussions based on extensive readings in the most recent literature. Among the topics to be considered are Protestant-Catholic relations, evangelicalism, ultramontanism, the Victorian crisis of belief, the social gospel, secularization, fundamentalism, and popular religious culture. Readings in English, Scottish, Irish and American religious history are intended to provide a transatlantic and comparative perspective on the Canadian scene. Prerequisites: HIST 360 or HIST 361

HIST 496 - Oral History Project Every Year, Fall and Winter 3(0-3-0) Every human story is important, and oral history is one way to capture, preserve, and honour the living memories of ordinary people. This course has two major goals. First, students will explore the theoretical, ethical, and methodological dimensions of this type of history. Second, in consultation with the instructor, students will prepare for and conduct a substantial oral history interview project. In many cases the result-a video interview and transcription-will be preserved in the Gerry Segger Heritage Collection at King's, whose mission is to document the Dutch-Canadian Experience. In other cases the student will work with the instructor to identify a suitable archival home for the final project. Interested students must seek the permission of the instructor before enrolling in this course. Prerequisites: HIST 202 or 204 and consent of the instructor

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HIST 497 - Research Project Every Year, Fall 3(0-0-3) Students will carry out an independent research project under the supervision of one of the professors in the department. Prerequisites: Completion of 84 credits and consent of the instructor

HIST 498 - Research Project Every Year, Winter 3(0-0-3) Students will carry out an independent research project under the supervision of one of the professors in the department. Prerequisites: Completion of 84 credits and consent of the instructor

HIST 499 - Directed Studies in History Every Year, 1 to 3 (varies) This course is designed to provide students with an opportunity to conduct supervised research on a topic which they choose in consultation with a member of the history department. An emphasis will be placed on research methods, problems of interpretation and the art of writing. Prerequisites: Six credits in history at the 300-level, and consent of instructor

POLI 205 - Invitation to Politics and Government Every Year, Fall 3(3-0-0) An introduction to the main problems, concepts and ideologies at play in political life and an analysis of the processes and institutions by which these are realized in the Canadian political system. Students with credit in POLI 200 or POLI 201 cannot receive credit for POLI 205. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD).

POLI 310 - History of Political Thought I: Classical and Medieval Political Thought 2017-18, Fall 3(3-0-0) Examines major developments in the history of Western political thought from the ancient Greeks and Romans through the Christian period up to the Renaissance, with particular attention given to key writings by Plato, Aristotle, Augustine and Aquinas. Examines themes such as the justice, the state, politics, plurality, constitutionalism, power, war and the individual. Same as PHIL 310. Prerequisites: PHIL 230 or POLI 205

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POLI 311 - History of Political Thought II: Modern Political Thought 2017-18, Winter 3(3-0-0) Examines the major social and political ideas developed in the modern era, focusing on select writings of major political philosophers such as Machiavelli, Hobbes, Locke, Rousseau, Marx and Nietzsche. Same as PHIL 311. Prerequisites: PHIL 230 or POLI 205

POLI 317 - Christian Social and Political Movements 2016-17, Winter 3(3-0-0) This course examines the development of Christian social and political ideas and movements within Roman Catholic and Protestant traditions since the French Revolution (1789). It explores the context in which these movements arose, their distinctive ideas and strategies, as well as the practical changes they advocated. Special attention will be given to the way these movements tackled several key contemporary issues and the eventual outcomes of these efforts. Same as HIST 317 and SOCI 317. Prerequisites: HIST 204 or POLI 205 or three credits in sociology at the introductory level.

POLI 318 - Democracy in Politics and Society 2017-18, Winter 3(3-0-0) This course considers the idea and ideal of democracy through a consideration of its history, theoretical justifications, and concrete practices in contemporary politics and society. Since democracy concerns authority and decision making, the course also considers the applicability of the ideal of democracy to other societal structures, such as, the family, the classroom, the business enterprise, labour unions, the economy, and the church. Prerequisites: POLI 205

POLI 319 - Human Rights 2016-17, Winter 3(3-0-0) This course seeks to explore the origins, nature and limitations of the human rights paradigm in politics and law. We will consider the historical development of the human rights paradigm, philosophical (and theological) discussions about its meaning and validity, and engage in concrete examination of the ways in which it shapes legal and political practice particularly in Canada and internationally. Prerequisites: POLI 205

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POLI 320 - Canadian Government and Politics 2016-17, Fall 3(3-0-0) This course examines the relationship between Canada's federal and provincial governments, and the place of French Canada, regionalism, multiculturalism, Canadian nationalism, and aboriginal nations within the Canadian state. It examines the history of Canada's constitutional evolution, including the Canadian Charter of Rights and Freedoms. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: POLI 205

POLI 327 - Public Policy Analysis 2017-18, Winter 3(3-0-0) This course is an introduction to themes and methods in policy studies. The course examines the practical and normative problems facing Canadian governments in initiating, formulating, enacting, and implementing public policies. Special attention will be given to several contemporary policy issues. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: POLI 205

POLI 353 - Political History of the United States, 1776-present 2016-17, Fall 3(3-0-0) This course in American government examines the history of political institutions in the United States from Independence in 1776 to the present day. This course explores the origins of the Constitution, the functions and historical evolution of the three branches of the federal government (executive, legislative, judiciary) as well as the roles of political parties, interest groups, public opinion, and the media. It also studies important historical case studies (over issues such as race, slavery and civil rights; civil and religious liberties; family and privacy law; and economic and environmental policy) that demonstrate how American political culture has changed over time. This course is decidedly interdisciplinary in approaching the subject using the methodologies of history and political science. Same as HIST 353. Prerequisites: one of HIST 202, HIST 204, POLI 205

POLI 373 - War and Peace 2016-17, Fall 3(3-0-0) Blessed are the peacemakers, said Jesus, and this course offers an interdisciplinary inquiry into the issues of war and peace in the Western tradition. The course will mix philosophical and theological approaches (just war theory, humanitarian intervention, and Christian non-violence, for example) with historical case studies (especially the Crusades and the Second World War but also reaching to contemporary conflicts such as the "War on Terror"). This will be a seminar-style course based on weekly discussion of a common set of readings. The goal is to provide students with a heightened awareness of the range of perspectives on war and peace both in the past and in our world today. Same as HIST 373. Prerequisites: HIST 202 and 204 or POLI 205

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POLI 380 - World Politics 2017-18, Fall 3(3-0-0) This course is an introduction to international politics, law and organizations and focuses on major international issues of conflict and cooperation related to war, economics, poverty, and the environment. Prerequisites: POLI 205

POLI 399 - Special Topics In Political Science Non-Recurring, 3(varies) A course on a topic or figure of special interest to a member of the political science faculty and offered on a non-recurring basis. Prerequisites: POLI 205; some topics may have more specific prerequisites.

POLI 499 - Directed Studies in Political Science Every Year, 1 to 3 (varies) An opportunity to do intensive study of a special topic of particular interest to the student. Students work closely with a faculty member in tutorial meetings. Students must apply in advance for special studies to a political science faculty member. Prerequisites: Six credits in political science at the 300-level, and consent of instructor

PSYC 250 - Basic Psychological Processes Every Year, Fall 3(3-0-0) Principles and development of perception, motivation, learning and thinking and their relationship to the psychic functioning of the person. Initial attempt to evaluate various approaches to psychology. Students with credit in PSYC 255 cannot receive credit in PSYC 250.

PSYC 251 - The Person in Society Every Year, Winter 3(3-0-0) Introduction to the study of human individuality, personality, normal and abnormal human development, psychological assessment and treatment and the psychic processes of social relationships. Evaluation of various approaches to these psychological issues. Students with credit in PSYC 256 cannot receive credit in PSYC 251.

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PSYC 301 - Exploring the Human Experience: Methods and Statistics for Psychology I Every Year, Fall 3(3-0-1.5) In this course, students will acquire a working knowledge of research design, data collection and analysis, and will critically examine foundations and assumptions of scientific psychology. Students will have opportunities to develop statistical skills while learning about the psychological research contexts in which these statistical tools are used. Topics will include epistemology, ethics, hypothesis development, descriptive statistics, measurement, probability, and naturalistic methods. Both qualitative and quantitative methods will be explored. PSYC 301 must normally be taken in the second year of study. Students with credit in SOCI/SSCI 309 cannot receive credit in PSYC 301. Prerequisites: PSYC 250 or 251

PSYC 302 - Exploring the Human Experience: Methods and Statistics for Psychology II Every Year, Winter 3(3-0-1.5) As the second of a two-course sequence, PSYC 302 continues PSYC 301. In this course students are introduced to experimental and quasi-experimental methods and parametric and non-parametric statistics. Discussion of external validity, and continued application of foundational concepts introduced in PSYC 301 will continue and students will be equipped with knowledge and skills to attain social scientific literacy, thoughtful engagement with research, and an ability to design, conduct, and analyze psychological research. Prerequisites: Mathematics 30-2 or the successful passing of an algebra competency test, and PSYC 301

PSYC 310 - Qualitative Methods 2017-18, Winter 3(3-0-0) This course concentrates on the philosophical underpinnings, contemporary perspectives, and research methods and strategies employed by qualitative and community engaged researchers. Selected qualitative methods to be explored include: qualitative interviewing, focus groups, ethnography, action research, narrative inquiry, and photovoice. We will also examine the process of qualitative inquiry, such as designing and planning qualitative projects, data collection, coding techniques, data analysis, and communicating the results of research. Students will consider the interplay between qualitative research, social justice, and social change and apply their knowledge in a community engaged research project. Same as SOCI 310 and SSCI 310. Prerequisites: PSYC 301, SOCI 309 or SSCI 309

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PSYC 327 - Between Science And Fiction: The Intersection of Psychology and Literature 2018-19, Winter 3 (3-0-0) Human being, whether explored through themes of identity, self, or character, is a constantly evolving narrative we construct of ourselves and others. This course examines the intersection of psychological and literary narratives as they construct human being, and emphasizes how storytelling is a vital yet undervalued notion in contemporary society. We will question how human identity is created and communicated, while exploring the fringes of socially accepted behaviour to examine how norms are established, upheld, and challenged both in literature and psychology. Same as ENGL 327. Prerequisites: ENGL 215 and one of PSYC 250 or 251

PSYC 333 - Psychology of Religion 2017-18, Fall 3(3-0-0) An introduction to religion viewed from psychological perspectives. In this course the student will gain: 1. An acquaintance with religious themes as exemplified in myths, rituals, and diverse practices of different religions, 2. An introduction to a variety of psychological approaches to religion (naturalistic, humanistic, phenomenological, comparative, psychoanalytic), and 3. A critical appreciation of the ethically sensitive and methodologically difficult issues involved with the study of religion and religiosity (such as ethnocentrism and reductionism) from a Christian faith perspective. The reading of primary text(s) will be an essential part of the course. Prerequisites: PSYC 250 or 251

PSYC 336 - Community Psychology 2017-18, Winter 3(3-0-0) Community psychology is concerned with the ways society impacts upon individual and community functioning and how psychological, mental health, and crime problems, for example, are often created and maintained by poverty, social injustice, marginalization, and other forms of oppression. Issues of diversity, multiculturalism and racism, of primary prevention and of mobilizing and empowering communities to bring about social change are discussed in a Canadian context. Group projects and various guest speakers will provide relevant experience in community psychology. Prerequisites: PSYC 250 or 251

PSYC 340 - Social Psychology Every Year, Winter 3(3-0-0) An introduction to the relationship between individuality and social context. The course covers the history of the field and its relationship to disciplines such as sociology and anthropology. 'Classic' social psychological experiments will be reviewed and experimental, evolutionary, and cross-cultural approaches compared. Other topics include: social cognition and perception, authority and obedience, conformity, depersonalization and institutionalization, attitudes and prejudice, attraction and aggression, normatively, ideology, and socialization and enculturation. Same as SOCI 340. Prerequisites: PSYC 250 or 251 or three credits in sociology at the introductory level.

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PSYC 341 - Psychology of Exceptional Children and Adolescents TBA 3(3-0-1) This course provides an overview of the major intellectual, academic, emotional, behavioural, sensory and physical exceptionalities that are encountered in classroom settings. Course participants will learn about the challenges and joys these exceptionalities pose for teaching and learning. Students will also examine such topics as the identification and diagnosis of these exceptionalities and the preparation of appropriate Individualized Educational Programs (I.E.P.'s). Through the seminar component, participants will become familiar with exceptional children and/or adolescents through credited volunteer activities. Prerequisites: PSYC 250 or 251

PSYC 351 - Childhood and Adolescence Every Year, Fall 3(3-0-0) This course examines the psychology of human development and change during infancy, early, middle and late childhood, and early and late adolescence. The dimensions of development to be investigated include the physical, cognitive, emotional, social, academic, moral and religious aspects. Students with credit in EDUC 263 or PSYC 350 cannot receive credit in PSYC 351. Same as EDUC 363. Prerequisites: PSYC 250 or 251

PSYC 352 - Adult Development and Aging 2016-17, Winter 3(3-0-0) This course examines the psychology of human development and change from early adulthood to death. Specifically, development is considered chronologically in the sequence of early, middle and late adulthood. Along with the physical, cognitive, social, emotional, moral and religious changes that occur in these years, we will also examine developmental responses to the challenges of changing careers, family structures, social tasks, psychological functions and faith commitments. Students with credit in PSYC 350 cannot receive credit in PSYC 352. Prerequisites: PSYC 250 or 251

PSYC 363 - Cognition Every year, Fall 3(3-0-0) An exploration of the activities of the mind, using a variety of approaches. Topics include attention, pattern recognition, language development and perception, problem-solving, concept formation, judgment and decision-making. Basic concepts will also be applied to issues such as dyslexia, deafness, primate language, artificial intelligence and creativity. Prerequisites: PSYC 250 or 251

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PSYC 370 - Ethology 2016-17, Fall 3(3-2-0) An overview of the evolution, function and development of animal behavior. Evolutionary processes (e.g. selection and adaptation); physiological processes (e.g. the nervous system and behavior); the behavior of individuals (e.g. development, learning, mating), and the ecology of behavior (e.g. foraging) are discussed. Same as BIOL 362. Prerequisites: PSYC 250 or 251, and PSYC 301and 302 or BIOL 210 or BIOL 211

PSYC 375 - Brain and Behavior Every Year, Winter and 2015-16, Spring 3(3-0-0) A study of the relation between biology and behavior in humans. Topics include mind/brain issues, brain development, genes and behavior, structure and function of the nervous system, brain disorders, biopsychology of motivated disorders, drug abuse and lateralization. Foundational issues as well as biological details will be emphasized. Same as BIOL 364. Prerequisites: One of BIOL 200, 210, 211, PSYC 250 or 251

PSYC 385 - Leadership Every Year, Summer 3(3-0-3) This course includes an overview of the various approaches to leadership theory, including trait-based, skills-based, situational, contingency, path-goal, leader-member exchange, transformational and servant leadership, and others. Leadership issues examined include: leadership development, roles of followers, management vs. leadership, personality, faith perspectives, personal values, group status and dynamics. The course practicum normally entails an extended outdoor trip of 3-6 days and includes activities and supports for self and group reflection. (This course is normally taught online in summer semester with the practicum at the end of August) Same as BUSI 385. Prerequisites: Consent of instructor

PSYC 390 - Psychology of Personality Every Year, Fall 3(3-0-0) A survey of classical and contemporary theories of personality with reference to the personal histories of their originators and to the structure, dynamics and function of the theories within their cultural context. Prerequisites: PSYC 250 or 251

PSYC 395 - Abnormal Psychology Every Year, Fall 3(3-0-0) A survey of the various psychological disorders, their clinical description, developmental background and treatment approaches. Included are the anxiety and mood disorders, psychosomatic, dissociative, eating

73 | P a g e and sleep disorders, sexual, substance use and personality disorders, schizophrenia developmental and cognitive disorders. Mental health policy and social issues will also be discussed. Prerequisites: PSYC 250 or 251; PSYC 390 recommended

PSYC 398 - Contemporary Issues in Psychology Every Year, Winter 3(3-0-0) Theoretical, ethical and methodological foundations of psychology are explored through reading, discussion and development of a research question, with emphasis on understanding these foundations as relevant to contemporary issues. Integrating a Christian faith perspective to psychology as a discipline, interdisciplinarity, and practical applications are themes foregrounded for discussion and explicit treatment. All students graduating from the 3-year psychology program are required to take this course in the final year of their degree; all students in the 4-year psychology program are required to take this course in the third year of their degree. PSYC 398 must normally be taken in the third year of study. Prerequisites: PSYC 301

PSYC 399 - Special Topics in Psychology Non-Recurring, 3(varies) An introduction to particular topics or figures of special interest to a member of the Psychology faculty and offered on a non-recurring basis. This course is intended for students in any year of study. Prerequisites: PSYC 250 or PSYC 251

PSYC 420 - History of Psychology Every Year, Fall 3(3-0-0) A study of the main concepts and major schools of psychology in their historical development. This course traces the development of psychology from its earlier status as a branch of philosophy to its present status as a special science. Prerequisites: PHIL 230 and six credits in psychology at the 300-level

PSYC 465 - Learning and Memory 2016-17, Winter 3(3-0-0) This course examines how behavior is affected by experience (learning) and how organisms retain those experiences so that they can affect behavior in the future (memory). Theories of learning, such as classical conditioning, operant conditioning, and imitation, are discussed as well as mechanisms for storing and retrieving learned information. Prerequisites: PSYC 250 or 251, and PSYC 301 Corequisites: PSYC 302

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PSYC 470 - Ecopsychology 2016-17, Fall 3(3-0-0) An exploration of the psychological dimensions of our dependence on God's creation and our responsibility to care for it. The psychological contributions to and consequences of environmental problems, and the potential for psychological intervention, will be examined from a Christian perspective. Prerequisites: PSYC 250 or 251 and ENVS 300 or nine credits in psychology at the 300- or 400-level including PSYC 301

PSYC 473 - Sensation and Perception 2017-18, Winter 3(3-0-0) An examination of the processes by which humans receive, select, analyze and interpret sensory information, and the factors which influence what is ultimately perceived. Topics include psychophysical methods, the visual system, the auditory system, the chemical senses, skin senses and perceptual development. Prerequisites: PSYC 250 or 251, and 301 Corequisites: PSYC 302

PSYC 477 - Evolution, Genes and Behavior 2017-18, Fall 3(3-0-0) This course examines how evolutionary psychology and behavior genetics can illuminate our embodied nature, and explores the strengths, limitations and implications of these approaches for understanding the human cycle. This course also examines how research and theorizing in these two areas are influencing culture, via the media. Same as BIOL 466. Prerequisites: PSYC 250 or 251, and PSYC 301 or at least 6 credits in biology at the senior level

PSYC 485 - Senior Research Project Every Year, Fall 3(0-1-3) In this course students initiate a research project, designed in consultation with the instructor. This project may be a research project in the laboratories at the University, a community-engaged project with a public agency, or a psychological literature research project, individually, or as part of a team. Other ventures are possible. Requirements for the project will vary according to methodology and research question; the student is required to conduct a literature review, develop a detailed proposal, and initiate research. Project completion, including `publication' of the results in the form of a poster, public presentation, or paper, will occur in PSYC 495. Prerequisites: PSYC 302, 398

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PSYC 490 - Communication and Counselling Skills Every Year, Fall 3(3-0-3) An introduction to and practical application of basic communication and counselling skills. Students will learn to use the various skills in lab sessions. Acquisition of these skills will allow students to improve communication in their relationships and enable them to facilitate client communication in a counselling setting. Prerequisites: Nine credits in psychology at the 300- or 400-level including PSYC 395

PSYC 492 - Clinical Psychology 2016-17, Winter 3(3-0-0) This course examines the scientific foundations and theoretical orientations that guide clinical psychologists. Topics covered include contemporary methods of assessing, diagnosing and treating those with psychological, relational and mental health problems. The importance of developing good clinical judgment and the value of working with clients in a community context is highlighted. Prerequisites: Nine credits in psychology at the 300- or 400-level including PSYC 395

PSYC 493 - Psychology of Testing and Measurement 2017-18, Winter 3(3-0-3) This course provide a foundation for understanding psychological testing and measurement principles and developing skills in psychological assessment. The clinical, ethical, legal, and practical issues concerning psychological assessment and the place of testing in psychological practice will be examined. Prerequisites: Nine credits in psychology at the 300-level including PSYC 301 and 302

PSYC 494 - Advanced Topics in Psychology Every Year, Fall or Winter 3(3-0-0) In-depth examination and discussion of a specific topic in psychology. Specific topic(s) for the year will be posted prior to the spring registration period, and earlier if possible. This course is intended for students in the third or fourth year of a four-year psychology program and will build on previous courses in the program. Prerequisites: PSYC 250 or 251, and 301; some topics may have more specific prerequisites

PSYC 495 - Senior Psychology Seminar Every Year, Winter 3(0-3-0) All students graduating from the 4 year Psychology program are required to take this course. The course integrates philosophical and theoretical foundations with practical implications of the different courses encountered in the program through the development of and reflection upon student research projects. It will build on research questions initiated in Psyc 398. PSYC 495 must normally be taken in the final year of study. Prerequisites: PSYC 485

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PSYC 497 - Research Practicum in Psychology Every Year, Fall and Winter 3(0-0-3) This course is designed for students with an interest in conducting an independent research project in psychology. This project may be an independent study conducted at the University, a cooperative project with a community group or agency, or a collaborative project with a senior investigator. Each student is required to submit a proposal for a project, and receive approval for the project, before being enrolled in the course. Students with credit in PSYC 496 cannot receive credit in PSYC 497. Prerequisites: A minimum of 18 credits in psychology at the 300- and 400-level including PSYC 301, 302 and consent.

PSYC 499 - Directed Studies in Psychology Every Year, 1 to 3 (varies) An opportunity to do intensive study of a special topic of particular interest to a student. Students work closely with a faculty member in tutorial meetings. Students must apply in advance to the faculty member. Prerequisites: Six credits in psychology at the 300-level, and consent of instructor

SSCI 309 - Methods of Inquiry and Analysis in the Social Sciences Every Year, Fall 3(3-0-2) Introduction to methods of research design, data collection and data processing techniques used by social scientists. Includes an examination of the relationship between theory and method, research values and ethics and measurement issues as they pertain to experimentation, survey research, field research, content analysis and historical/comparative analysis. SSCI 309 must normally be taken in the second year of study. Students with credit in PSYC 301 cannot receive credit in SSCI 309. Same as SOCI 309. Prerequisites: Three credits of a designated social science course

SSCI 495 - Senior Social Science Seminar Every Year, Winter 3(0-3-0) All students with social science as a first subject of concentration in the B.A. program are required to take this course. The seminar is designed to engage students in clarifying the common ground of traditionally distinct social science disciplines. Emphasis is placed on interdisciplinary concerns. Prerequisites: Six credits in a designated social science discipline at the 300-level

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SOCI 200 - Introductory Sociology Every Year, Fall 3(3-0-0) An examination of the theory, methods and substance of sociology. The course also gives an overview of the major systems of thought vis-a-vis questions about social order, social change and social institutions.

SOCI 201 - Canadian Society Every Year, Winter 3(3-0-0) This course will explore the development of Canadian society in the context of a variety of national and international level issues, including: French-English-Aboriginal relations, regionalism, multiculturalism, business/labor relations, criminal justice, and class and gender inequalities. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD).

SOCI 301 - Sociology of Gender 2016-17, Fall 3(3-0-0) Comparative study of gender roles and relations with an emphasis on Canada; a review of theories explaining sex-specific perspectives and behaviors; recent sociological research on the interpersonal, cultural, and structural significance of changing roles for women and men in contemporary societies. Prerequisites: Three credits in introductory sociology

SOCI 302 - Men and Masculinities 2016-17, Winter 3(3-0-0) This course will involve an exploration of the developmental, relational and structural conditions of men's lives in their diversity, with particular emphasis on Canada. The course will examine the interpersonal, cultural and structural dimensions of boys and men's lives in the context of recent theoretical and research-related developments in men's studies. Prerequisites: Three credits in introductory sociology

SOCI 309 - Methods of Inquiry and Analysis in the Social Sciences Every Year, Fall 3(3-0-2) Introduction to methods of research design, data collection and data processing techniques used by social scientists. Includes an examination of the relationship between theory and method, research values and ethics and measurement issues as they pertain to experimentation, survey research, field research, content analysis and historical/comparative analysis. SOCI 309 must normally be taken in the second year of study. Students with credit in PSYC 301 cannot receive credit in SOCI 309. Same as SSCI 309. Prerequisites: Three credits of a designated social science course

SOCI 310 - Qualitative Methods 2017-18, Winter 3(3-0-0) This course concentrates on the philosophical underpinnings, contemporary perspectives, and research methods and strategies employed by qualitative and community engaged researchers. Selected qualitative methods to be explored include: qualitative interviewing, focus groups, ethnography, action research, narrative inquiry, and photovoice. We will also examine the process of qualitative inquiry, such

78 | P a g e as designing and planning qualitative projects, data collection, coding techniques, data analysis, and communicating the results of research. Students will consider the interplay between qualitative research, social justice, and social change and apply their knowledge in a community engaged research project. Same as PSYC 310 and SSCI 310. Prerequisites: PSYC 301, SOCI 309 or SSCI 309

SOCI 316 - Aboriginal Issues in Canada 2017-18, Winter 3(3-0-0) An introduction to current social issues and developments involving First Nations, Metis and Inuit peoples in Canada. Issues surrounding family, education, justice, gender, health, urbanization, leadership, youth and Elders will be examined in light of the history of European colonization as well as current initiatives that promote a positive way forward. This course is considered a Canadian Studies course for purposes of King's B.Ed. (AD). Prerequisites: Three credits in introductory sociology

SOCI 317 - Christian Social and Political Movements 2016-17, Winter 3(3-0-0) This course examines the development of Christian social and political ideas and movements within Roman Catholic and Protestant traditions since the French Revolution (1789). It explores the context in which these movements arose, their distinctive ideas and strategies, as well as the practical changes they advocated. Special attention will be given to the way these movements tackled several key contemporary issues and the eventual outcomes of these efforts. Same as HIST 317 and POLI 317. Prerequisites: HIST 204 or POLI 205 or three credits in introductory sociology.

SOCI 318 - Race and Ethnic Diversity 2017-18, Fall 3(3-0-0) Canada encompasses a wide diversity of cultures and ethnic groups. It is often described as having two founding nations even though Aboriginal peoples predated the settling of the French and the English and are a vibrant element in Canadian society. Numerous ethnic groups have also become part of what is often termed "the Canadian mosaic". In this course we will examine these issues from a variety of sociological perspectives. Prerequisites: Three credits in introductory sociology

SOCI 319 - Sociology and the Environment 2016-17, Fall 3(3-0-0) Understanding society requires understanding both the collective impact of humans on the environment and the natural world on humanity. This course will address the role of social structures as cause, impediment and solution to environmental problems. Topics include the social construction of nature, sustainable societies, environmental justice and environmental movements. Prerequisites: Three credits in introductory sociology or human geography

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SOCI 321 - Community and Place 2016-17, Fall 3 (3-0-0) This course will examine the role of community in human social life in an age of globalization. Topics will include community development, diversity, social exclusion/inclusion, community resilience, and rural and urban communities. The course will also examine different types of communities including: radical Christian communities, cooperatives, intentional communities, and current initiatives in support of developing sustainable communities. Same as GEOG 321. Does not meet breadth social science requirements. Prerequisites: Three credits in introductory sociology or GEOG 310

SOCI 324 - Sociology of Deviance 2017-18, Winter 3(3-0-0) The sociology of deviance addresses the questions "What is social deviance?" and "What does the process of someone or some group becoming deviant imply?". Every day each person is involved in the making, breaking and enforcing of rules. This course therefore examines what each student thinks about the various aspects of anyone, including oneself, becoming an outsider. Prerequisites: Three credits in introductory sociology

SOCI 325 - Criminology 2016-17, Winter 3(3-0-0) Examination and application of theories of criminal and delinquent behavior. Also examined is the relationship between laws and morality and the social processes leading to criminal behavior. Prerequisites: Three credits in introductory sociology

SOCI 332 - Classical Sociological Theory 2017-18, Fall 3(3-0-0) A survey of the origin and the development of classical sociological theory, with particular emphasis on the perspectives and concepts articulated by Comte, Spencer, Martineau, Marx, Durkheim, and Weber. Prerequisites: Three credits in introductory sociology

SOCI 333 - Contemporary Sociological Theory 2017-18, Winter 3(3-0-0) A survey of the contributions of modern sociological theorists, particularly those who contributed to the development of functionalist, symbolic interactionist, and critical schools of thought. Contemporary contributions from feminist, modernization, and other theorists will also be examined. Prerequisites: Three credits in introductory sociology

SOCI 340 - Social Psychology Every Year, Winter 3(3-0-0) An introduction to the relationship between individuality and social context. The course covers the history of the field and its relationship to disciplines such as sociology and anthropology. 'Classic' social psychological experiments will be reviewed and experimental, evolutionary, and cross-cultural

80 | P a g e approaches compared. Other topics include: social cognition and perception, authority and obedience, conformity, depersonalization and institutionalization, attitudes and prejudice, attraction and aggression, normatively, ideology, and socialization and enculturation. Same as PSYC 340. Prerequisites: PSYC 250 or 251 or three credits in introductory sociology.

SOCI 345 - Media and Society 2017-18, Fall 3(3-0-0) A critical examination of mass media as a cultural and institutional phenomenon. Examining film, television, print and electronic media, and popular music in the context of culture, major social institutions and everyday life. Prerequisites: Three credits in introductory sociology

SOCI 346 - Sociology of Art 2016-17, Fall 3(3-0-0) This course will examine the complex interrelationship between culture, the artist and society. The course will evaluate the tension linking the creative individual to his or her society. Prerequisites: Three credits in introductory sociology

SOCI 348 - Socio-cultural Aspects of Sport 2016-17, Winter 3(3-0-0) This course examines how socio-cultural factors influence sport, and how sport has become a socializing agent of society and culture. Historical and sociological dimensions are explored. Aspects include the industry of sport, gender and sport, ethics and sport, and sport phenomena such as the Olympics. Same as PHED 348. Prerequisites: 3 credits of physical education or sociology

SOCI 360 - Social Inequality in a Global Age 2016-17, Winter 3(3-0-0) Social Class Inequality and Justice. An introduction to theories of social stratification and class inequality as well as examination of local, national and international responses that have been informed by a commitment to social justice. Particular attention will be given to issues of class inequality as they relate to race/ethnicity, religion, and gender. Prerequisites: Three credits in introductory sociology

SOCI 361 - Sociology of Development 2017-18, Fall 3(3-0-0) This course provides a sociological analysis of development. Beginning with a critical review of competing theoretical perspectives and empirical evidence, the course examines the diverse trajectories of industrialization and economic development across nations of different political and economic systems. The course further explores key international events that have rearranged the world and shaped global stratification. Among these events are: social reorganization under colonialism, postwar

81 | P a g e politics and restructuring, the end of the cold war, globalization of trade and production, the debt crisis, aid, migration, and gender and development. By critically engaging the core issues in the field of development, students will apply their theoretical understanding to empirical examples. The aim of the course is to enable students to develop the ability to critically analyze "doing development" in a global context. Prerequisites: Three credits in introductory sociology

SOCI 362 - Science and Society 2017-18, Winter 3(3-0-0) An exploration of the place of science in contemporary Western societies. The complex relationship between science and our social and natural environments is examined in the context of culture, major social institutions and people's everyday lives. Prerequisites: Three credits in introductory sociology

SOCI 370 - Marriage and Family 2016-17, Winter 3(3-0-0) A study of the structures and forms of marriage and family as they developed historically and culturally in various societies. The course analyzes the contemporary functioning of marriage and family. Prerequisites: Three credits in introductory sociology

SOCI 376 - Sociology of Religion 2017-18, Fall 3(3-0-0) Examining the social significance of religion in societies, tribes, organizations and individual lives. Religious myths, rituals, symbols, beliefs and organizations are studied as aspects of the social environments in which they emerge, are maintained and/or are challenged. Also analyzed is the role of religion in relation to social integration and social change. Prerequisites: Three credits in introductory sociology

SOCI 395 - God, Physics and the Human Prospect 2016-17, Winter 3(3-0-0) This course is intended for students in their senior year of study and will focus on the dialogue between scientific and other ways of knowing. Topics will be drawn from Physics, Theology and Sociology that will illuminate such motivating questions as 1) How can Science and Theology engage in a conversation of mutual understanding and transformation? 2) How, or in what ways, has science changed our ideas about what it means to be human? and 3) Given these changes, how then ought we to live our lives? Same as PHYS 395 and THEO 375. Prerequisites: Six credits in one or more of Physics, Sociology or Theology

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SOCI 399 - Special Topics in Sociology Non-Recurring, 3(varies) A course on a topic or figure of special interest to a member of the sociology faculty and offered on a non-recurring basis. Prerequisites: Three credits in introductory sociology

SOCI 433 - Theories of Social Justice 2016-17, Fall 3(3-0-0) This course places Community Engaged Research (CER) within broad frameworks of structural, social, and environmental inequalities alongside theories of resistance, social change, capacity building, and transformation. The course promotes systematic, reflexive, theoretical thinking about specific issues related to CER opportunities at King's, in areas such as poverty, homelessness, gender discrimination, colonialisms, environmental justice, resistances, and resiliencies. Prerequisites: SOCI 333

SOCI 495 - Senior Sociology Seminar Every Year, Winter 3(0-3-0) All students with sociology as a first subject of concentration are required to take this course. The seminar will engage students in clarifying the relationship between a Christian understanding of the human condition and the discipline of sociology. Prerequisites: Six credits in sociology at the 300-level

SOCI 499 - Directed Studies in Sociology Every Year, 1 to 3 (varies) An opportunity to do intensive sociological study on a special topic of figure of particular interest to the student. Students work closely with a member of the sociology faculty in tutorial sessions. A student must apply in advance to the faculty member. Prerequisites: Six credits in sociology at the 300-level, and consent of instructor

SSCI 309 - Methods of Inquiry and Analysis in the Social Sciences Every Year, Fall 3(3-0-2) Introduction to methods of research design, data collection and data processing techniques used by social scientists. Includes an examination of the relationship between theory and method, research values and ethics and measurement issues as they pertain to experimentation, survey research, field research, content analysis and historical/comparative analysis. SSCI 309 must normally be taken in the second year of study. Students with credit in PSYC 301 cannot receive credit in SSCI 309. Same as SOCI 309. Prerequisites: Three credits of a designated social science course

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SSCI 495 Senior Social Science Seminar Every Year, Winter 3(0-3-0) All students with social science as a first subject of concentration in the B.A. program are required to take this course. The seminar is designed to engage students in clarifying the common ground of traditionally distinct social science disciplines. Emphasis is placed on interdisciplinary concerns. Prerequisites: Six credits in a designated social science discipline at the 300-level

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Library Review

Library Review for Social Sciences Group

April 2016

A review of the print and electronic resources related to the disciplines of Economics, Educational Psychology, Geography, History, Political Science, Psychology and Sociology leads me to conclude that the Simona Maaskant Library is able to provide a basic level of supplemental print and online resources to support the core topics taught in these departments. Our collection analysis did reveal however that many of the print resources in this area are becoming outdated – 82% of King’s materials classified within the relevant Library of Congress classifications of are more than ten years old. A modest level of reinvestment ($6,000), in addition to the funds allotted by the Library on an annual basis, would be of great benefit to students and faculty. King’s is fortunate, however, to have access to the materials provided through the NEOS Library Consortium as well as our growing collection of ebooks.

Print Book and Ebook Holdings

The Simona Maaskant Library has a total of 18,193 print books and ebooks in the LC classifications of

• BF, D, G, GA, GAB, GAI, GAL, GAN, GAR, GB, GE, BEO, GER, GF, GHA, GIN, GLA, GN, H and J.

The Library also holds 20 current and several discontinued runs of periodicals related to the social sciences group.

Other Support

King’s faculty and students are also supported by an excellent interlibrary loan service. This service is provided through the NEOS Library Consortium, which has reciprocal borrowing arrangements with academic libraries across Canada and the world.

Electronic Resources

The Library also subscribes to the following relevant electronic resources:

Social Sciences Group Databases

Bibliography of Native North Americans

Canadian Business and Current Affairs

China: Trade, Politics and Culture 1793-1980

Dictionary of Canadian Biography

Early Canadiana Online

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ERIC

18 th Century Journals

Empire Online

Films on Demand

JStor

Mass Observation Online

Medieval Travel Writing

Oxford Dictionary of National Biography

PsycInfo

PsycArticles

Slavery, Abolition and Social Justice 1490-2007

SocIndex

General Resources

Academic Search Complete

Masterfile Premier

Omnifile Full Text Select

Recommendation

Library staff would be pleased to work with faculty members to discuss the information needs of students and faculty in the BA Social Sciences Group program and to initiate a plan for improving this area of our collection.

Library staff are concerned about the aging of our collection. Annual spending for monographs in this area is $12,000. This provides us with approximately 240 new books per year, which may be a reasonable amount of material for a university of our size. However, we do face the question of how to update the rest of our aging collection, as 82% of our print books are more than 10 years old. We would also like to subscribe to additional relevant electronic databases - when funds are available.

I recommend that the Library receive additional collection funding in the amount of $6,000 in the 2016- 17 academic year in order to assist us with reinvigorating collections in this area.

Submitted by Tim Janewski, Director of Library Services

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External Reviewer’s Report

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External Review Report

Dr. Ray Vander Zaag, Canadian Mennonite University.

1. Overview

The Social Sciences Group Concentration (SSCI) has been a valuable program at King’s University, offering a flexible, credible and useful course of study that has served students well. Its interdisciplinary approach supports King’s Christian liberal arts mission for integral and engaged learning that prepares students to “bring renewal and reconciliation” in a complex world. Program requirements meet internal and external standards for interdisciplinary breadth and disciplinary depth. However, the development of two new focused interdisciplinary programs, plus disciplinary programs in Psychology, Sociology and History, has sharply reduced enrollment. As a result, the SSCI program no longer has unique courses or a faculty champion, and so feels somewhat neglected by current students, in terms of promotion and advising, or faculty investment in SSCI programming and courses.

The available data indicates SSCI students are generally as strong as other students at King’s, in terms of admission grades, retention rates, and student satisfaction. Post-graduation opportunities are strong for those who wish to become teachers – about 40% of graduates enter King’s B.Ed. program. For other students, the SSCI can be either a specifically focused or a generalist degree, and it is not clear how well students are able to articulate how their interdisciplinary degree has prepared them for their vocation.

While resources and faculty scholarship are mostly focused on newer and larger disciplinary interdisciplinary programs, King’s faculty strongly embrace interdisciplinary approaches. This is evident in strong research publication records, including significant cross-disciplinary collaborative research and outreach activities. Thus there remains good opportunity to revise the SSCI, particularly if these revisions would give it a clearer and better supported role in King’s curriculum.

Specific recommendations that should be considered include: - Identification of a faculty coordinator (‘champion’) for SSCI, who would work to create an advising and programming ‘home’ for SSCI among students. - Revision of the delivery of the Senior Social Science Seminar, either by creating a specific course on interdisciplinary approaches and intergration that is open (and attractive) to all social science students, or by replacing it with the Senior Seminar courses in the discipline in which a student has taken the most courses. - Comprehensive revision, in conjunction with revision of all social science concentrations. Assuming the four-year Sociology major is approved in the near future, the Social Sciences concentration would become the only three-year concentration, with both disciplinary streams (in Politics, Economics and Geography, as well as Sociology and Psychology), and a general interdisciplinary stream. - Creation of a four-year Interdisciplinary Social Science major, to enable self-designed programs of in-depth thematic study for students with specific and/or unique educational interests that cannot be met by current four-year majors.

2. Process

The External Review was conducted by Dr. Ray Vander Zaag, Associate Professor of International Development Studies at Canadian Mennonite University. For the past three years he has also served as Associate Dean (initially for Social Sciences, and then upon reconfiguration in 2014, of Program), which included oversight for the three and four-year Social Science majors at CMU.

The external review was initiated with a telephone conversation with Dr. Henry Bestman, King’s VP Academic, during which the context and purpose of the review was discussed. Review documents, consisting of the Self-Study Report, a compilation of Faculty CV’s, the King’s University Academic Program Review Policy and the King’s “Shared Vision 20/20” Strategic Plan, were received prior to the site visit, and reviewed carefully.

The core of the external review consisted of a one-day visit to The King’s University, conducted on April 12, 2016. A series of 50-80 minute meetings were held with (in order): - Dr. Chris Peet (Dean of Social Sciences) and Glenn Keeler (Associate Vice President, Institutional Research) - student Brittany Wells (second year Social Science Group concentration) - Dr. John Hiemstra (Political Science), Dr. Lloyd DenBoer (Education), Dr. Richard Vaudry (History) and Dr. Geerta Kits (Economics) - A lunch meeting with student Rachel Messelink (third year Social Science Group concentration) - Dr. Randy Haluza-Delay (Sociology) and Dr. David Long (Sociology) - A wrap-up meeting with Dr. Chris Peet and Glenn Keeler - A supper meeting with Dr. Harry Spaling and Dr. Joanne Moyer (both Environmental Studies and Geography). (It was planned that several SSCI alumni would attend this dinner, but I was informed that none were able to schedule their participation.)

The day also included a tour of campus facilities (classrooms, labs, library and bookstore, student services and student life areas, gymnasium and chapel area). Course syllabi were also provided during the day, in response to requests, for the three classroom-taught courses with a SSCI prefix (309 - Methods of Inquiry and Analysis, 310 - Qualitative Methods, and 495 - Senior Seminar).

3. Strategic Alignment

As detailed in the Self-Study report, the Social Science Group major was a strategic way to organize King’s academic programming in the Social Sciences when King’s was founded, and has served well as individual disciplinary programs in Psychology and Sociology, and new specifically-focused interdisciplinary programs (in Politics, History, Economics and Environmental Studies) reached critical size and were established as majors. However, as a result of the success of these other programs, declining enrollment in the three-year SSCI has made it largely a ‘remnant’ program that is not seen as particularly important to King’s curriculum.

Yet interdisciplinary approaches should remain important, perhaps increasingly so. Broadly, a Christian liberal arts university such as The King’s University has a mission and vision that are naturally oriented to interdisciplinary learning. Since the call (mission) of the Christian gospel is wide and comprehensive of all of life, the call to “bring renewal and reconciliation to all walks of life as followers of Jesus Christ” requires wide and integral learning of interrelated social realities. Christian liberal arts education stands in needed alternative to the tendency for public university education to be increasingly specialized and narrowly professionalized. An interdisciplinary approach to learning that is engaged and relevant to serving the world is a key mark at King’s, as exemplified by the Social Sciences concentration, as well as the two afore-mentioned strong interdisciplinary programs, and the distinctive Interdisciplinary Studies conferences that happen each semester.

The year-old ‘Shared Vision 2020’ Strategic Plan puts considerable emphasis on community and student engagement as the means to ensuring both the mission and the growth/sustainability of King’s. This theme of engagement (exemplified by intiatives identified in the Plan such as engaged community and academic research, service partnerships with local and international organizations, and a new Interdisciplinary Centre on Christian Thought and Action) will call for faculty and students who approach and understand ‘humanity, justice and sustainability’ in integral, flexible and open ways. While specialization and expertise are important, the value and reputation of a King’s education will come from the ability of King’s faculty and students to create strong, relevant relationships with the communities King’s serves. The presence of a variety of vibrant interdisplinary programs, including a renewed Social Sciences Group concentration, can serve as an important signal of King’s intention and approach to these strategic goals.

4. Curricula and Learning Environment.

The standards for curricula in interdisciplinary Social Science concentrations/majors vary greatly among the universities that offer them. Since the very rationale of interdisciplinary programs is to allow learning across a range of disciplines, requirements are established that ensure both breadth and depth in a program of study. Inevitably, there is some tension between these objectives, given the constraint of 36 to 42 total credit hours in a three-year program of study. Breadth and depth goals are achieved in the King’s SSCI concentration by requiring courses in a minimum of three disciplines, and requiring at least 21 credit hours (of a minimum 36 total credit hours) at the 300 and 400 levels from two disciplines and the three required SSCI courses. Internally to King’s, this requirement (21 cr hrs) is comparable to the concentrations in History, Sociology and Psychology (though the proportion of senior courses is higher in these concentrations, as they only require 24-27 cr hrs). Externally, this requirement is similar to three-year degrees at Concordia University of Edmonton (which requires a total of 21 cr hrs at the senior level in the combined minimum total of 42 cr hrs for the required concentration and minor) and at Canadian Mennonite University (which requires 18 of 36 cr hrs at the second year or higher level, and 6 cr hrs at the third year level.)

The flexibiity of the SSCI concentration serves a number of types of students. Some students have a specific pre-professional goal for their degree, which cannot be fulfilled with a regular disciplinary concentration. Thus, many pre-Education students have historically taken the SSCI concentration, as it allows them to fulfill teachable requirements for elementary and/or secondary teaching. Over the past 10 years, about 40% of SSCI graduates (14 of 36) have gone on to enroll in King’s B.Ed. program (see p. 11 of the Self Study report), and others may have enrolled in B.Ed. programs elsewhere. Other students have a specific interest that cannot be fulfilled within a narrower disciplinary concentration or the other (four-year) interdisciplinary majors at King’s, and the SSCI allows them to design a concentration to meet this interest. Still other students can use the SSCI concentration to allow them to graduate with a ‘general’ degree, if they have been unable to decide on a specific focus for their studies. While this is the weakest rationale or purpose for the SSCI concentration, it does serve a useful purpose in allowing such students to graduate with a university degree. There was no data available on what proportion of SSCI graduates could be classified in these later two categories (nor would it be easy to readily make such classifications.)

