Department of Integrated Studies in Education Annual Report Submitted by Dr. Steven Jordan, Chair

Transcription

1 Department of Integrated Studies in Education Annual Report Submitted by Dr. Steven Jordan, Chair March 15, 2011 Department of Integrated Studies in Education Faculty of Education 3700 McTavish Street, Rm 244 Montreal, QC H3A 1Y2 Tel.: Fax:

2 Table of Contents Section I: Description of the Unit... 3 A. Mission... 3 B. Objectives... 4 Section II: Activities A. Teaching/Learning... 7 B. Research APPENDIX 1: SELECTED HONOURS, AWARDS, AND PRIZES APPENDIX 2: PUBLICATIONS 2009/ APPENDIX 3: OTHER SCHOLARLY ACTIVITIES 2009/ APPENDIX 4: CONSULTING ACTIVITIES APPENDIX 5: ACADEMIC STAFF APPENDIX 6: SERVICE TO PROFESSIONAL COMMUNITY APPENDIX 7: EXAMPLES OF COLLABORATION INTRAUNIVERSITY COLLABORATION INTERUNIVERSITY COLLABORATION Collaboration Ministère de l éducation, du loisir et du sport (MELS) Collaboration Other Quebec, Provincial and Canadian Ministries & Agencies Collaboration with International Governmental and Non-Governmental Agencies Collaboration with Local Colleges, School Boards, Schools, Teacher Associations Collaboration with, and Contributions to, the Wider Community APPENDIX 8: UNDERGRADUATE PROGRAM DIRECTOR S REPORT APPENDIX 9: GRADUATE PROGRAM DIRECTOR S REPORT APPENDIX 10: CENTRE FOR EDUCATIONAL LEADERSHIP APPENDIX 11: FIRST NATIONS AND INUIT EDUCATION PROGRAMS APPENDIX 12: OFFICE OF STUDENT TEACHING ANNUAL REPORT APPENDIX 13: DISE STRATEGIC RESEARCH PLAN

3 Section I: Description of the Unit A. Mission The Department of Integrated Studies in Education (DISE) mission statement is to improve the quality of schooling and other forms of education--in Quebec, Canada, and internationally--in partnership with local, provincial, and federal governments, international agencies, NGOs, and the private sector. See ( for full details. The long term aims of the Department are: to serve its immediate academic and professional communities; to educate effective teachers and leaders for educational organizations; to engage in and develop scholarship in the areas of pedagogy, curriculum, literacy education, educational policy, international and cultural studies of education, and educational leadership; to engage in policy research and consulting aimed at improving the reform of educational institutions and systems. DISE completed its ninth year in September 2010, the result of a merger between three former academic units (Educational Studies, Culture and Values in Education, and Second Language Education). The Department continues to strive to meet these aims through harnessing the professional expertise of faculty, staff, graduate and undergraduate students, and by directing available resources to the creation of a culture of excellence in teaching, research and service to the Faculty, McGill and the broader academic community. As noted in the annual report, DISE is fully committed to articulating its efforts to the broader goals of the Faculty Compact planning process and the University s White Paper, Strengths and Aspirations (November, 2005). In doing so, the Department s overall aim is to contribute to increasing the profile of the Faculty as an internationally recognised centre for the exploration of new forms of knowledge, teaching, and learning within the multiplicity of social contexts that now define education in the 21st century. The Department comprises six graduate programs (five MA and one PhD) and six undergraduate programs (BEd). It also continues to offer credit and non-credit courses through the Centre for Educational Leadership (CEL), and First Nations and Inuit Education programs (FNIE) to teachers, administrators, and other professionals interested in upgrading/updating their knowledge, expertise and skills. Over , student numbers (FTEs) in DISE undergraduate programs increased slightly to 1,294 (from 1,260 the previous year) with a modest increase in its graduate programs to 326 from 279 with the inclusion of the MATL program but not counting Graduate Certificate in Leadership 1 & 2 programs. In line with guidelines expressed in the White paper Strengths and Aspirations (2005) and GPSO policy concerning graduate student funding, the Department aims to increase graduate student numbers over the next two years until It should be noted that the Department cannot apply this principle to our undergraduate programs as student numbers are regulated by quotas established by the Ministère de l'éducation, du loisir et du sport (MELS). Students graduating from DISE programs continue to follow career paths described in previous reports, including: teaching in schools and colleges; teaching and research in tertiary education; educational administration and leadership; evaluation research and consulting in both public and private sectors; and updating and enhancement of academic and professional skills and expertise. It should be noted that DISE graduates have gained employment at the local (Montreal), provincial (Quebec), national, and international (e.g., UNESCO) levels within their respective fields of expertise. Attached as appendices are the reports of directors of programs, CEL, and d FNIE that comprise DISE. Please consult these for a detailed overview of the activities of: Undergraduate Program Director s Report (Dr. Caroline Riches: Appendix 8) Graduate Program Co-Directors Report (Dr. Michael Hoechsmann and Dr. Mela Sarkar: Appendix 9)

4 Centre for Educational Leadership (Dr. Lynn Butler-Kisber: Appendix 10) First Nations and Inuit Education programs (Donna-Lee Smith: Appendix 11) Office of Student Teaching (Dr. Fiona Benson: Appendix 12). B. Objectives The Department continues to develop its aims and objectives in line with those of the Faculty of Education s Compact planning process and the University s White Paper, Strengths and Aspirations (2005). These aims and objectives are: 1. To review, revise and update its undergraduate and graduate programs; 2. To improve links with the wider educational community; 3. To increase funding for graduate student support; 4. To increase scholarship and funded research; 5. To address problems related to full-time and part-time staff and student/teacher ratios. As noted above, a key strategic objective in the Department s planning process is the linking of its aims and objectives with the principal goals of the University s White paper, Strengths and Aspirations. While there are different mechanisms through which this is accomplished, the new strategic planning process and its associated planning cycles initiated by the new Dean over have become the central decision-making mechanism through which departmental policy is to be articulated, developed and implemented as the Faculty moves forward over the next 3-5 years. The DISE strategic plan (which was submitted to the Provost s office in July 2009, along with the strategic plans of the other three academic units of the Faculty of Education) outlined three interrelated streams for the future development of the Department: 1. Policies and practices in teaching and learning. This stream focuses on research initiatives that are concerned with the pedagogical sciences. While this research stream has a focus on the social contexts, organisation and processes that constitute contemporary schooling (e.g. curricula, assessment, teaching/learning), it also includes both non-formal and informal contexts of teaching/learning, as well as fields of study that focus on policy, whether generated from within provincial governments or at the global level (e.g. the OECD). 2. Multi-literacies and emerging technologies. While the field of Literacy has existed in Education since the latter part of the 20 th century, the development of new technologies has rendered this area even more critical in the global world of the 21 st century. The stream Multi-literacies and emerging technologies identifies both the existing strength in the area of second language acquisition, as well as new forms of literacy generated by the internet and related digital technologies (e.g., blogs, zines, wikis and texting) that are the focus of DISE faculty. 3. Epistemologies of social inquiry. DISE faculty has established a strong international reputation for innovation in alternative research methodologies in the study of education. It should be noted that the approach to constructing new methodologies has been less concerned with empirically quantifiable evidence-based research, than with emphasizing the contribution of research-based evidence across a broad spectrum of research, whether qualitative, hermeneutic, or historical. Combined, these three streams represent DISE s existing strengths, as well as domains of research that it intends to build on and develop in strategically positioning itself as a leader within educational research over the next decade within Canada and internationally. This annual report covers 19 months of work in DISE owing to the change in the reporting timeframe. Consequently, some of the data collected exceeds what might normally be reported in a one-year span as was the case in prior annual reports. Moving forward, the University will return to a true annual i.e. 12 month reporting schedule.

5 Review and revision of the BEd, MA and PhD programs run by DISE is an ongoing process. As noted in the report, the Department continues to implement a new and revised model of the existing undergraduate program developed by Drs Benson and Riches which aims to increase the amount of time that student teachers spend in schools and fostering a closer integration of professional experiences in the field with academic studies within the Faculty of Education through, for example, professional portfolios. While this presently affects only year three of the program, it is intended to become the basis of the entire program over the coming years (see Appendices 8 and 12--Riches and Benson). The initiative developed by Drs Benson and Riches, has continued with international placements/stages for student teachers in Cuba, Indonesia, and Hong Kong. While still limited to 20 students, it is hoped that these placements will be expanded and offered to greater numbers of students in the near future. In , 18 students participated. Objective 2 continues to be a defining element of the Department s mission. Collaboration and cooperation with a range of community-based organizations, the MELS, school boards, other universities, research institutes, NGOs and international organizations continue to be pursued by Department members (see Appendix 8). The following three tables indicate that in terms of scholarly publications in refereed journals/books (Table 1), DISE faculty (PI) research funding (Table 2), and graduate student financial support (i.e. scholarships, awards, TA/RAs, part-time teaching and related funding: Table 3) that the Department continues to perform extremely well (Objectives 3 and 4). Table 1

6 Table 2 Table 3 As a cursory glance of Table 2 reveals, DISE funding secured by Faculty in tri-council grant competitions between 2001/2 and has doubled to just over $1.6 million notwithstanding the 19 month data for

7 Last, the Department continues to limit its reliance on part-time and sessional staff in an attempt to reduce costs, particularly now that the Faculty/University is facing a fiscal imbalance created by the global recession (objective 5). However, because the Department has lost ten full-time tenured positions in the last five years and hired two-tenure track professors in the Math and Science areas, it is likely that the 40/60 ratio of part-time staff to full-time faculty will remain until some of these tenure-track positions are replaced. Section II: Activities A. Teaching/Learning 1. Achievements and Innovations In the spirit of innovation that defines the ethos of DISE, its professors continued to develop either existing or new initiatives within the Department over These included the following: The Fall of 2009 marked the third year of the Department s new PhD of record in Educational Studies. While applications and students accepted dipped slightly from the previous year the ratio of registered from accepted was up marginally i.e. 76% from 68% with 19 of the 25 registering from those accepted versus 25 from 37 in As noted in the annual report, new research space was allocated to DISE by interim Dean Jamshid Beheshti and then approved by Faculty Council on the 2nd level of the Coach House, just north of the main Faculty building on Peel. This space is being extensively used by projects under the supervision of Dr Claudia Mitchell on HIV/AIDS education, youth and participatory cultures; Dr Steven Jordan s Initiative for Diversity and Global Education (IDGE) project; and Dr Mela Sarkar on aboriginal language revitalisation. A number of events were held over the past eighteen months to inaugurate this research space, including a wine and cheese party sponsored by Dr Mitchell s participatory cultures lab during the Congress of Humanities and Social Sciences in May In addition, Dr Jordan s IDGE project hosted a two day seminar in November 2010 at which Drs Marie Battiste (University of Saskatchewan), Jo-Anne Archibald (UBC) and Graham Smith (Chancellor and CEO of Te Whare Wananga o Awanuiarangi in Whakatane, New Zealand) attended as members of the IDGE advisory panel. DISE held its annual retreat on May 12, While a number of issues pertaining to both undergraduate and graduate education were discussed, attention was focused on three topics: revisioning the K/Elementary Program; FE Assessment and Professional Portfolios; and MATL. As part of the strategic planning process initiated by the University s white paper Strengths and Aspirations (2005), as well as the requirement to conduct a review of the Faculty of Education over , the Department submitted its strategic plan to the Dean in July 2009 (see Appendix 13). The strategic plan, which outlines the Department s research and related hiring trajectories over the next 3-5 years, elaborates a framework based on existing and recognised research strengths within the Department, as well as marking out potentially new fields of social/educational inquiry that will establish it as a leader among Canadian G13 universities, AAAU, and the international arena. The development of a common English Language Proficiency Test among the Anglophone universities (Bishop s, Concordia and McGill) that was under development over the past year has now been trialed, tested and approved by the MELS. Implementation of the test commenced in Fall While the test was developed under the guidance of Dr Carolyn Turner, special mention has to be made of the contributions of DISE s Dr. Beverly Anne Baker in its design, development and implementation. As noted in the Undergraduate Program Director s report (Appendix 8), in keeping with the CAPFE accreditation of our B.Ed. programs, this annual event is designed to bring closure to the final field experience (FE4) and professional seminar (PS4) by providing our graduating students with professional development. Teacher Leadership and Youth Action: Community Engagement and Beyond! was the theme for the April 2010 event. (See Appendix E) for program details. Supported by the Office of Student teaching (OST), two pilot initiatives were put into action in Fall The first, in collaboration with Evergreen, promotes outdoor classrooms for schools, and the second is a

8 community service learning initiative that allows student teachers to work with local organizations that serve marginalised and at risk youth within the city (see Appendix 14). The Department s intra-net, the DOCC (DISE on-line community centre), continues to be popular and its functions have been extended to conduct, for example, on-line voting for elections that take place within the Department from time to time. In addition, the Department s website ( has recently been redesigned and updated in line with University-mandated templates on website design and delivery. The Department held part-time instructors meeting in August 2009 and June 2010 to welcome, inform, and support new and returning instructors. A newly created and updated instructor s handbook was distributed to instructors providing them with specific University, Faculty, and Departmental information, polices, procedures, links, and documents to support their teaching in the Department. Dr. Caroline Riches hosted the session and answered FAQs for new staff. Teaching Assistants Information meetings were co-ordinated by Dr. Riches and supported by Drs. Seiler and Steinberg in September 2009, January 2010, and September New and returning TAs were invited and participated in a morning-long meeting to understand their expectations and roles as TAs for various courses in the Department. CEL completed Phase III, which was the final phase of a 3-year efficacy study of the Home Instruction Program of Parents of Youngsters Program (HIPPY) in Montreal funded by the Chagnon Foundation. HIPPY prepares home visitors to work with parents who in turn work with children on literacy development and socialization skills for school. During this final phase of the study, a former doctoral student, Joanne Kingsley, an Associate Professor at Bishop s, became a co-investigator and worked closely with Dr Butler- Kisber and Sylvia Sklar on the analyses and final report that was submitted in August The online journal LEARNing Landscapes published its fourth issue entitled Curriculum: Innovations and Issues on July 01, 2009 and the fifth issue on Literacy: Multiple Perspectives and Practices was published in November A launch was held for issues four and five and attracted some 70 educators from the local educational milieu and generated a very positive response. The journal was also exhibited at the Canadian Society for Studies in Education Conference held at Concordia University in May A foundation established by MELS called the Leading English Education and Resource Network (LEARN) funded by federal entente money began servicing the newer technology that MELS has been providing to boards. For the fourth year CEL partnered with LEARN, which provided the technological support, to offer e-learn graduate certificate courses in the fall 2009 and winter At least one course per term is offered online, and while there was initially some resistance among the local cohorts, the culture has changed and there is a growing demand for more e-courses. With a solid idea of what works well in these courses and why (the synchronous aspect is particularly important), CEL is working with GPSO to try to expand and be able to attract national and international students. In Spring 2009, the Director of FNIE, Donna-Lee Smith, co-developed and co-taught Experiences in Communication with two Inuk teachers, Ulaayu Pilurtuut and Annie Tertiluk, for the Kativik School Board. The course was linguistically and culturally adapted to meet the participants needs and was taught primarily in Inuktitut, with all materials translated into the Aboriginal language. The planning took place in March and the course was delivered in May, in Kuujjuaq, Arctic Quebec. This method of planning and teaching plays an important role in maintaining the Inuit language and culture in Arctic Quebec. The FNIE Director was invited to work with the Innu nation in Labrador. Her children s storybook writing workshop was adapted to meet the needs of teachers in Natuashish (former Davis Inlet) and Sheshatshui. The workshop was delivered in English, but the storybooks were written in the Innu dialects used in the northern and southern areas of Labrador.

9 2. Cooperation with other teaching units The Department continues to collaborate with other units within the Faculty and University, as well as with other institutions of higher learning within Quebec, Canada and internationally. As noted in previous reports, such collaboration within the university is reflected in the following activities: DISE students continue to participate in programs in other faculties, particularly Arts, Science, and Music, where the Department either requires students to take courses in programs offered by these Faculties or has established joint degree programs with them (e.g., BSc/BEd). Revision of B.Ed. Secondary subject area course requirements in order to achieve a better alignment with the Quebec Education Program Alternately, students from other faculties (and universities through IUTs) continue to register in DISE programs or take individual courses. Professors in DISE are either cross-appointed or teach in other academic units (e.g., Arts, Medicine, Music, Religious Studies, and Science). As noted above, Dr Teresa Strong-Wilson was appointed an iplai fellow ( ) to research the theme of memory and echo. DISE regularly draws on the knowledge and expertise of professors in other academic units to act as advisors in conducting job searches for new hires, curriculum planning (in areas such as science, math and music) and collaborative research ventures. The joint Faculty of Education/Science committee to explore approaches to science education in McGill that was established in the Winter 2009 is one such initiative that has fostered close inter-faculty/departmental links. Cooperation with other institutions outside the university is also a constant. Through professional associations, research collaborations and related activities, Department members continue to forge strong links with research teams in universities in Quebec, Canada and internationally. 3. Accreditation In December 2009 funding was approved for a Cree School Board (CSB) cohort of 30 students to apply to a full-time delivery of the B.ED. Kindergarten Elementary, First Nations and Inuit Studies Option. For the first time in the history of the Cree School Board, a cohort of students is attending a full-time BEd McGill program; and it is the first time in the history of FNIE that students are enrolled in a program that leads to general certification. The Masters of Teaching and Learning (MATL) program was launched. The program was accepted and accredited by CAPFE and MELS in Spring 2010 and opened to students currently employed by a school board (lien d emploi). 29 students were accepted into the first cohort (Summer 2010). Subsequently, MELS lifted the lien d emploi (employment) restriction necessitating a program revision and resubmission for accreditation. The program was revised and submitted/presented for re-accreditation in December In June 2010, the FNIE director travelled to Kawawachikamach to interview the more than 24 candidates for the Certificate in First Nations and Inuit Education. The program started full time in the Fall 2010, and, as with the CSB program, qualified community-based instructors were contracted to teach the Naskapi language and cultural skills courses, with McGill graduate students contracted for the other courses. 4. Graduate programs At the graduate level, the major M.A. program revision begun in was approved by the University in late August As of September 2009, all entering M.A. students who applied to the M.A. in Curriculum Studies or the M.A. in Culture & Values in Education in fact enrolled in the new M.A. in Education and Society program. This program has two streams, corresponding to the former programs: Teaching, Learning and Curriculum, and Culture and Values in Education. The program change introduces more elective room into this inter-disciplinary area, to reflect the wide range of interests of both students and faculty. As of December 2010, response to the program change has been positive.

10 In Fall 2009, a minor program change was made to the M.A. program in Second Language Education. The Research Methods course formerly required for all MA-SLE students, EDSL-664, was experimentally, then formally replaced by EDEM-690, the Research Methods course common to all other DISE MA programs. This had the effect of bringing the MA-SLE more into line with our other programs. After serving his year as Graduate Programs Co-Director, Dr Kevin McDonough stood down in May, Dr Michael Hoechsmann started his term as GPD for Fall 2009 and as of January 2010 Dr. Mela Sarkar returned as co-gpd in DISE. For further details on graduate programs see Appendix In-service support activities In-service support activities continue to be a central and on-going component of the professional and academic life of the Department. While in-service support is conducted over a broad range of activities across the year, within DISE it principally involves: Providing support, mentoring and advice to tenure-track faculty; Providing mentors (senior staff) for new and incoming faculty to provide support and advice on teaching, administration, research and tenure; Providing an orientation session and handbook to new sessional staff at the beginning of each academic year; Providing opportunities and support for full and part-time staff members to participate in in-service training provided by service units (e.g., TLS) within the University; Providing opportunities for ancillary and support staff members to attend training workshops offered by Human Resources and other support units to enhance their administrative efficiency and performance; Providing renewal to Faculty through presentations and discussions from experts in the field (e.g. from the MELS) concerning topical issues at its monthly meetings; and, Providing orientation sessions for Teaching Assistants, new and returning at the beginning of Fall and Winter sessions. Combined, these in-service support activities ensure that DISE faculty and ancillary/support staff receives high quality training on a continuing basis so as to optimise services that DISE provides within its limited budget. 6. Administrative structures supporting teaching and learning As in previous years, the department has three standing committees to support teaching and learning. These are the DISE Steering Committee, the Graduate Programs Committee (GPC), and the Undergraduate Curriculum Committee (UCC). The work of these committees has been supplemented by an ad-hoc committee to oversee the implementation of the MATL, lead by Drs Fiona Benson, Caroline Riches, Gale Seiler and Associate Dean Elizabeth Wood. In addition to these committees, the Department has academic administrators of the following centres/offices: Centre for Educational Leadership (Director, Lynn Butler-Kisber/Associate Director, Sylvia Sklar); First Nations and Inuit Education (Director, Donna-Lee Smith);; Graduate Programs (Co-Directors Mela Sarkar/Michael Hoechsmann); Undergraduate Programs (Director, Caroline Riches); Office of Student Teaching (OST: Fiona Benson). 7. Technology support Technology support continues to be critical to the work of Department members across a broad spectrum of activities, as it does to both its undergraduate and graduate students. There are six ways the Department accesses this technology: The Computing laboratory on the 3 rd floor of the Education building;

11 Offices made available to graduate students with computers and internet connections; The University s laptop program for academic staff; A mobile laptop laboratory used by the Centre for the Study of Teaching and Writing (CSTW) in its paperless classroom; The wireless network is now installed throughout the Faculty building; and, The construction and use of a smart classroom on the 6 th floor of the Faculty building, completed in Fall 2009, has been very successful. As noted in the report, this technology infrastructure is utilised in a variety of ways by DISE members through WebCT and other blended forms of teaching and learning. As a pioneer of MERCURY, DISE now has all its course evaluations completed on-line. However, perhaps the most significant development over the past few years has been the creation of a DISE intranet, entitled the DISE On-line Community Centre (DOCC), established by Dr Doreen Starke-Meyerring. This has not only changed the way the Department conducts its regular monthly meetings, but is also beginning to change the way it conducts its day-to-day business activities by, for example, providing on-line discussion forums in preparation for the adoption of department procedures and policies; on-line voting for elections to committees; instant messenger; archiving of department guidelines, policies, minutes etc., as well as other functions such as downloading forms, information on under/graduate programs and so on. Despite widespread concern and opposition from faculty within DISE and ECP, in Fall 2009 the Educational Media Services (EMS) centre was closed and support was transferred to ICS. Equipment from EMS was transferred to the Faculty of Education Library for loan. 8. Graduate funding DISE graduate student numbers continue to grow with 130 PhD and 250 MA enrolments (statistics on admissions and graduations are contained in the Graduate Program Co-Directors report, Appendix 9). In line with Strengths and Aspirations, the Department aims to increase these numbers by 10-20% over the coming few years. As in past years, DISE graduates from both MA and PhD programs have secured positions in a range of employment sectors, including federal, provincial and international organisations and agencies. DISE graduate students also continue to be successful in attracting awards from both federal (SSHRC) and provincial funding agencies (FQRSC). DISE FELLOWSHIP WINNERS - Awards tenable Social Science and Humanities Research Council (20, 000 x 4 = 80,000) Phoebe Jackson Maija-Liisa Harju Alison Crump David Lewkowich ( incoming PhD) SSHRC (Internal SSHRC - $500 one time award) Beverly Baker SSHRC (CGS $17,500) Haidee-Lynn Lefebvre FQRSC PhD (*$20, 000 X 5 = 100,000) Bonnie Barnett

12 Ryan Bevan Sarah Desroches Candace Farris Seong Man Park FQRSC (*20,000) Allison Gonsalves (FQRSC Post-doctoral Fellowship) Herschel and Christine Victor Fellowship in Education ($10, 000) Maija-Liisa Harju Dr. Gauri Shankar Guha Award in International Development Education ($1500) Erin Sirett Greta Chambers Fellowship in Education ($8,500) Andrew Churchill McConnell ($10,000) Tahiya Mahbub ProGF: Provost s Graduate Award for Incoming PhD s ($5000 X 25 = 125,000) Abdulwahid, Faisa Al-Tayeb, Tayeb Benoit, Brian Bryant-Moetele, Katie Ding, Ting Dobson, Margaret Francois, Rouselor Galczynski, Mariusz Georgiou, Theophano Goebel, Victor Lewis, Lerona Lewkowich, David Macentee, Katherine Mahbub, Tahiya Mikic, Katherine Palacios, Lena Rivard, Lysanne Senoo, Yasuko Sepulveda, Alejandro Siam, Habib Sirett, Erin Sisk, Jules Smith-Gilman, Sheryl Tsagkaraki, Vilelmini

13 Usher, Kathleen Provost s Graduate Awards for Incoming MA Thesis Students ($1500 X 26 = 39, 000) Abidogun, Sunday Beamish, Anne Ben Jacob, Ophir Craig, Heather Gregware, Kailee Jewers, Wendi Jourabloo, Nazanin Kurosaka, Mami Labacher, Lukas Leblanc, John Leblanc, Robert Lefebvre, Haidee Martins, Dominique Meldrum, Lydia Naffi, Nadia Nazemi, Mahtub Oljemark, Karen Pavan, Julia Joyce Rattai, Crystal Ruck, Adam Shorten, Mary Sportun, Jaime Sulaimani, Mashail Terzioska, Jasmina Thomson, Tammy Yee Sui Chun, Melissa Principal s Graduate Fellowships ($10,000 X 2 = ) Palacios, Lena Carla Smith-Gilman, Sheryl Principal s Graduate Fellowships ($5,000 X 4 = ) Bevan, Ryan Cucinelli, Giuliana Chehade, Ghada Moses, Elma Funding and support for DISE graduate students remains a critical issue and is beginning to have increasingly serious consequences for our recruitment and retention of high-caliber graduate students. Some simply decide to go elsewhere if they can get better funding. While our students track record for prestigious external awards (SSHRC, FQRSC) has held steady over the past few years, with two or three students per year receiving awards in each category on the first selection round and usually one or two more qualifying on the second round, these awards only benefit a very small proportion of our graduate students (i.e., fewer than 10 per year out of an

14 enrolment of over 200 thesis students). Partly in response to the need for more funding, in Winter 2010, DISE undertook changes to the graduate funding put in place by GPS. In 2010, the greater portion of the DISE portion of the Principal s Graduate Fellowship envelope was broken up into much smaller packages than formerly, of $1000. This was done in consultation with EGSS. A one-page statement of financial need was requested as an application for these funds, without discrimination between new and continuing students. Between 35 and 40 people (nearly all who applied) received this amount. The procedure of selection and distribution took longer than usual, as the eligibility criteria used by GPS conflicted with the less restrictive criteria DISE had hoped to use. In the end, students beyond MA2 and PhD5 were not allowed to receive any funds, and the awards set aside for people in those categories were reallocated. Additionally, the McConnells were awarded in amounts of $4000 (smaller than in previous years), again, in response to student demand. The Provost s Graduate Fellowship monies, totaling $5000 for each new PhD student and $1500 for each new MA-Thesis student, continued to be given directly to students in those categories. C. Research As in past years, the production of research and scholarship in DISE is comparable with leading international centres for educational innovation and research. Research productivity, measured in both absolute quantity (i.e., research funding) and quality (i.e., placement in international publications) continues to be a central aim of the Department s mission. In addition, the Department has in many respects been at the forefront in developing a culture that systematically values and promotes forms of inter-disciplinary research that McGill and other G13 universities have promoted in the last decade. Creating a culture of innovation and excellence in research and scholarship has meant establishing a set of best practices within DISE that are replicable across disciplinary boundaries and that are ultimately sustainable for the future. While the Department acknowledges that these practices may change and evolve over time, to date they have included the following: First, the Department has sought to create a strong and vibrant culture of research and scholarship among both faculty and its students through support for guest lectures, occasional seminars, invitations to visiting scholars and travel to national/international conferences; Second, both DISE faculty and students continue to be successful at securing grant funding from the major provincial (FQRSC) and federal (SSHRC, CIHR and CIDA) agencies, as well as other organisations (see Appendix 9). Aggregate funding from these sources has risen year on year since the Department was formed in 2001 as Tables 1 and 3 indicate; Third, the Department has continued to attract, and select, high calibre professors who are making exceptional contributions in research, teaching and service to the academic community; Fourth, DISE has a large and vibrant graduate research culture comprising approximately 380 students (250 MA, 130 Ph.D.). These students do not only make significant contributions to Department activities, such as the weekly Research Exchange Forum (REF) and the annual Education Graduate Student Society (EGSS) conference, but also in the many conference presentations, ensuing conference proceedings and academic publications; And finally, due to its growing international profile within the academic community, the Department has attracted applications from international scholars and post-doctoral candidates from around the globe. Visiting professors and post-doctoral scholars, who often come for periods of one to two semesters, work closely with DISE faculty on a range of research projects (see appendix 5 for details). Section III: Academic Staff New Hires Two new tenure track hires were secured in DISE in Dr. Anila Asghar was appointed an Assistant Professor in Science Education on July Dr. Kara Jackson was appointed an Assistant Professor in Math

15 Education in August In addition, Dr. Beverly Baker was hired as Faculty Lecturer in Language Arts Education in June 2010 for three years. While the call for a strategic plan was welcome and ultimately productive in introducing a transparent, coordinated and coherent planning mechanism that was Faculty wide, it nevertheless did not address the fact that DISE has lost ten full-time tenure-track positions, radically reducing its total complement from 38 to 30 in just over four years since 2006 (see Table 4). Table 4 Name Area of Specialization Reason for Time since position not Departure filled S. Wall Written Communication Retired 4 month (Sept 2010) J. Russell Music Education Retired 7 months (May 2010) C. Milligan Social Studies Education Retired 8 months (April 2010) J. Kincheloe literacy/pedagogy Passed away 8 months (December 08) CRC (1) C. Pittenger Written communication Retired 8 months (December 08) D. Lussier French Second Language Retired 8 months (December 08) education G. Kelebay Social Studies Education Passed away 9 months (November 08) A. Beer Language Arts Education Resigned 12 months (August 08) H. Riggs Mathematics Education Retired (August 07) C. Lusthaus Educational Leadership Retired 2 yrs. (August 07) L. Studham Arts Education: Retired 3 yrs. (August 06) Further, since the announcement of the University s recent retirement package in 2009, two professors and one Faculty lecturer have retired from the Department. Taken together with the previous eight departures, this means that DISE will have lost more than 30% of its complement. Such a rate of decline is obviously not sustainable and will likely jeopardise both its accredited (e.g. BEd and MA) programs as well as its ability to mount new programs in the future. In this respect, it is essential that the Faculty and University commits to academic renewal as a means of continuing to build its capacity to educate teachers, providing the means through which the Faculty can continue to educate future and current teachers according to the highest international standards of excellence. While the Department recognizes that University policy stipulates that there is no guarantee of direct replacement of departing Faculty, it is nonetheless the case that departures in major areas have left gaping holes in the area of teacher education. These urgently need to be filled not through a sense of entitlement or guaranteed replacement but rather for valid reasons related to quality of research and teaching in core areas. The urgent need in DISE for faculty renewal is directly related to the high number of full-time tenured faculty it has lost over the past few years, the majority of whom were teaching and researching in the area of teacher education, the Department s (and Faculty s) core area of activity (i.e., the preparation and professional development of teachers). Lastly, the loss of approximately one third of its full-time professors continues to undermine the Department s efforts to reduce its reliance on part-time/sessional lecturers to teach its courses. As stated in the previous annual report, the ratio of part-time/sessional lecturers to full-time tenure-track/tenured faculty is roughly 40/60. Unless the Department can replace the faculty it has lost, this ratio will increasingly be skewed towards parttime/sessional lecturers, as will the budget allocation required by the Department to hire these lecturers. Notwithstanding the recently announced increase in sessional lecturer remuneration to $6,000 per three credit course, up from $5,000 previously for such positions, this is still $ less than sister institutions in Montreal/Quebec. As a consequence, the Department is increasingly finding it difficult to recruit and hire high

16 quality sessional lecturers, particularly to teach in graduate programs where a higher degree (usually a PhD) is required. Staff Departures witnessed a number of staff departures in the academic and clerical staff areas. In April 2010, Professor Christpher Milligan retired from the University after more than 33 years of service in Social Studies Education. Professor Joan Russell retired in May 2010 after 15 years of service to the Faculty in Music Education. Sharron Wall retired in August 2010 after 22years of service in Written Communication in the Faculty. In late Fall of 2009, budgetary cuts resulted in the abolishment of the Graduate Program Advisor position in DISE. Consequently, the management position was not renewed in the Department and tasks and responsibilities fell on the clerical staff and casuals. Later in the Fall, the lone cleric providing support to the area took a medical leave and ultimately resigned from the University the following year. The Department was fortunate to find casual support to fill the gaps as best they could in the interim. Michael Lariviere arrived from GPS with graduate student experience and Catherine Hughes returned part-time from retirement from the Faculty to support the various graduate studies programs in the Department. Michael was eventually given a one-year contract in 2010 and subsequently Ms. Jennifer Element was hired in a second, newly-created clerical position to support graduate programs in December Currently, two senior clerical staff in the Department have reached normal retirement age. As Quebec does not have a mandatory retirement policy, it cannot be fully determined when these staff members will retire and succession planning is being reviewed, if upon retirement, the positions can be filled. Contributions of Sessional, Part-time and Auxiliary staff As in previous years, the Department continues to rely on the contributions of the part-time and sessional staff who teach in both its undergraduate and graduate programs. Approximately 40% of undergraduate and graduate sections continue to be taught by sessional lecturers, most of whom are highly experienced professionals who have many years of experience in the school and CEGEP system. As noted above, however, unless most of the 10 tenure-track/tenured positions that DISE has recently lost over the years are replaced, it is very likely that this percentage will increase over the coming years, as will its budget allocation for part-time/sessional lecturers. As noted in previous reports, while initiatives have been explored to reduce dependence on part-time/sessional lecturers, the attrition experienced in full-time tenure-track/tenured positions over the four years severely limits, even contradicts, any progress being made on cutting budgets without affecting the quality of education offered to undergraduate and graduate students. Despite this and as a response to the Provost s request that academic units review their expenditure over the coming year in light of the global recession and its impacts on the University, the Department has agreed to implement additional cuts for the coming year. Involvement in the Community Members of the Department continue to actively contribute to the scholarly communities in which they participate as either ordinary members or officers (e.g. Secretary, Treasurer, VP, President etc.,) of their respective societies/professional associations. In addition, members of the Department continue to make ongoing contributions to government agencies at the provincial (e.g. Ministère de l'éducation, du loisir et du sport) and federal (e.g. Indian and Native Affairs, INAC) levels, international organisations (e.g. UNESCO), as well as NGOs (e.g., Canadian Council on Learning), local government, and of course local school boards and schools. In this respect, the Department has established strong traditions working with the respective communities it serves across a range of organisations and agencies. In particular, the outreach work conducted by the Office of First Nations and Inuit Education (OFNIE), in partnership with the various indigenous

17 communities it serves here in Montreal (Mohawk), eastern Quebec (Micmac) and in northern Quebec (Cree and Inuit), continues to provide mutual opportunities for teaching and research with these communities (see Appendix 12). Of equal importance are the professional development activities organised under the auspices of the Centre for Educational Leadership (CEL). Through its various workshops and Distinguished Educator Seminar series, CEL provides professional development opportunities for teachers, administrators, school board personnel and others involved in K-12 education. As noted in the CEL report (see appendix 10), this seminar series, along with its other research and development activities, has made major contributions over the past years by raising the profile of the Department within the educational community in Montreal, Quebec, and internationally. As this report documents, the Department will face a number of challenges in These are likely to centre on the following issues: Confront the challenge of declining resources including finances as the world-wide recession impacts the finances of the University; Introduce efficiencies in Department administration that will rationalise exiting structures and processes and that will lead to budget savings; In conjunction with DAUR, seek new and innovative ways to generate alternative lines of revenue to support existing and new programs and projects within the Department ; Continue to increase the success of faculty and graduate students in securing grants from tri-council agencies and other foundations; Support and build on the newly expanded MATL program for incoming students; Implement recommendations, both in terms of administrative structures and academic programs, made by the Faculty program review on undergraduate education ; Continue to collaborate with the Faculty of Science on developing initiatives in science education recommended by the Joint Advisory Committee on Science Education; Last, develop and improve its teacher education and research programs (i.e. B.Ed, MATL, MA and PhD) so that they continue to be viewed throughout Canada and internationally as models of innovation, visionary professionalism, and scholarship. In summary, therefore, DISE in its ninth year has established strong structural/organisational foundations and has developed an equally strong collegial ethos that supports the ongoing emphasis on excellence in emphasising research and scholarship, inter-disciplinarity, and the development of professional educators and researchers.

