Plain Text: June 2026 Research Newsletter

Volume 2, June 2026

Note from Associate Dean, Research: Pamela Beach

Welcome to the second edition of the Faculty of Education’s Research Newsletter. I continue to be inspired by the breadth and impact of the research conducted across our faculty. Our researchers are generating knowledge that informs practice and policy, and guides future initiatives and collaborations with local, national, and international partners. In this edition, you will find highlights of recent grants and funded projects, publications and presentations, as well as other knowledge mobilization activities. We also celebrate the accomplishments of faculty members and students whose work continues to strengthen our research community. Thank you to everyone who contributed to this issue and to the ongoing research efforts within our faculty. I hope you enjoy reading about the exciting research taking place across the Faculty of Education!

Celebrating Excellence: Distinguished Award Recipients

We are thrilled to recognize the outstanding achievements of distinguished award recipients from our Faculty. Their dedication, leadership, innovation, and commitment to excellence continue to make a meaningful impact on our community and beyond.

Dr. Christopher DeLuca receives the Samuel J. Messick Memorial Lecture Award

This year, Dr. Christopher DeLuca, Professor of Educational Assessment and Director of the Queen’s Assessment and Evaluation Group, received the prestigious Samuel J. Messick Memorial Lecture Award. Presented by Educational Testing Service (ETS), the award recognizes individuals whose work has advanced language testing and assessment practices.

An internationally recognized scholar, Dr. DeLuca’s research focuses on the connections between assessment, curriculum, and pedagogy to support student learning. His many accomplishments include the AERA Outstanding Paper in Classroom Assessment Award, the R.W. Jackson Award, and the National Mentorship Award. He has also held leadership roles within major educational research organizations, including serving as President of the Canadian Educational Researchers’ Association. This honour recognizes his significant contributions to educational assessment research and practice.

Dr. Leroy Baker wins the Black Excellence in Mentorship Award

Established in 2023, this award recognizes members of the Black community who make outstanding contributions to mentorship at Queen’s University. Administered through the Faculty of Arts & Science, it also acknowledges the disproportionate service responsibilities often carried by Black faculty, staff, and students.

Dr. Baker’s mentorship fosters spaces where students feel safe to share their experiences and are affirmed in their identities. His work encourages institutions to listen more deeply, respond more thoughtfully, and create environments where all students can thrive.

His current postdoctoral research focuses on the experiences of Black students with mental health challenges in postsecondary education, examining how institutional policies, documentation processes, and accommodation practices shape their access to care and academic support.

Popular Podagogy Podcast

A podcast for the teachers by the teachers.

Popular Podagogy is a podcast from the Queen’s University Faculty of Education that brings big ideas in teaching and education to life. Our guests include top researchers and instructors from our Faculty and beyond, as well as practicing teachers to combine innovative educational ideas with the everyday life of being a teacher. Chris Carlton is our podcast host.

Subscribe through Apple Podcasts, Google Podcasts, Spotify, IHeartRADIO and Amazon Music or listen on our website.

Beyond 1-2-3 - Building Math Confidence in the Early Years with Dr. Sandy Youmans

In this episode of Popular Podagogy, host Chris Carlton chats with Dr. Sandy Youmans about why early math really matters—and how we can help kids stop “hating math” and start feeling confident with numbers. From foundational numeracy skills to mixing direct instruction with playful, real-world learning, Sandy breaks down what strong early math teaching actually looks like in Canadian classrooms. With a parent perspective (and some great at-home math ideas) thrown into the mix, this conversation makes a compelling case for building math confidence early—because it turns out kids don’t hate math, they hate feeling bad at it.

Let's Talk about Sex Education with Dr. Jacob DesRochers

In this episode of Popular Podagogy, host Chris Carlton dives into the complex world of sex education with Dr. Jacob DesRochers, an expert in sex education. They explore how educators can thoughtfully address sexual health, identity, and religious diversity in classrooms. This conversation offers insights on how teachers can create safe, inclusive spaces for students to make sense of their experiences while bridging the gap between school curriculum and diverse home values.

Recent Publications

New Book from Three Faculty of Education Alumni: The Prosperous PhD

Dr. Judy Wearing, Dr. Christopher DeLuca, and Dr. Stephen MacGregor published this go-to resource for the PhD journey,

The Prosperous PhD sets doctoral students on a path of healthy progress that helps them avoid the all-too-familiar pitfalls of program burnout and withdrawal. With over 140 pieces of insightful wisdom from expert supervisors representing 45 institutions across eight countries, this book provides diverse perspectives to address themes of fostering relationships, seeking balance, and focusing on growth, among others.

