Plain Text: December 2025 Research Newsletter

Volume 1, Dec. 2025

Note from Associate Dean, Research: Pamela Beach

I am delighted to share our Winter Research Newsletter with you! In this inaugural issue, we highlight the innovative and impactful research taking place across the Faculty of Education. From stories about recent grant award recipients to information on the many ways in which research can be supported, this issue showcases the momentum driving our Faculty’s research and the exciting opportunities ahead. It is inspiring to work alongside dedicated researchers and learn about the impact of their work on curriculum, policy, and theory, as well as the collaborations and partnerships developed across local, national, and international communities. Thank you to your commitment to educational research. I hope you enjoy this issue!

Graduate Students Funding Announcements!

We are thrilled to have so much exciting research happening at Queen's Faculty of Education. Find out about our students, their research, and their supervisors.

Master's Canada Graduate Research Scholarship
Ontario Graduate Scholarship Program
Doctoral SSHRC (CGRS-D)

Master's Canada Graduate Research Scholarship Holder

Niki Boytchuk-Hale: Strengthening Indigenous Education in Ontario: A Study of the New First Nations, Métis, and Inuit Studies Curriculum Implementation

Supervisor: Tiina Kukkonen

My research is investigating the implementation of the 2019 FNMI Studies curriculum, specifically looking at experiences of teachers in relation to the grade 9 arts course, NAC1O. Using Indigenous research methodologies to collect qualitative data on the strengths, weaknesses, and opportunities for improvement, I will develop recommendations to guide teachers’ future practice, understand Indigenous students' particular learning needs, inform post-secondary Bachelor of Education programs, and document Indigenous Education leaders' insights through their new and unique roles at school boards.

Ontario Graduate Program (OGS)

Paul Akpomuje: Visa Stories of Nigerian Immigrants in Canada and the Implications on Identities

Supervisor: Claire Ahn

My research explores the migration stories of Nigerian doctoral students in Canada, adopting multimodal approaches and different genres, such as poetry. Precisely, I am interested in how visa stories inform and are informed by identities. The research also examines how participants’ experiences of inequality, exclusion, and other racial and social justice issues in educational and social contexts impact their migration experiences.

Adrianna Arsenault: Switching Gears: Exploring The Ripple Effect of At-Home Learning on Parental Advocacy for Children with Disabilities

Supervisor: Jordan Shurr

My research explores how home-based learning experiences influence the advocacy efforts of parents of children with disabilities. My research examines the ways these experiences shape parents' understanding of their child's needs and consequently what they advocate for within educational and support systems. My broad research interests include critical disability studies, parent involvement and advocacy, online learning and transition planning for students with intellectual and developmental disabilities.

Caelan Carriere: Bringing Neurodiversity to the Classroom

Supervisor: Patty Douglas

Caelan’s research will focus on making teacher education more inclusive of neurodiversity—she wants to make sure teacher education walks the talk—embedding the same neurodiversity-inclusive practices in training programs that we expect in K-12 classrooms.

Lisa Deveau: Exploring Pedagogical Practices and Interdisciplinary Learning for Police Officers: De-Escalation and Mental Health Training

Supervisor: Ben Kutsyuruba

Tanya Joseph: Building Bridges: Uniting Perspectives of Essential Knowledge and Skills for Educators Supporting Students with FASD

Supervisor: Lindsay Morcom

Although several studies have analyzed pre-service and in-service teachers’ knowledge and perceptions of FASD, research that conceptualizes the knowledge teachers should possess to support students with FASD is limited. Studies have indicated that teachers lack both substantial knowledge of FASD and awareness of strategies to support these students. Despite previous literature having described the FASD-related knowledge of various professionals in a range of sectors (health, education, and justice), to date, no study has integrated these perspectives to determine what teachers should know about FASD. My research will focus on conceptualizing the knowledge, and skills teachers should possess to effectively support students with FASD in elementary classrooms. This study will provide insight into the challenges children with FASD face within the Ontario education system, and determine the knowledge teachers should possess to effectively support students with FASD from the perspectives of caregivers, medical professionals, and teachers.

Cheryl Lee-Yow: From Policy to Practice: Evaluating the Canada-Wide Early Learning & Child Care System

Supervisor: Kristy Timmons

This study aims to examine how the childcare workforce is being newly or differently supported through the CWELCC funding system since implementation in 2022, and to explore whether and how the system’s objectives (accessibility, affordability, inclusivity, and quality) are being met in early childhood education and care classrooms across Ontario.

François-Daniel Levasseur-Portelance: Mind the Gaps: Exploring Pre-service French as a Second Language Programs, Lived Experiences, and Professional Intermediaries

Supervisor: Michelle Searle

Jianing Lv: Capturing Perspectives: Understanding Educator Roles in Supporting Language Development for Autistic Children in Ontario Kindergarten Classrooms

Supervisor: Kristy Timmons

Despite the promotion of inclusion and evidence-based language interventions, their successful translation into practice in early childhood education environments remains limited. This doctoral research investigates how language development for children on the autism spectrum is supported in play-based kindergarten classrooms. Specifically, it examines the roles of teachers, early childhood educators (ECEs), and educational assistants (EAs), and describes the strategies they use to foster language growth. Through focus groups, interviews and classroom observations, this study will provide timely evidence to inform Ontario’s forthcoming 2026 kindergarten curriculum and contribute to policy, professional development, and inclusive early learning practices.

Laura Pugliese-Muir: Stories of Resistance & Teacher Leader Activism: Decolonizing Educational Leadership Praxis in K-12 Ontario Schools

Supervisors: Alana Butler, Thashika Pillay

Decolonizing school leadership frameworks is a complex political undertaking that represents a paradigm shift in the power and structure of schools which have traditionally supported school administrators, or the principalship, to the exclusion of teacher leadership development. The cultivation of courageous and alternate teacher leadership imaginings and possibilities require imbedded professional learning beginning in pre-service education. Activist teacher leader stories of resistance, as discursive and agentic, model and inspire stratagems, mechanisms, and solidarities to confront systemic oppressions in Ontario K-12 schools.