The flexibility (or lack of disciplinary focus, put negatively) of the degree does put a burden on students, in that they must assume more responsibility for understanding and articulating (in job interviews, on job appliciation forms, etc) what their degree has prepared them to do. This leads to an important issue concerning the learning environment for students in the SSCI concentration – there are no dedicated faculty for this program, and thus no faculty take the lead to champion or promote the concentration, and to create a supportive learning environment. Both of the interviewed students commented that they only switched to the SSCI concentration after being at King’s for a while, as the SSCI was not well publicized or promoted. Both students also felt there was not a strong sense of ‘community’ in the small cohort of SSCI students.

As described in the Self Study report, the curriculum of the three-year Social Science concentration consists almost entirely of courses from disciplinary fields within the Social Sciences and History. There are only three regular classroom-taught courses in this list that carry the Social Sciences Group Concentration (SSCI) prefix, and two of these are required. Two of these three courses are Methods courses that are cross-listed with (and essentially the same as) Sociology methods courses, and the Senior Social Science Seminar course has been delivered together with the Senior Sociology Seminar course in the past ten years, due to small enrollments. Effectively, there are no dedicated or unique SSCI courses.

5. Faculty and Staff

Just as there are effectively no dedicated SSCI courses, there are no faculty with specific appointments in the SSCI program. Yet there is a large group of faculty (approximately 14) from across the Social Sciences and History who deliver instruction in the seven disciplines from which the program draws courses. Thus, because of the open nature of the program, students have access to a broad range of faculty, and the various scholarly interests and expertise they represent.

Yet because the program is interdisciplinary, has declined in enrollment and so effectively draws all its courses from other disciplinary programs, it appears there is little incentive for faculty (and other academic) investment in the program. As indicated in the Self Study report (see Fig. 9a), SSCI students take the majority of their courses in Psychology, Sociology and History. Yet faculty in these disciplines understandably put their primary energies in supporting, developing and promoting their disciplinary majors and concentrations. Effectively, and as expressed by several faculty, there is no faculty champion for the program. Thus it is not surprising that the program does not have specific programs of professional development, visiting scholars, or other supplemental activities to support teaching and research in the program.

It is apparent that the lack of both fully dedicated courses (as described in the previous section) and faculty (described above) affects the learning environment in the SSCI program. As described in the Self Study and reinterated to me by faculty, there is significant tension in the joint delivery of the capstone Senior Seminar course in SSCI with the Senior Sociology Seminar. This is felt the most strongly by the Sociology faculty who have carried the responsibility of teaching these courses, and see SSCI as less-well prepared than their other students. Thus the faculty who might be expected to be the SSCI’s strongest champions are not, and the most enthusiastic faculty support for the program came from a member of the Education faculty, who benefit from the ‘feeder’ nature of the program. 6. Students

The small number of students (10) graduating with the SSCI concentration in the past five years makes it difficult to confidently assess patterns in student outcomes. The entrance and continuance requirements are the same as other programs. Data provided by the Institutional Research office indicates that the quality of students in the SSCI is similar to students in disciplinary social science concentrations. 1 Despite this, some faculty experienced SSCI students as being weaker academically, basing this view on the fact that SSCI students do not study a discipline in depth (i.e. don’t usually take the upper-level disciplinary ‘theory’ courses).

Similarly, data on alumni outcomes is circumscribed by the low number of respondent (5 of only 8 SSCI graduates) to the 2012 and 2014 Graduate Outcomes Survey, and no comparable information for all graduates. Generally, the information provided (see Self Study report sections 4.2 on alumni employment and satisfaction rates, and section 4.4 on alumni ranking of program qualitative aspects) suggests their program of study has served them well. The lowest ranked ‘benefit’ was “skills needed for particular job” (see Fig. 16 top chart), which suggests the general and perhaps unfocused nature of the degree, and/or its pre-professional (for B.Ed students) nature. The somewhat lower retention rate for SSCI students ((71% compared to 77% for all King’s students, though the sample size of SSCI may be too small for this difference to be statistically significant) also suggests that the ‘generalist’ nature of the concentration makes it difficult for some students to see a direct career value in completing this program. The value/ability of an interdisciplinary degree is shown in the generally high ranking given for providing more general ‘competency skills’ (see Fig. 16, bottom chart – almost all elements received the top two rankings from at at least 80% of respondents.) The high rankings on these outcomes also indicate strong alignment with King’s mission, vision, and values. Overall, King’s enjoys a very high student satisfaction and there is no significant evidence that SSCI students have a different experience at King’s.

7. Resources

As indicated in the Self-study report, the SSCI concentration is almost completely ‘free’, as it utilizes faculty appointed in other programs and delivers the required courses as cross-listed courses with Sociology. As indicated above, the program does not receive sufficient faculty/staff support for student academic advising and career planning. Faculty tend to focus their efforts on their ‘home’ discipline, and the career path for a ‘generalist’ SSCI student is not self-evident, unless they are a pre-B.Ed. student. This is evident in the (albeit limited) student responses to the National Survey on Student Engagement (see Fig. 15), the scores for ‘academic advisors’ and ‘ other administrative staff and offices’ were the two lowest scores.

8. Research and Scholarship

Given that the Social Science Concentration is an interdisciplinary program, in which no faculty are directly or specifically appointed, it is difficult to assess faculty scholarship directly related to the program. In their disciplinary areas, all faculty CVs reviewed demonstrated significant programs of research and publication. As an overall assessment, King’s social science faculty have stronger records

1 The two metrics used were a) the proportion of students, classified by three-year concentration, who were either on probation or required to withdraw, and b) the proportion of students, classified by three-year concentration, who graduated with distinction. Average GPA was not used, as the small number of students in the SSCI concentration would effectively reveal that information on an individual student basis. of scholarship than faculty in comparable small universities in Canada (i.e. other primarily undergraduate, liberal arts universities with a high teaching load.)

Further, it is evident that the Social Science (and most other) faculty at King’s are committed to, and very active in, interdisciplinary scholarly approaches. Almost all faculty members have jointly-authored papers (often with faculty in other disciplines) on their CV, and many also have substantial applied or popular publications and presentations in which they apply their disciplinary knowledge to topical social issues in ways that require broad analysis. Five of the eleven tenured/tenure-track Social Science faculty teach primarily in the two other strong four-year interdisciplinary programs (Politics, History, Economics and Environmental Studies). Thus a strong interest and commitment to interdisciplinary learning is evident at King’s, and is an important asset in thinking about the future of the SSCI concentration.

9. Degree Recognition

The largest single recognition sought by SSCI is admission to a B.Ed. after-degree program – slightly less than half of graduates in the past 6 years have gained admission to King’s B.Ed. program (see p. 11 of the Self Study report.) Given the establishment of other interdisciplinary programs (the PHE and Environmental Studies majors) at King’s, this remains a key rationale for the continuance of the SSCI. Beyond this, and as indicated in Section 6 above, the limited data from the 2012 and 2014 Graduate Outcomes Survey suggests graduates generally are able to find employment or continue their schooling. In general, King’s graduates have a very good reputation, and strong students have had good success gaining admission to various graduate programs.

The recognition of the Social Science Concentration is influenced by two broader dynamics. First, all three year academic programs in universities in Western Canada are becoming less favoured, at least by universities themselves. None of the large public universities in Alberta continue to offer them in disciplinary programs. Three-year programs of study are increasingly seen as pre-professional programs, for programs in medicine, law, dentistry and (including at King’s) education. Second, the interdisciplinary nature of the concentration causes many to view it as a ‘generalist’ degree, for students who are not able or have not determined a specialized area of study. Given that three-year concentrations in History, Sociology and Psychology (the three disciplines in which SSCI student take the majority of their courses) are also available, there may be some validity in this view.

For both these reasons, for students seeking work after their three-year degree, employers may consider them less capable than students with four-year degrees. Yet for some students, their vocational interests may require a interdisciplinary combination of courses, and not neatly ‘fit’ within a more-narrow disciplinary concentration. For such students, it is important that they be able to articulate the coherence and alignment of their studies to their interests.

10. Recommendations

As described in the previous sections, while the standards and delivery of the SSCI have met normal unversity criteria for such programs, declining student enrollment has created specific issues that should be addresssed. In general, the Self Study Report has already accurately described many of the issues and possible options for the SCCI.

This review of the current program does NOT suggest that the program should be either retained as it is, or discontinued. A number of recommendations for revising and better aligning the SSCI program with current realities and opportunties follow. However, it should be noted that study of review documents and a single day of interviews only provides an outsiders’ understanding of best options, and so a number of options will be provided in some cases. The recommendations will move from more specific/immediate to more general and tentative.

1. The SSCI program again requires a faculty champion, who will ensure the program is promoted within and without the institution, and who is available to advise students and guide their selection of courses that fit their vocational goals. Ideally, such a faculty champion is self- selected, and does not see this role as an additional administrative imposition that takes away from their primary disciplinary interests. Since no current faculty appear to have self-selected to replace previous faculty champions who are not longer at King’s, it may be a challenge to effectively fill such a role. 2. The delivery of the current SSCI-495 Senior Social Science Seminar (really the only unique course solely designed for SSCI students) with students in the SOCi-495 Senior Sociology Seminar should be revised. As discussed above, the tension between the contending interdisciplinary/integrative and disciplinary/coherence foci of the two courses is counterproductive. Given that only 2-4 students require SSCI-495 each year, an easy solution is not evident. Two possible solutions are suggested: a. Offer SSCI-495 as a separate coure, with its intended distinctive focus on interdisciplinary integration across the social science disciplines, but increase enrollment by opening the course as an optional (or even required course) for students in Sociology, Psychology and other disciplines who are interested in examining interdisciplinarity and its approaches to social change. b. Require SSCI students to take one theory course (in the Social Science discpline in which they take the largest number of courses?). In this way, SSCI students could more appropriately take the Senior Seminar capstone in Sociology (as they effectively do now), or the equivalent capstone course in History, PHE, or Psychology. 3. Both of the above recommendations would be moot if the SSCI was more significantly revised. Of the options presented in the Self Study Report, two (not-exclusive) options should be considered: a. Assuming that the four-year Sociology major is approved in the near future, both three-year ‘disciplinary’ concentrations in the Social Science disiplines (ie. Sociology and Psychology) should be replaced by a single Social Science concentration, in which a wider range of specific disiplinary ‘streams’ (e.g., Politics, Economics, and Geography, in addition to the current three-year programs in Psychology and Sociology), as well as a general interdisciplinary stream could be selected. Defined ‘pre-B.Ed.’ streams could also be defined for students planning to teach at the elementary and certain secondary programs. This option follows trends at the large public universities in Alberta, where three-year disciplinary degrees have (all?) been discontinued. b. Work toward the creation of a four-year Interdisciplinary Social Science major. This program would offer the option of a ‘self-designed’ degree that would allow students with specific and unique vocational interests (and interest in more depth than possible in a three-year concentration) to select the courses around a particular theme. In either case, appropriate breadth and depth requirements would be specified. Curriculum Vitae RAYMOND VANDER ZAAG, Ph.D. Associate Professor of International Development Studies Canadian Mennonite University, Winnipeg, Manitoba

PROFESSIONAL EXPERIENCE · 2000 to present – Assistant/Associate Professor of International Development Studies, Canadian Mennonite University, Winnipeg, Manitoba . · Associate Dean for Programs, July 2014 – present. · Dean of Social Sciences, July 2013 – June 2014. · Director of Redekop School of Business, July 2013 – June 2015. · IDS Program Coordinator (Menno Simons College), June 2009 - Dec. 2011. · 1999 to 2000 -- Project Officer, South-East Asia Regional Program. Canadian International Development Agency, Hull, Quebec. Responsible for managing a portfolio of 6 bilateral development assistance projects executed by Canadian and international executing agencies. Duties included project monitoring and evaluation, and coordination with other internal and external CIDA partners. · 1985 to 1993 – Project Developer (’85-’90) and Haiti Field Director (’90-93) , Christian Reformed World Relief Committee, Burlington, Ontario.

EDUCATION · 1995-1999, Ph.D. (Geography), Carleton University, Ottawa. Dissertation: ‘We Do Not Yet Have Development’: Encounters of Development Knowledges, Identities and Practices in a NGO Program in Rural Haiti. · 1993-1995, M.A. (International Affairs-Development Studies), Carleton University, Ottawa. Research essay: The Developmental Impact of Local and Intermediary Development Organizations: A Rational Choice Analysis. · 1982-1984, M.Sc. (Crop & Soil Sciences), Michigan State University, East Lansing, MI. Thesis: The effect of hypochlorite wash treatments on the suberization and field performance of cut potato seed. · 1979-1982, B.Sc. (Biology), Calvin College, Grand Rapids, MI.

AWARDS · Ph.D. dissertation was awarded Carleton University Senate Medal for Excellence, 2000. · SSHRC Doctoral Fellowship (1996-1999; $14,500 per year for 3 years). · IDRC Young Canadian Researcher research grant (1997; $12,000). Conducted 11 months of field research in rural Haiti during 1997, using mostly qualitative methods. · Research Assistantship, Department of Crop and Soil Sciences, Michigan State University ($4,000 per year, 1982-84).

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PUBLICATIONS Peer Reviewed: · Vander Zaag, R. (2014). “Trends in CIDA funding to Canadian religious development NGOs: analysing conflicting studies." Canadian Journal of Development Studies , Vol. 35(3): 458-474. · Vander Zaag, R. (2013). “Canadian faith-based development NGOs and CIDA funding.” Canadian Journal of Development Studies, Vol. 34(2): 321-347. · Vander Zaag, R. (2012). “The Ideas of International Development Assistance”. Pp. 43-74 in Julie Drolet and Tuula Heinonen (eds.), International Social Development: Social Work Experiences and Perspectives . Halifax: Fernwood Publishing. · Vander Zaag, R. (1985). “The effect of hypochlorite wash treatments on potato suberization.” American Potato Journal , Vol. 62:409-418.

Non-Reviewed: · Vander Zaag, R. (2016). “Transforming Learning and Development.” In Paul Dyck and Harry Huebner (eds.), A University of the Church for the World: Essays in Honour of Gerald Gerbrandt . Winnipeg: CMU Press. · Vander Zaag, R. (2008). “Will Riding My Bicycle Bring World Peace? Reflections on creation care and peacemaking.” Vision Vol. 9(1): 59-68. · Vander Zaag, R. (2002). Book Review of Eade, D. and E. Ligteringen (eds.), Debating Development: NGOs and the Future , Oxford, Oxfam GB, 2001 in Canadian Journal of Development Studies , Vol. 23(1): 157-159. · Peer Reviewer for articles submitted to Canadian Journal of Development Studies (2012, 2013 and 2014) and Journal of Rural and Community Development, and peer reviewer for University of Ottawa Press manuscript Rethinking Canadian Aid (2014).

CONFERENCE PAPERS AND PRESENTATIONS · 2014. “Trends in CIDA Funding to Faith-based NGOs: Examining Conflicting Research Results.” Paper presented at the Canadian Association for the Study of International Development (CASID), May 29, 2014. Brock University, St. Catherines. · 2013. Discussant for keynote address by Dr. Tamsin Bradley (University of Portsmouth, UK), “Broad Perspectives Concerning the Interrelation between Religion and Development.” Faith, Belief and Development: A forum on the role of religions in international development, Université du Québec en Outaouais, August 27, 2013. Discussant commentary included in conference report, available online: https://www.casid-acedi.ca/sites/casid- acedi.ca/files/Faith%20Belief%20Development%20-%20Development%20Forum%20Report.pdf . · 2010. “Understanding the Theologies of Faith-based NGOs.” Paper presented at a joint panel of Canadian Association for the Study of International Development (CASID) and the Canadian Society for the Study of Religion, May 31, 2010. CHSS, Concordia University, Montreal. · 2009. “International Development Assistance as missionary activity: post-development and Christian perspectives.” Mission, Worldview and the Christian University conference, Redeemer University College, Ancaster, January 7-10, 2009.

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· 2008 – Panel presenter in session “Food Crisis, Natural Disasters, and Rural Transformation” at University of Ottawa colloquium “De la stabilisation et la reconstruction au développement: Enjeux pour Haiti, le Bresil et le Canada”, December 11-12, 2008, Ottawa. · 2008 – Contributor to “The Human Right to Food in Haiti”, report of an International Fact-finding Mission to Haiti, sponsored by the International Centre for Human Rights and Democratic Development (Rights & Democracy) and Groupe de Recherche et d’Appui au Mileu Rurale (GRAMIR). · 2008 – “Faith-based Development NGOs in Canada” (an overview of the faith-based NGO sector) and “Conference Summary” (the final afternoon presentation). Presentations at “Keeping the Faith: A Multi-faith Dialogue on Spirituality and International Development”, May 6-7, 2008, Ottawa, organized by the Canadian Christian Relief and Development Association and others. · 2007 – “Food Security in Haiti: A Review of the Debates.” Paper presented at the annual meeting of the Canadian Association for the Study of International Development (CASID), May 31 - June 2, University of Saskatchewan, Saskatoon. · 2005. “Negotiating Women’s Empowerment: NGO and Women’s Discourses in Rural Haiti.” Joint session of Canadian Association for the Study of International Development (CASID) and Canadian Association of Geographers (CAG), Congress of Humanities and Social Sciences, June 2- 4, U of Western Ontario. · 2004. “Canadian faith-based NGOs in development work: old and new issues.” Paper presented at the annual meeting of the Canadian Association for the Study of International Development, June 2-4, Winnipeg. Co-organized the panel "Ideas New and Old: Faith Based Assistance in the NGO Community" in which this paper was presented · 2001. “NGOs and Local Community Organizations in Haiti: Encounters of Development Identities and Knowledges.” Paper presented at the annual meeting of the Canadian Association for the Study of International Development, May 27-30, Quebec City. · 1998. “Development Identities: Reflection on Field Research in rural Haiti.” Paper presented at the annual meeting of the Canadian Association of Geographers, May 25-27, Ottawa.

STORT-TERM PROFESSIONAL/APPLIED CONTRACTS and ASSIGNMENTS · 2016 – The Salvation Army Canada and Bermuda Territory. Conducted an end-of-project evaluation (June-Aug) of the CP0164 Integrated Family Support Project, a 4-year, $3.6m earthquake recovery project implemented in partnership with The Salvation Army Haiti Division. · 2014 – Mennonite Central Committee, Haiti. Led a three person team that evaluated overall results and lessons learned in MCC’s $18m Earthquake Recovery Program from 2010 to 2015. Programming consisted of over 50 sub-projects implemented with 29 partner agencies, in seven sectors: emergency material response, shelter, water and sanitation, livelihoods and agriculture, education, human rights and advocacy, and trauma healing. Dec. 2 – 19, 2014. · 2013 – World Renew/ZOA, Leogane, Haiti. Conducted end-of-project evaluation of program relevance, impact, effectiveness, efficiency and sustainability, for a three-year $2.0m LEAP (Livelihoods for Earthquake Affected People) program, July 29-Aug 10, 2013.

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· 2012 – Christian Reformed World Relief Committee and ACT Alliance, Leogane, Haiti. Conducted a Resources Management Audit of Haiti Leogane Disaster Response. Audited and evaluated the delivery of approximately $8m in food assistance, hygiene kits, water and sanitation infrastructure (wells, hand pumps and latrines), and over 2000 transition houses. June 7-20, 2012. · 2010 – Christian Reformed Church in North America, Strategic Planning facilitator for the three denominational agencies (CRWRC, CRWM and BTGHI) working in Haiti, November 8-12, 2010. · 2008 – Assessed the CMU Outtatown program in South Africa, visiting several programming sites and partner/hosting organizations. March 15-24. 2008. · 2008 – Member of six-person Observation Mission on the Right to Food in Haiti, May 25-31, 2008, sponsored by Rights and Democracy and GRAMIR. · 2004 – Limye Lavi, Haiti. Directed a participatory organizational evaluation with Limye Lavi , a small American-Haitian NGO doing participatory development in Haiti. · 2003 – Mennonite Central Committee - Haiti. Member of a 3-person program evaluation team, which provided recommendations for MCC-Haiti's future programming. · 2000 – Carleton University, Norman Paterson School of International Affairs. Sessional instructor for final 10 weeks of graduate course “Indigenous Perspectives on Development”. Jan – Apr. 2000. · 1998 – Save the Children Federation, Port-au-Prince, Haiti. Prepared an evaluation report of SCF Community Development Program in Maissade. · 1997 – Christian Reformed World Relief Committee, Port-au-Prince, Haiti. Co-facilitated a participatory program evaluation of CRWRC’s partner PWOFOD. · 1995 – International Development Research Centre, Ottawa, Ontario. Summer employment as program assistant in the Environment and Natural Resources Division. · 1994 – Canadian International Development Agency, Hull, Quebec. Three month consulting contract with the Social Dimensions Unit in the Policy Branch.

CMU AND COMMUNITY PRESENTATIONS · 2013 – CMU Faculty Forum “Faith-based NGOs, Religion, and IDS- Canadian Debates.” Nov. 28, 2013. · 2013 – Face2Face “When Cheap is Costly: Sweatshops and the clothes I buy.” Public presentation/dialogue at CMU. Oct. 30, 2013. Versions repeated at Winkler Mennonite Church (Apr. 9, 2014) and MEDA Winnipeg Convention (Nov. 8, 2014) · 2011 – Fort Garry Mennonite Brethren Church. Adult Sunday School class on “Wealth”, based on chapter in The Naked Anabaptist. Oct. 16, 2011. · 2010 – “Aftershocks in Haiti: Doing good in the long term.” Round-table panel on the response to the Haiti earthquake, MSC and Global College, University of Winnipeg. Feb. 25, 2010. · 2010 – Douglas Mennonite Church. Presentation on the Haiti Earthquake, hosted by Service/Missions committee, February 28, 2010. · 2009 – Westwood Presbyterian Church. Spring Speakers series, “Environment and Development: Lessons from Haiti.” April 28, 2009.

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· 2014, 2012, 2011, 2007, 2005, 2001 – CMU Chapel mediations (“And the Word became Flesh”- Feb. 2014; “Your Kingdom Come” – Jan. 2012; “Abundance, Here in this Place – Mar. 2011; Baccalaureate Service – April 2007; “Sources of Hope” – Nov 2005; “Whatever is true, whatever is excellent” – Camp Arnes Fall Retreat, Sept 2001.) · 2008 – CMU Faculty Forum. “Food Security in Haiti: A Review of the Debates”, April 18, 2008. · 2006 – MSC Faculty Forum. “Teaching from our Values and Worldview: Thoughts and Discussion on Faith in the Classroom.” Jan. 16, 2006. · 2004 – Project Peacemakers. “Conflict in Haiti: Where is Peace?” article in March 2004 issue of Peace Projections , quarterly newsletter of Project Peacemakers. · 2002, 2003 – “Food Justice”, four-session evening Continuing Education course (with Dan Wiens of CFGB). Delivered in Winkler in 2003. · 2002 – “Making Peace with the Land” pre-conference at Mennonite Church Canada assembly, Saskatoon, July 2002. Facilitated a public deliberation on Food and International Trade.

TEACHING AND ACADEMIC SERVICE Taught the following courses: · IDS-1010/3 Introduction to International Development Studies I: Theory · IDS-1100/6 Introduction to International Development Studies (at CMU Shbry and MSC) · IDS-2000/3 The Project Cycle · IDS-2131/3 Rural Development (at CMU Shbry and MSC) · IDS-2110/3 Participatory Local Development (at CMU Shbry and MSC) · IDS-2171/3 Crisis, Humanitarian Aid and Development · IDS-3111/3 Analysis of Development Aid Policies (at CMU Shbry and MSC) · IDS-3150/3 Mennonite Community and Development · IDS-3182/3 Selected Topics in IDS: Global Food Security (summer course at MSC) · IDS-3910/3 Do No Harm: Humanitarian Aid and Conflict · IDS-3950/3 Selected Topics in IDS: NGOs · IDS/INTG 3950/3– Our Contested Food System (with 3 others during CSOP 2010.) · IDS-4140/3 Religion and Development (at CMU Shbry and as Selected Topics course at MSC) · IDS-4193/3 Directed Readings in IDS (MSC) 1 student in S11, 2 in W10, 1 in S03, 1 in W02) · IDS-4920/3 Program Planning, Monitoring and Evaluation · IDS/CRS-4920/3 Program Planning in Development and Conflict Resolution (at MSC) · IDS-4940/3 Directed Readings in IDS (at Shbry: 1 student in W2009, 1 student in W2015) · GEOG-1000/3 Introduction to Physical Geography · GEOG-1010/3 Introduction to Human Geography · GEOG-1020/3 Introduction to Environmental Studies · BUSI-3300 Not-for-Profit Management / IDS-3950 Topics: NGOs · SIS-3000/3 Senior Integrative Seminar

Other teaching activities: - Outtatown training sessions on “Understanding Poverty” (Fall 2006, 2007, 2008, 2014). - Second reader, IDS Honours Theses (MSC): 2013, 2009 (2), 2005, 2002-2004 (4 mini-theses). - Accompanied three MSC students to conference “Will Civil Society Save the World?” at Calvin College, Nov. 2000 (with Ruth Rempel).

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Teaching development: - Attended four-day dialogue education training workshop “Learning to Listen, Learning to Teach”, Ottawa, May 2006. - Attended conference “With All Your Mind: Developing a Vision for Christian Higher Education” at Booth College, June 2002. - Attended two half-day seminars offered by University Teaching Services at U. of Manitoba (“Effective Questioning” and “Intro to Critical Thinking”)

Served on the following CMU Shaftesbury and MSC committees: - President’s Council, 2014 to present. - Promotions and Tenure Committee, 2009-2010, 2014-present. - Curriculum committee (Shbry), 2002-2003, 2004-2005, 2014-present. - IDS Program Committee (MSC), 2000 to 2012. - CMU Nominating Committee, 2010-2012 (chair 2011- 2012). - Senate Executive Committee, 2008-2009. - CMU Search Committees: Psychology, 2013 and 2014; Business, 2012; Social Sciences, 2011 and 2007; Politics, 2002, IDS (MSC), 2002. - Professional Development and Research, 2009-2012. - Braintree Creation Care Advisory Council, 2007-2010. - Athletics Committee (Shbry), 2000-2007, 2010-2012. - Peace-It-Together (PIT) Committee (Shbry). 2006-2007. - University of Winnipeg Senate, MSC IDS Program representative, 2009-2011. - Student Services committee (MSC), 2009-2011. - Esau Visiting Professor committee (MSC), 2009-2010. - Scholarship committee (MSC), 2005-2007 - Outtatown program planning: Curriculum planning 2001-2003; Strategic Planning process, 2006-2007. - CMU Personnel Policy Coordinating committee (ad hoc, to establish single policy handbook), 2001-2003. - Participated on three ad hoc conference planning committees: o Canadian Foodgrains Bank 30th anniversary conference “Fighting Hunger”, June 2013. o MCC-sponsored Partnering for Change conference, U. Winnipeg, March 17-19, 2010. o Multi-Faith conference on Spirituality and Development, co-hosted by the Canadian Christian Relief and Development Association, Dec. 2007 – Apr. 2008. - represented CMU/MSC International Development Studies program at the meetings of Canadian Consortium of University Programs in IDS, 2009, 2010, and 2011.

COMMUNITY SERVICE · Manitoba Council for International Cooperation (MCIC). Representative for World Renew (formerly Christian Reformed World Relief Committee of Canada), 2002 to present. Elected Board Member, 2011 to present. Finance Committee, 2011 to 2013. Board Executive Committee (secretary) and Personnel Committee, 2013 to present.

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· Indigenous Family Center, 470 Selkirk Ave, Winnipeg. Council member, 2001 to 2013. Council Chair, 2007 to 2012. The IFC is a community drop-in center, serving Winnipeg’s North End community, funded by the Canadian Ministries office of the Christian Reformed Church in North America. · Good News Fellowship (Christian Reformed) Church, 891 St. Mary’s Road, Winnipeg. Member, occasional lay preacher. Elder, 2014 to present (Chair of Council, 2016); Chair of Finance Committee, 2005 to 2015. Served twice as member of Pastor Calling Committee.

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Dean’s Response

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Dean’s Response to Program Review of Interdisciplinary Social Science program

The Self Study Committee for the program review of the Bachelor of Arts 3 year interdisciplinary Social Science concentration, or “Social Science group”, program (henceforth SSCI) comprised Michael DeMoor (Associate Professor, Social Philosophy), Gerda Kits (Assistant Professor, Economics), Richard Vaudry (Professor, History), Glenn Keeler (Associate Vice-President, Institutional Research), Kara Reich (Institutional Research Associate), and Christopher Peet (Dean, Social Sciences). The review produced three documents:

1. Self-Study Report: (received March 24, 2016) submitted by the Self Study committee.

2. External Review Report: (received May 18, 2016) by Dr. Ray VanderZaag, International Development Studies, Canadian Mennonite University, Manitoba, based on his site visit of April 12, 2016.

3. Committee Response to the External Report: (received May 31, 2016) response of the Self Study Committee to the external review.

It was at my insistence as Dean that the SSCI program be reviewed in 2015-16, for a variety of reasons. One main reason was simply that since the program’s inception in 1987 it has not been reviewed. A second main reason is low student numbers. From 2006-2014 enrolment in the SSCI degree has ranged from 1.1% to 3.1% of the total student body, which is historically an all-time low. (This contrasts dramatically with the 10% of total student enrolment in SSCI in the late 1990s.) Budget planning and strategic planning at King’s University in recent years, perhaps in particular with the appointment of new President Melanie Humphreys in 2013, emphasize the need to increase student enrolment. The Strategic Plan Shared Vision 2020 places a strong emphasis on new programs or new education options like certificates to attract students. Therefore a review of the SSCI program seemed opportune, to inform considerations to perhaps discontinue a program with such low enrolment or to perhaps revise the program to make it more attractive for students. A third main reason was the submission this year to the Ministry of Education of a proposal for a 4 yr B.A. in Sociology, which upon approval will presumably further negatively affect the SSCI program, whether in terms of student enrollment or faculty “championing”. A fourth main reason was the concurrent reviews of the B. Ed. programs in Primary and Secondary Education happening this year. Historically, the SSCI degree was a major feeder to the B. Ed. programs, and comparing the 3 program reviews could potentially clarify the SSCI program’s current role and inform efforts to restore some degree of its former “major feeder” status for Education.

Combining a number of negatives identified in the program review, namely: enrollment lows, lack of a faculty champion, the overlooking of the degree program by Faculty in favor of their own

disciplinary focus, and related problems around advising, all counter any recommendation to retain the SSCI program “as is”. It needs revision at best or to be discontinued at worst.

In King’s current context of anticipated growth and change and demand for new programs and innovation, to discontinue a program that is largely “free” insofar as it relies on existing faculty and curricula delivered by other programs, contradicts the thrust of the institutional strategy and would seem to be counterproductive by comparison to revamping the program. It seems clear that a golden mean be found between retaining the program “as is” at one extreme and discontinuing the program at the other extreme. In retrospect this recommendation is perhaps to be expected insofar as the program has not followed the reasonable expectation articulated in its 1987 Memo that “The designation of social science faculty and courses will change as staffing and curriculum develop”.

I concur fully with the rationale and recommendation from the Self-Study Committee in response to the External Reviewer: “In light of the provincial post-secondary context wherein 3 year degrees have by and large been phased out, alongside the gains of the 3 year SSCI as a currently ‘free’ program with considerable choice for students, and considering King’s varied plans and hopes for growth and development, initiating a long-term planning process” focused on a significant revision of the program. Further, to use the anticipated approval date for the 4 yr B.A. in Sociology, of July 2018 (or perhaps more realistically considering the usual speed of bureaucratic processes, sometime in 2019), as a deadline for the conclusion of this planning process, is also a reasonable and pragmatic suggestion.

The recommendation for a significant revision to the SSCI program, with a 2-3 year planning process, that will require input from not only the Faculty of Social Sciences, but also from the Department of History and from the Faculty of Education, and that may have implications for other existing degrees at King’s like the 3 yr B.A. in Sociology, Psychology, or History, immediately renders inconsequential lesser recommendations, such as the External Reviewer’s first two suggestions for finding an internal faculty champion for the SSCI program or to find ways to tweak delivery of the SSCI 495 course. (Since the External Reviewer’s second “significant revision” option to upgrade the program to a 4 yr B.A. is presupposed and added to the work assumed in his first “significant revision” option, I will not treat these options separately but roll them into one).

In particular implications for other 3 yr B.A.s at King’s will need to be looked at carefully as part of this planning process. It is worthwhile to note that consideration of these degrees, and their relation to the SSCI degree, has already been raised in some different contexts. In the Psychology Program Review of 2008 one recommendation made was to “Discuss the possibility of phasing out the 3-year psychology degree in favor of the 3-yr social sciences degree.” The Sociology Program Review of 2009 primarily focused on the advantages of a 4-yr Sociology degree, for multiple reasons not least of which is competitiveness with other 4 yr programs offered in Alberta. All of these reasons imply the phasing out of the 3 yr Sociology degree; informally, Sociology faculty are amenable to the phasing out of the 3-yr Sociology degree with the approval of the 4 yr Sociology degree. The History Department offers both 3 and 4 yr B.A.s in History as well as composing half the faculty responsible

for delivery of the 4 yr Politics, History, and Economics degree, and might be interested in reconsidering its offering of the 3 yr degree in light of revisions to the SSCI degree. Education continues to have a stake in the SSCI degree for both its degree programs, and its perceived utility in providing Social Studies content for a Teaching Major. Their concurrent program reviews may shed some further insight on fruitful revision possibilities. As well, current proposal considerations for a new Kinesiology and/or Physical Education degree at King’s and the curricular consequences of this proposal for increasing course offerings could open up a Physical Education stream possibility within the Social Sciences for B.Ed. bound students. Lastly, as revealed through a careful reading of the program review documents, that many students have been drawn to the SSCI degree as a ‘generalist degree’ that allows them some freedom to ‘build their own’ degree, might be a singular advantage of the SSCI degree to which King’s has not to date paid sufficient attention. In this regard I would also urge that some extra-academic considerations around program need and attractiveness, enrolment and recruitment possibilities, the appeal of the program as being a type of ‘generalist’ degree, and so on, be included during this planning process as well.

In conclusion I would make the following recommendations to the Vice President Academic: • That a significant revision of the SSCI degree program be planned. Faculty Members to be consulted as part of this planning process should include Social Sciences, History and Education. o A key academic consideration within this planning process be other 3 yr degree programs, most especially Psychology, Sociology, and History. o Increasing enrolment through intelligent and strategic program revision is also a key consideration, and relevant Staff be consulted to inform the planning process. • That a deadline for this planning process to submit its proposal be set between July 2018 and July 2019 to co-ordinate with the anticipated approval of the 4 yr Sociology B.A.

Faculty CVs

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Curriculum Vitae

Michael James DeMoor

The King’s University College 10308 45 St. 9125 50 Street. Edmonton, Alberta Edmonton, AB T6A 1W9 T6B 2H3 780-758-3268 780-465-3500 ex. 8195 [email protected]

Education:

2003- 2011: Ph.D., Philosophy: Vrije Universiteit (Free University) te Amsterdam/ Institute for ChristianStudies (Conjoint degree), Ph.D., Philosophy Awarded July 4, 2011. Dissertation: Brandom and Hegel on Objectivity, Subjectivity, and Sociality: A Tune Beyond Us, Yet Ourselves. (Promoters: L. Zuidervaart (ICS), P. Koslowski (VU))

2000-2003: M.Phil. F., History of Philosophy: Institute for Christian Studies, Thesis: “Not Ideas About the Thing But the Thing Itself: Thomas Reid’s Epistemology in the Light of Aristotle’s De Anima” (Committee: R. Sweetman, H. Hart, N. Wolterstorff)

1997-2000: B.A. (with honours), Philosophy: The King’s University College, Edmonton AB., B.A. (with honours).

Areas of Specialization:

Social and Political Philosophy; History of Philsophy.

Areas of Competence:

Epistemology; 20th Century Continental Philosophy; Analytic Philosophy; Philosophy of Language.

Languages:

English, French, German (Reading)

Employment:

2015-present: The King’s University: Associate Professor of Social Philosophy in Politics, History, and Economics

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2009- 2015: The King’s University College: Assistant Professor of Social Philosophy in Politics, History, and Economics.

2007-2009: The King’s University College: Lecturer in Philosophy and Poltical Science.

2007-2008: University of Alberta, Augustana Campus: Lecturer in Philosophy

2008: Concordia University College of Alberta: Lecturer in Philosophy

2006: Tyndale University College: Lecturer in Philosophy

Refereed Publications:

“Legitimacy, Public Justice, and Deliberative Democracy.” In John Bowlin, ed., The Kuyper Center Review: Volume Four: Calvinism and Democracy. Grand Rapids: Eerdmans, 2014.

With Randolph Haluza-Delay (primary author) and Christopher Peet, “That We May Live Well Together in the Land…: Place Pluralism and Just Sustainability in Canadian and Environmental Studies” Journal of Canadian Studies 47 (2013), no. 3 (Special Issue: “Beyond the Culture of Nature: Rethinking Canadian and Environmental Studies”): 226-256.

“Embeddedness and Social Pluralism” Philosophia Reformata 78 (2013), no. 2 (Special Issue: "Economics, Christianity & the Crisis: Towards a New Architectonic Critique”): 144-161.

“Kuyper, Sphere Sovereignty, and the Possibility of Poltical Friendship” in Gordon Graham, ed. The Kuyper Center Review: Volume One: Politics, Religion, and Sphere Sovereignty. Grand Rapids: Eerdmans, 2010.

“Christian Philosophy, Critical Realism and the Apprehension of Existence: Etienne Gilson’s ‘Knowledge and Existence’” Études Maritainiennes/Maritain Studies XXIII (2007): 76-92.

“Autonomous Rationality and Rational Autonomy: Kant, Fichte and Dooyeweerd on Subjectivity, Objectivity and Normativity.” Philosophia Reformata 72 (2007), no. 2: 105-129.

“The Philosophy of Art in Reid’s Inquiry and its Place in 18th Century Scottish Aesthetics.” Journal of Scottish Philosophy 4 (2006), no. 1: 37-49.

With Adrienne Dengerink Chaplin, Chris Cuthill, Cyril Guerette, Estelle Joubert and Carol Olson, “The Theological Potential of Music: An Evaluation of Jeremy Begbie’s Theology, Music and Time.” Christian Scholar’s Review 3

33/1 (2003): 125-133.

Other Publications (* Invited): “Spiritual Formation for Civil Life in the Neo-Calvinist Tradition" Forthcoming in Religious Perspectives on the Civil Life: A Symposium. Edmonton: The Chester Ronning Center for Religion and Public Life.*

Book Note on The Myth of Religious Neutrality, 2nd ed., by Roy Clouser, in Religious Studies Review 33 (1) (Jan 2007) 50–51.*

Review of The Cambridge Companion to Thomas Reid, edited by Rene Van Woudenberg and Terrence Cuneo, in Philosophia Reformata 70 (1) (2005): 76-78.*

In Progress:

Primary editor (with Peter Enneson and Matthew Klaassen): I Can’t Speak the Words that Know No Pain: Essays on Art, Truth, and Society dedicated to Lambert Zuidervaart. Forthcoming, Wipf & Stock (in series: Reformational Studies Today)

“From Amsterdam to Frankfurt: Zuidervaart’s Architectonic Critique” in I Can’t Speak the World the Know No Pain.

Refereed Presentations:

“Evolution, Politics, and Social Hope.” Biologos Conference, Grand Rapids MI, July 2015.

“Moral Psychology and Deliberative Politics” Prairie Political Science Association meeting, Banff, Sept 2014.

"Deep but Reasonable Disagreement: An Agenda for Interdisciplinary Research" Prairie Political Science Association meeting, Banff, Sept 2013.

"Embeddedness and Social Pluralism" Kuyper Seminar: Economics, Christianity & The Crisis: Towards a New Architectonic Critique. Vrije Universiteit, Amsterdam, January 2013.

"Legitimacy, Public Justice, and Deliberative Democracy" Calvinism and Democracy Conference, Princeton Theological Seminary, April 2012.

“Aristotle and Hegel on Private Property and the Common Good” Canadian Political Science Association Conference, June 2010, Concrodia University, Montreal.

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“Kuyper, Sphere Sovereingty and the Possibility of Civic Friendship” Civil Society and Sphere Sovereignty Conference, April 17-19, 2008, Princeton Theological Seminary, Princeton NJ.

“Holism and the Constitutive A Priori: Hegel, Quine and Friedman” Canadian Society for the History and Philosophy of Science annual conference, May 28-31, 2007, University of Saskatchewan, Saskatoon SK.

“(Over) Reading the Analogy to Light: A Structural Argument about the Active Intellect” Reading Aristotle’s De Anima conference, September 28-30, 2006, Bishop’s University, Lennoxville, Quebec.

“Friedman’s Neo-Kantianism and Quinean Holism: Possibilities for Rapprochement” Canadian Society for the History and Philosophy of Science annual conference, May 29-31, 2006, York University, Toronto.

“Understanding Reasonable Disagreements in Liberal Societies: Rawls and Stout.” Discourse, Democracy, Justice Conference, Loyola University, Chicago IL, March 10-12, 2006.

“The Philosophy of Art in Reid’s Inquiry and its Place in 18th Century Scottish Aesthetics.” Central Canada Seminar on Early Modern Philosophy. October 14-15, 2005, University of Guelph, Guelph ON.

“Friedman’s Neo(neo)-Kantianism and Quinean Holism: Possibilities for Rapprochement” Society for Student Philosophers Conference. October 1- 2, 2005, Grand Valley State University, Grand Rapids, MI.

“The Philosophy of Art in Reid’s Inquiry and its Place in the Tradition of 18th Century Scottish Aesthetics.” Hume and His Critics Conference. April 14-16, 2005, Baylor University, Waco TX.

“Reid’s Aristotle and the Aristotelian Reid.” 3rd International Reid Symposium on Scottish Philosophy. July 14, 2004, University of Aberdeen, U.K.

Non-Refereed Presentations (*Invited):

With Denis Edney and David Goa, “Omar Khadr: What does his case teach us about human rights in Canada today?” Round table discussion, Winnipeg, Sept 19, 2014.*

“Property Rights and the Common Good: How Aristotle and Hegel can make Alberta a more just place.” Are We There Yet?: Economic Justice and the Common Good Conference. The King’s University College, Edmonton, May 2014.

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"Poverty and Rights" Social Justice and Human Rights Conference. Toronto, April 2012*

“Spiritual Formation for Civil Life in the Neo-Calvinist Tradition" The Ronning Centre for Religion and Public Life: Religious Perspectives on the Civil Life: A Symposium. The King's University College, Edmonton, March 2011.*

Comments on Jeffrey Edwards, “Reid vs. the Reidian Legacy.” 3rd International Reid Symposium on Scottish Philosophy. July 15, 2004, University of Aberdeen, U.K.

“Aristotle and the Perennial Threat of Heresy.” Forward Into the Past XIV. April 17, 2004, Kitchener Ontario..

Awards:

DeVries Prize (for North American Doctoral Students), Civil Society and Sphere Sovereignty Conference, April 2008, Princeton.

Social Sciences and Humanities Research Council (SSHRC) Doctoral Fellowship, 2006-7 ($20,000)

Honourable Mention: Hadden Award (Best Graduate Student Paper), Canadian Society for the History and Philosophy of Science, May 2006.

Dean’s Award, Academic Excellence, Institute for Christian Studies, 2004-5.

Conference Presenter’s Award, Institute for Christian Studies, 2003-4.

Teaching Assistantships (Institute for Christian Studies):

Religion, Life, and Society: Reformational Philosophy: 08/2005-08/2006 (Includes development of on-line version of the course)

Research Assistantships (Institute for Christian Studies):

SSHRC Funded Research Assistantship on Art in the Public Sphere: 07/2005- Political Theory: 05/2003-09/2003 History of Philosophy: 01/2003-05/2003 Philosophical Aesthetics: 10/2001-05/2002 Systematic Philosophy: 10/2000-05/2001

Haluza-DeLay CV-Aug2014

Randolph Haluza-DeLay Associate Professor, Sociology The King's University 9125 - 50 Street Edmonton, Alberta T6B 2H3 Phone: (780) 465-3500 ext 8063 Cell: (780) 299-0866 [email protected] http://kingsu.academia.edu/RandolphHaluzaDeLay Google Analytics: http://scholar.google.ca/citations?user=RmAGy7UAAAAJ&hl=en

PROFESSIONAL and RESEARCH FOCUS Social movements; environmental justice; religion and environment; cultures of sustainability; leisure and outdoor recreation; Anti-racism and social justice.

EDUCATION University of Western Ontario, Faculty of Education, London, Ontario. January, 2007. Ph.D. Educational Studies (Socio-cultural dimensions) Dissertation: Developing a compassionate sense of place: Environmental and social conscientization in environmental organizations. Supervisor: Marshall Mangan; with Connie Russell. External Examiner: David Greenwood (formerly Gruenewald) of the University of Washington.

University of Alberta, Faculty of Physical Education and Recreation, Edmonton, Alberta. 1996. M.A. Recreation and Leisure Studies. Thesis: Constructing the uninhabited home: Participants' experiences of nature during and following a wilderness trip. Supervisor: Glenda Hanna

University of Montana, Missoula, Montana. 1987. B.Sc. Recreation Management. B.A. Zoology. Graduated with Honours.

AWARDS and HONOURS Best Op-Ed, Canadian Church Press, 2012. For “The Northern Gateway Pipeline: Why we Cling to Oil.” The Catalyst (Citizens for Public Justice). (Apr2012). SSHRC Dissertation Fellowship, 2002-2004. $35,400 Ontario Graduate Student Scholarship, 2002-2003. $17,000. Graduate Tuition Scholarship, 2002. University of Western Ontario. $5200. Society of Park and Recreation Educators/Academy of Leisure Sciences. Future Scholar’s Award, 1995. ALCOA Foundation $8000 Scholarship. 1982-1986. Mortar Board Honor Society. 1985. Phi Eta Sigma Freshman Honor Society. 1983. National Merit Scholarship Semi-Finalist. 1982.

