From doctoral student to tenure-track faculty member, Dr. Katrina Carbone is embarking on an exciting new chapter in her academic journey. After completing her PhD in Education at Queen’s University, she has joined Ontario Tech University as Assistant Professor of Assessment and Evaluation. Throughout her time at Queen’s, Katrina became a thoughtful researcher, dedicated educator, and engaged member of the Faculty of Education community. Supported by the Social Sciences and Humanities Research Council (SSHRC) Doctoral Fellowship, her doctoral research examined how assessment is enacted and experienced in higher education, with a particular focus on the institutional conditions needed to support a meaningful and sustainable assessment reform.
As she begins her new role at Ontario Tech, Dr. Carbone reflects on the people, experiences, and scholarly communities that shaped her path, the unconditional support of her supervisor, the impact of her doctoral research, and the opportunities ahead in teaching, research, and mentorship.
What inspired you to pursue a PhD in this field, and what was your doctoral research about?
My interest in pursuing a PhD in Education was shaped by a village. I am the first person in my family to earn a PhD, and my family’s steady support made this journey possible. They checked in often, never hesitated to drive the six-hour round trip, and always knew how to lift me up when I needed it most. My path was also shaped by Dr. Michelle Searle, who sparked my interest in research. Through her mentorship, I saw the kind of researcher and educator I hoped to become: someone who approaches scholarship with humility, curiosity, and care. She also challenged me to think critically about how assessment and evaluation can support learning, inform decision-making, respond to community needs, and contribute to social change. These commitments shaped the focus of my doctoral research.
My doctoral research examined how assessment is enacted and experienced in higher education, with a focus on authentic assessment. I explored why traditional high-stakes assessment practices continue to dominate despite growing interest in alternative approaches. My findings highlighted tensions between instructors’ aspirations for assessment change and the institutional conditions that shape what’s possible in practice. I argue that sustainable assessment reform requires attention not only to assessment design, but also to the institutional, relational, and emotional conditions needed to support meaningful change. This work was supported by a Social Sciences and Humanities Research Council Doctoral Fellowship.
How did your doctoral research and experiences at Queen's prepare you for your new role as Assistant Professor of Assessment and Evaluation at Ontario Tech University?
My experiences at Queen’s University prepared me for this role by shaping who I am as a teacher, researcher, and mentor. The Queen’s Assessment and Evaluation Group (AEG) was central to that experience, modelling the kind of collaborative scholarship I hope to carry forward. From the bowling social I attended during my Bachelor of Education program to the conversations, collaborations, and mentorship that followed, AEG showed me the value of a scholarly community grounded in kindness, generosity, and shared inquiry. Within that community, I was fortunate to be mentored by faculty who cared deeply about my research and growth as a scholar, including my supervisor, Dr. Michelle Searle, my committee members, Dr. Christopher DeLuca and Dr. Christopher Deneen, and Dr. Saad Chahine, who was never formally on my committee but was always willing to listen, offer advice, and provide steady support. These experiences prepared me to enter Ontario Tech University with a commitment to rigorous scholarship, responsive mentorship, and relational teaching. As I begin this new role, I will carry these lessons forward by building teaching and research spaces where everyone feels supported and challenged.
What are you most excited about as you begin your tenure-track position, both in terms of teaching and research?
As I begin my tenure-track position, I am most excited to join the vibrant Ontario Tech community and to begin building relationships with faculty, students, and community partners in the Durham Region. I have enjoyed my time at Queen’s, but relocating to Durham is meaningful to me both personally and professionally. It brings me closer to family, while also giving me the opportunity to learn from and contribute to the community in which I will be working. In my teaching, I am looking forward to creating welcoming and supportive learning environments where students feel encouraged to ask questions, take risks, and pursue their goals. In my research, I am excited to continue exploring assessment and evaluation in ways that are responsive to community needs and grounded in equity, collaboration, and reciprocity. What excites me most is the possibility of integrating my teaching and research so that they inform one another: bringing research into the classroom, learning from students and partners, and using those insights to support more meaningful and inclusive educational practices.
Looking back on your experience as a PhD student, what advice would you give to current graduate students who hope to pursue academic careers?
Looking back, my advice would be to seek out a community that will support and challenge you. A PhD can be isolating at times, but it is not meant to be done alone. Find the people who will read your work carefully, push your thinking, celebrate your wins, and remind you to breathe when things feel overwhelming. Some of the best “light bulb” moments have happened over coffee with a friend or on a walk downtown with AEG, gelato in hand. The right mentors and peers do more than help you finish a degree; they shape the kind of scholar, teacher, and colleague you become.
I also think it is important to remember that imposter syndrome is normal and that rejection is inevitable. Neither means you are not capable or that you do not belong. These experiences can be difficult, but they can also shape how you grow as a scholar. There will be moments when motivation is hard to find, and moments when the path feels uncertain. In those instances, return to the questions, communities, and commitments that brought you to this work in the first place. An academic career is not built all at once; it is built through persistence, reflection, relationships, and a willingness to keep learning along the way.