The advice points to attainable goals for any graduate student with concrete strategies to help achieve them. These lessons are taken a step further through dozens of detailed exercises that help graduate students apply the book’s principles and better their lives.

Disability in a Turbulent Era: Dr. Patty Douglas’ co-edited book

Congratulations to Dr. Patty Douglas on her forthcoming publication of Disability in a Turbulent Era, co-edited with Katherine Runswick-Cole and Harriet Cameron, and to be released in August 2026 by Edward Elgar Publishing.

This book offers new perspectives on what it means to be disabled, queer, neurodiverse, Indigenous, and human in a world increasingly calling for change.

We are proud to celebrate this important achievement and the contributions Dr. Douglas continues to make to disability studies, inclusive education, and social justice scholarship.

Black Passport: A Migrant's Memoir by Paul Akpomuje

Paul Akpomuje, PhD candidate, released his debut collection of poems titled Black Passport: A Migrant's Memoir. His book tackles themes of migration, being Black African in Canada, the paperwork associated with journeys, borders, and more.

In this debut collection Paul's writing is emotional, multifaceted, compelling, and above all explores the diverse experiences of migrant stories.

Paul's current research is on visa stories and the poetics of migration focusing on Nigerian immigrants in Canada

Black Passport can be purchased through Amazon, University of Toronto Press, and by visiting the local bookstore Novel Idea.

Other recent publications by Faculty and Graduate Students

Dr. Pamela Beach

Book Chapter: Fostering children’s rights to literacy through the Reggio Emilia approach
Journal Article: Bridging the summer gap: A literature review on summer reading programs and their impact on elementary literacy.

Dr. Rosa Bruno Jofre:

Journal Article: Father George Ford, the Dominican Sisters of Sinsinawa, and the Catholic Progressive Corpus Christi School in Morningside Heights, New York City.

Dr. Heather E. McGregor

Journal Article: The acclimation of historical thinking to the “northern spirit” of northern Canadian social studies curricula.
Journal Article: Pedagogical approaches for climate justice orientations in teaching history and social studies.
Journal Article: Overcoming anthropocentrism: Experiences for learning history.

Dr. Tiina Kukkonen & Dr.Heather McGregor

Journal Article: Change with the Earth in mind: Clay as medium and metaphor for listening to the Earth.
Journal Article: Inviting Engagement with Climate Change Education Research: An Arts-Based Knowledge Translation Approach

Dr. Lee Airton

Journal Article: “No (my parents can’t know I’m trans)…for now:" Resisting anti-transgender backlash in schools through a policy experiment
Editors’ Introduction: Loud, Proud, Rooted and Resisting – Activism and Advocacy in Tough Times

Dr. Lindsay Morcom

Journal Article: This is all our land: Language revitalization as decolonization and assertion of Indigenous territory in urban spaces.
Book Chapter: Celebrating survival kwewag ganawendindiwag: Women care for each other: The vital role of mutual support in the academy.

Lisa Deveau

Journal Article: Beyond crime: The realities of police duties and mental health care.

Haley Clark

Book Chapter: The Fear of Complacency: A Continuous Struggle for Black Scholars.
Book Chapter: The intersection of supports: Accommodations and UDL for student success.

Mohamed Yusuf

Journal Article: This is all our land: Language revitalization as decolonization and assertion of Indigenous territory in urban spaces.
Book Chapter: Celebrating survival kwewag ganawendindiwag: Women care for each other: The vital role of mutual support in the academy.

Vira Gorelova

Magazine Article: Cultural Mediation in Everyday Teaching Using Students’ Lived Experiences and Cultural References to Build Trust and Motivation

Check out the current issue of the Add*Ed Magazine

Add*Ed is housed within the Faculty of Education at Queen's University and headed by associate professor of special education, Dr. Jordan Shurr.

Group members include former teachers and current students with a focus on special and inclusive education in both graduate and undergraduate programs at Queen's.

Their work is focused on cutting edge research and practice in the field of special and inclusive education for students with autism and other developmental disabilities as well as deep engagement and meaningful collaboration with school personnel.

Meet the Undergraduate Student Summer Research Fellows!