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EMPLOYMENT HISTORY Academic: ASSOCIATE PROFESSOR, Sociology, The King's University [institutional name change in 2014], Edmonton, Alberta; July 2010-present.  Teaching of undergraduate courses - 12 different courses, 3-4 cycled each term.  Research and administrative duties as assigned.

Associate Member (Adjunct Faculty), Dalla Lama School of Public Health/ School of Graduate Studies, University of Toronto, 2012-present. Adjunct Faculty, University of Saskatchewan 2014-present. Adjunct Faculty, Wilfrid Laurier University, Ontario, 2015-present. Adjunct Faculty, Department of Resource Economics and Environmental Sociology, University of Alberta, Edmonton, Alberta; Fall, 2009- 2012. Contract Instructor, Sociology, Norquest College, Edmonton, Alberta; 2006-present.

ASSISTANT PROFESSOR, Sociology, The King's University College, Edmonton, Alberta; July, 2005 – July, 2010.

LECTURER, Sociology, The King's University College, Edmonton, Alberta; December 2002 - July, 2005.

LECTURER, School of Outdoor Recreation Parks and Tourism, Lakehead University, Thunder Bay, Ontario; August 1999 - May 2001.  Teaching of undergraduate courses - 9 different courses, 3 each term.  Supervision of 14 undergraduate Honours theses.  Note: this was a term-specific faculty position, not a sessional lecturer position.

GRADUATE TEACHING ASSISTANT: Faculty of Physical Education and Recreation, University of Alberta, 1993-1996.  Instructor for 1 course; Instructor for 2 physical activity courses; Assistant for 1 course.

Non-Academic: PRINCIPAL, CSoP Research & Consulting, May 2001 - present.  Consulting in applied social research & non-profit management, & strategic planning  Led project on “How Canadians Value Nature” for Environment Canada. $19,100. Involved three researchers.  Devised and conducted high school survey on racialized equity in Edmonton Public Schools, for Northern Alberta Alliance on Race Relations.  Coordinated research project for Diversity Thunder Bay. “Race Relations and Social Cohesion in Thunder Bay” funded by Canadian Heritage, $38, 200. Managed team of 6 research assistants. Multi-method study with survey, focus group and personal interviews.  Other projects for City of Edmonton, Lakehead Social Planning Council, Edmonton Social Planning Council, Edmonton Chamber of Voluntary Organizations, Ontario Environmental Network, Thunder Bay Coalition against Poverty, Environment North, & Norquest College.

DIRECTOR: Warwa Outdoor School/Camp Warwa, Darwell, Alberta; April 1996 - July 1999  Administration of year-round environmental and adventure education program. Hired, trained and supervised 24 seasonal and permanent staff. Administered $250,000 capital and operating budget. Successful in numerous grant proposals totalling more than $50,000 in two years.

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Haluza-DeLay CV-Aug2014

SKI PATROL DIRECTOR: Elk Meadows Resort, Beaver Utah. Winters, 1990-1993.  Oversaw resort safety, on-hill operations and emergency response, supervising 30 paid and volunteer patrollers. Reduced department costs by 40% while upgrading quality of patrol.

SPECIALIST OUTDOOR INSTRUCTOR & WILDERNESS GUIDE: 1985-1996  For programs such as Pacific Crest Outward Bound School, National Wildlife Federation.  STREET COUNSELOR: Mamawintoutaan/Mennonite Central Committee, La Ronge, Saskatchewan. 1988-1990.  Counselled youth and organized activities in multi-cultural Cree/Dene/white community. Liaised with schools, community organizations and the La Ronge Indian Band.

SCHOLARLY PUBLICATIONS Books Speaking for Ourselves: Environmental Justice in Canada. University of British Columbia Press, 2009. Edited by Julian Agyeman, Peter Cole, Randolph Haluza-DeLay and Patricia O’Riley. (*Editors’ names listed alphabetically.) http://www.ubcpress.ca/search/title_book.asp?BookID=299172596 Reviewed in: Canadian Journal of Sociology, Canadian Journal of Environmental Education, The Canadian Geographer, Environmental Ethics. How the World’s Religions are Responding to Climate Change: Social Science Investigations. New York: Routledge, 2013. Edited by Robin Globus Veldman, Andy Szasz and Randolph Haluza-DeLay. http://www.routledge.com/books/details/9780415640343/ Reviewed in Human Ecology, Prairie Messenger

Edited journal issues Journal for the Study of Religion, Nature and Culture, 6 (3), 2012. “Global Religions and Climate Change.” (5 papers plus co-authored Guest Editor Introduction). With Robin Globus Veldman and Andy Szasz as co-editors. International Journal of Canadian Studies, 39 (1), 2009. “Canada’s Environmental Cultural Politics.” (7 papers plus Guest Editor Introduction). http://www.erudit.org/revue/ijcs/2009/v/n39-40/ Environments, 35 (1), 91-107. 2008. “Symposium: Sustainability and the City.” (3 papers plus Guest Editor introduction). Available at https://jps.library.utoronto.ca/index.php/ejis/issue/view/1090 Local Environment, 12 (6). 2007. “Environmental Justice in Canada.” (7 articles, plus Guest Editor Introduction. Coordinated reviews of 17 submissions.) http://www.tandfonline.com/toc/cloe20/12/6

Articles in Refereed Journals: 1. Stoddart, Mark CJ., Randolph Haluza-DeLay, & David Tindall. (accepted). “Canadian News Media Coverage of Climate Change: Historical Trajectories, Dominant Frames and International Comparisons.” Society and Natural Resources.

2. Kowalsky, Nathan and Randolph Haluza-DeLay. (2015). This is Oil country: The Alberta tar sands as technological phenomenon. Environmental Ethics, 37 (1) 75-97.

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3. Haluza-DeLay, Randolph. 2014. Religion and Climate Change: Varieties in Viewpoints and Practices. WIRES Climate Change 5(2): 261-279. doi: 10.1002/wcc.268

4. Haluza DeLay, Randolph, Michael DeMoor & Chris Peet. 2013. That We May Live Well Together in the Land...: Place Pluralism and Just Sustainability in Canadian Studies. Journal of Canadian Studies, 47 (3): 226-256.

5. Veldman, Robin Globus, Andy Szasz and Randolph Haluza-DeLay. 2012. Climate Change and Religion: A Review of Existing Research. Journal for the Study of Religion, Nature and Culture, 6 (3), 255-275.

6. Haluza-DeLay, Randolph. 2012. Making Peace with all Creation. Peace Review, 24 (2), 171-178.

7. Poland, Blake, Mark Dooris & Randolph Haluza-DeLay. 2011. Securing ‘Supportive Environments’ for Health in the Face of Ecosystem Collapse: Meeting the Triple Threat with a Sociology of Creative Transformation and Cultural Change. Health Promotion International. 26 (supplement 2), ii202-ii215. http://heapro.oxfordjournals.org/content/26/suppl_2/ii202.abstract

8. Haluza-DeLay, Randolph & Heather Fernhout. 2011. Sustainability and social inclusion? Examining the frames of Canadian English-speaking environmental movement organisations. Local Environment, 16(7), 727-745. http://www.tandfonline.com/doi/abs/10.1080/13549839.2011.594036 (note: then-undergraduate student is co-author.)

9. Haluza-DeLay, Randolph B. 2009. Uncovering Canada’s Environmental Cultural Politics. International Journal of Canadian Studies, 39 (1), 131-136. http://www.erudit.org/revue/ijcs/2009/v/n39-40/040826ar.pdf

10. Haluza-DeLay, Randolph B. & Debra Davidson. 2008. The environment and a globalizing sociology. Canadian Journal of Sociology, 33 (3), 631-656. (Special issue on “Globalizing Sociology”). Available at http://ejournals.library.ualberta.ca/index.php/CJS/issue/view/350

11. Haluza-DeLay, Randolph B. 2008. A theory of practice for social movements: Environmentalism and ecological habitus. Mobilization, 13 (2), 205-218.

12. Haluza-DeLay, Randolph B. 2008. Churches engaging the environment: An autoethnography of obstacles and opportunities. Human Ecology Review, 15 (1), 71-81. Available at http://www.humanecologyreview.org/pastissues/her151/haluzadelay.pdf

13. Haluza-DeLay, Randolph B. 2008. Introduction: Sustainability and the city, Environments, 35 (1), 91-92.

14. Haluza-DeLay, Randolph B. 2007. Environmental Justice in Canada. Local Environment: An International Journal of Justice and Sustainability, 12 (6), 557-564.

15. Haluza-DeLay, Randolph B. 2006. Racialization, social capital and leisure services. Loisir/Leisure: The Journal of the Canadian Association of Leisure Studies, 30 (1), 261-283.

16. Haluza-DeLay, Randolph B. 2004. Community-based research, movement intellectuals, and the ‘Knowledge Council.’ Canadian Review of Social Policy, 52, p. 133-138.

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17. Haluza-DeLay, Randolph B. 2003. When the topic is racism: Research and advocacy with a community coalition. Social Justice, 30 (4), 77-90.

18. Haluza-DeLay, Randolph B. & Janet Dyment. 2003. A toolkit for gender inclusive wilderness leadership. Journal of Physical Education, Recreation and Dance, 74 (7), 28-32.

19. Haluza-DeLay, Randolph B. 2001. Remystifying the city. Thresholds in Education Journal, Vol. XXVII, (3 & 4), 36-40.

20. Haluza-DeLay, Randolph B. 2001. Nothing here to care about: Participant constructions of ‘nature’ following a twelve-day wilderness program. Journal of Environmental Education, 31 (4), 43-48.

21. Haluza-DeLay, Randolph B. 2000. Green fire and religious spirit. Journal of Experiential Education, 23 (3), 143-149.

22. Haluza-DeLay, Randolph B. 1999. The culture that constrains: Experience of ‘nature’ as part of a wilderness adventure program. Journal of Experiential Education, 23 (3), 129-137.

23. Haluza-DeLay, Randolph B. & S.L.M. Haluza-DeLay. 1997. Parenting and childhood: Real-life experiential learning. Journal of Experiential Education, 20 (3), 120-22.

24. DeLay, Randolph B. 1996. Forming knowledge: Constructivist theory and experiential learning. Journal of Experiential Education, 19(2), 76-81. Book Chapters/ Contributions to Books: Haluza-DeLay, Randolph. Religious Movements. (2015). Edward Elgar Encyclopaedia of Environmental Politics and Governance. Cheltenham, UK: Edward Elgar Publishing. Haluza-DeLay, Randolph and Angela Carter. (submitted). Social Movements Scaling Up: Strategies and Opportunities in Opposing the Oilsands Status Quo. In, Laurie Adkin, Naomi Krogman, & Byron Miller (eds.). Political Ecology and Governance in Alberta. Toronto: University of Toronto Press. Haluza-DeLay, Randolph. (submitted). Towards More Effective Environmental Education: Educating for Environmental Justice. In, Connie Russell and Mary Breunig (Eds.) The Environmental Education Reader: Critical Forms of Environmental Education. Under contract to Peter Lang Publishing.

1. Haluza-DeLay, Randolph. (2015). Alberta Internalizing Oilsands Opposition: A Test of the Social Movement Society Thesis. In, Howard Ramos and Kathleen Rogers (Eds.) Protest and Politics: The Promise of Social Movement Societies, pp. 274-296. Vancouver: The University of British Columbia Press.

2. Ferber, Michael P. & Haluza-DeLay, Randolph (2014). Scale-jumping and climate change in the geography of religion. In, Stanley D. Brunn (Ed). The Changing World Religion Map: Sacred Places, Identities, Practices and Politics, Vol 1. Pp. 203-216. Berlin: Springer.

3. Haluza-DeLay, Randolph. (2014). “Assembling consent in Alberta: Hegemony and the Tar Sands” In, Stephen D’Arcy, Toban Black, Tony Weis and Joshua Kahn Russell (Eds.) A Line in the Tar Sands: Struggles for Environmental Justice, pp. 36-54. Toronto: Between the Lines Books.

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4. Haluza-DeLay, Randolph & Angela V. Carter. (2014). “Joining Up and Scaling Up: Analyzing Resistance to Canada’s “Dirty Oil” In, Steve Alsop and Larry Bencze (Eds.) Activist Science & Technology Education, pp. 343-362. NY Springer. 5. Veldman, Robin Globus, Andy Szasz and Randolph Haluza-DeLay (2013). Social Science, Religious Faiths, and Climate Change. In Veldman, Szasz and Haluza-DeLay (eds.) How the World’s Religions are Responding to Climate Change: Social Science Investigations, pp. 3-19. London: Routledge.

6. Veldman, Robin Globus, Andy Szasz and Randolph Haluza-DeLay (2013). Climate Change and Religion as Global Phenomena: Summing up and directions for further research. In Veldman, Szasz and Haluza-DeLay (eds.) How the World’s Religions are Responding to Climate Change: Social Science Investigations, pp. 297-315. London: Routledge.

7. Kowalsky, Nathan and Randolph Haluza-DeLay. (2013). Homo Energeticus: Technological Rationality in the Alberta Tar Sands. In, Helena Mateus Jeronimo, Jose Luis Garcia and Carl Mitcham (eds.), Jacques Ellul and the Technological Society in the 21st Century. Pp. 159-175. Berlin: Springer.

8. Haluza-DeLay, Randolph and Ron Berezan. (2013). Permaculture in the City: Ecological habitus and the Distributed Ecovillage. In Joshua Lockyear and Jim Veteto (Eds). Environmental Anthropology Engaging Ecotopia: Bioregionalism, Permaculture, and Ecovillages for the Sustainable Future, pp 130-145. NY: Berghan Books.

9. Haluza-DeLay, Randolph B., Michael P. Ferber & Tim Wiebe-Neufeld. (2013). Watching Avatar from ‘AvaTar Sands’ Land. In, Bron Taylor (Ed.) Avatar and Nature Spirituality, pp. 123-140. Waterloo, ON: Wilfred Laurier University Press.

10. Haluza-DeLay, Randolph. (2013). Educating for Environmental Justice. In, M. Brody, J. Dillon, R. Stevenson, & A. Wals, (Eds.), International Handbook on Environmental Education Research. pp. 394-402. London: Routledge.

11. Haluza-DeLay, Randolph. (2012.) Religion. In Sage Encyclopedia of Global Warming & Climate Change, Vol 3 (2nd ed.) pp. 1176-1179. Thousand Oaks, CA: Sage Reference.

12. Haluza-DeLay, Randolph. 2010. Globalization. In Willis Jenkins (Ed.), The Encyclopedia of Sustainability, vol. 1: The Spirit of Sustainability, pp. 189–190. Great Barrington, MA: Berkshire Publishing Group.

13. Haluza-DeLay, Randolph. 2010. Place. In Willis Jenkins (Ed.), The Encyclopedia of Sustainability, vol. 1: The Spirit of Sustainability, pp. 305–308. Great Barrington, MA: Berkshire Publishing Group.

14. Haluza-DeLay, Randolph B., Patricia O’Riley, Peter Cole & Julian Agyeman., 2009. Speaking for Ourselves, Speaking Together: Environmental Justice in Canada. In, Speaking for Ourselves: Environmental Justice in Canada. Pp.1-26 in Agyeman, Cole, Haluza-DeLay & O’Riley (Eds.) Vancouver, University of British Columbia Press.

15. Haluza-DeLay, Randolph B. 2008. Forming knowledge: Constructivist theory and experiential learning. In, Karen Warren, Denise Mitten , & TA Loeffler.(Eds.) Theory and Practice of Experiential Education (4th Edition). (pp. 193-202). Dubuque, IA: Kendall-Hunt.

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16. Haluza-DeLay, Randolph B. 2003. Social movement theory. (pp. 465-6). In, J. Jenkins & J.J. Pigram (Eds.) Encyclopedia of Leisure and Outdoor Recreation. London: Routledge.

17. Haluza-DeLay, Randolph B. 2003. Individualism. (p 225). In, J. Jenkins & J.J. Pigram (Eds.) Encyclopedia of Leisure and Outdoor Recreation. London: Routledge.

18. Haluza-DeLay, Randolph B. 2003. United Nations World Commission on Environment and Development. (pp. 522-3).In, J. Jenkins & J.J. Pigram (Eds.) Encyclopedia of Leisure and Outdoor Recreation. London: Routledge.

19. Haluza-DeLay, Randolph B. 1999. Navigating the terrain: Helping participants care for the earth after the wilderness. In Priest, S. and Miles, J.C. (Eds.) Adventure Programming (p. 445- 454). State College, PA: Venture Publishing.

Refereed Conference Proceedings: Haluza-DeLay, Randolph B. 2003. Racialization, social capital and leisure services. In, E. Jackson (Ed.). Proceedings of the 10th Canadian Congress of Leisure Research. (pp. 133-135). Edmonton, Alberta, May 22-25, 2002. Haluza-DeLay, Randolph B. & Brent Cuthbertson. 2000. Developing compassionate sense of place. In I. Schneider, W. Borrie, & K. James (Eds.). Refereed Proceedings of Social Aspects of Recreation Research Symposium. (pp. 17-22). Tempe, Arizona, February 14- 17, 2000. United States Forest Service Pacific Southwest Research Station.

Research Reports and Documents: Harvey Krahn, Randolph Haluza-DeLay, and the Alberta Population Research Lab. 2012. Survey of Edmontonian views on racism and quality of life. Contracted by City of Edmonton. http://racismfreeedmonton.ca/sitewyze/files/Report_cover_for_website_final.JPG Parkins, John R. and Randolph Haluza-DeLay. 2011. Social and Ethical Considerations of Nuclear Power Development. Faculty of Agriculture, Life and Environmental Sciences Staff Paper #11-01. Edmonton, AB: University of Alberta. 49 p. Available at http://www.ales.ualberta.ca/re/Research/StaffPapers.aspx Haluza-DeLay, Randolph B. (2010). The Ethics of Nuclear Power. In Debra Davidson, Ed. Nuclear Power in Alberta: What you need to know. Edmonton, AB: University of Alberta Environmental Studies and Research Centre. Haluza-DeLay, Randolph B., Nathan Kowalsky & John Parkins. (2009). How Canadians Value Nature: A Strategic and Conceptual Review of Literature and Research. Ottawa: Environment Canada. Available at http://tinyurl.com/ValueNature Haluza-DeLay, Randolph B. (2004). Student Perceptions about Equity in Edmonton Schools, In, Charlene Hay and Ernest Khalema, Equity in Edmonton Schools: Research Report. (p. 72-91). Edmonton, AB: Northern Alberta Alliance for Race Relations. Haluza-DeLay, Randolph B. (2002). A Community of Acceptance: Respect for Thunder Bay's diversity. Thunder Bay, ON: Diversity Thunder Bay and Department of Canadian Heritage. Hanna, Glenda, Lorelei Hanson, & Randolph DeLay. (1996). Active Living and Environment Program: 1994-95 Evaluation study report. Ottawa: Active Living Canada. Hanna, Glenda, Brent Cuthbertson, Randolph DeLay, & John Maxted. (1995). Active Living and Environment Program: 1993-94 Evaluation study report. Ottawa: Active Living Canada.

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In Preparation: Articles under review: Haluza DeLay, Randolph. (under review). “Habitus, Identity, and Cognitive Praxis in the Environmental Movement.”

Articles in process: Haluza DeLay, Randolph B., John Parkins & Nathan Kowalsky. Beyond mechanistic extraction: Toward an interdisciplinary socio-cultural approach to valuing nature. McKenzie, Marcia, Randolph Haluza DeLay, Philip Vaughter “A Grounded Approach to Researching Sustainability in Educational Policy and Practice”. Haluza DeLay, Randolph & Carrie Hall. “Environmental discussions within ‘Canadian Mennonite’: Content analysis of Canadian religious periodical.” Haluza DeLay, Randolph and Daniel Muthui. “Media Framing and the Role of Christian Social Actors in Public Discourses about the Athabasca Oil Sands.” Haluza DeLay, Randolph. “Prolegomenon to an Ecological Imaginary. Bob Brulle, Kari Norgaard & Randolph Haluza-DeLay. “Climate Inertia.”

Books in preparation: About Canada: Environmental Justice (Under advance contract with Fernwood Publishing; submitted).

Book Reviews: (2015) Review of Calhoun, Mendieta & VanAntwerpen “Habermas and Religion.” Canadian Journal of Sociology, 40 (2), 275-278 (2014) Review of Eliasoph “The Politics of Volunteering.” Voluntas, 25 (5),1335-1336. Review of Doherty & Doyle, “Environmentalism, resistance and solidarity: The politics of Friends of the Earth International.” Mobilization 19(3), 353-354. Review of Johnston “Religion and sustainability: Social movements and the politics of the environment.” Mobilization, 19 (4), 460-461. (2013) Film Review: “Brazen Optimism & Participatory Planning.” Critical Planning 2.0.(with Blake Poland). Review of Ulrich Beck, “Twenty Observations.” Canadian Journal of Sociology, 38 (3), 437-439. (2012) Review of Gottlieb “Engaging Voices: Tales of Morality and Meaning in an Age of Global Warming” Environmental Values. http://www.whpress.co.uk/EV/EVrev.html Review of Davis, “Alliances: Re/Envisioning Indigenous-non-Indigenous Relationships.” Canadian Journal of Sociology, 37 (1), 102-4. http://ejournals.library.ualberta.ca/index.php/CJS/article/view/16934/13571 Review of Paisley & Dustin, “Speaking up and Speaking out: Social and Environmental Justice in Parks, Recreation and Tourism.” Journal of Leisure Research, 44 (3), 275-278.

(2011) Review of Ormond & Wheaton, “On the edge: Leisure, consumption and the representation of adventure sports.” Leisure/Loisir, 35(3), 361-362. Review of Bevington, “The Rebirth of Environmentalism.” Social Forces, 89 (4), 1439-1441. Review of Nelson, “The New Holy Wars: Economic Religion Versus Environmental Religion in Contemporary America. Environmental Politics, 20 (4), 593-594. Review of Taylor, “Dark Green Religion.” Organization & Environment, 24 (1), 96-98.

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Review of Gibson “A Reenchanted World: The Quest for a New Kinship with Nature.” Organization & Environment, 24 (2), 222-225.

(2010) Review of Angus, “The Global Fight for Climate Justice.” Journal of Socialist Studies, 6 (2), 210-3. www.climateandcapitalism.com/?p=3808 Review of Swarts, Organizing Urban America: Secular and Faith-based Progressive Movements.” Canadian Journal of Sociology, 35(4), 687-9. http://ejournals.library.ualberta.ca/index.php/CJS/article/view/9060/7619

(2009) Review of Hossay, “Unsustainable: A Primer for Global Environmental and Social Justice. Capitalism, Nature, Socialism 20 (4), 114-115.

(2007) Review of Peet and Watts “Liberation Ecologies (2nd ed.)” Canadian Journal of Environmental Education, 12, 190-192.

(2006) Review of Croteau, Hoynes and Ryan, “Rhyming Hope: Activists, Academics and Social Movement Scholarship.” Canadian Journal of Sociology Online. Review of Bowers, “Rethinking Freire: Globalization and the Environmental Crisis.” International Review of Education, 52, 377-391. Review of Preston, “Grounding Knowledge: Environmental Philosophy, Epistemology, and Place.” Environmental Ethics, 28, 97-98.

(2005) Review of Reed-Danahay, “Locating Bourdieu.” The Canadian Review of Sociology and Anthropology On-Line Book Reviews. Review of Orr, “The Last Refuge: Patriotism, Politics and the Environment in an Age of Terror.” Canadian Journal of Environmental Education. 10, 306-308.

(2004) Review of Smith, “An Ethic of Place: Radical Ecology, Postmodernity, and Social Theory.” Canadian Journal of Environmental Education. 9, 201-202.

(2003) Review of Campbell & Gregor, “Mapping Social Relations: A Primer on doing Institutional Ethnography.” The Canadian Review of Sociology and Anthropology On-Line Book Reviews. Review of Stephen Kellert & Timothy Farnham, “The Good in Nature and Humanity: Connecting Science, Religion, and Spirituality with the Natural World.” Society and Natural Resources, 16, 663-665.

(2002) Review of Selby & Goldstein, “Weaving Connections: Educating for peace, social and environmental justice.” Canadian Journal of Environmental Education, 7 (1), 223-225. Review of Krahn, “The Human Relationship with Nature.” Electronic Green Journal, 16. http://egj.lib.uidaho.edu/egj17/haluza1.html Review of Redekop, “Creation and the Environment: An Anabaptist perspective on a sustainable world.” Studies in Religion, 31 (1), 116-118.

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(1994). Review of Bratton, “Christianity, Wildlife and Wilderness: The original desert solitaire.” Journal of Experiential Education, 17 (3), 53-54. (as R.B. DeLay)

Other academic writing: Haluza-DeLay, Randolph. 2012. Giving Consent in the Petrostate: Hegemony and Alberta Oil Sands. Journal for Activist Science and Technology Education, 4 (1): 1-6). http://jps.library.utoronto.ca/index.php/jaste/issue/view/1549 (2010). What’s an Anabaptist Sociologist? Anabaptist-Mennonite Scholar’s Network Newsletter 13 (1), pp. 6-8. (2007). Syllabus included in Teaching Environmental Sociology (6th Ed.) Pp 65-70. Michael Mascarenhas (Ed). American Sociological Association.

(2006) Editor The Rhizome, newsletter of the Environmental Studies Association of Canada. (25-35 pages per issue) Vol. 15(2). Contributed: Editor’s Introduction. Report on the Santa Barbara Environmental Summit.

(2005) Media-making and the Anabaptist Scholar, Anabaptist-Mennonite Scholar’s Network Newsletter, pp. 2-4. Editor, The Rhizome, newsletter of the Environmental Studies Association of Canada. Vol. 15(1). Contributed: Editor’s Introduction. Vol. 14(2). Contributed: Editor’s Introduction. An Interview with John Seed Review of, Our Backyard: A Quest for Environmental Justice.

(2004) Editor The Rhizome, newsletter of the Environmental Studies Association of Canada. Vol 14(1). Contributed: Editor’s Introduction. Feature: Environmental Studies & certification.

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PRESENTATIONS Invited Presentations: Environmental justice beyond distributive inequities: Neoliberalism as socio-cultural injustice, Centre for Community Research, Learning and Action, Wilfrid Laurier University, Waterloo, ON, March 20, 2013. A Political Ecological of Iconoclasm: Towards Just Sustainability. Making Ourselves Useful: Environmental Scholarship in an Unsustainable World. University of Waterloo, ON, May 31, 2012. Homo Energeticus: An Ellulian Analysis of the Alberta Tar Sands. School of Energy and Environment, University of Alberta, Edmonton, Alberta. January 12, 2012. Co-presentation with Nathan Kowalsky. Environmental Justice and Resource Management. University of Saskatchewan, September, 29, 2011. Post-Carbon Imaginaries in an Oilsands Hegemony. Toronto Environmental Justice and Health Network & Centre for Urban Health Promotion, University of Toronto, Jan 28, 2011. Imagining a Post-Carbon World. Keynote to “Oil Things Considered”. The King’s University College. Edmonton, Alberta, January, 21, 2011. Panelist, Canadian premiere of documentary film OilLiteracy: Media, Politics and the Oil/Tar Sands Debate. Calgary, Dec 5, 2010. Climate justice, religious activism and other ethics of climate change, Faculty of Extension, University of Alberta. May, 2010 The Ethics of Nuclear Power. Forum on Nuclear Power in Alberta. Sponsored by University of Alberta Environmental Studies and Research Centre. Edmonton. January 31, 2010. Whither Canadian Environmental Justice? Laurentian Leadership Centre (Trinity Western University). Ottawa, November 4, 2009.

Academic Conferences: (2015) Responding when the Sacred Canopy Burns: Religious Climate Activism, Paper presented at Association of American Geographers, Chicago, IL, April 22, 2015. Whither environmental justice in environmental education? Paper presented at American Education Research Association, Chicago, IL, April 18, 2015. Climbing Shasta with John Muir and my Younger Self. Paper presented at Thinking Mountains 2015, Jasper, AB, May 2015.

(2014) Practice theory and the Transition Movement in Canada: An overview of the Transition Emerging Study's theory and methods. Paper presented at Environmental Studies Association of Canada. St. Catherine’s, ON, May 28, 2014. When the Sacred Canopy Burns: The interplay of religion and climate change as “glocal” phenomena. Paper presented at Canadian Sociology Association. St. Catherine’s, ON, May 30, 2014. Tar Sands, Oppositional Activity, and Transborder Networks. Paper presented at Canadian Sociology Association. St. Catherine’s, ON, May 26, 2014. (Steven M. Hoffman, Paul Lorah, Joseph Janochoski & Randolph Haluza-DeLay). Can we call the Alberta oilsands environmental injustice? Moving from environmental justice to just sustainability. Paper presented at the Society for the Study of Social Problems, San Francisco, August 17, 2014. (with Ken Caine, University of Alberta). When the Sacred Canopy Melts: Religion meets climate change as “glocal” phenomena. Paper presented at the Association for the Sociology of Religion, San Francisco, August 15, 2014. Can we call the Alberta Oilsands an Environmental Injustice?: Moving beyond Distributive Inequity. Paper presented at “Just Sustainability: Hope for the Commons”, Seattle University, August 7, 2014. An Environmental Sociologist reads Climate Change Theology. Paper presented at “Rooted and Grounded: 11

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The land in Christian discipleship, Anabaptist-Mennonite Biblical Seminary, Elkhart IN, September 18, 2014.

(2013) A Grounded Approach to Researching Sustainability in Educational Policy and Practice. Paper presented at the World Congress, Marrakech, Morocco, June 9, (Randolph Haluza DeLay, Marcia McKenzie, Philip Vaughter).

(2012) Depoliticising Nature: Conservation research and Citizen “Values.” Faculty Research Colloquium, The King’s University College, Edmonton Alberta, October 25, 2012. Strategic Environmental Education in the face of Cultural Inertia. Paper presented at the American Educational Research Association, Vancouver, April 17 2012. (Referred) (Randolph Haluza-DeLay, Kari Norgaard, Robert Brulle) Climate Change and Cultural Inertia. Paper presented at the Planet under Pressure Conference, London, UK, March 28, 2012. (Kari Norgaard, Robert Brulle, Randolph Haluza-DeLay) Permaculture as Political Ecology. Paper presented at the Canadian Anthropology Association, Edmonton, AB, May 10, 2012. Political Ecology of the Alberta Oilsands: Social Movements Imagining Social Transformation. Paper presented at Workshop on the Social Movement Society, Ottawa, ON, May 25, 2012. Depoliticising Nature: Problems with Research on Citizen Values of Nature. Paper presented at the 18th International Symposium on Society and Resource Management, Edmonton, AB, June 20, 2012. That We May Live Well Together in the Land... Paper presented at “Beyond the Culture of Nature: Rethinking Canadian and Environmental Studies”, University of British Columbia, Vancouver, BC, September 2012.

(2011) Reimagining Homo Energeticus. Faculty Research Colloquium, The King’s University College, Edmonton Alberta, October 25, 2011. Transition Towns: An Emerging Social Movement Response to Climate Change, Energy/Food Insecurity, and Economic Crisis. Paper presented at the Ecocity World Summit, Montreal, August 24, 2011. (B. Poland, R. Haluza-DeLay, C. Buse, C. Teelucksingh, P. Antze, R.D. Hasdell, B. Elliot) Bourdieu does Environmental Sociology: Or, Bringing culture back in. Paper presented at the American Sociology Association, Las Vegas, August 2011. (Referred) Transnational activism as cultural politics at the provincial level: Oilsands opposition scaling up. Paper presented at the American Sociology Association, Las Vegas, August 2011. Permaculture and Ecological Habitus: A Dialogical Ethnography. Paper Presented at American Sociology Association, Las Vegas, August 21, 2011. (With Ron Berezan). Homo Energeticus: An Ellulian Analysis of the Alberta Tar Sands. Paper presented at “Rethinking Jacques Ellul and the Technological Society in the 21st Century/ Repenser Jacques Ellul et la Societe Technicienne au 21eme Siecle. Instituto de Ciências Sociais,” Universidade de Lisboa, Lisbon, Portugal, June 17, 2011. (N.Kowalsky & R. Haluza-DeLay). (Referred) Private space for public values: Permaculture as Political Ecology. Paper presented at the Canadian Association of Geography. University of Calgary, Calgary Alberta, June 2, 2011. Conceptualizing Environmental Justice in the Alberta Oilsands, Paper presented at the Canadian Association of Geography. University of Calgary, Calgary Alberta, June 2, 2011. Energy is what makes us Albertan”: Territoriality, identity and petrocapitalism in an energy-producing province. Paper presented at Workshop on “Energy & Territoriality in International Perspective”. Canadian Centre for German and European Studies. York University, Toronto, Jan 29, 2011.

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(2010) Homo Alberticus ≠ Homo Energeticus: Religious Contestations to Petrocapitalism in Alberta. Paper presented at the Under Western Skies: Climate, Culture, Change. Mt Royal University, Calgary, Alberta, October 14, 2010. Does Sustainability connect with Social Inclusion? The discursive field of Canadian environmental movement organizations on environmental justice Paper presented at Canadian Sociology Association, Montreal, June 2, 2010. (co-authored, Heather Fernhout). Giving consent to the Petrostate: Hegemony and the Alberta Tarsands. Paper presented at Society for Socialist Studies, Montreal, June 2, 2010. Giving consent to the Petrostate: Hegemony and the Alberta Tarsands. Paper presented at Association of American Geographers, Washington, D.C., April 14, 2010.

(2009) Trouble on the Way to an Ecological Habitus. Paper presented at North American Society for the Sociology of Sport, Ottawa, November, 7, 2009.

(2008) Habitus, Identity and Cognitive Praxis in Environmental Organizations. Paper presented at American Sociological Association, Boston, August 3, 2008. (Refereed paper) Speaking together, speaking for ourselves: Environmental Justice in Canada. Paper presented at American Sociological Association, Boston, August 3, 2008. Environment and Justice? Moving toward Sustainability with Social Inclusion. Paper presented at International Council for Canadian Studies conference, Ottawa, May, 2008. (As part of a session I organized on Uncovering Canada’s Environmental Cultural Politics). Social Movement Learning: The View from Adult Education. Paper presented at Canadian Sociology Association (SOCINET), Vancouver, June, 2008. Beyond “Add Environment and Stir’: Environmentalizing Sociology. Paper presented at Canadian Sociology Association, Vancouver, June, 2008. (co-authored, Debra Davidson).

(2007) Ecological Peacemaking from Christian peace traditions. Paper presented at Nature Matters: Nature in Culture. York University, Toronto, ON. (2007, October 27). Caring for Place? Logic of practice among environmentalists. Paper presented the American Sociological Association, New York. (2007, August 12). Habitus, identity and cognitive praxis among environmentalists. Paper included in thematic workshop of the Collective Behavior and Social Movements pre-conference workshop of the American Sociological Association, New York (2007, August 9-10). Habitus and cognitive praxis among environmentalists. Paper presented at the Canadian Sociology Association, Congress of the Humanities and Social Sciences, University of Saskatchewan, Saskatoon. (2007, June). The Bourdieusian field is not the ethnographic field-site. Paper presented at the Canadian Sociology Association, Congress of the Humanities and Social Sciences, University of Saskatchewan, Saskatoon. (2007, June).

(2006) The practice of environmentalism: Creating ecological habitus. Paper presented at the American Sociological Association, Montreal, QB, August 12. (Refereed paper) Movement intellectuals and imagination as method. Paper presented at the Canadian Sociology Association, Congress of the Humanities and Social Sciences, York University, Toronto, ON. (2006, June 1). Environmental inequality in Canada. Paper presented at the Canadian Sociology Association, Congress of 13

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the Humanities and Social Sciences, York University, Toronto, ON. (2006, June 1). Caring for Place? Interrogating ecological habitus. Paper presented at the Environmental Studies Association, Congress of the Humanities and Social Sciences, York University, Toronto, ON. (2006, June 2). Building the Field: Report from Santa Barbara Environmental Studies Summit. Report delivered to the Annual Meeting of the Environmental Studies Association of Canada, at the Congress of the Humanities and Social Sciences, York University, Toronto, ON. (2006, June 1). Learning from Other Environmental Organizations: The Environmental Studies Association of Canada. Presentation at the Santa Barbara Summit on Environmental Studies, University of California-Santa Barbara, California. (2006, February 25). Facilitated session on “Taking our Environmental Research to the Public,” at the Santa Barbara Summit on Environmental Studies, University of California-Santa Barbara, California. (2006, February 24).

(2005) Environmental Social Movements: Creating ecological habitus. Paper presented at the Canadian Sociology and Anthropology Association, Congress of the Humanities and Social Sciences, University of Western Ontario, London, ON. (2005, June 2). Doing Environmental Education in the Church: An Autoethnography of Obstacles and Opportunities. Paper presented at the Canadian Religious Studies Association, Congress of the Humanities and Social Sciences, University of Western Ontario, London, ON. (2005, May 31).

(2003) Social Capital and Contested Community: A case study in anti-racism advocacy. Paper presented at the Canadian Sociology and Anthropology Association, Congress of the Humanities and Social Sciences, Halifax, NS. (2003, June 1). Social Capital and Contested Community: A case study in anti-racism advocacy. Plenary paper presented at Plenum on Race Relations: Alberta Experiences, Prospects for Change, Northern Alberta Alliance on Race Relations, Edmonton, AB. (Proceedings available at http://www.naarr.org/research/plenum.htm) (2003, June 14).

(2002) Racialization, social capital and leisure services. Paper presented at the 10th Canadian Congress of Leisure Research, Edmonton, AB. (Published in proceedings). (2002, May). When the topic is sensitive: Racialization and social cohesion. Paper presented at the North Central Sociological Association under the auspices of the Society for Applied Sociology, Windsor, ON. (2002, April).

(2001) Doing environmental education in the church: Rocks, rapids and braided channels. Paper presented at the Fourth International Conference on Transformative Learning, Toronto, ON. (2001, November)

(2000) Remystifying earth and mind: Adventure learning at the core. Paper presented at the Association of Experiential Education International Conference. Tucson, AZ. (2000, November). Developing compassionate sense of place. Paper presented at the Social Aspects of Recreation Research Symposium. Tempe, AZ. (Paper published in refereed proceedings). (2000, February).

(1996) Nothing here to care about: Constructing nature following a wilderness trip. Paper presented at the Our Environment, Our Future Conference, University of Alberta, Edmonton, AB. (Abstract published in 14

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refereed proceedings). (1996, April). Constructing ‘nature’: Participants' experience of a wilderness trip. Poster session at Research Revelations: An All-Faculty Communication of Research. University of Alberta. Edmonton, AB. (1996, February).

(Note: Presentations to courses, professional presentation in non-academic settings or to community groups have not been listed. These include presentations to Edmonton City Council, guest lectures at universities or other courses, speaking to faith groups (Muslim, Christian, interfaith), presentations at organizational meetings or annual general meetings of Sierra Club, Edmonton Chamber of Voluntary Organizations, Alberta Parks and Recreation Association and so on.)

GRANTS Research Grants Critical Analysis of Public Opinion Research about Controversial Wildlife Management Techniques. Environment Canada, 2014. $22,000. Towards a Culture of Resilient Sustainability: The Transition Town Movement in Canada. SSHRC Insight Research Grant. $185,000, Blake Poland (Principal Investigator); Randolph Haluza-DeLay (Co-Investigator); Cheryl Teelucksingh (Co-Investigator). 2012-2015. [STATUS: IN PROGRESS]. The Sustainability and Education Policy Network: Leading Through Multi-Sector Learning. SSHRC Partnership Grant. $2,500,000, Marcia McKenzie (PI; my role is as Research Collaborator). 2012-2018. [STATUS: IN PROGRESS]. Puffins, Kayaks and Oil Rigs: Shifting Modes of Society-Environment Interaction on the Newfoundland Coast. SSHRC Insight Research Grant. $71,888, Mark C.J. Stoddart (Principal Investigator); Angela Carter (Research Collaborator); Randolph Haluza-DeLay (Research Collaborator); Raymond Murphy (Research Collaborator); Karen Stanbridge (Research Collaborator), 2011-2014. [STATUS: IN PROGRESS]. Canadian News Media and Climate Change Discourse Networks, 1997-2010. SSHRC Insight Development Grant. $44,234, Mark C.J. Stoddart (Principal Investigator); David B. Tindall (Co-Applicant); Randolph Haluza-DeLay (Co-Applicant); Jeffrey Broadbent (Research Collaborator), 2011-2013. [STATUS: IN PROGRESS]. Social Networks and Climate Change Discourse, SSHRC Standard Research Grant. $189,000. David B. Tindall, (Principal Investigator); Mark C.J. Stoddart (Co-Applicant); Randolph Haluza-DeLay (Research Collaborator); Jeffrey Broadbent (Research Collaborator), 2011-2014. [STATUS: IN PROGRESS]. Valuing Nature by Canadians. Environment Canada, 2009. $19,100. (PI; with Nathan Kowalsky & John Parkins, Co- investigators). The Political Ecology and Governance of Alberta. Social Science and Humanities Research Council of Canada workshop fund, 2008. $20,345. (Laurie Adkins, PI; Randolph Haluza-DeLay, Byron Miller, Naomi Krogman, Co-investigators). Workshop held in November 2008. Environmental Sustainability and Social Inclusion: Environmental Justice or Lip Service? The King’s University College Internal Research Committee award, 2008. $3500. (This project involved an undergraduate student working as a research assistant.) Working Paper on Environmental Sustainability and Social Inclusion, Laidlaw Foundation, 2007. $5000. (This project involved two recently graduated students working as research assistants, and resulted in a publication with former student Heather Fernhout) Developing a compassionate sense of place. The King’s University College Internal Research Committee award, 2005. $900. Equity in Edmonton Public Schools. The King’s University College Internal Research Committee award, 2003. $750. The varieties of adventure experience. Lakehead University Internal SSHRC Award, October 1999. $1740. The King’s University College conference travel grants, 2003-4, 2006-11. 15

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Lakehead University conference travel grants, 1999, 2000.

Canadian Heritage (Government of Canada) grant to Diversity Thunder Bay. 2001. $38, 200. I administered this grant and coordinated the multi-method community assessment. Produced research report: A Community of Acceptance: Respect for Thunder Bay’s Diversity.

Project/Non-Research Grants Alberta Sport Recreation, Parks and Wildlife Foundation (1999) - $2000 for indoor climbing wall. Edmonton Rotary Club (1998) - $32,100 for construction of new student accommodations lodge. Alberta Sport Recreation, Parks and Wildlife Foundation (1998) - $4000 for artificial ice climbing tower. Shell Environmental Fund (1998) - $500 for solar demonstration oven. City of Edmonton Recreation operating grants (1996, 1997, 1998) - $1100, $1200 & $900. Muttart Foundation (1997) - approx $1100 for non-profit society management audit.

OTHER PUBLIC WORKS & PUBLICATIONS (sample-not complete) “Climate Justice”. Presentation to Canadian Council of Churches Justice Tour. April 14, 2015, Edmonton. “Interfaith Summit on Climate Change.” Scarboro Missions, Jan-Feb 2015, p. 18-19. https://www.scarboromissions.ca/Scarboro_missions_magazine/docs/Jan_Feb15.pdf “Shaping a sustainable future.” Canadian Mennonite, October 27, 2014, p. 24. http://www.canadianmennonite.org/articles/%E2%80%98shaping-sustainable-future%E2%80%99 “ ‘Choose hope’ for climate.” Canadian Mennonite, October 27, 2014, p. 25-26. http://www.canadianmennonite.org/articles/%E2%80%98choose-hope%E2%80%99-climate “Changing the Climate, Living Well together” Workshop at Holy Spirit Lutheran Church, August 26, 2014 “The War on Science” Alberta Views, Jan/Feb, 2014, p. 58. “Creation Care and Ecological Justice” Workshop presented at #JusticeYEG, Edmonton, Alberta, November 16, 2013. And for the Edmonton Catholic School board, May 2014, 2015. “Learning from each other.” (Anabaptist-Muslim dialogue). Canadian Mennonite, June 10, 2013, p. 15. “Food Security, Environmental Justice and Social Movements doing Cultural Change.” Food Secure Canada national conference, Edmonton, November 4, 2012. “Survey of Edmontonian views on racism and quality of life” Research Presentations to City Council (closed door), Public forum at City Hall, Racism-free Edmonton CEOs, RFE Management Action Team, public venues, March-June 2012. “Care for Creation and Environmental Justice: A challenge for Anabaptists” (Cover feature). Canadian Mennonite, August 20, 2012, p. 3-6. http://www.canadianmennonite.org/articles/care-creation-and-environmental-justice (Discussion questions at: http://www.canadianmennonite.org/articles/discussion-52) “Homeland Insecurity.” Alternatives Magazine, 38 (3): 41-42. (May-June, 2012) “The Northern Gateway Pipeline: Why we Cling to Oil.” The Catalyst (Citizens for Public Justice). (Apr2012). This essay won First Place for Opinion from the Canadian Church Press in May 2013 http://www.cpj.ca/award-winning-newsletter “Op-Ed: Broad changes, not just helmets, key to bike safety.” Edmonton Journal, May 12, 2011; page A16. (Haluza-DeLay, Blake Poland & Byron Miller). http://www2.canada.com/edmontonjournal/news/ideas/story.html?id=82a68092-b271-4aba-a705-4a2 2ac74a12c&p=2 Presentations to Edmonton City Council on Municipal Development Plan, engine idling, and other matters (several over 2008, 2009). (Students have also presented to city council as part of coursework.) Organized: Climate Change as a Moral Issue, Video-Conference with estimated 80 participants, Dual location: University of Calgary & the King’s University College. October 26, 2009. Under SSHRC grant Albertans Act on Climate Change. PI: Mishka Lysack, University of Calgary

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“Making peace with all creation as a culture of peace.” Presentation to Edmonton Interfaith Association, Edmonton, Alberta, October, 2008. “Environmental Justice,” Sierra Club-Prairie Chapter AGM, Edmonton, Alberta, April 12, 2008. “Faith & Environment-Christian perspectives” Presentation at Ahmaddiya Muslim meeting, Lloydminster, Alberta, April 5, 2008. (Numerous presentations on this topic to church and interfaith groups over the years) CBC Radio Commentary: “On Exclusion of the Green Party from the National Leader’s debate,” June 10, 2004. Available at http://www.cbc.ca/insite/COMMENTARY/2004/6/10.html “Waging peace a family affair in Edmonton.” Canadian Mennonite, 7 (5), p. 16, back cover photo. (2003, March 10). “Caring for Creation.” Co-writing and distribution of a series of six inserts for church bulletins integrating environmental care, justice and ethics. Prepared under $40,000 grant through several foundations and Earthkeeping. “Remystifying the City”. Green Teacher 52, p. 5-8. (Summer, 1997). This article has been reprinted at least three times, translated into French and Spanish, and is part of a “Best of Green Teacher” anthology. (Available at http://www.greenteacher.com/articles/mystifyingeng.html) “Making peace with the earth.” Prepared adult Sunday School materials on religious-based environmental ethics. Four to seven sessions presented.  First Mennonite Church, Edmonton, Alberta, September-November, 2009.  Lendrum Mennonite Brethren Church, Edmonton Alberta, May-June, 1995.  First Mennonite Church, Edmonton, Alberta, November-December, 1995. "CJLR's Earth Day Special." Wrote and produced two hour radio show integrating music, interviews and commentary. 1990. “Rock Solid.” Produced weekly radio program combining music and issues for teens. 1989-1990. Storyteller and Living History performer.