Lydia Scholle-Cotton: Transformative Trends: Investigating the Impact of Artificial Intelligence Writing Tools on Higher Education Instruction

Supervisors: Saad Chahine, Chris DeLuca

Generative AI tools like ChatGPT are changing how university instructors teach and assess students. This shift challenges instructors, who must decide whether to adopt or limit these tools. There are concerns about academic integrity, but there is also a recognition that future employers may prefer graduates skilled at using AI. My research aims to understand how university instructors in Canada view and use AI in their teaching. I will use both quantitative and qualitative methods to understand the complex dynamics in this context better. I will explore their familiarity with AI, how it affects their teaching methods, and how their perceptions and practices evolve over time. The results will help identify ways universities can adapt to this new technology while ensuring fairness and academic honesty.

Jennifer Thompson: Impact of Community-engaged Research in Education

Supervisor: Michelle Searle

Aleksandra Vojnov: Disabled Teachers Need Not Apply? Accommodating Pre-Service Teacher Candidates with Disabilities in Ontario Teacher Education Programs

Supervisor: Ben Kutsyuruba

The project investigates how practicum policies, supervisory practices, and institutional frameworks shape the experiences of pre-service teachers with disabilities in Ontario. While practicum placements are meant to bridge theory and practice in teacher education, they often create systemic barriers for candidates with disabilities. Despite the legal right to accommodations, many associate teachers and practicum supervisors report feeling unprepared to provide effective support. At the same time, accreditation standards and institutional policies can reinforce deficit-based perspectives, privileging narrow technical competencies over broader pedagogical strengths and redirecting candidates toward alternative career outcomes. By critically examining these dynamics, this research asks: Who is considered “fit” to teach—and under what conditions?

Doctoral SSHRC (CGRS-D)

Renn Challacombe: From personal knowledge to practice: Queered and cripped critical pedagogies in music education

Supervisor: Ben Bolden

All educators are shaped by their lived experiences and bring knowledge from those experiences into the classroom. Building on the works of critical pedagogues in music education, Ren's research examines how 2SLGBTQ+, disabled, and neurodivergent music educators might use their lived knowledge from the margins in their teaching. Their aim is to explore liberatory pedagogical possibilities that serve teachers and learners alike in music education.

Haley Clark: Understanding the Impacts of ADHD Stigma on Student Self-Determination and Well-Being

Supervisor: Jordan Shurr

The literature makes it clear that self-determination is essential, as it directly supports students’ motivation, engagement, personal growth, and identity development. The literature also underscores the importance of student well-being and identifies the aspects that promote student well-being (assets, appraisals, and actions). Student well-being and self-determination are closely linked and have been examined in relation to ADHD. But the gap in the research is on how ADHD-related stigma impacts students’ self-determination and related well-being. Therefore, the objective of this study is to deepen the understanding of how students with ADHD experience stigma as a potential factor impacting their self-determination and overall well-being.

Haley was also awarded the Data to Policy Fellowship (Autism).

Jessie Hendriks: Investigating English Student and Faculty Perspectives on Generative AI (and One Another)

Supervisor: Pamela Beach

This research explores how generative AI has, is, and will impact the academic lives of higher education students and faculty engaged in the study of English. Through close readings of student and faculty publications on generative AI, qualitative interviews, and a mixed-methods multi-institutional survey, my research will contribute to understandings of how English students and faculty perceive generative AI, interpret one another's engagement with this technology, and imagine the future of their discipline in its wake. A primary goal of my work is to collect discipline-specific data to help inform sustainable AI policy design and implementation for English departments across Canada.

Graduate Student Research Stories

Why WISE?: Kristy-Lynn Pankhurst Lights the Fire of Meaningful Fire Safety Education

By Juliette Silveira

Kristy-Lynn Pankhurst, a World Indigenous Studies Education (WISE) program student, is enlightening future generations through her research and career in fire safety. Kristy strengthens her community through multiple avenues: she works as the community outreach and professional development officer through Scugog Fire and Emergency Services, and she is also the secretary of Fire Service Women Ontario. “I aim to build more resilient communities,” Kristy says. She is devoted not only to protecting lives, but creating a fire service where everyone belongs.

Community has always been special to Kristy, which is one of the things she loves most about the WISE program. “I was drawn to its emphasis on Indigenous worldviews, relational learning, and leadership grounded in respect, responsibility, and reciprocity,” Kristy reflects.

As the program has unfolded, Kristy has been touched by the family it has created. “The in-person residency was unforgettable,” she shares. “We came together in learning circles held in outdoor classrooms, shared traditional meals both on campus and at the outdoor education centre, and built lifelong connections with peers and faculty. The sense of community, the grounding in land-based learning, and the exchange of knowledge in such a relational and respectful space deeply enriched my understanding of Indigenous education and ways of knowing. It was a powerful reminder of the importance of learning in community, not just in theory, but in practice.”

Kristy brings her love for community into her work in fire safety. She shares her knowledge with children, cares for elders, and empowers young girls to shine as firefighters someday. “Whether it’s installing smoke alarms for a senior who needs support or visiting a kindergarten class to teach ‘Learn Not to Burn,’ I love being able to reduce fire risks through education and outreach,” Kristy expresses. “It’s especially meaningful when I receive messages from parents telling me their child came home and insisted they test their smoke alarms and create a home escape plan—because of what they learned in school that day. Knowing that those lessons are being shared at home and leading to real actions reinforces just how impactful early education can be.”

One of the most rewarding highlights of Kristy’s career has been teaching at girls’ firefighting camps: “Being part of these camps and helping to inspire the next generation of female firefighters and fire educators is something I’ll always carry with me. It’s about more than just teaching skills—it’s about representation, mentorship, and showing young girls that there is a meaningful place for them in this profession.”

Above all else, Kristy emphasizes the gravity of strong communication for effective fire and life safety education. Throughout her time in the WISE program, she has devoted herself to her research on reducing the risk of fire in Indigenous communities through cost-effective and accessible education. “I grew up in the Fire Service and from a young age, I saw how rewarding and impactful this work could be,” Kristy recollects. Now, thanks to Kristy, generations of children will grow up to bring safety and diversity to their communities.

From the Front Lines to the Classroom: How Lived Experience Drives Lisa Deveau’s Research on Police and Mental Health Response

By Erin York

When Lisa Deveau began her career, she never imagined it would lead her from the classroom to the front lines of policing—and eventually back to academia. Today, as a PhD candidate in Education, Deveau draws on a uniquely diverse professional background to address one of Canada’s most pressing issues: how police respond to people in mental health crisis.