Seher Mukadam

My name is Seher Mukadam, and I am a Health Sciences student heading into my second year. I am interested in learning more about how health, education, and community-based support systems intersect, especially in ways that can improve access to meaningful resources for young people and families. I am also passionate about working with communities, listening to lived experiences, and understanding how services can be made more responsive to people’s needs.

This summer, I am involved in the Telling Our Stories project with Dr. Patty Douglas, which focuses on co-designing better resources and supports for autistic Indigenous youth in Sault Ste. Marie. A main goal of this work is to collaborate with community members and partners to better understand the needs, experiences, and perspectives of autistic Indigenous youth, and to explore how services can be improved in a more respectful and community-informed way.

I am especially excited to visit Sault Ste. Marie and take part in these conversations directly. I look forward to listening, learning, and being part of discussions about how resources and services can be developed alongside the people they are meant to support.

Valerie Kniazeve

My name is Valerie Kniazeva, and I am currently a final year I/S Teacher Candidate in the Bachelor of Education program. I am completing the USSRF under the supervision of Dr. Benjamin Kutsyuruba where we are conducting research on wellbeing in teacher education. Building on a national study of Canadian teacher education programs, our research examines a nine-dimension model of wellbeing, which include emotional, social, physical, vocational, and cultural wellbeing, and how they can be integrated better into teacher preparation programs. As long-term retention rates continue to drop and teacher burnouts and shortages increase, understanding how teacher candidates can develop resilience and sustainable wellbeing practices becomes increasingly important and central for pre-service educators. What makes our research unique is that it focuses specifically on pre-service teachers, intentionally seeing how wellbeing can be embedded into the programs to assist educators and build the necessary skills before they officially enter the workforce. Our hope is that this research will help inform policy, leadership, and program design of teacher education programs in Canada to better support and respond to the wellbeing of all educators and students. As a passionate educator and emerging researcher, I am grateful for this opportunity to contribute to meaningful research in this area. I look forward to continue expanding upon these topics further as I prepare to begin my Master of Education with Dr. Kustyuruba here at Queen’s this coming Fall 2026, focusing on teacher education, wellbeing, and peace education.

Keshiha Elamurugan

Keshiha Elamurugan is a final-year teacher candidate at Queen’s University pursuing Intermediate/Senior qualifications in French as a Second Language and History. She is a Queen’s Concurrent Education student with a Bachelor of Arts in French Studies and Sociology, whose research interests lie in the history of education and curriculum studies. She is excited to be working under the supervision of Dr. Theodore Christou for the Queen’s Undergraduate Student Summer Research Fellowship, where they will co-author a piece exploring the relationship between history education and democratic citizenship, and redevelop the open-access website curriculumhistory.ca. She is excited to translate educational theory into accessible resources for practicing teachers and community members. Through this fellowship, Keshiha looks forward to bridging her classroom teaching experiences with meaningful public scholarship, contributing to a more accessible educational system.

Highlights from the Conversation

Starting kindergarten soon? Summer is a perfect time to support your child’s early literacy learning

By Dr Pamela Beach and Dr. Kristy Timmons

In this article, Dr. Beach and Dr. Timmons highlight how the summer before kindergarten is a key opportunity for families to support children’s early literacy development. It emphasizes that everyday activities, such as talking, reading together, singing, playing with sounds, and pointing out words in the environment, help build essential foundations for reading and writing. These simple, playful interactions strengthen language development, print awareness, and early comprehension skills. By engaging in these routines over the summer, parents and caregivers can help children feel more confident and better prepared for a successful transition into kindergarten.

Is an A still an A? The truth behind grade inflation

by Dr. Chris DeLuca & Dr. Michael Holden (U of Winnipeg)

In this article, the authors explore the ongoing debate about grade inflation and ask whether an “A” still represents the same level of achievement it once did. They explain that while average grades have risen over time, this trend is influenced by multiple factors, including changes in assessment practices, increased student support, and shifts in education policies, as well as heightened competition for post-secondary admission. The article also highlights that higher grades do not necessarily mean lower standards, arguing that grades still have value when they accurately reflect what students know and can do. Overall, it suggests that the reality of rising grades is complex and cannot simply be explained as students doing less work for higher marks.