TEACHING The King’s University College, Edmonton Alberta. 2003-present (Sabbatical, 2010-2011). Introduction to Canadian Society (SOCI 201), Winter 2003-2010, 2012 Introduction to Research Methods, (SSCI 309), Fall 2003-2009, 2011-2013 Contemporary Sociological Theory (SOCI 333), Winter, 2004, 2006, 2008, 2010, 2012 Senior Sociology Seminar (SOCI 495), Winter 2003, 2006-10, 2012-2014 Senior Social Science Seminar (SSCI 495), Winter 2006-10, 2012-2014 Science and Society (SOCI 362), Fall, 2004, 2006, Winter, 2009, 2014 Social Psychology (SOCI340/PSYC340), Fall, 2007 God, Physics and the Human Prospect (Science and Religion: SOCI 395/Theo475), Winter, 2005, 2013

New courses developed and taught: Sociology and the Environment (SOCI 319), Winter, 2005, 2007, Fall 2008, 2012 Multicultural and Aboriginal Relations in Canada (SOCI 318), Fall 2003, 2005, 2007, 2009, 2011, 2013 Community and Place (SOCI 399), Fall, 2009, 2012 Social Inequality & Justice (SOCI 360), Fall, 2011; Winter 2013

Directed Studies listed under “Student Supervision” (below):

Norquest College, Edmonton, Alberta. 2006-present. Introductory Sociology (SOCI 1000), 2006-present. Distance course instructor, 90-120 students per year; asynchronous enrolment. 17

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Introductory Sociology (SOCI 1000), courses for Social Work, Practical Nursing, and Internationally-Educated Nurses programmes, 2007, 2008, 2009.

Lakehead University, School of Outdoor Recreation, Parks and Tourism, Thunder Bay, Ontario. 1999-2001: Adventure Recreation and Tourism (OR 3751), Fall 1999 Adventure Outdoor Leadership I (OR 3311), Spring, 2001 Programming and Evaluation in Outdoor Recreation (OR 2270), Fall 1999, 2000 Outdoor Skills and Theory I (OR 2310), Fall 1999, 2000 Theory and Practice of Leadership (OR2210), Winter, 2000, 2001 Outdoor Centre Management (OR 4351), Winter, 2000, 2001 Honours Thesis I (OR 3075), Winter, 2000 Honours Thesis II (OR 4075), Fall 2000 Theses supervised listed under “Student Supervision” (below)

New courses developed and taught: Outdoor Education Practices (OR 3171), Winter 2001

Norquest College, Edmonton, AB, 2008. Curricular consultant to General Studies division, 2006-9. Engaged to revise distance delivery and provide content for Sociology course in professional diploma programmes. Introductory Sociology (SOCI 1000), for Practical Nursing (Fall, 2008) & Social Work (Winter 2009), and Practical Nursing (Spring, 2010). Introductory Sociology (SOCI 1000) ONLINE. To over 100 students per year; 2007-2010.

University of Alberta, Faculty of Physical Education and Recreation, Edmonton, Alberta. 1993-1996: Outdoor Environmental Leadership (PESS 180). Fall, 1993, 1994, Spring Intersession, 1994. Introduction to Volleyball (PAC 137). Spring, 1995. Introduction to Indoor Climbing (PAC 182). Winter, 1996. Instruction and Leadership of Physical Activity (PESS 170), Winter, 1995. (Teaching Assistant for two sections.)

Winter Emergency Care. Elk Meadows Ski Resort. January-April 1993. A 90-hour course for ski patrollers and outdoor professionals. National Ski Patrol certification.

Student supervision Supervisor, Doctoral Candidate, Social Sciences, Royal Roads University PhD Committee, Doctor of Public Health candidate, University of Toronto PhD, Community Psychology candidate, Wilfred Laurier University M.A. Committee, Master’s in Education candidate, University of Saskatchewan. Participant on 2 doctoral examining committees, Dept of Resource Economics and Environmental Sociology, University of Alberta. 2010. External Examiner, Dissertation examination of Dr. Geoff Ghitter, Dept of Geography, University of Calgary, 2010. External Examiner, M.A. thesis defense, Alexa Stovold, Community Psychology, Wilfrid Laurier University, 2014.

Directed Studies courses (SOCI 499) on Sociology of Alcoholism; Inclusivity and Schools, Race and Ethnic Diversity, Political Ecology, Ecofeminism, Environmental Education, Advanced Social Inequality, Applied Social Research (which include applied research projects for community non-profit organizations), Social Theory and the Environment. 18

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Supervised student report for Terra Centre for Pregnant and Parenting Teens, conducted by Jessica Niemi (student): Scan of Provincial Practices across Canada to Support Continuation of Schooling for Pregnant and Parenting Teens. Undergraduate students have been involved in other research projects, including publication (e.g., Haluza-DeLay & Fernhout, 2011) Supervised 14 B.Rec Honours thesis at Lakehead University. Anderson, Maggie Women and Adventure Therapy: A Circle of Understanding Cartlidge, Eric Motivations of volunteer leaders: Camp Outlook case study Conlin, Jenn Phenomenology of Tour du Canada Culham, Matt Sailing in Thunder Bay: A cruising subculture Cuthbertson, John & Martin, Ian Indoor Climbing Wall Standards in Canada Dennis, Adam Perceptions of Risk in Downhill Skiers Gibbs, Shaun & Corbett, Mike Comparison of Participant Motivations-NOLS and OB Lamarche, Mike Risk Continuum Model McDougall, Tyler Effects of Therapeutic Recreation on Juvenile Delinquency McQuay, Darrin Whitewater Website Design O’Neill, Laura Ecotourism in Northern Ontario Simson, Hazen Initiative Games Literature Review

PROFESSIONAL SERVICE

Parkland Institute (University of Alberta), Board Member, 2012-present. Edmonton Interfaith Centre, Board Member 2013-present Centre for Race and Culture, Edmonton AB, Board Member 2008-2013; Board Chair, 2012-13 Racism-Free Edmonton Management Action Team, 2011-13. Research Associate, Canada Research Chair for Sustainable Communities (Ann Dale, Royal Roads U) University of Alberta Environmental Studies Research Centre advisory board member, 2007-2011.

Journal Advisory boards: Local Environment: International Journal of Justice and Sustainability, 2006- present. Canadian Journal for Environmental Education, 2006-present. Green Theory & Praxis, 2009-2012 Journal of Experiential Education, 1998-2004.

The King’s University College General Faculty Council Executive, 2012-2014. Academic Affairs Committee (primary working committee of Faculty Council), 2007- 2010. Numerous hiring committees, 2008-2010. Environmental Studies Committee, 2003-2009. Admissions and Prior Learning Assessment Policy Committee, 2006-present. Sociology concentration review committee, 2009-10 Social Science concentration review committee, 2004-5. Social Committee, 2003-2006. Representative to Racism-Free Edmonton (Management Action Committee, 2011-present Representative to Concordia University College Research Ethics Board, 2011-present. Faculty representative and other service on ad hoc basis.

Congress of the Humanities and Social Sciences, Organizer: Research & Society lecture and panel: Sustainability and the City, June 1, 2006, York University. (later published as journal symposium). Santa Barbara Environmental Studies Summit. Facilitator: Session on “Taking our research to the Public,” 19

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2006. University of California - Santa Barbara. Manuscript Reviews: Canadian Journal of Native Studies, Canadian Review of Sociology, American Sociological Review, British Journal of Sociology, Canadian Journal of Sociology, Theory Culture & Society, Mobilization, Environmental Education Research, GeoForum, Climatic Change, Local Environment, Leisure/Loisir, Human Ecology Review, Environment & Planning C: Government and Policy, Law and Social Inquiry, International Journal of Environmental Studies, Canadian Journal of Environmental Education, Journal of Experiential Education, Perspectives on Science & Christian Faith, Canadian Journal of Geography, Organization & Environment, Contexts, Journal for the Study of Nature Religion & Culture, Studies in Religion/Sciences Religieuses, Environmental Management, Environmental Politics, Canadian Journal of Political Studies, Peace Research, Society and Natural Resources . Reviewed grant proposal, Israeli Science Foundation (2009), U.S.-Israel Binational Science Foundation (2014). Reviewed of academic books: MIT Press, Oxford University Press, Thomson-Nelson, McGill-Queens University Press. Reviewer of conference proposals for North American Environmental Education Association, American Educational Research Association, International Adventure Therapy Conference. Review Coordinator, Socio-cultural Section, Leisure Research Symposium, NRPA, 2004. Discussant - sessions of Canadian Sociology Association, SOCINET (Sociology of Education Network).

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Organizational memberships: American Sociology Association Environment and Technology Section (Served on Teaching Award committee, 2012) Collective Behaviour and Social Movements Section Canadian Sociology Association Environmental Caucus, co-organizer. (later became the Environmental Sociology Cluster) Chaired & organized paper sessions, Annual Meetings of CSA, 2008, 2006, 2005, 2004. also active with the “Canadian Network for the Study of Identities, Mobilization and Conflict”. Environmental Studies Association of Canada *Board member 2003-2006. *Representative to the Canadian Federation of Humanities and Social Sciences, 2002-present. *Newsletter Editor, 2004-2006 (2 issues/year, 25+ pp each). Anabaptist-Mennonite Scholars Network Steering Committee member, 2008-present. Mennonite Environmental Network American Association of Geographers

Recent memberships: Canadian Association of Anthropology Canadian Association of Geographers International Association for Society & Natural Resources Canadian Ethnic Studies Association Canadian Indigenous and Native Studies Association North American Association for Environmental Education Society for Applied Sociology

(note: community service is not listed here; it includes Board of Directors of Edmonton Interfaith Centre (2013-preesnt) Edmonton Mennonite Centre for Newcomers (2004-5), Board of Directors of the Centre for Race and Culture (2009-2013; Board Chair, 2012-3), committees of various organizations, local soccer coaching, church, elementary school and other volunteering.)

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Curriculum Vitae

John L. Hiemstra

Professor of Political Studies The King's University 9125 – 50 St., Edmonton, Alberta, Canada, T6B 2H3 Telephone: (780) 465-3500 Ext. 8040 Fax: (780) 465-3534 E-mail: [email protected]

Education o Ph.D., Political Philosophy and Public Policy, University of Calgary, 1992. o M.Phil., Political Theory, Institute for Christian Studies, Toronto, 1983. o Secondary Education Teacher’s Certificate, Dordt College, Sioux Center, Iowa, 1978. o BA, Social Sciences, Dordt College, 1978.

Academic Appointments o Professor, Political Science, The King’s University, 2003-present. o Associate Professor, Political Science, The King’s University College, 1996-2003. o Assistant Professor, Political Science, The King’s College, 1991-1996.

Other Employment: o Public Policy Analyst and Alberta Director, Citizens for Public Justice, 1981-1987

Select Administrative Appointments: o Director, Politics-History-Economics program, The King’s University, 2011 – 2015 o Chair, Faculty Council, The King’s University College, 2002-2003. o Dean, Faculty of Social Sciences, The King’s University College, 2005 – 2012. o Dean’s Council, The King’s University College, 2005 – 2012 o Faculty-Senate Evaluation Committee, The King’s University College, various terms o Academic Affairs Committee, The King’s University College, various terms. o Curriculum Review Committee, The King’s University College, 1993-1999.

Research Interests o Faith, diversity and public policy making o Government’s role in policy making for deep pluralism, e.g. in broadcasting, schooling, faith- based social and health NGO policy, poverty, and university scholarship o Structural – philosophical/cultural analyses of Canada’s oilsands developments o State's role in creation care in light of growing ecological crises

Courses Taught: o POLI 205 – Invitation to Politics and Government o POLI 320 – Canadian Government and Politics o POLI 327 – Public Policy Analysis o POLI 380 – World Politics o POLI 399 – Issues and Topics in World politics o POLI 317 – Christian Social and Political Movements [also SOCI 399 & HIST 399] o POLI 399 – Oilsands Development: Interdisciplinary Perspectives [also PHES 498 & ENVS 399] o PHES 201 – Engaging the World – Faith and Public Life o PHES 495 – Politics, History & Economic Studies - Senior Seminar o POLI 200 – Introduction to Politics and Government o POLI 201 – Process of Government and Politics o POLI 310 – History of Political Thought I: Classical and Medieval Political Thought o POLI 311 – History of Political Thought II: Modern Political Thought o POLI 313 – Political Ideologies o SSCI 495 – Senior Social Science Seminar

Selected professional activities o Research member, “The Role of the State in Creation Care, Research project” funded by Calvin Centre for Christian Scholarship, 2012-present. o North American Board member, International Association for the Promotion of Christian Higher Education, (IAPCHE), 2006 – 2013. o Delegate, North American Forum and Hearings on Poverty, Wealth & Ecology (PWE), World Council of Churches, North America (Calgary) November 7-11, 2011. o Canadian delegate, “Oikotree Global Forum,” Johannesburg, South Africa, 2013, and serve with the “Transformative Theology Working Group” of Oikotree (sponsored by Council for World Mission, World Alliance of Reformed Churches and World Council of Churches). o Member, “Transformative Theology Working Group, Oikotree, (sponsored by Council for World Mission, World Alliance of Reformed Churches and World Council of Churches), 2013-present. o Signatory, “Doing the truth in love: an evangelical call for response to Caritas in Veritate,” the Roman Catholic Pope’s statement. The response was published Sept.-Oct., 2009 Books & Culture. o Signatory, “Radicalizing Reformation - Provoked by the Bible and Today's Crises,” 2015. o Reviewed the curriculum and internship program, Laurentian Leadership Centre, Ottawa (2007). o Board Member, Citizens for Public Justice, Toronto, 2001-2006. o Team Leader, Honduras Water Project Teams, 3-week course on development sponsored by The King’s University, NADC, and CRWRC/World Renew, May 2006 and May 2008. o Reviewed the Political Science Departments of Redeemer University College (2002) and Trinity Western University (1996). o Member, ‘Social Action Commission,’ Evangelical Fellowship of Canada, 1993-2004. o Chaired Committee and authored the proposal for a “Politics, History and Economics” (PHE) 4-year major at The King’s University College. (Co-presented King’s document to the Alberta Government’s “Private Colleges Accreditation Board,” [now the Quality Council] Feb. 13, 2004. o Consulted with “Committee for Contact with the Government” of the Christian Reformed Churches of Canada, on various submissions and presentation to the Parliamentary hearings. o Consultant for the "Project on Tracking Charitable Choice," Center for Public Justice, Washington, DC, 1997-2000.

I. Publications, Professional Presentations & Public Lectures on the Oil/Tar Sands Developments:

“Re-considering the state’s role in creation care: A case study of issues and assumptions arising from the tar/oil sands developments,” paper presented at the Henry Symposium on Religion and Public Life, Grand Rapids, Michigan, April 30-May 2, 2015.

“Why does society have such a hard time dialoguing over the oilsands?: The case of the Northern Gateway Pipeline,” panel presentation, “Are We There Yet? Economic Justice and the Common Good,” co- sponsored by Institute for Christian Studies and The King's University College, May 12-13, 2014.

“The Northern Gateway Pipeline Panel and the Public Interest: The shaping influence of Canada’s ‘plausibility structure’ and ‘symbolic universe’,” paper delivered to Canadian Political Science Association Annual Conference, (CPSA) June 4-6, 2013, University of Victoria, Victoria, British Columbia. Accessible at http://www.cpsa-acsp.ca/papers-2013/Hiemstra.pdf.

Book Review, Catalyst, Summer, 2013 (volume 36, number 2), of Andrew Nikiforuk, The Energy of Slaves: Oil and the new servitude, Greystone Books, 2012.

“Exploring the need for, and contours of, an integral approach to analysis of environmental (and other) problems: a Christian contribution,” paper presented to the “Social Justice and Human Rights Conference” sponsored by the “Centre for Philosophy, Religion and Social Ethics” (CPRSE) of the Institute for Christian Studies’ (ICS), and co-sponsored by Emmanuel College, at Victoria University in the University of Toronto, April 27 & 28, 2012.

Book review in Environmental Politics, Vol. 21, no 6, Nov. 2012, pp. 1-2, of Debra J. Davidson and Mike Gismondi, Challenging Legitimacy at the Precipice of Energy Calamity, Springer, 2011, pp. 1010-1011.

“Approaches to Analysis: Can we gain a truthful understanding of the Oilsands Developments, or of the Northern Gateway Pipeline?” Faculty Colloquium of 2012-13, The King’s University College, October 24, 2013.

“The Masterful Illusion of ‘Ethical Oil’,” Comment: Public Theology for the Common Good, December 7, 2011, accessed 2011-12-07 at http://www.cardus.ca/comment/article/3012/.

“‘The World’s Most Unsustainable Development’: Exploring a Reformational framework for analysing Canada’s oilsands developments as well as the nature of the society demanding more oil,” paper presented to “The Future of Creation Order,” International Conference on the occasion of the 75th anniversary of the Association for Reformational Philosophy, Amsterdam, The Netherlands, 16 – 19 August 2011.

“You, the Oilsands, and Truth: An Exercise in Discernment,” plenary speech, Interdisciplinary Conference, The King’s University College, Jan. 19 - 20, 2011, Edmonton, Alberta.

“Creating and Solving ‘the World’s Most Unsustainable Development’: Government’s Role(s) in the Oil Sands Developments,” paper delivered at Canadian Political Science Association Annual Conference, Carleton University, Ottawa, Ontario, May 27-29, 2009, accessible at http://www.cpsa-acsp.ca/papers- 2009/Hiemstra.pdf.

“Canada’s Oil Sands Development as Icon of Globalization,” Michael Goheen & Erin Glanville, Editors, The Gospel and Globalization: Exploring the Roots of a Globalized World, Vancouver: Regent College Press; Milton Keynes, UK: Paternoster, 2009, pp. 179-198.

“Christian Belief and the Tar Sands: Removing barriers to genuine dialogue,” Ecumenism, Vol. 44, no. 175, Fall 2009, pp.15-21.

“Christian Belief and the Tar Sands: Removing barriers to genuine dialogue,” Opening remarks for the Edmonton meeting (May 21, 2009) of the KAIROS Church Leaders’ Delegation to the Alberta Tar Sands (May 21-27, 2009), held at The King’s University College, Edmonton. [KAIROS: Canadian Ecumenical Justice Initiatives unites 11 national churches and church agencies in faithful action for social, economic and ecological justice, see http://www.kairoscanada.org/en/get-involved/campaign/tar-sands-delegation/.]

“Reflections on a Tar Sands Sabbatical: Does King’s research, teaching & professionalism really break away from the dominant approach to studying and developing the oil sands?” Colloquium, The King’s University College, Edmonton, Jan. 27, 2009.

“Alberta’s Oil Sands Boom: A Wake-up Call for Christian Scholarship,” Pro Rege, XXXVI, No. 3, March, 2008, pp. 15-27, available at http://www.dordt.edu/publications/pro_rege/crcpi/Pro_Rege_Mar_2008.pdf.

“Hypnotized by Progress: Does the Modernist Approach to Social Science Obscure the Essence of the Oil Sands Boom?” Canadian Political Science Association Annual Conference, Congress of the Social Sciences and Humanities, University of British Columbia, Vancouver, B.C., June 4 - 6, 2008. Available at http://www.cpsa-acsp.ca/template_e.cfm?folder=conference&page_name=agm-papers-2008.htm#h.

Oral and written submissions, “Science, the public interest, and the Energy Resources Conservation Board (ERCB),” presented to the Petro-Canada Oil Sands Inc. (PCOSI) Sturgeon Upgrader proceedings (Application No. 1490956), Fort Saskatchewan, Alberta, July 3, 2008.

“Discerning Ideology in the Oil Sands Boom,” speech, Social Justice Institute, “In the Belly of the Beast: Christian reflections on Living in Alberta’s Energy Economy,” Edmonton, Feb. 9, 2008.

“Excavating the Oil Sands with a ‘Public Justice Approach,’” speech at the Annual General Meeting of Citizens for Public Justice, June 9, 2008, Ottawa, Ontario. The full written article is available on line at CPJ, “Other Work,” (August 24, 2008) http://www.cpj.ca/sites/default/files/docs/the-oil-sands-with- public-justice-J-Hiemstra.pdf.

“Excavating the Oil Sands with a ‘Public Justice Approach’: Serviceable Method or Past its ‘Best- Before’ Date?” Catalyst, Vol. 30, number 2, Spring 2008, pp. 1, 5; available Feb. 10, 2009, at: http://www.cpj.ca/files/docs/the_Catalyst_-_Spring_2008.pdf.

“Why Rush Oil Sands Development if the Costs don’t add up?—Breaking the Hypnotic Spell of Progress,” paper presented in the panel discussion on “The price of prosperity,” University of Alberta, Augustana Campus, Oct. 23, 2007.

“If the Gospel liberates, why do we feel so powerless about oilsands development? Strengths of a Christian approach to cultural analysis,” speech, Earth Keeping/Justice/Peace Lecture Series, First Christian Reformed Church, Calgary, March 29, 2006.

“Hypnosis, the Myth of Progress, and Our Christian Scholarly Calling,” speech, Dordt College, Sioux Center, Iowa. Nov. 2, 2006.

“Oil sands Developments and Approaches to Analysis,” workshop, Congreso Internacional, 2006, "Christian Higher Education in the Global Context: Implications for Curriculum, Pedagogy & Administration," Granada, Nicaragua, Nov. 14-19, 2006.

“‘Pop goes the Progress Myth’: Awakening Biblical Hope in a Hypnotised Province,” Ecumenism, Dec. 2005, Vol. 40, No. 160, 4-13.

Select popular publications on the tar/oil sands

“The Northern Gateway Pipeline? – Constructing a Christian Response,” 4 public lectures on Northern Gateway Pipeline in British Columbia Northwest, delivered in Prince George (Monday), Houston (Tuesday), Smithers-Telkwa (Wednesday), and Terrace (Thursday) on April 29-May 3, 2013.

“Ethics and the oilsands: Christians need to examine the moral framework behind the concept of 'ethical oil',” ChristianWeek, Wednesday, February 8, 2012. [In magazine and online at http://www.christianweek.org/stories.php?id=1883.]

"The shrivelled moral universe of ‘ethical oil’," Christian Courier, April 23, 2012, p. 20.

“Playing dice with the planet,” Guest editorial, Christian Courier, No. 2915, July 25, 2011, p. 4.

“Economic Origins of Climate Change: A response to the Creation Stewardship Report,” article in Mobile Justice, newsletter of the Christian Reformed Centre for Public Dialogue, of the CRC, 2012, 6 pages, available at http://www2.crcna.org/pages/mj_2012jan_hiemstra.cfm.

“Bringing the oil sands into the Classroom,” workshop for teachers attending the Prairie region conference of the Christian Educators Association, in Lacombe, Oct. 23, 2009. This dealt with the environmental, social and economic impacts of the oil/tar sands developments on Alberta and Canada.

“Sustainability, CLAC and the Oil Sands,” speech as part of the expert panel, Sustainability in the Oil Sands, staff development retreat, Christian Labour Association of Canada, Cultis Lake, BC, Oct 27, 2009.

"Should the Church address the oil sands boom, and if so, how?" workshop, Northern Alberta Diaconal Committee (NADC), “Day of Encouragement (DOE)” conference, Christian Reformed Church, Edmonton, Alberta, November 8, 2009.

“More than just a mega-project: ERCB hearings on Petro-Canada’s $14.1-billion upgrader demand we reconsider the meaning of ‘the public interest’ and life itself,” Edmonton Journal, July 16, 2008, A13.

“Are the oil sands God's business?” Christian Week, August 1, 2008, Vol. 22, No. 10, p. 5. Also available online, August 24, 2008, at http://www.christianweek.org/stories.php?id=182&cat=guest.

“Do the Tar Sands Need a Sabbatical?” Christian Courier, Oct. 27, 2008, pp. 1, 6.

“Climate Change from a Political Studies Perspective,” panel presentation in response to Cal DeWitt’s speech on “Christians and Climate Change, The King’s University College, March 5, 2008.

“Myth of progress hypnotizes Albertans: Let's rethink the oilsands with a faith-based approach,” Edmonton Journal, Jan. 16, 2006, A19.

“The Paradox of the Promised Land: Oil sands ‘milk and honey’ illusory,” Catalyst, Vol. 29, no. 1, 2006, p. 5, see online version http://www.cpj.ca/content/paradox-promised-land

“Pop goes the Progress Myth: Awakening Biblical Hope in a Hypnotised Province,” keynote address, Social Justice Institute, May 12-14, 2005, available at http://www.cpj.ca/sites/default/files/docs/popping.pdf.

“Oil Sands in the Promised Land?” Excerpts from ‘Pop goes the Progress Myth: Awakening Biblical Hope in a Hypnotised Province,’ Public Justice Report, fourth quarter, 2005, Vol. 28, No. 4, accessible at http://www.cpjustice.org/stories/storyReader%241328.

II. Publications, Professional Presentations & Public Lectures on Faith, Pluralism and Politics:

Faith(s) and public life

“A Calvinist Case for Tolerant Public Pluralism: The Religious Sources of Abraham Kuyper’s Public Philosophy,” Religious Studies and Theology, 34.1 (2015) 53-83.

“Primer on Co-determination” [philosophy and structure for decision-making in an Christian Institution for Higher Learning], to General Faculty Council, The King’s University, April 8, 2014.

“Hungering for a New Politics: Gerald Vandezande’s Reformational Gifts to Politics,” Pro Rege, Vol. XLI, Number 3, pp. 12-17, March 2013, available on line at http://www.dordt.edu/publications/pro_rege/crcpi/Pro_Rege_Mar_2013.pdf;

“Hungering for a New Politics: Gerald Vandezande’s Reformational Gifts to Politics,” Woord en Daad, 2013, accessed May 21, 2015 at http://woordendaad.co.za/index.php/87-woordendaad/posters/117- gerald-vandezande-s-reformational-gifts-to-politics.

“Gerald Vandezande’s Gifts to Christian Social Thought and Action: A Personal Reflection,” paper presented to the [popular] Conference: “Hungering for a New Politics: The Life’s Work of Gerald Vandezande,” Co-sponsored by CPJ and ICS, February 18, 2012, 9 a.m. - Noon, Wycliffe College, Toronto.

Book review of John H. Redekop, Politics under God, foreword by John A. Lapp, Waterloo, Ontario/Scottsdale Pennsylvania: Herald Press, 2007, in Canadian Journal of Political Science, 41:3, Sept. 2008, pp. 797-799.

Round Table discussion, “The Role of the Dominant Religion in a Liberal Democracy,” conference "Christians and the Public Good: What insights do Christians bring to the enrichment of the Public Good and what challenges face them?" symposium in honour of Dr. John Redekop, Canadian Christians in Political Science Meeting, Trinity Western University, June 3, 2008.

“Response to Prof. J. Emmanuel Janagan on ‘Impact of Christian Higher Education in Bringing Social Change in the Life of Dalits in India,’” Christian Higher Education in the Global Context Implications for curriculum, Pedagogy, and Administration, Sioux Center: Dordt College Press, 2008.

“From just war to a broad peace-making framework” contribution to “A Conversation on Just War and Pacifism” with Dr. David Goa. In response to Dr. Middleton’s keynote on “Burning Questions? Biblical Answers? Can an Ancient Text Guide Us?: The narrative framework of Scripture,” Institute for Christian Studies, Worldview Conference 2007, Edmonton, Saturday March 17, 2007.

“Church, State and the Kingdom of God: An Overview,” REC Focus, June 2005, Vol. 5, No. 2, pp. 3 - 49. [“Reconciling all Things to Himself: Reflections on the Kingdom of God, the Church & the State’s Role in Plural Societies,”]

Lisa De Moor and John Hiemstra, “Religious people at the core of volunteerism in Canada,” Edmonton Journal, Sept. 24, 2005, A19.

Lisa De Moor and John Hiemstra, “Religion the wellspring of volunteering, giving and non-profits,” Christian Courier, Oct. 24, 2005, p. 14.

“‘Pop goes the Progress Myth’: Awakening Biblical Hope in a Hypnotised Province,” keynote address to the Social Justice Institute 2005, on “New Century, New Hope: Biblical Values for Renewing the World,” Edmonton, Alberta, May 12-14, 2005.

“Response to ‘Prologue to peace and war Report’ by Jim Skillen,” REC Focus, March 2005, Vol. 5, No. 1, 11-17.

“Government Relations with Faith-based Non-profit Social Agencies in Alberta,” Journal of Church and State, Vol. 44, No. 1, Winter 2002, 19-44.

“Decoding Christian Conduct: Why Christian institutions should avoid adopting ‘codes of conduct.’” ChristianWeek, July 24, 2001, 10.

“Public Opinion as Inherited Illusion: Koyzis on Ideologies,” book review of David T. Koyzis, Political Visions & Illusions: A Survey & Christian Critique of Contemporary Ideologies, Dowers Grove, Ill: Intervarsity, 2003, Book Supplement 2004 of Catalyst Vol. 27, no. 3, July-August 2004, page D, published. An extended review of the book appears on Public Justice Resource Centre website, summer, 2004.

“From Constantinianism to Theocracy and back again?: Relating ‘Christian community’ to ‘political community’ in plural societies,” a paper exploring the historic Christian positions on ‘religion and public life’ (or church and state), With Heart and Mind Conference, The King’s University College, Edmonton, Alberta, May 10-12, 2001.

"Why Canada Failed to develop Christian Democratic Parties," paper presented by invitation to the symposium on "Canadian Political Parties in the 21st Century: Past, Present and Future," Department of Political Science, University of Lethbridge, Alberta, sponsored by the Elton Endowment Fund, Feb. 7-8, 2000; also presented to the British Columbia Political Studies Association, Annual General Meeting, Victoria, B.C., May 5-6, 2000.

“Government Relations with Religious Non-profit Social Agencies in Alberta: Public Accountability in a Pluralist Society,” Research Report, Calgary: Canada West Foundation, 1999, 1-20.

“Understanding and Working with Pluralism,” book review of Richard J. Mouw and Sander Griffioen, Pluralism and Horizons, in Catalyst 17,5/6, June/July, 1994.

"Summer Travels with Aboriginal Neighbours," review of Nation to Nation: Aboriginal Sovereignty and the Future of Canada, D. Engelstad and J. Bird (Eds.), Anansi, 1992, in Catalyst, June/July, 1993.

"Individualism, Relativism, Pluralism: Two out of Three not Good Enough," book review of Reginald W. Bibby, Mosaic Madness, in Catalyst, Vol. 14, spring 1991.

Electoral reform and pluralism

John Hiemstra and Harold J. Jansen, “Is a Mixed-Member Proportional Electoral System in Canada’s Interest? Yes: Getting What You Vote For,” Paul Barker, ed., Crosscurrents: Contemporary Political Issues, 8th Edition, Scarborough: Nelson, 2015. [Multiple versions of this article appear in various earlier editions.]

“Canada needs Proportional Representation,” Edmonton Journal, [Op Ed] Dec. 8, 2008, A15.

“Eyes on the Election, Special Report: Canada’s Election 2000,” The Banner. November 20, 2000, 20-23.

“The Future of Federalism,” Comment, vol. 19, no. 2, July-August, 2001, 12-14.

Review of Nick Loenen, Citizenship and Democracy: A Case for Proportional Representation, in Policy Options, Vol. 18, no 7, 1997, 44-45.

School policy and pluralism

“Faith-based Alternative School Choice in Alberta: Conservative Revival, Post-Modern Fragmentation, or Principled Pluralism?” International Journal for Education Law and Policy, 2006, Vol. 2, issue 1-2, pp. 23-34.

John Hiemstra and Robert A. Brink, “The Advent of a Public Pluriformity Model: Faith-based School Choice in Alberta,” Canadian Journal of Education, Volume 29, Number 4, 2006, 1157-1189, available at: http://files.eric.ed.gov/fulltext/EJ766908.pdf

“Calvinist Pluriformity Challenges Liberal Assimilation: A novel case for publicly funding Alberta’s private schools, 1953-1967,” Journal of Canadian Studies. Fall 2005. Vol. 39, no. 3, 146-173, available at http://muse.jhu.edu/journals/journal_of_canadian_studies/v039/39.3hiemstra.pdf.

“The Battle Over Catholic Schooling (1870-1905): Casting an assimilationist public school policy in Alberta,” paper delivered at the Canadian political Science Association conference, May 2003, available Feb. 12, 2009, available at http://www.cpsa-acsp.ca/paper-2003/hiemstra.pdf.

John Hiemstra and Robert A. Brink, “Faith-based School Choice in Alberta: The Advent of a Pluriform Public Model?” paper presented to Canadian Political Science Association, at the University of Western Ontario, London, on June 2, 3 and 4, 2005.

Gerda Kits and John Hiemstra, “Alberta has come a long way in school diversity in 100 years,” Edmonton Journal, July 4, 2005, A16.

John L. Hiemstra and Robert A. Brink, “Faith-based Schools: Alberta offers lessons for Ontario,” Toronto Star, Sunday, July 25, 2004, A13.

Robert A. Brink and John L. Hiemstra, “‘One size fits all’ doesn’t fit Alberta: Faith-based school- choice abounds in province,” Christian Educator’s Journal, Vol. 43, Dec. 2003, 23-25.

“Alberta's Alternative School Policy: Conservative Revival, Post-Modern Fragmentation, or Principled Public Pluralism?” at the conference “Law in Education: Help or Hindrance,” of the Canadian Association of Professionals in Law and Education, Jasper, Canada, April 27-30, 2003.

“Domesticating Catholic Schools (1885-1905): The assimilation intent of Alberta’s Separate School System,” paper given at the Canadian Political Science Association annual meetings, Dalhousie University, Halifax, Nova Scotia, May 30 - June 1, 2003.

“Alberta's Alternative School Policy: Conservative Revival, Post-Modern Fragmentation, or Principled Public Pluralism?” Paper presented at the Canadian Political Science Association, annual conference, University of Toronto, Ontario, Canada, May 29-31, 2002.

Lisa Martin and John Hiemstra, “Who gets a voice in a ‘district of choice?’: Alberta's ‘alternative’ schools challenge to independent Christian schools,” Christian Educators’ Journal, Vol. 41, No. 3, Feb., 2002, 18-20.

"Religious Schooling and Prejudice in Canada: Implications for Public Funding of Christian Schools," Journal of Research on Christian Education, Autumn, 1994, Vol. 3, No. 2. 199-215.

“From Constantine to Naked Public Square: Any Room in the Public School Inn for Alberta’s Alternative Religious Schools?” Christians in Political Science Conference, Point Loma Nazarene University, San Diego, California, USA, June 7-10, 2001.

“Core Principles for School Policy: Christian Schools and genuine pluralism,” Christian Courier, June 25, 2001, 10-11.

"Set Free: Christian Schools as Letters of Recommendation to an Enslaved World," Christian Educators Journal, Vol. 39, No. 3, Feb. 2000, 20-23.

“The Battle over Catholic Schooling (1870-1905): Casting an assimilationist public school policy in Alberta,” British Columbia Political Studies Association, Annual Conference, Langara College, Vancouver, B.C., May 4-5, 2001.

"Mutually Transforming Engagement: The Reformed Dutch struggle for public funding of independent schools in Alberta, Canada, 1953-1967," paper presented to "Cultures and Christianity A.D. 2000," an International Symposium of the Association for Reformational Philosophy, Hoeven, The Netherlands, August 21-25, 2000.

"Educational Justice and Alternative Schools," SALT: Journal of the Religious Studies and Moral Education Council. Edmonton: The Alberta Teacher's Association, Summer, 1984, 13-18.

Broadcasting, Media and Pluralism Policy

Worldviews on the Air: The Struggle to Create a Pluralistic Broadcasting System in the Netherlands. New York: University Press of America, 1997.

“Christelijke Politiek en de Oorsprong van het Publieke Omroepbestel (1919-1940),” H.J. van de Streek, H.M. Th. Ten Napel en R. Zwart, eds. De strijd om de ether: Christelijke politiek en media, 1917-1997. The Hague: SDU, 1997, 15-45.

“The Ethics of Structuring Mass Media and ICT in Plural Societies: Are reformational principles for state media policy still relevant?” paper presented to the conference ‘Ethics: Person, Practices and Society,’ Association for Reformational Philosophy, The Netherlands, August 15-19, 2005.

Review of Charles L. Glenn, The Ambiguous Embrace: Government and Faith-based Schools and Social Agencies, (Princeton: Princeton U Press, 2000), with a foreword by Peter L. Berger, Pro Rege, XXIX,1, 2000, 27-28.

"Equal Treatment," book review of Stephen V. Monsma and J. Christopher Soper, eds. Equal Treatment of Religion in a Pluralistic Society. Grand Rapids, Michigan/ Cambridge, UK: Eerdmans, 1998, in Christian Scholar's Review, Vol. XXIX, No. 1, 1999, 215.

Review of Richard Siklos, Shades of Black: Conrad Black and the World's Fastest Growing Press Empire, in The Canadian Catholic Review, XV, June 1997, 32.

Written and oral submissions, “Genuine Canadian Content: Fair Access to Broadcasting for all,” to the Canadian Radio-Television and Telecommunications Commission, review of religious broadcasting policy, August 6, 1992.

Pierre Trudeau’s political philosophy

"Federalism and the Progress of the French Canadians in the Political Philosophy of Trudeau," Jon Chaplin and Paul Marshall, eds., Political Theory & Christian Vision: Essays in Memory of Bernard Zylstra. New York: University Press of America, 1994, 185-211.

John Hiemstra, Trudeau's Political Philosophy. Toronto: Institute for Christian Studies, Publisher, 1984.

"Canada in Crisis?" Public Justice Report, Jan./Feb. 1993, Vol. 16, No. 1, 4-5.

III. Publications, Professional Presentations & Public Lectures on other topics:

Economic and Social Justice:

Contributing author, “Oikotree Theological Document on Land,” Oikotree (sponsored by Council for World Mission, World Alliance of Reformed Churches and World Council of Churches), appearing 2015.

“Theological Framework,” in Poverty, Wealth and Ecology: Ecumenical Perspectives on North America, World Council of Churches, 2012, pp. 50-52.

“To Build a Sustainable Economy,” Catalyst, Fall 2010, Vol. 33, No., 2, pp. 1, 3.

“Public Constraints on the Church’s work in the voluntary sector for a sustainable economy,” presentation to the “Forum on Faith and Sustainable Economy,” Commission on Justice and Peace, Canadian Council of Churches, on Parliament Hill, Ottawa, Canada, May 18, 2010.

“Nurturing Christian Vision for confronting global crises,” book review, Christian Courier, January 7, 2008, pp. 10, 15, of Bob Goudzwaard, Mark Vander Vennen, David Van Heemst, Foreword by Desmond Tutu, Hope in Troubled Times: A New Vision for Confronting Global Crises, Grand Rapids: Baker, 2007.

Principal author, "Good News to the Poor! Background Paper on The Bible, Poverty, and Government in Contemporary Canada," Evangelical Fellowship of Canada Background Paper, John Mihevc, ed., Jubilee, Wealth & the Market, Toronto: Canadian Ecumenical Jubilee Initiative, 1999, 141-159. Also published as "Good News to the Poor!" Evangelical Fellowship of Canada Background Paper, Brian Siem, ed., Moved with Compassion: Stories of Canadian Christians Living Out of God's Love, Belleville, On.: Essence Publishing, 2000, 253-279. Also available online as: "Good News for the Poor," Background Paper, Evangelical Fellowship of Canada, 1999; available Feb. 12, 2009 at the website http://www.evangelicalfellowship.ca/NetCommunity/Page.aspx?pid=734&__nccssubcid=71&nccsm=2 1&__nccsct=Articles&__nccspID=312.

Respondent to “Preaching the Social Gospel in the 21st Century: Challenging Secular, Religious and Market Fundamentalists,” at a Forum sponsored by The Chester Ronning Centre for the Study of Religion and Public Life, University of Alberta, Augustana Campus, March 24, 2006.

Principal author, “The Bible, Poverty, and Government in Contemporary Canada,” REC Focus, (Quarterly Journal of the Reformed Ecumenical Commissions), June 2002, Vol. 2, Number 2, 32-43.

“Prosperity and the Gospel: Asking liberating questions in the face of stubborn paradoxes,” Speech, Public Justice Resource Centre Conference, “Where is Alberta Headed?” Edmonton, Sept. 22, 2002.

“Religious School Choice in Alberta (1870-present): From assimilation to tolerant public pluralism,” paper presented at the conference: “School Choice: Public Education at a Crossroads,” University of Calgary, Alberta, May 9-11, 2002.

“Christians must challenge ‘religion of growth,” Guest Column, Edmonton Journal, March 3, 2001, A15.

"Good News to the Poor," The Standard, (The Salvation Army Social Services Journal), Summer 2000, p. 7.

"Good News to the Poor," Public Justice Report, Vol. 23, No. 3, 2000, p. 10.

"Economic Discernment: A practical Exercise in Discerning the Spirits at Work in Our Economic Life," occasional paper, published by the Council of Christian Reformed Churches in Canada, 1996.

Philosophy of Science and ‘Approaches to Analysis’ “Scientific Blind Spots: Did ‘Philosophy of Science’ and ‘Core Beliefs’ Cause Canada’s Debt?” Pro Rege, March 2004, Vol. XXXII, Number 3, 12-24, accessible at https://www.dordt.edu/publications/pro_rege/crcpi/115668.pdf.

“Philosophical Assumptions Shaping Lijphart's Scientific Theory of Consociational Democracy,” Marginal Resistance: Essays dedicated to John C. Vander Stelt, Sioux Center, Iowa: Dordt College Press, Fall, 2001, 51-69.

“In search of an integrally Christian, depth-level approach to societal analysis,” research poster presentation at Congreso Internacional 2006, IAPCHE (International Association for Promotion of Christian Higher Education), Nicaragua, November 14-19, 2006.

“Exploring a Christian Approach to Integral Analysis: Can a neo-Calvinist approach help understand Canada’s oil sands boom?” to the Canadian Christians in Political Studies meetings at Trinity Western University, Langley BC, June 3, 2008 at a conference entitled: “Christians and the Public Good: What insights do Christians bring to the enrichment of the Public Good and what challenges face them?”

Chapter 8, in Worldviews on the Air: The Struggle to Create a Pluralistic Broadcasting System in the Netherlands. New York: U Press of America, 1997.

“Doing Analysis as Service Along ‘The Way’: The Social Policy Analysis of the Center for Public Justice,” Stanley W. Carlson-Thies, ed. Welfare in America: Christian Perspectives on a Policy in Crisis. Grand Rapids, Mi./Cambridge, UK: Eerdmans, 1996, 368-390.

"Evaluating and Updating Reformed Cultural Criticism," review of J.L. van Essen and Donald Morton, Guilliaume Groen Van Prinsterer: Selected Studies, in Calvinist Contact, June 19, 1992, 15.

Book Review of J.H. Hegeman, Justifying Policy: A Heuristic, in Philosophia Reformata, 1991, Vol. 56, No. 1, 95-97.

Co-author, Changing Course: A Study Guide for Canadian Social Policy Analysis. Toronto: Citizens for Public Justice, Publisher, 1987.

IV. Submissions and Briefs to Government:

2008, July 3, Oral and written submissions, “Science, the public interest, and the Energy Resources Conservation Board (ERCB),” presented to the Petro-Canada Oil Sands Inc. (PCOSI) Sturgeon Upgrader proceedings (Application No. 1490956), Fort Saskatchewan, Alberta.

1992, August 6, “Genuine Canadian Content: Fair Access to Broadcasting for all,” to the Canadian Radio-Television and Telecommunications Commission, Winnipeg, review of religious broadcasting policy.

1987, "Submission on the New Alberta Mental Health Act," for Citizens for Public Justice (CPJ).