Deveau’s journey began with a Bachelor of Science followed by a Bachelor of Education from Queen’s University, where she trained to teach high school biology and geography. “My dream was to be a high school science teacher,” she recalls. But when she graduated in 2013, full-time teaching positions were scarce. Reluctant to move away from her hometown of Kingston, Ontario, Deveau spent two years as a supply teacher and educational assistant, often working closely with at-risk youth.

Her ability to connect with students in challenging circumstances didn’t go unnoticed—but steady work proved elusive. “A friend of mine was a police officer,” she explains. “On a whim, I decided to apply. I just needed a full-time job.” After a rigorous year-long application and training process, Deveau joined the Ottawa Police Service.

It was there, she says, that her understanding of policing—and of human behaviour—profoundly changed. “I thought I’d be responding to crimes, but most of my calls were people in crisis—individuals experiencing psychosis, suicidal ideation, or severe distress,” she says. “I realized I didn’t have the background to help them in the way they needed.”

That realization sparked a new direction. While still working as a police officer, Deveau pursued a Master of Social Work, seeking to better understand mental health and its intersection with law enforcement. A chance encounter with an inspiring professor deepened her interest in research. “She encouraged me to explore what I was seeing on the job—the disconnect between how officers are trained and what they’re actually responding to,” Deveau says.

Her master’s work culminated in publications, conference presentations, and policy briefs, as she pushed to share her findings beyond academic circles. “I don’t want research to sit on a shelf,” she emphasizes. “Practitioners—people on the front lines—don’t have time to read ten-page journal articles. I want my work to reach the people who can use it.”

Now in the fourth year of her PhD, Deveau is studying crisis intervention, de-escalation, and mental health literacy training for frontline police officers. Through 21 in-depth interviews with officers across Canada, her research explores their experiences and perspectives on mental health response. “The results were really encouraging,” she notes. “There’s a strong desire among officers to receive better training and to feel equipped to handle these calls with compassion and confidence.”

Deveau hopes her findings will inform curriculum development for police training programs—bridging the gap between theory and practice. “My dream job would be to help design and co-teach mental health training for officers,” she says. “Having worked as both a police officer and a social worker, I see how vital it is to integrate these perspectives.”

For Deveau, her work is about more than data—it’s about change. “I’m passionate about making research relevant and actionable,” she says. “Because when the right training reaches the right people, it can change outcomes—for officers, and for the communities they serve.”

Recently Defended Theses

Julia Andersen, Learning to Teach, Learning to Endure: Teacher Candidates’ Experiences of Sexual Harassment in Ontario Teaching Practicum, Supervisor: Dr. Lee Airton
Holly Crump, Educating for Equity: Understanding Recent Graduates’ Dispositions Towards Social Justice and Social Justice Education, Supervisor: Dr. Jordan Shurr
Anya den Hartog, Exploring Strategies Homeschooling Parents Use to Engage Children with Text During Shared Reading, Supervisor: Dr. Pamela Beach
Steven Hedderson, LESSON STUDY IN ONE ONTARIO SCHOOL DISTRICT: Using Lesson Study to Enhance In-service Mathematics Learning for Intermediate Teachers, Supervisor: Dr. Peter Chin
Erica Lewick, Empowering Change: Tracking Innovation Attributes Among Participants of the Innovation to Transform Education Training, Supervisor: Dr. Ben Bolden (for Dr. Saad Chahine)
Dennis Liao, An Examination of the Influence of Time Constraints on Students’ Reading Comprehension Strategies: An Eye-Tracking Study, Supervisor: Dr. Ian Matheson
Rachel Su, Teaching As a Two-Way Mirror: Marginalized Pre-Service Educators and The Impact Of Stereotype Threat In Canada's Teacher Education, Supervisor Dr. Lee Airton

Post Docs at the Faculty

Leroy Baker - is a Postdoctoral Research Fellow working with Dr. Patty Douglas. His project, Reframing Black Mental Health in Canadian University Discourses, aims to shift perspectives and deepen understanding of mental health within Black communities in Canadian academic contexts. His research focuses on Black mental health, equity, intersectionality, education, and practice. Leroy is committed to developing and promoting educational practices that foster inclusivity and equity for all students. His work seeks to address systemic barriers and contribute to supportive learning environments for Black and racialized students, ultimately informing policy and practice across educational institutions.
Clarissa De Leon - Under the supervision of Dr. Nenad Radakovic, Clarissa De Leon is part of a research team examining Participatory Action Research (PAR) as a pedagogical tool in STEM education. PAR engages those directly impacted by social challenges as co-researchers, empowering community members to develop research skills and contribute to meaningful social change (Vaughn & Jacquez, 2020). Because STEM learning emphasizes real-world problem solving, student-centered approaches, design thinking, interdisciplinary connections, and the development of 21st-century competencies (Roehrig et al., 2021), PAR and STEM education share a natural alignment: both position learners as co-generators of knowledge addressing real-world issues. Clarissa and the team are currently leading phase one of a four-year McDonald Institute–funded project (administered by NSERC). This phase involves piloting a PAR instructional framework in STEM contexts and gathering insights from pre-service teachers on their perceptions of PAR. Participants will design and conduct PAR projects focused on challenges within Queen’s University or the wider Kingston community, sharing their findings at a Faculty of Education research symposium on January 21. Through these projects, participants will explore how STEM knowledge and practices can help them better understand and respond to issues affecting their communities.
Nathan Rickey is a Postdoctoral Fellow in the Faculty of Education working on two SSHRC-funded research projects within the Queen’s Assessment and Evaluation Group (AEG), supervised by Dr. Christopher DeLuca. The first project, Addressing Systemic Assessment Challenges and Inequities: A Pan-Canadian Study Mobilizing Teacher-led Assessment Innovation, examines how and why teachers enact assessment changes in response to systemic challenges. The research team is developing an empirically informed theoretical framework and co-authoring a teacher-focused book on assessment innovation while publishing related empirical studies. Nathan’s second project, Learning to Love Learning: Taking Control, Responsibility, and Pride through Self-Regulated Learning and Assessment (PI: Dr. Liying Cheng), involves an international collaboration exploring the relationship between formative assessment and self-regulated learning in primary education, including comparative work between Canada and China.

Newly Awarded Faculty SSHRC Grants

The Faculty of Education is proud to share that five of our outstanding faculty members have been awarded significant funding from the Social Sciences and Humanities Research Council (SSHRC) to support groundbreaking research in education. These prestigious grants reflect a strong commitment to advancing knowledge, fostering inclusive and equitable learning environments, and preparing the next generation of scholars through exceptional student training opportunities.