18 APPENDIX 1: SELECTED HONOURS, AWARDS, AND PRIZES Spencer Boudreau led a team that prepared the visit of His Holiness the Dalai Lama to McGill in the fall of Lynn Butler-Kisber became an invited member of the Provincial Advisory Council of Teachers of English, and is an Invited Sauvé Scholarship Mentor. Aziz Choudry is the invited reviewer for The Future of Medical Education in Canada Postgraduate Project: A Critical Sociocultural Perspective on Social and Cultural Diversity: Directions for Socio-cultural diversity training in postgraduate medical education. David Dillon est devenu Membre du Comité scientifique du journal Phronesis. Ratna Ghosh became President-Elect of the Comparative and International Education Society (CIES). She received a Ministerial appointment to the Indo-Canadian Advisory Committee in the Government of Canada s Department of Citizenship and Immigration. Kara Jackson became a postdoctoral fellow at the National Academy of Education/Spencer Foundation. Roy Lyster became the External Project Advisor in Immersion Projects at the Center for Advanced Research in Language Acquisition (CARLA), University of Minnesota. He also became an Advisory Board member for the journal Studies in Second Language Acquisition. Mary Maguire was appointed Honorary Research Associate at the University of Victoria, New Zealand. Claudia Mitchell, James McGill Professor, became a member of the Editorial Board of the journal Global Studies of Childhood. The journal of which she is a Founding Editor, Girlhood Studies: An International Journal, recently won two awards one from APLA, and one from PROSE for the best new journal in the Social Sciences and Humanities. Ron Morris, Executive Director, Student Affairs (Faculty of Education), was invited to join the Groupe de Recherche en Education Éthique et Éthique en Education (GREE), UQAM. Anthony Pare became a Visiting Scholar at the University of Technology in Sydney, Australia. He also became a member of the College of Reviewers for the Canada Research Chairs Program and a Member of the Writing Research across Borders II Scientific Committee. He also became a reviewer the Economic and Social Research Council as well as the publications Journal of the Social Sciences and Humanities and Journal of Alternative Perspectives in the Social Sciences. Mela Sarkar, Co-Director, Graduate Programs, became a reviewer for International Journal of Multilingualism, Journal of Multilingual and Multicultural Development, and OLBI (Official Languages and Bilingualism Institute) Papers, as well as reviewer for the National Research Foundation of South Africa and the Shastri Indo-Canadian Institute Partnership Development Seed Grant for faculty. Shaheen Shariff was invited by the Australian Parliament to make a submission to its Task Force on Cyber-bullying, and was invited to join the International Youth-at-Risk On-line Working Group on Policy Change. She has been appointed for as an Affiliate Scholar (Fellow) at the Centre for Internet and Society, Stanford University Faculty of Law. Doreen Starke-Meyerring, Past President of Canadian Association for the Study of Discourse and Writing, is an iinvited member of the Scientific Committee for the 2011 Writing Research Across Borders Conference at George Mason University and on the CCCC Committee on Globalization of Postsecondary Writing Instruction and Research. She was the guest editor for recent issues of E-Learning and Digital Media and Journal of Business and Technical Communication. Shirley Steinberg, Director of the Paulo and Nita Freire International Project for Critical Pedagogy, was awarded the Research Professor Award by the Generalitat de Catalunya and the University of Barcelona. She was also named Distinguished Researcher in Residence at the University of Barcelona.

19 APPENDIX 2: PUBLICATIONS 2009/2010 Anila ASGHAR Asghar, A., & Johnson, F. (2010). Professional development with an interdisciplinary approach to STEM education: Problems and promises. In I. M. Saleh & M. S. Khine (Eds.), Teaching teachers: approaches in improving quality of education. NY: Nova Science Publishers, Inc. Asghar, A., Wiles, J. R., & Alters, B. (2010). Religion and science: Theistic and scientific perspectives on the origin and evolution of life in the Pakistani high school biology curriculum. Journal of Biological Education, 42(2), Asghar, A., & Libarkin, J. (2010). Gravity, magnetism, and 'down': College students conceptions of gravity. The Science Education, 19(1), McAlpine, L., & Asghar, A. (2010). Enhancing academic climate: Doctoral students as their own developers. International Journal for Academic Development. Beverly BAKER Baker, B.A. (2010): Playing with the stakes: A consideration of an aspect of the social context in a gatekeeping writing assessment. Assessing Writing, 15(3), (2010). Review of O Neill, P, Moore, C., & Huot, B. (2009), A guide to college writing assessment. Education Review (2009). Conflicting genre expectations in a high stakes writing test for teacher certification in Quebec. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 7, Fiona BENSON Riches, C. & Benson, F. (2010). Nothing new under the sun: Mitigating the lament of betrayal in teacher education. In J. Maurer & W. Halloway (Eds.), International research in teacher education: Current perspectives (pp ). Armidale, NSW, Australia: UNE Conference Company. Benson, F. & Riches C. (Eds.) (2009). Engaging in conversation about ideas in teacher education. New York: Peter Lang. Spencer BOUDREAU Boudreau, S., & Stanton, G. (Eds.) (2009). We were brothers. Calgary: Temeron. Boudreau, S. (2009). Diversity in Education and the Marginalization of Religion. In S. Steinberg (Ed.), Diversity and multiculturalism: A reader (pp ). N.Y.: Peter Lang. Jon BRADLEY Bradley, J. (2009). An unanticipated nugget. Insights, 40 (1), (2010). False accusations: A growing fear in the classroom. Education Canada, 51 (1), pp Mandatory language testing for teacher candidates. CPIQ l Intersection, October, pp Louise Rosenblatt ( ). Insights, 41 (2), pp The case of Leon Trotsky. Insights, 41 (1), pp Lynn BUTLER-KISBER Butler-Kisber, L. (2010). Qualitative inquiry: Thematic, narrative and arts-informed perspectives. London: Sage (Ed.). (2010). Poetry and education: Possibilities and practices. LEARNing Landscapes, 4(1) Perspectives on education: Voices of eminent Canadians. LEARNing Landscapes, 3(2). Todd, T., Reid, R., & Butler-Kisber, L. (2010). Cycling for students with ASD. Adapted Physical Activity Quarterly, 27, Butler-Kisber, L. & Poldma, T. (2010). The power of visual approaches in interpretive inquiry. Special Issue on Experiential Knowledge, Journal of Research Practice, 6(2). Butler-Kisber, L. (Ed.). (2009). Literacy: LEARNing Landscapes, 3(1) (2009). Curriculum: Issues and innovations. LEARNingLandscapes, 2(2).

20 Butler-Kisber, L. & Stewart, M. (2009). The use of poetry clusters in poetic inquiry. In M. Prendergast (Ed.), Poetic inquiry: Vibrant voices in the social sciences. Rotterdam: Sense. Eric CAPLAN Caplan, E. (2010). Review of R. T. Alpert, Whose Torah? A Concise Guide to Progressive Judaism. CCAR Journal: The Reform Jewish Quarterly, Judaism: Reconstructionist. In C. H. Lippy and P. W. Williams (Eds), Encyclopedia of religion in America ( pp ).Washington, DC: CQ Press Review of S. Fishkoff, The Rebbe s army: Inside the world of Chabad-Lubavitch. Review of S. W. Levine, Mystics, mavericks, and merrymakers: An intimate journey among Hasidic girls. CCAR Journal: The Reform Jewish Quarterly, (2009). Preparing for a cultural shift. Jewish Currents, (2009). Review, A. Pomson & R. F. Schnoor, Back to school: Jewish say school in the lives of adult Jews. Canadian Jewish Studies, 15, Aziz CHOUDRY Choudry, A., & Kapoor, D. (Eds.). (2010). Learning from the ground up: Global Perspectives on social movements and knowledge production. New York: Palgrave MacMillan. Choudry, A., Hanley, J., Jordan, S., Shragge, E., & Stiegman, M. (2009). Fight back: Workplace justice for immigrants. Black Point, NS: Fernwood Press. Choudry, A., & Kapoor, D. (2010). Learning from the Ground Up: Global Perspectives on Social Movements and Knowledge Production. In Choudry, A. and Kapoor, D. (Eds), Learning from the ground up: Global perspectives on knowledge production in social movements (pp. 1-13). New York: Palgrave Macmillan. Choudry, A. (2010). Global Justice? Contesting NGOization: Knowledge Politics and containment in antiglobalization networks. In A. Choudry, & D. Kapoor, D. (Eds), Learning from the ground up: Global perspectives on knowledge production in social movements, (pp.17-34). New York: Palgrave Macmillan (2010). Against the flow: Maori knowledge and self-determination struggles confront neoliberal globalization in Aotearoa/New Zealand. In Kapoor, D and Shizha, E. (Eds.), Indigenous knowledge and learning in Asia and Africa: Perspectives on development, education and culture (pp ). New York: Palgrave Macmillan What s left? Canada s global justice movement and colonial amnesia. Race and Class, 52(1), Book Review: Parin Dossa. Racialized Bodies, Disabling Worlds: Storied Lives of Immigrant Muslim Women. Cultural and Pedagogical Inquiry Book Review: Dip Kapoor and Steven Jordan. Education, Participatory Action Research, and Social Change: International Perspectives. International Education Troubling the proletarianization of Mexican immigrant students in an era of neoliberal immigration. Cultural Studies of Science Education 5, A Not-So-Flat World? Dominant and Alternative Accounts of Globalization. Journal of Business and Technical Communication, 24(3), Fighting FTAs, Educating for action: The challenges of building resistance to bilateral free trade agreements. Journal for Alternative Perspectives in the Social Sciences, 2(1), (2009). Challenging colonial amnesia in social justice activism. In D. Kapoor (Ed.), Education, decolonization and development: Perspectives from Asia, Africa and the Americas (pp ). Rotterdam: Sense Editorial: Learning in social action: Knowledge production in social movements. McGill Journal of Education, 44(1), David DILLON Dillon, D., & Wiseman, V. (2010). Whose school is it? Toward a sense of belonging for parents in school. (Revised edition) Montreal: Third Avenue Resource Centre, 184 pp. (French version: À qui appartient l école?)

21 Dillon, D., & O Connor, K. (2010). What should be the role of field experience in teacher education programs? In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (pp ).Winnipeg: Faculty of Education, University of Manitoba. Dillon, D. (2010). Preface. In M. Gold (Ed.), Drama across the curriculum: The fictional family in practice. Bloomington, IN: iuniverse, pp. ix-xiii The fictional family at work across the curriculum. In M. Gold (Ed.), Drama across the curriculum: The fictional family in practice. Bloomington, IN: iuniverse, pp (2010). Integrating the fictional family technique into planning for teaching. In M. Gold (Ed.), Drama across the curriculum: The fictional family in practice (pp ). Bloomington, IN: iuniverse, Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O Connor, K., Rudd, C., Staniforth, P. & Cole, A. (2010). Things fall apart and come together: Using the visual for reflection in alternative teacher education programmes. Changing English. 17(1), Michael DOXTATER Doxtater, M. (2010). Tutelo Heights short-term Two Row lessons central to long-term mediation in the Grand River Valley. Wicazo Sa Review, 26(1) (2009. The Apologia Canadiana: lessons for an Indian Boarding School Apologia Americana. Indigenous Policy Journal, 20(3). Ratna GHOSH Ghosh, R. Naseem, A., Vijh. Ashok. (in press, 2010).Tagore and education: Gazing beyond the colonial cage. In A. Abdi (Ed.), Decolonizing philosophies of education. Rotterdam, Netherlands: Sense Publishers. Ghosh, R.(2009). Review of Women and social reform in India by Sumit Sarkar and Tanika Sarkar, Journal of Comparative Family Studies. Michael HOECHSMANN Hoechsmann, M. (2010). Rootlessness, reenchantment and educating desire: A brief history of the pedagogy of consumption. In J. A. Sandlin & P. McLaren (Eds.), Critical pedagogies of consumption: Living and learning in the shadow of the shopocalypse. New York: Routledge (2010). Soccer. In S.R. Steinberg, M. Kehler & L. Cornish (Eds.), Boy culture: An encyclopedia (pp ). Santa Barbara, CA: Greenwood Press (2010). Rock n Roll Culture. In S.R. Steinberg, M. Kehler & L. Cornish (Eds.), Boy culture: An encyclopedia (pp ). Santa Barbara, CA: Greenwood Press (2009). Convertoons: Veggie tales for young souls. In S. Steinberg & J. Kincheloe (Eds.), Christotainment: Selling Jesus through popular culture (pp ). Boulder CO: Westview Press. Charlotte HUSSEY Hussey, C. (2010). Groundhogs and ducks: What else will the poet put in her doctorate? In T. Huber (Ed.), Emancipatory educational inquiry: Experience, narrative and pedagogy in the international landscape of diversity. Charlotte, NC: Information Age Publishing. Steve JORDAN Choudry, A., Hanley, J., Jordan, S., Shragge, E., & Stiegman, M. (2009). Fight back: Workplace justice for immigrants. Black Point, NS: Fernwood Press. Bronwen LOW Low, B. (2010). The tale of the talent night rap: Black popular culture in schools and the challenge of interpretation. Urban Education 45(2), Low, B., Sarkar, M., & Winer, L. (2009). "Chus mon propre Bescherelle": Challenges from the Hip-Hop nation to the Quebec nation. Journal of Sociolinguistics, 13(1),

22 Roy LYSTER Sheen, Y., & Lyster, R. (Eds.). (2010). The role of oral and written corrective feedback in second language acquisition [Special Issue]. Studies in Second Language Acquisition, 32 (2). Lyster, R. (2010). Enseignement centré sur la forme et acquisition du genre grammatical en français L2. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 13, Lyster, R., & Saito, K. (2010). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition, 1, Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners acquisition of regular and irregular past-tense forms. Studies in Second Language Acquisition, 32, Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, Lyster, R. (2010). Vers une pédagogie de l immersion qui fait le contrepoids entre forme et contenu. In R. Carol (Ed.), Apprendre en classe d'immersion : quels concepts? quelle théorie? (pp ). Paris: Harmattan. Lyster, R. (2010). Le «contrepoids» dans la pédagogie immersive. Actes du congrès annuel de l Association canadienne des professeurs d immersion. Le Journal de l immersion, 32 (1), Lyster, R. (2009). La pédagogie de l immersion : défis et solutions [CD-ROM]. Actes du colloques «Passeport pour le pluriliguisme : les mécanismes de l apprentissage». Mende, France : Association pour le Développement de l Occitan. Lyster, R. (2009). La pédagogie de l immersion : défis et solutions [CD-ROM]. Actes du colloques «Passeport pour le pluriliguisme : les mécanismes de l apprentissage». Mende, France : Association pour le Développement de l Occitan. Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, Mary MAGUIRE Maguire, M. H. (2010). Lesson in understanding Montreal heritage contexts: Whose literacies and voices are privileged? Official Languages Bilingual Institute/ Working Papers/Cahiers de L ILOB, 1, Maguire, M. H. (2009). Whose literacies landscapes really matter? Learning from children s disruptions. Learning Landscapes, 3(1), Claudia MITCHELL Mitchell, C., & Pithouse, K. (2009). Teaching and HIV/AIDS in the South African classroom. Johannesburg: Macmillan. Pithouse, K. Mitchell, C., & Moletsane, R. (Eds). (2009). Making Connections: Self-Study & Social Action. New York: Peter Lang. DeLange, N., Mitchell, C., Moletsane, R., Bhana, D., Balfour, R., Wedekind, V., Pillay, G. & Buthelezi, T. (2010). Every voice counts: Towards a new agenda for rural schools in the age of AIDS. Education for Change, 14(1), (Supplement 1), Tao, R., & Mitchell, C (2010). Never knew that pictures could convey such powerful messages: Chinese students in an English department explore visual constructions of HIV and AIDS. Changing English, 17(2), Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O Connor, K., Rudd, C., Staniforth, P. & Cole, A. ( 2010). Things fall apart and come together: Using the visual for reflection in alternative teacher education programmes. Changing English. 17, 1 (45-55). De Lange, N, Mnisi, T., Mitchell, C. & Park, E. (2010). Giving life to data: University-community partnerships in addressing HIV and AIDS through building digital archives. E-learning and Digital Media, 7(2)

23 Mitchell, C. & Reid-Walsh, J. (2009). Editorial. Girlhood Studies, 2,1 Mitchell, C. & Reid-Walsh, J. (2009). Editorial, Girlhood Studies, 2,2 Moletsane, R., Mitchell, C. & Moorosi, P. (2009) Editorial: Setting an agenda for girlhood studies in Africa. Agenda Moletsane, R., Mitchell, C., De Lange, N. Stuart, J., Buthelezi, T., & Taylor, M. (2009). What can a woman do with a camera? Turning the female gaze on poverty and HIV/AIDS in rural South Africa. International Journal of Qualitative Studies in Education, 22(3), Pithouse, K., Mitchell, C., & Weber, S. (2009). Self-study in teaching and teacher development. Educational Action Research, 17 (1), Mitchell, C. (2009) Geographies of danger: School toilets in sub-saharan Africa. In O. Geshenson & B. Penner (Eds.), Ladies and gents (pp ). Temple University Press. London and New York: Routledge. Mitchell, C., Stuart, J., De Lange, N., Moletsane, R., Buthelezi, T., Larkin, J., & Flicker, S. (2009). What difference does this make? Studying South African youth as knowledge producers in the age of AIDS. In C. Higgins & B. Norton (Eds.), Language and HIV/AIDS (pp ). Toronto: Multingual Matters. Mitchell, C., Pithouse, K., & Moletsane, R. (2009). The social self in self-study: Author conversations. In K. Pithouse, C. Mitchell & R. Moletsane (Eds.), Making connections: Self-study & social action (pp ). New York: Peter Lang. Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Going public with scholarly collaboration: Reflections on a collaborative self-study book process In K. Pithouse, C. Mitchell & R. Moletsane (Eds.), Making connections: Self-study & social action. New York: Peter Lang. Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Introduction. In K. Pithouse, C. Mitchell & R. Moletsane (Eds.), Making connections: Self-study & social action. (pp ). New York: Peter Lang. Mitchell, C., Weber, S., & Pithouse, K. (2009). Facing the public: Using photography for self-study and social action. In D. Tidwell, M. Heston & L. Fitzgerald (Eds.), Research methods for the self-study of practice (pp ). New York: Springer. Reid-Walsh, J. & Mitchell, C. (2009). Doll-play: A study of Canadian girlhood. In L. Lerner (Ed.), Depicting Canadian childhood (pp ).Wilfrid Laurier University Press. Mitchell, C., Pithouse, K., & Moletsane, R. (2009). The social self in self-study: Author conversations. In K. Pithouse, C. Mitchell & R. Moletsane (Eds.), Making connections: Self-study & social action (pp ). New York: Peter Lang. Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Introduction. In K. Pithouse, C. Mitchell & R. Moletsane (Eds.), Making connections: Self-study & social action (pp. 1-9). New York: Peter Lang. Mitchell, C and Pithouse, K (2009). Introduction: Hope is Vital. In C. Mitchell & K. Pithouse (Eds.), Teaching and HIV&AIDS in the South African classroom. Johannesburg: Macmillan. Pithouse, K., Mitchell, C, & Masinga, L. (2009). Self study and lifelong learning. In C. Mitchell and K. Pithouse (Eds.), Teaching and HIV&AIDS in the South African classroom. Johannesburg: Macmillan. Mitchell, C., Weber, S., & Pithouse, K. (2009). Facing the public: Using photography for self-study and social action. In D. Tidwell, M. Heston & L. Fitzgerald (Eds.), Research methods for the self-study of practice. New York: Springer. Mitchell, C., Pascarella, J., DeLange, N. and Stuart, J. (2010). We wanted other people to learn from us: Girls blogging in rural South Africa in the age of AIDS. In S. Mazzarella (Ed.), Girl wide web 2.0: Revising girls, the internet and the negotiation of identity (pp ). New York: Peter Lang. Mitchell, C. (2010). Things, objects and gendered consumption in childhood studies. In D. Buckingham and V. Tingstad (Eds.), Childhood and consumer culture (pp ). London: Palgrave. Kirk, J., Mitchell, C., & Reid-Walsh, J. (2010). Toward political agency for girls: Mapping the discourses of girlhood globally. In J. Helgren & C. Vascolles (Eds.), Girlhood: A global history (pp.14-29). N.J: Rutgers University Press. Harley, K., de Lange, N., Donald, D., Mitchell, C., Moletsane, R., Stuart, J., Theron, L. C., Welch, T., & Wood, L. (2009). Piloting of HIV module in teacher education faculties in the higher education institutions in South Africa. Report prepared for Higher Education South Africa HEAIDS Programme. Mitchell, C. (2009). We are the champions. Report on integrating HIV&AIDS into higher education curriculum. Report prepared for Higher Education South Africa HEAIDS Programme.

24 Ron MORRIS Morris, R. (2010). «L Approche Narrative et l Éducation au Dialogue en Éthique et Culture Religieuse», dans Penser le dialogue en éducation éthique, N. Bouchard et M.-F. Daniel (dir.) (pp ). Québec : Presses de l Université du Québec. Anthony PARÉ Paré, A. (2010). Making sense of supervision: Deciphering feedback. In The Routledge Doctoral Student s Companion: Getting to Grips with Research in Education and the Social Sciences. Thomson & M. Walker (Eds.). London, U.K.: Routledge Slow the presses: Concerns about premature publication. In Publishing pedagogies for the doctorate and beyond. C. Aitchison, B. Kamler & A. Lee (Eds.). London, UK: Routledge Interdisciplinarity: Rhetoric, reasonable accommodation, and the Toto effect. In Interdisciplinarity: Thinking and writing beyond borders (pp ). H. Graves & R. Graves (Eds.). Proceedings of the Canadian Association of Teachers of Technical Writing. Edmonton, AB: Canadian Association for Studies in Discourse and Writing. Paré, A., Starke-Meyerring, D., & McAlpine, L. (2009). The dissertation as multi-genre: Many readers, many readings. In Genre in a changing world. C. Bazerman, A. Bonini, and D. Figueiredo (Eds.). Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at Paré, A. (2010). Discourse and social action: Moffett and the new rhetoric. Changing English 17(3): Le Maistre, C. & Paré, A. (2010).Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education,26 (3): Paré, A. (2009). Writing matters: back to the future with rhetoric. Education Canada 49.4: What we know about writing, and why it matters. Compendium 2, 2 (1) Editorials Paré, A. (2010). Editorial, McGill Journal of Education, 45.1: (2009). Editorial, McGill Journal of Education, 44.3: Editorial, McGill Journal of Education, 44.2: Caroline RICHES Benson, F. & Riches, C. (co-editors). (2009) Engaging in Conversation about Ideas in Teacher Education. New York: Peter Lang (Counterpoints Series). Riches, C. & Benson, F. (2010). Nothing New Under the Sun: Mitigating the Lament of Betrayal in Teacher Education. In J. Maurer and W. Halloway (Eds.) International Research in Teacher Education: Current Perspectives (pp ). Armidale, NSW, Australia: UNE Conference Company. Riches, C. & Curdt-Christiansen, X.L. (2010). A tale of two Montreal communities: Parental perceptions and beliefs about their children s multilingual and multiliterate development. Canadian Modern Language Review 66, Mela SARKAR Sarkar, M. (2009). Getting into med school or becoming a healer? Western medical education and Indigenous knowledges. In J. Langdon (Ed.), Indigenous knowledges, development and education (pp ). Rotterdam: Sense Publishers "Still reppin' por mi gente": the transformative power of language mixing in Quebec Hip-Hop. In H.S. Alim, A. Ibrahim & A. Pennycook (Eds.), Global linguistic flows: Hip Hop cultures, youth identities, and the politics of language (pp ). New York, NY: Routledge. Sarkar, M., & Metallic, M. A. (2009). Indigenizing the structural syllabus: The challenge of revitalizing Mi gmaq in Listuguj. Canadian Modern Language Review, 66(1), Low, B., Sarkar, M., & Winer, L. (2009). "Chus mon propre Bescherelle": Challenges from the Hip-Hop nation to the Quebec nation. Journal of Sociolinguistics, 13(1), Sarkar, M. (2009). [Review of Bilingualism: An advanced resource book, Eds. N.B. Chin and G. Wigglesworth.] Canadian Modern Language Review, 65(4).

25 Annie SAVARD Savard, A. (2010). L évaluation diagnostique au service de la formation : de la théorie à la pratique. In J. Proulx et L. Gattuso (éditeurs). Formation des enseignants en mathématiques: Tendances et perspectives actuelles. Sherbrooke, Éditions du CRP. Savard, A. (2010). FCEM 2009: La résolution de problèmes mathématiques dans les classes du primaire. Canadian Mathematical Bulletin Notes de la SM, Vol. 42(3) Savard, A., Sierpinska, A., Osana, H. P. Bobos, G., and Royea, D. A. (2009). Problems of Transition from a Former to a New Professor in a Preservice Elementary Mathematics Teacher Education Course. Proceedings of the Conférence CIEAEM 59, Commission Internationale pour l Étude et l Amélioration de l Enseignement des Mathématiques. 26 au 31 juillet 2009, Montréal. Gale SEILER Seiler, G. & Blunck, S. (2010). Between the edges and seams of identity in science. In Scantlebury, K., Kahle, J.B., LaVan, S.K. & Martin, S. (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. Rotterdam, Netherlands: Sense Publishers. Seiler, G. & Abraham, A. (2009). Hidden wor(l)ds in science class: Conscientization and politicization in science education research and practice. Cultural Studies of Science Education 4, Metallic, J. & Seiler, G. (2009). Animating Indigenous knowledges in science education. Canadian Journal of Native Education. Seiler, G. (2009, On-line first). Becoming a science teacher: Moving toward creolized science and an ethic of cosmopolitanism. Cultural Studies of Science Education. Seiler, G. & Gonsalves, A. (2010). Student-powered science: Science education for and by African American students. Equity and Excellence in Education. Gonsalves, A., Seiler, G., Salter, D. (2010). Rethinking resources and hybridity: A response to Schademan's What does playing cards have to do with science? Cultural Studies of Science Education Shaheen SHARIFF Shariff, S. and Churchill, A. (Eds.) (2009). Truths and myths of cyber-bullying: International perspectives on stakeholder responsibility and children s safety. NY: Peter Lang. Shariff, S. (2009). Confronting Cyber-bullying: What schools need to know to control misconduct and avoid legal consequences. New York: Cambridge University Press. Churchill, A. & Shariff, S. (2009). Cyber-bullying: Challenges and opportunities. In W.M. Craig, D.J. Pepler and J. Cummings (Eds.) Rise up for respectful relationships: Prevent bullying. PREVNet Series, Volume II. Kingston, Canada: Authorhouse Publishing. Doreen STARKE-MEYERRING Starke-Meyerring, D., & Andrews, D. (2010). Building a culture of intercultural learning: Assessment in a virtual team project. In Hundleby, M., & J. Allen (Eds.), Assessment in Technical and Professional Communication (pp ). Amityville, NY: Baywood. Starke-Meyerring, D. (2010). Between peer review and peer production: Genre, wikis, and the politics of digital code in academe. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of writing research: Traditions, trends, and trajectories. (pp ). New York: Routledge. Paré, A., Starke-Meyerring, D., & McAlpine, L. (2009). The dissertation as a multi-genre: Many readers, many readings. In C. Bazerman, D. Figueiredo, & A. Bonini, (Eds.), Genre in a changing world (pp ). West Lafayette, IN: Parlor Press and WAC Clearinghouse ( Starke-Meyerring, D. (2009). The contested materialities of writing in digital environments: Implications for writing development. In R. Beard, D. Myhill, M. Nystrand, and J. Riley (Eds.), Handbook of writing development (pp ). Thousand Oaks, CA: Sage. McAlpine, L., Paré, A., & Starke-Meyerring, D. (2009). A shifting landscape for English Doctoral Education in the 21st Century? In D. Boud and A. Lee (Eds.), Changes to doctoral education (pp ). London, UK: Routledge.