1987, "Submission on the Proposal for a Casino in Calgary Convention Centre."

1986, "Submission to the Special Federal Parliamentary Committee on Child Care.”

1986, "Alternatives for the Alberta Speech from the Throne”

1985, "A Response to Partners in Education—submitted to the Policy Advisory Committee on the New Alberta School Act."

1985, "Public Policy Approaches to the Issue of Abortion," (for CPJ).

1984, "Submission to the Public Hearings on An Industrial and Science Strategy for Albertans: 1985 to 1990," (for CPJ).

1984, “Submission to the Public Hearings of the Alberta Water Resources Commission, in response to the South Saskatchewan River Basin Planning Program, (for CPJ).

1984, "Discussion Paper on Strength in Diversity: Alberta in Canada," (for CPJ).

1982, "Response to Calgary's Downtown Area Redevelopment Plan, (for CPJ).

Julie Lyn Kaye, PhD Director of Community Engaged Research Assistant Professor of Sociology

Faculty of Social Science, The King’s University 9125-50 Street Edmonton, Alberta T6B 2H3

Email: [email protected] Website: http://julielynkaye.ca

ACADEMIC EMPLOYMENT

2014-Present Assistant Professor of Sociology, Department of Sociology Director of Community Engaged Research, Faculty of Social Science The King’s University (Edmonton, Alberta)

2012- 2014 Assistant Professor of Sociology, Department of Behavioural Sciences Ambrose University (Calgary, Alberta)

2011-2012 Principle Investigator, Human Trafficking a Localized Context Mount Royal University Centre for Criminology and Justice Research (Calgary, Alberta)

2008-2011 Research Assistant, Professor Daniel Béland, Johnson-Shoyama Graduate School of Public Policy University of Saskatchewan (Saskatoon, Saskatchewan)

2007-2008 Instructor of Sociology, Department of Behavioural Sciences Nazarene University College (Calgary, Alberta)

2007 Research Assistant, Dr. Liza McCoy. Department of Sociology University of Calgary (Calgary, Alberta).

2006 Teaching Assistant, Department of Sociology University of Calgary (Calgary, Alberta)

TEACHING AND RESEARCH INTERESTS

Violence • Social Justice Social Inequality • Race and Ethnicity • Gender and Sexuality • Development and Globalization • Law and Social Justice • Human Trafficking • Sex Work • Migration • Indigenous thought • Forced Labour • Boundaries • Political Sociology • Research Methods • Social Theory • Conflict and Peace

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EDUCATION

Doctorate of Philosophy, University of Saskatchewan Sociology, 2013 Dissertation Title: Human Insecurity and Anti-Trafficking Policy: Representations of Trafficked Persons in Canada Committee Members: Patience Elabor-Idemudia (Supervisor), Kara Somerville, Daniel Béland, Pamala Downe, Jill Hanley Faculty Mentor: Patricia Monture

Master of Arts, University of Calgary Sociology, 2007 Thesis Title: The Politics of Ethnicity in West Africa: Conflict and Reconstruction in Northern Ghana Committee Members: Daniel Béland (Supervisor), Lloyd Wong, Donald Ray

Bachelor of Arts, Canadian Nazarene University College Behavioural Science, Magna Cum Laude, 2005 Senior Research Project Title: Poverty in a Global Age: Glancing through the Lens of a Local Organization Supervisor: Michael Wilkinson

LIST OF PUBLICATIONS

ARTICLES IN PEER-REVIEWED JOURNALS

5. Kaye, Julie and Bethany Hastie. 2015. “The Canadian Criminal Code Offence of Trafficking in Persons: Challenges from the Field and within the Law,” Social Inclusion.

4. Kaye, Julie, John Winterdyk, and Lara Quarterman. 2014. “Beyond Criminal Justice: A Case Study of Responding to Human Trafficking in Canada,” Canadian Journal of Criminology and Criminal Justice, 56(1): 23-48.

3. Kaye, Julie. 2012. “Ethno-Politicization in the 1994-1995 Case of Conflict in Northern Ghana: The Role of Youth Associations and Faith-Based Organizations,” Chieftain: the Journal of Traditional Governance.

2. Kaye, Julie. 2011. “Informing Grassroots Development: The 1994-1995 Peacebuilding Experience in Northern Ghana,” Journal of Development Studies, 47(3): 417-435.

1. Kaye, Julie and Daniel Béland. 2009. “The Politics of Ethnicity and Post-Conflict Reconstruction: The Case of Northern Ghana,” Journal of Contemporary African Studies,

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27(2): 177-200.

BOOK CHAPTERS

1. Kaye, Julie and John Winterdyk. 2012. “Explaining Human Trafficking” in Human Trafficking: International Issues and Perspectives, edited by John Winterdyk, P. Reichel, and B. Perrin. Taylor and Francis/CRC Press.

NON-PEER REVIEWED ARTICLES AND ENCYCLOPEDIA ENTRIES

7. Kaye, Julie and Crystal Hincks. 2015. “John Winterdyk: Advancing the Canadian Field of International, Comparative Criminology and Criminal Justice.” Justice Report. Canadian Criminal Justice Association. 30(2).

6. Kaye, Julie and Tony Kaye. 2014. “Sub-Saharan Africa,” in the Blackwell Encyclopedia of Race, Ethnicity and Nationalism. Wiley-Blackwell.

5. Kaye, Julie and John Winterdyk. 2013. “Combating Human Trafficking in Alberta: Law Enforcement and Cross-Sector Collaboration.” Justice Report. Canadian Criminal Justice Association. 28(3).

4. Winterdyk, John and Julie Kaye. 2013. “Human Trafficking,” in Oxford Bibliographies in International Law, edited by Tony Carty. New York: Oxford University Press.

3. Winterdyk, John and Julie Kaye. 2013. “Human Trafficking: A Global Dilemma,” in The Encyclopedia of Criminology and Criminal Justice,” edited by Jay Albanese. Wiley- Blackwell.

2. Winterdyk, John, Julie Kaye, and Lara Quarterman. 2013. “Human Trafficking in Canada: Exploratory Study Calls for Reforms.” RCMP Gazette, 75(1).

1. Winterdyk, John, Julie Kaye, and Lara Quarterman. 2012. “Human Trafficking: A Call for Reforms" LawNow, July-August.

OPINION AND EDITORIAL ARTICLES

5. Kaye, Julie. 2015. Justice for Cindy Gladue demands an appeal of recent verdict. Edmonton Journal. [in print and online]

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4. Canada’s new sex trade law flawed. January 21, 2015. Waterloo Record. Kaye, Julie. 2015. Canada’s flawed sex trade laws. International New York Times, January 20. [in print and online]

3. Kaye, Julie. 2014. “New law puts indigenous women at even greater risk,” Edmonton Journal, December 10. [in print and online]

2. Kaye, Julie and Sarah Hunt. 2014. “Human Trafficking Research Reveals Canada’s Role in Violence Against Aboriginal Women,” Rabble.ca, September 24.

1. Kaye, Julie and Daniel Béland. 2014. “Stephen Harper’s Dangerous Refusal to ‘Commit Sociology,’” Toronto Star, August 22.

BOOK REVIEWS

2. Kaye, Julie. 2009. Review of Kathleen Fallon, Democracy and the Rise of Women’s Movement’s in Sub-Saharan Africa, in Canadian Journal of Sociology, 34(3): 953-955.

1. Kaye, Julie. 2009. Review of Patricia M. Marchak, No Easy Fix: Global Responses to Internal Wars and Crimes Against Humanity, in Canadian Review of Sociology Online Book Reviews, February. .

REPORTS

4. Our Breaking Point: Canada’s Violation of Rights in Life and Death. Forthcoming. Aboriginal Commission on Human Rights.

3. Kaye, Julie. Forthcoming. Intersections of Race, Class, and Gender in Human Trafficking in Alberta: An Environmental Scan. Government of Alberta, Human Services.

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2. Quarterman, Lara, Julie Kaye, and John Winterdyk. 2012. Human Trafficking in Calgary: Informing a Localized Response. Mount Royal University and the Action Coalition on Human Trafficking Alberta.

1. Kaye, Julie. 2004. Employment-Training Program, Employability Skills Report. The Mustard Seed Street Ministry, Calgary, Alberta.

WORKS IN PROGRESS

BOOK MANUSCRIPTS

Kaye, Julie. Human Trafficking in Canada: Boundaries, Social Representations, and Anti-Trafficking Politics. Revise and Resubmit at University of Toronto Press [to be submitted August 2015].

JOURNAL ARTICLES

In Preparation

Kaye, Julie. “Human Trafficking and Discourses of Exclusion: Constructing Immigration Policy and Border Securitization in Canada.”

Kaye, Julie and Daniel Béland. “The Politics of Insecurity, Moral Panics, and Anti- Trafficking in Canada.”

RESEARCH FUNDING AND SCHOLARSHIPS

2014-2015 Principle Investigator, Government of Alberta, Human Services: $20,000

2014 Action Coalition on Human Trafficking Research Fund: $2,500

2014 Internal Research Grant, The King’s University: $5,000

2013-2014 Internal Research Grant, Mount Royal University (with John Winterdyk): $2,400

2011-2012 Internal Research Grant, Mount Royal University (with John Winterdyk and

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Lara Quarterman): $4,000

2011-2012 Principle Investigator, PrairieAction Research Foundation via Changing Together: A Centre for Immigrant Women and Action Coalition on Human Trafficking (ACT) – Alberta (with John Winterdyk and Lara Quarterman): $20,000

2009-2013 Social Science and Humanities Research Council (SSHRC) Joseph-Armand Bombardier Canadian Graduate Scholarship: $105, 000

2009-2012 College of Graduate Studies and Research Tuition Scholarship, University of Saskatchewan: $12,000

2008-2009 University Graduate Scholarship, University of Saskatchewan, Department of Sociology: $5,000

2008-2011 PhD Dean’s Scholarship, University of Saskatchewan: $60, 000

2008-2012 University of Alberta PhD Scholarship, including Tuition and Fees, University of Alberta: $100, 537 (declined)

2008 Dean’s Entrance Scholarship, University of Calgary: $6,000 (declined)

2007 Graduate Assistantship (non-teaching), University of Calgary: $2,500

2006-2007 Social Science and Humanities Research Council (SSHRC) Canadian Graduate Scholarship – Master’s: $17, 500

2006 Graduate Teaching Assistantship, University of Calgary, Department of Sociology: $6,915

2006 Alberta Graduate Student Scholarship, Government of Alberta: $2,000

2006 Thesis Research Grant, University of Calgary: $1,000

2006 Department Support for Graduate Student Research, University of Calgary, Department of Sociology: $1,000

2006 International Studentship Grant, University of Calgary, International Centre, $500

2005 Graduate Research Scholarship, University of Calgary, Department of Sociology: $1,400

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SCHOLARLY PRESENTATIONS

PEER-REVIEWED PRESENTATIONS

19.Winterdyk, John and Julie Kaye. Forthcoming. “Human Trafficking at the Local Level: Informing (Inter)national Action Plans.” Paper presented on September 2-5 at European Society of Criminology. (Porto, Portugal).

18. Kaye, Julie. Forthcoming. Disciplining Indigenous Women: Reproducing Canada’s Racial and Sexual Priorities through Anti-Trafficking Discourses.” Paper presented on August 14 at Controlling Sexuality and Reproduction, Past and Present International Conference. University of Lethbridge (Lethbridge, Alberta).

17. Kaye, Julie. 2015. “Human Trafficking in Settler-Colonial Canada: Naturalizing National, Racial, and Sexual Priorities.” Paper presented on June 3, 2015 at Canadian Sociological Association and Canadian Law and Society Association. University of Ottawa (Ottawa, Ontario).

16. Kaye, Julie, Amy Wilson, Karen McCrae, and Alisa Tukkimaki. 2015. “Anti-Trafficking and Harm: Reproducing State Priorities.” Paper presented on June 2 at Alberta Harm Reduction Conference. Edmonton, Alberta.

15. Kaye, Julie 2015. “Theorizing Internal versus International Trafficking: Naturalizing Criminalization and National Entitlements.” Paper presented on May 13 at Canadian Association of Refugees and Forced Migration. Ryerson University (Toronto, Ontario).

14. Kaye, Julie. 2014. “Human Trafficking and Coordination: A Service Provision Protocol.” Paper presented on March 13 at Metropolis (Gatineau, Quebec).

13. Kaye, Julie. 2013. “Anti-Trafficking Discourse and Immigration Policy in Canada: New Modes of Insecurity.” Paper presented on June 5 at the annual Canadian Sociological Association Conference. University of Victoria (Victoria, British Columbia).

12. Kaye, Julie. 2013. “Anti-Trafficking and Insecurity: Developing Integrated Response Models.” Paper Presented on April 11 at Responding to Human Trafficking: Towards Integrated Action. CATHII and McGill University (Montreal, Quebec).

11. Kaye, Julie. 2013. “Deporting the Problem: Anti-Trafficking Discourse and Immigration Policy in Canada.” Paper presented on March 25 at Ambrose Research Conference. Ambrose University College (Calgary, Alberta).

10. Kaye, Julie and John Winterdyk. 2013. “Beyond a Criminal Justice Response: Human Trafficking in Canada.” Paper presented on March 22 at the Canadian Institute of Ukrainian Studies Conference. University of Alberta (Edmonton, Alberta).

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9. Kaye, Julie. 2012. “Human Trafficking in Alberta: Formalizing a Calgary-Based Response.” Paper presented on March 25 at the Ambrose Research Conference. Ambrose University College (Calgary, Alberta).

8. Kaye, Julie and John Winterdyk. 2012. “Mobilizing a Response: Human Trafficking in Alberta,” Paper presented on October 4 at the Alberta Community Crime Prevention Association Conference (Calgary, Alberta).

7. Winterdyk, John and Julie Kaye. 2012. “Human Trafficking: A Call for Reforms Based on a Canadian Case Study.” Paper presented on September 16 at the European Society of Criminology (Bilbao, Spain).

6. Kaye, Julie. 2012. “Human Trafficking, National Security, and Humanitarian Principles in Canada,” Paper presented on May 17 at Restructuring Refuge and Settlement: Responding to the Global Dynamics of Displacement. Canadian Association of Refugee and Forced Migration Studies, York University (Toronto, Ontario).

5. Winterdyk, John and Julie Kaye. 2012. “Human Trafficking: A Call for Capacity Building and Reform.” Paper presented on March 15 at the Academy of Criminal Justice Sciences (New York).

4. Kaye, Julie. 2008. “The Politics of Ethnicity and Post-Conflict Reconstruction in Northern Ghana,” Paper presented on May 3 at the Annual Conference of the Canadian Association of African Studies. University of Alberta (Edmonton, Alberta).

3. Kaye, Julie. 2007. “The Politics of Ethnicity in West Africa: Conflict and Reconstruction in Northern Ghana,” Paper presented on March 26, 2007 at the Annual Behavioural Science Student Conference. Alliance University College-Canadian Nazarene University College (Calgary, Alberta).

2. Kaye, Julie. 2007. “The Politics of Ethnicity in West Africa: The Case of Post-Conflict Reconstruction in Northern Ghana,” Paper presented on March 8 at the Department of Sociology Graduate Student Research Conference. University of Calgary (Calgary, Alberta).

1. Kaye, Julie. 2005. “Poverty in a Global Age: Glancing through the Lens of a Local Organization,” Paper presented on March 28 at the Annual Behavioural Science Student Conference. Alliance University College-Canadian Nazarene University College (Calgary, Alberta).

INVITED PRESENTATIONS, KEYNOTES, AND GUEST LECTURES

28. Kaye, Julie. Forthcoming. Violence Against Indigenous Women and Critical

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Understandings of Human Trafficking in Alberta. Report to be presented on October 1 at Knowledge Exchange: Environmental Scans of the Sex Industry and Human Trafficking in Northern Alberta. Lac La Biche, Alberta.

27. Kaye, Julie. 2015. “Legislating Sex Work: Reproducing the National, Racial, and Sexual Priorities of the State.” Invited Presentation on May 12 at University of Ontario Institute of Technology (Toronto, Ontario).

26. Kaye, J. and Vriend, M. 2015. "Intersections of Race, Class, and Gender in Human Trafficking in Alberta: An Environmental Scan." Invited talk presented at Human Trafficking in International, Provincial, and Local Contexts on April 14 at The King’s University. (Edmonton, Alberta).

25. Kaye, Julie. 2015. “Violence in Life and Death: The Canadian Criminal Justice System and Prejudice Towards Missing and Murdered Indigenous Women.” Presented at Roundtable at the Institute for the Advancement of Aboriginal Women on April 30, 2015.

24. Kaye, Julie. “Intersections of Race, Class, and Gender in Human Trafficking in Alberta: An Environmental Scan.” Report presented on March 11 at Knowledge Exchange: Government of Alberta. Edmonton, Alberta.

23. Kaye, Julie. 2015. “Human Trafficking Response Models: Case Coordination and Service Provision.” Invited presentation to the Board of Directors of ACT Alberta on January 19 at ACT Alberta (Edmonton, Alberta).

22. Winterdyk, John and Julie Kaye. 2014. “ Combatting Human Trafficking Through Capacity Building – A Resource Coordination Centre. Invited talk on June 25 at Workshop on Human Trafficking: Challenges and Opportunities for the 21st Century (Onita, Spain).

21. Kaye, Julie. 2014. “Community Engaged Research and Complex Social Problems.” Invited talk on May 8 at The King’s University (Edmonton, Alberta).

20. Kaye, Julie. 2014. “Human Trafficking and Immigration Policy in Canada: Constructing Insecurity.” Invited talk on January 23 at St. Thomas More College, University of Saskatchewan (Saskatoon, Saskatchewan).

19. Kaye, Julie. 2014. Panel of Experts on Sex Trafficking in Locally and Globally on Febraury 13 at IlluminatED at Ambrose University College (Calgary, Alberta).

18. Kaye, Julie. 2014. Contested Understandings of Sex Trafficking in Canada. Keynote Lecture on February 13 at IlluminatED at Ambrose University College (Calgary, Alberta).

17. Kaye, Julie. 2013. “Social Inequality and Social Justice: Responding to Human Trafficking in Canada.” Invited talk on November 2 at Survival of the Weakest Conference,

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Westside Kings Church (Calgary, Alberta).

16. Kaye, Julie. 2013. “Justice, Humility, and Human Trafficking.” Invited talk on October 1 at Ambrose University College (Calgary, Alberta).

15. Kaye, Julie. 2013. “Human Trafficking in Canada: Intersections between Research and Social Justice.” Invited talk on August 29 at Varity Bible Church Justice Group (Calgary, Alberta).

14. Kaye, Julie. 2013. “Identifying Gaps in Addressing Human Trafficking in Urban Areas.” Invited talk on June 14 at City Hall of Edmonton (Edmonton, Alberta).

13. Kaye, Julie. 2013. Panel of Experts and Master of Ceremonies on February 1, 2013 at Defend Dignity forum. Ambrose University College (Calgary, Alberta).

12. Kaye, Julie. 2013. Panel of Experts. Immigration and Refuge in Canada on January 31 at BHS Community Day. Ambrose University College (Calgary, Alberta).

11. Kaye, Julie. 2012. “Human Insecurity and Anti-Trafficking Initiatives: Responses to Human Trafficking in Western Canada.” Public Lecture on October 25 at SOC 990. University of Saskatchewan (Saskatoon, Saskatchewan).

10. Kaye, Julie. 2012. “Sex Work and Human Trafficking: Understanding the Discourse.” Guest Lecture on April 7 at WMST 2207: Contemporary Issues in Feminism. Mount Royal University (Calgary, Alberta).

9. Kaye, Julie. 2012. “Brown Girl Dancing: Social Interaction Theories.” Guest Lecture on March 27 at SO 325: Sociology of Deviance. Ambrose University College (Calgary, Alberta).

8. Kaye, Julie. 2012. “Human Trafficking: A Canadian Social Problem.” Guest Lecture on March 27 at SO 220: Social Problems. Ambrose University College (Calgary, Alberta).

7. Kaye, Julie. 2012. “Human Trafficking in Calgary: Informing a Localized Response,” (with Lara Quarterman and John Winterdyk). Paper presented on March 23 at the Action Coalition on Human Trafficking and Mount Royal University Research Release Event. Ambrose University College (Calgary, Alberta).

6. Kaye, Julie. 2012. “Responding to Human Trafficking: The Role of ACT Alberta and Research Partnerships.” Public Address on February 16 at They Have a Name: Human Trafficking Symposium. Mount Royal University. (Calgary, Alberta).

5. Kaye, Julie. 2011. “Responding to Human Trafficking: The Role of ACT Alberta.” Public Lecture on November 6 at Beth Tzedec Synagogue (Calgary, Alberta).

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4. Kaye, Julie. 2010. “Boundaries of Human Insecurity: Towards Understanding Anti- Trafficking Policy.” Public Lecture on December 9 at Johnson-Shoyama Graduate School of Public Policy. University of Saskatchewan and University of Regina via videoconference. (Saskatoon and Regina, Saskatchewan).

3. Kaye, Julie. 2010. “Human Insecurity or Human Rights? Anti-Trafficking Initiatives in Canada.” Keynote lecture presented on March 17, 2010 at Global Impact Days. Ambrose University College (Calgary, Alberta).

2. Kaye, Julie. 2008. “Ethnicity and Politics in Ghana.” Public Lecture on Thursday, January 31 at Sociology 475: Ethnicity in Africa. University of Calgary (Calgary, Alberta). 14. Kaye, Julie. 2012. “Methodological Considerations: Studying Human Trafficking in Canada.” Guest Lecture on December 4 at BHS 240. Ambrose University College (Calgary, Alberta).

1. Kaye, Julie. 2013. “Discourses of Exclusion: Anti-Trafficking and Border Securitization in Canada.” Guest Lecture on December 5 at BHS 240: Research Methods. Ambrose University College (Calgary, Alberta).

STUDENT PRESENTATIONS GRADUATE AND UNDERGRADUATE CONFERENCES

5. James, Sarah. [supervised by Julie Kaye]. 2015. Preventing Human Trafficking in Calgary: A Critical Analysis. Paper presented on March 30 at Ambrose Research Conference. Ambrose University (Calgary, Alberta).

4. Kaye, Julie and Meagan Vriend. 2015. “Human Trafficking in Alberta: Informing Provincial Policy.” Paper presented on March 30 at Ambrose Research Conference. Ambrose University (Calgary, Alberta).

3. VanderMeulen, Angie, Julie Kaye, and Leanne Willson. 2015. The Shuswap Children’s Association: A needs assessment study of fee-for-service programs for children with autism. Poster presented at The 28th Annual Psychology Undergraduate Research Conference on April at the University of Saskatchewan. (Saskatoon, Saskatchewan).

2. VanderMeulen, Angie, Julie Kaye, and Leanne Willson. 2015. Assessing the need, logistics, and achievability of offering fee-for-service programs at the Shuswap Children’s Association: A report for the use of the Shuswap Children’s Association, Salmon Arm, BC. Unpublished manuscript, The King’s University, Edmonton, AB.

1. Baldwin, Erin [supervised by Julie Kaye]. 2014. Harm Reduction in Calgary: Defining Success in the Field. Paper presented on March 31 at Ambrose Research Conference.

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Ambrose University (Calgary, Alberta).

AGENCY TRAINING AND WORKSHOPS

11. Kaye, Julie. 2014. “Labour Trafficking and Social Justice.” National Victims of Crime Awareness Week. Action Coalition on Human Trafficking and Ambrose University College. (Calgary, Alberta), April 11.

10. Kaye, Julie. 2013. “Service Provision Protocol for Trafficked Persons in Alberta.” Action Coalition on Human Trafficking Agency Meeting, Grace Presbyterian Church (Calgary, Alberta), November 25.

9. Kaye, Julie. 2012. “Human Trafficking in Alberta: Defining and Exploring the Response,” Action Coalition on Human Trafficking Networking Meeting, Employment and Immigration (Edmonton, Alberta), September 12.

8. Kaye, Julie. 2012. “Human Trafficking and Legal Entry Points: The Temporary Foreign Worker and Live-In Caregiver Program,” Action Coalition on Human Trafficking and Mount Royal University Research Release Event, Ambrose University College (Calgary, Alberta), March 23.

7. Kaye, Julie. 2012. “Human Trafficking and Migrant Workers,” Government of Alberta, Temporary Foreign Worker Advisory Office, March 5.

6. Kaye, Julie. 2012. “Introduction to Trafficking in Persons and an Alberta-based Response,” Family and Community Support Services of Vulcan (Vulcan, Alberta), January 26.

5. Kaye, Julie. 2012. “Human Trafficking Information Session,” Calgary Immigrant Women’s Association (Calgary, Alberta), January 11.

4. Kaye, Julie. 2011. “Introduction to Human Trafficking,” Woods Homes (Calgary, Alberta), December 6.

3. Kaye, Julie. 2011. “Identifying and Responding to Human Trafficking,” Inner City Resource Network (Calgary, Alberta), October 20.

2. Kaye, Julie. 2004. “Addictions Workshop,” The Mustard Seed Street Ministry. Calgary, Alberta.

1. Kaye, Julie. 2004. “Learned Helplessness Workshop,” The Mustard Seed Street Ministry. Calgary, Alberta.

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TEACHING EXPERIENCE

UNDERGRADUATE

Courses Taught

SO 325 Criminology (The King’s University, Winter 2015)

SO/Psych/SocSci Composite Course, Community Engaged Research (The King’s University, Fall 2014, Winter 2015)

SO 325 Sociology of Deviance (Ambrose University College, Spring 2014)

SO 360 and DVST 360 Sociology of Development (Ambrose University College, Winter 2014)

SO 203 Introduction to Criminology (Ambrose University College, Winter 2014)

SO 310 Classical Social Theory (Ambrose University College, Fall 2013)

SO 121 Principles of Sociology (Ambrose University College, Winter 2008; Winter 2013; Fall 2013)

SO 220 Social Problems (Ambrose University College, Winter 2013)

BHS 310 Quantitative Methods for the Behavioural Sciences (Ambrose University College, Winter 2008)

SO 405 Sociology of Conflict and Peace (Ambrose University College, Fall 2007)

SO 360 Sociology of Development (Ambrose University College, Fall 2007)

Upcoming Courses

SO/Psych 309 Research Methods (The King’s University, Fall 2015)

SO 400 Sociology of Development (The King’s University, Fall 2015)

SO/Social Sciences 310 Qualitative Methods (The King’s University, Winter 2016)

SO/Social Sciences 433 Theories of Social Inequality (Fall 2016)

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SUPERVISION

UNDERGRADUATE SENIOR RESEARCH PROJECTS

James, Sarah. 2015. Human Trafficking in Southern Alberta: Exploring a Prevention Framework. Ambrose University.

Vriend, Meagan. 2015. Intersectionality and Human Trafficking in Alberta. The King’s University.

VanderMeulen, Angie. 2015. Assessing the need, logistics, and achievability of offering fee-for-service programs at the Shuswap Children’s Association. The King’s University.

Baldwin, Erin. 2014. Harm Reduction Policies in Calgary: Defining Success in the Field. Ambrose University College.

PRACTICUM STUDENTS

Laura Knipes [Fall 2014], Criminology, University of Alberta.

NONGOVERNMENT RESEARCH

Karen, McKrae [2015], Public Safety Canada Safety Audit. Action Coalition on Human Trafficking Alberta.

RESEARCH ASSISTANTS

Graduate and Postgraduate

Brianne Collins, PhD Student, University of Calgary, Department of Psychology. Jennifer Bazar, PhD, York University, History and Theory of Psychology. Alisa Tukkimäki, MSW, University of Calgary, Social Work. Tanya Barber, MA, Mount Saint Vincent University, Women and Gender Studies. Crystal

Undergraduate

Sarah James, Behavioural Science, Ambrose University College. Megan Vriend, Psychology, The King’s University. Mallory DeCock-Massie, Social Work, University of Calgary.

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Wyatt Fraser, Justice Studies, Mount Royal University. Jamie Witham, Justice Studies, Mount Royal University. David Miller, Justice Studies, Mount Royal University. Joel Quark, Behavioural Science, Ambrose University College.

TEACHING ASSISTANTS

Josh Hemeon, Post-Graduate, Behavioural Science, Ambrose University College

MEDIA ENGAGEMENTS

25. APTN National News. Police probe possibility lone killer dumping bodies outside small Alberta town. May 1, 2015.

24. Edmonton Journal. Hundreds gather to protest verdict in Cindy Gladue murder trial. April 2, 2015.

23. City TV Edmonton. Crowds Seek Justice for Cindy Gladue. April 2, 2015.

22. Canada AM. Rallies for Cindy Gladue. April 2, 2015.

21. CTV News. Cindy Gladue case: why the not-guilty verdict has sparked outrage. April 2, 2015.

20. Alberta Primetime. CTV.

19. News Talk 770 (CHQR). New prostitution law comes into effect. January 20, 2015.

18. Maclean’s. Roundup: Canadians respond to the new prostitution laws. December 13, 2014.

17. Rabble.ca. Voices for change: Reflections on the 25th anniversary of December 6. December 6, 2014.

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16. Calgary Herald. Alberta Prosecutors Told to Pursue Johns, Not Prostitutes. February 4, 2014.

15. Calgary Herald. Kit Helps Identify Human Trafficking. January 25, 2014.

14. Calgary Herald. Massage Parlours One Step Ahead. November 21, 2013.

13. Metro. Inside a Calgary Bawdy House: Evidence of Happenings at ‘Massage Parour’ Found Inside. October 29, 2013. < http://metronews.ca/news/calgary/839283/inside-a- calgary-bawdy-house-evidence-of-happenings-at-massage-parlour-found-online/>

12. Calgary Herald. Police Charge Three Montreal Men with Human Trafficking, Prostitution Offences. June 10, 2013.

11. Calgary Herald. Calgary Police Leading Fight Against Human Trafficking. April 26, 2013.

10. Calgary Herald. New Rules Target Foreign Workers Linked to Sex Trade. July 5, 2012.

9. CBC Calgary The Homestretch. Human Trafficking. June 7, 2012.

8. Calgary Herald. Ottawa Plan to Combat Human Trafficking Hits Home in Booming Alberta. June 7, 2012.

7. Fast Forward Weekly. Human Trafficking Affects Foreign Workers. March 29, 2012.

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6. Calgary Herald. Human Trafficking in Calgary a Bigger Problem than Originally Thought. March 24, 2012.

5. CBC News. Calgary Not Immune to Human Trafficking, Finds Report. March 23, 2012.

4. 660 News. New Reports Aim to Curb Human Trafficking in Calgary. March 23, 2012.

3. Calgary Sun. 2012. Research Finds Human Trafficking Alive in Alberta. March 23, 2012.

2. CBC Calgary Eyeopener, Calgary, Alberta, March 23, 2012

1. CBC Morning Edition, Saskatoon, Saskatchewan, January 9, 2010

Other Media Interviews and Consultations

As it Happens, CBC, April 2, 2015 The Current, CBC, March 31, 2015 The Current, CBC, April 2, 2015 MacLean’s, March 5, 2014; July 24, 2014; February 25, 2015 The Fifth Estate, CBC, February 23, 2015 Regina Leader Post, January 27, 2015 The National Post, March 4, 2014

Media Citations

This Magazine, April 27, 2015 The Huffington Post, March 30, 2015 New York Times, February 8, 2015 OpEdNew, March 22, 2015

PROFFESSIONAL ASSOCIATION MEMBERSHIPS

Canadian Sociological Association (CSA) Canadian Criminal Justice Association (CCJA)

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Canadian Association of Refugees and Forced Migration Studies (CARFMS) International Studies Association (ISA)

PROFESSIONAL AND COMMUNITY SERVICE

2015-Present Research Working Group, Sex Work in Edmonton: Safe Spaces, Safe Communities.

2015-Present Research Advisor. Aboriginal Commission on Human Rights & Justice and Institute for the Advancement of Aboriginal Women.

2015-Present Member, Legal Strategy Coalition on Violence Against Indigenous Women (LSC), Women’s Legal Education and Action Fund (LEAF)

2015-Present Steering Committee Member, Lady Flower Garden’s Community Development, Edmonton, Alberta.

2014 Session Chair, Lessons in Developing a CER Program and Creating Connection(s), Engaged Scholarship Consortium Conference, October 7-8, Faculty of Extension, University of Alberta.

2014-Present External Examiner, Research Ethics Board, Concordia University of Alberta.

Winter 2014 Acting Chair, Research Ethics Board, Ambrose University College, Calgary, Alberta.

2013-Present Book Review Editor, Journal of Human Trafficking. Routledge/Taylor & Francis.

2014 Research Advisor, Community Planning to Prevent and Reduce Sex Trafficking. Edmonton, Alberta. Status of Women Canada (SWC) and Action Coalition on Human Trafficking (ACT), Alberta.

2013-2014 Strategic Planning Task Team, Ambrose University. Calgary, Alberta.

2013-2014 Committee Member, Research Ethics Board, Ambrose University, Calgary, Alberta.

2012- Present Research Advisor, Action Coalition on Human Trafficking (ACT), Alberta.

18

2012-2013 Coordinator, Human Trafficking Protocol Development for Calgary and Area Churches. Calgary Church, Calgary, Alberta.

2011-2012 Calgary Coordinator, Action Coalition on Human Trafficking, Calgary, Alberta.

2007-2011 Volunteer Fundraising Coordinator, Student Tuition and Fees for a Bachelor of Arts in Development Studies. Calgary, Alberta.

2007-2008 Steering Committee Member, Xalt Community Church, Calgary, Alberta.

2006-2008 Volunteer and Volunteer Coordinator, Salvation Army Disaster Services Emergency Response Unit, Calgary, Alberta.

2001-2006 Mustard Seed Homeless Shelter: Street-level Worker; Community Education Program Coordinator; Recreation Program Coordinator; Volunteer Coordinator; Researcher. Calgary, Alberta.

2003-2005 Volunteer, Children’s Cottage Crisis Nursery, Calgary, Alberta.

1997 and 1999 Child and Youth Development Program, Grenada.

1997-1998 Volunteer, Distress Centre/Drug Centre Crisis Counselor, Calgary, Alberta.

Manuscript Evaluations

SAGE Open; Journal of Human Trafficking; Journal of Immigrant & Refugee Studies

SKILL DEVELOPMENT

October 17, 2014 Teaching Critical Race Theory and Critical Indigenous Studies Workshop, Critical Race and Anticolonial Conference, University of Alberta.

October 17, 2014 Research Excellence and Applying for Grants Workshop. Critical Race and Anticolonial Conference, University of Alberta.

October 6, 2014 Advancing Community-Engaged Scholarship Workshop. Engaged Scholarship Consortium. Edmonton, Alberta.

19

April 15-17, 2014 Alberta Specialized Law Enforcement Training: Human Trafficking Conference. Alberta Law Enforcement Response Teams, RCMP, and ACT Alberta. Banff, Alberta.

May 29-31, 2012 Aboriginal Awareness Training, Government of Alberta. Siksika, Alberta.

May 8, 2012 Canadian Live-In Caregiver Program Workshop. Calgary Legal Guidance. Calgary, Alberta.

Spring 2007 Instructional Skills Workshop, University of Calgary, Teaching and Learning Centre. Calgary, Alberta.

2006-2007 HIV/AIDS in Africa Research Study Group, University of Calgary, Alberta.

2003 Educational Travel Study Program, Cyprus, Turkey, and Greece.

20 Dr. Gerda Kits Curriculum Vitae

The King’s University Phone: 780.465.3500 ext. 8056 9125 50 Street NW Email: [email protected] Edmonton, Alberta, Canada T6B 2H3

Education 2011 PhD in Agricultural and Natural Resource Economics Department of Resource Economics and Environmental Sociology University of Alberta, Edmonton, Alberta Dissertation: The Impact of Social Context on Conservation Auctions: Social Capital, Leadership and Crowding Out Supervisor: Dr. Wiktor Adamowicz

2006 Master of Development Economics Department of Economics Dalhousie University, Halifax, Nova Scotia Thesis: What Difference Does Faith Make? Worldviews and Non- Government Development Organizations Supervisor: Ian McAllister

2004 Bachelor of Arts in Environmental Studies, With Distinction Department of Environmental Studies The King’s University College, Edmonton, Alberta

Professional appointments 2011 - present Assistant Professor of Economics Department of Economics The King’s University, Edmonton, Alberta

2010 - 2011 Sessional Instructor of Economics Department of Economics The King’s University College, Edmonton, Alberta

Publications Refereed journal articles 2014 Kits, Gerda J., Wiktor L. Adamowicz, and Peter C. Boxall. 2014. Do conservation auctions crowd out voluntary environmentally friendly activity? Ecological Economics 105, 118-123.

Book reviews 2015 Kits, Gerda J. In press. Review of “Who Rules the Earth? How Social Rules Shape Our Planet and Our Lives.” Perspectives on Science and Christian Faith.

Manuscripts under review 2015 Kits, Gerda J. Good for the Economy? Analyzing Alberta’s bitumen industry from an ecological economics perspective. Submitted to Ecological Economics, August 2015.

Manuscripts in preparation Kits, Gerda J., Wiktor L. Adamowicz, and Peter C. Boxall. Impacts of leadership on conservation auction outcomes.

Kits, Gerda J. Teaching economics on Treaty Six land: Decolonizing the economics curriculum.

Conference presentations 2015 Kits, Gerda. 2015. “People and the land: Decolonization and ecological economics.” Presented at Canadian and United States Societies for Ecological Economics 2015 Conference, Vancouver, British Colombia, October 1-4.

2015 Kits, Gerda. 2015. “Learning about living well in the land: Decolonizing the economics curriculum.” Presented at International Association for the Study of the Commons 2015 Conference, Edmonton, Alberta, May 25-29.

2014 Kits, Gerda. 2014. “Is Alberta's bitumen industry really ‘good for the economy’?” Presented at Wellbeing and Equity Within Planetary Boundaries: International Society for Ecological Economics 2014 Conference, University of Iceland, Reykjavik, Iceland, August 13-15.

2014 Kits, Gerda. 2014. “Steps towards better economic analysis of Alberta’s oilsands.” Presented at Are We There Yet? Economic Justice and the Common Good, The King’s University College, Edmonton, Alberta, May 12-13.

2012 Kits, Gerda, Wiktor Adamowicz and Peter Boxall. 2012. “Impacts of social context on conservation auction performance: leadership and social capital.” Presented at 2nd Annual Association of Environmental and Resource Economists Summer Conference, Asheville, NC, June 4-5. (Presented by co-author Peter Boxall) 2011 Kits, Gerda, Wiktor Adamowicz and Peter Boxall. 2011. “Do conservation auctions cause crowding out?” Canadian Agricultural Economics Society Annual Meeting, Banff, Alberta, June 29-July 1.

2009 Kits, Gerda, Wiktor Adamowicz and Joffre Swait. 2009. “Complexity and choice experiments with a quasi-public good.” Presented at Canadian Agricultural Economics Society Annual Meeting, University of Toronto, Toronto, Ontario, May 29-30.

2009 Kits, Gerda and Wiktor Adamowicz. 2009. “Carbon offsets and choice experiment design.” Presented at Rural Economy Graduate Students Association Conference, University of Alberta, Edmonton, Alberta, January 17.

2006 Kits, Gerda. 2006. “From worldview to action: What faith means for development agencies’ work and partnerships.” Presented at Canadian Association for the Study of International Development Atlantic Regional Student Conference, St. Mary’s University, Halifax, Nova Scotia, March 12.

Invited talks and workshops 2011 Kits, Gerda. 2011. “Tar sands: An economic option?” Workshop for annual Social Justice Institute, Edmonton, Alberta.

2011 Kits, Gerda. 2011. “Economical? Really?” Talk for “Oil Things Considered” conference, The King’s University College, Edmonton, Alberta. (Prior to taking up academic post.)

Campus talks 2015 Kits, Gerda. 2015. “People and the land: Decolonization and ecological economics.” Faculty Colloquium, The King’s University, Oct. 27.

2014 Kits, Gerda, and John Hiemstra. 2014. “‘Homo petrolius in petropolis’ vs. ‘creatures in creation.’” Workshop presented at Being Human Interdisciplinary Studies Conference, The King’s University, Sept. 17-18.

2012 Kits, Gerda. 2012. Summary remarks at “Economics and Christian Desire” Interdisciplinary Studies Conference, The King’s University College, January 18-19.

Grants received 2014 Co-applicant, Connection grant for “Are We There Yet? Economic Justice and the Common Good” conference. SSHRC. 2013 Co-applicant, “Science and Oilsands Development: Science and Decision- making on Major Projects.” King’s University College Internal Research Funding.

Awards and honours 2007 - 2010 Canada Graduate Scholarship (Doctoral) Social Sciences and Humanities Research Council of Canada

2007 - 2009 Walter H. Johns Graduate Fellowship University of Alberta

2007 University of Alberta PhD Scholarship (Honorary), University of Alberta

2005 - 2006 Canada Graduate Scholarship (Master’s) Social Sciences and Humanities Research Council of Canada

Courses taught Introductory courses 2014 - 2015 Engaging the World: Faith and Public Life 2010 - 2013 Introduction to Macroeconomics 2010 - 2014 Introduction to Microeconomics 2014 - present Principles of Economics I 2015 - present Principles of Economics II

Senior-level courses 2012, 2014 Ecological Economics 2012 Intermediate Applied Microeconomic Theory 2013 Intermediate Applied Macroeconomic Theory 2015 International Political Economy 2011, 2013, 2015 Introduction to Canadian Political Economy 2012 History of Economic Thought 2012, 2013 The Economics of Development

Professional service 2014 Reviewer, Sustainable Development

2014 Reviewer, Environmental Conservation

2013 Reviewer, Journal of Forest Economics

University service 2014 - present “Education for Reconciliation” conference planning committee

2014 - present Website maintenance and updating, Faculty of Social Science

2013 - present Teaching Committee

2012 - present Research Committee

2012 - present Website maintenance and updating, Politics, History & Economics program

2015 Environmental studies screening/interview committee

2012 - 2015 Faculty representative, Campus Ministry Committee, Classis Alberta, Christian Reformed Church of North America

2012 - 2014 “Are We There Yet? Economic Justice and the Common Good” conference planning committee (conference held May 12 - 13, 2014)

2014 Computing science screening/interview committee

2014 Biology screening/interview committee

Professional memberships 2013 - present Canadian Society for Ecological Economics

2007 - present Progressive Economics Forum

2012 - present World Economics Association

Name David Alan Long

Completed Academic Degrees Ph.D., Sociology, University of Waterloo, 1989. Master of Arts, Sociology, University of Waterloo, 1984. Honours B.A., Sociology, Wilfrid Laurier University, 1982.

Academic Appointments Professor, The King's University, 1989-2015. Adjunct Professor, University of Alberta, 1991-1997. Grant Notley Memorial Post Doctoral Fellow, Sociology, University of Alberta, 1990-1991.

Administrative Appointments (since 2000) Chair - Research Ethics Board (2009-12) Chair - Faculty Council (2009-11) Faculty Representative - Board of Governors (2009-11) Member - Facilities Planning Committee (2009-11) Faculty Representative - Salary/Benefits Negotiating Committee (2004-2008) Chair - Faculty Council (2004 – 2006) Chair - Faculty of Social Sciences (2001 – 2003)

Teaching Experience The King’s University 1989 - 2015 Introduction to Sociology, Canadian Society, Social Problems, Gender, Men and Masculinities, Methods, Aboriginal Issues in Canada, Deviance, Criminology, Classical Sociological Theory, Contemporary Sociological Theory, Media and Society, Art and Society, Sociology of Religion, Sociology of Sports, Marriage and Family, Science and Society, Technology and Work, Senior Sociology Seminar

Scholarly Participation Books Long, David and Olive Patricia Dickason. (eds.) (In press). Visions of the Heart: Issues Involving Aboriginal Peoples in Canada. (4th ed.).Toronto: Oxford University Press. Long, David and Olive Patricia Dickason. (eds.) 2011. Visions of the Heart: Canadian Aboriginal Issue. (3rd ed.).Toronto: Oxford University Press. Long, David and Olive Patricia Dickason. (eds.) 2000. Visions of the Heart: Canadian Aboriginal Issues. (2nd ed.).Toronto: Harcourt Brace Canada. Long, David and Olive Patricia Dickason. (eds.). 1996. Visions of the Heart: Canadian Aboriginal Issues. Toronto: Harcourt Brace Canada. Long, David. 1991. Sacred and Secular Aspects of Religious Life in the West: a comparative analysis of secularization research. PhD Dissertation, University of Waterloo.