Partnership Development Grant

Partnership Development Grants support the development of partnerships or the design and testing of new partnership approaches to nurture existing and emerging opportunities for research collaboration, best practices, or models that can be adapted by others or scaled to a regional, national, or international level.

Dr. Patty Douglas: Telling Our Stories: A Photovoice Project with Diverse Autistic Youth in Northern Ontario – $199,619

Insight Grants

Insight Grants provide support for larger-scale research initiatives and offer funding up to $500,000 for between two to five years. Both emerging and established researchers are eligible, and the program’s intention is to develop understanding from interdisciplinary perspectives and mobilize this knowledge. There is also a significant focus on providing high-quality research training experiences for students.

Dr. Lee Airton: Just Getting Through It? How School Practicum Impacts Under-Represented Teacher Candidates – $249,127
Dr. Rosa Bruno-Jofré: Corpus Christi School, New York City: Education, Politics, Theology, and a Catholic Progressive School, 1930s-1950s – $61,698
Dr. Alana Butler: Examining Post 2020 Targeted Supports for Black Post-Secondary Students in Ontario Universities – $91,397
Dr. Heather McGregor: Climate Justice Education in Ontario: Creating and Sustaining a Professional Learning Community – $294,146

Dr. Patty Douglas: Telling Our Stories: A Photovoice Project with Diverse Autistic Youth in Northern Ontario

By Rachel Su

Patty received $199,619 from the Partnership Development Grant for her project ‘Telling Our Stories: A Photovoice Project with Diverse Autistic Youth in Northern Ontario’

Patty’s groundbreaking community-engaged research project, “Telling our Stories (TOS)” is flipping the script on autism research and services. Rather than emphasizing deficits or pressuring autistic youth to conform to rigid systems, TOS centers the voices and leadership of autistic youth—particularly those in Indigenous and rural communities who often experience culturally unsafe care, under-resourced programs, and systems that overlook their strengths and lived realities.

At the heart of the project is Photovoice—a participatory and empowering method that invites youth to express their experiences through photography and storytelling. In doing so, participants are not merely subjects of research; they become co-researchers, artists, and advocates, with agency over how their narratives are shared and understood.

Over the next three years, Patty’s team will extend this work beyond storytelling. They will review existing autism research focused on northern and Indigenous communities and map the current landscape of youth services in these regions to identify systemic gaps. Building on these insights, they will co-design new, culturally grounded supports and mobilize their findings through academic publications, community presentations, art exhibitions, and policy briefs.

What sets this SSHRC-funded project apart is its foundation in neurodiversity-affirming and Indigenous frameworks—approaches that honour non-traditional ways of thinking, moving, and experiencing the world. Rather than seeking to “fix” youth, Telling Our Stories focuses on how youth can thrive on their own terms, within their own cultural and community contexts.

It's also about driving systemic change. Through collaboration with Queen’s University and five community partners—including Algoma Family Services, Autism Alliance Canada, Autism Ontario, Finding Our Power Together, and the Re•Storying Autism Collective—TOS seeks to shape everything from local programming to national initiatives such as the Federal Autism Strategy and “Ontario’s Journey to Belonging”.

Led by Dr. Patty Douglas and a diverse team of researchers—including Elizabeth Straus (University of Guelph), Nicole Ineese-Nash (Toronto Metropolitan University), and Nicole J. Bobbette (Queen’s University)—TOS will mentor and train 36 emerging scholars and students, with a strong emphasis on centering Indigenous and autistic voices throughout the process. The aim is to fundamentally reimagine how autism and youth services are understood and delivered, particularly in communities where one-size-fits-all solutions fall short.

Dr. Alana Butler's Insight Grant: Examining Post 2020 Targeted Supports for Black Post-Secondary Students in Ontario Universities

By Rachel Su

Alana received $91,397 from an Insight Grant for her project, Examining Post 2020 Targeted Supports for Black Post-Secondary Students in Ontario Universities

The widespread public outcry following the recurring acts of police brutality in 2020, particularly the murder of George Floyd, sparked a broader societal reckoning with anti-Black racism. In this moment of collective reckoning, Alana noticed not only a heightened interest in combating anti-Black racism, but also in fostering Black thriving. She found inspiration in several Queen’s University initiatives, including QuARMS, the Black Studies program, Black @ Queen’s, the Yellow House, and others aimed at addressing systemic and demographic under-representation of Black students.

Among those who stood out to Alana was Stephanie Simpson of the Human Rights and Equity Office (HREO), whose tireless efforts to support EDII programming have left a deep impression. Simpson’s leadership in organizing monthly webinars and ongoing learning opportunities for both faculty and students reflects a deep commitment to institutional change. Alana underscored how critical it is that this learning be continuous—single, one-off sessions are insufficient to shift the entrenched realities faced by marginalized individuals within colonial institutions.

Alana was also inspired by the work of Dr. Katherine McKittrick, who founded the Black Studies undergraduate minor in 2021. This new program brings Black Studies scholarship and Black focused programming to Queen’s.

Importantly, Queen’s was among the Canadian universities that signed The Scarborough Charter in 2021, pledging to address anti-Black racism and support Black student thriving.

That same year, the university introduced a specialized QuARMS admission pathway for Black and Indigenous medical school applicants. Although that version of the program has been replaced by new targeted admissions for low-SES students, Queen’s continues to provide meaningful supports—such as the Black Liberation Commons and access to a Black mental health counselor.

When asked how the rise of conservatism and anti-equity rhetoric in the U.S. might influence her work, Alana acknowledged that these ideological shifts are already having ripple effects in Canada. Many equity-focused programs launched around 2021 have since seen their funding slashed or have been quietly dismantled. In her current research, Alana is exploring how post-secondary institutions are adapting—or retreating—in the face of shifting equity climates. She aims to assess whether the momentum seen in 2020 has been sustained and how the Canadian landscape may be affected by developments in the U.S.

Alana is deeply engaged with student communities and intends to recruit research participants from across several Queen’s organizations, including Queen’s Black Academic Society (QBAS), Teacher Candidates of Colour (TCC), Yellow House, African & Caribbean Students’ Association (ACSA), the Levana Gender Advocacy Centre, and others. She plans to conduct interviews with students involved in these spaces, focusing on key questions: Do they feel supported and a sense of belonging at Queen’s? Do existing supports encourage them to stay and thrive in the post-COVID academic landscape? Alana is also expanding her research beyond Queen’s and has already formed collaborations with the University of Toronto and University of Guelph to gather perspectives across Ontario.