26 Refereed articles Starke-Meyerring, D. (2010). Globally networked learning environments: Re-shaping the intersections of globalization and e-learning in higher education. (Guest editor s introduction). E-Learning and Digital Media, 7(2), Starke-Meyerring, D. (2010). Globally networked learning environments in professional communication: Challenging normalized ways of learning, teaching, and knowing. (Guest editor s introduction). Journal of Business and Technical Communication, 24(3), Shirley STEINBERG Steinberg, S. & Cornish, L., (Eds). The taboo reader: Cultural studies. New York: Peter Lang. Steinberg, S., Kehler, M. & Cornish, L. (Eds). Encyclopedia of boyhood culture. Greenwich, CONN: Greenwood Press (now ABC-CLIO). Steinberg, S. (Ed.)(2010). 19 Urban questions: Teaching in the city (2 nd Ed.) New York: Peter Lang. Stonebanks, C., Kincheloe, J. & Steinberg, S. (Eds.) (2010). Teaching against Islamophobia. New York: Peter Lang. Steinberg, S. (2010). Kinderculture: The corporate construction of childhood (3 rd Ed). Boulder, CO: Westview Press Not the real thing: A history of Hollywood s TV families. In M. Marsh & T. Turner-Vorbeck, (Eds.), Learning to listen to families in schools. New York: Teachers College Press Consumption Barbie: The bitch can buy anything. In J. Sandlin, & P. McLaren (Eds.), Critical pedagogies of consumption: Living and learning in the shadow of the shopocalypse. New York: Routledge (2010). Letter to Maxine Greene. In R. Lake (Ed.), Dear Maxine: Letters from the unfinished conversation. New York: Teachers College Press Paulo Freire. In C. Kridel (Ed.), The Sage Encyclopedia of curriculum studies. Thousand Oaks, CA: Sage Publishing Power, emancipation, and complexity: Employing critical theory. Power and Education. Steinberg, S., & Kincheloe, J., Eds. (2009). Christotainment: Selling Jesus through popular culture. Boulder, CO: Westview Press. Steinberg, S. (2009). Learning, knowing, and being in the world: Postformalism, Einstein, and lessons from a kid named Larry. Cultural Studies of Science Education. Steinberg, S. (2009). Barbie: The bitch still has everything. In R. Hammer & D. Kellner, Eds., Media/Cultural Studies: Critical approaches. New York: Peter Lang. Teresa STRONG-WILSON Smith-Gilman, S., Strong-Wilson, T., & Ellis, J. (2010). Envisioning the Environment as Third Teacher: Moving Theory into Practice. In G. Goodman (Ed.), Educational Psychology: Critical Pedagogical Perspectives. New York: Peter Lang. Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O Connor, K., Rudd, C., Staniforth, P. and Cole, A. (2010). Things fall apart and come together: Using the visual for reflection in alternative teacher education programmes. Changing English. 17, 1 (45-55). Courtland, M.C. Hammett, R. Strong-Wilson, T., Bainbridge, J., Johnston, I., Burke, A., Ward, A., Wiltse, L., Gonzales, I., Shariff, F. (2009). Curricular landscapes: Preservice teachers Perceptions of Place and Identity. Journal of the Canadian Association for Curriculum Studies, 7 (1), Strong-Wilson, T. (2009). Seeing what I mean: The professional portfolio as object of study. In K. Pithouse, C. Mitchell., & L. Moletsane (Eds.), Making Connections: Self-Study and Social Action. New York: Peter Lang. Carolyn TURNER

27 Turner, C.E. (2009). Examining washback in second language education contexts: A high stakes provincial exam and the teacher factor in classroom practice in Quebec secondary schools. International Journal on Pedagogies and Learning, 5(1), Boyd WHITE Constantino, T. & White, B. (Eds) (2010). Essays on aesthetic education for the twenty-first century. Rotterdam: Sense. White, B. (2010) Pliable people Seeing is reaching, bending, crouching, copying: A gallery game. In Mary Blatherwick & Harold Pearse (Eds) What works: Innovative strategies for teaching art. Pp Altona: MB: CSEA A beauty contest(ed). In Costantino, T. & White, B. (Eds). Essays on aesthetic education for the twenty-first century. Rotterdam: Sense. Pp Book review: Landscapes of aesthetic education. Authors: S. Richmond and C. Snowber. Canadian Review of Art Education. Vol Private perceptions, Public Reflections: Aesthetic Encounters as Vehicles for personal, Social and Cultural Values Awareness. Submitted to International Journal for Education in the Arts (2009). Book review: John Dewey and the Philosophy and Practice of Hope. Authors: Stephen M. Fishman & Lucille McCarthy. McGill Journal of Education, 43, 3. (8 pages) (2009) Aesthetics (Primer Series). New York: Peter Lang. Lise WINER Winer, L. (2010) Historical naming strategies for fauna in Trinidad & Tobago English/Creole. In John Considine (Ed.), Webs of words: New studies in historical lexicology. (pp ). Newcastle upon Tyne, UK: Cambridge Scholars Publishing. Winer, L. (2009). Dictionary of the English/Creole of Trinidad & Tobago. Montreal: McGill-Queens University Press. Winer, L. (2009). Review of Edgar W. Schneider (Ed.) Varieties of English, Volume 2: The Americas and the Caribbean. Berlin: Mouton de Gruyter, Journal of Pidgin & Creole Linguistics, 24(2): Low, B., Sarkar, M., & Winer, L. (2009). "Chus mon propre Bescherelle": Challenges from the Hip-Hop nation to the Quebec nation. Journal of Sociolinguistics, 13(1), APPENDIX 3: OTHER SCHOLARLY ACTIVITIES 2009/2010 Helen AMORIGGI Amoriggi, H. (2009, December). Preparing future elementary science teachers to teach evolution through readers theatre and puppetry. Ubiquitous Learning International Conference, Northeastern University, Boston. Amoriggi H. (2009, November). Invited participant, Roundtable: Forum on qualitative research in health sciences: From design to implementation, Faculty of Medicine, McGill University.

28 Amoriggi, H. (2009, October). Innovative 21st century advanced elearning and SpeedReading/eSpeedReading training on the leading edge at the post-graduate level. EDGE 2009 International Conference: Inspiration and Innovation in Teaching and Teacher Education, Memorial University, St. Johns, Newfoundland. Amoriggi, H. (2010, Nov). How to publish four books on elementary evolution education science (EEES) with a group of first-time authors in one short 13-week term! The Eighth International Conference on the Book, University of St. Gallen; St. Gallen, Switzerland. Amoriggi, H. (2010, May). Innovative techniques for teaching elementary evolutionary science through language arts methods: Readers theatre and puppetry. Syracuse University, Department of Biology and Department of Science Teaching, Syracuse, NY, USA. Amoriggi, H. (2010, April). Advancing the Teaching of Elementary Evolutionary Biological Sciences for Future Generations. Johns Hopkins University, School of Education, Baltimore, Maryland, USA. Beverly BAKER Baker, B. A. (2010, June). Use of the cloze-elide task in high-stakes English proficiency testing. Annual Conference of the Canadian Association of Applied Linguistics/ Association canadienne de linguistique appliqué, Montreal (2010, May). Decision-making style: An application of socio-cognitive psychology to rater behaviour in writing assessment research. Special session on writing assessment. Symposium on Second Language Writing, Murcia, Spain (2009, November). Playing with the stakes: A consideration of the social context in a gatekeeping writing assessment. East Coast Organization of Language Testers (ECOLT) Annual Conference, Washington, DC (2009, May). Conflicting genre expectations in a high-stakes writing test for teacher certification. Annual Conference of the Canadian Association of Applied Linguistics/ Association canadienne de linguistique appliquée, Ottawa (2009, March). The development of an English proficiency test for teacher certification in Quebec. Poster presentation at the Language Testing Research Colloquium, International Language Testing Association, Denver, USA. Fiona BENSON Benson, F. (2010, May) Queer issues in the study of education and culture. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Montreal: Concordia University. Benson, F., Riches, C. (2010, May). Signing off on International Field Experience protocols. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Quebec. Benson, F., Riches, C. ( 2010, May). Engaging in conversation about ideas in teacher education. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Quebec. Benson, F., Riches, C., & Usher, K. (2010, May). Novice teachers emerge from the mist: Seeing the bigger picture, preparation to practice. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Quebec. Grant N., Benson F., Flanagan T. (2010, May). Easing the transition for queer student teachers from program to field: Implications for places of teacher education. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Quebec. Benson, F. (Discussant): Multi paper-session: Ethics, Religion and Freedom of Speech. Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Quebec. Benson, F., Riches, C, (2010, Nov). Novice teachers emerge from the mist: Seeing the bigger picture, preparation to practice. 4 th Working Conference on Teacher Education in Canada.

29 Usher, K., Riches, C., Benson, F. (2010, June). Moving beyond the obvious: Seeking evidence of benefit associated with non-traditional and international practica. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Quebec. Benson, F., Horner, N. & Riches, C. (2010, Feb). Judgment is in the eye of the beholder: Engaging professional competencies. Paper presented at LCEEQ Annual Conference, Laval, QC. Benson, F., Riches, C. & Steed, V. (2009, Nov). A research design matrix for exploring the current state of field experiences in Canadian teacher education programs. Third Working Conference on Teacher Education. Winnipeg, Manitoba. Benson, F. (2009, Oct). Adult education and alternative setting field experiences. International Symposium of the Research Institute of Educational Practices (IRPÉ) and the Canadian Research Chair in Educative Intervention (CRCIE) of Sherbrooke University. Sherbrooke, QC, Canada. Riches, C. & Benson, F. (2009, May). Our canary in the mine: Novice teachers indicators of professional wellbeing in relation to teacher preparation program relevance. Canadian Society for the Study of Education / Canadian Association for Teacher Education Annual Conference. Carleton University, Ottawa, Ontario. Spencer BOUDREAU Boudreau, S. (2009, November). The history of religious education in Quebec and the challenges to the new Ethics and Religious Culture program. Presentation at the American Academy of Religion Conference. Lynn BUTLER-KISBER Butler-Kisber, L., & Poldma, T. (2009). The power of visual approaches in interpretive inquiry. EKSIG Conference: Experiential knowledge, method, and methodology. London (June). Butler-Kisber, L., Kingsley, J., & Sklar, S. (2009). The Montreal Home Instruction for Parents of Pre-school Youngsters Project (HIPPY): An efficacy study final report (July). Butler-Kisber, L., Kingsley, J., & Sklar, S. (2010). Home instruction for parents of pre-school youngsters: Preliteracy development through empowering parents. Language and literacy researchers of Canada, pre- CSSE Conference, Concordia University, Montreal, QC (May). Eric CAPLAN Caplan, E. (2010, Nov). Social justice in the thought of Mordecai Kaplan. Biennial Convention of the Jewish Reconstructionist Federation, Newport Beach, CA (2009, December). The centrality of social justice to the thought of Mordecai M. Kaplan. Association for Jewish Studies Annual Conference, Los Angeles, CA Review, of H. Smith, Tales of wonder: Adventures chasing the divine. The Montreal Gazette, June 20, Aziz CHOUDRY Choudry, A. (2010, November). Learning Struggle, Sharing Knowledge: Building Resistance to Bilateral FTAs. Political Sociology Workshop, Departments of Sociology and Political Science, McGill University (2010, Oct). Invited chair, Panel on Rethinking Work and Resistance in Contemporary Capitalism: New Voices in Labour Studies conference, York University (2010, Oct.). Invited Keynote Speaker: Cities in struggle: Learning, knowledge production, research and resistance from the ground up: N-AERUS (Network-Association of European Researchers on Urbanization in the South) XI Conference, L'École de la Cambre, Brussels, Belgium (2010, July). Globalizing guestworker programs in an era of neoliberal immigration. International Sociological Association XVII ISA World Congress of Sociology (Research Committee 44 Labor Movements). Goteborg, Sweden (2010, July). Sites of resistance, learning and theorizing: Knowledge production in local/global social activism. Development Planning Unit, University College London.

30 ----. (2010, June). Mapping the resistance to bilateral free trade and investment agreements. Canadian Association for the Study of International Development Conference 2010, Congress of the Humanities & Social Sciences, Concordia University, Ottawa (2010, June). Learning from the struggle: Challenging NGOization and the professionalization of social change. Local and Global Social Justice Movements panel, Equity Congress 2010 Canadian Federation for the Humanities and Social Sciences. Congress of the Humanities & Social Sciences, Concordia University, Ottawa (2010, May). Global crisis, working class households and migrant labour. Not the G-20 Recovery and New beginnings: Struggles for immigration and labour justice. Opening plenary, Historical Materialism 2010 Conference, York University. Choudry, A, & Kapoor, D. (2010, May). Learning from the ground up: Global perspectives on knowledge production and social movements. Canadian Association for the Study of International Development Conference 2010, Congress of the Humanities & Social Sciences, Concordia University, Ottawa. Jordan, S., Choudry, A., Shragge, E., Stiegman, M., & Hanley, J. (2009). Immigrant workers and learning in troubled times. Paper presented at the Canadian Council on Learning, Montreal. Choudry, A. (2010, March). Learning from the ground up: Knowledge Production and social movements. School of Community and Public Affairs Alumni Lecture Series, Concordia University (2009, June). Another NGO is possible! Compartmentalization, complicity and conquest. 9th Annual Critical Race and Anticolonial Studies Conference of Researchers and Academics of Colour for Equality, Concordia and McGill Universities (2009, May). Globalizing Guest worker programs in an Era of Neoliberal Immigration. Joint Session of the Canadian Sociology & Anthropology Association/Society for Socialist Studies (CSSA/SSS), Congress of the Humanities & Social Sciences, Carleton University (2009, May). Knowledge, Power, and Struggle in anti-apec NGO/activist networks. Canadian Association for the Study of International Development Conference 2009, Congress of the Humanities & Social Sciences, Carleton University (2009, April). Power, knowledge and struggle - bridging academic and activist worlds: Challenges and reflections. Research Exchange Forum, Department of Integrated Studies in Education, McGill University (2009, March). Invited Discussant: Civil Society, Governance and the achievement of Education for All (EFA) (Dr Karen Mundy, OISE). Inter-University Seminar-Workshop Series, McGill University, Department of Integrated Studies in Education/Universite de Montreal, Departemente d administration et fondements de l education, McGill University, March Resisting bilateral free trade and investment agreements, Labour Movements Research Committee (RC 44), (International Sociological Association) newsletter, 4: 3, 4-6 Choudry, A., Hanley, J., Jordan, S., Shragge, E., and Stiegman, M. (2009). Respect et résistance. Revue du CREMIS, 2 (4). David DILLON Dillon, D. (2010). L école et les enfants défavorisés: Réapprendre l école. Vie pédagogique, No. 155 (septembre). (Retrieved from Dillon, D. (2010, Nov). Fostering students personal response to literature. Annual QPAT Teachers Convention, Montreal. O Connor, K., & Dillon, D. (2010, May). Integrating teacher and inclusive education curriculum through partnerships: Experiential, socio-constructivist, and school-based. Ontario Ministry of Education/Faculties of Education Forum 2010, Toronto, ON. Dillon, D. (2010, May). Negotiating the curriculum of field experience in teacher education. Annual conference of the Canadian Society for Studies in Education, Montreal. Hopper, T., Sanford, K., O Connor, K., Dillon, D., Williams, L., & McGregor, C. (2010). Pedagogy of place: Fielding teacher education (symposium). Annual conference of the Canadian Society for Studies in Education, Montreal, June 1.

31 Dillon, D. (2010, May). Building from teaching experience: Factors that make teacher education effective. Keynote address for the Canadian Association for Teacher Education. Annual conference of the Canadian Society for Studies in Education, Montreal. Dillon, D., & O Connor, K. (2010, March). A pedagogy of place: Its nature and potential importance in teacher education. Annual conference of the Education Graduate Students Society, McGill University, Montreal (2009, Nov) What should be the role of field experience in teacher education programs? Third Working Conference on Research in Teacher Education,Winnipeg, Nov Dillon, D. (2009, Nov). Enhancing reading comprehension through improvised drama. Annual convention of QPAT. Montreal. Dillon, D., & O Connor, K. (2009, October) Partnerships Imply Change: How They Challenge Teacher Education. Edge 2009 Conference: An International Conference on Teacher Education, Memorial University, St. John s (2009, May). Student cohorts in teacher education: Creating pedagogical community. Annual conference of the Canadian Society for Studies in Education, Carlton University, Ottawa (2009, March). Fostering the development of a teacher identity for teacher education students. Annual conference of the Education Graduate Students Society, McGill (2009, Feb). Partnerships imply change: How they challenge teacher education. International Symposium, Every Voice Counts: Critical partnerships for teacher education in rural and local communities. University of Kwazulu-Natal, Durban, South Africa. Ratna GHOSH Ghosh, R. (2010, Nov). Towards a more inclusive National history. Association for Canadian Studies (ACS) & The Ontario History and Social Sciences Teachers' Association (OHASSTA) national conference, Toronto (2010, Feb.) Educational policy and practices in multicultural Canada.Department of Sociology, University of Hyderabad, Hyderabad, India (2010, Jan). Nationalism and education on French Canada (Quebec). National University for Educational Policy and Adminsitration (NUEPA), New Delhi, India Nationalism and education in French Canada (Québec): the case of South Asian youth. Department of Sociology, University of Hyderabad, Hyderabad, India (2009, Nov). Educational policy for a knowledge society: Implications for women and higher education in India. Panel on Knowledge and Pedagogies in Context. 4th Conference of the Mediterranean Society of Comparative Education (ME.S.C.E.), Rabat, Morocco (2009, May). A gender analysis of the National Knowledge Commission Report (India). Panel on Globalization and Higher Education. Canadian and International Education (CIESC), Canadian Society for Studies in Education (CSSE), Congress of the Humanities and Social Sciences, Carleton University, Ottawa Expert Panel for Conference on Education Equity: Global and National Strategies. McGill Institute for Health and Social Policy (IHSP). Montreal Education and human rights. Keynote Address at the Concordia University Conference on Transformation through Learning, Education Students, Concordia University Library, Montreal English language schools and the ongoing challenge of diversity. Quebec Community Groups Network & Association for Canadian Studies, Seminar on Exploring Diversity in English Speaking Quebec, Atwater Library, Montreal (2009, March). Racisme, antisémitisme et discriminations en éducation : comment transformer les données de la recherche en outils pédagogiques et en pratiques? Seminar, Université du Québec a Montréal (UQAM), Montreal Women, human rights and education. Panel on Annual Meeting of the Comparative and International Education Society (CIES), Charleston, South Carolina. Michael HOECHSMANN

32 Hoechsmann, M. (2010, October). All gaga about lonelygirl15: What does Michael Jordan have to do With it? Spotlight on Media Literacy. Association for Media Literacy (Ontario), OISE/UT, Toronto (2010, April). From generating Xpectations to extreme buzz: Marketing at the interstices of youth culture. Presented at American Educational Research Association, Denver, CO (2009, Jan). La máquina no mande: Alfabetizaciones nuevas, tecnología y educación (The machine is not in command: New literacies, technology and education). Presented at Pedagogía 2009, Havana, Cuba. Steve JORDAN Jordan, S., Choudry, A., Shragge, E., Stiegman, M., & Hanley, J. (2009). Immigrant workers and learning in troubled times. Paper presented at the Canadian Council on Learning, Montreal. Kara JACKSON Jackson, K. (2010, December). Equity and access to high-quality instruction in middle school mathematics. National Science Foundation DR-K12 Principal Investigator Conference, Washington, D.C. Bronwen LOW Winer, L., Low, B., Sarkar, M. Indongo, N., & Piensa, L. (2010, September). Learning multilingualism and multidialectalism outside the classroom in Montreal and Toronto: Hip-hop spaces and Canadian urban youth. Sociolinguistics Symposium 18, Hampshire, UK. Winer, L., Low, B., Sarkar, M. Indongo, N., & Piensa, L. (2010, July). Yo, Patné! : Repping Creole Peeps in Canada. Society for Caribbean Linguistics, Barbados. Palacios, L., Low, B., Brushwood Rose, C., & Salvio, P. (2010, May). Framing the scholarship on participatory video: From celebration to critical engagement. Canadian Association for Curriculum Studies, Canadian Society for the Study of Education, Montreal. Sarkar, M., Low, B., & Winer, L. (2010, May). Blanc parler, Québéquicite, Comment révolter? ACFAS, Montreal. Low, B. (2009, November). Discussant summing up presentations of the day, Conference on Remembering War, Genocide, and Other Human Rights Violations, Montreal (2009, Oct). L education hip hop aux Etats-Unies: Defi de l interpretation. Invited presentation at the Centre d Etudes Ethniques des Universities Montrealaises (CEETUM ) Tan, E., Indongo, N., Piensa, L. Sarkar, M., Winer, L. & Low, B. (2009, April). Performing realness in Montreal and Toronto Hip-Hop through Caribbean Creoles: Code-switching, appropriation and the authenticity debates. National Popular Culture Association & American Culture Association Conference, New Orleans. Indongo, N. Piensa, L. Winer, L., Sarkar, M., Low, B. & Tan, E. (2009, June). Ça se passe icitte : Global and local in Montreal rap lyrics. British Ethnomusicology Forum, Liverpool. Low, B., Sarkar, M., & Winer, L. (2009, October). Performing Realness in Montreal and Toronto Hip-Hop through Caribbean Creoles: Code-switching, appropriation and the authenticity Debates. Canadian Association for Cultural Studies, Montreal (2009, August). I m my own grammar book : Hip-Hop lyrics as an attack on Quebec linguistic prescriptivism and conceptions of nationhood. Prescriptivism and patriotism: Language norm from nationalism to globalisation, Toronto. Low, B. (2009, June). Making sense out of worlds that are different: Race and the challenge of interpretation in a spoken word curriculum. Critical race and anti-colonial studies conference, Montreal. Roy LYSTER Invited Plenary Sessions Lyster, R. (2010, November). A counterbalanced approach to teaching language through content. 2 nd International Conference on CLIL and Immersion Education. Kokkola University, Kokkola, Finland (2010, October). The role of teacher talk and the importance of feedback. 2o Congreso Regional de Enseñanza en Lenguas. Universidad Autonoma de Estatdo de Hidalgo. Pachuca, Mexico Interventions pédagogiques favorisant le bilinguisme : perspectives et recherches canadiennes. Langue- Plaisir-Apprentissage : 2 ième Colloque régional en Bretagne. Plésidy, France.

33 ----. (2010, July). The pivotal role of interaction in learning language through content. Jornades sobre plurilingüisme en la Comunitat Valenciana. Valencia, Spain (2010, June). Feedback in classroom SLA. Meeting of the Canadian Association of Applied Linguistics (ACLA), Congress of the Humanities and Social Sciences. Concordia University, Montreal, QC (2009, October). Corrective feedback and its variable effectiveness in second language classrooms. Foro de Estudios en Lenguas. Universidad de Quntana Roo, Chetumal Mexico (2009, July). The complementary roles of form-focused and content-based instruction. International Conference on Content-Based Instruction/CLIL for Young Learners: Breaking Through Traditional Boundaries. Maceió, Brazil (2009, June). Evolving perspectives on learning French L2 through immersion. Contextualizing Bilingualism and Biliteracy (CLLRNET National Language Conference). Dalhousie University, Halifax, NS (2009, May). Issues and options in immersion pedagogy. Language Immersion as Formal and Informal Learning: New Perspectives for Research and Public Policy. Official Languages and Bilingualism Institute, University of Ottawa. Papers at Refereed Scholarly Meetings Lyster, R., & Saito, K. (2009, October). A meta-analysis of feedback effectiveness in classroom settings. Second Language Research Forum (SLRF), University of Michigan. Lansing, MI. Ballinger, S., Lyster, R., & Collins, L. (2009, May). Bilingual reading and beyond: Students linking the two solitudes in French immersion. Meeting of the Canadian Association of Applied Linguistics (ACLA), Congress of Social Sciences and Humanities, Carleton University, Ottawa, ON. Refereed or Invited Presentations at Professional Meetings Lyster, R. (2009, October). Vers une pédagogie de l immersion qui fait le contrepoids entre forme et contenu. Congrès national de l Association canadienne des professeurs de l immersion (ACPI). Winnipeg, MN. Lyster, R., Collins, L., & Pouliezos, M. (2009, January). Reading aloud and acting out: Engaging young learners in bilingual storybooks. SPEAQ Campus 2009, McGill University, Montreal, QC. Invited Lectures Lyster, R. (2010, December). Intégration de l enseignement centré sur la forme en classe de langue vivante et en classe bilingue. IUFM d Alsace, Université de Strasbourg. Strasbourg, France (2009, August). Maximizing second language learning through oral interaction. División Académica de Educación y Artes, Universidad Juárez Autónoma de Tabasco. Villahermosa, Mexico (2009, March). Focus on form and meaning in communicative language teaching. División Académica de Educación y Artes, Universidad Juárez Autónoma de Tabasco. Villahermosa, Mexico (2009, March). The role of corrective feedback in classroom interaction. División Académica de Educación y Artes, Universidad Juárez Autónoma de Tabasco. Villahermosa, Mexico. Round Tables Lyster (2010, September). Variable effects of interactional feedback as instructional input. Language Learning Round Table: Interaction and SLA (with A. Mackey, P. Seedhouse, & J. Wagner). Annual Meeting of the European Second Language Association (Eurosla). Università di Modena e Reggio Emilia, Italy Lyster, R., Dicks, J., & Mady, C. (2010, May). Research in second language pedagogy and sociolinguistics. Second Language Learning Research Round Table. Department of Canadian Heritage. Gatineau, QC. Podcasts Lyster, R. (2009). Form-focused instruction in immersion classrooms (Podcast). Ottawa, ON: Canadian Association of Second Language Teachers (2009). Corrective feedback in immersion classrooms (Podcast). Ottawa, ON: Canadian Association of Second Language Teachers. Mary MAGUIRE Maguire, M. H. (2009). Lessons learned in five heritage language contexts. Plenary symposium for the Annual Conference Official Languages & Bilingualism Institute University of Ottawa. Maguire M. H. (2009). Whose voices matter in literacy policies choices & practices? Plenary Literacy Symposium for annual conference, Canadian Association of Applied Linguistics, Carleton University, Ottawa.

34 Kevin MCDONOUGH McDonough, K. (2010, April). Unreasonable views of civic education. Philosophy of Education Society Annual Meeting. San Francisco (2010, May). Inclusion or segregation for students with cognitive disabilities: Issues of justice. CSSE, Montreal. Claudia MITCHELL Reid-Walsh, J., & Mitchell, C. (2010, Nov) From commonplace books to Facebook. DIY Citizenship and Social Media Conference, University of Toronto. Mitchell, C. (2010, Oct). Shifting the boundaries of knowledge: Girlhood in contemporary Rwanda, gender violence and the democratic archive. Girls, Cultures, Texts Conference, University of Winnipeg. Mitchell, C. (2010, Sept). Arts-based methodologies: what difference? Can the arts stop AIDS symposium. Nelson Mandela Metropolitan University. Moletsane, R., Mitchell, C. and Lewin, T. (2010, May). A critical analysis of gender violence and inequality in around schools in South Africa in the age of AIDS: Progress or retreat? UNGEI Engending empowerment, Education and Equality4 Conference, Dakar. Mitchell, C., delange, N., & Stuart, J. (2010, March). Re-playing, re-remixing, and re-making media texts: Youth as knowledge producers in the age of AIDS. Digital Futures Symposium, Calderwood Lodge, Vulindlela. South Africa. Mitchell, C. (2010). Provocative images of childhood produced by children. Imagining Childhood Conference, iplai, McGill University, March Mitchell, C., & delange, N. (2010, Feb). Photovoice as a visual methodology in addressing HIV&AIDS. Fourth African Sexuality Conference, Addis Abbaba. Mitchell, C. (2009, Oct). Keynote Address: Participatory methodologies for social change. International Experiential Education Conference. Montreal. Mitchell, C. (2009, Sept). Keynote Address: Making a difference? Participatory visual methodologies and taking action. First International Visual Methodologies Conference, University of Leeds, Leeds, UK. Mitchell, C. (2009, Aug). On working with dress as material culture. Was it something I wore? Symposium, Durban, South Africa. De Lange, N., Mitchell, C., & Mnisi, T. (2009, July). Learning to use visual data to save lives in the age of AIDS. 16 th International Learning Conference, Barcelona. Ron MORRIS Morris, R. (2010, April). Penser nos responsabilités face à un décès dans un milieu scolaire : vers une éthique du mieux-être. Paper presented at the Colloque du GRÉE, Montréal, UQAM (2009, November). The conceptual framework of Quebec new ethics and religious culture program, Paper presented at The American Academy of Religion Annual Conference, Montreal (2009, May). «L approche narrative et l éducation au dialogue en éthique et culture religieuse», Paper presented at Acfas, Ottawa. Anthony PARÉ Conference Papers and Seminar Presentations Paré, A. (2010). Supervising doctoral student writing: Cross-institutional and cross-disciplinary perspectives. Paper at the Canadian Association for the Study of Discourse and Writing. Montreal, May Paré, A. & Starke-Meyerring, D. (2010). Writing (in) the Knowledge Society: A Rhetorical Perspective. Invited presentation at the Congress of the Humanities and Social Sciences: Social Sciences and Humanities Research as a Public Good: Identifying Research Prospects for Advancing Research Among Academic and Non-Academic Discourse Communities. Montreal, May 27. Paré, A. (2010). Moving from school writing to workplace writing: Problems and possibilities. Faculty research seminar, City University of Hong Kong, Hong Kong, April 26.

35 Paré, A. (2010). Getting published. Presentation to graduate students, International Doctoral Education Research Network meeting, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Malaysia, April 22. Paré, A. (2010). Supervising the dissertation. Presentation to faculty, International Doctoral Education Research Network meeting, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, April 22. Paré, A. (2010). Building an international research agenda for doctoral education. Panel presentation, International Doctoral Education Research Network meeting, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, April 20. Paré, A. & Starke-Meyerring, D. (2010). A cross-disciplinary study of doctoral writing practices at Canadian research-intensive universities. Paper at the Quality in Postdoctoral Research Conference, Adelaide, Australia, April Paré, A. (2010). Student Publishing in Doctoral Education: Pressures, Promises and Pedagogies. Symposium presentation, the Quality in Postdoctoral Research Conference, Adelaide, Australia, April Paré, A. & Starke-Meyerring, D. (2010).Studies of doctoral writing practices at Canadian research-intensive universities. Research seminar, University of Technology, Sydney, Australia, April 12. Paré, A. (2010).Supervising Graduate Student Writing, Faculty seminar, Queensland University of Technology, Brisbane, Australia, April 8. Paré, A. & Starke-Meyerring, D. (2010). Doctoral Education in Canada: A cross-disciplinary study of practices, challenges and resources with a special focus on writing. Faculty seminar, University of Western Sydney, Sydney, Australia, April 7. Pare, A. & Starke-Meyerring, D. (2009). Canadian doctoral writing survey: A progress report. Presentation at the conference of the Canadian Association for Graduate Studies. Halifax, Nov Starke-Meyerring, D., Pare, A., Graves, R., Graves, H., El-Bezre, N. & Sun, K.Y. (2009). The roles of writing development in doctoral education: A cross-disciplinary study of doctoral writing practices at Canadian research-intensive universities. Paper at the Conference of the European Association for Teachers of Academic Writing. Coventry University, UK, June 30-July 2. Paré, A. (2009). Under new pressures? Practices, policies, and perceptions of doctoral writing at Canadian G13 universities. Panel presentation at the Canadian Association for the Study of Discourse and Writing. Ottawa, May Paré, A. (2009). In search of territoire/place for genres of disciplinary teaching: The case of mathematics. Panel presentation at the Canadian Association for the Study of Discourse and Writing. Ottawa, May Paré, A. (2009). Getting published: What journal editors are looking for. Panel presentation at the Canadian Society for the Study of Education, Ottawa, May Paré, A. (2009). Searching for words: Supervising the dissertation. Paper presented at the annual meeting of the American Educational Research Association, April Starke-Meyerring, D., Paré, A., Sun, K.Y. & and El-Bezre, N.(2009). The horror, the struggle, the triumph : Meta-genres of dissertation writing at research-intensive universities. Paper presented at the Conference on College Composition and Communication, San Francisco, March Caroline RICHES Riches, C., Horner, N., Benson, F. (2010, February). Judgement is in the eye of the beholder Engaging professional competencies. Paper presented at LCEEQ Annual Conference, Laval, Qc. Usher, K., Benson, F., Riches, C. (2010, May). Moving beyond the obvious: Seeking evidence of benefit associated with non-traditional and international practica. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Qc. Benson, F., Riches, C. (2010, May). Novice teachers emerge from the mist: Seeing the bigger picture, preparation to practice. Paper presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University, Montreal, Qc. Riches, C. & Benson, F. (2010, November). The argument for an organic program of teacher education versus the accusation of stagnancy Presented at the Fourth Working Conference on Research in Teacher

36 Education in Canada. Winnipeg. Riches, C. (2009). Teaching EFL through a panorama of Canadian music. Language, culture and education: building bridges through the arts second international conference. Pinar del Rio, Cuba Riches, C. & Benson, F. (2009). Our Canary in the Mine: Novice Teachers Indicators of Professional Wellbeing in Relation to Teacher Preparation Program Relevance. Canadian Society for the Study of Education / Canadian Association for Teacher Education Annual Conference. Carleton University, Ottawa, Ontario. Riches, C., Benson, F., Stead, V. (2009, November). Teacher Education Research Design Matrix. Presented at: Third Working Conference On Teacher Education. Winnipeg. Mela SARKAR Metallic, M.A., J. Vicaire, T. Mitchell, J. Metallic, & M. Sarkar (2010, October). From Mi gmaq language revitalization to Indigenous language teacher training in Listuguj. Paper presented at the 42 nd Algonquian Conference, Memorial University, Newfoundland. Sarkar, M. (2010, September). Improvising the revitalization of an endangered Indigenous language of eastern North America: The teaching of Mi gmaq in Listuguj. Paper presented at Foundation for Endangered Languages, Trinity-St.David s, University of Wales, UK. Sarkar, M. (2010, September). Teaching Mi gmaq in Listuguj: An ethnographic approach to researching Aboriginal language revitalization. Paper presented at Oxford Ethnography and Education, University of Oxford, UK. Winer, L., Low, B., Sarkar, M., Indongo, N., & Piensa, L. (2010, September). Multilingual encounters in Canadian urban Hip-Hop spaces: Transnational linguistic influences on local youth culture. Paper presented at Sociolinguistics Symposium 18 (SS18), University of Southampton, UK. Winer, L., Low, B., Sarkar, M., Indongo, N., & Piensa, L. (2010, August). Yo, Patné! Reppin Creole Peeps in Canada. Paper presented at the Society for Caribbean Linguistics Biennial Conference, Cave Hill, Barbados. Metallic, M.A., Mitchell, T., & Sarkar, M. (2010, June). Nemitueg tli suti napui gnigtug: Visual mapping of language structure in Listuguj. Paper presented at the 17 th Annual Stabilizing Indigenous Languages Symposium (SILS), University of Oregon, Eugene, Oregon. Sarkar, M., Low, B., & Winer, L. (2010, May). Blanc parler, Québéquicité : comment se révolter? Paper presented at the ACFAS (Association francophone pour le savoir) 78e annual congress, Université de Montréal, Montreal, QC. Metallic, M.A., Vicaire, J., Mitchell, T., & Sarkar, M. (2010, April). Nemitueg tli suti napui gnigtug Listugujg: We see our language through pictures. Paper presented at the Aboriginal Education Research Forum, Winnipeg, Manitoba. Sarkar, M., Metallic, M.A., Vicaire, J., & Metallic, J. (2009, October). [Re]-Acquiring Mi gmaq in Listuguj through a visual-oral grammar pedagogy. Paper presented at the 41 st Algonquian Conference. Concordia University, Montreal. Low, B., Sarkar, M., & Winer, L. (2009, October). Performing Realness in Montreal and Toronto Hip-Hop through Caribbean Creoles: Code-switching, appropriation and the authenticity debates. Paper presented at the Canadian Association of Cultural Studies Annual Conference. McGill University, Montreal. Low, B., Sarkar, M., & Winer, L. (2009, August). I m my own grammar book : Hip-Hop lyrics as an attack on Quebec linguistic prescriptivism and conceptions of nationhood. Paper presented at Prescriptivism(e) & patriotism(e): Language norms and identities from nationalism to globalism. New College, University of Toronto. Low, B., Winer, L., & Sarkar, M. (2009, May). Caribbean influences in Toronto and Montreal Hip Hop: Montreal riddim vs de T dot O. Paper presented at the annual conference, Canadian Association of Applied Linguistics, (CAAL), Ottawa, ON, Canada. Lavoie, C., & Sarkar, M. (2009, May) Langues autochthones et éducation: Regards sur les politiques du Canada, du Burkina Faso et du Vietnam. Paper presented at the ACFAS (Association francophone pour le savoir) 77e annual congress, Ottawa, ON, Canada.

