Faculty of Education

Faculty of Education
Faculty of Education

CGS and SSHRC Recipients

The Joseph-Armand Bombardier CGS Doctoral Scholarships and SSHRC Doctoral Fellowships aim to develop research skills and assist in the training of highly qualified personnel by supporting students who demonstrate a high standard of scholarly achievement in undergraduate and graduate studies in the social sciences and humanities.

2018 Recipients

Congratulations to our 2018 CGS and SSHRC Recipients: Trevor Strong recipient of the CGS Doctoral Scholarship, Rebecca Stroud Stasel recipient of the CGS Doctoral Scholarship, Michael Pitblado recipient of the SSHRC Doctoral Fellowship, and Eleftherios (Terry) Soleas recipient of the SSHRC Doctoral Fellowship.

2018 CGS and SSHRC Recipients

Headshot of Trevor Strong

Trevor Strong

I’m researching conceptions of creativity in the Ontario curriculum. Promoting creativity has become a goal of education systems around the world but the results of attempts to achieve these goals have been underwhelming. I think one problem is with idea of creativity itself of which there are many, sometimes contradictory, interpretations (for example, creativity is to create products vs. creativity is to create personal growth). By looking at the historical roots of creativity and how and why it has been applied to education in the past, I hope to provide some clarity on how (and why) we can include it in the curriculum today.

Headshot of Eleftherios (Terry) Soleas

Eleftherios (Terry) Soleas

My research integrates an interdisciplinary approach to innovation combining perspectives from psychology, educational curriculum, business, design, and the humanities to elucidate the contextual factors that motivate innovative behaviour. It is my aspiration to apply the findings to make innovation more frequent through approach, environment, and curricular changes and to move the societal consensus towards innovation being the domain of many, rather than the province of genius. My SSHRC Doctoral Fellowship will support my 3-phase mixed methods design and enable me to disseminate the study’s findings widely. I’d like to thank my committee: Drs. Benjamin Bolden, Don Klinger, and Denise Stockley for their guidance, my colleagues and peers for their feedback, and my family and beloved for their infinite patience.

Headshot of Rebecca Stroud Stasel

Rebecca Stroud Stasel

Rebecca Stroud Stasel is a PhD student at Queen’s University, and a teacher on leave from the LDSB. Her research interests include educational policy and leadership, international education, and pedagogies that are experiential, land- and arts-based. Rebecca has worked for twenty years as a high school teacher, primarily in drama, debate, and language arts, both locally and abroad. Her dissertation plan includes researching the experiences of teachers who are working overseas, and examining the various acculturation challenges and opportunities that they face.

Headshot of Michael Pitblado

 

Michael Pitblado

Due to the immense historical and moral complexities and the emotional intensity involved in engaging students with the history of the Holocaust, teaching about such difficult history presents unique pedagogical challenges. The purpose of my doctoral research is to (a) analyze the rationale behind the development of Holocaust-specific curricula and the desired outcomes of Holocaust education, (b) examine teachers’ pedagogical reasoning when they interpret and translate Holocaust curricula into classroom practice, and (c) explore how teachers’ pedagogical reasoning in Holocaust education resonates with contemporary theories of history education. This study represents a timely contribution to Holocaust education research in a period when the field is experiencing a significant paradigm shift.