She anticipates that her findings will hold direct policy relevance at the provincial level. By identifying best practices, she hopes to offer actionable recommendations to improve support for Black and other underrepresented students.

As a lifelong Torontonian, Alana also expressed concern about recent backlash against the Toronto District School Board (TDSB) for its equity initiatives—highlighting how trustees have come under fire for their advocacy efforts. With the provincial government now overseeing the board’s budget, Alana hopes her research might help protect and inform equity practices within K–12 education as well.

Finally, when asked what advice she would give to early career scholars, particularly racialized women, considering an SSHRC Insight Grant, Alana stressed the importance of simply getting involved early on. Her own journey began as a research assistant, co-authoring grants and learning by immersing herself in the process. She encourages emerging scholars to seek out and study successful applications, noting that many grant holders are willing to share their work.

Dr. Heather McGregor's Insight Grant: Climate Justice Education in Ontario: Creating and Sustaining a Professional Learning Community

By Rachel Su

Heather received $249,146 from an Insight Grant for her project Climate Justice Education in Ontario: Creating and Sustaining a Professional Learning Community

In today’s climate crisis, it is no surprise that many educators and youth are experiencing climate cynicism—marked by feelings of dejection, hopelessness, and isolation. Climate education and activism can be emotionally demanding, and without strong support networks, it's easy to feel alone. Dr. Heather McGregor’s Insight Grant project, “Climate Justice Education in Ontario: Creating and Sustaining a Professional Learning Community,” directly responds to this need by building community-based support structures for educators committed to climate justice.

Together with co-investigators Dr. Thashika Pillay and Dr. Alice Johnston, and collaborators Dr. Sara Karn and Lindsay Borrows, Dr. McGregor is developing a local professional learning community (PLC) in Eastern Ontario. The PLC will support educators already invested in, or curious about, climate education. The regional focus allows for sustained collaboration among educators who can visit each other’s classrooms, share resources, and co-develop place-based curricula rooted in local environmental contexts like the Cataraqui and St. Lawrence watersheds. Crucially, the project integrates Anishinaabe and Haudenosaunee knowledges in a way that avoids pan-Indigenous generalizations. The formation of the community, and the research methodologies used to document it, emphasize relationality, reciprocity, and long-term relationship building.

Structured over five years, the project begins with recruitment, followed by three years of collaborative learning and a final year dedicated to knowledge mobilization. A centerpiece of the initiative is an annual land-based retreat at a children’s camp venue, where educators gather to build community, co-create climate education materials, and deepen their relationships with the land and each other. These multi-day camps are complemented by land-based workshops and professional learning activities that focus on understanding local climate contexts, ecological needs, and relationships that extend beyond the human world. This setting allows the learning to be rooted in place—growing more meaningful and connected over time as participants return to the same land year after year. The community aspect of these camps is intentionally organic, fostering collaboration and reflection in a holistic environment that deepens both ecological understanding and professional relationships.

Dr. McGregor detailed the emotional dimension of this work: to guide students through climate issues, teachers must first explore their own emotional landscapes in relation to social and environmental justice. Recognizing emotional triggers and personal barriers is essential to modeling healthy climate engagement for youth. Preparing pre-service educators for this kind of self-reflection has been a focus of her teaching at Queen’s and will inform this new work with in-service educators.

The Insight Grant will fund graduate student researchers, educator release time, the annual camps, and smaller retreats for the facilitation and research teams—what McGregor affectionately refers to as "a community within a community."

A key aim of this project is to better understand which local communities are most impacted by environmental injustice—particularly Indigenous, racialized, and low-income populations. Rather than making assumptions, Dr. McGregor emphasizes the importance of having these conversations with participants to identify who is most affected and how to respond responsibly. While there are many excellent books, youth narratives, and digital resources from around the world that inspire climate action, she foregrounds the need for locally grounded materials. Addressing relationality means engaging directly with the places, ecosystems, and people we’re accountable to.

During and after the Insight Grant period, the research team plans to make materials developed through the PLC—such as unit plans, handbooks, and multimedia resources—freely available, as with other research and teaching projects. Their hope is that educators will carry this community-based learning back into their classrooms, extending its impact beyond the initial participants. They are also exploring how this model could serve other audiences by creating more professional learning communities in partnership with other local organizations or regional partners interested in sustained, climate-justice-focused professional learning.

When asked what advice she would offer researchers applying for Insight Grants, Dr. McGregor was clear: collaboration must start early. “Bring your whole investigator and collaborator team into the design process from the beginning,” she said. “Every voice matters.” She also offered a personal reflection: “Design research that will feed your soul.” The most compelling projects, she notes, come from a place of genuine passion. When researchers feel deeply invested in their work—excited to wake up and pursue it—the grant-writing and research process becomes far more meaningful and effective.

Dr. Rosa Bruno-Jofre’s Insight Grant: Corpus Christi School, New York City: Education, Politics, Theology, and a Catholic Progressive School, 1930s-1950s

By Rachel Su

Rosa received $61,698 from an Insight Grant for Corpus Christi School, New York City: Education, Politics, Theology, and a Catholic Progressive School

When Rosa participated at one of the triennial conferences of the History of Women Religious, at the University of Notre Dame, which was attended by historians and archivists working on the history of all things Catholic, she had a conversation with Mary Ewen, OP. In their conversation, Rosa became aware of the Corpus Christi School, a Catholic School located in Morningside Heights, New York City, across from Columbia University’s Teachers College. Corpus Christi School was the project of the legendary Father George Barry Ford (1885-1978). Father Ford invited the Dominican Sisters of Sinsinawa, Wisconsin, who were familiar with progressive education, to run the school, and he played a primary role in choosing the teachers who were best suited to implementing a progressive approach to education and oversaw the program there. Ford was known for his involvement in civil rights, ecumenism, intercultural work, and anti-racist initiatives. Rosa plans on examining the period between 1936, when Ford rebuilt and re-opened the school with a new faculty, through the mid-fifties, when Ford retired. The landscape is provided by the context of the time, and in particular, by the involvement of Ford in many committees and conferences in New York City, including the Freedom House, where he worked with Eleanor Roosevelt. Ford’s impact in the community at large was so great that there is now a residence at Columbia University named after Father Ford. The New York Times also left a record not only of the way in which the Corpus Christi School was considered a model progressive school at the time, but also of Ford’s many controversial interventions that generated conflicts with the New York Church hierarchy. Rosa would like to mention that she is a secular historian. In June 2022, at the triennial conference of History of Women Religious, at the University of Notre Dame, she received the Distinguished Historian award for her work on the history of Catholicism.