37 Winer, L., Low, B., Indongo, N., Tan, E., & Sarkar, M. (2009, April). Ça se passe icitte : Global and local in Montreal rap lyrics. Paper presented at the Annual Conference, British Forum for Ethnomusicology, Liverpool, U.K. Tan, E., Indongo, N., Low, B., Winer, L., & Sarkar, M. (2009, April). Performing Realness in Montreal and Toronto Hip-Hop: Caribbean Creoles, Code-switching, and the Authenticity Debates. Paper presented at the Popular Culture Association National Conference, New Orleans, LA, U.S.A. Annie SAVARD Savard, A. (2009, October). Bridging sociocultural and mathematics contexts in the classroom: The emergence of citizenship. Paper presented at Mathematics Educational Research Unit (MERU). Ottawa University, Ottawa, Ontario, Canada. Savard, A., Larose, F., Caron, I., Crevier, C., Vadeboncoeur, A. and Brosseau, B. (2009, October). Enseigner les probabilités à l'aide d'un simulateur : présentation d'une expérience vécue en classe au secondaire. Journée pédagogique montérégienne October. St-Hyacinthe, Québec, Canada. Savard, A., Sierpinska, A., Osana, H. P. Bobos, G., and Royea, D. A. (2009, July). Problems of Transition from a Former to a New Professor in a Preservice Elementary Mathematics Teacher Education Course. Conférence CIEAEM 59, Commission Internationale pour l Étude et l Amélioration de l Enseignement des Mathématiques. 26 au 31 juillet 2009, Montréal, Québec, Canada. Savard, A. (2009, June). Developing critical thinking of gambling by teaching probability in elementary school : toward making a decision. Paper presented at the Canadian Mathematics Education Study Group, Toronto, Ontario, Canada (2009, May). Teaching citizenship education through the mathematics course. Paper presented at Mathematics and its connections to the Arts and Science International symposium (MACAS 3), Moncton, New Brunswick (2009, May). L évaluation diagnostique au service de la formation: de la théorie à la pratique. Paper presented at the ACFAS colloquium: Formation des enseignants de mathématiques: Quels modèles, quels équilibres? Discussions et débats entre la relève et l expérience. Association Francophone pour le Savoir, Ottawa, Ontario, Canada (2009, April) Nos richesses naturelles et culturelles : sources d inspiration pour l enseignement des mathématiques. Paper presented at the 19 th Conférence en éducation des Premières Nations. Hôtel Delta, Montréal (2009, April). Intégrer les dimensions culturelles dans le cours de mathématiques : Et si la culture était déjà là? Paper presented at the Colloque Espace mathématique francophone, EMF 2009, Dakar, Sénégal (2009, April). Problem solving in elementary mathematics. Canadian Mathematics Education Forum (CMEF 2009). April 30- May 3. Vancouver, British Columbia, Canada (2009, April). Gambling prévention and mathematical competencies in elementary school : When probability + chance = critical thinking. Research Exchange Forum, McGill Université, Montréal, Québec, Canada (2009, January). Les rendez-vous pédagogiques : Science et technologie et science et technologie de l environnement. Le Collège Regina-Assumpta, 23 janvier Montréal, Québec Gale SEILER Seiler, G. (2010, August). Invited participant. Colloquy on minority males in science, technology, engineering, and mathematics, sponsored by National Science Foundation. Baltimore, MD. Seiler, G., Abraham, A., Gonsalves, A., Jackson, P., & Peters, S. (2010, March). Theoretical and methodological coherence in conceptualizing identity. Symposium at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA. Pozzer-Argenghi, L. & Seiler, G. (2010, March). Students discussing science: Individual and collective agency challenging structure and (re)shaping identities in science classrooms. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

38 Seiler, G. (2010). Invited participant, 2010 Springer Forum: Theoretical and Methodological Issues in Sociocultural Studies. Wood, E. & Seiler, G. (2009, May). The Bog Project: Cross-curricular teacher education in community. Paper presented at the 5th World Environmental Education Congress, Montreal, QC. Seiler, G. (2009, Feb). Dismantling walls of silence in a rural science classroom. Paper presented at an international symposium, Every voice counts: Critical partnerships for teacher education and rural communities, Durban, South Africa Invited participant. Every voice counts: Critical partnerships for teacher education and rural communities. Durban, South Africa. Shaheen SHARIFF Shariff, S. (2010, December). Cyber-bullying, Cyber-libel, or Cyber-jokes? Navigating a balance between free expression, privacy, safety and supervision. Ubiquitous Learning International Conference, University of British Columbia, Vancouver, B.C., Canada. (see Student Jaime Sportun presented on my behalf ) (2010, November). Cyber-bullying Workshop: Learning and Teaching Day at McGill. (Videotaped by SKILLSETS) Cyber-bullying, Cyber-libel, or Cyber-Jokes? Pearls of Policing Conference, International Pearl Fishers Action Learning Group (IALG). Kingbridge, Ontario November, 4, (2010, April) Cyber-bullying: Battle or Opportunity? What are the boundaries of free expression, privacy, student and institutional rights and responsibilities towards socially responsible on-line communication? CADDPHE Conference, McGill University, Australia (2010, April). Navigating the Maze: Cybersafety and wellbeing solutions for schools. Keynote address, National Centre Against Bullying (NCAB), Melbourne, Australia (Upcoming Webcast) Shariff, S, Bailey, J., Talim, J., Steeves, V., (2010, March). Lookout! Girls on the Internet. Taking Stock of Technology. Panel presentation at opening of the Centre for Law, Technology and Society, University Ottawa Law Faculty (2010, January). Cyberintimidation: enjeux et solutions pour l ecole, la classe et la maison. De l intimidation a la cyberintimidation. Centre Jeunesse de Quebec, Quebec City, Quebec. (In English supported by French powerpoint and translation) (2009, October). Cyber-Bullying: Battleground or Opportunity? exbus Conference, University of Aarhus, Copenhagen, Denmark, [Keynote] (2009, June). Cyber-hate: Danger in Cyber-space United Nations Unlearning Intolerance Seminar (2009, June). Battle or Opportunity. Presentation at Commission Scolaire conference on Violence in Schools. Translated by Dr. Elizabeth Wood (2009, March). Cyber-bullying and the Policy Vacuum. Online symposium with the First Amendment Center ( 2009, March). Cyber-bullying and the Policy Vacuum. Online symposium with the First Amendment Center. Sylvia SKLAR Butler-Kisber, L., Kingsley, J., & Sklar, S. (2010). Home instruction for parents of pre-school youngsters: Preliteracy development through empowering parents. Language and literacy researchers of Canada, pre-csse Conference, Concordia University, Montreal, QC (May). Butler-Kisber, L., Kingsley, J., & Sklar, S. (2009). The Montreal Home Instruction for Parents of Pre-school Youngsters Project (HIPPY): An efficacy study final report (July). Donna-Lee SMITH Smith, D. L. (2009, Oct.). Cree and Inuit Symposium of Nord du Quebec : Territory, Economy, Society, and Culture. There are Stories to Tell, University of Angers, France.

39 ----. (2009, Oct.). Cree School Board Education Symposium. Cree-Ative Stories and Poems: An Anthology of Cree Literature, Montreal, Quebec..with Josephine Peck (Mi kmaq Elder). (2009, May). Mi kmaq Language Initiatives, Mi kmaq Kina matnewey Language Conference, Antigonish, Nova Scotia. Doreen STARKE-MEYERRING Starke-Meyerring, D. (2010, Sept.). Research-based approaches to writing and publishing in academe. Research Writing Seminar, Doctoral Colloquium of the International Entrepreneurship Conference, Montreal. Starke-Meyerring, D. (2010, May). Between tradition and innovation: Research-based approaches to reconsidering writing, publishing, and knowledge production in academe. Research Writing Retreat, University of Ottawa (Faculties of Management and Social Sciences). Starke-Meyerring, D. (2010, April). Facilitating writing development in graduate education: Research-based approaches. Concordia University, Montreal. Starke-Meyerring, D. (2010, March). Writing development in higher education: Research and practice from a socio-cultural perspective. Presentation to the WID working group, Dawson College, Montreal. Shirley STEINBERG Steinberg, S. (2010, November). Demanding hope in a climate of hopelessness: A critical pedagogy for urban teachers. Invited speaker, New York University Educational Theatre Department (2010, September). Celluloid sexuality and youth: From celibacy to booty. Keynote address for International Youth Work and Youth Studies Conference, University of Strathclyde, Glasgow, UK (2010, July). Radical love: Pato, Paulo, y Joe. Opening address, Art Reception. Fundación Jesús Gómez, Barcelona, Spain The Freire social media project: Youth and digital media. International Conference on Education, Samos, Greece (2010, June). Teaching against Islamophobia: Multiculturalism, racism, and discrimination in the educational sphere. Address to students and Faculty of Education. University A. Coruna, Spain University of Barcelona. Address to Undergraduate Teacher Education Students. Youth Culture and the Logo Deconstructing youth films: What do they really teach? Address to undergraduate teacher education students, University of Barcelona Islamophobia and the rise of unrest. Address to students and Faculty of Education, University of Malta Teaching about youth sexuality: Emerging perspectives. Plenary Speaker, Ford Foundation Adolescent Sexual Health Conference (2009, November). Teachin in the hood: Media misrepresentations of urban children and youth. Keynote Speaker, Indiana University Northwest 20th Anniversary Urban Teacher Education Program, Gary, Indiana (2009, November). Critical media literacy: Revising kinderculture for the twenty-first century. Invited Address to Faculty and Students, Georgia Southern University (2009, October). Research for, with, and of youth: Negotiating the borders. Invited Address to Faculty and Students, University of North Carolina, Greensboro (2009, July). Critical pedagogy and interdisciplinarity. Address to faculty and Students. Kyong Hee University, Seoul, Korea (2009, June). Diversity and multiculturalism: Leadership possibilities. Faculty Invited Address, Victoria University (Australia) (2009, June). Bricolage and Research: Negotiating Social Justice in our Work. Invited Speaker, Melbourne University (2009, June). Applying social justice in research, praxis, and daily life. Keynote Speaker, Conference Leader, Monash University (2009, June). Community activism, youth participation, and critical pedagogical work. Invited Speaker, Conference Leader, Ballarat University (2009, June). Bricolage and doctoral research. Invited Speaker, Sydney University of Technology (2009, June). Employing the bricolage in research. Invited Speaker, Newcastle University.

40 ----. (2009, June). Creating a critical pedagogical and interdisciplinary community. CSSE, Carlton University, Ottawa (2009, May). Urban Teens and Sexuality: Where do we go from here? Ford Foundation, Plenary Speaker, Miami University of Ohio, (2009, April). Smoke and mirrors: More than one way to be diverse and multicultural. Keynote Speaker, International Invited Conference on Multicultural Education, Vancouver, BC (2009, March). Teaching in the neighbourhood: Integrating distinct cultures within our public schools. Keynote Speaker, Hellenic Studies Unit Speaker s Series, Concordia University (2009, February). Critical pedagogy in the changing urban environment. Keynote Speaker, University of Barcelona, Spain, Faculty of Education Critical Conference (2009, Feb). Radical love in a new era. Keynote Speaker, University of Girona, Spain, Faculty Conference (2009, Feb). Reframing 19 urban questions for new urban teaching. Keynote Speaker, University of Utrecht/Hogeschool Utrecht, The Netherlands Faculty and Graduate Students Conference. Teresa STRONG-WILSON Strong-Wilson, T., & Phipps, H. (2010). Difficult inheritances : Linking emotion with criticality in developing pedagogical knowledge. CSSE, Congress of the Social Sciences and Humanities, Montreal, Quebec. Tsoulos, D., Rouse, D., Cole, A., Ryan, K., & Strong-Wilson, T. (2010). Marching with the penguins: Turning points and professional development with new technologies. CSSE, Congress of the Social Sciences and Humanities, Montreal, Quebec. Strong-Wilson, T., Carani,G., & Ahsan, S. (2010). Panel: Remembering teachers: Teachers, technology, community. CSSE, Congress of the Social Sciences and Humanities, Montreal, Quebec. Strong-Wilson, T. (2010). Memory s afterglow: Reclamation and illumination in residential school stories in children s literature in Canada. iplai s Imagining the Child Symposium, McGill University, Montreal, QC (2009, October). Qualitative research methodologies: Prompting a storied awareness of place. Presentation in symposium session, methodological challenges and innovations in a multi-site Canadian research study across six provinces, with Ingrid Johnston and Lynne Wiltse. Advances in Qualitative Methods 10 th International Interdisciplinary Conference, Vancouver, BC (2009, Sept). Sebald. In iplai Round Table with Research Fellows (Desmond Manderson, Law, Chair), McGill University. Johnston, I., Bainbridge, J., Burke, A., Courtland, M-C., Hammett, R., Strong-Wilson, T., Ward, A., Wiltse, L., Gonzalez, I., & Phipps, H. (2009, June). Teaching and learning with multicultural picture books. Faculty of Education Doctoral Series, Memorial University of Newfoundland, St. John s. Strong-Wilson, T., & Phipps, H. (2009, June). Very far away: Traversing the distance between imagination and actualization. CSSE, Carleton University, Ottawa. Rouse, D., Thomas, B., Cole, A., Tsoulos, D., & Strong-Wilson, T. (2009, June). Blogging bricoleurs. CSSE, Carleton University, Ottawa. Strong-Wilson, T. (2009, May). What do life histories have to do with it? Capturing the past as it hovers over the present and future of technology, teachers and the curriculum. Provoking Curriculum Conference, University of Ottawa (2009, March). Avoiding the Emperor s situation: Using photographs to provoke discussion of teacher identity construction in professional portfolios. In Panel, The Emperor s New Clothes: Changing the Story through Alternative Framings for Portfolio Construction in Teacher Education Programs. AERA, San Diego, CA. Carolyn TURNER Turner, C.E., Tan, M. & Deschambault, E. (2010, June). Development and field-testing of the writing task for Quebec s Secondary Five provincial ESL exit exams: Using the washback effect to create an assessment bridge. Poster session presented at the Canadian Association of Applied Linguistics (CAAL/ACLA 2010), Montreal, QC

41 Turner, C.E. (2010, May) An overview of language assessment issues and potential: A global perspective. Invited speaker Special Colloquium on Language Assessment in Canada. Canadian Educational Researchers Association (CERA 2010), Montreal, QC, May (Launching of CALA/ACEL - Canadian Association of Language Assessment/Association canadienne pour l évaluation du langage, Special Interest Group-SIG of CERA ) Turner, C.E., Laurier, M.D. & Isaacs, T. (2010, April). A mixed methods approach to construct definition: Identifying underlying factors in L2 oral interactive tasks for nurses in a minority setting. Paper presented at the 32 nd Annual Language Testing Research Colloquium (LTRC 2010), Cambridge, UK. Boyd WHITE White, B. (2010, July). Workshop on the development and use of aesthetigrams (maps for tracking aesthetic encounters) to graduate students and Faculty of the Faculty of Fine Arts, University of Lisbon (2010, May). Aesthetic experience, art criticism and social relevance: A study of responses to problematic imagery. CSSE annual conference (2010, April). Private perceptions, public reflections: Aesthetic encounters for personal, social and cultural awareness. NAEA annual conference, Baltimore (2009, October). Aesthetically-based research. CSEA annual conference. Vancouver (2009, July). Evocative art criticism. 16th Annual Conference on Learning. Barcelona (2009, April). Embodied aesthetics, evocative art criticism. AERA annual conference. San Diego. Lise WINER Winer, L. (2010, June). Why a foreigner? : Some popular reactions to the publication of the Dictionary of the English/Creole of Trinidad & Tobago. Presentation at the Conference on English Dictionaries in Global and Historical Context, Queens University, Kingston, Ontario. Winer, L., Low, B., Sarkar, M., Indongo, N. & Piensa, L. (2010). Yo, patné! : Repping Creole peeps in Canada. Presentation at the Biennial Conference of the Society for Caribbean Linguistics, Barbados, August, Winer, L. (2009) Review of Edgar W. Schneider (Ed.) Varieties of English, Volume 2: The Americas and the Caribbean. Berlin : Mouton de Gruyter, Journal of Pidgin & Creole Linguistics, 24(2): Mühleisen, Susanne. (2009). Language, gender, and sexuality: Different voices, different views (short interviews with Gabrielle Jamela Hosein, Thomas Glave, Lise Winer, André Ché Sherriah and Lawrence La Fountain-Stokes). Sargasso, Special Issue on Linguistic Explorations of Gender and Sexuality, 1, Winer, L. (2009, Aug.) Creole Kyaan Spell : Post-colonial prescriptivism in a vernacular language. Presentation at the Conference on Prescriptivism and Patriotism from Nationalism to Globalization, New College, U. of Toronto. Low, B., Sarkar, M. & Winer, L. (2009, Aug.) I m my own grammar book : Hip-Hop lyrics as an attack on Quebec linguistic prescriptivism and conceptions of nationhood. Presentation at the Conference on Prescriptivism and Patriotism from Nationalism to Globalization, New College, U. of Toronto. Winer, L., Sarkar, M., Low, B., Indongo, N., Piensa, L. & Tan, E. (2009, April). Ça se passe icitte : Global and local in Montreal rap lyrics. Presentation by N. Indongo at the Biennial Meeting of the British Forum on Ethnomusicology, Liverpool. Winer, L. (2009, Feb.) How I Do My Research. Invited public lecture at the National Library, Port of Spain, Trinidad; sponsored by the University of Trinidad & Tobago. Low, B., Sarkar, M. & Winer, L. (2009, Oct.) Performing realness in Montreal and Toronto Hip-Hop through Caribbean creoles: Code-switching, appropriation and the authenticity debates. Presentation by B. Low at the Canadian Association of Cultural Studies (CACS) Biannual conference, McGill University, Montreal. Elizabeth WOOD Wood, E. & Seiler, G. (2009, May). The Bog Project: Cross-curricular teacher education in community. Paper presented at the 5th World Environmental Education Congress, Montreal, QC.

42 APPENDIX 4: CONSULTING ACTIVITIES Name Title, Client Location Days Amoriggi, H. None reported Baker, B. -Consultant, Evaluation of English as a second language, MELS. -Consultant, Centre for the English Montreal Montreal 4 days 6 days Exam for Teacher Certification Benson, F. Consultant (team-building and RCMP (DOCAS) 2 days connecting with youth) Montreal/Quebec City Boudreau, S. None reported Bradley, J. Consultant, Barriere Lake School Quebec 8 days Butler-Kisber, L. Consultant, LEARN Montreal, Qc 30 days Caplan, E. None reported Choudry, A. None reported Doxtater, M. -Governance consultant, Mohawk Council Kahnawake -Governance consultant, Ft. Quapelle Treaty Council -Governance consultant, Federation Saskatchewan Indians -Governance consultant, Iroquois Caucus Quebec Saskatchewan Saskatchewan Ontario/Quebec 4 days 4 days 3 days 3 days Ghosh, R. None reported Hoechsmann, M. None reported Hussey, C. Creativity Coach Private Practice 80 hours Jordan, S. None reported Low, B. None Reported Lyster, R. None reported Maguire, M. None reported McDonough, K. None reported Mitchell, C. Long Term Expert HESA (European Union) 25 days Pretoria, RSA Morris, R. None reported Pare, A. External Reviewer City University of Hong 5 days Kong Riches, C. None reported Sarkar, M. Consultant, Chenelière Education, REAL Grammar series (author: Kay Collège Ahuntsic, Montreal, QC Powell) Savard, A. Consultant, Katavik School Board Quebec 15 days Savoie, L. Consultant, RTI International (USAID) Révision du dossier sur la progression des apprentissages en FLS (core french) Washington, DC MELS Seiler, G. Consultant Tyndale Community Center 9 days ongoing 35 days

43 Shariff, S. Policy Advisor Consultant/Speaker on Cyberbullying Policy Advisor/Consultant Policy Advisor/consultant Consultant on Cyberbullying Speaker on Cyberbullying Consultant/Speaker on Cyberbullying United Nations seminars on combating intolerance (cyber-hate), New York Youth-At-Risk On-line Forum (based in US) International Education Development, CIDA and UNESCO, Committee to develop a global toolkit for Teacher Codes of Conduct. Canadian Teachers Federation, Toronto The Study School, Montreal Ontario School Boards Insurance Exchange 4 days ongoing ongoing ongoing 1 day 1 day Consultant/Advisory member on Cyberbullying task force Consultant/Speaker on Cyberbullying Coordination équipe d'animation scientifique Centre jeunesse de Québec - Institut universitaire Consultant on Cyberbullying Invited speaker and ongoing advisor to review police issues relating to cyberbullying Groupe-relais montréalais en prévention de la violence Universite de Montreal Media Awareness Network, Ottawa Canadian Police College and International Academy of Police Colleges ongoing 1 day Ongoing Ongoing Sklar, S. Smith, D.-L. Starke-Meyerring, D. Steinberg, S. Strong-Wilson, T. Turner, C. White, B. Winer, L. Wood, E. None Reported -Consultant, Kativik School Board -Consultant, Innu School Board -Consultant, Cree School Board, -Consultant, Mi kmaq Kina matnewey None reported None reported Consultant, Children s Literature, Cree School Board Consultant, Children s Literature, Kativik School Board Consultant & Reviewer, TOEFL funded project: Developing analytic scoring guides for TOEFL ibt s speaking measure None reported -Linguistic consultant on Caribbean entries, New Oxford English Dictionary - Linguistic consultant on history of Canadian vocabulary None reported Kuujjuaq, Arctic Quebec Natuashish, Labrador Val d or, QC Cape Breton, Nova Scotia Chisasibi, Quebec Kuujuuak, Nunavut For J. Jamieson & K. Poonpon, Northern Arizona University England MacLean s Magazine 17 days 7 days 3 days 5 days 10 days 13 days 20 hours Ongoing 1 day

44 APPENDIX 5: ACADEMIC STAFF Professors Emeritus/Emerita DIAS, Dr. Patrick Professor Emeritus 1 September 1995 FRANCOEUR, Dr. Thomas A Professor Emeritus 1 September 2009 GILLETT, Dr. Margaret Professor Emerita 5 January 1994 GRADWELL, Dr. John B. Professor Emeritus 1 September 2009 HALL, Dr. C. Wayne (deceased) Professor Emeritus 1 September 1975, 4 May 2010 HENCHEY, Dr. Norman Professor Emeritus 1 September 1991 LUSSIER, Dr. Denise Professor Emeritus 1 September 2009 (Post-retirement appointment) REBUFFOT, Dr. Jacques Professor Emeritus 1 September 1999 SHAPIRO, Dr. Bernard Principal Emeritus, McGill University, 1 January 2003 SMITH, Dr. David C. Professor Emeritus 1 September 2001 STUDHAM, Dr. R. Lynn Professor Emeritus 1 September 2009 WOLFORTH, Dr. John Professor Emeritus 1 September 2009 Full Professors BUTLER-KISBER, Dr. Lynn DILLON, Dr. David GHOSH, Dr. Ratna Director, Centre for Educational Leadership; Sabbatic leave Fall 2009, course release Winter 2010 William C. Macdonald Professor of Education and James McGill Professor LYSTER, Dr. Roy MAGUIRE, Dr. Mary MITCHELL, Dr. Claudia James McGill Professor; Sabbatic leave Winter 2010, Winter 2011 PARÉ, Dr. Anthony Director, Centre for the Study and Teaching of Writing to August 2009; Editor, McGill Journal of Education WINER, Dr. Lise Sabbatic leave ; Promoted to Full Professor effective 1 May Associate Professors AMORIGGI, Dr. Helen BRADLEY, Prof. Jon CAPLAN, Dr. Eric DOXTATER, Dr. Michael HOECHSMANN, Dr. Michael Chair, Jewish Studies Director, Indigenous Studies in Education, Research and Training (ISERT). Interim Director, Graduate Programs, 1Aug-Dec 2009; Co-director, Graduate Programs effective 1 Jan JORDAN, Dr. Steven Department Chair effective 1 Sep 2004, Reappointed 1 Sep Aug 2011; Associate Member, Department of Oncology. LE MAISTRE, Dr. Cathrine Retired 31 July 2009 LOW, Dr. Bronwen Tenure granted ; Promoted to Associate Professor 1June 2010 McDONOUGH, Dr. Kevin Graduate Program Co-Director to 31 July MILLIGAN, Dr. Christopher Retired 30 April 2010 MORRIS, Dr. Ronald Executive Director, Student Affairs, Faculty of Education RUSSELL, Dr. Joan Retired 31 May 2010 SARKAR, Dr. Mela Co-director, Graduate Programs effective July 1, 2007; Sabbatic leave Fall 2009 SEILER, Dr. Gale (Sabbatic leave deferred to Winter 2012) SHARIFF, Dr. Shaheen Sabbatic leave July 1-Dec. 31, 2010 STARKE-MEYERRING, Dr. Doreen TENURE granted and promoted to Associate Professor effective 1 June 2009; Associate Director, Centre for the Study and Teaching

45 of Writing to August 2009; Sabbatic leave academic year STEINBERG, Dr. Shirley Director, Paulo and Nita Freire Project for Critical Literacy STRONG-WILSON, Dr. Teresa TENURE granted and promoted to Associate Professor effective 1 June 2009; Sabbatic leave Winter TURNER, Dr. Carolyn Sabbatic leave 1 Sept August WHITE, Dr. Boyd WOOD, Dr. Elizabeth Associate Dean (Academic) from July 2007 Assistant Professors ASGHAR, Dr. Anila New Appointment effective 1 July BOUDREAU, Dr. Spencer Non-tenure track; University Ombudsman CHOUDRY, Dr. Aziz JACKSON, Dr. Kara J. New Appointment effective 1 August 2010 SAVARD, Dr. Annie Assistant Editor, McGill Journal of Education SKLAR, Prof. Sylvia Non-tenure-track; Associate Director, Centre for Educational Leadership; Faculty Lecturers BAKER, Dr. Beverly A. New appointment effective 1 June 2010 BENSON, Dr. Fiona J. full-time; Director, Office of Student Teaching RICHES, Dr. Caroline full-time, Director, Undergraduate Programs SAVOIE, Louise full-time SMITH, Donna-Lee full-time, Director, First Nations & Inuit Education Programs HUSSEY, Dr. Charlotte full-time WALL, Sharron Retired 31 August 2010 Department Associate/Affiliate Members ALTERS, Dr. Brian Tomlinson Chair of Science Education, Faculty of Science from 1 September 2005) currently on leave HARRIS, Dr. Dik Emeritus Professor, Department of Physics HURLEY, Dr. Adrienne Carey McALPINE, Dr. Lynn Assistant Professor, East Asian Studies Emeritus Professor, Educational and Counselling Psychology; Director, Centre for Excellence in Preparing for Academic Practice, Oxford Learning Institute, University of Oxford, UK Visiting Professors ABBISS, Dr. Jane MUNDY, Dr. Karen RANTA, Dr. Leila REYNOLDS, Dr. William Senior Lecturer and Deputy Head of School, School of Maori, Social & Cultural Studies in Education, College of Education, University of Canterbury, Christchurch, New Zealand, Fall 2009 Canada Research Chair and Director, Collaborative Degree Program in Comparative, International and Development Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, January-July 2009 Associate Professsor, TESL Program, Department of Educational Psychology, Faculty of Education University of Alberta, Edmonton, AB, Fall 2010 Professor, Department of Curriculum, Foundations and Reading, Georgia Southern University, Statesboro, GA, Summer 2010

46 Visiting Scholar GRIMLEY, Dr. Michael ZHU, Dr. Ye Senior Lecturer above the bar, School of Education, Education Studies and Human Development, University of Canterbury, Christchurch, New Zealand, Lecturer, English Language and Linguistics, School of International Studies, Zhejiang University, Hangzhou, China, Fall 2010 Visiting Research Trainee MILNE, Dr. Elisabeth-Jane PhD, Peace Studies, University of Bradford, Bradford, U.K., 2008; Recipient, Government of Canada Post-Doctoral Research Fellowship Postdoctoral scholar POZZER-ARDENGHI., Dr. Lilian May 1, 2008-April 30, 2010 Adjunct Professors LANKSHEAR, Dr. Colin SAGGERS, Dr. Robert SANDWELL, Dr. Ruth SMITH, Dr. Ann L. Independent researcher; Adjunct Professor, School of Education, James Cook University, Cairns, Australia (formerly Professor of Literacy and New Technologies there);visiting Scholar (Research), McGill University, Faculty of Education ) Organizational Learning and Leadership/Management Development Consultant Associate Professor, The Department of Theory and Policy Studies, Ontario Institute for Studies in Education, University of Toronto formerly Tenured Lecturer Department of English University of the Witwatersrand, Johannesburg, South Africa; education materials development consultant Course Lecturers Communication and Teacher Education ANDREWS, Angela ASHTON, Anne BAKER, Dr. Beverly A. BALLINGER, Susan BENNETT-STONEBANKS, Melanie BERNIER, Richard BEVAN, Ryan BIGGS, Kathleen BORDONARO, Tino BOURASSA, Robert G. BUCKLEY, Bernard CELEMENCKI, Jacqueline CHUI, Lisa CHOWN DEANS, Patricia CHURCHILL, Andrew CLARKE, Ginette CONROD, G. Scott CRUMP, Alison CUCINELLI, Giuliana DARRIGAN, Dan DES ROCHES, Sarah DIAS, Lisa DOYON, Dr. Pierre

47 EYRE, Diane GREENFIELD, Kathleen HANDELSMAN, Rodney HAGGAR, Janette HORNER, Norman HOWDEN, James IRVING, Donal IZQUIERDO, Dr. Jesus JACKSON, Phoebe JACKSON, Renee KAMANOS GAMELIN, Dr. Anastasia KENNEDY, Dr. Sara KENWORTHY-GRANT, Judith KERWIN-JONES, Dr. Eileen KIM, Myunghee KNOTT, Natalie Kay LANGDON, Dr. Jonathan LEVY, Dr. Barry LEIDELINGER, Dr. Genevieve LORENZINO, Lisa MacKINNON, James MALOWANY, Joanne McGILLIVRAY, Emma MENON, Nirmala MILNE, Dr. Elisabeth-Jane NEUMANN, Dr. Heike NIEDERMANN, Timothy PAMBIANCHI, Dr. Gabriella PASQUIN, Lesley PEACOCK, Anne Dynevor PEREZ SABA, Leovigildo POZZER ARDENGHI, Dr. Lilian REYNOLDS, Dr. William ROEMMELE, David ROBERTSON, Dr. Kenneth RUDD-DOUGHERTY, Christina SACKS, Steven SAGGERS, Dr. Robert SAMUEL, Dr. Carolyn SCHWARTZ, Howard M. SEGAL, Celina SHAPIRO, Dr. Bernard SIAM, Habib George SMITH-GILMAN, Sheryl TAN, Dr. Hui May TAYLOR, Donald R. TORUNIAN, John TRIMBLE, Lisa TSOULOS, Konstantina USHER, Kathleen WALL, Dr. A.E. (Ted) WALSH, Dr. Shannon Executive Assistant (Retired), Quebec Provincial Association of Teachers Retired school principal, Lester B. Pearson S.B. Retired school principal, Lester B. Pearson School Board Director General, Champlain College McGill English & French Language Centre Former Dean, McGill Faculty of Education

48 WILCOX, Keith WINN, Susan FNIE Course lecturers Retired school principal See Appendix II of FNIE Director s Report (DISE Annual Report, Appendix 11) Support Staff BROCCOLI, Alina Undergraduate Program Coordinator DARRIGAN, Dan Administrative Officer ELEMENT, Jennifer Acting Graduate Program Coordinator FLEMING, Arwen Graduate Program Coordinator (resigned Spring 2010) LARIVIERE, Michael Graduate Program Coordinator McCULLEY, Sheila Program Assistant, First Nations and Inuit Education McELROY, Kathleen Secretary to Chair and Department RABEY, Diane Administrative Coordinator SAVAGE, Cheryl Senior Undergraduate Program Advisor SCHIAVONE, Tina First Nations Student Advisor WALLACE, Jennifer Laboratory Assistant (maternity leave) WALLBRIDGE, Mary Katherine Interim Graduate Program Advisor (to 31 December 2009) WILKINSON, Donna Coordinator, Centre for Educational Leadership WONG-McALLISTER, Grace Undergraduate Program Advisor Casual Assistance BRIDGMAN, Vanessa HUGHES, Catherine RENNALLS, Stephen SALIM, Ali VAN DEN BERG, Jessica Work Study student Du Boulay, Monique Lab Assistant replacing Jennifer Wallace (Mat Leave) First Nations and Inuit Education

49 APPENDIX 6: SERVICE TO PROFESSIONAL COMMUNITY Contributions to Professional Journals and Newsletters Editors Helen AMORIGGI Founding Editor and Editor-in-Chief, The.MBE.PONS Newsletter: International Mind, Brain, and Education Society (IMBES). Jon BRADLEY Editor, Insights (the John Dewey Society.) Lynn BUTLER-KISBER Founding Editor, LEARNing Landscapes Anthony PARE Editor, McGill Journal of Education Shirley STEINBERG Senior Editor, Taboo: The Journal of Culture and Education Associate Editors Helen AMORIGGI Associate Editor, The International Journal of the Book Associate Editor, The International Journal of Learning Jon BRADLEY Associate Editor, Canadian Social Studies Journal, ( ). Consulting Editor, Journal of Men s Studies Claudia MITCHELL Founding co-editor of Girlhood Studies: An Interdisciplinary Journal Annie SAVARD Co-Editor, McGill Journal of Education (MJE) Carolyn TURNER Associate Editor and Co-Founder, Language Assessment Quarterly Guest Editors Jon BRADLEY Guest Co-Editor, Journal of Men s Studies, ( ). Doreen STARKE-MEYERRING Starke-Meyerring, D. (2010). Globally networked learning environments: Re-shaping the intersections of globalization and e-learning in higher education. E-Learning and Digital Media, 7(2). Starke-Meyerring, D. (2010). Globally networked learning in professional communication, Journal of Business and Technical Communication, 24(3).