1 Refereed Publications Long. David. (In press). Respecting People, Speaking My Truth and Getting Out of the Way: How a Non-Indigenous Sociologist Seeks Reconciliation in Indigenous/Settler Relations. Canadian Review of Sociology. Long, David. (In press). Hopeful Intrusions: On Being a Dad in University. In Ellie Berger and Christine DesRoches (eds.) Parenting and the Academic Life. Toronto: Paragon. Long, David. 2014. Setting the Foundation: A Brief History of Colonization in Canada. Pp. 15- 28. in Peter Menzies and Lynn Lavalée (eds.) Journey to Healing: Aboriginal People with Addiction and Mental Health Issues, what health, social service and justice workers need to know. Toronto: CAMH. Long, David and William Van Arragon. 2014. Walking Humbly, Listening Compassionately and Living Justly: A Way Forward in Our Relations with Aboriginal Peoples in Canada. Pp. 202-211 in Matthew Etherington (ed.) Foundations of Christian Education: A Christian Vision. Long, David. (In press). Preface and Introduction. In Visions of the Heart: Issues Involving Aboriginal Peoples in Canada (4th ed.). Toronto: Oxford University Press. Cooke, Martin and David Long. (In press). Two-Eyed Seeing: A Reconciling Approach to Health and Healing of Aboriginal Peoples in Canada. In Visions of the Heart: Issues Involving Aboriginal Peoples in Canada (4th ed.). Toronto: Oxford University Press. Long, David and David Newhouse. (In press). Reconciliation and Moving Forward. In Visions of the Heart: Issues Involving Aboriginal Peoples in Canada (4th ed.). Toronto: Oxford University Press. Long, David. 2011. Preface and Introduction. Pp. xvi-xxxiv in Visions of the Heart: Canadian Aboriginal Issues (3rd ed.). Toronto: Oxford University Press. Cooke, Martin and David Long. 2011. Moving Beyond the Politics of Aboriginal Health and Healing. Pp. 292-327 in Visions of the Heart: Canadian Aboriginal Issues (3rd ed.). Toronto: Oxford University Press. Long, David and David Newhouse. 2011. Reconciliation and Moving Forward. Pp. 403-415 in Visions of the Heart: Canadian Aboriginal Issues (3rd ed.). Toronto: Oxford University Press. Long, David. 2008. All Dads Matter: towards an inclusive approach to father involvement initiatives in Canada. Guelph: Father Involvement Research Alliance, http://www.fira.ca/. Long, David and Brenda LaFrance. 2004. Truthful Dialogue about Aboriginal Research Issues. Native Studies Review. Vol 15, Number 2, 1-5. Long, David. 2005. On Violence and Healing: Aboriginal Experiences. Pp. 40-77 in Violence in Canada: Socio-political Perspectives, Jeffrey Ian Ross (ed.). New Brunswick, USA: Transaction. Long, David. 2000. The Precarious Movements of Aboriginal Peoples and Their Supporters: A case Study of the Lubicon First Nation Coalition. Pp. 387-410 in Visions of the Heart: Canadian Aboriginal Issues. Toronto: Harcourt Brace Canada. Long, David and Terry Fox. 2000. Struggles within the Circle: violence and healing on First Nations Reserves. Pp. 369-98 in Visions of the Heart: Canadian Aboriginal Issues. Toronto: Harcourt. Long, David. 1998. The Precarious Pursuit of Justice: a case study of the Lubicon coalition, Pp. 134-51 in William Carroll (ed.) Organizing Dissent: contemporary social movements in theory and practice (2nd ed.). Toronto: Garamond. Long. David. 1998. A Radical Teacher’s Dilemma. A Response to Practicing Radical Pedagogy:

2 Balancing Ideals with Institutional Constraints. Teaching Sociology, 26:112-115. Long, David Alan and Terry Fox. 1996. Circles of Healing: Illness, Healing, and Health Among Aboriginal People in Canada. Pp. 239-69 in Visions of the Heart: Canadian Aboriginal Issues. Toronto: Harcourt Brace Canada. (Refereed) Long, David. 1996. Trials of the Spirit: the Native social movement in Canada. Pp. 377-96 in Visions of the Heart: Canadian Aboriginal Issues. Toronto: Harcourt Brace Canada. Long, David. 1995. On Violence and Healing. Pp. 40-70 in Jeffrey Ian Ross (ed.) Violence In Canada: socio-political perspectives. Toronto: Oxford University Press. Long. David. 1995. Sociology and a Pedagogy for Liberation: cultivating a dialogue of discernment in our classrooms. Teaching Sociology, 23:321-30. Long, David. 1993. Culture, Ideology and Militancy: the Movement of Native Indians in Canada, 1969-1991. Pp. 118-134 in William Carroll (ed.) Organizing Dissent: social movements in theory and practice. Toronto: Garamond Press. Long, David. 1992 Liberal Arts and the Love of Bureaucracy. Dianoia, Spring, 2(1):43-50. Long, David. 1991. The Social Philosopher's Gift. Society, 15(2):22-24.

Non-refereed Publications Long, David 2014 Building a Community of Grace, Dignity and Hope: report on Senior Housing in Lacombe, Alberta. Vancouver: Charis. Long, David and Bernadette Iahtail. 2014. Aboriginal Fathers and Child Welfare in Alberta. Edmonton: Creating Hope Society Long, David 2014. Contemporary Rites of Passage for Young Males in Canada. Transitions. Toronto: Vanier Institute of the Family Long, David. 2011. The“Education” of Young Fathers: understanding and addressing barriers to high school completion. Edmonton: Terra Association. Long, David. 2011. Creating Hope: a positive vision for supporting Aboriginal Families. Creating Hope Society: Edmonton. Long, David. 2006. Building on Our Strengths: a new vision for men’s health in Canada. Canadian Men’s Health Network. Long, David. 2005. Supporting Our Fathers: Report on the Environscan of Support Services for Dads in Parkland County. Alberta Parenting for the Future Association: Stony Plain. Long, David. 2004. Not for Men Only: Environscan of Men's Services in Edmonton. City of Edmonton: Edmonton.

Academic Conference Presentations 2015. “A Sociologist Learns About Reconciliation.” Congress of the Social Sciences and Humanities, Ottawa. 2014. “The Legacy of Olive Dickason to Sociology.” Congress of the Social Sciences and Humanities, Victoria. 2014. “When Sociology Meets Indigenous History.” Congress of the Social Sciences and Humanities, Victoria. 2013.”Building Better Boys: addressing the health and social support needs of immigrant men and their male offspring.” Family and Diversity Conference, Edmonton.

3 2013. “Taking father Involvement Seriously: challenges in empowering men to develop positive relationships with their children.” BC Council on Families Annual Conference, Vancouver. 2012. “The Unnecessary Tragedy of Male Suicide in Canada.” Suicide Prevention in Alberta Conference, Calgary. 2012 “If Men are From Mars, Does that Mean They Aren’t Human?” Alberta Men’s Health Conference, Camrose. 2012. “Inside the World of Fathering; what dads learn from their children.” Family and Diversity Conference, Calgary. 2011. “Young Fathers and High School Completion.” Family and Diversity Conference, Edmonton. 2011. “The Education of Young Fathers: challenges and obstacles to high school completion.” International Conference on Fatherhood and Fathering, Houston. 2011. “Building a Community of Grace, Dignity and Hope: Senior Housing in Lacombe, Alberta.” B.C. Council on Families Conference, Vancouver. 2010. “Building Communities of Hope: The Future of Senior Housing for an Aging Population.” York Symposium on Senior Housing in Canada, Toronto. 2010.”Building Better Boys: addressing the health and social support needs of immigrant men and their male offspring.” Family and Diversity Conference, Edmonton. 2010. “Taking father Involvement Seriously: challenges in empowering men to develop positive relationships with their children.” BC Council on Families Annual Conference, Vancouver. 2009. “Why don’t fathers get the help they need? Understanding obstacles to the development of “father friendly” service provision.” International Conference on Father Involvement, Nashville. 2009. “Aboriginal, Immigrant/Refugee, and Gay/Bisexual/Trans-gendered/Queer Fathers/Parents: A Case Study Analysis of Diverse Visions for Father/Parent Involvement in Canada.” Canadian Sociological Association Meetings, Ottawa. 2008. “An Inclusive Vision for Father Involvement in Canada." Canadian Sociological Association Meetings, Vancouver. 2008. “Supporting Fathers for Healthy Child Development.” Empowering a Man’s Spirit Conference, Edmonton. 2007. “Supporting Families and Violent Men." Alberta Government Family Violence Policy Forum, Calgary. 2007. “It’s not all their fault: obstacles and possibilities in the delivery of human/health services for men.” Canadian Conference on Men’s Health: Victoria, B.C. 2007. Is There Need for a Canadian Men’s Health Network? Canadian Conference on Men’s Health: Victoria, B.C. 2006. Inclusive and Exclusive Considerations for Responsible Social Policy Making. Conference on Social Policy Research: San Diego. 2006. Building on Our Strengths: a new vision for men’s health in Canada. Men’s Wellness Forum: Edmonton. 2005. Supporting Our Fathers: Report on the Environscan of Support Services for Dads in Parkland County. International Conference on Men’s Health: Washington.

2005. The Challenge of Providing Male Friendly Services for Boys and Men. National Men’s Health Roundtable: Ottawa. 2004. From Father Knows Best to Daddy Day Care; changing images of fathers in popular

4 media. Parenting for the Future Conference: Edmonton. 2004. Not for Men Only: Environscan of Men's Services in Edmonton. ASPSH Conference, Edmonton. 2004. Human services and the male experience. ACSW Conference, Calgary. 2003. Aboriginal Research Issues; future directions. SSHRC Consultation Conference: London, Ontario. 2003. Being a Man Today: choices and challenges. Athabasca Family Conference, Athabasca. 2002. De-Constructing Daddy: Changing Images of the Family Man in Popular Movies, 1965- 2000. MediaLife Conference: Edmonton. 2000. Knowledge for Whom, Knowledge for What? Why are Universities losing their edge? Learned Societies Conference: University of Alberta. 1999. Mediated Storytelling: symbolic challenges to Aboriginal identity. Mass Media and Identity: Philadelphia Conference on Mass Media. 1998. ADWORLD.COM: Images for the New Consumerist World Order. Re-constructing Media: Philadelphia Conference on Mass Media. 1997. The Price is Irrelevant: Television’s Vision of the New (consumerist) Woman. De- constructing Media: Philadelphia Conference on Mass Media. 1996. Oldness and Newness in the Movements of Canada's Aboriginal Peoples. Learned Societies Conference. 1996. Information vs Wisdom: the dark and hopeful promises of Internet discourse. ICS Conference on Science and Millennial Discourse. 1995. Humanizing History and the Pursuit of Justice: a critical review of historical research on Indian residential schooling in Canada. Learned Societies Conference. 1995. The Good, the Bad, and the Just Plain Ugly: the cultural value of t.v. commercials. ICS Conference. 1994. "Trials of the Spirit." Learned Societies Conference. 1993. The Politics of Culture and the Culture of Politics: Elijah Harper and the Meech Lake Accord. IS Conference. 1992. Revitalising the `Spirit' of Political Ideas and Practices: a social movement interpretation of Native Indian activity in Canada, 1969-1991. Learned Societies Conference. 1991. Conflicting Ideologies in Government/Native Relations. Learned Societies.

Public Presentations 2010. "Disadvantaged Men and Their Children." Men’s Relationships Series, Edmonton. 2010. “Aboriginal Boys/Aboriginal Men.” Edmonton Speaker Series. 2009. “Edmonton Men of Honour." PAAFE MOH Celebration, Edmonton. 2009. “On Being Boys and Men." Men’s Relationships Series: Edmonton. 2008. "Men and Their Children." Men’s Relationships Series, Edmonton. 2008. “The Boy Code and Immigrant Youth.” Edmonton Speaker Series. 2007. “Supporting Violent Men and Their Families." Alberta Government Family Violence Policy Forum, Calgary. 2007. “On Being Men." Men’s Relationships Series: Edmonton. 2007. “Men, Sex and Culturally Confusing Messages about Intimacy." TKUC Speaker Series, Calgary First Reformed Church. 2006. “Being More Than Men." Men’s Relationships Series: Edmonton.

5 2005. “For Dads Only; Report on Support Services for Fathers in Parkland County." APFA Public Forum: Stony Plain. 2005. “Revisioning the Delivery of Health Services to Men." King’s Colloquium. 2005. "The Male Socialisation Trap." Men’s Relationships Series, Edmonton. 2005 “The Gendered Character of Jim Olthius’ Beautiful Risk.” Calgary CRC. 2004. "From Father Knows best to Daddy Day Care: changing images of fathers in popular media." Annual BOG Meeting, The King's University College. 2004. “Aboriginal Research Issues." Concordia Univ. College: Edmonton. 2004. "Speaking the Truth with Care: reflections on the SSHRC Consultation on Aboriginal Research Issues" SSHRC Consultation: Edmonton. 2003. “Not for Men Only." MENInc. Public Forum: Edmonton. 2003. "Men's Losses, Men's Lives." Mewburn Veteran's Centre: Edmonton. 2003. “Do Men Have Needs?: unravelling the lives of men from within and without." Men’s Public Education Series, Grant MacEwen Community College. 2000. “The Challenge of Cross-Cultural Dialogue." Cross-Cultural Relations Conference, University of Alberta. 1997. “The Price is Irrelevant: Daytime T.V. and the Necessary Fantasy of Owning Everything.” B.C. Extension Lecture Series. 1996. "Deconstructing information superhighway speed bumps: an argument against censorship on the Internet." King's Colloquium. 1995. "On Violence and Redemption: addressing family violence in Christian churches." Edmonton Interchurch Workshop Series. 1994. "The Pedagogical Disaster of the Textbook." King's Colloquium. 1991. "Acceptance, Understanding and Support: Rethinking Native/Church Relations." B.C. Extension Lecture. 1991. "Pursuing Justice In and Through Our Research." Keynote for the Inaugural Awarding of the Grant Notley Memorial Post Doctoral Fellowship.

Research Grants 2012 – 2014 Building a Community of Dignity, Grace and Hope: Charis Senior Housing Project in Lacombe, Alberta. $5,000 Charis Housing Society 2008 – 2009 Building Better Boys: providing support for Immigrant/Refugee men and the boys in their lives. $20,000 CURA Project Development 2007 – 2009 Social Inclusion Issues for Father Involvement in Canada. $10,000 FIRA 2007 – 2009 Immigrant Fathers Support Services. $25,000 ECALA 2004 – 2008 Father Involvement in Canada. $1,000,000 SSHRC CURA Grant - Collaborator 2004 – 2006 Edmonton Men’s Wellness Forum. $25,000 Justice Canada Community Mobilisation Project Grant 2004 – 2006 Dad’s Matter, $50,000 Justice Canada Community Mobilization Project 2004 – 2006 National Men’s Health Network, $5,000 Internal SSHRC 2003 – 2004 Environmental Scan of Men’s Services, $5,000 Internal SSHRC 2001 – 2002 Men and Their Children, $4,000 Internal SSHRC 2000 – 2001 Images of Fathers in Media, $4,000 Internal SSHRC 1996 – 1997 Surviving Gender? $4,000 Alberta Step Grant 1995 – 1996 Health and Healing Policies and Practices involving Aboriginal Peoples in

6 Canada: Phase III, $4850.00 Internal SSHRC 1994 – 1995 Health and Healing Policies and Practices involving Aboriginal Peoples in Canada: Phase II, $3950.00 Internal SSHRC 1993 – 1994 Health and Healing Policies and Practices involving Aboriginal Peoples in Canada: Phase I $4800.00 Internal SSHRC

Professional Association Memberships Canadian Sociological Association

Professional Network Affiliations Father Involvement Research Alliance Indigenous-Settler Relations and Decolonization (CSA research cluster) SHIFT (Engaging Men and Boys in the Prevention of Family Violence – Alberta) Community Engaged Research Initiative – University of Alberta ResearchGate Canadian Men’s Health Network Canadian Father Involvement Network Alberta Men’s Health Network Father Involvement Network Edmonton Region

Community Engaged Research (CER) Partnerships Creating Hope Society Terra Association Alberta Father Involvement Initiative Centre to End All Sexual Exploitation Urban Core Support Network of Edmonton Maskwacis Men’s Literacy Support Initiative Edmonton Immigrant Men’s Support Network Alberta Council of Women’s Shelters Boyle Street Community Services City of Edmonton, Social and Leisure Services McCauley Community Crime Prevention Initiative

Professional Service (since 2000) Reviewer – 5 year Program Review of Psychology and Behavioural Sciences Programs at Canadian University College, Lacombe. (2014) Member - Adjudication Committee to Review Applications for Tier I and Tier II Canada Research Chairs (2000-13) Member – Editorial Board Fathering (2009 – 2014) Member – Editorial Board Teaching Sociology (2000 – 2006) Member - Canadian Father Involvement Network (2009-15) Member – CEASE Men of Honour Planning and Selection Committee, Edmonton (2006-15) Member - Alberta Men’s Health Network (2009-14) Co-Facilitator – Men’s Support Group, Boyle Street Community Services (2012-15) Intervenor - Tri-council Research Ethics Policy in Canada (2010-11)

7 Consultant – Creating Hope Society (2008-15) Consultant - Charis Housing Society (2010-14) Consultant - Urban Core Support Network (2006-14) Consultant – Alberta Council of Women’s Shelters (2012-2015) Consultant - Father Involvement Network Edmonton Region (2007-11) Co-Facilitator - Men and Relationships, City of Edmonton (2001-14)

8 HEATHER ANN LOOY CURRICULUM VITAE

ACADEMIC APPOINTMENTS

Professor of Psychology, The King’s University College July 1, 2009 – Present Associate Professor of Psychology, The King's University College July 1, 2002 – June 30, 2009 Assistant Professor of Psychology, The King's University College November 1, 1991 – June 30, 2002

EDUCATION

1988-1992 Ph.D. Psychology McMaster University, Hamilton, ON Thesis: Human Sweet Taste Reactivity: Determinants of Hedonic Response 1987-1988 M.A. Psychology Queen's University, Kingston, ON Thesis: A Microanalysis of the Temporal Pattern of Wheel Running in Female Rats as a Function of Estrogen 1984-1986 B.A.(Honours) Psychology Queen's University, Kingston, ON Thesis: Effects of Chronic and Acute Deprivation on the Development of Tolerance to Amphetamine-Induced Anorexia in Rats 1982-1984 The King's College, Edmonton, AB (liberal arts and sciences) 1980-1981 Baptist Leadership Training School, Calgary, AB (Christian lay leadership training)

UNIVERSITY TEACHING

The King's University College (1992-2015) • Basic Psychological Processes • Exploring the Human Experience I and II: Methods and Statistics in Psychology • Research Methods in Psychology • Human Sexuality • Cognition • Brain and Behavior • Contemporary Issues in Psychology • Ecopsychology • Learning and Memory • Sensation and Perception • Evolution, Genes and Behavior • Motivation and Emotion • Neuroscience, the Person, and Christian Theology (a Templeton course) • Senior Psychology Seminar • Research Practicum in Psychology • Directed Studies in Psychology

Grant MacEwan College Winter 2002 and 2003 • Learning & Behavior Spring 2003 • Brain & Behavior

The University of Alberta (Spring and Fall semester, 1998) • Cognition

McMaster University (Spring 1989) • Social Psychology

TEACHING AND RESEARCH ASSISTANTSHIPS (1983-1991)

Teaching Assistantships: 1990-1991 Experimental Psychopathology, McMaster University 1989-1990 Human Memory and Cognition, McMaster University 1988-1989 Infant and Early Childhood Development, McMaster University 1987-1988 Sensation and Perception, Queen’s University (lab instructor) 1983-1984 Lab Demonstrator, Introduction to Chemistry, The King’s College

Research Assistantships: 1986-1987 Research Assistant, full-time, Dr. R. Eikelboom, Queen’s University 1985 Summer Research Assistant (NSERC USRA see below), Dr. R. Eikelboom, Queen’s University 1983 Summer Research Assistant, Dr. H. Cook, The King’s College

AWARDS AND SCHOLARSHIPS

• King’s Career Achievement in Teaching Award, 2013 • Participant, the Sir John Templeton Oxford Summer Seminars in Science & Christianity, 2003-2005. • Winner (one of 10) of the Deeper Realities: Creative Ideas in Neurobiology competition sponsored by the Templeton Foundation for the essay: Disgust, morality, and human identity: A neurobiological, psychosocial and theological investigation. 2002 • Templeton Science and Religion Course Award, with Dr. Paul Flaman of St. Joseph’s College, for the course Neuroscience, the Person, and Christian Theology, 2001. This course focuses on the concept of personhood. • NSERC Postgraduate Scholarships, McMaster University, 1988-1991 • Ontario Graduate Scholarship, Queen's University, 1987-1988 • NSERC Summer Undergraduate Research Scholarship, Queen's University, 1985 • Ann Adamson Scholarship, Dept. of Psychology, Queen's University, 1985-1986 • Gold Medal for Academic Achievement, The King's College, 1983-1984 • Biblical Studies Award, Baptist Leadership Training School, 1980-1981

PUBLICATIONS

Books and Book Chapters:

Looy, H. (2012). Same-sex desire. In D. Haarsma & S. Hoezee (Eds.), Delight in creation: Scientists share their work with the church (pp. 50-69). Grand Rapids, MI: Center for Excellence in Preaching.

Campbell, H.A. and Looy, H., Editors (2009). A science and religion primer. Grand Rapids, MI: Baker Academic.

Looy, H. (2003). Gender and sexuality: Constancy and change. In S.W. Vanderstoep (Ed.), Science and the Soul: Christian Faith and Psychological Research (chapter 13). Lanham, Maryland: University Press of America.

Looy, H. (2003). Is our fate in our genes? Behavior genetics. In S.W. Vanderstoep (Ed.), Science and the Soul: Christian Faith and Psychological Research (chapter 8). Lanham, Maryland: University Press of America.

Articles (* = Peer-Reviewed):

Looy, H. & Wood, J.R. (2015). Imagination, hospitality, and affection: The unique legacy of food insects? Animal Frontiers, 5(2), 8-13.*

Looy, H., Dunkel, F.V., and Wood, J.R. (2014). How then shall we eat? Insect-eating attitudes and sustainable foodways. Agriculture and Human Values, 31(1), 131- 141. Also published online at http://link.springer.com/content/pdf/10.1007%2Fs10460-013-9450-x.pdf. DOI: 10.1007/s10460-013-9450-x.*

Looy, H. Psychology at the theological frontiers (2013). Perspectives on Science and Christian Faith, 65(3), 147-155.*

Looy, H. (2013). Losing our humanity: Biologism, bad reduction, and Father Brown. The Midwest Quarterly, LIV(3), 263-278.*

Looy, H. (2011). Science and spirituality. In G. G. Scorgie, Ed., Dictionary of Christian Spirituality (pp. 737-739). Grand Rapids, MI: Zondervan.*

Noble, J. and Looy, H. (2010). Pain quality and endurance in the context of sacrifice: An empirical investigation. Journal of Young Investigators, 20(4).*

Looy, H. and Wood, J. R. (2006). Attitudes toward invertebrates: Are educational “bug banquets” effective? Journal of Environmental Education, 37(2), 37-48.*

Looy, H. (2005). Sexuality. In E. Fahlbusch, J. M. Lochman, J. Mbiti, J. Pelikan and L. Vischer (Eds.), The Encyclopedia of Christianity: Vol. 4 (pp. 932-939). Grand Rapids, MI, and Cambridge, UK: William B. Eerdmans; and Leiden and Boston: Brill.

Looy, H. (2005). Gender and sexual identity: A critical exploration of gender inversion theories of sexual orientation. Journal of Psychology and Christianity, 24(4), 317-331.*

Looy, H. & Bouma, H. (2005). The nature of gender: Gender identity in persons who are intersexed or transgendered. Journal of Psychology and Theology, 33(3), 166-178.*

Looy, H. (2005). The body of faith: Genetic and evolutionary considerations. Journal of Psychology and Christianity, 24(2), 113-121.*

Looy, H., Reimer, K., & Seybold, K. (2005). Reductive no more: Explaining religion without explaining it away. Journal of Psychology and Christianity, 24(2), 101-104.*

Looy, H. (2004). Embodied and embedded morality: Divinity, identity and disgust. Zygon: Journal of Religion and Science, 39(1), 219-235. *

Looy, H. (2002). Male and female God created them: The challenge of intersexuality. Journal of Psychology and Christianity, 21, 10-20.*

Looy, H. (2001). Sex differences: Evolved, constructed, and designed. Journal of Theology and Psychology, 29, 301-313.*

Wood, J. & Looy, H. (2000). My ant is coming to dinner: Culture, disgust, and dietary challenges. Proteus: A Journal of Ideas, 17(1), 52-56.*

Rosenak, C. & Looy, H. (1999). Homosexuality. In D.G. Benner & P.C. Hill (Eds.), Baker Encyclopedia of Psychology (2nd ed., pp. 571-578). Grand Rapids: Baker Book House.

Looy, H. (1999). Feminist psychology. In D.G. Benner & P.C. Hill (Eds.), Baker Encyclopedia of Psychology (2nd ed., pp. 455-456). Grand Rapids: Baker Book House.

Looy, H. (1999). Sensation and perception. In D.G. Benner & P.C. Hill (Eds.), Baker Encyclopedia of Psychology (2nd ed., pp. 1092-1093). Grand Rapids: Baker Book House.

Looy, H. (1999). Colorblindness. In D.G. Benner & P.C. Hill (Eds.), Baker Encyclopedia of Psychology (2nd ed., p. 225). Grand Rapids: Baker Book House.

Looy, H. (1997). Taking our assumptions out of the closet: Psychobiological research on homosexuality and its implications for Christian dialogue. Christian Scholar's Review, 26, 496-513.*

Looy, H. (1995). Born Gay? A critical review of biological research on homosexuality. Journal of Psychology and Christianity, 14, 197-214.*

Looy, H., Callaghan, S. & Weingarten, H.P. (1992). Hedonic response of sucrose likers and dislikers to other gustatory stimuli. Physiology and Behavior, 52, 219-225.*

Looy, H. & Weingarten, H.P. (1992). Facial expressions and genetic sensitivity to 6-n- propylthiouracil predict hedonic response to sweet. Physiology and Behavior, 52, 75-82.*

Looy, H. & Weingarten, H.P. (1991). Effects of metabolic state on sweet taste reactivity in humans depend on underlying hedonic response profile. Chemical Senses, 16, 123- 130.*

Looy, H. & Eikelboom, R. (1989). Wheel running, food intake and body weight in male rats. Physiology and Behavior, 45j, 403-405.*

On-line Publications:

Looy, H. (December, 2001). Disgust, morality, and human identity: A neurobiological, psychosocial and theological investigation. www.metanexus.net.

Book Reviews:

Looy, H. (2015). [Review of the book Sexuality and Sex Therapy: A Comprehensive Christian Appraisal ]. Perspectives on Science and Christian Faith, 62(2), p. 154- 155.

Looy, H. (Aug 2003). Looking for the “I”: What happens to the self when the brain is injured or malformed. [Review of the books Half a Brain is Enough: The Story of Nico and Listening in the Silence, Seeing in the Dark]. Books and Culture. [http://www.christianitytoday.com/books/features/bookwk/030804.html].

Looy, H. (Sept/Oct 2000). How not to do a sex change [Review of the book As Nature Made Him]. Books and Culture, p. 13.

ACADEMIC CONFERENCE PRESENTATIONS

McFarlane, K., Looy, H., & Wood, J. (2015). Engaging students with evolutionary theory. Augustana’s 2nd International Teaching Workshop, April 28, 2015. Camrose, AB. (McFarlane presenting).

Oyama, J., Prior, H., & Looy, H. (2015, April). The role of faith in fertility decisions. Paper presented at the 28th Annual Psychology Undergraduate Research Conference, University of Saskatchewan, Saskatoon, SK. (Oyama presenting).

Wood, J. R. and Looy, H. (2014). Hospitality and edible insects: Welcoming the world to the table. Presented at Eating Innovation/Innovation Alimentaire, Montreal, QC, August 26-28, 2014. (Wood presenting).

Looy, H. & Wood, J. R. (2014). Welcoming the world to the table: Hospitality and edible insects. Presented at Insects to Feed the World, Wageningen, the Netherlands, May 14-17, 2014. (Looy presenting).

Looy, H. (2014). Strangers in our own house: Psychological consequences of our alienation from creation. Presented at From Cosmos to Psyche, the Annual Meeting of the ASA/CSCA/CiS (American Scientific Affiliation, Canadian Scientific and Christian Association, Christians in Science (UK)), Hamilton, ON, July 25-28, 2014.

Zolner, T., Looy, H., & Mohacsy, L. (2012). The person in the classroom. Presented at the Christian Higher Education Canada National Forum, Edmonton, AB, May 28-30, 2012.

McFarlane, K., Looy, H., & Wood, J.R. (2012). Teaching evolution to the wary. Presented at the Congress on Evolutionary Biology, Ottawa, ON, July 6-10, 2012. (McFarlane presenting).

Looy, H. (2011). ‘Reorientation’ or ‘conversion’ therapies and same-sex desire: Are they effective and ethical? Presented at the American Scientific Affiliation/Canadian Scientific and Christian Affiliation Annual Conference, Naperville, IL, July 28- August 1, 2011.

Looy, H. and Wood, J.R. (2010). Attitudes toward invertebrates: Are educational ‘bug banquets’ effective? Presented at the Entomological Society of America Annual Conference, San Diego, CA, December 12-15, 2010 (Symposium on Entomophagy Reconsidered).

Prior, H. and Looy. H. (2010). Faith and fertility: Christians making personal decisions about reproductive technology. Presented at the American Scientific Affiliation/Canadian Scientific and Christian Affiliation Annual Conference, Washington, DC, July 30-August 2, 2010.

Noble, J. and Looy, H. (2010). Cold pressor task: Pain endurance and sacrifice. Presented at the Connecting Minds: North American Undergraduate Psychology Research Conference, Vancouver, BC, June 4-5, 2010. (Noble presenting)

Houg, V., Smith, M. and Looy, H. (2010). Peace be with you: Prayer behaviour and test anxiety. Presented at the Connecting Minds: North American Undergraduate Psychology Research Conference, Vancouver, BC, June 4-5, 2010. (Houg presenting)

Looy, H. (2009). Biologizing and the New Atheism. Presented at the American Academy of Religion Annual Meeting, Montreal, PQ, November 7-10, 2009.

Bullock, M. and Looy, H. (2009). Is gender a significant variable in university students’ perceptions of suicide symptoms? Presented at the Canadian Psychological Association Annual Convention, Montreal, PQ, June 11-13, 2009. (Bullock presenting).

Bouma, H. and Looy, H. (2008). Special symposium on Human gender, sexuality and sex co-chairs. Presented at the American Scientific Affiliation/Canadian Scientific and Christian Affiliation Annual Conference, Newport, OR, August 1-4, 2008.

Looy, H. (2008). Sexisms and phobias: Emotional valence of sexual variations. Presented at the American Scientific Affiliation/Canadian Scientific and Christian Affiliation Annual Conference, Newport, OR, August 1-4, 2008.

Looy, H. (2005). A critical examination of evolutionary and genetic accounts of religion. Presented at the Sir John Templeton Oxford Seminars in Science & Christianity, July 17-August 14, 2005, Wycliffe Hall, Oxford, UK.

Looy, H. (2004). Evolved, embodied, embedded and embraced: Disgust, morality and identity. A plenary talk presented at Neuroscience and the Image of God (a joint meeting of the American Scientific Affiliation, Canadian Scientific and Christian Affiliation, and Christians in Science), Trinity Western University, Langley, BC, July 23-26, 2004.

Dowling, C. B., Ringrose Flesaker, K. & Looy, H. (2003). The Simpsons and stress relief: Exploring the stress-reducing qualities of humour. Presented at the 17th Annual Joseph R. Royce Research Conference, University of Alberta, Edmonton, AB, March 28, 2003. (Dowling and Flesaker presenting)

Robocon, J. & Looy, H. (2003). Depression in women: Does spirituality make a difference? Presented at the 17th Annual Joseph R. Royce Research Conference, University of Alberta, Edmonton, AB, March 28, 2003.

Looy, H. (2001). Embodied morality: Divinity, desecration, and disgust. Presented at Neuroscience, Religious Experience, and the Self (a Templeton Advanced Workshop on Science and Religion), Montreal, PQ, May 31-June 5, 2001.

Looy, H. (2001). Human nature as embodied and embedded: Contributions from ecopsychology. Presented at How Might Christians Think and Teach About Human Nature? (Whitworth College and the Weyerhaeuser Center for Christian Faith and Learning), Spokane, WA, July 22-July 29, 2001.

Looy, H. and Digdon, N. (2000). Perspectival “roadmaps” in psychology: How do we instill critical thinking? Presented at the Alberta Teachers of Psychology Annual Meeting, College Heights, Alberta, May 2000.

Looy, H. (1996). Born or bred gay? Anthropological assumptions in the genes or jeans debate (invited panel speaker). Presented at the Christian Association for Psychological Studies Annual Convention, St. Louis, Missouri, April 1996.

Looy, H. & Weingarten, H.P. (1991). Sensitivity to 6-n-propylthiouracil predicts hedonic response to sucrose. Presented at the Association for Chemoreception Sciences Conference, Sarasota, Florida, April 1991.

Weingarten, H.P. & Looy, H. (1991). The effects of metabolic changes on the palatability of sucrose in animals and humans. Presented at the Association for Chemoreception Sciences Conference, Sarasota, Florida, April 1991.

Ryan, E. B. & Looy, H. (1991). Mrs. Wendel or Julia? Evaluative implications of naming choices. Presented at the Canadian Association on Gerontology Conference, Toronto, October 1991.

Looy, H. & Weingarten, H.P. (1990). Taste perception as a function of metabolic state. Presented at the Canadian Psychological Association Conference, Ottawa, May-June 1990.

Looy, H. & Eikelboom, R. (1988). Estrogen's influence of wheel running pattern in female rats. Presented at the Annual Meeting for the Society for Neuroscience, Toronto, November 1988.

Looy, H. & Eikelboom, R. (1988). Acquisition of wheel running, effects on food intake and body weight. Presented at the Canadian Psychological Association Conference, Montreal, June 1988.

Eikelboom, R. & Looy, H. (1987). Initial amphetamine anorexia: Relevance for tolerance studies. Presented at the Annual Meeting for the Society for Neuroscience, New Orleans, November, 1987.

CONFERENCES ATTENDED (no presentation)

Foundation for Psychocultural Research Sex & Gender Conference, Los Angeles, CA, October 2015.

American Psychological Society Annual Convention, Chicago, May 2008.

Metanexus: Cosmos, Nature and Culture, Tempe, Arizona, July 18-21, 2009.

CCCU Conference on Human Sexuality, Calvin College, Grand Rapids, November 2005.

Written on the Heart: The Tradition of Natural Law. Calvin College, Grand Rapids, 2004.

The Nature of the Person: Consciousness, Genetics, and Evolutionary Biology (a Templeton Advanced Workshop on Science and Religion), July 2002, Oxford, UK.

How Might Christians Think and Teach About Human Nature? Follow-up conference and discussion group. June 2002, Whitworth College, Spokane, Washington.

Embracing Spirituality, Embracing Sexuality: Exploring Lesbian, Gay, Bisexual and Transgender Realities in a Faith Context. Diversity Conference, April 2000, Edmonton, AB.

Canadian Society for Brain, Behaviour, and Cognitive Science, Annual Meeting, June 1999, Edmonton, AB.

Canadian Psychological Association Annual Convention, June 1998, Edmonton, AB.

Alberta Teachers of Psychology Annual Conference, June 1998, Edmonton, AB.

Embracing Spirituality, Embracing Sexuality: Exploring Lesbian, Gay, Bisexual and Transgender Realities in a Faith Context. Diversity Conference, March 1998, Edmonton, AB.

Alberta Teachers of Psychology (first) Annual Conference, June 1997, Red Deer, AB.

Christian Women in Science. The Roberta Hestenes Center for Christian Women in Leadership, June 1997, St. Davids, PA, USA.

New Faculty Workshop, Council of Christian Colleges and Universities, May 1993, Spokane, WA, USA.

PUBLIC PRESENTATIONS

Faculty Colloquia

Looy, H. (2011). “Homophobia and Holiness.” The King’s University College. November 29 (Faculty Colloquium.

Looy, H. (2006). “Oxford Summers” The King’s University College. March 28 (Faculty Colloquium) and April 22 (Board Meeting), 2006.

Looy, H. and Flaman, P. “Has Neuroscience Explained Away the Soul?” November 1, 2001 at St. Joseph’s College February 26, 2002 at The King’s University College October, 2002 at the Department of Psychology, University of Alberta (invited)

Wood, J. and Looy, H. (1996). “My ant is coming to dinner”. September 24, 1996, The King's University College.

Looy, H. (1994). “Born or bred gay? Anthropological assumptions in the genes or jeans debate”. Winter 1994, The King's University College.

Public Education • “My ant is coming to dinner: Culture, disgust and dietary challenges” With John Wood. Social Justice Institute 2010 Strathcona Public Library, Sherwood Park, Summer 2006 Edmonton Public Library, Mill Woods Branch, Winter 2006 IS Conference workshop Winter 2001 Lacombe Christian School, Winter 2000 Edmonton Christian High School, Winter 2000 Strathcona Christian Academy, Winter 2000 Biology 204 class, TKUC, Winter 1999 Lacombe Christian School, Fall 1998 West Edmonton Christian School, Fall 1998 McKernan Christian Church, Fall 1996 • “Can a Christian be a feminist?” Presented at the Church of the Nazarene, Sherwood Park, AB, November 23, 1997. • “Gender differences: Delightful diversity or derogatory discrimination?” Presented at the Edmonton Area Playschool Conference, April 18, 1998. • “Listening: To others, yourself, and God”. A three-part series, presented at the Church of the Nazarene, Sherwood Park, AB, September 8, 1996; October 20, 1996; November 17, 1996. • “Listening”. A presentation to the Gateway Calvinette Counselors Meeting, 1996. • “Gender and sexual orientation”. High school catechism class, Christian Reformed Church, Rimbey, AB. 1996. • Talk at 15th anniversary alumni weekend, 1996. • “Listening: To others, yourself, and God”. Keynote talks and chapel talk at All- College Fall Retreat, Fall 1995. • “Listening”. McKernan Christian Church, Edmonton, , 1995. • “Homosexuality: Assumptions and knowledge”. Fellowship Christian Reformed Church, Edmonton, 1995.

Workshops “Brainstorming: Brain, biology, being and behavior” “Can you really believe your eyes? Perception and science” Both presented for the Science ’96 program developed by the Natural Sciences Division for professional development for junior and senior high school teachers, summer 1996.

Interdisciplinary Studies • “Homo Entomophagus: Imagination, Hospitality and Affection—Enhancing Food Security with Edible Insects,” Workshop for the Winter 2015 Interdisciplinary Studies Conference with John Wood • “You’re Nothing But a Brain in a Vat,” Workshop for the Fall 2013 Interdisciplinary Studies Conference • “On Loving, Mattering, and Loving Matter,” Plenary Lecture for the Fall 2012 Interdisciplinary Studies Conference • “My Ant is Coming to Dinner”, Workshop (2x) for the Winter 2008 Interdisciplinary Conference • “It’s All in Your Head” Plenary Lecture for the Winter 2006 Interdisciplinary Conference • “The Hungry Soul” Plenary Lecture for the Winter 2001 Interdisciplinary Conference • “The Embodied, Extended, Embraced Self”: Interdisciplinary Studies conference workshop Fall 2000. • “How I integrate psychology and my faith”. Interdisciplinary Studies Seminar, November 24, 1998 • Burghart, L. and Looy, H. (1999). “Two be or not two be: When two genders are not enough.” March 2, 1999, The King's University College. • “Who should be on top? Justice and gender”. Interdisciplinary Studies Conference workshop, January 1997, The King's University College. • Looy, H. (1997). “Three strikes and you’re out? On being a Christian, a woman and a scientist”. September 30, 1997, The King's University College. • “Gender: Is it in your jeans?” Interdisciplinary Studies Conference workshop, January 1995, The King’s University College.

Television/Video • June 2, 2008. Help TV, ACCESS TV. Creative & Critical Thinking: Right/Left Brain. • The God Spot: Neurotheology Interviewed by University of Alberta Psyco 400 students producing this radio program for the CJSR station (broadcast in March 2002). • The Biochemistry of Chocolate: Interviewed on ACCESS Help TV on March 26, 2002 • December 13, 1999. L&J Interactive, ACCESS TV. What good is a psychology degree? • March 27, 1998. With John Wood. L&J News, ACCESS TV. My ant is coming to dinner. • Filmed for recruitment/fundraising videos for TKUC.

Newspapers/Magazines

• Interviewed by Jessica Harvath-Hilgeman for Psychology Today on August 7, 2015 for an upcoming article on edible insects • Interviewed by Caroline Barlott for the July/August 2015 issue of The Tomato; see http://thetomato.ca/feeding-people/feeding-people-crunching-on-crickets • Interview “Biopsychology and Faith: An Interview with Heather Looy” published in God and Nature, Winter 2014, http://godandnature.asa3.org/interview- biopsychology-and-faith-with-heather-looy.html • Interviewed by radio reporter Marcus Costello of Deustche Welle (German version of BBC, but done in English) at the Insects to Feed the World Conference in Wageningen (http://www.dw.de/insects-key-to-biosecurity/av-17677597) • Quoted in the article “Grub: Eating Bugs to Save the Planet” by Dana Goodyear, The New Yorker magazine, August 15 ,2011 http://archives.newyorker.com/?i=2011-08- 15#folio=038 • Featured in the article “Have Some Chocolate Chirp Cookies” by Anne Kingston, Maclean’s magazine, August 18, 2008 • With John Wood, interviewed and published by Natasha Mekhail, Venture Unlimited magazine, May 2008 • With John Wood, interviewed and published by Keith Gerein on eating insects, February 11, 2008, Edmonton Journal • Interviewed and quoted by Judy Schulz on chocolate craving February 14, 2001, Edmonton Journal • With John Wood, organized a “bug banquet” which was covered May 9, 2001, Edmonton Journal

RESEARCH GRANTS RECEIVED

2010 King’s Internal Research Fund to support transcription and expenses for Faith and Fertility project ($800) 2005 Templeton grant to support publication of The Science & Religion Primer ($29200 USD) 2003 King’s Internal Research Fund to support equipment for conducting interview research on emotions and morality, and infertility ($777) 1997 STEP or SEED grant for student research assistant, summer 1997 (with David Long) (value: approx. $3840) 1995 King’s Internal Research Fund for “Social Communication of Food Preferences in Rats” (value: $950) 1994 Internal Research Fund for “Entomophagy and the Environment” (with John Wood) (value: $250) 1993 Internal Research Fund for “Sweet Taste and Food Preferences” (value: $60)

RESEARCH SUPERVISION (graduate students)

Stephen Brown (2006-2007). The role of a child’s father in the development of leadership abilities manifested during the college years. A research project presented in partial fulfilment of the requirements of the Master of Science in Organizational Leadership at Philadelphia Biblical University. I assisted with research design and implementation.

Laura Anderson (2003-2006). The impact of being a twin on the counselling process. A research project presented in partial fulfillment of the requirements for a Master of Pastoral Psychology and Counselling at St. Stephen’s College. I was her thesis advisor.

Garnet Holteen (2000). The effects of a father’s absence on the sexual development of his sons. A research project presented in partial fulfillment of the requirements for the degree of Master of Arts, Briercrest Biblical Seminary, Saskatchewan. I assisted with the design, implementation, and analysis of his research.

John Stellingwerf (1992). Edited his Master’s of Social Policy thesis on the spiral of violence in native communities.

PEER REVIEWER

Trends in Food Science & Technology Food Policy Physiology and Behavior Journal of Homosexuality Food Quality and Preference Colloquium (New Zealand Journal of Theology) New Zealand and Australian Journal of Theology Current Anthropology The Journal of Psychology and Christianity Christian Scholar’s Review Gender Issues

Book Review Editor (Social Sciences): Perspectives in Science and Christian Faith, Summer 2014-ongoing

Reviewer/endorser:

Exploring Psychology and Christian Faith: An Introductory Guide, by Paul Moes and Donald J. Tellinghuisen, Baker Academic.

Reviewer of pre-print versions of book manuscripts (for the authors):

Myers, D. G. and Scanzoni, L. D. (2005). What God has Joined Together? A Christian Case for Gay Marriage. New York, NY: HarperSanFrancisco.

Murphy, N. and Brown, W.S. (2007). Did My Neurons Make Me Do It? Philosophical and Neurobiological Perspectives on Moral Responsibility and Free Will. Oxford, UK: Oxford University Press.

MEMBERSHIPS

Canadian Scientific and Christian Affiliation/American Scientific Affiliation (Fellow) JOANNE MOYER Natural Resources Institute, University of Manitoba 303-70 Dysart Road Winnipeg, MB, Canada R3T 2M6 Phone: (204) 474-8373 E-mail: [email protected]

EDUCATION Doctor of Philosophy (Natural Resource and Environmental Management) 2013 University of Manitoba, Winnipeg, MB Thesis: Learning, Faith, and Sustainability in Kenya: Considering the Work of Faith-Based Organizations

Master of Environmental Studies 2006 Dalhousie University, Halifax, NS Thesis: Values and Attitudes toward Old-Growth Forest: A Narrative Study of Leaders in Canada’s Forest Sector

Bachelor of Arts (Environmental Studies) 2003 University of Winnipeg, Winnipeg, MB

Bachelor of Theology (Service Education) 2001 Canadian Mennonite Bible College, Winnipeg, MB

TRAINING AND CERTIFICATION Mitacs Step: Foundations of Project Management I, University of Manitoba 2015

Certificate in Higher Education Teaching, University of Manitoba 2009-2012

AWARDS Post-Doctoral Fellowship, Social Sciences and Humanities Research Council, 2013-2014 Manitoba Graduate Scholarship, 2008-2012 Joseph-Armand Canada Graduate Scholarship – Doctoral, Social Sciences and Humanities Research Council, 2008-2011 Master’s Scholarship, Social Sciences and Humanities Research Council, 2005 Chancellor’s Gold Medal (highest standing in Arts, 4-year), University of Winnipeg, 2004 University Gold Medal (Environmental Studies, 4-year), University of Winnipeg, 2004 William L. Dyker Memorial Scholarship, University of Winnipeg, 2002 Academic Proficiency Scholarship, University of Winnipeg, 2002 Board of Regents Scholarship for Transfer Students, University of Winnipeg, 2001 Scholarship (highest GPA 2nd year non-Music) Canadian Mennonite Bible College, 2000 Scholarship (highest GPA 1st year BTh) Canadian Mennonite Bible College, 1999 Entrance Scholarship, Canadian Mennonite Bible College, 1998 Rutherford Scholarship, Government of Alberta, 1996 Governor General’s Award for academic excellence, Rosthern Junior College, 1996

EMPLOYMENT Research Associate: University of Manitoba, Winnipeg, MB 2015-Present Contributing to academic writing projects, and conducting research on Community Forests in Canada.