Rosa’s collaborator on the Corpus Christi School project is Dr. Ana Jofre, (SUNY Polytechnic Institute, in Utica, NY), who has been working with her to develop the digital components of the project; this element has included a social network to trace the many political and activist-oriented connections that are associated with Father Ford.

There are so many aspects of this school that drew Rosa to it. To name a few: the uniqueness of the school, in line with its social reconstructionist approach in progressive education, the close relationship of the school with Teachers College, the hundreds of visitors the school received due to it emerging as a model of progressive education for its time, the reading/interpretation of Dewey and Ford’s closeness to William Heard Kilpatrick, the religious services that Ford initiated with participatory components in the vernacular that were ahead of their time, Ford’s conflicts with the New York Archdiocese, and the support from the progressive Catholic magazine Commonweal. And then of course, to get into more minute details, she also cited Ford’s conflict with Cardinal Spellman is also quite fascinating.

When asked about how this project builds upon her previous work on religious education, Rosa described that she writes about the history of education, including the history of women congregations and the French issue in Canada. She has delved into the cruelty of the residential schools, (emptying the soul, while working with a child-centered pedagogy.) She published a book on the Missionary Oblate Sisters, (McGill-Queen’s University Press), on Our Lady of the Missions: From Ultramontane Origins to a New Cosmology, (University of Toronto Press), which was a product of another Insight Grant, and she has written many articles on related issues, for example, Catholic readings of John Dewey and the way he was de-pragmatized, (a term coined by her colleague, Gonzalo Jover). Rosa is also completing a book on the transnational circulation of ideas in education; the latter book has been funded by a previous Insight Grant that is ending in September. She will also build on her work on the intellectual history of education, including her research on two public intellectuals whose work had Catholic underpinnings: Paulo Freire and Ivan Illich.

In response to what she hopes this research will reveal about the broader historical role of Catholic progressive education in North America, Rosa stated candidly, “I need to actually do further research to respond more fully to your question. I still need to continue to build my argument/interpretation upon working further with the sources. The social reconstruction approach in progressive education in Catholic schools has not been fully explored, and I hope to shed more light on this topic as my research progresses.”

Within the scope of this project, the Insight Grant funding will cover the cost of archival research in New York, as well as the salaries of research assistants. Rosa will do extensive work in the New York Public Library to follow Ford’s many humanitarian-based, civil rights-oriented involvements. She has already consulted the archives in Sinsinawa, Wisconsin, which are being moved to Boston. Unfortunately, she has not been given access to the Archdiocese archives. However, she does have access to whatever records the Dominican Sisters have kept, which includes quite a bit of correspondence with Father Ford himself. Rosa will also get oral testimonials and also intends to have an exhibition/installation about the Corpus Christi School, the Dominican Sisters, and Father Ford at the Gannett Gallery at SUNY Polytechnic Institute in Utica, NY––which also happens to be located in the city where Ford grew up. Ana Jofre is the director of the Gallery. Of course, there will be an intense dissemination effort beyond just the publication of a book on Corpus Christi, the Dominican Sisters, and Ford in a University Press, as well as articles and presentations at conferences.

When speaking upon the possible contributions of this project to the field of education history, Rosa states, “It is a topic that has not been explored before. Ideally, it will provide a new understanding of the interactions of individual priests committed to social justice and congregations having their own charism with the historical configurations of their time, beyond the dictates of the Vatican. Hopefully, it will contribute to a better understanding of the multi-faceted character of the Catholic Church.”

Dr. Lee Airton's Insight Grant: Just Getting Through It? How School Practicum Impacts Under-Represented Teacher Candidates

By Rachel Su

Lee received $249,127 from an Insight Grant for their project focusing on how school practicum impacts under-represented teacher candidates.

Public understanding is increasingly catching up to what many educators have long known: school is not the great equalizer it’s often claimed to be. Across Canada, teacher education programs and certifying bodies operate under the assumption that most, if not all, teacher candidates will thrive in any practicum setting. But this simply isn’t true. There are currently around 45,000 certified teachers in Ontario who are not working in classrooms. Meanwhile, the diversity gap between student populations and the teaching workforce remains wide—and in some places, it’s growing. As Dr. Lee Airton notes, “The notion of ‘professionalization’ that we use in teacher education has come to mean surviving harm, for many teacher candidates—and we need to reject that.”

That’s why Dr. Airton and their colleagues are launching a national study to examine how practicum experiences uniquely affect under-represented teacher candidates. Over the past eight years teaching at Queen’s University, Lee has repeatedly taught in the Social Justice concentration, which consistently draws one of the most diverse cohorts in the program. While honoured to mentor these students, Lee is also familiar with the fear and anxiety many express—particularly before their first practicum, where they take on full teaching responsibilities. Unfortunately, those concerns are often well-founded. As part of an expansive network of scholars focused on equity, diversity, inclusion, Indigenization, and accessibility (EDIIA), Lee emphasizes that practicum often magnifies existing inequities. Their recent PhD graduate Dr. Mandeep Gabhi’s doctoral research highlighted that while marginalized candidates experience similar forms of alienation, their program experiences diverge significantly from those of dominant-group candidates. This reflects the fact that teacher education programs continue to be built for a “prototypical” candidate—typically white, straight, English-speaking, and middle class.

In response, Lee’s team will begin their research with a pre-practicum survey distributed across teacher education programs nationwide. It will include validated psychological inventories (e.g., distress, self-efficacy, etc.) and a detailed demographic questionnaire developed in collaboration with Dr. Eun-Young Lee (School of Kinesiology and Health Studies at Queen’s). After practicum, participants will complete a follow-up survey to document their placement’s logistics (e.g., timing, teaching load, location, perceived demographics of students and associate teachers) and repeat the psychological inventories. The data will then be used to group candidates by experience and identity, revealing systemic patterns of discrimination and differential impact.

The ultimate goal is to design a national, web-based tool that predicts the likelihood that an underrepresented candidate will experience discrimination in various practicum contexts. Candidates could use the tool’s output to advocate for safer placements, backed by predictive data. This interface, to be developed starting in September 2025, will be a focus of the Insight Grant funds, along with the hiring of graduate researchers to assist with data collection across the country.