50 Teresa STRONG-WILSON Strong-Wilson, T., & Preece, A., Guest Editors, Children s Stories and Social Issues. English Quarterly, Editorial Board Members Aziz CHOUDRY Member, North American Editorial collective for Interface Ratna GHOSH Member, Editorial Board, Journal of Contemporary Issues in Education Member, Editorial Board, Postcolonial Issues in Education Member, Editorial Board, Teachers College Record Member, Editorial Board, Caribbean Educational Research Journal Member, Editorial Board, Journal of Women s Studies, Women s Studies Research Centre, University of Calcutta Michael HOECHSMANN Member, Editorial Board, Nordic Journal of Digital Literacy Member, Editorial Board, International Journal of Critical Pedagogy Member, Editorial Board, McGill Journal of Education Bronwen LOW Member, Editorial Board, International Journal of Critical Pedagogy Member, Editorial Board, Journal of the Canadian Association for Curriculum Studies Member, Editorial Board, McGill Journal of Education Roy LYSTER Member, Editorial Board, AILA Review Advisory Committee Member, Canadian Modern Language Review Advisory Committee Member Studies in Second Language Acquisition Claudia MITCHELL Member, Editorial Board, Global Studies of Childhood Member, Editorial Board, International Journal of Learning and Media Member, Editorial Board, Changing English Ron MORRIS Member, Editorial Board, Canadian Journal of Human Sexuality Member, Editorial Board, Sex Education Journal Shaheen SHARIFF Editorial Board Member, The International Journal of Critical Pedagogy Book Editor, International Journal of Cyber Criminology Shirley STEINBERG Member, Editorial Board, Educational Foundations (new) Member, Editorial Board, Journal of Critical Education Policy Studies. Member, Editorial Board, Encounters Member, Editorial Board, Girlhood Studies: An Interdisciplinary Journal Member, Editorial Board, Cultural Studies<>Critical Methodologies Member, Editorial Board, Power and Education

51 Member, Editorial Board, Research and Practice in Social Sciences Member, Editorial Board, Journal of Thought Doreen STARKE-MEYYERING Member, Editorial Board, Technical Communication Quarterly Member, Editorial Board, Journal of Writing Research Member, Editorial Board, Written Communication Member, Editorial Board, Journal of International Business Education Teresa STRONG-WILSON Member, Editorial Board, McGill Journal of Education Reviewers for Professional Scholarly Journals, Publishers, Granting Agencies Helen AMORIGGI Reviewer, SSHRC Reviewer, Proposals for CIES 55th Annual Conference of the Comparative and International Education Society Beverly BAKER Reviewer, Revue canadienne de linguistique appliquée/canadian Journal of Applied Linguistics Reviewer, proposals for the Language Testing Research Colloquium (LTRC 2011), International Language Testing Association. Fiona BENSON Reviewer, SSHRC Reviewer, FQRSC Reviewer, CSSE Reviewer, L AFORME Reviewer, Queer Issues in the Study of Education and Culture Reviewer, International Journal of Inclusive Education Reviewer, Oxford University Press Canada Jon BRADLEY Reviewer, Journal of Men s Studies Reviewer, Thymos: Journal of Boyhood Studies Reviewer, LEARNing Landscapes Reviewer, McGill Journal of Education Aziz CHOUDRY Reviewer, McGill Journal of Education Reviewer, Journal for Alternative Perspectives in the Social Sciences Reviewer, Canadian Journal of Development Studies Book Reviewer, Le Travail (Canadian Journal of Labour Studies); Cultural and Pedagogical Inquiry; International Education Reviewer, University of Toronto Press; PM Press Reviewer, The Future of Medical Education in Canada Postgraduate Project. David DILLON Reviewer, SSHRC Membre, Comité scientifique, Phronesis

52 Ratna GHOSH Reviewer, SSHRC Reviewer, Shastri Indo-Canadian Institute Reviewer, UNESCO Quarterly Journal of Comparative Education Reviewer, Comparative Education Review Reviewer, Teachers College Record Reviewer, Journal of Comparative Family Studies Reviewer, Canada Research Chairs Program Reviewer, Sense Publishers Reviewer, Routledge Publishers Appointed Member, College of Reviewers, Canada Research Chairs Reviewer, Killam Prize dossier, Canada Council. Michael HOECHSMANN Reviewer, Review of Research in Education Reviewer, Curriculum Inquiry Reviewer, Teaching Education Reviewer, LEARNing Landscapes Reviewer, Nordic Journal of Digital Literacy Reviewer, McGill Journal of Education Reviewer, Pedagogies Reviewer, International Journal of Critical Pedagogy Charlotte HUSSEY Reviewer, Learning Landscapes Reviewer, Girlhood Studies Kara JACKSON Reviewer, Cognition and Instruction Reviewer, Journal of Educational Foundations Reviewer, Educational Evaluation and Policy Analysis Bronwen LOW Reviewer, Girlhood Studies Education Reviewer, Canadian Journal of Education Reviewer, Canadian Association for Curriculum Studies Roy LYSTER Reviewer, Studies in Second Language Acquisition Reviewer, Language Learning Reviewer, TESOL Quarterly Reviewer, Applied Linguistics Reviewer, Canadian Modern Language Review Reviewer, Modern Language Journal Mary MAGUIRE Reviewer, International Journal of Intercultural Relations Reviewer, Journal of Asian Pacific Education Research Reviewer, Canadian Modern Language Review Reviewer, Teachers College Press Reviewer, Heritage Language Journal Reviewer, Qualitative Research Sport & Exercise Journal

53 Reviewer, Forum: Qualitative Social Research Journal Reviewer, Canadian Journal of Education/Revue des sciences d education Reviewer, SSHRC Reviewer, FQRSC Kevin McDONOUGH Reviewer, Journal of Moral Education Reviewer, Oxford University Press, book manuscript Ron MORRIS Reviewer, Sex Education Journal Anthony PARE Reviewer, Pedagogies: An International Journal Reviewer, English for Specific Purposes Reviewer, International Journal of Inclusive Education Reviewer, Technical Communication Quarterly Reviewer, Teaching Education Reviewer, Journal of the Social Sciences and Humanities (new) Member, College of Reviewers for the Canada Research Chairs Program (new) Reviewer, Journal of Alternative Perspectives in the Social Sciences (new) Member, Writing Research across Borders II Scientific Committee (new) Reviewer, Economic and Social Research Council (UK) (new) Caroline RICHES Reviewer, Alberta Journal of Educational Research Reviewer, Canadian Modern Language Review Reviewer, System: An International Journal of Educational Technology and Applied Linguistics Reviewer, International Journal of Inclusive Education Reviewer, annual conference presentations, Canadian Association of Teacher Educators Mela SARKAR Reviewer, Diasporic, Indigenous, and Minority Education: An International Journal Reviewer, International Journal of Multilingualism Reviewer, Journal of Multilingual and Multicultural Development Reviewer, OLBI (Official Languages and Bilingualism Institute) Papers Reviewer, SSHRC Reviewer, National Research Foundation of South Africa Reviewer, Shastri Indo-Canadian Institute Partnership Development Seed Grant for faculty Annie SAVARD Reviewer, SSHRC Reviewer, FQRSC/FQRNT Reviewer, Fonds Québécois de la Recherche sur la Nature et la Technologie (FQRNT) Gale SEILER Reviewer, Science Education Reviewer, Journal of Research in Science Teaching Reviewer, National Association for Research in Science Teaching, conference proposals Reviewer, AERA Shaheen SHARIFF Reviewer, Computers and Education

54 Reviewer, Archives of Pediatrics & Adolescent Medicine Reviewer, Education & Law Journal Reviewer, Journal of Educational Psychology Reviewer, Urban Education Journal Reviewer, Canadian Journal of Education Reviewer, McGill Journal of Education Reviewer, Journal of Educational Psychology Reviewer, International Journal of Learning Reviewer, Alberta Journal of Education Reviewer, Journal of International Migration Reviewer, Atlantis: A Women s Issues Journal Reviewer, Routledge (Taylor & Frances Group) Reviewer, Ashgate Press Reviewer, Willan Publishing Reviewer, SSHRC Sylvia SKLAR Reviewer, LEARNing Landscapes Donna-Lee SMITH Reviewer, McGill Journal of Education. Reviewer, Canadian Journal of Education Doreen STARKE-MEYERRING Reviewer, SSHRC Reviewer, Written Communication. Reviewer, Journal of the American Society for Information Science and Technology Reviewer, Economic and Social Research Council, United Kingdom Shirley STEINBERG Reviewer, SSHRC Reviewer, Allan and Bacon Publishing Reviewer, McGraw Hill Publishers Reviewer, Addison-Wesley Longman Publishing Reviewer, SUNY Press Reviewer, RoutledgeFalmer (Taylor and Francis) Reviewer, University of Illinois Press Reviewer, Westview Press Teresa STRONG-WILSON Reviewer, AERA Reviewer, Children, Youth and Environments Reviewer, Children s Literature in Education Reviewer, LEARNing Landscapes Reviewer, McGill Journal of Education Reviewer, Teacher Educator Carolyn TURNER Reviewer, McGill Journal of Education Reviewer, Language learning and Technology Reviewer, System Reviewer, TESOL Quarterly Reviewer, Language Testing

55 Reviewer, Canadian Modern Language Review Reviewer, TESL Canada Journal Reviewer, SSHRC Reviewer, proposals for the Language Testing Research Colloquium (2010/2011). Reviewer, proposals for the American Association of Applied Linguistics Conference (AAAL 2010/2011) Boyd WHITE Reviewer, LearningLandscapes Reviewer: International Journal for Education in the Arts (IJEA). Reviewer, Arts & Learning SIG proposals (AERA) Reviewer, Canadian Review of Art Education Lise WINER Reviewer, System Reviewer, Journal of the International Phonetic Association Reviewer, McGill Journal of Education Involvement in Professional Organizations Helen AMORIGGI Conference Planning Committee, International Mind, Brain, Education Society (IMBES), Harvard University. Member, Association for Surgical Education (ASE) Comprehensive Member, International Reading Association (IRA) Member, Phi Delta Kappa (PDK) Member, Brain Injury Association of Rhode Island (BIARI) Founding Member, International Mind, Brain, and Education Society (IMBES) Member, Canadian Association of Independent Schools (CAIS) Elected Council Member, McGill Association of University Teachers (MAUT) Ếlu au Conseil, Association des professeur(e)s bibliotecair(e)s de McGill (APBM) Anila ASGHAR Member and Review Committee, National Association for Research in Science Teaching (NARST) Member, South Asian Forum for Education Development (SAFED) Member, Review Committee, Comparative and International Education Society (CIES), McGill University Beverly BAKER Founding Member, Canadian Association for Language Assessment/Association canadienne d évaluation des langues (CALA/ACEL) Member, American Association of Applied Linguistics Member, International Language Testing Association Member, SPEAQ Member, Canadian Association of Applied Linguistics/Association canadienne de linguistique appliquée Member, International Society for Language Studies Fiona BENSON Member, McGill Association of University Teachers Member, Canadian Association of Teacher Educators Member, Canadian Society for the Study of Education Member, Queer Issues in the Study of Education and Culture Member, CSSE Working Conference on Research in Teacher Education

56 Spencer BOUDREAU Member, Association des Ombudsmans des Universités du Québec (AOUQ) Member, Association of Canadian College and University Ombudspersons (ACCUO) Member, Forum of Canadian Ombudsman (FCO) Jon BRADLEY Member, Education Committee, Jeanie Johnston Foundation Lynn BUTLER-KISBER Member, National Council of Teachers of English (NCTE) Member, American Educational Research Association (AERA) Member, McGill Institute for Gender, Sexuality, and Feminist Studies Eric CAPLAN Board member, Jewish Reconstructionist Federation Aziz CHOUDRY Board member, North America regional representative, RC44 (Labour Movements), International Sociological Association Member, Researchers and Academics of Colour for Equality Member, British International Studies Association Member, Society for Socialist Studies Member, Canadian Association for Studies in Development (CASID) Michael DOXTATER Member, Society for Professionals in Dispute Resolution Member, Adult Learning Action Research Association Ratna GHOSH President-Elect, Comparative and International Education Society (U.S.) Member, Comparative and International Education Society (Canada) Member, Selection Committee for New Scholars, Royal Society of Canada Member Titulaire, European Academy of Sciences, Arts and Letters Charlotte HUSSEY Member, League of Canadian Poets Member, Creativity Coaching Association Kara JACKSON Member, AERA Member, AERA Special Interest Group for Research in Mathematics Education (SIG-RME) Member, American Anthropological Association (AAA) Member, AAA Section Council on Anthropology and Education (CAE) Member, Association of Mathematics Teacher Educators (AMTE) Member, Canadian Mathematics Education Study Group (CMESG) Member, National Council of Teachers of Mathematics (NCTM) Bronwen LOW Member, AERA On-site Committee Member, co-chair of Cultural Production Stream, member of Cultural Activism committee, Canadian Association of Cultural Studies Canadian Educational Association for Studies in Education

57 Member, Centre D Etudes Ethniques des universites Montrealaises Roy LYSTER Chair, Nominating Committee, l Association canadienne de linguistique appliqué/canadian Association of Applied Linguistics Member, American Association for Applied Linguistics Member, Association for Language Awareness Mary MAGUIRE Member, National Council of Teachers of English Member, Canadian Association Applied Linguistics Kevin McDONOUGH Member, Philosophy of Education Society Member, Philosophy of Education Society of Great Britain Member, CSSE Claudia MITCHELL Member, American Educational Research Association Ron MORRIS Member, American Academy of Religion (AAR) Anthony PARÉ Chair, Research Committee, Canadian Association for Studies in Discourse and Writing Member, Nominating Committee, Canadian Association for Studies in Discourse and Writing Caroline RICHES Member, McGill Association of University Teachers (MAUT) Member, Canadian Society for Studies in Education (CSSE) Member, Canadian Association of Teacher Educators (CATE) Mela SARKAR Member, Canadian Association of Applied Linguistics (CAAL) Member, International Society for Language Studies (ISLS) Member, Association internationale de linguistique appliquée (AILA) Annie SAVARD Executive Member, Quebec Association of Mathematics Teachers (QATM) Member, Association pour la Recherche en Didactique des Mathématiques (ARDM) Member, National Council of Teachers of Mathematics (NCTM) Member, Groupe de Didactique des Mathématiques du Québec (GDM) Member, Center for the Study of Learning and Performance (CSLP) Member, Centre de Recherche sur l'enseignement et l Apprentissage des Sciences (CREAS) Member, Centre de Recherche et d Intervention sur la Réussite Scolaire (CRIRES) Member, Canadian Mathematics Education Study Group (CMESG) Member, High Ability and Inquiry Research Group (HAIR) Louise SAVOIE Member and CAN (Commission Amérique du nord) representative, Board of Directors, Fédération internationale des professeurs de français (FIPF) Membre du Comité thématique du congrès annuel, Association québécoise des professeurs de français langue seconde (AQEFLS)

58 Fond mondial pour l enseignement du français : Présidente internationale du BE; Présidente de la section Québec Canada Gale SEILER Member, AERA Member, National Association for Research in Science Teaching (NARST) Shaheen SHARIFF Member, Canadian Association for the Practical Study of Law in Education (CAPSLE) Member of Law and Education SIG, AERA Member, Education Law Association (ELA) Sylvia SKLAR Associate Member, Association of Administrators of English Schools of Quebec (AAESQ) Member, National Council of Teachers of English (NCTE) Member, The Centre for Literacy of Quebec Donna-Lee SMITH Member, Urban Aboriginal Strategy Network Committee Member: Urban Aboriginal Strategy Network Committee / Education Subcommittee (new) Doreen STARKE-MEYERRING Past President, Canadian Association for the Study of Discourse and Writing (CASDW) Member, CCCC Committee on Globalization of Postsecondary Writing Instruction and Research, National Council for Teachers of English. Member, Research Committee, Association for Business Communication Invited Member, Scientific Committee, 2011 Writing Research Across Borders Conference, George Mason University Shirley STEINBERG Program Chair, AERA SIG Leadership for Social Justice Member, American Association for University Women Member, American Coalition for Media Education Member, American Educational Studies Association Member, American Educational Researchers Association Member, Association for Supervision and Curriculum Development Member, Educators for Social Justice Member, Kappa Delta Pi (Honorary membership) Member, Phi Delta Kappa Teresa STRONG-WILSON Member, AERA, AERA Self-study SIG; Narrative & Research SIG; Portfolios & Reflection in Teaching and Teacher Education SIG Member, American Association for the Advancement of Curriculum Studies (AAACS) Member, Canadian Society for the Study of Education (CSSE) Member, Canadian Association for Curriculum Studies (CACS) Member, Language & Literacy Researchers of Canada (LLRC) Member, Canadian Association of Teacher Education (CATE) Member, International Research Society for the Study of Children s Literature Carolyn TURNER President, Executive Board, International Language Testing Association Member, TESOL (Teachers of English to Speakers of Other Languages)

59 Member, AAAL (American Association of Applied Linguistics) Member, CAAL/ACLA (Canadian Association of Applied Linguistics) Member, SPEAQ (Société pour la promotion de l'enseignement de l'anglais, langue seconde au Québec) Member, AERA Founding Member, Canadian Association for Language Assessment/Association canadienne d évaluation des langues (CALA/ACEL) Boyd WHITE Member, Arts & Learning SIG; AERA Member, National Art Education Association (USA) Member, Canadian Society for Education through Art (USA) Lise WINER Member, SPEAQ (Société pour le promotion de l enseignement de l anglais langue seconde au Québec) Member, TESOL (Teachers of English to Speakers of Other Languages) Member, AAAL (American Association of Applied Linguistics) Member, SCL (Society for Caribbean Linguistics) Member, SPCL (Society for Pidgin & Creole Linguistics) Member, DSNA (Dictionary Society of North America) Member, ADS (American Dialect Society) Member, Quebec English-Speaking Communities Research Network Conferences/Symposia/Seminars/In-Service Teacher Training Organized Helen AMORIGGI Organizing Committee (2009) for the International Mind, Brain, and Education Society (IMBES) 2 nd Biennial Conference in Philadelphia, PA May 28 31, Fiona BENSON Riches, C., Benson, F. (co-chairs) (May 2010). Engaging in conversation about ideas in teacher education. Symposium/Panel Session presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University: Montreal, Qc. Spencer BOUDREAU October 2 nd, 2009: organized an international conference on religious literacy: Why Is Religious Literacy So Important In Today s World? October 3 rd, 2009: led a team that prepared the visit of His Holiness the Dalai Lama to McGill. Lynn BUTLER-KISBER With Sylvia Sklar, organisation and promotion of the Distinguished Educators Seminar Series. CIDE/McGill/University of Toronto Vietnamese Program, preparation of program and seminar presentation (one week, fall 2010 with Sylvia Sklar) McGill/BJEC Educational Leadership Project Introductory Seminar (one day, Fall 2010 with Sylvia Sklar) Eric CAPLAN As Chair of Jewish Studies, organised Sympoisum on Yiddish Theatre co-sponsored with the Segal Centre for the Performing Arts; two Gisia Kiselevsky annual lectures in Jewish law; the evening celebrating the Yivo Encyclopedia of Eastern European Jews; and a concert featuring the pianist Jascha Nemtsov. Aziz CHOUDRY Meet The Neighbours seminars on community education, research, knowledge production and social change

60 Seminar series on Globalization Education and Change, McGill University International Advisory Board member, First academic conference on Exploring Leadership and Learning Theories in Asia, Asia-Europe Institute, Malaysia (February 2011). Learning from the ground up: Global perspectives on knowledge production and social movements. Canadian Association for the Study of International Development Conference 2010, Congress of the Humanities & Social Sciences, Concordia University, Ottawa, May 28- June 4, Learning from/in social action: Movement critiques of NGOs and Development. Canadian Association for the Study of International Development Conference 2009, Congress of the Humanities & Social Sciences, Carleton University, Ottawa, May 27-30, Organizing committee member/reviewer, Comparative Education Conference 2011 Organizing committee member for the Education, Imperialism and Resistance conference organized and hosted by the International Center for Taiwan Social Studies and Taiwan: A Radical Quarterly in Social Studies, held at Shih Hsin University, Taipei, August Conference Organizing Committee, 9th Annual Critical Race and Anticolonial Studies Conference of Researchers and Academics of Colour for Equality, Concordia and McGill Universities, 5-7 June, Michael HOECHSMANN Member of organizing committee for Apres Vous A Symposium on the Work of Roger Simon. OISE, University of Toronto, Nov Bronwen LOW On-site committee member, conference committee member 2009/2010, Canadian Association of Cultural Studies. Roy LYSTER Lyster, R. (2010, March). Research perspectives on content-based second language instruction. Invited colloquium with S. Ballinger (McGill), D. Christian (Center for Applied Linguistics), C. Dalton-Puffer & U. Smit (University of Vienna), P. Hoare & S. Kong (Hong Kong Institute of Education), T. Nikula (University of Jyväskylä), D. Short (Center for Applied Linguistics). Meeting of the American Association for Applied Linguistics (AAAL), Atlanta, GA. Claudia MITCHELL Girlhood Exchange Symposium, co sponsored with Girls Action Foundation (McGill University, November 1, 2010) Digital Futures Symposium, March, 2010, co sponsored with Centre for Visual Methodologies or Social Change (McGill University, University of KwaZulu Natal) Feminist Visual Methodologies Symposium, September, 2009, Institute of Gender, Sexuality and Feminist studies (McGill University) Ron MORRIS Responsible for the organization and coordination of a special panel on Quebec s Ethics and Religious Culture Program for The American Academy of Religion Conference, November, Caroline RICHES Riches, C., Benson, F. (co-chairs) (May 2010). Engaging in conversation about ideas in teacher education. Symposium/Panel Session presented at Canadian Society for the Study of Education (Canadian Association for Teacher Education) Annual Conference, Concordia University: Montreal, Qc. Annie SAVARD Provincial representative: Canadian Mathematics Education Forum 2009 (CMEF), Vancouver.

61 Coordinator of the study group: Dimensions linguistique, historique et culturelle dans l enseignement des mathématiques. International Research Colloquium, Espace Mathématique Francophone (EMF) Dakar, Sénégal Louise SAVOIE Animatrice de communications sur : La recherche universitaire avec les chercheurs universitaires de McGill, UQAM, Université de Sherbrooke et UdeM. 30 e Congrès de l AQEFLS, avril 2010, UQAM,Montréal. Thème : 30 ans déjà! Regards sur l apprentissage, la différentiation, l évaluation et la diversité Shaheen SHARIFF Shariff, S. (2009, June). Workshop Facilitator: Stakeholder responsibility in the school context: Battle or Opportunity? United Nations Seminar Series Unlearning Intolerance: Cyber-hate: Danger in Cyberspace. Organised Educaloi panel on privacy and on-line libel issues with lawyers, police officers at the Faculty of Law, McGill University, April, Shariff, S., Zahreddine, M., Sportun, J., Naimi, N., Beran, T. (2010). Symposium on Cyber-bullying. Bordering, Re-Bordering and New Possibilities in Education and Society. WCCES (World Council of Comparative Education Societies XIV World Congress). Bogazici University, Istanbul, Turkey, June, Sylvia SKLAR With Lynn Butler-Kisber, organisation and promotion of the Distinguished Educators Seminar Series. CIDE/McGill/University of Toronto Vietnamese Program, preparation of program and seminar presentation (one week, fall 2010 with Lynn Butler-Kisber) McGill/BJEC Educational Leadership Project Introductory Seminar (one day, Fall 2010 with Lynn Butler- Kisber) Shirley STEINBERG Organizer and Chair, 2 nd Annual Critical Pedagogy Congress, Granada Spain, November 10-14, Lise WINER Conference Organiser and Local Chair, 2011, DSNA (Dictionary Society of North America)

62 APPENDIX 7: EXAMPLES OF COLLABORATION All examples of collaboration are too numerous to mention here. As well as the information contained in this appendix, please refer to Program and Centre Directors Reports (Appendices 8-13 inclusive) for an overview of collaboration in various University and Interuniversity Teaching Programs. For examples of intradepartmental and interdepartmental collaboration, see Appendices 2 and 3. For additional information on DISE members collaborative efforts, their Individual Annual Reports are on file in the Department. INTRAUNIVERSITY COLLABORATION Collaboration - University Teaching Programs Fiona BENSON With Dr. Caroline Riches, Undergraduate Program Director on MTALIF funded project: We are Listening: Shoulder to Shoulder with Teachers. As Director, Office of Student Teaching. collaboration with Departments, program directors, and Associate Deans-Academic and -Teaching, Learning, and Students, Student Affairs Office, etc. in developing and supervising field experience courses. With Caroline Riches on design and coordination of Journey s End, Journey s Start: workshops for graduating B. Ed. students. With Elizabeth Wood (Assoc. Dean, Academic, Education); Caroline Riches (OST); and Gale Seiler (DISE), on development of new Master of Teaching and Learning (MATL) program. With Caroline Riches (OST) on planning and organisation of international field experience Opportunities for TESL and B.Ed. Secondary English Language Arts students With Caroline Riches, Aziz Choudry, Bronwen Low and Kathleen Usher (DISE, Evergreen) on Special Opportunities Field Experience (SOFE) Service Learning alternative field experience Initiative. Lynn BUTLER-KISBER As Director, Center for Educational Leadership, and of Graduate Leadership Certificates I and II, collaborates with Department Graduate Program Co-directors regarding off-campus graduate course offerings. Eric CAPLAN Director, Jewish Teacher Training Program, Faculty of Education As Chair, Department of Jewish Studies in the Faculty of Arts: With Dan Cere of Religious Studies to teach a cross-listed course on faith-based social justice, and with the Faculty of Music to co-sponsor a lecture in Jewish music Aziz CHOUDRY With Caroline Riches, Fiona Benson, Bronwen Low and Kathleen Usher (DISE, Evergreen) on Special Opportunities Field Experience (SOFE) Service Learning alternative field experience Initiative. November 2010 Invited guest lecturer on social movements and knowledge production in graduate seminar on critical ethnic and area studies, Department of East Asian Studies, McGill University. David DILLON With T. Strong-Wilson and C. Mitchell on SSHRC-funded project Partnerships for a change: Becoming teachers in changing times. Michael HOECHSMANN With International Development Studies, in supervising an internship.

63 Bronwen LOW With Caroline Riches, Fiona Benson, Aziz Choudry and Kathleen Usher (DISE, Evergreen) on Special Opportunities Field Experience (SOFE) Service Learning alternative field experience Initiative. Claudia MITCHELL With the Faculty of Agriculture, McDonald College on the Tier 1 CIDA project Postharvest Management and Rural Livelihoods in Ethiopia. Anthony PARÉ Short courses, seminars, and workshops: Paré, A. (2010). The application letter and CV. Workshop for graduate students. McGill Career Planning Service, McGill University, Oct Three Hamlet soliloquies. Performance. Making Publics in Early Modern Europe. A Workshop for High School Teachers. McGill University, Oct Feedback and dialogue during the dissertation. Workshop for graduate students. ABCs of the PhD Seminar, Faculty of Education, McGill University, Oct Strategies for Supervising Graduate Student Writing. Leader, faculty workshop on supervising graduate student writing. Graduate and Postdoctoral Studies, McGill University, Oct Strategies for Supervising Graduate Student Writing. Leader, faculty workshop on supervising graduate student writing. Graduate and Postdoctoral Studies, McGill University, Jan Oral presentations: Conferences, comprehensives, defenses, and job talks. ABC s of the PhD Seminar, Faculty of Education, McGill University, Jan (2009). Strategies for Supervising Graduate Student Writing. Leader, faculty workshop on supervising graduate student writing. Graduate and Postdoctoral Studies, McGill University, Oct Understanding tenure. McGill Academic Career Week. Panel member. Oct Strategies for Writing. MD/PhD Seminar Series Current Topics in Biomedical Sciences. Department of Neurology and Neurosurgery, Faculty of Medicine, McGill University, Jan Working with your supervisor: The dissertation and co-authorship. ABC s of the PhD Seminar, Faculty of Education, McGill University, Jan. 14. Caroline RICHES As Director, DISE Undergraduate Programs, collaborated with departmental colleagues in all aspects of Undergraduate Program administration, revision and development, especially with Fiona Benson (Director, Office of Student Teaching), members of Undergraduate Curriculum Committee, and Associate Dean Academic Elizabeth Wood. Developer and Coordinator for the 15 credit Graduate Certificate in TESL. With Fiona Benson (Director, Office of Student Teaching) on MTALIF funded project: We are Listening! Shoulder to Shoulder with Teachers. With Fiona Benson on design and coordination of Journey s End, Journey s Start: workshops for graduating B. Ed. students. With F. Benson (Office of Student Teaching) Antonella Nizolla, Career Placement Officer, Student Affairs Office, on the development and implementation of professional portfolios. With Second Language Education Friends group of departmental colleagues (DISE) With various departments in the Faculties of Arts, Science and Engineering: Revision of B.Ed. Secondary subject area course requirements in order to achieve a better alignment with the Quebec Education Program. With Elizabeth Wood (Assoc. Dean, Academic, Education); Fiona J Benson, and Gale Seiler on development of new Master of Teaching and Learning (MATL) program. With F. Benson (OST) on planning and organisation of international field experience Opportunities for TESL and B.Ed. Secondary English Language Arts students With Aziz Choudry, Fiona Benson, Bronwen Low and Kathleen Usher (DISE, Evergreen) on Special Opportunities Field Experience (SOFE) Service Learning alternative field experience Initiative.