Sessional Instructor: University of Manitoba, Winnipeg, MB 2015 Co-taught a graduate seminar: Readings in Natural Resource Management.

Post-Doctoral Fellow: University of Toronto, Toronto, ON 2013-2014 Researched faith-based organizations doing environmental work in Canada, funded by a SSHRC fellowship.

Sessional Instructor: Menno Simons College (Canadian Mennonite University/ 2013 University of Winnipeg), Winnipeg, MB Prepared and instructed undergraduate course: Study of Voluntary Simplicity.

Teaching Assistant: University of Manitoba, Winnipeg, MB 2011-2012 Assisted in preparation, instruction and marking for graduate seminars: Environmental Impact Assessment; Master’s Thesis Research Seminar.

Research Associate: Whelan Enns Associates, Inc., Winnipeg, MB 2007-2008 Managed and catalogued research items for First Nations in digital (database) and print form.

Sessional Instructor: University of Winnipeg, Winnipeg, MB 2008 Prepared and instructed undergraduate course: Environmental Sustainability: A Global Dilemma.

Sessional Instructor: Canadian Mennonite University, Winnipeg, MB 2007 Prepared and instructed undergraduate course: Introduction to Human Geography.

Research Assistant: University of Winnipeg, Winnipeg, MB 2003, 2007 Published peer-reviewed articles with academic colleagues on community-based monitoring in the hog industry, and on social learning in flood management.

2 Project Archival Assistant: Mennonite Heritage Centre, Winnipeg, MB 2002, 2007 Processed and catalogued papers and photographs for archival storage.

Teaching Assistant: Dalhousie University, Halifax, NS 2006 Prepared and instructed undergraduate tutorials: Introduction to Environmental and Resource Management

Library Technician: Canadian Mennonite University, Winnipeg, MB 2004 Operated library circulation desk.

Research Consultant: Panterra Management, Winnipeg, MB 2003-2004 Prepared land owner database and sections of watershed assessment report.

Research Writer: Mennonite Central Committee, Winnipeg, MB 2003-2004 Authored web page text on creation care; also published as a book.

Section Coordinator: Fort Whyte Centre, Fox Bay Camp, Winnipeg, MB 2001 Planned and directed camp section program; supervised teen counsellors.

Other Employment: Camp Counsellor, Clerical Support, Receptionist, Field Assistant

COURSES TAUGHT Readings in Natural Resource Management: Individual and Social Learning: 2015 Applications in Resource & Environmental Management (Co-Instructor) University of Manitoba, Natural Resources Institute (7 students)

Study of Voluntary Simplicity (Instructor) 2013 Canadian Mennonite University/University of Winnipeg, Menno Simons College, International Development Studies (16 students)

Environmental Impact Assessment (Teaching Assistant) 2012 University of Manitoba, Natural Resources Institute (12 students)

Master’s Thesis Research Seminar (Teaching Assistant) 2011 University of Manitoba, Natural Resources Institute (17 students)

Environmental Sustainability: A Global Dilemma (Instructor) 2008 University of Winnipeg, Environmental Studies/International Development Studies (45 students) Introduction to Human Geography (Instructor) 2007 Canadian Mennonite University, Geography (26 students) Introduction to Environmental and Resource Management Tutorial 2006 (Teaching Assistant) Dalhousie University, Management (18 students)

3 GUEST LECTURES Introductory Human Geography I, University of Winnipeg, Winnipeg, MB 2014 Faith-Based Environmental Work in Kenya and Canada

Environment, Culture, and Film, University of Toronto at Mississauga, ON 2013, 2014 Wall-E: Social and Ecological Themes

Ecological Worldviews, University of Toronto, Toronto, ON 2013, 2014 Consumerism, Neoliberalism, and the Religion of the Market; Worldviews of Modernity; Christianity and Ecological Worldviews.

Introduction to Environmental Studies, University of Toronto, Toronto, ON 2014 Faith-Based Environmental Work in Kenya and Canada

Worldviews and Ecology, University of Toronto, Toronto, ON 2014 Faith, Worldviews, and Environmental Engagement.

Introduction to Research Methods in Tourism and the Environment, Brock 2013 University, St. Catharines, ON Research Methods: Interviewing and Field Work.

World Religion and Ecology, University of Toronto at Mississauga, ON 2013 Christianity and Ecology: Obstacles and Opportunities

Qualitative Methods in Community-Based Natural Resources & 2012 Environmental Management, University of Manitoba, Winnipeg, MB Field Notes; Narrative Research; Analysis Software.

PhD Seminar, Natural Resource Management, University of Nairobi, 2011 Nairobi, Kenya The Research Process.

Wednesday Afternoon Seminar , Friends Theological College, Kaimosi, Kenya 2011 Development, the Environment, and the Church.

Agriculture and Biodiversity, University of Nairobi, Nairobi, Kenya 2010 Faith-Based Organizations: Environmental and Development Work in Kenya.

Conflict, Development and Indigenous People, Canadian Mennonite 2009 University, Winnipeg, MB Religion and Development.

4 PEER-REVIEWED PUBLICATIONS Moyer, Joanne M., and A. John Sinclair. [Revisions Submitted]. “Stoking the Dialogue on the Domains of Transformative Learning Theory.” Adult Education Quarterly, 29 pages.

Moyer, Joanne M. [In Press]. “‘Let Earth Rest’: A Consumption Sabbath Tent Revival Meeting to Inspire Simplicity and Environmental Action.” Conrad Grebel Review, 12 pages.

Moyer, Joanne M. 2015. “Faith-Based Sustainability in Practice: Case Studies from Kenya.” Journal for the Study of Religion, Nature, and Culture 9(1): 42-67.

Moyer, Joanne M., A. John Sinclair, and Alan P. Diduck. 2014. “Learning for Sustainability among Faith-Based Organizations in Kenya.” Environmental Management 54(2): 360–372.

Sinclair, A. John, Wachiraporn Kumnerdpet, and Joanne M. Moyer. 2013. “Learning Sustainable Water Practices through Participatory Irrigation Management in Thailand.” Natural Resources Forum 37(1): 55-66.

Moyer, Joanne M., A. John Sinclair, and Harry Spaling. 2012. “Working for God and Sustainability: The Activities of Faith-Based Organizations in Kenya.” Voluntas: International Journal of Voluntary and Nonprofit Organizations 23(4): 959-992.

Moyer, Joanne M., Peter N. Duinker, and Fay G. Cohen. 2010. “Old-Growth Forest Values: A Narrative Study of Six Canadian Forest Leaders.” Forestry Chronicle 86(2): 256-262.

Moyer, Joanne M., Rochelle J. Owen, and Peter N. Duinker. 2008. “A Forest Values Framework for Old-Growth.” The Open Forest Science Journal 1: 27-36. http://www.bentham.org/open/tofscij/openaccess2.htm

Moyer, Joanne, Patricia Fitzpatrick, Alan P. Diduck, and Beverly Froese. 2008. “Towards Community-Based Monitoring in the Hog Industry in Manitoba.” Canadian Public Administration Journal, 51(4): 637-658.

Diduck, Alan P., Joanne Moyer, and Erin Briscoe. 2005. “A Social Learning Analysis of Recent Flood Management Initiatives in the Red River Basin, Canada.” In: Sustaining Our Futures: Reflections on Environment, Economy and Society. Edited by D. Shrubsole and N. Watson. Waterloo, ON: Department of Geography Publication Series, University of Waterloo, 127- 164.

5 OTHER PUBLICATIONS Moyer, Joanne M. 2008. “Roots, Branches and Seeds: Exploring Western Society’s Exploitative Tendencies.” Vision: A Journal for Church and Theology 9(1): 24-34.

Moyer, Joanne. 2004. Earth Trek: Celebrating and Sustaining God’s Creation. Scottdale, PA: Herald Press.

Oborne, Bryan, editor. 2004. Tobacco Creek Model Watershed Needs and Options Assessment. Roland, MB: Deerwood Soil and Water Management Association.

ACADEMIC PRESENTATIONS Moyer, Joanne M. 2014. “Faith-Based Environmental Work in Kenya and Canada.” Department of Environmental Studies and Sciences Seminar Series. University of Winnipeg, Winnipeg, MB, November 12, 2014.

Moyer, Joanne M. 2014. “Green Disciples: Faith-Based Environmental Work in Canada.” Paper presented at “Rooted and Grounded: A Conference on Land and Christian Discipleship.” Anabaptist Mennonite Biblical Seminary, Elkhart, IN, September 18-20, 2014.

Moyer, Joanne M. 2014. “The Consumption Sabbath: Considering a Faith-Based Initiative to Inspire Simplicity and Environmental Action.” Paper presented at the Sound in the Land Conference: “Music and the Environment.” Conrad Grebel University College, University of Waterloo, Waterloo, ON, June 5-8, 2014.

Moyer, Joanne M., Lisa Quinn, A. John Sinclair. 2014. “Individual Learning and Action for Sustainability: Insights from Kenya and Canada.” Paper presented at the Canadian Association of Geographers Conference: “Borders without Boundaries.” Brock University, St. Catharines, ON, May 26-30, 2014.

Moyer, Joanne M., Lisa Quinn, A. John Sinclair. 2014. “Transitioning to a More Sustainable Society: Unpacking the Learning-Action Nexus.” Paper presented at the Environmental Studies Association of Canada Conference: “Beyond Boundaries.” Brock University, St. Catharines, ON, May 27-29, 2014.

Moyer, Joanne M. 2014. "The Consumption Sabbath: Considering a Faith-Based Initiative to Inspire Simplicity and Environmental Action." Paper presented at the Toronto Mennonite Theological Centre Scholar’s Forum. University of Toronto, Toronto, ON, January 28, 2014.

Moyer, Joanne M. 2013. “Environmental Worldviews in Faith-Based Organizations: Exploring the Nexus between Transformative Learning and Action in Canada.” Paper presented at the Environmental Studies Association of Canada Conference: “Edges and Flows: Diversity, Environment, and Society.” University of Victoria, Victoria, BC, June 3-5, 2013.

6 Moyer, Joanne. 2013. “Faith, Sustainability, and Learning in Kenya and North America.” Paper presented at School of the Environment’s Research Day. University of Toronto, Toronto, ON, April 17, 2013.

Moyer, Joanne. 2012. “Transformed by Research: Personal Reflections of a Researcher.” Paper presented at the Natural Resources Institute Research and Learning Forum: “Research and Researchers: Stories from the Field.” University of Manitoba, Winnipeg, MB, November 5, 2012.

Moyer, Joanne. 2012. “Learning, Faith, and Sustainability: Considering the Work of Faith-Based Organizations in Kenya.” Paper presented at the International Geographical Congress: “Down to Earth.” University of Cologne, Cologne, Germany, August 26-30, 2012.

Moyer, Joanne, A. John Sinclair, and Harry Spaling. 2012. “Working for God and Sustainability: The Activities of Faith-Based Organizations in Kenya.” Paper presented at the Environmental Studies Association of Canada Conference: “Environmental Knowledge: People and Change.” University of Waterloo, Waterloo, ON, May 30-June 1, 2012.

Moyer, Joanne. 2012. “Learning, Faith, and Sustainability: Considering the Work of Faith-Based Organizations in Kenya.” Paper presented at the Canadian Association of Geographers Annual Meeting. Wilfred Laurier University, Waterloo, ON, May 28-June 2, 2012.

Moyer, Joanne, A. John Sinclair, and Harry Spaling. 2011. “Working for God and Sustainability: The Activities of Faith-Based Organizations in Kenya.” Paper presented at the Natural Resources Institute Research and Learning Forum: “Researching Sustainability: Stories from the Field.” University of Manitoba, Winnipeg, MB, November 14, 2011.

Moyer, J., R. Owen and P. Duinker. 2006. “Old-Growth Forest Values in Canada.” Poster presented at the Sustainable Forest Management Network Conference: “Sustaining Canada’s Forests: Building Momentum.” Edmonton, AB, June 20-22, 2006.

Moyer, J., P.N. Duinker and F. Cohen. 2006. “Values and Attitudes toward Old-Growth Forest: A Narrative Study of Leaders in Canada’s Forest Sector.” Paper presented at the International Symposium for Society and Resource Management: “Social Sciences and Resource Management: Global Challenges and Local Responses.” University of British Columbia, Vancouver, BC, June 3-8, 2006.

7 COMMUNITY PRESENTATIONS (Selected) Moyer, Joanne. 2015. “Connecting to Creation Care” and “Acting on Creation Care.” Adult Sunday School Series presented at Fort Garry Mennonite Brethren Church, Winnipeg, MB, March 29, and April 12, 2015.

Moyer, Joanne. 2014. “Connectedness, Climate Change, and Hope.” Meditation presented at Mennonite Church Canada Assembly: “Wild Hope: Faith for an Unknown Season.” Winnipeg, MB, July 3-6, 2014.

Moyer, Joanne. 2013. “Faith-Based Environmental Work: The Mennonite Creation Care Network and Beyond.” Adult Sunday School Class, Steinmann Mennonite Church. Baden , ON. September 22, 2013.

Moyer, Joanne. 2013. “Research with A Rocha Kenya.” Presentation to A Rocha Prairies Canada. Morden, MB. August 6, 2013.

Moyer, Joanne. 2013. “Caring for Creation: Making your Voice Heard.” Mennonite Church Canada Youth Assembly: “The Fat Calf Festival.” Headingly, MB. July 30, 2013.

Moyer, Joanne. 2012. “Blessed Are the Tree Huggers?” Sermon preached at Home Street Mennonite Church. Winnipeg, MB. July 15, 2012.

Moyer, Joanne. 2011. “Ecology: Connections Far and Near.” Adult Sunday School Class, First Mennonite Church. Winnipeg, MB. September 18, 2011.

Moyer, Joanne, Jane Snyder, and Darren Kropf. 2011. “Living More with Less.” Workshop presented at It’s Epic: Remembering God’s Future, Mennonite Church Canada Assembly. Waterloo, ON, July 4-8, 2011.

Moyer, Joanne. 2010. “The Conserving Vision of Aldo Leopold.” Conservation/Nature Talk Series sponsored by A Rocha Prairie Canada. South Central Regional Library, Morden, MB. April 29, 2010.

Neufeld, David, Lisa, Enns, Dave Hockman-Wert, and Joanne Moyer. 2008. “Ecological Prayer Walk.” Workshop presented at Mennonite Church Canada USA/Mennonite Church Canada People’s Summit for Faithful Living: “At the Crossroads: Promise and Peril.” Winnipeg, MB, July 8-10, 2008.

Neufeld, David, Norman Meade, Thelma Meade, and Joanne Moyer. 2008. “The Spiritual Significance of Land and Water.” Workshop presented at Mennonite Church Canada USA/Mennonite Church Canada People’s Summit for Faithful Living: “At the Crossroads: Promise and Peril.” Winnipeg, MB, July 8-10, 2008.

8 ACADEMIC SERVICE Sound in the Land Conference Advisory Group: Conrad Grebel University 2013-2014 College, University of Waterloo Served as environmental consultant for a music conference with an environmental theme, and helped plan the folk music concert.

Research and Learning Forum Planning Committee: Natural Resources 2011 Institute, University of Manitoba Developed theme, processed abstracts, and organized schedule for departmental forum.

Braintree Creation Care Centre Advisory Committee: Canadian Mennonite 2008-2010 University Contributed to development and program planning for an academic environmental centre.

Admissions Committee: School of Resource and Environmental Management, 2006 Dalhousie, University Served as the student representative on the committee reviewing applications for the Master of Environmental Studies program.

VOLUNTEER WORK Divestment Study Group: Mennonite Church Canada 2015-2016 Organizing and contributing to a study group exploring Mennonite Church Canada’s investments in the fossil fuel industry and possible divestment.

Peace Advisory Committee: Mennonite Central Committee Manitoba 2011-Present Consult with Peace Coordinator on projects and programs.

Creation Care Council Member: Mennonite Creation Care Network 2005-Present Design and facilitate environmental workshops at church conferences. Assist Mennonite Church Canada with greening gatherings and other activities.

Museum Volunteer: Nova Scotia Museum of Natural History, Halifax, NS 2005-2006 Taught interpretive programs to school groups.

Advisory Group Member: Sim p ly in Se aso n 2004-2005 Consulted on a cookbook promoting local and seasonal eating.

Narrator: Canadian National Institute for the Blind, Winnipeg, MB 2001-2004 Recorded fiction, textbooks, and magazines as talking books for the visually impaired.

9 Service Intern: Logifem, Montreal, QC 2000 Acted as a general volunteer at a women’s shelter and served as a personal assistant to a resident with visual impairments for three months in fulfilment of the service internship credit at Canadian Mennonite Bible College.

Service Adventure Volunteer: Southcentral Foundation, Anchorage, AK 1997 Provided clerical support and helped lead Aboriginal cultural activity therapy groups as full time volunteer for 10 months.

10 The King’s University Tel: 780-465-3500 9125-50 St. ext 8068 Edmonton, AB T6B 2H3 Fax: 780-465-3534 Canada [email protected]

Curriculum Vitae Christopher Anthony Jacob Peet

ACADEMIC APPOINTMENTS

July 2012 Dean, Faculty of Social Sciences The King’s University, Edmonton, AB

July 2009 Associate Professor, Psychology The King’s University College, Edmonton, AB

July 2003 Assistant Professor, Psychology The King’s University College, Edmonton, AB

EDUCATION

1997-2004 Doctor of Philosophy, Psychology. University of Alberta.

Dissertation: “Alienation or ambiguity: Psychology’s disciplinary identity and the idealization of personal agency”

1993-1997 Bachelor of Arts, Honours, Religious Studies. University of Alberta.

Honours thesis: “Free in exile, lost in translation: Tibet’s transition into modernity”

TEACHING EXPERIENCE

Courses taught (§ denotes course has also been collaboratively taught)

● Introduction to psychology: The person in society § ● Between science and fiction: The intersection of psychology and literature (cross-listed & collaboratively delivered with English faculty as an English course) § ● Psychology of religion ● Social psychology (cross-listed as a Sociology course) ● Personality ● Contemporary issues in psychology § ● History of psychology ● Senior psychology seminar ● Philosophy of the sciences (collaboratively delivered with Philosophy & Natural Science faculty) §

Christopher Peet - Curriculum Vitae – pg 1 of 7 TEACHING EXPERIENCE (con’t.)

Courses taught (§ denotes course has also been collaboratively taught):

● God, physics, and the human prospect (collaboratively delivered with Theology & Natural Science faculty) § ● Philosophy of the social sciences ● Psychology of technology ● Transcendence

2003 Spring Term (University of Alberta) ● Personality

2001/02 Winter (The King’s University College) ● Special topics in psychology: Psychology and religion

2000/01 Fall Term (University of Alberta) ● History of Psychology

Teaching Assistantships

1997/98 Fall Personality (University of Alberta)

1997/98 Winter Self-deception (University of Alberta)

1998/99 Fall Honors seminar (University of Alberta)

1998/99 Winter Self-deception (University of Alberta)

AWARDS & SCHOLARSHIPS

2002 – 2003 University of Alberta Dissertation Fellowship, University of Alberta Graduate Intern Tuition Supplement, University of Alberta

1999 – 2002 SSHRC Doctoral Fellowship (#752-99-1198), University of Alberta Walter H. Johns Graduate Fellowship, University of Alberta

2001 Mary J. Wright Student Paper Award, History & Philosophy of Psychology division of the Canadian Psychological Association (Paper title: “Staging a Polanyi-Kuhn debate”)

1997 – 1999 University of Alberta Ph.D. Scholarship

1997 University of Alberta Faculty of Arts Honors Prize

1996 American Academy of Religion/Society for Biblical Literature Student Paper Award, Pacific Northwest Region (Paper title: “Embodiment and meaning in Vedic ritual”)

1996, 1995, 1994 Louise McKinney Post-secondary Scholarship, University of Alberta

1996, 1995 Esther Fraser Memorial Scholarship in Religious Studies, University of Alberta

Christopher Peet - Curriculum Vitae – pg 2 of 7 RESEARCH GRANTS & FUNDING

2014 King’s Internal Research Funding ● Amount applied for $2000.00; Amount granted $2000 ● supervision of research assistant Meagan Sachs in improving & extending the inventory “Christian spirituality in greater Edmonton: An inventory of practices and practitioners”

2013 King’s Internal Research Funding (co-applied with Dr. John Hiemstra (Politics), Dr. Gerda Kits (Economics), Dr. Michael De Moor (Philosophy), Dr. Theresa Zolner (Psychology), and Dr. Will Van Aragon (History)) ● Amount applied for $7190.00; Amount granted $7190.00 ● supervision of research assistant Jason Horlings in developing an annotated bibliography on topic “Science and Oilsands Development: Science and Decision-making on Major Projects” as part of multidisciplinary team research on Alberta oilsands

2012 King’s Internal Research Funding ● Amount applied for $1000.00; Amount granted $1000 ● supervision of research assistant Katherine Franke in developing an inventory “Christian spiritual practices in greater Edmonton”

2008 STEP Grant ● Amount applied for $4252.50; Amount Granted $5670.00 ● supervision of research assistant Marie Bullock on topic “Technology and immanence”

2005 King’s Internal Research Funding ● Amount applied for $2700.00; Amount granted $1500 ● supervision of research assistant Jeremy Beile on topic “Theorizing agency, questioning identity”

2004 STEP Grant (co-applied with Dr. Henry Schuurman (Philosophy)) ● Amount applied for $1800; Amount granted $1800 ● supervision of research assistant Ami Harbin on topic “Excavating René Girard”

PUBLICATIONS

Haluza-Delay, R., DeMoor, M., and Peet, C. (2013). That We May Live Well Together in the Land...: Place Pluralism and Just Sustainability in Canadian and Environmental Studies. Journal of Canadian Studies, 47 (3), pp. 226-256.

Peet, C. (2012a). Psychology of religion 2013: Historical considerations. Journal of Religious Studies and Theology, 31 (2), pp. 111-127.

Peet, C, (Ed.) (2012b). Special issue: Psychology of religion. Journal of Religious Studies and Theology, 31 (2). (Guest editor for special issue.)

Peet, C. (2010). Roger Smith. Being Human: Historical Knowledge and the Creation of Human Nature. (Book review). Journal of the History of the Behavioral Sciences, 46 (3), pp. 325-7.

Peet, C. (2007). Beyond Foucault: Tradition and agency. In van Deventer, Tere Blanche, Fourie, & Segalo (Eds.), Citizen City: Between contructing agent and constructed agency, pp. 270-277. Toronto, Ontario: Captus University Publications.

Beile, J. & Peet, C. (2006). Developing (a theory of) self-determining agency. (Book review). Theory & Psychology, 16, 575-577.

Christopher Peet - Curriculum Vitae – pg 3 of 7 PUBLICATIONS (con’t.)

Peet, C. (2005). Defining religion: Strategies and reflections on an elusive figure. Journal of Psychology and Christianity, 24 (2), 105-112.

Peet, C. (2003). Archaeology and contradiction: an existential critique of Foucault’s theory of discursive practice. In N. Stephenson, L. Radtke, R. Jorna & H. Stam, (Eds.), Theoretical psychology: critical contributions, pp. 154-163. North York, Ontario: Captus University Press.

Peet, C. (2002). Embodiment and commitment in scientific inquiry: Recovering Polanyi’s sense of personal agency. International Journal of Critical Psychology, 5, pp. 71-91.

Peet, C. (2001). Idealization in science: a methodological reflection. In J. Morss, N. Stephenson, & H. van Rappard, (Eds.), Theoretical Issues in Psychology, pp. 207-217. Norwell, Mass.: Kluwer.

Peet, C. (2000). Tibet in transformation. In T. Dekker, J. Helsloot, & C. Wijers, (Eds.), Roots & Rituals: The construction of ethnic identities, pp. 303-315. Amsterdam: Het Spinhuis.

CONFERENCE PRESENTATIONS

Peet, C., and Smythe, W. (2015). Iterations & immersions: Continued reflections on depth in culture. Paper presented at Western Canadian Theoretical Psychology (WCTP) Annual Conference, held in Victoria, BC, Sept. 24-27, 2015.

Peet, C. (2015). Psychological depth as a dis-integrative dynamic. Paper presented at Canadian Psychological Association (CPA) Annual Conference, Ottawa, Ontario, June 4-6, 2015.

Peet, C., and Smythe, W. (2014). On depth in culture. Paper presented at WCTP Annual Conference, held in Victoria, BC, Sept. 28-30, 2014.

Peet, C. (2013a). Transcending positivism: The Axial Age consciousness of psychology. Paper presented at CPA Annual Conference, Quebec City, Quebec, June 13-15, 2013.

Peet, C. (2013b). Reflections on the Axial age and the end of the world: toward a psychology with world-historical depth. Paper presented at WCTP Annual Conference, held in Victoria, BC, Sept. 26-29, 2013.

Peet, C. (2012). Dependence, irreducibility, and the “strain toward transcendence”: an Axial psychology? Paper presented at WCTP Annual Conference, held in Edmonton, Alberta, Sept. 27-30, 2012.

Peet, C. (2009a). Bearing witness in the crisis of Reason: An effective-historical psychology? Paper presented at WCTP Annual Conference, held in Edmonton, Alberta, 29 Oct. – Nov. 1, 2009.

Peet, C. (2009b). Technoscience or human science? Psychology at the intersection of history and science studies. Paper presented at CPA Annual Conference, Montréal, Quebec, June 11-13, 2009.

Peet, C. (2009c). Publishing & Possibilities: Students in Mind. Conversation session chaired at CPA Annual Conference, Montréal, Quebec, June 11-13, 2009.

Peet, C. (2008a). Conspicuous abstention: Why is there no psychology of technology? Paper presented at WCTP Annual Conference, held in Edmonton, Alberta, 30 Oct. –Nov. 2, 2008.

Peet, C., & Bullock, M. (2008b). Critical reflections on “Appropriate Technology”: Between autonomy and immanence. Paper presented at Second annual Baylor Symposium on Faith & Culture conference, Bottom-up Approaches to Global Poverty: Appropriate technology, social entrepreneurship, and the church, held in Waco, Texas, 23-25 Oct., 2008.

Christopher Peet - Curriculum Vitae – pg 4 of 7 CONFERENCE PRESENTATIONS (con’t.)

Bullock, M., & Peet, C. (2008c). Michael Polanyi’s theory of tacit knowing: Appropriating technological means toward appropriate technological ends. Poster presented at the Second annual Baylor Symposium on Faith & Culture conference, Bottom-up Approaches to Global Poverty: Appropriate technology, social entrepreneurship, and the church, held in Waco, Texas, 23-25 Oct., 2008.

Peet, C. (2007a). On tradition as 'constitutive-dispossessive'. Paper presented at the CPA Annual Conference, held in Ottawa, Ontario, June 7-9, 2007.

Peet, C. (2007b). On the necessity and impossibility of a post-disciplinary psychology. Paper presented as part of the symposium "Psychology in the future tense?" at the International Society for Theoretical Psychology (ISTP) Biennial Conference "Transdisciplinarity and Internationalization", held in York, Ontario, June 18-25, 2007.

Peet, C. (2007c). Chair & discussant of the panel discussion "Theoretical, eh? Theoretical psychology in Canada: Retrospect/prospect", held at the ISTP Biennial Conference “Transdisciplinarity and Internationalization", held in York, Ontario, June 18-25, 2007.

Peet, C. (2006). Overcoming nature, renewing tradition. Paper presented at the CPA Annual conference, held in Calgary, Alberta, June 8-10, 2006.

Peet, C. (2005a). Beyond Foucault: Tradition and agency. Paper presented at the ISTP Biennial conference, held June 20-24, 2005 Capetown, South Africa.

Peet, C. (2005b). The idea of post-disciplinary education, Part II: A question of identity. Paper presented at the WCTP Annual Conference, held in Nanaimo, BC, 6-8 May, 2005.

Peet, C. (2004a). The idea of post-disciplinary education. Paper presented at the WCTP Annual Conference, held in Edmonton, Alberta, 30 Sept.- 3 Oct., 2004.

Peet, C. (2004b). Merleau-Ponty: The body and the whole. Paper presented at the Metaphor and its Moorings Conference, held at Redeemer College in Ancaster, Ontario, 12-15 May 2004.

Peet, C. (2004c). Evaluating psychology, understanding disciplinarity. Paper presented at the Cheiron International Society for the History of the Behavioral & Social Sciences Annual Conference, held in Akron, Ohio, 17-20 June 2004.

Peet, C. (2003b). Questioning research: the disciplinary basis of intellectual life. Paper presented at the WCTP Annual Conference, held in Edmonton, Alberta, 2-5 Oct. 2003.

Peet, C. (2001b). An existential critique of Foucault. Paper presented at the WCTP Annual Conference, held in Regina, Saskatchewan, 14-16 Sept. 2001.

Peet, C. (2001c). From transcendental to discursive: hinging on the subject. Paper presented at the ISTP Biennial Conference, held in Calgary, Alberta, 3-8 June 2001.

Peet, C. (2001d). Staging a Polanyi-Kuhn debate. Paper presented at the CPA Annual Conference, held in Calgary, Alberta, 9-10 June 2001.

Peet, C. (2000b). Experience, abstraction, and transcendental argument. Paper presented at the WCTP Annual Conference, held in Regina, Saskatchewan, 29 Sept.-1 Oct. 2000.

Peet, C. (1999a). Recovering Polanyi: embodiment and commitment. Paper presented at the Society for Critical Psychology, Millenium World Conference, held in Sydney, Australia, 29 April-2 May 1999.

Peet, C. (1999b). Body, language, depth. Paper presented at the ISTP Biennial Conference held in Sydney, Australia, 25-28 April 1999.

Peet, C. (1998). Representations of Tibet. Paper presented at the 6th Société Internationale d’Ethnologie et de Folklore Conference, held in Amsterdam, the Netherlands, 20-25 April 1998.

Christopher Peet - Curriculum Vitae – pg 5 of 7 CONFERENCE PRESENTATIONS (con’t.)

Peet, C. (1996). Embodiment and meaning in Vedic ritual. Paper presented at the American Academy of Religion/Society for Biblical Literature Pacific Northwest region Annual conference, held in Great Falls, Montana, USA, 2-4 May 1996.

COLLOQUIA & INVITED PRESENTATIONS

Peet, C. (2014). Into the breach: Secrets. Invited talk as Last Lecture, to King’s 2014 graduating class, at King’s University, Edmonton, AB, April 8, 2014.

Peet, C. (2014). The history of hermeneutics & the question of the value of reading. Panel presenter as part of the King’s Colloquium “For Love and Money: The Market Value of Undergraduate Reading”, at King’s Feb. 25, 2014.

Peet, C & Tappenden, A. (2013a). Questioning Transhumanism. Breakout session at the Fall 2013 Interdisciplinary Studies Conference at King’s, Sept. 17-18, 2013.

Peet, C. (2013b). Skinner & Russell: Response to Keynote Speaker Matthew Dickerson. Keynote response at Fall 2013 Interdisciplinary Studies Conference at King’s, Sept. 17-18, 2013.

Peet, C. (2011). Denying techno-logic: on why resistance appears futile and a way forward to tradition. Colloqium presentation at The King’s University College, Edmonton, Alberta, Nov. 29, 2011.

Peet, C. (2006). Disciplinarity in education and the secularization thesis. Paper presented at the Social Science Colloquia at King’s, June 13, 2006.

Peet, C. (2005). From history of science to philosophy of education: A critical perspective on the idea of disciplinarity. Paper presented at the Social Science Colloquia at King’s, June 14, 2005.

CONFERENCES ATTENDED (no presentation)

2010. WCTP Annual Conference. St. Albert, AB. Oct. 30-Nov. 2, 2010. 2006. WCTP Annual Conference. Nanaimo, B.C. May 17-19, 2006. 2005. The Parkland Institute and Change for Children, “An Earth out of Water”, March 18-19, 2005. (Served as session moderator.) 2004. Mars Hill “Religion & Public Life”, The Chester Ronning Center. Nov. 5, 2004. (Served as panel discussant.) 2002. WCTP Annual Conference. Edmonton, AB. Sept. 27-29, 2002. 1999. WCTP Annual Conference. Regina, Saskatchewan, Oct. 22-24, 1999. 1997. American Psychological Association (APA) Annual Conference. Boston, MA, June 6-8, 1997.

RESEARCH INTERESTS

● on developing psychology as a “human science”: understanding the psyche in interdisciplinary terms that emphasize relationships, social context, cultural setting, and historical background

● the theme of “personal agency”, in particular as informed by phenomenological, existential, and hermeneutic philosophies

● the theme of “disciplinarity”: an understanding of the historical development of the numerous research disciplines, primarily in the social sciences and humanities

● theorizing tradition: agency is always and necessarily constituted within a tradition, although the self-understanding of modernity has obscured the manner of that constitution

● the psychology of religion: how our personal agency can be understood as oriented to transcendence, an orientation that one’s tradition articulates

Christopher Peet - Curriculum Vitae – pg 6 of 7

PROFESSIONAL MEMBERSHIPS

● Canadian Psychological Association (2005-present)

● Chair, History & Philosophy Section (2008-09)

● Chair-Elect, History & Philosophy Section (2007-08)

● Program Manager for CPA Annual Conference, History & Philosophy Section (2006-07)

● Member, Psychology of Religion Section (2007-present)

● Member, History & Philosophy of Psychology Section (2005-present)

● Theory & Psychology Journal: Professional Liaison to the Editorial Board (representing CPA) (2009-present)

● International Society for Theoretical Psychology (2003-present)

● Western Canadian Theoretical Psychology (1999-present)

● History of Science Society (2005-2009)

● American Psychological Association (2004-2005)

● Cheiron (International Society for the History of the Behavioral and Social Sciences) (2003-2005)

MANUSCRIPT/PEER REVIEW

Reviewed manuscripts for:

● International Journal of Critical Psychology

● Journal of the History of the Behavioral Sciences

● Theory & Psychology

● New Ideas in Psychology

● Journal of Theoretical and Philosophical Psychology

● Behavioral Science

INVITATIONS

● Invited to assume Editorship of Journal of Religious Studies & Theology

● Invited to be a guest presenter as part a “Cultural Psychology” panel for the XXIX International Congress of Psychology, held July 20-25, 2008, in Berlin, Germany.

● Invited to assist with conference organization for the International Society for Theoretical Psychology Bi- annual Conference held in Nanjing, China, May 15-19, 2009.

● Invited to contribute to the Encyclopedia of the History of Psychological Theories

REFERENCES

References available upon request.

Christopher Peet - Curriculum Vitae – pg 7 of 7

Dr. Mark Andrew Sandle: BA (Hons), MSoc Sci, PhD

Address: 19 Meadowview Drive, Sherwood Park, AB, Canada Home Tel: (001) 780 570 5271 Nationality: British Language proficiency: Competent in French and Russian, basic level Spanish Current Position: Professor of History Home email: [email protected] Work email: [email protected]

Career Summary

Educational History:

1988 – 92: University of Birmingham, Centre for Russian and East European Studies: PhD: Gorbachev's Ideological Platform: A Case-Study of Ideology in the USSR

1986 – 87: University of Birmingham, Centre for Russian and East European Studies, Soviet Studies: M.Soc Sci. (An interdisciplinary Masters programme, including Politics, History, Sociology, Economics and Russian language training). Awarded the John Grayson Memorial Prize as outstanding Postgraduate student.

1983 – 86: Warwick University: History/Politics BA (Hons) Upper Second

Academic career:

The King’s University College, Edmonton, Alberta, Canada: 1 July 2009 onwards

2009 - Professor of History (granted tenure 1 July 2013)

De Montfort University (DMU), Leicester, UK: 1992 – 2009 Posts held:

2004- Head of Taught Postgraduate Programmes 1999 - Principal Lecturer in Russian and Soviet History 1996 – 99: Senior Lecturer 1992 – 96: Lecturer, Department of Historical and International Studies

Achievements and Awards

Awards: Teaching excellence recognised through the following:

1. National Teacher Fellowship (NTF): 2007 nominated by DMU for the highly prestigious National Teacher Fellowship scheme. 50 awards are made each year to recognise national excellence. Awarded £10000 to support professional activities.

2. DMU Distinguished Teacher award: DMU runs a scheme whereby students nominate their teachers for the title of Distinguished Teacher to recognise tutors who are engaging, inspiring, enthusiastic and supportive. The scheme began in 2005, and I was nominated by my students in 2005, 2007 and 2008. Student citations are included below as Appendix C.

3. Grants awards to support pedagogic research: Awarded 3 grants to carry out pedagogic research:

• In 2000 awarded £1500 to carry out a study into student assessment, which resulted in the development of a subject assessment strategy. • In 2008 awarded £5000 for a pedagogic research project comparing feedback practices in History and Dance under the University’s RITA initiative (Research Informed Teaching Award). • In 2009 was the Lead Researcher in a successful award for a grant of £200000 for a three-year project investigating feedback to students entitled “Its Good To Talk”. Awarded by UK Higher Education Academy.

4. Appointed as an Academic Fellowship Programme (AFP) International Scholar October 2006: working with the “Ion Creanga” State Pedagogical University, Chisinau, Moldova on issues of curriculum reform. Renewed in 2007 and 2008.

Achievements in teaching and learning:

• Assessment: responsible for the design, implementation and review of a subject assessment strategy for History. This has been used as a model which has informed Faculty and University practice. • Curriculum: Responsible for redesign and implementation of new History curricula in 2001 and 2004. • E-learning: pioneered the incorporation of e-learning into the curriculum in History. Authored an e-learning strategy for the subject. Presented work on assessed discussion boards to University e-learning conference in June 2006.

• Feedback to students: responsible for the design of the pro-formas for feedback to students and the end-of-course evaluation forms.

Teaching

Undergraduate Teaching Experience: Kings University College 2009 onwards:

Delivery of Foundations courses and Senior Level History courses and senior seminar courses. Including:

Western Civilisation To 1648 West and the World 1500 – present World History 1800- present Historical Methods Modern Russia Stalinism Cold War First World War Second World War 19th Century Europe 20th Century Europe

Undergraduate Teaching Experience: De Montfort University 1992 – 2009: Extensive experience of successful course design and delivery, including solo and team- taught courses, at all levels, as well as the development of student undergraduate research skills and projects through the supervision of undergraduate dissertations and the development of research methods courses.

Courses taught include:

First year courses: primarily survey and/or methodology courses:

• Themes in Modern European History 1789-1989 • The Rise and Fall of the Great Powers in the Twentieth Century • The Twentieth Century World: An International History • Presenting and Representing the Past • The Making of the Modern World 1776-2001

Second and third year courses: Modern European and/or Russian/Soviet history, plus courses dealing with issues of historical methodology and philosophy.

• The Modernisation of Europe 1860 – 1930 • The Second World War • Russia in Revolution 1861 – 1917 • The Russian Revolution 1917-21 • Terror and Progress: the USSR 1917-53 • Perestroika and the Collapse of Communism • Nationalism • Historical Controversies • Historical Sources

Graduate Teaching Experience:

Taught extensively at Masters level, and successfully supervised MPhil and PhD students

1. Modern History MA courses:

• The Collapse of the Soviet Empire: The Nationalities and the USSR 1956-91 • Cold War Communism • Teaching on MA Research Methods course and supervision of MA Dissertations

2. Course Leader: MA by Independent Study

Oversight of a Faculty-wide programme whereby students design their own MA programme, schedule of study and assessment, with tutorial support. Supervised student projects on:

• Khrushchev and De-Stalinisation • Stalin • Kul’tura cosmosa

3. Supervision of MPhil/PhD students:

Completed:

• “The Labour Party and the USSR in the 1930’s” (First supervisor) • “Atheism and Islam in Uzbekistan and Tajikistan: 1964-91” (First Supervisor) • “History, Memory and the Families of Spanish Civil War veterans”. (Second supervisor) • US/Brazilian Relations Under Eisenhower (Second Supervisor)

4. Examining of MPhil/Phd Students: I have been the internal examiner for 2 students.

Research

My research interests lie in the areas of intellectual, political and cultural history of Russia and the Soviet Union in the modern era, the interaction of Christianity and my discipline and the Second World War. 4 books published, plus many other articles and chapters. Current research projects:

Current research projects:

1. Soviet Moldavia 1941-56: Book length project on Moldavia under Soviet rule after WW2. Contracted with Tauris. 2. A Time For Everything: Christian Faith and the Practice of History (with Dr. Van Arragon). A book length project exploring the relationship between the Christian faith and the practice of History. 3. The Partisan movement in Moldavia 1941-44: an exploration of the Moldavian partisans, based on archival materials from the Moldovan archives. 4. Communism: article exploring the changing nature of the Bolshevik vision of the future, as seen from a Christian perspective

For details on research activity, publications, seminar papers and conferences, see Appendix A.

Administration and Management

The King’s University College: 2009 

1. AAC 2011: Faculty Representative

2. Teaching Committee: Faculty Representative

De Montfort University: 1992-2009

1. Acting Head of Department 2004-05:

Head of Department for 18 months with responsibility for 4 subjects (History, Politics, International Relations and American Studies). Duties included: line management of 16 staff; budgetary control, strategic research planning, curriculum development, oversight of student recruitment, participation in Senior Executive decision-making.

2. External Review 2004:

In 2004 History was selected to undergo an external audit of the quality of our teaching, learning, assessment and curriculum carried out by the government body the QAA (Quality Assurance Agency). We achieved the highest possible rating. My role was to:

. Write the self-assessment document and gather the accompanying documentation . Manage the whole preparations and prepare staff . Lead the History team during the three-day visit and attendant meetings with the reviewers . Implement recommendations and changes . Disseminate the good practice noted

3. History Subject Leader 1994-2001:

Appointed as History Subject leader only 2 years after joining the University. Duties included: managing the day-to-day running of the subject (time-tabling, staff hours, student queries, coordinating examination and assessment procedures), managing quality assurance processes, admissions and curriculum development.

4. External Activities:

Undergraduate external examiner at 3 other institutions: Royal Holloway College, Coventry University and the University of Gloucestershire. 1998-2002, member of the Steering Committee of HUDG (History at the Universities Defence Group) a national organisation seeking to defend and promote the interests of the discipline. The key tasks this group achieved was to select the committee which drew up the History Subject Benchmarking Statement.

For a full list of administrative and managerial positions held, see Appendix B.

Referees

Professor Panikos Panayi Subject Leader for History Faculty of Humanities, Clephan Building De Montfort University Leicester, LE1 9BH, UK Tel: 0116 250 8681 E-mail: [email protected]

Professor Christopher Read Department of History, Warwick University, Coventry CV4 7AL Tel: 02476 523308 E-mail: [email protected]

Professor Richard Vaudry Department of History The Kings University College 9125 50 Street Edmonton AB, Canada,T6B 2H3 Phone (001) 780 465 3500 [email protected]

APPENDIX A: Research Activity

Publications:

Books:

1. Communism [Seminar Studies in History] (Pearson Longman 2011). A revised and extended version of the text first published in 2006. Selected for inclusion in this well-established and prestigious series.

2. Kommunism (Pegasus 2010). Estonian translation of the 2006 version of Communism

3. Gorbachev: Man of the Twentieth Century? (Hodder, 2008). A detailed evaluation of the life of Gorbachev, which explores the many and varied interpretations of Gorbachev’s life and work.

4. Communism (Pearson 2006). A short text evaluating the history of communism

5. Brezhnev Reconsidered (Palgrave 2002). (edited by E. Bacon & M. Sandle)

• Shared editorial duties (commissioning, redrafting, etc.) • Contributed 2 chapters, entitled:

A Triumph of Ideological Hairdressing? Intellectual Life in the Brezhnev Era Reconsidered? pp. 135-64.

Brezhnev and Developed Socialism: the Ideology of Zastoi? pp. 165-87.

‘a valuable collection … highly recommended for teachers and students alike’ (Political Studies Review)

6. A Short History of Soviet Socialism (UCL Press October 1999) (reviewed in Europe- Asia Studies, November 1999; Labour History Review, Summer 2000; Journal of Political Ideologies, October 2000; Journal of Contemporary History, vol 36, 3, 2001).