In a system where survivability often masquerades as success, this research demands better. It aims to shift practicum rules and structures across Canada away from passive universality toward intentional equity. By centering the lived realities of under-represented teacher candidates, this work holds the potential to change not only where future teachers are placed—but whether they remain in the profession at all.

Updates from the Centre for Community Engagement and Social Change

Echoes of Humanity: Storytelling, Healing, and Dialogue with Dr. Izzedin Hawamda

By Rachel Su

The Centre for Community Engagement and Social Change (CCESC) had the pleasure of welcoming Palestinian-Canadian scholar Dr. Izzeddin Hawamda, PhD (عزالدين), who led a powerful workshop that illuminated the human face of the Palestinian story while connecting it to the broader human experience. Through meaningful dialogue, participants explored how storytelling can foster empathy, deepen understanding, and build relationships across difference.

Designed out of a passion for the transformative power of artistic expression, the workshop created space for story writing, sharing, and reflection. Participants were encouraged to think deeply about their own personal narratives and how stories shape both identity and community.

Born and raised in the West Bank, Palestine, Dr. Hawamda currently serves as the Anti-Racist Education Professional Learning Initiative Coordinator with the Louis Riel, River East Transcona, and Winnipeg School Divisions. He completed his PhD in Peace and Conflict Studies at the University of Manitoba and has become a leading voice on the power of dialogue and the importance of listening, sharing, and respecting diverse narratives. Through storytelling, he continues to bring communities together and humanize the Palestinian experience.

Dr. Hawamda shared that, growing up, storytelling was both a means of survival and an affirmation of identity. Remembering, resisting, and reimagining, he said, are pathways to healing. Even in hardship, stories are told not only to share pain, but to hold onto joy — a profound act of resistance. He explained that the world is not just where we live, but where we share our humanity — standing with those who have lost their voices, beside those who are unable to speak.

Raised in Nablus, a city that predates Roman times, he recalled his grandmother’s daily questions: “Have you shared stories of the land today?” and “What did you learn from the land today?” For many Palestinian-Canadians, storytelling remains a vital practice — one that grounds them in their shared history, connects them to the present, and carries their voices forward.

When asked how he navigates sharing deeply personal or painful stories in public, especially with audiences holding differing perspectives, Dr. Hawamda emphasized the need to listen with gentleness and tenderness. To him, listening to a story means becoming part of it. He echoed the phrase, “My story awaits,” meaning that his story awaits the listener’s presence. For those who disagree, he invites them to have tea with him, because his goal is to connect, not to convince.

Dr. Hawamda reminded participants that true growth happens in discomfort. “I don’t owe my trauma to anybody,” he asserted, challenging the expectation that Palestinian identities must always be framed through suffering, trauma, and occupation. “When people deny me my humanity,” he said, “I ask them if they’ve seen my community.” For him, balance lies in vulnerability without exploitation, openness without erasure.

During his visit, Dr. Hawamda’s greatest hope was to spark reflection on the difference between safe spaces and brave spaces — where learning about one another’s experiences and traumas becomes a shared act of humanization. As he explained, “Dehumanization happens because we don’t know each other.” He drew a distinction between “the story of me” — how others define you — and “my story” — how you define yourself.

He also reflected on the limitations of colonial academic settings, which often feel detached from lived realities. As his grandmother would ask, “What do you think you know that the olive tree doesn’t know?” For Dr. Hawamda, this question is a reminder to return to community stories as sources of knowledge, healing, and pedagogy.

Dr. Hawamda is also the founder of Sadaa (صدى), meaning “echo” in Arabic — an organization that seeks to amplify marginalized voices and ensure that stories are heard and carried across distances. Through Sadaa, he aims to create “mountaintops” from which stories can echo into the world. He described a recent moment in a local market, where a stranger invited him to sit and hear the story of an old Ottoman-era home. “My story,” he said, “is not meant to compete with others, but to connect with them.”

Dr. Hawamda extends open invitations to all who wish to learn about Palestine — to eat together, to share stories, and to celebrate a shared humanity without altering his truth for anyone. “If Palestinian realities make you uncomfortable,” he said, “let’s have a conversation.”

Bridging Worlds: Dr. Holly Ogden's Research Connects Rural and Urban Students Through Cultural Literacy

By Rachel Su

Sometimes, it takes a village — and a city, and a school bus — to raise the next generation. In a world often divided by perceived differences and a growing disconnect, Dr. Holly Ogden at the Faculty of Education is sowing the seeds of intercultural compassion through her community-based study, Perceptions, Practices, and Self-Efficacy for Teaching Cultural Literacy.

We had the chance to speak with Dr. Ogden about this landmark project, which first emerged from Dr. Ogden’s conversations with educators and administrators at a rural school. Having previously worked in urban environments, the principal identified a need to foster better cultural awareness in students, and the educators noted a need for more exposure to diversity in their classrooms. In small towns and villages — where students commute from farms and lakes on gravel roads — opportunities for exposure to people from different cultural backgrounds can be rare. Dr. Ogden and the educators set out to change that.

Her study focused on four elementary teachers — two from urban schools and two from rural — and their work with their students in Grades 2–4. The aim was to explore teachers’ self-efficacy in fostering students’ capacity for cultural communication and openness to difference. To bring students together, the project launched a year-long pen pal initiative, which in addition to writing letter writing, also incorporated regular face-to face meetings. Thanks to funding from the Community Engaged Research Clusters (CERCs), and the Rotary Club of Cataraqui-Kingston, students met eight times throughout the school year — with all travel, programming, and associated costs fully covered.

The journey began in October 2024 with students exchanging letters: simple introductions about favourite colours, homes, family lives, and pets. Over time, the letters evolved into vehicles for more experiences that even Dr. Ogden hadn’t anticipated.

Across the school year, the urban and rural students spent four days at Queen’s Duncan McArthur Hall, engaging in activities facilitated by Concurrent Education candidates, volunteers from the School of English and the Internationally Trained Teachers (ITT) program, Queen's Connections Engineering Outreach program, and community members, such as songwriter Trevor Strong. To support further cultural literacy, Dr. Ogden deliberately invited teacher candidates and community members from historically marginalized groups to serve as positive role models so the students and teachers could engage with and learn from leaders who were differently positioned.