The most prevalent disability in classrooms may be FASD — and supporting students is vital

Tanya A Joseph

In this article, Tanya Joseph, PhD student, highlights the importance of supporting students with Fetal Alcohol Spectrum Disorder (FASD), which may be one of the most common disabilities in Canadian classrooms. Drawing on Ontario teacher education contexts, her work examines how well-prepared teacher candidates feel to support students with FASD and finds that many report limited training and confidence in this area. Her findings emphasize the need for stronger preparation in teacher education programs and more targeted professional learning opportunities. The research ultimately calls for more inclusive, responsive approaches to ensure educators are equipped to meet the diverse needs of all learners.

Library Collaborations

Rosa Bruno-Jofré: Libraries, Truth, and the Work of Education

Libraries have always been the heart of communities. They are safe spaces, resource hubs, and an endless source of knowledge and ideas. At the Queen’s Faculty of Education, the Education Library sits at the centre of daily life. Few people understand the library’s impact more deeply than Dr. Rosa Bruno-Jofré, Professor Emerita of History of Education, former Dean of the Faculty (2000-2010), and Fellow of the Royal Society of Canada. Across her decades of scholarship, teaching, and leadership, the library has been a steadfast partner.

For Rosa, education and libraries are key to human thriving. As she observes, “Our global environment now lacks emphasis on truth, trust, empathy, inclusion, and respect. We are living through a ‘reverse wave’ in democratization, a term coined by Huntington (1991). However, faculties of education and schools and their libraries have a powerful role to play. They bring an ethical dimension and a reaffirmation of human dignity through cultural criticism and an understanding of equity, recognition, inclusivity, as well as respect for neurodiversity and social justice.”

Her view of libraries is expansive: “How could our student teachers be engaged in a deliberative process and collective participation and develop judgement without well-selected bibliographical and teaching materials that would allow them to develop the necessary skills to become educators? Going beyond mere statements, these materials, along with community building and involvement, allow us to understand ourselves better and generate solidarity; they allow us to keep memories and narratives of injustice alive, and they even provide us with the opportunity to develop an alternative understanding of ourselves and of what we mean by community, not to mention what we mean by justice.”

Erica Lewick: Advancing Accessible Knowledge for Families through QLEARN

At Queen’s University, second-year PhD student Erica Lewick is rethinking what it means to connect research with real-world problems. Through her participation in QLEARN, a graduate community-engaged research course, Erica has been working at the intersection of education, accessibility, and community partnership, bringing resources to families navigating neurodivergence.

As part of her internship, Erica worked closely with the Education Library and the Maltby Centre, an organization that supports children and families navigating neurodivergence, including autism and mental health challenges. Her role involved collecting accessible, evidence-informed materials. These included children’s books, practical guides, research articles written in accessible language, podcasts, and even sensory kits. Recognizing the importance of inclusive access, Erica and her collaborators ensured that resources were available in both English and French.

Learn more about QLearn!

Graduate Students’ Voices

Hear from our recently graduated students!

Research, Advice, and New Beginnings: A Conversation with Dr. Ikeoluwapo Baruwa

In this article, Dr. Ikeoluwapo Baruwa, who recently defended his PhD dissertation, discusses his inspiration for pursuing a doctoral degree, his research on standardized testing versus supporting students in becoming lifelong learners, and his expectations for his new tenure-track position at Canadian Mennonite University. He offers thoughtful advice for doctoral students navigating their research journeys. Drawing on his experiences in philosophy of education, he emphasizes the importance of pursuing research that is meaningful, remaining curious, and staying open to learning from others. He encourages students to embrace challenges as opportunities for growth, seek mentorship, and focus on the broader impact their work can have on communities and society. His reflections highlight the value of perseverance, purpose, and intellectual curiosity in building a rewarding research career.

Dr. David Baidoo-Anu: Exploring equitable assessment practices and the implications of generative AI in education

Dr. David Baidoo-Anu’s research is driven by a commitment to creating more inclusive and responsive learning environments. A recent graduate of Queen’s University’s PhD program in Education and now an Assistant Professor of Assessment and Evaluation at Ontario Tech University, Dr. Baidoo-Anu has built a research agenda focused on educational assessment, equity, and social justice. In this interview, he reflects on his doctoral journey, the experiences that shaped his development as a scholar, and the advice he offers to graduate students aspiring to careers in academia and research.