64 Mela SARKAR As Co-Director, Graduate Programs (from July 1, 2007), with Departmental colleagues re course offerings and all matters affecting the operation of departmental graduate programs. Member of McGill s Interdisciplinary Ph.D. program in Language Acquisition (LAP) executive committee. Gale SEILER As Co-Director - Concurrent B.Sc. and B.Ed. Program, Review and revision of Concurrent B.Sc. and B.Ed. program to create better alignment with the Quebec Education Program curricula in Science, Mathematics, and technology, in collaboration with the Faculty of Science and the Faculty of Engineering. Developed new ways to use the Student Response System in EDEE 270, in collaboration with Teaching and Learning Services of McGill. With Elizabeth Wood (Assoc. Dean, Academic, Education), Caroline Riches, and Fiona Benson on development of new Master of Teaching and Learning (MATL) program. Donna-Lee SMITH As Director, First Nations and Inuit Education, Teacher Education Programs, collaborate with Departments, program directors, and Associate Dean Academic, Office for Student Teaching, Student Affairs Office, etc. in developing, revising and delivering programs and courses, as well as overseeing delivery of 56 community-based courses Lise WINER Prepared and supervised all testing for applicants to the B.Ed. TESL program and TESL 5-pack program. Collaborated with Department colleagues and graduate students to administer and correct tests. Caribbean Students Society (a university-wide student initiative to work for more academic courses addressing Caribbean culture): Public lecture on Language in Caribbean Literature, March 2010 TLS (Teaching & Learning Services) invited workshop, in the academic writing series: Responding to Feedback, McGill University graduate students, 22 April Coordinator, English Language Testing Committee for Applicants to the B.Ed. TESL/TFSL program. With Faculty--Beverly Baker, Caroline Riches, Mela Sarkar, Carolyn Turner, Louise Savoie. Other staff-- May Tan, Carolyn Samuel, Melanie Walkty, Dina Tsoulos, Heike Heumann, Sarah DesRoches, Caroline Moons, Linda Hackett Elizabeth WOOD With Fiona Benson, Caroline Riches, and Gale Seiler, on development of new Master of Teaching and Learning (MATL) program. Collaboration - Research and Community Education Fiona BENSON With Tara Flanagan and Nathan Grant Smith on the The Mary H. Brown Endowment Fund project Easing the transition for queer student teachers from program to field. Spencer BOUDREAU Member of the Board of Directors, the Centre for Research on Religion (CREOR) Lynn BUTLER-KISBER With Sylvia Sklar, DISE, on a project funded by the Chagnon Foundation entitled Home Instruction for Parents of Preschool Youngsters (HIPPY).

65 Ratna GHOSH Member, Scientific & Policy Advisory Committee, McGill Institute for Health and Social Policy. Steve JORDAN With Mela Sarkar, Anthony Paré and Teresa Strong-Wilson (Departmental colleagues) on SSHRC Aboriginal Research Grant funded research project Mi gmaq in Listuguj: A Community-based Language Revitalization Initiative. Bronwen LOW With Departmental colleagues Drs. Mela Sarkar and Lise Winer, in SSHRC-supported research project A comparative case-study of Canadian hip hop: Language mixing identity, and Caribbean connections in Montreal and Toronto. Mary MAGUIRE With Dr. Saleem Razack, Dr. Brett Shrewe and Dr. Abe Fuks, Faculty of Medicine: Toward an Understanding of how young patients are Othered through language and discourse in an urban pediatric hospital centre. Collaboration with Paul Yachnin on the SSHRC Major Initiatives Grant Making Publics. Claudia MITCHELL With Eun Park, School of Information Studies, on SSHRC grant, Giving life (to data) to save lives (in the age of AIDS). With E. Park, S. Flicker, J. Prosser, & N.deLange on the SSHRC project IOF (Digital Futures Network) Anthony PARÉ As Editor of McGill Journal of Education, with Departmental and Faculty colleagues re article submission and review, book reviews, etc. With Mela Sarkar, Steve Jordan, and Teresa Strong-Wilson (Departmental colleagues) on SSHRC Aboriginal Research Grant funded research project Mi gmaq in Listuguj: A Community-based Language Revitalization Initiative. Mela SARKAR With Bronwen Low and Lise Winer (Departmental colleagues) on SSHRC-funded research project A comparative case study of Canadian Hip-Hop: Language mixing, identity, and Caribbean connections in Montreal and Toronto. With Steve Jordan, Anthony Paré and Teresa Strong-Wilson (Departmental colleagues) on SSHRC Aboriginal Research Grant funded research project Mi gmaq in Listuguj: A Community-based Language Revitalization Initiative. With Steve Jordan on the SSHRC project Lnu gina masultinej: Visually-based teaching of Mi gmaq in Listuguj. Annie SAVARD With Bruce Shore, Department of Educational and Counselling Psychology, Faculty of Education, McGill on the High Ability and Inquiry Research Group (HAIR) With Gale Seiler on the project funded by the Fonds des services aux collectivités : Enseignez-moi à enseigner aux autres : Contrer les effets de la pauvreté par la prise en charge de la réussite éducative par la communauté Gale SEILER With Annie Savard on the project funded by the Fonds des services aux collectivités : Enseignez-moi à enseigner aux autres : Contrer les effets de la pauvreté par la prise en charge de la réussite éducative par la communauté

66 Shaheen SHARIFF With Victoria Talwar, Dawn Zinga, Tanya Beron, and France Bouthillier (Dept of Educational and Counseling Psychology) on the SSHRC-funded project Developing an interactive virtual forum to study children s on-line interactions and stakeholder responsibilities to promote cyber-safety for Canada s youngest technology users. Sylvia SKLAR With Lynn Butler-Kisber (DISE), on a project funded by the Chagnon Foundation entitled Home Instruction for Parents of Preschool Youngsters (HIPPY). Donna-Lee SMITH With R. Gruber & Gail Somerville, Psychiatry McGill, on the CIHR-funded project Sleep for Success: Sustained Improvement of Youths Health & Learning Capacity by Rapid Translation & Dissemination of Sleep Research through School-Board Partnerships. Shirley STEINBERG With Bronwen Low, Maison des Jeunes, NDG, Montreal: work with youth community centre, executive board, and preparation for 2010 conference. Teresa STRONG-WILSON With Mela Sarkar, Steven Jordan, and Anthony Paré (DISE) on SSHRC Aboriginal Research Grant funded research project Mi gmaq in Listuguj: A Community-based Language Revitalization Initiative. With David Dillon and Claudia Mitchell (DISE) on SSHRC-funded research project, Partnerships for a Change. With other resident research fellows and international visiting scholars at McGill s Institute for the Public Life of Arts and Ideas (IPLAI) Carolyn TURNER Vice Chair and Member, Advisory Committee for Training and human resources development project (language training for heath care professionals, THRDP funded by Health Canada funding), Office of International Research, McGill Lise WINER Collaboration with Mela Sarkar and Bronwen Low on SSHRC-funded research project A comparative casestudy of Canadian hip hop: Language mixing, identity, and Caribbean connections in Montreal and Toronto.

67 INTERUNIVERSITY COLLABORATION Collaboration - Teaching Programs Beverly BAKER 2009, October: Taking the pain out of student assessment. All-day workshop at a professional development conference for developing teachers entitled Bridging the gap between teaching and learning. Concordia University, Montreal. Fiona BENSON Part of the CSSE Working Conference on Research in Teacher Education Membre du Comité de concertation du Programme conjoint du B.Ed de français langue seconde avec l Université de Montréal-- Collaboration with U de M staff. A Memorandum of Understanding with the Teacher Education Office of the University of British Columbia has been proposed to facilitate services to students from each university doing field experiences in the territory of the other university. With Dr.Georges Terroux and Dr. Isora Enríquez O'Farrill, Dean of the School of Foreign Languages, Enrique José Varona Pedagogical University, Havana, Cuba, regarding possible field experience opportunities With Caroline Riches (McGill) and Dominic Martini (Concordia) on project supported by funds entitled Support for the Professional Development of School Staff (MELS, Chantier 7): Professional Competency Development and Transfer of Knowledge: Preparing the Next Generation of Cooperating Teachers. Aziz CHOUDRY October Invited guest lecturer on NGOs, social movements and knowledge production in Neoliberal Globalization and contemporary global justice movements course, School of Community and Public Affairs, Concordia University. October 2009 Invited guest lecturer on NGOs, social movements and knowledge production in Neoliberal Globalization and contemporary global justice movements course, School of Community and Public Affairs, Concordia University. May 2009 Invited guest lecturer on learning and knowledge production in social movements in Selected Area of Education: Social Movements and Learning course, Education Department, Concordia University. Bronwen LOW with Maryse Potvin (UQUAM), Marc-Andre Ethier (U de M), and Emmanuelle Sontag (Montreal Holocaust Memorial Centre) to create joint curriculum development research project, in which our students in our Fall 2009/Winter 2010 courses were asked to develop a pedagogical activity using one of the life stories from the CURA project (from Montrealers who have survived war, genocide, and other human rights violations) Low, B. (2009, March) Invited speaker at a day-long symposium at UQAM on Le traitement du racisme, de l antisémitisme et des discriminations en éducation. Roy LYSTER External Project Advisor in Immersion Projects at the Center for Advanced Research in Language Acquisition (CARLA), University of Minnesota. Anthony PARÉ External Academic Advisor, BA in English for the Professions, College of Humanities and Social Sciences, City University of Hong Kong Visiting Scholar, University of Technology Sydney, Australia Paré, A. (2010). Genre and social action. Seminar for Dawson College professional development program: Writing in the Disciplines, Dawson College, Montreal, Oct. 27.

68 Paré, A. (2010). Getting published. Workshop for graduate students, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Malaysia, April 22. Caroline RICHES With Fiona Benson (McGill) and Dominic Martini (Concordia) on project supported by funds entitled Support for the Professional Development of School Staff (MELS, Chantier 7): Professional Competency Development and Transfer of Knowledge: Preparing the Next Generation of Cooperating Teachers. Louise SAVOIE Membre du Comité du Programme conjoint du B.Ed. de français langue seconde avec l UdeM et répondante pour le programme auprès des étudiants et du DISE Coordination des stages 2, 3 et 4 de français langue seconde pour le programme conjoint de FLS UdeM/McGill auprès du STUDENT TEACHING OFFICE: (Placement; Mise à jour des Formulaires d évaluation de stage, etc.) Gale SEILER With Jrene Rahn and graduate students at McGill and the University of Montreal: Science Education Research Group (SERG). With University of KwaZulu Natal: Coordinated the Rural Teacher Education Project (RTEP) in Vulindlela, KZN, South Africa. Donna-Lee SMITH With Marguerite McKenzie, Memorial University, on SSHRC-funded work with Innu teachers in Labrador to write children s books in Innu. Shirley STEINBERG President, Urban Teacher Education Program Advisory Board: Collaboration with Dr. R. Brock, Director, Urban Teacher Education Program, University Indiana Northwest. Includes conference planning, research projects, and co-writing grant projects Collaboration - Research and Other Educational Involvements Anila ASGHAR Member & McGill Representative, Evolution Education Research Center (EERC) (Director, Dr. Brian Alters) With Dr. Hameed and other colleagues from Hampshire College on the National Science Foundation-funded project Perspectives on Evolution and Religion among Muslims Physicians and Medical students. With Dr. Drago-Severson, Columbia University in a study on effective principles and practices for developing education leaders. Fiona BENSON With Tara Flanagan (ECP) and Nathan Grant Smith on the the Mary H. Brown Endowment Fund project Easing the transition for for queer student teachers from program to field. Spencer BOUDREAU As Ombudsperson for McGill, with colleagues from Quebec and Canadian Universities and Colleges Lynn BUTLER-KISBER With Sylvia Sklar and Mary Stewart on the Quebec/Dominican Republic International Professional Learning Community Project

69 With Sylvia Sklar and Karen Gazith on the McGill/ Jewish Community Foundation Montreal Educational Leadership Project With Sylvia Sklar, Don Shewin, and Anthony Singelis on the MELS-funded McGill/Champlain Education Mentoring Project With Sylvia Sklar, Mary Stewart and Ken Page on the LEARN Quebec-funded Quebec Vermont International Professional Learning Community Project. With Genevieve Meloche on the CIDE/McGill/University of Toronto Vietnamese Project. Ratna GHOSH With Cecille Rousseau and Jaswant Guzder on FRSQ-funded project «Ecoles, culture et sante mentale : une articulation a repenser dans une societe en transformation.» With Basabi Khan, Ayaz Naseem, Deepa Nair, and Georg Stöber on the Alexander von Humboldt-Stiftung, TransCoop-Programme-funded project Exacerbating Conflicts Promoting Peace? The Role of Social Science and Language Textbooks in South Asia (Bangladesh, India, Pakistan, Sri Lanka. With Paromita Chalravarti on the Shastri Indo Canadian Institute-funded-project Women s Empowerment and Education: Panchayats and Women s Self Help Groups in India. With Paromita Chalravarti on the Shastri Indo Canadian Institute-funded-project The National Knowledge Commission Report, 2006; Its Implications for Women s Education in West-Bengal. With Ayaz Naseem on the SSHRC project Construction of the Other in Curricula and Textbooks: A Post- Structuralist Analysis of Nationalistic Identities in India and Pakistan. With Jaswant Guzder and Cecille Rousseau on the FQRSC-funded project «Écoles, culture et santé mentale: une articulation a repenser dans une Société en transformation.» Michael HOECHSMANN With Stuart Poyntz (SFU) on the SSHRC-funded project Youth digital media ecologies: Mapping media production affordances in Canadian media education contexts. Kara JACKSON With Paul Cobb on the National Science Foundation (US) funded project Equity and Access to High-Quality Instruction in Middle School Mathematics. Bronwen LOW With Dr. Steven High (Concordia) and others on CURA (community-university research alliance)-funded project Life Stories of Montrealers Displaced by War, Genocide, and other Human Rights Violations. With C. Brushwood-Rose on the SSHRC project Community-based media pedagogy and production in a globalized world: Documenting transnational and transitional subjects, self-representations, and spaces. Roy LYSTER Adjunct Professor at Universidad Juárez Autónoma de Tabasco, Mexico, and Northeast Normal University, Changchun, China. With multiple colleagues on the FQRSC-FQRNT-funded Centre for Research on Language, Mind and Brain. Mary MAGUIRE With Saleem Razack (McGill Faculty of Medicine), Brian Hodges (University of Toronto), and Yvonne Steinhert (McGill Faculty of Medicine) on the SSHRC project Understanding the Discourses of Diversity, Equity and Excellence in a Medical School Admissions Process in a Diverse Urban Setting. Claudia MITCHELL With Naydene De Lange, V. Wedekind, R. Balfour, R. Moletsane, D. Bhana (University of KwaZulu-Natal), on NRF grant Every Voice Counts. With S. Flicker, R. Travers, and L. Binder on CIHR-funded project Ethics in Community-Based Research in Canada.

70 With J. Larkin and S. Weber on SSHRC-funded project What difference does this make? Studying youth as knowledge producers. With M. Gervais and E. Ubalijoro on SSHRC-funded project Through the eyes of rural Rwanda girls and women. With S. Flicker and J. Larkin on 2 CIHR-funded projects: Community based ethics and Taking Action. With T. Strong Wilson, K. Pithouse and S. Allnutt on SSHRC-funded project Back to the Future. With T. Astiacke, N. Pitt and S. Hoshlami on CIDA-funded project Postharvest management and rural livelihoods. With N. DeLange, L. Theron, L. Woods, & R, Moletsane on the NRF project Can art stop AIDS? With R. Moletsane R. Balfour, V. Wedekind, N. delange, D, Pillay, V. Chikoko, & J. Stuart in the NRF project Nothing About Us Without Us. With L. Van Laren, S. Reddy, V. Mudaly, & K. Pithouse on the NRF Project Showcasing studies of integrating HIV and AIDS across the curriculum. With M. Hader, R. Wardhahl, N DeLange,.T Olivier on the Norwegian Research Council project Textual display in the everyday lives of children. With E. Park, S. Flicker, J. Prosser, & N.deLange on the SSHRC project IOF (Digital Futures Network). Ronald MORRIS With Nancy Bouchard, UQAM, and colleagues at UQAO, UQAC, U de M, UQAT: Research Associate on the Groupe de Recherche en Education Éthique et Éthique en Education (GREE). Anthony PARÉ With D. Starke-Meyerring, McGill; M. Horne, Concordia; R. Graves, University of Alberta; H. Graves, University of Alberta. The state of research writing in Canadian doctoral education: A cross-disciplinary study of practices, challenges, and resources. With N. Artemeva, Carleton University & J. Fox, Carleton University. Learning the genres of teaching: New faculty acculturation to the pedagogical practices of Canadian universities. With T. Hutchinson, D. Allen, R. Cohen, & M.E. Macdonald on the Kidney Foundation of Canada-funded project Decision-making over time in the care of people with end-stage renal disease (ESRD): Communication among health professionals, patients, and families. Mela SARKAR Associate member, Centre for the Study of Learning and Performance (interdisciplinary, based at Concordia University) Member of ongoing Concordia-McGill Research Group on Second Language Acquisition (15-20 active members, lots of collaborative work and informal consulting among members). Principal co-ordinators: Drs Walcir Cardoso and Pavel Trofimovitch, Dep t of Education, Concordia University Annie SAVARD With François Larose (CRIE-CREAS), Johanne Bédard (CRIE), Yves Couturier (CRIE), Louis-Charles Lavoie (CRIE), Johanne Lebrun (CRIE-CREAS), Marie-Pier Morin (CRIE-CREAS), and Laurent Theis (CRIE- CREAS), Université de Sherbrooke, on the FQRSC Action concertée sur les impacts socioéconomiques des jeux de hasard et d argent, Volet Études exploratoires, pour la période : Project Title : «L apprentissage des probabilités en contexte ludique : transfert de compétences et impact sur la pratique des jeux de hasard et d argent chez des élèves à risque du 1e cycle du secondaire.» With François Larose (CRIE-CREAS), Johanne Bédard (CRIE), Marie-Pier Morin (CRIE-CREAS), Laurent Theis (CRIE-CREAS) (Université de Sherbrooke), and Thierry Karsenti (Université de Montréal) on MELS funded project for creating a website about teaching mathematics : «L apprentissage des probabilités en contexte ludique : transfert de compétences et impact sur la pratique des jeux de hasard et d argent chez des élèves à risque du 1e cycle du secondaire.» With Larose, F., Bédard, J., Bourque, J., Freiman, V., Karsenti, T., Morin, M.P., and Theis, L. on SSRCfunded project «Impact du recours à un contexte virtuel à caractère ludique sur l enseignement et l apprentissage des probabilités dans deux provinces francophones.»

71 With colleagues from Laval, Sherbrooke and UQAM: Dominique Lefebvre, Bernard Marcos, Nancy Dumais, Claudine Mary, Hassane Squalli, Laurent Theis, Patricia Marchand, Marie-France Morin, and Abdelkrim Hasni, on the FQRSC-funded project Compétences professionnelles en enseignement des sciences, technologies et mathématiques. Shaheen SHARIFF Collaboration with Tanya Beron (U. Calgary), Faye Mishna (U.Toronto), and Ross Heatherington (Toronto Hospital for Sick Children) on SSHRC-funded research project The impact of cyber-bullying. Sylvia SKLAR With Lynn Butler-Kisber and Karen Gazith on the McGill/ Jewish Community Foundation Montreal Educational Leadership Project With Lynn Butler-Kisber, Don Shewin, and Anthony Singelis on the MELS-funded McGill/Champlain Education Mentoring Project With Lynn Butler-Kisber, Mary Stewart and Ken Page on the LEARN Quebec-funded Quebec Vermont International Professional Learning Community Project. Donna-Lee SMITH With Valentina de Krom on the Canadian Council on Learning-funded project Integrating online distance learning into teacher education programmes in Arctic Quebec: A collaborative investigation. With Nicole Ives on the SSHRC Aboriginal Research Pilot Program Parent Involvement in Student Success in Nunavik Schools. With Josephine Peck (Mi kmaq Elder, Wagmatcook, Cape Breton), Donald Taylor (Professor, Psychology, McGill University) and Esther Usborne (PostDoc, University of Montreal) on the Mi kmaq Kina matnewey study Longitudinal Study of the Mi kmaq Language. Doreen STARKE-MEYERRING With Anthony Pare, Roger Graves, and Heather Graves on the SSHRC-funded study entitled The state of research writing in Canadian doctoral education: A cross-disciplinary study of practices, challenges, and resources. Carolyn TURNER With N. Segalowitz (PI), Arnaert, A., Cedergren, H., Gatbonton, E., Kehayia, E., Lamarre, P., Laurier, M., Trofimovich, P., student T. Isaacs on Health Canada grant Interdisciplinary approaches to crosslinguistic communication in health care delivery to minority language populations (H-CALM Group- Health care access for linguistic minorities; McGill, Concordia, Université de Montréal, L UQAM). With N. Segalowitz, E. Gatbonton, & E. Kehayia, Concordia, in SSHRC-funded research project, Talking about Pain: Healthcare communication in a second language. Member, Centre for the Study of Learning and Performance/Centre d Études sur l Apprentissage et la Performance (CSLP/CEAP) multi-institutional research centre (established in 1988 and based at Concordia University) Boyd WHITE With Anne-Marie Émond and Joao Frois on the project funded by the Portuguese Foundation for Science and Technology, Ministry of Science and Higher Education: Portraits of Meaning Making: Adult Interactions with Artworks in Museum Settings :A Multi-Cultural Study.

72 Collaboration Ministère de l éducation, du loisir et du sport (MELS) Beverly BAKER Collaboration with Elyse Deschambault, Head of Evaluation, English as a Second Language, on Secondary ESL MELS Exams McGill representative, Comité d'experts, English Exam for Teacher Certification (EETC), MELS mandate across McGill, Bishops and Concordia for test development project. With Anne Hetherington (Concordia), Avril Aitken and Trevor Gulliver (Bishops). Fiona BENSON With Caroline Riches and Dominic Martini on the MELS-Funded project Professional competency development and transfer of knowledge: Preparing the next generation of cooperating teachers. Member, Advisory Committee on English Education, organized by MELS Member of the Tables de Concertation (Laval, Montreal and South Shore) MELS, school boards, universities. Member of the Table de Concertation sub-committee on codes of professional ethics Leadership Committee for English Education in Quebec LCEEQ (Advisory committee to MELS) school boards, union reps, universities, association of private schools. Spencer BOUDREAU Member, Table de réflexion sur la religion, Secrétariat des affaires religieuses (MELS) Lynn BUTLER-KISBER With Michael Canuel and Laurent Trudel on the MELS/LEARN-funded The Quebec/Dominican Republic International Professional Learning Community Project. Roy LYSTER Lyster, R. (2010, April). Rétroaction corrective et communication orale. Formation pour les conseillers et conseillères pédagogiques sur la progression des apprentissages au primaire en FLS. Ministère de l Éducation, du Loisir et du Sport. Montreal, QC. Caroline RICHES With Fiona Benson and Dominic Martini on the MELS-Funded project Professional competency development and transfer of knowledge: Preparing the next generation of cooperating teachers. Louise SAVOIE Consultante, Révision du dossier sur la progression des apprentissages en FLS (core french) Shaheen SHARIFF Invited member of task force to study violence in Quebec schools, Groupe-relais montréalais en prévention de la violence, MELS Sylvia SKLAR With Lynn Butler-Kisber, Don Shewin, and Anthony Singelis on the MELS-funded McGill/Champlain Education Mentoring Project Donna-Lee SMITH First Nations and Inuit Education Representative, Kativik School Board/MELS/McGill Joint Committee Carolyn TURNER

73 Faculty advisor/representative, English Exam for Teacher Certification (EETC), MELS mandate across McGill, Bishops and Concordia for test development project. EETC comité d'experts - Beverly Baker (McGill), Anne Hetherington (Concordia), Avril Aitken (Bishops) With Elyse Deschambault, Responsable de l'évaluation de l'anglais, langue seconde, MELS Learning and evaluation situations, and end of cycle ESL exams (for the Quebec Education Reform in the French sector) Collaboration Other Quebec, Provincial and Canadian Ministries & Agencies Fiona BENSON With Claudia Mitchell (DISE), Canadian International Development Agency (CIDA), various University and NGO partner organizations: Canadian Global Campaign for Education, An international initiative to implement curricular materials on global education around annual themes. Drs. Mitchell and Benson successfully lobbied to have McGill become an institutional member of this organisation. Spencer BOUDREAU Member, Board of Directors (Education), English-Speaking Catholic Council Aziz CHOUDRY Organizer/member of core group, Rad School/L Ecole Radicale Fundraising subcommittee member, board member, Immigrant Workers Centre (Montreal) Ratna GHOSH Membre: Comité national d'éthique sur le vieillissement et les changements démographiques, Government of Quebec. Vice Chair, Community Historical Recognition Program, Citizenship and Immigration Canada Michael HOECHSMANN Advisor, Digital Literacy White Paper Advisory Committee; Member, Educational Advisory Committee and Strategic Planning Committee, Media Awareness Network (MNet), Ottawa. Associate, Centre for Culture, Identity and Education, University of British Columbia Bronwen LOW Collaboration with the Montreal Holocaust Memorial Centre to create joint curriculum development research project, in which students will be asked to develop a pedagogical activity using one of the life stories from the CURA project (from Montrealers who have survived war, genocide, and other human rights violations) Roy LYSTER Lyster, R. (2010, March). Rétroaction corrective à l oral. École de la fonction publique du Canada. Gatineau, QC (2010, February). Intégration de l enseignement centré sur la forme en classes de FLS et d immersion. CASLT Chez Vous sponsored by the Canadian Association of Second Language Teachers (CASLT) and the Saskatchewan Ministry of Education. Regina Public School Board, Regina, SK Intégration de l enseignement centré sur la forme en classes de FLS et d immersion. CASLT Chez Vous sponsored by the Canadian Association of Second Language Teachers (CASLT) and the Saskatchewan Ministry of Education. Greater Saskatoon Catholic School Board, Saskatoon, SK.

74 Ron MORRIS Appointed by Minister of Education to CAPFE, the body which evaluates and accredits all teacher education programs in Quebec. Gale SEILER Collaborative research with physics educators at Dawson College, entitled Technology Supported Collaboration and Learning: How do we build learning environments to build communities & conceptual knowledge? Elizabeth Charles, co-coordinator. Also includes 5 course instructors at Dawson College. In collaboration with Dawson College and other CEGEPs, the establishment of Center for Innovation in Science Pedagogy and Technology. Shaheen SHARIFF Board Member, Aga Khan National Social Welfare Board for Canada Sylvia SKLAR Appointed as outside educator for the Board of Directors, Ecole Bilingue Notre Dame de Sion (EBENDS). Organized McGill education student involvement in ArtSmarts Symposium school partnerships for the arts. Shaheen SHARIFF Executive member, Task Force on Cyberbullying, Quebec English School Boards Association (QUESBA). Lead for Quebec research team and academic adviser, Quality of Life (Ageing) Project, Ismaili National and Quebec Councils (Aga Khan institutions). Donna-Lee SMITH Member, Kativik School Board / McGill University / UQAQ Joint Committee McGill University / DISE representative with FNIE Partners: Kativik School Board (Arctic Quebec) Cree School Board (James Bay) Kahnawake Education Centre (Southern Quebec) Kanesatake Education Centre (Southern Quebec) Naskapi School Board (Kawawachikamach, Northern Quebec) Donna-Lee SMITH With Josephine Peck, Mi kmaq Elder, on a Longitudinal Study of the Mi kmaq Language in Band-operated Schools / Creation of Online Curriculum Map for Mi kmaq Language Classrooms. Board Member of McGill Department of Psychiatry / Douglas Hospital joint project: Sleep for Success: Sustained Improvement of Youths Health & Learning Capacity by Rapid Translation & Dissemination of Sleep Research through School-Board Partnerships. Doreen STARKE-MEYERRING Member, Research Committee of the Association of Business Communication Lise WINER Member, Quebec English-Speaking Communities Research Network

75 Collaboration with International Governmental and Non-Governmental Agencies Fiona BENSON Received continued funds from a private donor (Bernadette Hsu) to develop an international field teaching experience in Hong Kong. Spencer BOUDREAU Advisor, Tony Blair Faith Foundation Aziz CHOUDRY Advisory Board member, Action, Research and Education Network of Aotearoa (ARENA) (NZ). Invited speaker and resource person, International Migrant Alliance Resource person, La Via Campesina Board of Directors, Global Justice Ecology Project Editor, team member, Bilaterals.org Lynn BUTLER-KISBER With Michael Canuel, Sylvia Sklar and Laurent Trudel on the MELS/LEARN Foundation project The Quebec/Dominican Republic International Professional Learning Community Project. With Sylvia Sklar, Mary Stewart and Ken Page on the LEARN Quebec-funded Quebec Vermont International Professional Learning Community Project. Ratna GHOSH With Georg Eckert Institute in Braunschwieg, Germany, Basabi Khan, Ayaz Naseem, Deepa Nair, and Georg Stöber on the Alexander von Humboldt-Stiftung, TransCoop-Programme-funded project Exacerbating Conflicts Promoting Peace? The Role of Social Science and Language Textbooks in South Asia (Bangladesh, India, Pakistan, Sri Lanka. With Jadavpur University, Kolkata, India, and Paromita Chalravarti on the Shastri Indo Canadian Institutefunded-project Women s Empowerment and Education: Panchayats and Women s Self Help Groups in India. Roy LYSTER (2009, August). Oral interaction in second language learning. División Académica de Educación y Artes, Universidad Juárez Autónoma de Tabasco. Villahermosa, Mexico (2009, July). Maximizing L2 learning through oral interaction. International Conference on Content-Based Instruction/CLIL for Young Learners: Breaking Through Traditional Boundaries. Maceió, Brazil. Louise SAVOIE Ministère des Relations internationales (MRI)--Fond mondial pour l enseignement du français : Représentation pour les activités de présidente internationale du BE du FMEF et des mesures de soutien à apporter à Haïti. Gale SEILER Team leader; Student Teacher Supervisor, University of KwaZulu Natal Rural Teacher Education Project (RTEP) Shaheen SHARIFF With Dr. Claudia Mitchell and UNESCO, CIDA and Institute of Educational Development (IED) to develop a toolkit on teacher codes of conduct at the international level.