Beyond the university, students explored each other’s communities. They navigated public transit, took the Wolfe Island Ferry, explored Gould Lake, and were guided by community members through village landmarks to learn local histories. Together, they built forts, sewed gifts, wrote songs, painted mandalas, wrote code for robots, made ice cream, and excitedly awaited the next letter or package from their new friends. Upcoming trips include visits to a local farm, Frontenac Park, and time together at a splash pad — and the excitement continues to ripple through the students and their wider communities. When asked what they had learned, students repeatedly shared a powerful message:

“People who are different can still be friends.” 

They were also amazed at how many adults rallied around their project.

For Dr. Ogden, the biggest surprise has been the authenticity of the relationships formed — not just between students, but across the broader community. Students are inviting each other to birthday parties, educators and students are connecting online, and the research team is connecting with diverse groups within and beyond the Faculty of Education.

The impact on teachers has been profound too. The project offered teachers authentic, peer-driven professional development, enriching their practice, and deepening their own cultural literacy alongside their students. Initially tentative, the teachers have found new confidence through the project, helping students engage with difference meaningfully and respectfully — through genuine connection and understanding. Another unexpected discovery? Students from urban areas were equally captivated by rural life. Imagine asking a fellow third grader what their favorite season is, only to have them excitedly describe the wonders of Calving Season — the time of year when baby cows are born in abundance. As different as their day-to-day lives were, students were delighted by what they shared.

This is community-engaged research at its finest: reciprocal, responsive, rooted in real needs, and fertile with future possibilities. The project’s impact already extends beyond the classroom: the two older classes are sharing their experiences with each other on classroom blogs, and teachers have observed remarkable growth in their students’ engagement in the writing process fueled by authentic, lived experiences.

Looking ahead, Dr. Ogden and her team are eager to continue next year, with plans to deepen the students’ engagement with teacher candidates and QSoE and ITT students. Dr. Ogden is incredibly grateful to the teachers for bringing her along on their Pen Pal journey, and for sharing their invaluable insights and experiences along the way. Their thoughtful approach and willingness to adapt have made this journey so enriching. “I feel extremely fortunate to be learning with such dedicated and innovative professionals,” Holly noted. Yet ultimately, this work is made possible by two vital ingredients: a dedicated community and essential funding.

At a time when our society is grappling with polarization, this project offers a hopeful glimpse of a different future — one letter, one friendship, and one shared experience at a time.

Vice Provost Research Resources

Queen's Strategic Research Plan 2025

Have you read the Strategic Research Plan 2025-2030? The Strategic Research Plan (SRP) presents an opportunity to articulate a vision for the advancement of our research community’s ambitions. This plan builds on the Queen’s Strategy and the strategic pillar of Research Prominence through “increasing the intensity and volume of research.”

Research Themes

Understanding the Earth and the Universe
Promoting health and wellbeing and reducing the burden of disease
Envisioning just futures and innovating in cultural expression
Delivering materials for the future
Advancing next-generation computing and analytics
Building productive, inclusive, and sustainable societies

Research Resources

Education Research Updates

New Research Hub at DMH!

Our new research space, consisting of rooms A231, 232, & 233, will support collaborative research, expand impact, and strengthen engagement across and beyond the Faculty of Education.

Room 233 will house the Centre for Community Engagement and Social Change
Room 232 will be a bookable research space for research activities, including research group meetings, community research events, data collection and analysis, and creative research displays. Multi-functional furniture will allow users to adjust the environment for their needs.
Room 231 will be a bookable research space for small-scale meetings and data collection.

Research at the Faculty of Education exemplifies excellence. This research hub will build on our research excellence, enhance our research visibility, and allow us more space to engage with our community partners. The University is committed to “providing the research community with client-focused support. This means providing the research community with the tools they need to achieve their ambitions” (SRP, 2025). Our new dedicated research space is essential to supporting Faculty and graduate students in their research pursuits.

Book the Research Space

Upcoming Research Events

Research Open Houses

There will be a short presentation about hopes for the space, resources available, info on how to book the space, treats from Pan Chancho, and a chance to network with your colleagues!

Jan. 19, 1-2 pm | Feb. 4, 1-2 pm

Room A232

20/20 Research Presentations

20 slides, 20 seconds each, lots of fun. Join the Associate Dean of Research for bite-sized presentations about new research at the Faculty.

Feb. 11, 3-5 pm

Room A232

Save the Date

RBJSE, March 7, Duncan McArthur Hall

Conducting research with teacher candidates at Queen's Faculty of Education?

Let Pamela Beach know about your study by sending her an email after you have received GREB approval. Include the study title, dates of planned recruitment, approximate number of TC participants you're hoping to recruit, and your mode of recruitment.

Have research you want to share with teachers in the classroom?

Be a guest on our podcast - Popular Podagogy! contact erin.york@queensu.ca.

Research Groups at the Faculty of Education

Add*ed - Dedicated to advancing research, innovation, and community engagement in special and inclusive education. Check out their magazine: addedrg.ca/magazine.htm
Assessment & Evaluation Group - Collaborative scholarship in assessment, evaluation, and knowledge mobilization Check out their events: queensaeg.ca/upcoming-events
Classroom Assessment Research Team - Works to rethink classroom assessment theory and practice through leading empirical scholarship. classroomassessment.ca
Early Childhood Education Lab - Improving the understanding of the processes that influence learning, engagement, and self-regulation in the early years. ecelab.ca
Literacy Education Research Team - Works to mobilize research-informed literacy practices into the elementary classroom by understanding teachers’ professional learning. pamelabeach.ca
STEAM+ Research Group - Brings together different subjects to solve global issues in line with the United Nations' Sustainable Development goals. educ.queensu.ca/research/groups/steam
Social Healing and Reconciliatory Education - The SHARE mandate is to conduct research and open discussion about the importance of social justice issues and reconciliation in education and beyond. educ.queensu.ca/research/groups/share
Social Studies & History Education in the Anthropocene Network - Dedicated to rethinking social studies and history education to address climate change and its associated ecological, economic, political, and social challenges. sshean.ca
Theory and History of Education International Research Group - We share research, engage in collaborative scholarly work, generate academic exchanges at symposia, and produce scholarly work in various languages related to History and Philosophy of Education. educ.queensu.ca/research/groups/their

Created by:

Pamela Beach, Associate Dean, Research

Produced by the MarComms Team:

Rebecca Carnevale, Executive Director, Academic Operations, & Communications
Henrietta Roi, Communications, Marketing, & Advancement Coordinator
Erin York, Manager, Communications and Marketing