Building Community and Advancing Assessment: Dr. Katrina Carbone's Academic Journey

After completing her PhD in Education at Queen’s University, Dr. Katrina Carbone is beginning a new chapter as Assistant Professor of Assessment and Evaluation at Ontario Tech University. Supported by a SSHRC Doctoral Fellowship, her research explored how assessment is enacted and experienced in higher education and the conditions needed to support a meaningful assessment reform. In this interview, Katrina reflects on her doctoral journey, the impact of her research, and the experiences that shaped her as a scholar and educator.

Rebecca Leclair: Improving Surgical Education through AI

For Rebecca Leclair, medical education research has always been an important part of her academic trajectory. Now a third-year general surgery resident at Queen’s and a Master of Education student, she is combining her clinical expertise with education to improve how future surgeons are trained. Rebecca’s journey into education began before medical school. During her undergraduate studies in Health Sciences at McMaster University, she became involved in anatomy education. From dissecting cadaveric specimens as a prosector to being a teaching assistant in anatomy and physiology courses, she developed a strong interest in medical education. “Then, when I started medical school, my experience naturally translated into medical education research, which I started doing with Dr. Zevin, who's my current supervisor and one of our attending surgeons,” she explains.

Reimagining Mothering, Care, and Disability in Academia: Naziba Hoque’s Research

Naziba Hoque is an international PhD student in Education. For her, pursuing a PhD in Education is more than an academic milestone; it is a deeply personal journey shaped by a profound commitment to raising awareness about the lived experiences of mothers in academia.

Naziba’s work “The empowerment paradox of working mothers in academia: Examining cultural narratives of care and career in Bangladesh”, examines how cultural expectations, particularly in the Bangladeshi context, pressure women to pursue careers while asking them to be fully responsible for caregiving at home.

Rethinking Wellbeing in Medical Education: Poonyawee Jirattanawan’s PhD Journey

Poonyawee Jirattanawan began her academic journey studying physical therapy, driven by a desire to help patients move and heal. But in the second year of her undergraduate degree, she realized that by becoming a professor and teaching anatomy, she could extend her impact far beyond individual patients by empowering generations of students with the knowledge to care for many more.

Now a doctoral student at Queen’s Faculty of Education, she’s diving deeper into questions of student wellbeing and resilience in medical education.

Recently Defended Theses

Congratulations to all our recent graduates!

Dawn M Isaac (MEd), Bad Medicine: The History of Metis Education in Northern Alberta. Supervisor: Dr. Jennifer Davis
Ryan Creelman (MEd), From Beliefs to Practice: Educators’ Growth Mindset and High-Impact Instruction in Elementary Mathematics. Supervisor: Dr. Sandy Youmans
Hawkeye Hamilton (MEd), Mentorship as a Model of Support for University Student-Athletes. Supervisor: Dr. Holly Ogden
Nathan Cheney (MEd), Engaging in International Professional Learning Communities: Insights and Experiences of Teachers from Four Countries. Supervisors: Dr. Jane Chin and Dr. Ted Christou
Daniel Marc Jones (PhD), Game Explorers: Using the Pedagogy of Multiliteracies to Teach Language and Literacies in a Tabletop Game Club. Supervisor: Dr. Pamela Beach
Theresa Nowlan Suart (PhD), Physician Educators' Experiences of Navigating Curricular Change. Supervisor: Dr. Ben Bolden
Emma Bozek (PhD), An Exploration of Social Behaviours in Four Ontario Kindergarten Classrooms. Supervisor: Dr. Kristy Timmons
Katrina Carbone (PhD), Setting the Mandate: New Directions for Assessment in Higher Education. Supervisor: Dr. Michelle Searle
Ikeoluwapo Baruwa (PhD), From Aristotle to Omoluabi: Rethinking Intellectual and Moral Virtues in Contemporary University Education. Supervisor: Dr. Theodore Christou
Jacob DesRochers (PhD), (Un)certain Invitations: Religion, Culturally Sustaining Pedagogy, and an Ethic of Hospitality in Sexuality Education. Supervisor: Dr. Lee Airton
Shane Douglas (PhD), Reconciliation Through Story: A Settler Educator’s Experiences in First Nations Schools. Supervisor: Dr. Lindsay Morcom

The CCESC Speaker’s Series: Dr. Devi Mucina and The Great Dance of Life (Gule Wamkulu)

In our February session of “The CCESC Speaker’s Series: The Power of Storytelling to Change Worlds”, Dr. Devi Mucina, Associate Dean in the Faculty of Graduate Studies and a Professor in the School of Indigenous Governance at the University of Victoria, delivered an insightful and evocative talk inviting attendees to reconsider how stories shape not only the past, but also how communities imagine and build their future together.