76 Sylvia SKLAR With Michael Canuel, Lynn Butler-Kisber and Laurent Trudel on the MELS/LEARN Foundation project The Quebec/Dominican Republic International Professional Learning Community Project. With Lynn Butler-Kisber, Mary Stewart and Ken Page on the LEARN Quebec-funded Quebec Vermont International Professional Learning Community Project. Shirley STEINBERG Representative to The Ford Foundation Initiative Sexual Health, a collaboration with scholars in Canada and US specifically researching youth and sexuality. Organizer of book from research and several international presentations. Carolyn TURNER Joint Task Force (ILTA/ICAO) - As President of ILTA (International Language Testing Association) working in partnership with ICAO (International Civil Aviation Organization, an agency of the UN) concerning the feasibility, criteria and possible procedures for a voluntary accreditation scheme for tests of aviation English. Collaboration with Local Colleges, School Boards, Schools, Teacher Associations Fiona BENSON With Lester B. Pearson, Sir Wilfrid Laurier, and English Montreal School Boards on We are Listening! Shoulder to Shoulder with Teachers Project (with Dr. Caroline Riches, Undergraduate Programs Coordinator) As Director, Office of Student Teaching, with Quebec English and French school boards, private schools and other groups. Lynn BUTLER-KISBER With Sylvia Sklar, Don Shewin, and Anthony Singelis on the MELS-funded McGill/Champlain Education Mentoring Project Caroline RICHES With Fiona Benson (Office of Student Teaching) and the Lester B. Pearson, Sir Wilfrid Laurier, and English Montreal School Boards on We are Listening! Shoulder to Shoulder with Teachers. Sylvia SKLAR With Lynn Butler-Kisber, Don Shewin, and Anthony Singelis on the MELS-funded McGill/Champlain Education Mentoring Project Donna-Lee SMITH Chair: FNIE meetings with partners on campus and in communities: Kativik School Board, Arctic Quebec; Cree School Board, James Bay; Kahnawake Education Centre; Kanesatake Education Centre; Naskapi School Board, Kawawachikamach (new). Doreen STARKE-MEYERRING Asked to serve on the CCCC Committee on Globalization of Postsecondary Writing Instruction and Research. Invited member on Scientific Committee for the 2011 Writing Research Across Borders Conference at George Mason University

77 Collaboration with, and Contributions to, the Wider Community Lynn BUTLER-KISBER Member, Board of Directors and Education Committee, St. Georges Schools Fiona BENSON Media Interviews (3): CBC Montreal Television June ; Montreal Gazette Youth Section (with JD ); Montreal Suburban (with Ian Howath) July 5, Jon BRADLEY April 19, 2010: CJAD radio interview (Ms. S. Lee re: drop-out rates) April 21, 2010: Montreal Gazette interview (Mr. Albert Nerenberg re: boredom: article appeared April 24, 2010 pages B1 & B4) May 27, 2010: CBC radio interview (Ms. Loreen Pindera regarding false accusations) July 12, 2010: CBC TV documentary interview (Mr. Albert Nerenberg for upcoming CBC special: date TBA) July 26, 2010: Globe & Mail (Ms. Carolyn Abrahams re; gender differences in academic achievement; articles appeared in major story dealing with failing boys on October 18 to 20, 2010) September 21, 2010: CTV TV (Ms. Caroline Van Vlaardingen re: falsely accused teachers) October 8, 2010: CTV interviews with class for CTV special that aired on October 27 & 28, 2010 October 18, 2010: CJAD interview with Ms. Trudy Mason Re: failing boys October 19, 2010: invited participant for Globe and Mail webcast (aired October 21) dealing with failing boys October 20, 2010: CBC Halifax interview (Mr. Alex Mason re: boy learning) October 21, 2010: interviewed by private northern Ontario radio station The Motts (themotts.ca) regarding boy learning October 22, 2010: Radio X in Quebec City (Mr. Dominic Maurais re: failing boys) November 1, 2010: CTV Montreal (Mr. Todd van der Heyden re: boy learning and Ritalin program aired November 8, 2010) November 15, 2010: CJAD radio (Ms. Kim Fraser re: teacher accountability and merit issues) November 18, 2010: featured in Entre Nous section of the McGill Reporter (page 4) interview posted on web site by MenTeach at ( Ratna GHOSH One page feature article in the Power List India Abroad, Sept Michael HOECHSMANN Consultant, Board of Advisors, Media Project (St. Raymond s Community Centre) Conducted a number of media interviews on issues around youth, media and new technology: The Montreal Gazette, The Ottawa Citizen, CBC Radio Noon CBC Montreal (local), CTV National. Charlotte HUSSEY Co-Coordinator, Westmount Library Arts Group: Sednas Bronwen LOW Lead Organizer, SLAM MTL Board member, Maison des Jeunes, Cote des Neiges Anthony PARE Judge for the English Montreal School Board s English Montreal Public Speaking Competition Caroline RICHES

78 Member, McGill-James Lyng Partnership, Réseau réussite Montréal. Mela SARKAR Sarkar, M. (2010). [Review of Bilingual: Life and reality by François Grosjean]. Montreal Gazette, 3 June. Annie SAVARD The Gazette: Math's shifting paradigm, reported by Brenda Branswell. CBC radio (88.5 FM) Day Break with Nancy Wood: The challenge of learning math for students today. Gale SEILER Program Evaluation Co-Chair, Tyndale St. Georges Community Centre. Member, Board of Directors, DESTA - Black youth network Shaheen SHARIFF Shariff, S. (2010, November). Interview with Stephan Giroux regarding on-line threats and the law. [Television broadcast]. CTV News (2009, March). Cyber-bullying and the Policy Vacuum. Online symposium with the First Amendment Center (March, 2009). Cyber-bullying Advice for Students. Live web-cast and Interview on Ask Katie Koestner. Reach to Wellness." (2009, March). Cyber-bullying Advice for Students. Live web-cast and Interview on Ask Katie Koestner. Reach to Wellness." Shimo, Alexandra (June 1st, 2009). That s Not Funny!: The website behind those cute cat photos has a darker side. McLeans (Interview) Donna-Lee SMITH Member, Urban Aboriginal Strategy Committee, Aboriginal Women s Shelter Shirley STEINBERG Member, Executive Board, Maison Des Jeunes You Never Hear Icelanders Moaning. OP ED, The Globe and Mail, April 21, 2010 We aren t Stardust, We aren t Golden, OP ED, The Globe and Mail, August 15, 2009 The Book of Plastic Genesis, OP ED, The Globe and Mail, March 3 (reprinted internationally) CBC Radio One: Columnist 88.5 FM (9 Shows in 2009) All in a Weekend CTV Noon Show Columnist Montreal (15 shows in 2009) Occasional Interviews: CBC Radio Noon; CBC Home RUN; CBC Morning Show Newspaper Interviews: Globe and Mail; Montreal Gazette; National Post; McGill Reporter; La Presse; Ottawa Citizen; The Canadian Press; UP International Lise WINER with McGill colleague Carolyn Samuel: The Link, podcast on Radio Canada International (CBC) is a two-hour daily show aimed at connecting new immigrants to Canada and Canada to the world. Caribbean Students Society (a university-wide student initiative to work for more academic courses addressing Caribbean culture): Public lecture on Language in Caribbean Literature, March 2010 Linguistic consultant on Caribbean entries, New Oxford English Dictionary

79 APPENDIX 8: UNDERGRADUATE PROGRAM DIRECTOR S REPORT FACULTY OF EDUCATION, MCGILL UNIVERSITY Department of Integrated Studies in Education Undergraduate Program Director s Annual Report June 2009 December 2010 TO: Steven Jordan, Chair, D.I.S.E. FROM: Caroline Riches, Undergraduate Program Director PERIOD COVERED: June 2009 December 2010 Preamble: The overarching mandate for the directorship of the DISE undergraduate programs is to strive for innovation and excellence in our teacher education programs with the goal of international recognition as a centre for excellence in teacher preparation. To this end, attention is paid to ongoing assessment of our practices, subsequent program revision, development, innovation and research. This document describes the key activities undertaken in relation to the DISE undergraduate programs from June 2009 to December The DISE Undergraduate Program Director is responsible for the following Bachelor of Education programs: B.Ed. Kindergarten/Elementary (including the B.Ed. K/Elementary Jewish Studies Option), B.Ed. Secondary (comprised of English, Social Science, Science & Technology and Mathematics profiles), Concurrent B.Sc./B.Ed., B.Ed. TESL, B.Ed. TFSL, B.Ed. Music, Concurrent B.Mus/B.Ed, B.Ed Vocational) as well as the Graduate Certificate in TESL. The Faculty of Education s new Master of Arts in Teaching and Learning is also currently under the purview (as interim director) of the undergraduate program director. For reference: Undergraduate program enrollment figures are included in Appendix A ( ) and Appendix B ( ), attached. Graduation figures for June 2009 to December 2010 are attached in Appendix C. Enrolment in the Graduate Certificate in TESL was: 16 students in ; and 17 students in In Summer of 2010 we welcomed our first cohort of 29 students into the newly minted MA in Teaching and Learning leading to teacher certification in Quebec. With the lifting of the employment restriction, we expect this number to increase for our intake next year (Summer 2011 admission) The Undergraduate Program Director served on the committees listed below. A summary of work accomplished in the Undergraduate Curriculum Committee and various subcommittees is selectively provided. Departmental Committees 1. Undergraduate Curriculum Committee (UCC) Chair 2. Second Language Education Friends (SLEF), UCC subcommittee - Chair 3. Steering Committee member 4. DISE Search Committee for Math Educator member (Fall 2009) 5. Graduate Program Application Review Committee (Winter 2010) Faculty of Education Committees 1. Academic Policy Committee (APC) DISE representative 2. Undergraduate Student Affairs Committee (USAC) DISE program director representative 3. Advisory Committee on Teacher Education and Professional Development (ACTE) 4. Master of Teaching and Learning Program Development Subcommittee 5. Service Learning Subcommittee McGill University Committees 1. Senate (Fall current) Faculty of Education representative

80 2. Subcommittee on Teaching Programs (SCTP) Faculty of Education representative (2009 Spring 2010) RESEARCH The follow grants have been awarded or are pending approval aiding research in teacher education: Project Title Professional Competency Development and Transfer of Knowledge: Preparing the Next Generation of Cooperating Teachers Principal Investigator(s) Caroline Riches, Fiona J Benson Co-Investigator(s) Dominic Martini Agency Support for the Professional Development of School Staff (MELS, Chantier 7) Start Date of Grant Amoun t Amount to Follow , ,000 (if extended) End Year of Grant 2011 (extension possible) We are Listening! Shoulder to Shoulder with Teachers (pending approval) Étude de la cohérence dans les programmes de formation initiale à l'enseignement au Canada Caroline Riches, Fiona J Benson Julie DesJardins Olivier Dezutter Thomas Falkenberg Lynn Thomas Mark Hirschkorn Caroline Riches McGill Teaching & Learning Improvement Fund 2006 $1635 $ SSHRC 2011 $134,500 Undergraduate Curriculum Committee (UCC) Summary of Issues Committee membership: : Caroline Riches (chair), Elizabeth Wood, Donna-Lee Smith, Fiona Benson (OST, ex-officio), Annie Savard, David Dillon, Anne Peacock (teacher representative), Mitch Miller and Kelly Tams (co-vice presidents academic, EDUS) : Caroline Riches (chair), Elizabeth Wood, Donna-Lee Smith, Fiona Benson (OST, ex-officio), Kara Jackson (newly elected), Bronwen Low (newly elected), Norman Horner (teacher representative), Vanessa Harman and Susanne Farag (co-vice presidents academic, EDUS). A number of new course proposals and course and program revisions were proposed and recommended by UCC. See Appendix C for a list of proposals and revisions approved at the subsequent university levels and implemented. Various initiatives were discussed and carried forward as outlined below in initiatives marked as UCC subcommittee. NEW and ONGOING INITIATIVES: Professional Competency Development and Transfer of Knowledge: Preparing the Next Generation of Cooperating Teachers - with Fiona J Benson, (OST); MELS Chantier 7 grant (see above)

81 Development and implementation of workshops and support materials to provide current and future cooperating teachers in public Elementary and Secondary schools across three partner school boards with the necessary knowledge, skills and abilities to communicate with and effectively prepare and mentor student teachers through the means of professional competency development. Collaboration with various departments in the Faculties of Arts, Science and Engineering - UCC subcommittee Revision of B.Ed. Secondary subject area course requirements in order to achieve a better alignment with the Quebec Education Program. Master of Teaching and Learning (MATL) - with Elizabeth Wood (Assoc. Dean, Academic, Education); Fiona J Benson (OST); Gale Seiler (DISE) Member of subcommittee to plan, design, propose and guide through the approval process, a graduate level program for teacher certification. This program was accepted and accredited by CAPFE and MELS in Spring 2010, open to students currently employed by a school board (lien d emploi) Created admission guidelines and reviewed applications. 29 students were accepted into the first cohort (summer 2010) Summer 2010, MELS lifted the lien d emploi (employment) restriction necessitating a program revision and resubmission for accreditation. Program revised and submitted/presented for re-accredited in December 2010 Ongoing program direction, revision & student advising International Field Experience Opportunities - with F. Benson (OST) Planned and organized two international 4 th field experience opportunities for TESL and B.Ed. Secondary English Language Arts students, including liaising with international partners interviewing and selecting participating students. Winter 2010: 8 student teachers placed in Hong Kong Planning for Winter students teachers placed in Hong Kong; 3 student teachers placed in PR China Planned and delivered pre-departure/preparatory workshop specific to each placement location. Ongoing discussion and planning for joint McGill-Simon Fraser University TESL student teaching opportunities in Cuba, projected for Winter and/or Spring Special Opportunities Field Experience (SOFE) Service Learning Initiative -with Fiona Benson (OST); Aziz Choudry (DISE); Bronwen Low (DISE), Kathleen Usher (DISE, Evergreen) Planned and organized service learning field experiences alternatives designed to fulfill the requirements of the second year field experience and professional seminar in the Secondary, Elementary and TESL programs. Two opportunities offered in and , spanning Fall and Winter terms, supported by a 1- credit professional seminar (2 credit in the case of TESL), and supervised by experts in the field. Evergreen: student teachers work in teams to help facilitate the creation of outdoor classrooms to provide students with a healthy place to play, learn and develop a genuine respect for nature. The program has assisted with the greening of more than 3,000 schools across the country (see ). Community Service Learning: student teachers work with youth and adults and families in informal learning situations in a community organization, involved in an educational activity that meets the goals of that organization (e.g. managing a homework and tutoring program with Maison des Jeunes; creating curriculum material and for youth theatre involving at-risk-youth with for Second Act; developing resources for recent immigrants on how to access services, housing, etc.; teaching ESL to new immigrants and refugees at the House of Friendship)

82 Ongoing research project to gather evidence of the impact of the international field experiences and SOFEs in terms of potential benefit to students longterm - in subsequence field experiences, and in terms of preparation for teaching in the Quebec context. Design, Coordination and Delivery of 4 th (April 2010) and 5 th (April 2011) Annual Journey s End, Journey s Start (JEJS). Professional Development for Graduating B.Ed. Students with F. Benson (OST) In keeping with the CAPFE accreditation of our B.Ed. programs, this annual event is designed to bring closure to the final field experience (FE4) and professional seminar (PS4) by providing our graduating students with professional development. April Teacher Leadership and Youth Action: Community Engagement and Beyond! (see Appendix E for program). Planning for April 2011: Envisioning Health and Well-being: Rules/Metaphors to Live By Development and implementation of Professional Portfolios with F. Benson (OST) Continued promotion and implementation of professional portfolios as a focus through-out the B.Ed. programs generally, and in targeted courses specifically. Organization of DISE Retreat 2010 with UCC, DISE chair and gradate program directors Planned and organized annual DISE retreat, May 12, Topics included: revisioning the K/Elementary Program; FE Assessment and Professional Portfolios; MATL (see Appendix F for program) International Field Experience Opportunities in Cuba partnership with Hilary Spicer (Simon Fraser University) Ongoing discussion and planning for field experience or delivery of EDSL 390 TESL in the Community in Cuba for TESL students from McGill and SFU Collaboration with various Canadian Universities pending SSHRC grant approval - see 8c above Project to investigate coherence in teacher education programs across Canada. Participation in Annual Working conference on Research in Teacher Education in Canada 2009 focus on the role of field experience 2010 focus on what counts as evidence in research on teacher education (see Appendix G for program) Part-time Instructors Information Meeting (August 2009, June 2010) Planned and delivered meeting to welcome, inform and support new and returning part-time instructors. Teaching Assistants Information Meeting (September 2009, January 2010, September 2010) with Gale Seiler & Shirley Steinberg, DISE Planned and delivered meeting to welcome, inform and support new and returning teaching assistants. Creation of Part-time Instructors Handbook (August 2009, updated June 2010) Creation and annual updating of instructors handbook, necessary due to our ever increasing reliance on part-time instructors Contents include department specific information, policies and procedures, and links to various faculty and university documents and websites Department Website Ongoing consultation on Department Website design and updating

83 Development and Coordination of 15 credit Graduate Certificate in TESL Coordinated the delivery of courses Organized practicum component to the final 2 courses in the certificate, consisting of 6 hours per week of ESL teaching with the House of Friendship (see for details) Developed and distributed promotional materials to increase enrollment PLANNED INITIATIVES Teacher Education Research Forum (Spring 2011 forward) UCC subcommittee Series of research presentations on research in teacher education Inaugural presentation to be by Kara Jackson, Math Educator B.Ed. Program Course Coordination Meetings - by Program and by semester (Spring 2011 forward) UCC subcommittee Consistent and regular scheduling of program and course coordination meetings Town Hall Meetings with students (Winter 2011 forward) Regular scheduling (Fall and Winter) of town hall meetings to provide a regular forum for students feedback Respectively submitted, Caroline Riches

84 APPENDIX 9: GRADUATE PROGRAM DIRECTOR S REPORT Graduate Programs Report (exceptional 18-month reporting period July 2009 through December 2010) Department of Integrated Studies in Education Graduate Program Co-Directors: Mela Sarkar Michael Hoechsmann (from 1 September 2009) Graduate Program Coordinators Mary Katherine Wallbridge (until end September 2009, commencement of maternity leave; position then terminated): MA in CVE; MA in SLE; PhD in Educational Studies (new program of record as of September 2007) and Ad Hoc PhD students still in program; Graduate Certificate in TESL (new program as of September 2007 end September, 2009) Arwen Fleming (from May 15, 2008 to Dec 11 th 2009 [emergency medical leave followed by decision to leave permanently]): MA and Graduate Certificates in Educational Leadership; MA in Curriculum Studies; in addition, all of MK Wallbridge s program responsibilities from late September 2009 until the pressure of overwork forced her early departure, i.e., MA in CVE; MA in SLE; PhD in Educational Studies and Ad Hoc PhD students still in program, Graduate Certificate in TESL; also, new MA in Education and Society from September 2009 on (this replaced former MAs in CVE/Curriculum Studies for incoming students in Fall 2009, but students already in the old programs were not allowed to transfer, so all three programs will run concurrently until all CVE and Curric. Studies MA students have graduated Michael Larivière (from Jan 18 th 2010): MAs in Education & Society, CVE, Curriculum Studies, SLE, Leadership; PhD in Educational Studies and Ad Hoc PhD students still in program; TESL Certificate. Catherine Hughes (from Jan 11 th, 2010): Graduate Certificates in Educational Leadership, MATL; unofficial but essential assistance with other programs, as one coordinator (especially when new to the position) cannot possibly handle the volume of work (see comment above re Arwen Fleming s early departure due to illness brought on by overwork) Jessica Van Den Berg (from September 6 th, 2009 April 23 rd, 2010) Admissions Vanessa Bridgman (from January 18, 2010 September 17 th, 2010) Casual Admissions Graduate Program Committee (GPC) Committee members Mela Sarkar, Michael Hoechsmann Committee Chairs Gale Seiler (until June 2010) Elizabeth Wood Aziz Choudry Lise Winer (from September 2010) Regular Meetings September 23, 2009 October November 18, 2009

85 January 13, 2010 February 1, 2010 March 1, 2010 March 10, 2010 March 31, 2010 September 22, 2010 October 6, 2010 November 3, 2010 December 6, 2010 Application Review Sessions March 3, 4, 8, 9. Special Events Orientation sessions for new students - PhD session September 7, MA session September 14, 2010 Ninth Annual Graduate Student Conference EGSS (Education Graduate Students Society) March Annual Grad Dinner April 22, 2010 CHANGES/NOTEWORTHY EVENTS ACROSS DISE GRADUATE PROGRAMS Program revisions The major M.A. program revision begun in was finally approved by the University in late August 2009 (some last-minute changes were requested after the sequence of approvals in Spring 2009). As of September 2009, all entering M.A. students who applied to the M.A. in Curriculum Studies or the M.A. in Culture & Values in Education in fact enrolled in the new M.A. in Education and Society program. This program has two streams, corresponding to the former programs: Teaching, Learning and Curriculum, and Culture and Values in Education. The program change introduces more elective room into this disciplinary area, to reflect the wide range of interests of both students and faculty. As of December 2010, response to the program change has been positive. In Fall 2009, a change was made to the list of courses that may be taken by Ph.D. Educational Studies to fulfill the 3-credit Research Methods requirement. In addition to the three 700-level courses already approved, approval was requested and obtained for three 600-level courses (see calendar). This introduced needed flexibility into our PhD program. A minor program change was made to the M.A. program in Second Language Education. The Research Methods course formerly required for all MA-SLE students, EDSL-664, was experimentally, then formally replaced by EDEM-690, the Research Methods course common to all other DISE MA programs. This had the effect of bringing the MA-SLE more into line with our other programs. New program: In summer 2010, an important new program, the MATL (for Master s of Arts in Teaching and Learning) was approved by CAPFE and enrolled its first cohort. As the Graduate Program Directors of DISE are not responsible for this program, it will not be further discussed here. There are, however, important implications for staffing and eventually for faculty hiring across graduate programs in DISE.

86 Graduate funding: It is very clear to all faculty, staff and graduate students that DISE graduate students are very underfunded and do not have the kind of access to department-internal funding that other institutions and some other departments at McGill are able to provide. This is beginning to have increasingly serious consequences for our recruitment and retention of high-caliber graduate students, many of whom decide to go elsewhere if they can get better funding. While our students track record for prestigious external awards (SSHRC, FQRSC) has held steady over the past few years, with two or three students per year receiving awards in each category on the first selection round and usually one or two more qualifying on the second round, these awards only benefit a very small proportion of our graduate students (i.e., fewer than 10 per year out of an enrolment of over 200 thesis students). Partly in response to the crying need for more funding, in Winter 2010, DISE once more made changes to the graduate funding put in place by GPSO, as follows: This year the greater portion of the DISE portion of the Principal s Graduate Fellowship envelope was broken up into much smaller packages than formerly, of $1000. This was done in consultation with EGSS. A one-page statement of financial need was requested as an application for these funds, without discrimination between new and continuing students. Between 35 and 40 people (nearly all who applied) received this amount. The procedure of selection and distribution took longer than usual, as the eligibility criteria used by GPS conflicted with the less restrictive criteria DISE had hoped to use. In the end, students beyond MA2 and PhD5 were not allowed to receive any funds, and the awards set aside for people in those categories were reallocated. The McConnells were awarded in amounts of $4000 (smaller than in previous years), again, in response to student demand. The Provost s Graduate Fellowship monies, totaling $5000 for each new PhD student and $1500 for each new MA-Thesis student, continued to be given directly to students in those categories. Graduate and Postdoctoral Studies Office regulations on Time Limitations (see GPSO policy regarding timely completion of degree requirements) is now being much more strictly enforced than in previous years. This has had repercussions for a number of students in or past PhD7 / MA4. Incoming and continuing students are being made aware of the regulations and closely followed. Staffing: The staffing situation in the DISE graduate program office was at crisis point for a crucial part of the academic year. The departure on maternity leave of Mary Kate Wallbridge in September 2009, who had been a valued manager since September 2007, followed by the decision at HR level to terminate her position, made it impossible to hire someone to take over her duties. As a result, Arwen Fleming, an extremely competent clerical worker, was so overworked from late September 2009 on that she became seriously ill and was obliged to leave her employment, permanently as it turned out, in mid-december It is very much to Ms Fleming s credit that despite a state of increasing ill health over two months that ultimately culminated in complete breakdown in early December, she was nonetheless able to make sure that PhD defenses were scheduled and carried through during this period, enabling several students to graduate, and, in some cases, move on to fulltime academic employment, on schedule. The negligent and abusive position of McGill HR personnel during this time is on record in Ms. Fleming s HR file and can be corroborated by consulting her union representatives. The same negligence on the part of HR led to a period of one month (from mid- December 2009 through mid-january 2010) during which the DISE graduate office was not staffed at all. Other DISE clerical staff, notably Alina Broccoli, who is greatly to be commended, stepped into the breach and did a huge amount of work for which they had received no formal training (in addition to their regular duties) but there was no regular graduate program coordinator in place until Michael Larivière arrived to fill the position on January 18, After the arrival of Mr Larivière, whose work has been superb, and the arrival back of Catherine Hughes, who came out of retirement part-time around the same time to help her former employer (and is still in place as of December 2010, because she is needed), the processing of student files gradually began to return to normal. As of December 2010, however, we are still experiencing fall-out from the very difficult few months between September 2009

87 and February 2010, a period for the first four months of which the sole academic Graduate Program Director, M. Hoechsmann, was new in the position and working under very unfavorable staffing support conditions. It should be noted that as of mid-january 2010, in addition to performing the very extensive duties for which she was persuaded to come out of retirement, Ms Hughes was of incomparable assistance in helping to train Mr Larivière and also, from December 2010 on, Jennifer Element, who transferred to the DISE graduate program area from Student Affairs (Education) in December 2010, and will take over Ms Hughes duties as coordinator of the Graduate Certificate in Educational Leadership and the MATL, as a regular, not a casual, employee. We were grateful for the permission that was granted to hire Ms Hughes to step in at short notice in January 2010, to hire Ms Element to replace her in a regular position as of December 2010 on, and also to hire Jesse Van Den Berg and Vanessa Bridgman as casual clerical staff to help through the Admissions process for the first months of We could not have managed without any of them. However, it needs to be clearly stated that a department with around 300 graduate degree students (of whom around 200 are thesis students) and another 100 graduate certificate students, in a large number of high-profile, internationally respected programs, cannot be expected to administer all these programs with only one permanent coordinator and a fluctuating number of casual staff whose continuity and job security is near nil, as we were expected to do for almost the entire calendar year of The situation of the graduate program directors not to mention the students at times became completely untenable (M. Sarkar made several attempts to resign in December 2009, upon realizing that there would be no graduate program coordinator in place in January when she returned from sabbatical; these attempts were forestalled by the Chair s compassion and vision, but her resignation letters are on record). We deplore the short-sighted costcutting measures that led to this situation, and trust that in future, longer-term vision will be allowed to prevail (although, frankly, given current McGill policies, we aren t optimistic). Program directorship: Mela Sarkar was on sabbatic leave for the period July 1 through December 31, 2009, during which time program direction Pro Tem was assumed by Michael Hoechsmann from September on. He has continued as co-director from the Winter 2010 term on. STUDENT DATA The remainder of this report presents student data in the following categories: Admissions and Enrolment Information (page 6) Graduated Students o By program in (pages 7-8) o By degree and year since 2000 (page 8) Some of the student data presented in previous reports, notably, the information on Student Fellowships and Funding Held in and Student Fellowships and Funding Announced to New Recipients in Spring 2009, is no longer needed. See Appendix to Annual Report.

88 ADMISSIONS INFORMATION Degree Status M.A. Applied Accepted Registered Ratio: accepted/applied 77.72% 74.26% 66.45% 40.97% 44.04% 31.52% 48.94% 59.64% 55.15% 46.32% Ratio: registered/accepted 53.92% 60.40% 68.93% 53.76% 74.12% 94.83% 84.06% 64.65% 62.64% 84.14% Degree Status Ph.D. Applied Accepted Registered Ratio: accepted/applied 86.67% 57.89% 89.36% 52.17% 62.50% 55.88% 77.50% 56.25% 66.07% 52.08% Ratio: registered/accepted 73.08% 77.27% 83.33% 91.67% 80.00% 84.21% % 51.85% 67.57% 76.00% Enrollment as of December 15, 2010 No. of Students PhD 120 MA (T & NT) 178 TOTALS: 298

89 GRADUATED STUDENTS Culture and Values Airton, Elizabeth Summer 2009 MA T Bronwen Low Altayeb, Tayeb Summer 2009 MA T Aziz Choudry Carpenter, Pauline Summer 2009 MA T R Ghosh/D. Starke-Meyerring MacEntee, Katherine Summer 2009 MA T Claudia Mitchell Mackie, Selina Summer 2009 MA T K. McDonough/Starke-Meyerring Menon, Anita Fall 2009 MA T Shirley Steinberg Mikic, Katherine Summer 2009 MA T Ratna Ghosh Nikkel, Donald Summer 2009 MA T Kevin McDonough Papi, Alessandra Fall 2009 MA T Claudia Mitchell Peters, Stephen Summer 2010 MA T Anthony Paré Sidhu, Amandeep Singh Fall 2009 MA T Mary Maguire St. George, Darlene Fall 2009 MA T Elizabeth Wood Thompson, Jennifer Summer 2009 MA T Claudia Mitchell Tsutsumi, Tomoya Fall 2009 MA T Ratna Ghosh Kirwan, Michael Fall 2009 MA NT N.A. Curriculum Studies Havard, Kimberly Anne Fall 2009 MA T Bronwen Low Perez Sabe, Leovigildo Fall 2009 MA T Teresa Strong-Wilson Sepulveda, Alejandro Fall 2009 MA T Shirley Steinberg Edge, Laura Summer 2010 MA NT N.A. Schembri, Jennifer Fall 2009 MA NT N.A. Educational Leadership Bianchi, Donatella Summer 2010 MA NT N.A. Caplan, Rosanna Summer 2009 MA NT N.A. Cornehlsen, Joshua Summer 2010 MA NT N.A. Friedman-Perlin, Donna Fall 2009 MA NT N.A. Groff, Tammy Summer 2009 MA NT N.A. Joa Ricart, May-Ling Summer 2009 MA NT N.A. Joyce, Elizabeth Summer 2010 MA NT N.A. Kurylo, Linda Fall 2009 MA NT N.A. Lattanzio, Chiara Summer 2010 MA NT N.A. Malowany, Joanne Summer 2009 MA NT N.A. O Reilly, Kathleen Summer 2010 MA NT N.A. Rolnick, Barbara Summer 2009 MA NT N.A. Scroggins, Chantale Fall 2009 MA NT N.A. Viciere, Sandra Summer 2010 MA NT N.A. Willshaw, Jennifer Fall 2009 MA NT N.A. Chivi, Maya Summer 2010 MA T Shaheen Shariff Educational Studies Hill, David Summer 2009 MA NT N.A

90 Second Language Education Moons, Caroline Summer 2010 MA T Mela Sarkar / Constance Lavoie Phipps, Heather Summer 2010 MA T Roy Lyster Piechowiak, Alicia Fall 2009 MA T Mela Sarkar / Carolyn Turner Walkty, Melanie Summer 2010 MA T Mela Sarkar Wang, Pan Summer 2009 MA T Mary Maguire Zhang, Junhui Summer 2009 MA T Mela Sarkar Drainville-Lavallee, Hugo Summer 2010 MA NT N.A. Konstanty, Kathryn Fall 2009 MA NT N.A. Parchas, Patricia Summer 2009 MA NT N.A. Rodriguez, Marisol Fall 2009 MA NT N.A. PhD Educational Studies Baranowski, Krystyna Summer 2010 PhD Second Language Lise Winer Chang, Sandra Fall 2009 PhD Curriculum T. Strong-Wilson/Anthony Parè Cucinelli, Giuliana Summer 2010 PhD Curriculum M. Hoechsmann/S. Steinberg Doyon, Pierre Fall 2009 PhD Curriculum Claudia Mitchell Gonsalves, Allison Summer 2010 PhD Curriculum Lynn McAlpine/Anthony Paré Guenette, Danièle Fall 2009 PhD Second Language Roy Lyster Harvey, Blane Leslie Fall 2009 PhD Culture & Values Steven Jordan Islam, Faisal Summer 2010 PhD Ed Administration Claudia Mitchell Langdon, Jonathan Fall 2009 PhD Ed Administration Anthony Paré / Dip Kapoor Montour, Barry Summer 2010 PhD Ed Administration Michael Doxtater Obeid, Hoda Summer 2010 PhD Second Language Janet Donin Park, Seong Man Fall 2009 PhD Second Language Mela Sarkar Pascarella, John Summer 2009 PhD Culture & Values Claudia Mitchell Tan, Hui May Fall 2009 PhD Second Language Carolyn Turner Tao, Ran Summer 2009 PhD Culture & Values Claudia Mitchell Walsh, Shannon Fall 2009 PhD Ed Administration Claudia Mitchell Number of Graduated Students since Degree M.A Ph.D Gr.C. N.A. N.A. N.A. N.A. N.A. N.A Total

91 APPENDIX 10: CENTRE FOR EDUCATIONAL LEADERSHIP Centre for Educational Leadership Department of Integrated Studies in Education Faculty of Education Annual Report June 2009-December 2010 Submitted by: Professors Lynn Butler-Kisber & Sylvia Sklar January 2011

92 Section I: Description of Unit The Centre for Educational Leadership (CEL) is situated in the Department of Integrated Studies in Education (DISE). It promotes the continuing professional development of teachers, policy makers and educational leaders by providing them with state of the art, credit and non-credit programs based on ongoing research. It actively outreaches to the local educational community and beyond by responding to needs, and by providing flexible, innovative and quality services. CEL makes a concerted effort to link local and international research and development activities associated with leadership, professional development, student engagement, educational change and school success. The underlying principles that guide the work of CEL are: Pursuit and development of broad-based notions of leadership Activities based on partnerships Outreach to the community Connection between research and practice Attraction of new populations Development of innovative initiatives. Lynn Butler-Kisber, is the Director of CEL, and has the programmatic and financial responsibility for CEL with a primary focus on research, and international projects. Although not part of her CEL work, she also initiated and directs the off-campus graduate certificate in educational leadership programs, now in their tenth year. These programs are operated out of the Department of Integrated Studies in Education. Because she has the responsibility for these programs and they are tangentially related to the Centre for Educational Leadership, annual information about these programs is typically included in this report rather than a separate one. The Associate Director, Sylvia Sklar, is responsible for the design and implementation of the non-credit professional development programs. Both work closely together to develop new initiatives and links to the educational community locally, nationally and internationally. Donna Wilkinson is the Administrative Coordinator of CEL. She carries a very full-time workload as she is responsible for managing the CEL office which includes arranging all of the bookings, materials, correspondence and financial aspects for the seminar series and projects, carrying out the day-to-day tasks of the budget, reporting and projecting the budget, and supervising research assistants on the various projects as well as work study students who are hired to help with CEL activities. Other staff members are appointed on a part-time basis as required to meet the financial, managerial, research and programmatic requirements of the activities in the Centre. Hiring is done by CEL within the policies established by the University. The Centre works with several ad hoc advisory groups from the Quebec educational system to help guide the design of professional development programs. These groups are composed of prominent educational leaders who are operating in school and non-school settings. These Committees are established by the Centre to explore areas of interest and concerns specific to our client groups, and as such includes teachers and administrators. CEL is a cost recovery unit. It pays 3/4 of the Associate Director s salary, and all of the Administrative Coordinator s salary. The Department of Integrated Studies in Education (DISE) provides ¼ of the Associate Director s salary. The DISE Graduate Certificate Co-ordinator, manages the off-campus, Graduate Certificates in Educational Leadership courses and works very