“a thoughtful and illuminating study” (Europe-Asia Studies, November 1999) “the most up-to-date attempt to relate Marxist ideas to Soviet history, and it should certainly be on any student’s reading list.” (Journal of Political Ideologies, October 2000) “a thoughtful reappraisal of the development of Soviet ideology” (Journal of Contemporary History, 2001)

Journal articles

• “The making of a GenSek: Brezhnev in Moldavia 1950-52” (with Igor Casu) Forthcoming in DYSTOPIA 2015 • “The Challenge of Communism” Oxford Bibliographies in International Relations OUP, 2015. • “Toward a Practice of Christian Antihistory: Writing the Antihistory of Soviet Communism” (with Will Van Arragon), in Fides et Historia, November 2014, 46:2. • “Discontent and Uncertainty in the Borderlands: Soviet Moldavia and the Secret Speech 1956-57” [with Dr. Igor Casu]. Europe-Asia Studies vol. 66, 4 June 2014 pp. 613-644. • "Georgii Shakhnazarov and the Soviet Critique of Historical Materialism" in Studies in East European Thought vol.49 1997; • "The Final Word: The Draft Party Programme of July/August 1991" in Europe-Asia Studies vol.48 no.7 1996; • "New Directions, New Approaches, Old Issues. Recent Writings on Soviet History" The Historical Journal vol.38 no.1 1995;

Book chapters:

• “Studying the Past in the Digital Age: From Tourist to Explorer?” in Toni Weller (ed.) History in the Digital Age (Routledge 2013) • “The Strength of the MA by Learning Contract in the Context of Lifelong Learning” in T. Kerry (ed.), Meeting the Challenges of Change in Postgraduate Education (Continuum, 2010) • “Soviet and East European Marxism” in The Development of Marxist Thought in the Twentieth Century, (eds) Walker et al (Routledge 2007) • “Drafting the Third Party Programme: the Intelligentsia and de-Stalinisation of Soviet ideology 1952-61” in A. Pereswettoff-Morath (eds), The Russian and Polish Intelligentsia (Lund, 2005) • “Think Tanks, Post Communism and Democracy” in Think Tanks Across Nations: Policy Research and the Politics of Ideas (2nd edition) eds Stone and Denham (Manchester University Press, 2003). • "Searching for an identity: Varieties of nationalism in post-Soviet Russia" in Ethnicity and Nationalism in the new Europe and the CIS (eds) Williams & Sfikas (Dartmouth Press, 1999); • Russia" in Think tanks in Comparative Perspective (eds) Stone and Denham (Manchester University Press, 1998);

Other publications:

• “Who supported Stalin?” in 20th Century History Review November 2013 • “Lenin’s Contribution to Communist success” in New Perspective on Modern History March 2013 • “Lenin’s Loyal Lieutenants: Zinoviev, Kamenev and Rykov” in Twentieth Century History Review November 2011 • “The Bukharin Alternative” in Twentieth Century History Review April 2011 • “Gorbachev and His Place in Russian History” in New Perspective on Modern History December 2010 • “Andropov and Chernenko” in Twentieth Century History Review April 2010 • “Sino-Soviet split 1949-70: Why did the comrades fall out?” in Twentieth Century History Review April 2009 • “Reagan and Gorbachev: Detente- the Endgame” in Twentieth Century History Review, vol. 3, no. 3 April 2008 • “Stalin: Did He Preserve or Destroy Bolshevism” in Modern History Review, vol. 13, 4, April 2002. • “Stalin, Collectivisation and the Soviet Peasantry” in History Teaching Review Yearbook, (SATH, vol 15 2001) • “To what extent did the Soviet Union undergo de-Stalinisation in the period 1956- 64?” in Exam Essays in 20th Century World History (ed.) Peter Catterall (ICBH, Heinemann, 1999) • "The Resurgence of Nationalism in Estonia" in Bradford Occasional Papers Summer 1993;

Research Grants

Awarded a grant of £12,035 by the Arts and Humanities Research Board as part of their Research Leave Scheme in connection with the research for the monograph on Gorbachev (October 2002 to June 2003.)

Conference Papers:

• May 2012: “Writing the Anti-History of Communism” at the Conference, Humanities and the Christian Faith May 4 2012 at Concordia University College, Edmonton, AB. • November 2011: “Brezhnev in Moldavia 1950-52” at the ASSEEES conference, Omni Shoreham Hotel, Washington DC, USA 16-19 November • May 2011: “The Forgotten Victory: VE Day and Remembrance in the UK Since 1945” at the conference, Memory of World War II, at Moldova State Pedagogical University, Chisinau, Moldova 14-18 May. • June 2006: “The Spectrum of Dissidence From Brezhnev to Gorbachev” at CREES Annual Conference, Cumberland Lodge, Windsor Great Park, Surrey • August 2002, “Drafting the Third Party Programme: the intelligentsia and de- Stalinisation of Soviet ideology 1952-61” at the conference The Intelligentsias as Creators of Social Values in Russia and Poland during the Nineteenth and Twentieth Centuries, at Lund University, Sweden. • May 2001 “Rethinking Identity Politics” at the conference Siberia-Far East: Regional identity at the turn of the Millenium, Sakhalin State University, Yuzhno-Sakhalinsk, Sakhalin Island, Russia. • October 1997 "Memory and Soviet History: The shestidesyatniki and the construction of public memory under perestroika” at the conference History and Memory at the University of Nantes. • July 1996 "Combatting Spontaneity: Collective Assembly, Individual Agency and Social Control" at the conference Rediscovering The Crowd at De Montfort University; • November 1995 "Between Conformity and Dissent: The Rise of the Liberal Intelligentsia from Khrushchev to Gorbachev" at CREES General Seminar, University of Birmingham; • September 1995 "Searching For An Identity: Varieties of Nationalism in Post-Soviet Russia" at the conference, Ethnicity and Nationalism in the New Europe University of Central Lancashire; • June 1994 "The Return of the Communist Party in Russia" at CREES Annual Conference, Windsor Great Park; • June 1991 "Ideologies in postperestroika Russia" at CREES Annual Conference, Windsor Great Park;

Seminar Papers/Invited Talks:

I have consciously sought to disseminate my research and scholarship to as wide an audience as possible. This has meant, aside from occasional media appearances, doing talks in High Schools on various aspects of Russian/Soviet history, and also talking to interested groups of the general populace through the network of local Historical Association meetings. For example,

• August 2008: Interviewed on Premier Radio concerning Russia/Georgia conflict • April 2008: Interviewed by US Journalist Virginia Citrano for article on Gorbachev in Four Seasons Magazine, Issue One , 2008 • March 2008: Talk at Coventry and Warwickshire Historical Association, “Stalin” • March 2007: Talk at Coventry and Warwickshire Historical Association, “Khrushchev”. • March 2006: Talk at Bluecoat School School, Coventry: ‘New Thinking on Stalin and Stalinism’. • October 2005: Talk at Nuneaton Historical Association, ‘Gorbachev and the Collapse of the Soviet Union’. • May 2005, Talk at Bedford School, ‘Russia 1861-1951’ • April 2005: Lecture at 6th Form Conference, Holborn, London, ‘Culture Under Stalin’. • October 2004: Talk at Bluecoat School, Coventry, ‘Stalin and Stalinism’May 2004, Talk at Haberdashers’ Aske School for Girls: ‘Lenin and Leninism’ • April 2004, Talk at Bishop Stopford School, Kettering, ‘Lenin and Leninism. • March 2004, “Gorbachev and the Collapse of Sovietology” at DMU History seminar series • March 2004: Talk at Bedford School: ‘New Thinking on Stalinism’ • November 2003: Talk at Northamptonshire Historical Association: ‘Khrushchev and Stalin’ • December 2000: Talk at Haberdashers’ Aske School for Girls: ‘Lenin and Leninism’ • November 1999: Talk at Ealing Branch of the Historical Association: ‘Khrushchev and de-Stalinisation’ • May 1997: Radio Leicester to discuss the leadership qualities of Stalin • October 1994: Talk at Gateway College, Leicester, ‘The Russian Revolution 1905-17’. • October 1993: Radio Leicester to discuss the bombing of the Russian parliament;

Miscellaneous Research and Scholarly Activity

• October 2010: Appointed to the Board of the Centre for the Study of Totalitarianism, Department of History and Philosophy, State University of Moldova. • September 2010: appointed member of the Custom Library Editorial team for Longman/Penguin. • September 2009: member of Editorial Board of PONTES (journal devoted to South-East European Affairs) • Review work for a number of academic journals, including History, History Today, Europe-Asia Studies, Journal of European Studies; • Miscellaneous media appearances: Radio Leicester, Russia Today. • Reviewer of manuscripts and publishing proposals for various publishers • Anonymous reviewer for manuscripts submitted to academic journals including: Journal of Contemporary European History and Europe-Asia Studies. • Assessor for research proposals and final research projects for the Economic and Social Research Council. APPENDIX B: Administrative/Managerial positions 1992-present:

2012-13: Member of Teaching Committee 2011- Member of Academic Affairs Committee 2010: Member of International Committee

De Montfort University:

2005-09 Faculty Head of Taught Postgraduate Studies Course Leader MA Independent Study Member of Faculty Senior Executive Member of School Research Committee Member of Faculty International Committee History Admissions Tutor

2004-05: Acting Head of School of Historical and International Studies. Member of Faculty Senior Executive

2003: Head of School Teaching and Learning Committee; Head of School Recruitment Committee

1994 – 2001: Subject Leader for History.

1993-95: Assistant part-time tutor: duties included recruitment, marketing, interviewing, enrolment, timetabling and the coordination of course provision for part-time students

1992-93: Assistant tutor for franchise colleges, involving overseeing delivery and management of central courses at franchise colleges

External Activities:

2006-2009 Academic Fellowship Program Fellow working in Moldova

2002- 2006 External Examiner at Coventry University

2001 -2006 External Examiner at University of Gloucestershire

1998- 2002: Member of History at the Universities Defence Group Steering Committee

1997 – 2000: External Examiner for Royal Holloway College in London

1996: External Validator for History degree at Coventry University

Harry H. Spaling, PhD Professor of Geography & Environmental Studies 9125-50 St., Edmonton, Alberta, Canada T6B 2H3

T. 780-465-3500 ext. 8003 F. 780-465-3534 E. [email protected]

EDUCATION PhD (Geography - Rural Resource Evaluation) University of Guelph 1994 MEDes (Environmental Science) University of Calgary 1980 BES (Hon.) (Environmental Studies/Geography) University of Waterloo 1977

ACADEMIC APPOINTMENTS The King’s University, Edmonton, Canada • Director, Environmental Studies June 1, 2015 – present (also August 1, 1995 – June 30, 2001) • Vice-President Academic July 1, 2006 – June 30, 2011 • Professor of Geography & Environmental Studies July 2005 - present • Associate Professor of Geography & Environmental Studies July 1999 – June 2005 • Assistant Professor of Geography & Environmental Studies August 1995 – June 1999 • Chair, Social Sciences Division January 1, 2003 - June 30, 2005

Natural Resources Institute, University of Manitoba, Winnipeg, Canada • Adjunct Faculty 2009-present

OTHER APPOINTMENTS World Renew Canada • Country Director (Sierra Leone) 1984-88 • Agriculturist (Sierra Leone) 1982-84

ACADEMIC & PROFESSIONAL SOCIETIES • Canadian Association of Geographers • International Association for Impact Assessment

UNIVERSITY TEACHING The King’s University, Edmonton, Alberta • GEOG 201 Physical Geography • GEOG 310 Landscapes & Human Settlements • ENVS 300 Humankind and the Biosphere • ENVS 410 Resource Planning & Environmental Management • ENVS 450 Environmental Impact Assessment

RESEARCH & OTHER GRANTS (funded) 2010-13 Social Sciences & Humanities Research Council of Canada $146,696 2005-08 Social Sciences & Humanities Research Council of Canada $119,722 2002 IDRC-Nairobi (with Prof. G. Kinoti, AISRED, Nairobi) $12,995 2001-02 AUCC: Sabbatical Grants in Africa for Canadian Researchers $24,465 1998-01 Social Sciences & Humanities Research Council of Canada $32,000

Harry H. Spaling, PhD

PUBLICATIONS (selected) Refereed Spaling, H., Brouwer, G. and Njoka, J. 2014. Factors affecting the sustainability of a community water supply project in Kenya. Development in Practice 24: 797-811. Walker, H., Sinclair, A.J. and Spaling, H. 2014. Public participation in and learning through Strategic Environmental Assessment in Kenya. EIA Review 45: 1-9. Sinclair, J., Sims, L. and Spaling, H. 2013. Collaborative community-based reasoning. In D.P. Lawrence (Ed.) Impact assessment: practical solutions to recurrent problems and contemporary challenges. Wiley, Hoboken, NJ. pp.117-118. Najjar, D., Spaling, H. and Sinclair, A.J. 2013. Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya. International Journal of Educational Development 33: 466- 475. Moyer, J., Sinclair, A.J. and Spaling, H. 2012. Working for God and sustainability: The activities of Faith- Based Organizations in Kenya. Voluntas: International Journal of Voluntary and Nonprofit Organizations 23(4): 959-992. Spaling, H., Montes, J. and Sinclair, A.J. 2011 Best practices for promoting participation and learning from community-based environmental assessment in Kenya and Tanzania. Journal of Environmental Assessment, Policy and Management 13(3): 343–366. Collins, S., Sinclair, A.J. and Spaling, H. 2011 The role of participant learning in community conservation in the Arabuko-Sokoke Forest, Kenya. Conservation and Society 9(1): 42-53. Robinson, L., Sinclair, A. J. and Spaling, H. 2010 Traditional pastoralist decision-making processes: Lessons for reforms to water resources management in Kenya. Journal of Environmental Planning and Management 53:1-16. Sinclair, A.J., Sims, L. and Spaling, H. 2009. Community-based approaches to strategic environmental assessment: lessons from Costa Rica. EIA Review 29(3): 147-156. Spaling, H. and Vroom, B. 2007. Environmental assessment after the 2004 tsunami: a case study, lessons and prospects. Impact Assessment and Project Appraisal 25: 43-52. Spaling, H. 2003. Innovations in environmental assessment of community-based projects in Africa. The Canadian Geographer 47(2):151-168.

Refereed (in Progress) Spaling, H. and Vroom, B. 2015. Environmental assessment after the 2004 tsunami: a case study, lessons and prospects. In T. Fischer (Ed.) Critical concepts in environmental assessment (working title). Routledge, Oxford. [Reprint of Spaling, H. and Vroom, B. 2007. Environmental assessment after the 2004 tsunami: a case study, lessons and prospects. Impact Assessment and Project Appraisal 25: 43-52.] Walker, H. Spaling, H. and Sinclair, A.J. 2015. Adapting SEA and its practice in Kenya. In preparation (final draft) for Impact Assessment and Project Appraisal.

Non-Refereed Spaling, H. 2014 (March). Re-thinking missions. The Banner p.38.

Reports (selected) Spaling, H and Oussoren, A. 2015 (in progress). Environmental analysis of “Scale-up of conservation agriculture in East Africa” Consultancy report for Canadian Foodgrains Bank, Winnipeg. Spaling, H and Oussoren, A. 2011. Enhancing environmental capacity of village savings and loans activities in Kenya. Consultancy Report for World Relief Canada, Markham, 44 pp.

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Harry H. Spaling, PhD

Spaling, H. 2008 Environmental assessment report: Mkonze sand dam project. Mknoze, Dodoma Municipality, Tanzania. Prepared for Mennonite Central Committee – Tanzania, Arusha.

Reviews (selected) Invited external reviewer  University of Alberta, the Rutherford Award for Excellence in Undergraduate Teaching (2014, 2015)  Application for promotion to full professor, University of Winnipeg (2014)  Insight Grants, Social Sciences & Humanities Research Council of Canada (2011, 2013) Invited manuscript reviewer Environment, Development and Sustainability (2014), Development in Practice (2012), Land Use Policy (2012), Environmental Reviews (2012), Conservation and Society (2011)

RESEARCH PRESENTATIONS (selected) Spaling, H., Walker, H. and Sinclair, A.J. 2015. Adapting SEA to the Kenya context. Annual meeting of the International Association for Impact Assessment, 20-23 April, Florence, Italy Spaling, H., Komu, H. and Njoka, J. 2014. Community wildlife conservancies in Kenya: Governance and conservation strategies. Annual meeting of the Canadian Association of Geographers, 27-30 May, Brock University, St Catharines, Ontario Spaling, H. 2013. The EIA was a success but the project is failing. Annual meeting of the Canadian Association of Geographers, 12-15 August , Memorial University, St. John’s, NL. Spaling, H. 2012. Why do so many community water supply projects fail in Sub-Saharan Africa? Lessons for sustainability from Kenya. International Development Conference 2012, 1-3 December, Auckland, New Zealand. Spaling, H., Walker, H. and Sinclair, A.J. 2012. Participation and learning in SEA in Kenya. Annual meeting of the International Association for Impact Assessment, 27 May-1 June, Porto, Portugal. Spaling, H., Omom, S. and Sinclair, A.J. 2011. Does HIV/AIDS affect sustainable resource management? case studies of artisanal fisheries on Lake Victoria, Kenya. Annual meeting of the Canadian Association of Geographers, May 31-June 4, University of Calgary, Calgary, Alberta

GRADUATE STUDENTS PhD - Committee Member Joanne Moyer, 2009-2012. Learning, Faith, and Sustainability in Kenya: Considering the Work of Religious Non-Governmental Organizations. Ph.D. thesis, Natural Resources Institute, University of Manitoba. Laura Sims, 2004-08. Looking for sustainable solutions: a Costa Rican case study examining learning through public involvement in the planning and operations of ICE’s watershed management agricultural programme. Ph.D. thesis, Natural Resources Institute, University of Manitoba. PhD – External Examiner Ouko, Evans, 2014. A Comparative Policy Framework Analysis of the Impact of International Environmental Agreements and Processes on Local Community Development. Ph.D. thesis, Department of Geography, University of Calgary.

Masters – Committee Member Patricia Ozoike, 2015-present. The Roles of Strategic Environmental Assessment and Learning in Planning for Successful Community-Based Solid Waste Management in Kenya. MNRM Candidate, Natural Resources Institute, University of Manitoba, Winnipeg.

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Harry H. Spaling, PhD

Jason Chabalala, 2015-present. Participatory rural appraisal approaches to mimprove public participation in South Africa EIA. MA Candidate, North West University, Potchefstroom, South Africa. Henry Komu, 2011-2013. Pastoral community learning on natural resource conservation and governance: a case of Il Ngwesi Conservancy in Laikipia County, Kenya. MSc thesis. Department of Land Resources Management and Agricultural Technology, University of Nairobi. Heidi Walker, 2010-2012. Community Participation in Strategic Environmental Assessment: An Exploration of Learning Outcomes in Kenya. MNRM thesis, Natural Resources Institute, University of Manitoba. Omom, Sheila, 2007-09. The impact of HIV/AIDS on artisanal fishery practices and management : Lake Victoria, Kenya. MNRM thesis, Natural Resources Institute, University of Manitoba, Montes, J. 2006-08. Community environmental assessment in rural Kenya: decision making for the future. MNRM thesis, Natural Resources Institute, University of Manitoba. Susan Collins. 2005-08. Transformative learning through community conservation: a case study of the Arabuko-Sokoke schools and eco-tourism scheme, Kenya. MNRM thesis. Natural Resources Institute, University of Manitoba. Dina Najjar. 2005-08. Learning through farmer field schools: a case study of the Taita Hills, Kenya. MNRM thesis. Natural Resources Institute, University of Manitoba. Harrison Rware. 2005-07. Evaluation of environmental and socio-economic impacts of community impacts of community water project: case study of Kisayani community water project in Kibwezi, Eastern Kenya. M.Sc. thesis. Department of Natural Resources, University of Nairobi. Wanda Baxter. 1998-2001. To what standard? A critical evaluation of cumulative effects assessment in Canada. Master’s Degree Project for the M.Env.Des degree, Faculty of Environmental Design, University of Calgary. Masters – External Examiner Matthew McCandless. 2004-06. Learning and community-based environmental assessment of micro- hydro inUttaranchal, India. MNRM thesis. Natural Resources Institute, University of Manitoba. Stephane Maurice. 2003-05. Examining bee-keeping as community-based development and conservation in partnership with private enterprise, government and NGOs in Kenya. MNRM Thesis, Natural Resources Institute, University of Manitoba. Stephen Bonnell. 1997. The cumulative environmental effects of proposed small-scale hydroelectric developments in Newfoundland, Canada, External examiner for Masters thesis, Department of Geography, Memorial University, St. John’s, NF James Locke. 1995. Socio-economic impact assessment auditing: a critique using the case study of the Hibernia Offshore Oil Development Project. External examiner for Masters thesis, Department of Geography, Memorial University, St. John's, NF

COMMUNITY SERVICE (SELECTED) Member of the Corporation (2011-2015) and Director of the Board (2015-present) World Vision Canada, Mississauga, Ontario • International relief and development Member of the Board (Canada) (2011-present) Plateau Perspectives Canada, Montreal, Quebec • Environmental protection & community development in the Tibetan Plateau region of China Director of the Board (2011-present) Ivory Foundation Canada • Development projects in Kenya

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Curriculum Vitae Richard William Vaudry

Professor Department of History The King’s University 9125 – 50 Street Edmonton, Alberta 780-465-8367 [email protected]

International Academic Recognition

F.R.Hist.S. – Elected a Fellow of the Royal Historical Society – 2003.

Education

Ph.D. (Canadian and British History) McGill University – 1984 Dissertation: The Free Church in Canada, 1844-1861 (Subsequently published in revised form. See below) Supervised by Dr. Hereward Senior

M.A. (Scottish History) University of Guelph – l979 Thesis: The Problem of Church-State Relations in the Disruption of the Church of Scotland, 1843 – awarded grade of “Distinguished” Supervised by Dr. W. Stanford Reid

B.A. (History) Bishop’s University – 1977 Graduated with First Class Honours and was awarded the Thaler Prize in History for the student graduating with the highest marks in the discipline.

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Academic Appointments

2004-Present – Professor of History, The King’s University

2001 –2004 – Associate Professor of History, The King’s University College

1994 – 2001 – Adjunct Professor of History and Classics, University of Alberta

1992-2001 – Instructor in History – North American Baptist College (now Taylor University College)

1999-2001 – Instructor in History – Grant MacEwan College

1998-1999 - Academic Dean (Interim) – North American Baptist College

1995-1996 – Visiting Instructor in Church History – Edmonton Baptist Seminary

1991-1994 – Visiting Assistant Professor of History – The King’s University College

1985-1992 – Assistant Professor of History – Augustana University College l987 – Visiting Assistant Professor of History – University of Alberta l984-1985 – Archives Assistant – McCord Museum, McGill University

1981 & l982 – Lecturer in History – Bishop’s University

Courses Taught At The King’s University

History 202 – Western Civilization: European History from the Late Middle Ages to 1715

History 203 – Western Civilization: European History Since 1715

History 204 – The West and the World: 1500 to the Present

History 309 – Renaissance and Reformation Europe

History 311 – Europe in the Middle Ages

History 321- World History, 1500-1800

History 344 – Tudor Britain 3

History 345 – Stuart Britain

History 346 – Medicine and Society in the Atlantic World: 1660-1918

History 347 – Britain in the l8th Century

History 348 – Victorian Britain and Empire

History 360 – Canadian History to l867

History 361 – Canadian History Since l867

History 371 – Historical Methods

History 399 – Colonial America

History 460 – History of Christianity in Canada

History 495 – Senior History Seminar

History 497 – Research Project

History 498 – Research Project

Courses Taught Elsewhere (Selected List)

History 110 – World History from the Middle Ages to the l8th Century

History 120 A & B – World History Since the l8th Century

History 290- History of Christianity I

History 291 – History of Christianity II

History 342 – British History to 1688

History 343 – British History Since 1688

History 344 – Tudor Britain

History 347 – Industrial Revolution in Britain

History 349 – Scotland: Reformation to l914

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History 360 – Introduction to the Study of Canadian History 1500-1867

History 361 – Introduction to the Study of Canadian History 1867 to the Present

History 373 – History of Upper Canada and Canada West

History 374 – Quebec: Conquest to the Present

History 401 – Directed Reading in Social and Intellectual History of l9th Century Canada

History 447 – Topics in Hanoverian Britain

History 479 – Protestantism and Society in l9th Century Canada

Interdisciplinary Studies 409 – Western Civilization I

Undergraduate Research Supervision (King’s unless otherwise noted)

Gupta, Jonathan, “The Presbyterian Church and the Debate on Church Union in Alberta,” History 501 – University of Alberta, (1998)

Van Hove, Jennifer A., “Generation Lost: A Survivors Story A Biographical Look into the Life of Vera Mary Brittain,” – History 499 (2007)

Elves, Erika, “Beer as a Moral Imperative: Evangelicals, Quakers, and the Brewing Industry,”’ – History 498 (2010)

Helder, Donald, “The Christian Observer and the Opposition to the State Lottery in England 1802-1826,” History 498 (2010)

Brown, Chantal, “Maintaining a British Sensibility: Elizabeth Hale and the Making of an Imperial Quebec – History 497 (2011)

Guthrie, Nathan, “Witherspoon and the Moderates: A Study in Theological Differences,” – History 497 – (2011)

Glazier, Willow, “’The body pressing down on the soul’: John Wesley’s view of health and illness” – History 498 (2013)

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Research and Publications

Books

Anglicans and the Atlantic World: High Churchmen, Evangelicals and the Quebec Connection, Montreal & Kingston, London, Ithaca: McGill-Queen’s University Press, 2003.

The Free Church in Victorian Canada, 1844-1861, Waterloo: Wilfrid Laurier University Press, l989.

Chapters in Books

“The Colonial Church and School Society and the Early Years of the Sabrevois Mission, 1850-1884,” in Jason Zuidema ed., French-Speaking Protestants in Canada, Leiden and Boston: Brill Academic, 2011.

“Evangelical Anglicans and the Atlantic World: Politics, Ideology and the British North American Connection,” in G.A. Rawlyk edited, Aspects of the Canadian Evangelical Experience, Montreal & Kingston, London, Buffalo: McGill-Queen’s University Press, 1997. 154-170.

“Canadian Presbyterians and Princeton Seminary, 1850-1900,” in William J. Klempa, edited, The Burning Bush and a Few Acres of Snow: The Presbyterian Contribution to Canadian Life and Culture, Ottawa: Carleton University Press, 1994. 219-237.

Articles in Refereed Journals

“The Lennoxville Magazine, the University of Bishop’s College and Transatlantic Anglicanism in Victorian Canada, Journal of Eastern Townships Studies/Revue d’Etudes des Cantons de l’Est, No. 11 (Fall l997), 61-83

“Theology and Education in Early Victorian Canada: Knox College, Toronto 1844-1861,” Studies in Religion/Sciences Religieuses, Volume 16, No. 4 (Fall l987), 431-447.

“Peter Brown, the Toronto Banner and the Evangelical Mind in Victorian Canada,” Ontario History, LXXXVII, No. 1 (March l985), 3-18.

“The Constitutional Party in the Church of Scotland, 1834-1843,” The Scottish Historical Review, LXII, 1: 173, (April l983), 35-46.

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Archival Guide

Pamela Miller, Elaine Holowach-Amiot, Richard Vaudry and Tom Wien, McCord Family Papers 1766-1945. 2 Volumes, Montreal: McCord Museum, l986

Articles in Dictionaries

John William Dawson, J.F. McCurdy, William MacLaren and Clarence Mackinnon in Daryl Hart and Mark Noll, eds, Dictionary of the Presbyterian and Reformed Tradition in America, Downers Grove, Illinois: InterVarsity Press, 1999.

John Bayne, William Hume Blake, George Brown, Peter Brown, Isaac Buchanan, Robert Burns, Benjamin Cronyn, William Henry Draper, Henry Esson, Alexander Gale, Henry James Grasett, Jeffery Hale, Isaac Hellmuth, John Redpath, William Reid, William Rintoul, James Paterson Sheraton, Mark Young Stark, Charles James Stewart, Michael Willis, in Donald M. Lewis, edited, The Blackwell Dictionary of Evangelical Biography, Oxford: Basil Blackwell, l994.

Sir John William Dawson, George Brown, Oliver Mowat, Benjamin Cronyn, Jean Olivier Briand, Edmund Burke, Jean Jacques Lartigue, Charles William Gordon, Lord’s Day Act, Newlights, in Daniel G. Reid, Robert D. Linder, Bruce L. Shelley, Harry S. Stout, eds., Dictionary of Christianity in America, Downers Grove, Illinois: InterVarsity Press, l990.

Book Reviews

Review of Todd Webb, Transatlantic Methodists: British Wesleyanism and the Formation of an Evangelical Culture in Nineteenth-Century Ontario and Quebec, Montreal & Kingston: McGill- Queen’s University Press, 2013. In Histoire Sociale/Social History, May 2015, 341-2.

Review of Bernard Bailyn, Atlantic History; Concept and Contours, Cambridge, Mass.: Harvard University Press, 2005. In Canadian Journal of History, Vol. 41, No. 3, (Winter 2006), 622-3.

Review of Robert Choquette, Canada’s Religions: An Historical Introduction, Ottawa: University of Ottawa Press, 2004. In Histoire Sociale/Social History, Vol. XXXVIII (November 2005)

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Review of Marguerite Van Die, edited, Religion and Public Life in Canada: Historical and Comparative Perspectives, Toronto, Buffalo, London: University of Toronto Press, 2001. Fides et Historia, XXXV:1 (Winter/Spring 2003), 163-4.

Review of Tony Claydon and Ian McBride, eds., Protestantism and National Identity: Britain and Ireland c. 1650-c.1850, Cambridge: Cambridge University Press, l998. Fides et Historia, XXXIV:2 (Summer/Fall 2002), 134-6.

Review of Devoney Looser, British Women Writers and the Writing of History, 1670- 1820, Baltimore and London: The Johns Hopkins University Press, 2000 in Fides et Historia, XXXIII: 2 (Summer/Fall 2001), 108-110.

Review of Terrence Murphy and Roberto Perin, eds, A Concise History of Christianity in Canada, Toronto, Oxford, New York: Oxford University Press, l996 in Religious Studies and Theology, Vol. 16. No. 1 (June l997)

Review of Bruce Hindmarsh, John Newton and the English Evangelical Tradition: Between the Conversions of Wesley and Wilberforce, Oxford: Clarendon Press, l996, in Religious Studies and Theology, Vol. 16. No. 1 (June l997).

Review of George A. Rawlyk and Mark Noll eds., Amazing Grace: Evangelicalism in Australia, Britain, Canada and the United States, Montreal & Kingston: McGill-Queen’s University Press, l994. Christian Week, January 31, l994.

Review of John Stackhouse, Jr., Canadian Evangelicalism in the Twentieth-Century: An Introduction to Its Character, Toronto: University of Toronto Press, l993 in Canadian Evangelical Theological Association Newsletter, No. 8 (Spring l994), 1-3.

Review of Milton J. Coalter, John M. Mulder and Louis B. Weeks, The Confessional Mosaic: Presbyterians and Twentieth-Century Theology, Louisville, Ky.: Westminster/John Knox Press, l990 in Church History, Vol. 63, No. 3, (September l994), 514.

Review of Graham Walker and Tom Gallagher eds., Sermons and Battle Hymns: Protestant Popular Culture in Modern Scotland, Edinburgh: Edinburgh University Press, l990, in Church History, Vol. 63, No. 1. (March l994), 162-3.

Review of Brian J. Fraser, The Social Uplifters: Presbyterian Progressives and the Social Gospel in Canada, 1875-1915, Waterloo: Wilfrid Laurier University Press, l988, in Church History, 59, No. 4 (December l990), 580-1.

Review of Michael Gauvreau, The Evangelical Century: College and Creed in English Canada from the Great Revival to the Great Depression, Montreal & Kingston: McGill- Queen’s University Press, l991 in Journal of the Canadian Church Historical Society, XXXIII, No. 2. (October l991), 149-51.

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Review of Phyllis D. Airhart, Serving the Present Age: Revivalism, Progressivism and the Methodist Tradition in Canada, Montreal & Kingston: McGill-Queen’s University Press, l992, Fides et Historia

Papers Read/ Invited Lectures

“Why Are We Here?: A Look at Arthur F. Holmes, The Idea of a Christian College.” Faculty In-Service Lecture at North American Baptist College and Edmonton Baptist Seminary, 1999.

“George Marsden and The Outrageous Idea of Christian Scholarship” Faculty In-Service lecture at North American Baptist College and Edmonton Baptist Seminary, l998.

“Evangelical Anglicans and the Atlantic World: Politics, Ideology and the British North American Connection,” Conference on the Canadian Evangelical Experience, May 10-14, l995. Queen’s University, Kingston, Ontario.

“The Historian and the Believer,” Camrose Lutheran College, Chaplain’s Touchstone Series, l988.

“Religion and the Making of Victorian Canada” Western Heritage Lecture Series, Camrose Lutheran College, Camrose, Alberta, 1987.

“William Wilberforce and the Abolition of the Slave Trade”, Western Heritage Lecture Series, Camrose Lutheran College, Camrose, Alberta, 1985

“A Moral Crusade: Politics, Society and the Free Church in Canada, 1844-1861. Department of History, Staff/Student Seminar, McGill University, March l984.

“’For Christ’s Kingdom and Crown,’ : The Evangelical Party in the Church of Scotland and the Problem of Church-State Relations, 1829-1843. Canadian Society of Presbyterian History, Knox College, University of Toronto, l981. Printed in Canadian Society of Presbyterian History Papers, l981, 21-41.

“Sir George Sinclair and the Disruption of the Church of Scotland, 1843” Canadian Association of Scottish Studies, University of Western Ontario, l978.

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Non-Refereed Publications

“Calendars enshrine deeply held values,” Christian Week, February 18, 2003, 8-9.

Research Grants

The King’s University College Research Committee – grant of $2000. Towards publication of Anglicans and the Atlantic World.

Aid to Scholarly Publication Programme (HSSFC)– subvention for publication of The Free Church in Victorian Canada.

Aid to Scholarly Publication Programme (HSSFC) - Subvention for publicaton of Anglicans and the Atlantic World.

SSHRCC – Aid to Small Universities Programme – (with Dr. John Hiemstra) $36,000 towards study of Religion and Public Life in Canada.

Scholarships/Prizes

Awarded the Prize of the Committee on History of the Presbyterian Church in Canada for The Free Church in Victorian Canada, 1844-1861.

Social Sciences and Humanities Research Council of Canada, Doctoral Fellowship, l982- 83.

McGill Graduate Faculty Summer Research Fellowship, l981

University of Guelph Graduate Scholarship, l977-78.

Roderick P. Thaler Memorial Prize in History, Bishop’s University, l977

Academic Administration and Support (External)

Book manuscript evaluator for McGill-Queen’s University Press and the University of Toronto Press.

Member of the Editorial Board for Texts and Studies in Protestant History and Thought in Quebec. Toronto: Clements Academic 10

Research in Progress:

I have completed a book-length manuscript entitled:

“Andrew Fernando Holmes: Protestantism, Medicine and Science in l9th Century Montreal.” This is a study of the first Dean of the Faculty of Medicine at McGill University and is situated at the intersection of religious, medical and scientific history. Currently under review/consideration with the University of Toronto Press.

Other research projects in progress:

1) 6th Duchess of Beaufort and Early l9th Century English Evangelicalism 2) Nadir Baxter’s Will: Law, Religion, and Politics in Mid-l9th century England

Curriculum Vitae Leanne R. Willson

September, 2015

Education

Ph.D. University of Alberta, 2001 B. A. University of Alberta, 1995

Academic Appointments

Associate Professor of Psychology (July 2008) The King’s University College Associate Professor of Psychology (July 2006) Taylor University College Assistant Professor of Psychology (July 2003) Taylor University College

Teaching Appointments

Full Time Instructor (2001-2002) University of Alberta Sessional Instructor (2001-2002) The King’s University College Sessional Instructor (1998-2001) University of Alberta Sessional Instructor (2000) Grant MacEwan College

Manuscripts

Willson, L. R. (in press, Spring, 2016). Honesty and Religion: Still Searching for the Elusive Relationship. Journal of Psychology and Christianity.

VanderMeulen, A. A. A., Kaye, Julie, Willson, L. R. (2015, April), Assessing the need, logistics, and achievability of offering fee-for-service programs at the Shuswap Children’s Association: A report for the use of the Shuswap Children’s Association, Salmon Arm, BC. Technical Report.

Yaremchuk, V., Willson, L. R., Spetch, M. L., & Dawson, M. R. W. (2005) The implications of null patterns and output unit activation functions on simulation studies of learning: A case study of patterning. Learning and Motivation, 36, 1, 88-103.

Willson, L. R. (2001). Connectionist models of discrimination learning. (Doctoral dissertation, University of Alberta).

Dawson, M. R. W., Medler, D., McCaughan, D. B., Willson, L. R. & Carbonaro, M. (2000) Using extra output learning to insert a symbolic theory into a connectionist network. Minds and Machines, 10, 171-201.

Sinha, B. K., Willson, L. R., & Watson, D. C. (2000). Coping with stress among students from Canada and India. Canadian Journal of Behavioural Science, 32.

Medler, D., McCaughan, D. B., Dawson, M. R. W., & Willson, L. R. (1999). When local isn’t enough: Extracting distributed rules from networks. In The Proceedings of the International Joint Conference on Neural Networks, 1174-1179.

Watson, D. C., Willson, L. R., & Sinha, B. K. (1998). Assessing the dimensional structure of coping: A cross-cultural comparison. International Journal of Stress Management, 5, 77-81.

Conference Presentations

Willson, L. R., & Mude, M. (2015, May). Muslim belief in divine intervention and religious locus of control. Poster presented at Psychology Outside the Box annual conference, Ottawa, ON.

Buhiire, E., Willson, L. R., & Ferber, M. P. (2015, April). The end is not the end: Expectations of the end-times and environmental engagement. Paper presented at The 28th Annual Psychology Undergraduate Research Conference, University of Saskatchewan, Saskatoon, SK.

VanderMeulen, A. A. A., Kaye, J., & Willson, L. R. (2015, April). The Shuswap Children’s Association: A needs assessment study of fee-for-service programs for children with autism. Poster presented at The 28th Annual Psychology Undergraduate Research Conference, University of Saskatchewan, Saskatoon, SK.

Buhiire, E., Ferber, M. P., & Willson, L. R. (2015, March). Envisioning the end: The impact of end-times beliefs on environmental mindsets. Poster presented at the Western Canadian Association of Geographers, Annual Meeting, Kelowna, BC.

Ferber, M. P., & Willson, L. R. (2011, April). “I’ll fly away” or “Christ’s great kingdom shall come to earth”? Eschatology and the environment. Association of American Geographers Annual Meeting, Seattle, Washington.

Willson, L. R. (2010, January). Honesty and religiosity revisited: Predictors of a behavioral measure of honesty. Preconference in Religion and Spirituality to the annual meeting of the Society of Personality and Social Psychology, Los Vegas, NA.

Mahaffy, P., Lerman, Z, Martin, B., Lewis, N., Joldersma, C., Willson, L., Tasarova, N. (2003, July). Cross-cultural issues in building science education capacity through visualizations in chemistry and physics. Gordon Research Conference on Visualization in Science and Education, Oxford University, UK.

Willson, L. R., & Dawson, M. R. W. (2001, March). Distributed representations in models of discrimination learning. Presented at the International Conference on Comparative Cognition, Melbourne, Florida.

Medler, D., McCaughan, D. B., Dawson, M. R. W., & Willson, L. R. (1999, August) When local isn’t enough: Extracting distributed rules from networks. Presented at the International Joint Conference on Neural Networks.

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Dawson, M. R. W., McCaughan, D. B., Willson, L. R., Carbonaro, M., & Medler, D. A. (1999, June). From decision trees to PDP networks: A new wave intertheoretic reduction. Presented at The Canadian Society for Basic Brain and Cognitive Science, Edmonton, AB.

Willson, L. R, Valsangkar-Smyth, M. A., McCaughan, D. B., & Dawson, M. R. W. (1999, June). Cluster analysis of PDP networks: Two rules for deciding how many clusters to extract. Presented at Canadian Society for Basic Brain and Cognitive Science, Edmonton, AB.

Varnhagen, C.K., Heth, C.D., Willson, L. R., Leighton, J., Boechler, P.M., & Winship, I. (1999, May) intro.psych: A technologically enhanced alternative to introductory psychology. Symposium presented at the Mount Royal College Conference, Technology/Pedagogy/Politics: Critical Visions of New Technologies in Education, Calgary, AB.

Dawson, M. R. W., McCaughan, D. B., Willson, L. R., Carbonaro, M., & Medler, D. A. (1999, February). Extracing Distributed Rules from Networks: A Case Study in Theory Translation. Presented at Advances in Qualitative Methods, Edmonton, AB.

Willson, L. R., Valsangkar-Smyth, M. A., McCaughan, D. B., & Dawson, M. R. W. (1999, February). Extracting distributed rules from networks: Solving the stopping rule problem. Presented at Advances in Qualitative Methods, Edmonton, AB.

Varnhagen, C. K., & Willson, L. R. (1998, June). Using the internet to enhance critical thinking in introductory psychology. Presentation to the Second Annual Alberta Teachers of Psychology, Edmonton, AB. (non-referred)

Sinha, B. K., & Willson, L. R. (1997, June). A cross-cultural study of coping behaviour. Presented at the annual meeting of the Canadian Psychological Association, Toronto, ON.

Watson, D. C., Willson, L. R., & Sinha, B. K. (1997, February). Assessing the dimensional structure of coping: A cross-cultural comparison. Presented at the 11th annual Royce Conference, Edmonton, AB. (non-referred)

Academic and Professional Talks

Willson, L. R. (September, 2010). Fear: What is it good for? Interdisciplinary Studies Seminar.

Willson, L. R. (February, 2010). Attributions about Home. Presented to Millwoods Pentecostal Women’s Group.

Willson, L. R. (January, 2007). Attributions: Understanding ourselves; understanding our neighbour. The King’s University College.

Willson, L. R. (November, 2006). 4-part Teaching Series: Sunday Nights at Central (Central Baptist Church). Understanding “Us” and “Them”: What can Interpersonal Psychology tell us about Christian community?

Willson, L. R. (August, 2006). Cheating and Plagiarism. Taylor University College Faculty Inservice.

Willson, L. R. (August, 2004). Who are our students? Pedagogy and the Millennial. Taylor

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University College Faculty Inservice.

Willson, L. R. (May, 2004). Being a “culturally relevant” Christian: Culture and the Community. Presented to Shiloh Baptist Church at their annual Mothers and Daughters event.

Willson, L. R. (February, 2002). Psychological Science: Theory and Research. Taylor University College.

Willson, L. R., & Sinha, B. K. (1997, April). Cross-cultural research in stress and coping. Centre for Cross-cultural Health and Healing, Department of Anthropology, University of Alberta, Edmonton, AB.

Grants, Awards and Honours

2009 King’s University College internal research funds grant for Muslim Religiosity project and for Religiosity, Environmental Values, and Sustainable Behaviour project. ($670)

2008 STEP grant to fund a student research assistant for summer employment ($6050, shared with colleague Heather Looy)

2008 The King’s University College internal research funds grant for Honesty and Religiosity project ($400).

2007 Award acknowledging “Outstanding Example of Fulfilling the Mission” at Taylor University College

2003 Alberta Learning Grant to establish a website for Canadian Psychology. In conjunction with psychologists from around Alberta including P.I., Connie Varnhagen, University of Alberta.

2001 NSF Mini-grant, Project Title: Cross-Cultural Issues in Building Science Education Capacity Through Visualizations in Chemistry and Physics. P.I., Nathan Lewis, Professor of Chemistry, California Institute of Technology and Project Director of the Caltech Chemistry Animation Project; Co- investigators Mahaffy, P., Lerman, Z, Martin, B., Joldersma, C., Willson, L., Tasarova, N.; seed money $5,000.

1999-2001 Natural Sciences and Engineering Research Council of Canada PGS-B (circa $20,000 per year, 2 years)

1999-2001 Walter Johns Award, University of Alberta (tuition scholarship)

1997-1998 University of Alberta Graduate Student Scholarship

Teaching Experience

Courses Prepared and Delivered at The King’s University College PSYC 250, Basic Psychological Processes PSYC 251, The Person in Society PSYC 301, Exploring the Human Experience: Statistics and Methods I PSYC 302, Exploring the Human Experience: Statistics and Methods II

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PSYC 305, Research Methods (no longer offered) PSYC 340, Social Psychology PSYC 363, Cognitive Psychology PSYC 390, Personality Psychology PSYC 399, Cross Cultural Psychology PSYC 465, Learning and Memory PSYC 497, Research Practicum PSYC 499, Directed Study

Courses Prepared and Delivered at Taylor University College CCL 101, Intro to Christian College Life PSY 104, Basic Psychological Processes PSY 105, Individual and Social Behaviour PSY 212, Intro to Research Methods PSY 232, Cross-Cultural Psychology PSY 233, Theories of Personality PSY 241, Social Psychology PSY 258, Cognitive Psychology PSY 267, Perception PSY 281, Principles of Behaviour PSY 358, Cognitive Science PSY 381, Applications of Behavioural Science PSY 495, Directed Studies in Psychology SSC 495, Directed Studies in Social Science

Courses Prepared and Delivered at the University of Alberta PSYCO 104, Basic Psychological Processes PSYCO 105, Individual and Social Behaviour PSYCO 212, Intro to Research Methods PSYCO 233, Theories of Personality PSYCO 354/INTD 354, Cognitive Science

Courses Prepared and Delivered at Grant McEwan PSYC 105, Individual and Social Behaviour

(A detailed, chronological list of courses taught is available upon request).

Service Through Committee Work

Service at the King’s University College

2010-11 The King’s Research Ethics Board Concordia Research Ethics Board Interdisciplinary Studies Committee Retention Task Force (Ad Hoc)

2009-10 The King’s Research Ethics Board Concordia Research Ethics Board Interdisciplinary Studies Committee Retention Task Force (Ad Hoc)

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Psychology Hiring Committee Student Life Counsellor Hiring Committee

2008-9 Faculty Re/Sourcing Committee Psychology Hiring Committee Education Hiring Committee

2007-8 Senate, Community Member

2006-7 Senate, Community Member

Service at Taylor University College

2007-8 Program Development Committee (Chair) Chapel Committee

2006-7 Employee Recognition Committee (Chair) Research Ethics Committee Program Development Committee Chapel Committee Business Search Committee

2005-6 Academic Discipline Committee (Chair) Employee Recognition Committee (Chair) Research Ethics Committee (Chair) Program Development Committee Service Learning Committee (Ad Hoc)

2004-5 Social Sciences Program (Chair) Academic Affairs Committee (Secretary) Research Ethics Committee (Chair) Program Development Committee Sociology Search Committee Academic Discipline Committee

2003-4 Academic Discipline Committee Research Ethics Committee

2002-3 Psychology Faculty Search Committee Research Ethics Committee Christmas Social Committee

Professional Memberships and Qualifications

Society for Personality and Social Psychology

Society for the Psychological Study of Social Issues

Society for the Scientific Study of Religion

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The American Scientific Affiliation

The Canadian Scientific and Christian Affiliation

University Teaching Services Program Certificate (2001), University of Alberta

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