As an Indigenous Ubuntu from the Ngoni, Chewa, and Shone people of southern Africa, Dr. Mucina drew on African philosophical traditions to emphasize that identity is not individual but collective. “A person is a person through other people,” he explained, highlighting how relationships form the basis of knowledge, responsibility, and belonging.

His presentation was grounded in the concept of storytelling as an active, living practice. Rather than viewing stories as static recollections of the past, Dr. Mucina framed them as tools for “dancing futures into being.” He illustrated this through “Gule Wamkulu” or “the great dance”, a tradition of the Chewa people, which he described as both cultural expression and social dialogue. Through movement, dancing, ritual, and symbolism, communities reflect on current realities, address social issues, and imagine more equitable futures.

Additionally, Dr. Mucina views storytelling as deeply tied to memory and particularly social memory shaped by histories of colonization. He argued that many cultural practices are not lost, but rather “remembered” through collective memory. In his current work with Black communities in Victoria, he is exploring how such practices can support community governance, healing, and reconnection to cultural knowledge systems.

His approach to research also emphasizes ethical engagement with communities. Before starting his project, Dr. Mucina consulted with Indigenous elders and community members, searching for permission and guidance. This process reflects his commitment to community engagement, ensuring that storytelling practices are not imposed, but co-created with respect and care.

For attendees, the talk resonated on both academic and personal levels. Doctoral student Naziba Hoque described being drawn to the talk because of its connection to her own interests in storytelling and education.

“The title immediately caught my attention,” she said, adding that she was particularly interested in how oral traditions shape collective understandings of the past and future. She identified Ubuntu as a key takeaway. “This idea emphasizes that our humanity and our visions of the future are shaped through relationships, community, and shared responsibility,” she stated. She also highlighted the significance of “Gule Wamkulu” as an example of how storytelling, ritual, and performance can foster inclusive ways of imagining the future.

Throughout the talk, Dr. Mucina challenged conventional academic approaches that focus primarily on analyzing the past or predicting the future. Instead, he proposed a more transformative question: “Can we begin living the futures we desire right now?”

By centring storytelling as a relational, embodied practice, Dr. Mucina’s work offers a powerful vision for education and community engagement, which goes beyond theory and into lived, collective co-creation.

Education Research Updates

Research has a new home at the Faculty of Education. In January, the Faculty opened a new Research Hub, a trio of collaborative research spaces nestled on the second floor of Duncan McArthur Hall that bring together faculty, graduate students, and community to support education research rooted in collaboration.

The establishment of The Research Hub has been driven by Associate Dean, Research, Dr. Pamela Beach, with support from the Education Research Advisory Committee (ERAC). The Research Hub is designed to support both formal and informal research activities. Workshops, writing retreats, research talks, and training sessions have already started taking place, alongside quieter moments of shared work. The flexibility of the rooms, including movable furniture, adaptable layouts, and bookable access, allows it to respond to different needs, from small-group discussions to larger research events.

Graduate students are expected to be among some of the most active users of The Research Hub. The space will host graduate writing retreats, research training sessions, and even be a space to practice presentations and defences. For many students, having a reliable, professional space to return to matters.

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.. Contact pamela.beach@queensu.ca

Have research you want to share with Teachers in the Classroom?

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

Vice-Principal Research: Activities & Coming events!

Prizes and Awards: The VPR Portfolio provides services, guidance, and resources to help Queen’s researchers succeed throughout their research journey—from idea to impact. Whether you’re applying for your first grant, managing a large project, or sharing your discoveries with the world, we’re here to help.

Faculty Funding opportunities including upcoming SSHRC Insight Grant Competition: The Vice-Principal Research (VPR) portfolio provides tailored support to help researchers at every stage of the funding journey, from identifying opportunities to submitting strong, competitive applications.

SSHRC Insight Grants: Insight Grants support research excellence in the social sciences and humanities. Funding is available to both emerging scholars and established scholars for research initiatives of two to five years.

From TRAQ to Cayuse resources and support: The new, cloud-based research administration platform is designed to improve efficiency, transparency, and collaboration. Cayuse – Sponsored Projects will help researchers in managing the lifecycle of research projects, including approvals, compliance, and reporting.

Research Communications Team

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

Natalia Miranda Calderón

Research Promotion Coordinator

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