93 closely with Lynn Butler-Kisber in her capacity as Director of these programs. Since January 2010 Catherine Hughes returned from retirement to temporarily replace Arwen Fleming, who left suddenly on sick leave in December Arwen did not work solely for the Graduate Certificate Programs. She also supported the work done for all other graduate programs in DISE. Arwen s salary was paid by the Department as is Catherine Hughes s salary now. Additional salaries for casual and temporary staff are generated as required by the projects and programs of CEL. For all CEL s projects, graduate students are hired from the Department. For other office duties, CEL hires work-study students. In June 2009-December 2010, CEL generated a healthy return for the Faculty/Department from the enrolment of the off-campus Graduate Certificates in Educational Leadership (see below). Attendance at the Distinguished Educators Seminar Series was excellent between June 2009 and December We attribute this to the appeal of the programs and our presenters, and the need for professional development in the educational milieu. As a result, the returns from the seminar series were robust (see below). These were bolstered further by CEL s project initiatives that are described below. CEL continues to operate using a C1 cost-recovery budget that allows any surplus to be carried over into the next budget year. This allows CEL at its slowest period of the year (June-September) to cover the salary encumbrances that take place during the summer. The projected budget for and was prepared using very conservative estimates of the returns for each of these years. In it proved be a solid projection and covered salaries, benefits and all other expenditures and yielded a small amount that was carried forward into The Budget was submitted with the Department Chair s approval and received approval from CEL s financial officer. Because CEL has become more and more accurate in terms of estimated expenses, continues to submit conservative estimates of returns each year, and because of the returns for fall 2010, we expect that we will be able to cover our costs and still carry over some additional monies into Section II: Past Activities June 2009-December 2010 A. Projects: Since June 2009-December 2010, CEL s work continued to include ongoing local and international research and development activities and some new initiatives. Home Instruction Program of Parents of Youngsters Program (HIPPY): An efficacy study CEL completed Phase III, which was the final phase of a 3-year efficacy study of the Home Instruction Program of Parents of Youngsters Program (HIPPY) in Montreal funded by the Chagnon Foundation. HIPPY prepares home visitors to work with parents who in turn work with children on literacy development and socialization skills for school. The purpose of this qualitative project was to follow 11, three-year-old children as they progressed through three years in the program before starting school. The multicultural nature of HIPPY, Montreal (16 languages represented in the total group of HIPPY participants and the program is taught in both French and English) made this research context a particularly interesting one. The principal investigator was Lynn Butler-Kisber, and the co-investigator was Sylvia Sklar. During this final phase of the study, a former doctoral student, Joanne Kingsley, an Associate Professor at Bishop s, became a co-investigator and worked closely with Lynn and Sylvia on the analyses and final report that was submitted in August LEARNing Landscapes Journal In 2007, Lynn Butler-Kisber, Director of CEL, was invited by Mr. Michael Canuel, CEO of LEARN to be the founding editor of what was a new open

94 access, peer-reviewed, online journal that is called LEARNing Landscapes. Her task was to conceptualize the format, content, and audience for the journal and develop the underlying principles guiding the journal which are partnership, collaboration, inclusion, and attention to multiple perspectives and voices. From the outset the intention has been to link theory and practice and to showcase leading educational ideas, research and practices in Quebec, and beyond, by including articles, interviews, visual representations, arts-informed work and multimedia texts. The fourth issue entitled Curriculum: Innovations and Issues became live online on July 01, 2009 and the fifth issue on Literacy: Multiple Perspectives and Practices was published in November A launch was held for issues four and five and attracted some 70 educators from the local educational milieu and generated a very positive response. The journal was also exhibited at the Canadian Society for Studies in Education Conference held at Concordia University in May 2010 which sparked a good deal of interest and has increased the response to the calls for papers. In each issue we attempt to use the technology in somewhat different ways. For example, in the fourth issue a reflective interview with one of the authors about his paper appears on live stream and all the abstracts of the articles can be heard in authors voices rather than just read. In the fifth issue cycle three elementary children were interviewed about their thoughts on literacy and they too are on a live videotaped stream. Commentaries from John Willinsky, Susan Church, Vivian Paley, and Anne Haas Dyson added to the content of the issue. The sixth issue, dedicated to long-time activist Muriel Duckworth went live on June 30, This is a special issue of invited, eminent Canadians who talk about their experiences, ideas, and visions for education and includes such authors as Paul Martin, David Johnston, Sheila Watts- Cloutier, among others, as well as the Deans from eight faculties of education across Canada. The seventh issue was published in December 2010 on Poetry in Education. This publication includes commentaries from Maya Angelou, Jane Hirst, and Laurel Richardson among others, as well as an interview with Sophie Hillcoat, a grade-six student and budding poet. The eighth issue for spring 2011 will be on Inquiry in Education and the ninth issue due out in late fall 2011 will be devoted to brain research and education. The McGill/Dominican Republic Field Experience Project In May 2008, Lynn Butler-Kisber and Sylvia Sklar were hosted by Claudia Defillo, Principal of the Americas Bicultural School (ABC School) in Santo Domingo, Dominican Republic. Claudia originally graduated with an M.A. in Second Languages in the late 1980s and has been a member of the Faculty of Education Advisory Board. At that time meetings were held with members of the school administration to initiate a collaborative project to send student teachers to do their intensive field experience semester at the ABC School using the model that CEL used previously for ten years in Turks and Caicos Islands. (In this approach, students pay for their airfare and daily expenses. Generously, the ABC School provides the accommodations in an apartment hotel adjacent to the school.) A letter of agreement was drawn up and vetted by McGill and Santo Domingo lawyers, and signed by Claudio Defillo and the Faculty of Education. This project got underway in winter Melinda Doucet and Veronique Dubé, fourth-year elementary Bachelor of Education students, were selected from some 17 applicants and had very successful experiences at the ABC School. They were placed in Sylvia Sklar s fourth-year Professional Seminar course and she was able to prepare them in an ongoing way for their trip, and she kept in touch with them via Skype and throughout their experience. These students also participated in a two-part orientation for the trip under the direction of Lynn Butler-Kisber and Fiona Benson, Director of Student Teaching. The intention was to increase the number of students to three or four for the winter 2011 field experience. Unfortunately, a Faculty decision was made to exclude this principal from the selection process in order to be fair to future

95 international partners who might want to be part of a similar selection process. Given the contextual and cultural sensitivities that the principal was able to bring to the process last year, and the truly collaborative partnership that this principal felt engaged in, Ms. Defillo decided not to offer places to students for winter Lynn Butler-Kisber hopes that this decision can be revisited in the future in order to re-establish this partnership and continue the interesting work that came out of these student placements in The Quebec/Dominican Republic International Professional Learning The Quebec/Dominican Republic International Professional Learning Community Project (IPLC), proposed by CEL and funded by school boards and LEARN began in November It was built on the model developed by CEL for the Quebec/UK IPLC school leaders in It has involved nine leaders from Quebec schools and ten from Santo Domingo. This group of leaders as well as two delegates from MELS and LEARN worked alongside Lynn Butler-Kisber and Sylvia Sklar, and a consultant and university administrator from Universidad Autónoma de Santo Domingo (AUSD). The work generated a professional learning community, and the group experienced a one-week visit to each other s schools (January 2010 and April 2010), and communicated electronically with each other. In each context the group had the opportunity to be hosted by the ministries and universities. During the April visit in Montreal, a reception was held at the McGill Faculty Club and the delegation was welcomed by the Consul General, Mrs. Raquel Jacobo Jaar, and by McGill Professor Morton Mendelson, Associate Deputy Provost, Professor Hélène Perrault, Dean of the Faculty of Education, as well as by Mr. Laurent Trudel, Coordinator of the Quebec/Canada Entente, MELS. The IPLC members are now completing photo-journeys of the experience. These photo-journeys have been accepted for presentation at the AAESQ leadership conference in spring 2011, and will be used to build leadership capacity in the Quebec English language school system. As part of the project links have been made between the ministries of education in Quebec and Dominican Republic, McGill and AUSD. Some interesting possibilities/partnerships should emerge from these links. The Quebec/Vermont International Professional Learning Community Project The successful experience of the Quebec/Dominican IPLC has generated enthusiasm for a similar project that was initiated in fall 2010 and will take place in winter 2011 with some changes. It was decided it would be interesting to focus on elementary principals only instead of a mix of elementary and secondary. In this instance school boards have selected five elementary Quebec principals from the public sector and one from the independent schools to participate in an IPLC experience with six elementary principals from Vermont. Once again the project is funded by LEARN and the participating school boards (Lester B. Pearson, English Montreal, Riverside, Eastern Townships, and Central Quebec School Boards and QAIS) and will be directed by Lynn Butler-Kisber. It will involve an exchange of visits and ongoing collaborative working groups to develop new understandings about school leadership. The products of the work for this project will be virtual common place books that will synthesize lessons learned across the groups and make the sharing of these experiences easily accessible within Quebec and beyond. The McGill/Bronfman Jewish Education Council Project In May 2009, Lynn Butler-Kisber met with members of the Bronfman Jewish Education Council who have decided to rekindle the relationship that developed when leaders from their schools were involved earlier in the off-site courses in the graduate Certificate in Educational Leadership Programs. In fall 2009 BJEC selected 15 leaders from their system who would apply

96 to the certificate program and be part of the cohort in this project. Under the auspices of CEL this project uses the graduate Certificate Programs as a central strand in leadership development. This credit work is being augmented with a mentoring program and with other non-credit with the intention of building a community of practice. The project got underway in fall 2010 commencing with a one-day institute on leadership and the students first credit course, Leadership in Action (EDEM 610) taught by Professor Ted Wall. Simultaneously, a team of four mentors headed by Jim Mackinnon from Lester B. Pearson School Board has begun ongoing work with the BJEC leaders in small mentoring groups. There is a high level of engagement among the group in the cohort and we are looking to the learning we will gain about professional development from this experience. The CIDE/McGill/University of Toronto Vietnam Project In fall 2009 the Consortium for International Development in Education (CIDE) approached CEL to participate in the initial phase of what will be a five-year project in which Vietnam intends to modify its educational system. This initial phase of the project in September 2010 consisted of a 10-day professional development program offered to 22 visiting delegates from the ministry, universities, and the school system for five days at McGill and five days at the University of Toronto. The mandate included providing the delegates with an overview of the Quebec education system, teacher education and certification practices, exchange practices, mentoring, and related leadership skills, as well as visits to a secondary school and a vocational school. CEL used the model it has used for similar delegations from Trinidad and Tobago and Indonesia and what transpired was a stimulating week with these visitors. It is anticipated that this initial partnership with CIDE will involve additional work with CIDE and Vietnam. B: Graduate Certificates in Educational Leadership Since 1999 the Department of Integrated Studies in Education (DISE) under the direction of Lynn Butler-Kisber has been offering graduate, off-campus educational leadership courses to school boards in the greater Montreal area. The current number of school boards involved now totals six and approximately students at any one time. It is one of the largest graduate programs in the DISE. The rationale for this work has been predicated on the need to outreach into the educational community, to build networks of school leaders, and to develop capacity within the public school system by delivering high quality and relevant course work. To do this, adjunct professors with a minimum of an M.A. in Leadership and extensive experience in the field have been hired to do the teaching. Frequently these instructors have also taught leadership courses at McGill. They know the McGill teaching culture and can bridge these two teaching contexts. Each of the school boards has assigned a liaison person who is in charge of pedagogical services with whom Lynn Butler-Kisber collaborates in assigning instructors to courses and in choosing electives. This collaboration has increased DISE and CEL s communication with the boards and served particularly to heighten CEL and the Faculty s visibility in the school systems. The feedback about these off-site programs is extremely positive. The cohorts have become communities of learners which work together to use their learning to problem solve in their systems. The instructors are continually amazed at the quality of the work, the enthusiasm and the dedication of the groups. The school boards value and appreciate these partnerships with them, and are quick to turn to CEL for ideas and resources, in part because of the dual role Lynn Butler- Kisber plays as director of both the Certificate Programs and CEL. Over the years, we were approached by some of the more remote English school boards hoping to have their principals and potential principals take the graduate certificates. The problem was always the distance between schools within these boards. We knew we could offer easily off-site courses in one location. However, it was too costly for the boards to bring their personnel

97 together, and the technology that existed in the boards was never adequate enough to support other distance possibilities. This changed four years ago. A foundation set up by MELS called the Leading English Education and Resource Network (LEARN) funded by federal entente money was begun and was able to service the newer technology that MELS has been providing to boards. For the fourth year we have partnered with LEARN, which provided the technological support, to offer e-learn graduate certificate courses in the fall 2009 and winter From day one the model was a synchronous one where the instructor works online with the participants for three hours each week, and meets face-to-face with the group once per month, except with those students from Eastern Shores School Board. At least one course per term is offered online, and while there was initially some resistance among the local cohorts, the culture has changed and there is a growing demand for more e-courses. With a solid idea of what works well in these courses and why (the synchronous aspect is particularly important), we are began working with GPSO to try to expand and be able to attract national and international students. In 2009 we piloted the initiative with one student from North Carolina. A special flag was instituted to identify the student and Real Del Degan and Mary Jo McCullough worked out a one-time, deregulated tuition that was equitable for this international student who was never on campus. With this experience under our belts, we Lynn Butler-Kisber began working with the Dean s office and GPSO to work out the details. By December 2010 all the preliminary work was completed. Early in January, the announcement was posted on the website with a link to relevant details We are pleased to report that we are now ready to accept applications from more distant students for fall We anticipate that one of the first of these will be from a current Sauve Scholar who will be returning to the Philippines in May and wants to start the certificate online program in the fall. Tables 1a and 1b below give an overview of the 10 courses offered in and 6 courses offered for fall 2010 for a total of 16 courses in fall 2009 and in winter and fall The cost to the Department was $5000 per instructor plus approximately $24,000 in program operating costs for a total of $104,000 less a recuperation fee of $200 per student for the difference between the number registered and an expected class size of 20, an agreement made with the Boards 7 years ago. For this particular time period the recuperation amount was $13,800 making the net actual and indirect costs of the off-campus courses to be $90,200. During this period, a total of 253 students were registered in these courses. This number of registrations yields approximately $700 per student of which approximately 80% returns to the Faculty. Therefore we estimate that the annual return to the Faculty for June 2009-December 2010 from the Graduate Certificates in Educational Leadership courses is $141,680 and the net return is $ 51,480. It should be noted that these off-site courses attract a population of students locally and from a distance (Eastern Shores School Board, and Cree School Board) and during this the trial period, two international students. Also, it should be noted that most of these students would not be in the graduate certificate programs if they had to take their courses at McGill. The following tables show the courses were delivered in and fall 2010, as well as the courses that are now underway in winter It should be noted that course numbers that are italicized are those that were taught online in synchronous time three hours per week for 13 weeks. Table 1a: Off-site Courses Course Location Term Course Name Course Number EMSB Fall The Practicum EDEM 681 Fall Education Resource Management EDEM 628 Winter Leadership Theory in Education EDEM 673 Winter Special Topics: Human Resources EDEM 675 Instructor S. Conrod H. Schwartz T. Wall K. Robertson Registered 20 12

98 12 LBPSB Fall Fall Winter Winter Planning & Evaluation Introduction to Educational Theory and And Research The Principalship Leadership Theory in Education EDEM 646 EDEM 609 EDEM 671 EDEM 673 D. Taylor & P. Dean S. Conrod S. Winn & J. Tourunian T. Wall SWLSB Total: 10 Fall Winter Leadership in Action The Practicum EDEM 610 EDEM 681 N.B.* The recuperation fee was not charged in this instance as this course was held on campus. 13 T. Wall J. McKinnon * Table 1b: Off-site Courses Course Location BJEC EMSB Term Course Name Course Number Fall Leadership in Action EDEM 610 Winter Managing Educational Change EDEM 637 Fall Fall Winter Planning & Evaluation Intro. To Educational Theory and Research Education Resource Management EDEM 646 EDEM 609 EDEM 628 Instructor T. Wall P. Dean & D. Taylor P.Dean & D. Taylor S. Conrod P. Peter Registered LBPSB Fall Fall Winter Winter Winter Leadership in Action Special Topics II - Mentoring The Practicum Education Resource Management Intro. To Educational Theory and Research EDEM 610 EDEM 677 EDEM 681 EDEM 628 EDEM 609 P. Peter J. MacKinnon S. Conrod G. Tennant T. Wall SWLSB Fall Managing Educational Change EDEM 637 T. Wall Total: Tables 2a, 2b, and 2c give an overview of the admissions for the academic year and for fall Table 2a: Admissions Fall 2009

99 Fall 2009 School Board Applications Number of Registered Admits BJEC EMSB ESSB LBPSB NFSB/RSB SWLSB Independents Totals Table 2b: Admissions Winter 2010 Winter 2010 School Board Applications Number of Admits Registered BJEC EMSB ESSB LBPSB NFSB/RSB SWLSB Independents International Totals Table 2c: Admissions Fall 2010 Fall 2010 School Board Applications Number of Admits Registered BJEC CREE EMSB ESSB LBPSB NFSB/RSB SWLSB Independents International Totals It should be noted that independents are applicants to the Certificate Programs who are not part of a school board cohort and take their courses at McGill. Table 3 gives a summary of Certificate graduates for designated period for this report. Table 4 summarizes the current enrollment. Table 5 gives the anticipated admission numbers for winter Table 5 shows that our admissions are now once again higher than the number of students who are graduating from the Certificate Program rather than the reverse reported last year. We believe this trend will continue to fluctuate as some years there are more graduates than usual or more students opting to transfer to the M.A. program. The addition a new cohort from BJEC, and the potential for increasing numbers with national and international students may help to reduce this fluctuation.

100 Table 3: Graduates Fall /Winter 2011 Last Name Bray Brown Calderelli Colpitts Dallaire DiMarco Genovezou Koutsoulis Maag Martin Penn Simoneau Tsatoumas First Name Jennifer Lisa Maria Steven Lynn Robert Ioanna George Daniel Sylvie Harold Alan Vasiliki School Convocation Session Board EMSB Winter 2010 EMSB Winter 2010 EMSB Winter 2010 LBPSB Winter 2010 EMSB Winter 2010 EMSB Winter 2010 RSB Winter 2010 EMSB Winter 2010 LBPSB Winter 2010 EMSB Winter 2010 EMSB Winter 2010 EMSB Winter 2010 EMSB Winter 2010 Turner Coleen LBPSB Winter 2010 Verreau IND Winter 2010 Howard Julie Bell Terry EMSB Fall 2009 Buchanan Patti RSB Fall 2009 Glicksman Sall EMSB Fall 2009 Hayes Jennifer ESSB Fall 2009 Janzic Robertina SWLSB Fall 2009 Patterson Rosemary LBPSB Fall 2009 Perreault Vicky IND Fall 2009 Pisano Ida EMSB Fall 2009 Pita Tony EMSB Fall 2009 Schiavone Martina EMSB Fall 2009 Servello David EMSB Fall 2009 Spassatempo Dino EMSB Fall 2009 Wahba Marie LBPSB Fall 2009 Baazeem Abdulaziz IND Summer 2009 Baylis Lisa LBPSB Summer 2009 Baylis Lisa LBPSB Summer 2010

101 Kavafian Schofield TOTAL: 33 Tatiana Eileen IND Summer 2010 ESSB Summer 2010 Table 4: Program Enrollment as of December 31 st, 2010 Cohorts # 0F STUDENTS BJEC 18 CREE 3 EMSB 41 ESSB 7 LBPSB 23 NFSB/RSB 4 SWLSB 14 INDEPENDENTS 8 INTERNATIONALS 2 TOTAL: 128 Table 5: Anticipated Admissions Winter 2011 School Board Applications Number of Anticipated I II Total Admits BJEC CREE EMSB ESSB LBPSB NFSB/RSB SWLSB Independents Internationals Total C: Seminar Series The Distinguished Educators Seminar Series (DESS) offered by the Centre for Educational Leadership (CEL) provides professional development opportunities for teachers, administrators, school board personnel and other stakeholders in K-12 education. This successful series has provided the bread and butter returns for this cost recovery unit. It has enabled CEL to pay salaries, cover most of the operational costs and seed the development of new projects. The following table provides an overview of the current strengths, weaknesses, opportunities and threats facing the Distinguished Educators Seminar Series as of December 31, Table 7: SWOT Analysis of Distinguished Educators Seminar Series as of December 31, 2010.

102 Strengths CEL has an established reputation for high quality and cutting-edge professional development. The growing clientele represents all stakeholders in the local education community and increasingly from Ontario. Feedback from participants indicates a higher level of satisfaction with the CEL seminars than the in-service offered by MELS and their school boards. Weaknesses The seminar series is presented primarily in English for a decreasing population of educators. The CEL lacks the resources needed to create and maintain a social media presence and related marketing strategies. McGill accounting complexities consume more than 60% of the Administrative Coordinator s time. In addition, presenters complain of red tape delays in getting reimbursed for expenses. Some say they will not return for further work at McGill. McGill is still not able to provide on-line registration for participants in the seminar series. Opportunities Social media sites provide new opportunities to attract populations from afar. The bulge of baby boomer retirements has led to an increase in the numbers of early career teachers and administrators who seek professional development opportunities. Budget cuts in school boards reduce available travel funds for out-of-town professional development. Threats broadcasts of publicity material are becoming more problematic as time goes on. Alternate marketing strategies using social media need to be developed as soon as possible. Declining populations in the Anglophone school system in Quebec continues to erode the potential pool of seminar participants. MELS has announced a 20% cut in travel allowances and professional development for the education sector. According to the Collective Agreement, Quebec s teachers with an undergraduate degree are under no obligation to participate in voluntary workshops or courses. There is no systemic incentive for attendance at CEL seminars. The Anglophone system is becoming a bilingual system with a growing number of francophone teachers who generally do not see McGill as a resource for professional development. MELS and school board in-service on the implementation of the QEP continues to compete with CEL for teachers release time and professional development budgets.. Interesting factors A small but steadily growing number of participants from Ontario are registering for the seminars. The main challenge facing CEL this year continues to be the deluge of offers of services from MELS to the school systems. These workshops are offered free of charge by MELS personnel to show teachers how to implement the QEP. So much professional development has been showered upon the school boards by MELS that many teachers feel overwhelmed and are not interested in seeking additional workshops elsewhere. The Distinguished Educators Seminar Series provides a cost recovery framework that enables CEL to increase the scope of its projects as it builds its place as a leader in professional

103 development locally, nationally and internationally. Teachers do not pay to attend MELS workshops while attendance at a CEL seminar in cost $ (GST and PST are included). In spite of this, CEL continues to offer a highly appreciated program for a growing and loyal clientele. The following table shows the financial trends of the Seminar Series over the past 7 years. It also shows the impact of union contract negotiations in and the resulting boycott of QEP related professional development on the seminar series and its steady recovery. Table 8: Distinguished Educators Seminar Series: Financial development over 6 years School Year Sept June Gross Revenue: Net (less taxes and expenses): Number of Registrations: Number of Seminars ,100 45,214 (32%) 570 N/A ** 89,390 25,858 (28%) ,770 66,967 (48%) ,615 56,574 (32%) ,072 59,768 (32%) ,955 96,555 (49%) months Sept Dec. 31, , ,059 (49%) **Year of QPAT collective bargaining and boycott of all professional development Avg. per Seminar The Gross Revenue column is made up entirely of registration fees including 14.5% in taxes. The tax rate will increase again in January The highest costs are honoraria, travel related expenses for presenters, learning materials, and hotel meeting packages. The figures in the net revenue column shows the amount leftover for contribution to overhead of CEL including salaries and benefits for Donna Wilkinson (Administrative Coordinator), Sylvia Sklar (Associate Director), Work Study Students, capital equipment and supplies. It should also be noted that the rate of participation in the seminar series has climbed quite steadily despite the decline of our target population of educators in the Anglophone educational community. Highlights of this past year included a successful two-day Institute for School Leaders on the topic of Distributed Leadership. The Institute was facilitated by Dr. Ted Wall, Former Dean of the Faculty of Education. Excellent feedback from participants suggested that an annual leadership institute would be well attended. On another front, CEL continues to develop delivery of professional development by distance. In collaboration with LEARN Quebec, CEL designed and pilot-tested a model for delivering professional development workshops using Live Classroom. In winter 2010, two online seminars on Differentiating Instruction were presented to teachers in remote schools including locations in the Lower North Shore, the Gaspé Peninsula as well as at Riverside and Lester B. Pearson School Boards. In December 2010, CEL presented a seminar on teaching A Social Skills Program for Student with Autism Spectrum and Communication Challenges via video conference. Thirty nine educators from the Eastern Shores School Board and Du Littoral on the Lower North Shore participated. Feedback was uniformly enthusiastic and the audience is requesting more such video conferences. Other sessions will be offered in 2011.

104 The Fall Seminar Series 2010 was the most successful. The themes for the series are pedagogy, classroom management, gender-based learning, brain research and differentiated instruction. Two new seminars designed especially for teachers in vocational and adult education settings were offered in November Finally, the development of online seminars using Live Classroom and video conference technology to make the Distinguished Educators Seminar Series accessible to teachers in remote areas will be a priority for the next academic year. CEL continues to develop strong partnerships with professional associations in Quebec as well as subcommittees of MELS and LEARN. Table 8: Distinguished Educators Seminar Series Calendar for 18 months Fall 2009 (fifteen seminars) September 22 & 23 Jonathan Udis Strengthening Your Presentation Skills: A clinic for experienced workshop leaders October 15 Anne Lemay Classroom Management Essentials for New Teachers October 16 Anne Lemay Managing the Combined Class October 20 Anne Beninghof Principals Guide to Implementing and Supporting Differentiated Instruction in the School October 21 Anne Beninghof Making Inclusion Work Through Co-Teaching and Differentiated Instruction October 23 Anne Beninghof Practical Ideas for Differentiating Instruction at the Secondary Level October 24 Anne Beninghof TBA (ALDI) Video Conference October 29 Sheryl Gilman Authentic Assessment and Reporting in the Early Years: November 13 Anna Sanalitro Competency Based Resources for Teaching Mathematics in Elementary Cycles 1 and 2 November 3 Suzanne Longpré Understanding the Phenomenon of Religion: Resources for the elementary classroom November 6 Anne Lemay Teachers Sharing Learning and Evaluation Situations November 13 Anna Sanalitro Competency-Based Resources for teaching elementary mathematics November 20 Lisa Reisinger Social Skills Training for Elementary Students with Autism and Communication Challenges November 27 Laura Malbogat Improve Student Presentations: Storyboards, Mind Maps and PowerPoint December 4 MaryAnn Brittenham Respectful Discipline Winter 2010 (seven seminars) January 14 & 15 Ted Wall Entering a Community of Practice for School Leaders February 3 Jim Mackinnon Surviving and Thriving in High School February 4 Paul Kropp Boogers, Barf and Bloodshed: Engaging our Boys in Reading and Writing February Lori Jamison Marvelous Mini Lessons for teaching Writing February 22 Lisa Reisinger Planning a Complete Social Skills Training Program for Elementary Students with Autism and Communication Challenges February 12 Pam Markus Learning in a Visual Age: Integrating Visual Art Into

105 the Curriculum March 26 Jon Udis Power Struggles: What to do when a student says make me! April 22 Sheryl Gilman Multicultural Activities Through the Arts April 23 Julie Hobbs & Jane Dunant Enhance Your Role as an Administrative Professional Fall 2010 (eleven seminars) Oct. 20 Gestion de classe pour l intégration des élèves en difficulté Oct. 27 Strengthening Your Presentation Skills : How to design and present workshops Oct. 28 Motivating Hard to Reach, Uninterested and Disruptive Students Nov. 5 Teaching Reading, Writing and Numeracy: Building bridges for all learners Nov. 10 «Réussir» Avec Tous Les Élèves : Stratégies d enseignement différencié en immersion Anne Lessard Jon Udis Alan Mendler David & Phyllis Whitin Antoinette Gagné French Teachers Consultants/Principals, Teachers Elem/Sec/Adult Ed Elementary Elementary and Secondary Nov. 11 Nov. 12 Nov. 25 Nov. 26 Nov. 26 Dec. 1 Dec. 2 Dec. 3 Classroom Management in PreK-K: Focus on six competencies Social/Emotional Curriculum to Help Challenging Students with AD/HD How To Set Up A Robotics Program In Your School (Bilingual Seminar) Strategies For Designing And Presenting Effective Lessons For Youth In Voc Surviving And Thriving In A Vocational & Adult Education Career Reading Don t Fix No Chevys: Engaging reluctant readers and writers Good Questions and Big Ideas: Great ways to differentiate instruction in secondary mathematics How To Create An Effective IEP: A hands-on clinic for all levels Sheryl Gilman Linda Aber & Sheila Ostroff Patrick Charland TBA Jim MacKinnon Jeffrey Wilhelm Marian Small Karen Gazith PreK and K K - Adult All Voc and Adult Ed Voc and Adult Ed Middle School - Adult Ed Secondary/Adult Ed K-Adult Ed Planned for Winter 2011 (eleven seminars) Jan. 20 Jan. 20 & 21 Organization Made Easy: Tools for today s teachers Leadership Institute on Health and Well-Being Frank Buck TBA Teachers Principals, Vice Principals and Centre

106 Jan. 26 Jan. 28 Feb 2 Feb 4 Feb 11 Mar. 25 April 1 April 7 April 8 Teaching Reading in an Era of Multiliteracies Differentiated Instruction with a Twist: A focus on the brain and learning Supporting Boys Learning: Strategies for PreK- Cycle 1 Balance Your Personal and Professional Life Differentiating Instruction in Elementary Mathematics Power Struggles: What to do when a student says make me! Creating Effective Teaching Tools for Differentiating Instruction Strategies for Teaching to the Minds of Boys & Girls Managing Conflict, Dealing with Difficult People and Making Stress Work for You! Sarah and Joanne Kingsley Karen Gazith Barbara Sprung & Nancy Gropper Jim & Betty Mackinnon Helen Osana Jon Udis Anne Beninghof Kelly King Sharyn Sepinwall Directors Elementary Elem/Sec/Adult Ed Early Childhood All teachers Elementary Elem Adult Ed K- Adult All Support staff The Distinguished Educators Seminar Series has become a well recognized brand in Quebec Anglophone public and independent school systems. The growing clientele demonstrates that this community has come to anticipate the high quality professional development programs offered by the Centre for Educational Leadership.

107 APPENDIX 11: FIRST NATIONS AND INUIT EDUCATION PROGRAMS February 18, 2010 December 2010 MCGILL UNIVERSITY FIRST NATIONS AND INUIT EDUCATION TEACHER EDUCATION PROGRAMS JUNE DECEMBER ANNUAL REPORT Donna- Lee Smith, Director

108 FIRST NATIONS AND INUIT EDUCATION TEACHER EDUCATION PROGRAMS JUNE DECEMBER Prepared by Donna-Lee Smith Director, First Nations and Inuit Education / Teacher Education Programs January 15, 2011 Section I v MISSION STATEMENT The principal mandate of the Office of First Nations and Inuit Education (Teacher Education Programs) is to coordinate the work which the Faculty of Education carries out in partnership with various Aboriginal communities and institutions throughout Quebec and Eastern Canada. FNIE collaborates with the Kativik and Cree School Boards, the Kahnawake, Kanesatake and Naskapi Education Centres, to deliver community-based teacher education programs, which lead to initial teacher certification, as well as further professional development. FNIE also delivers a combined campus / community-based Bachelor of Education Kindergarten Elementary, First Nations and Inuit Studies Option, which leads to general certification. FNIE works with departments in the Faculty to meet the needs of First Nations and Inuit education students who study on campus. As well, the Director carries out participatory research providing communities, schools, and the office with information about issues pertaining to Aboriginal education. Finally, FNIE s mandate includes sensitizing non-aboriginal people to the educational needs of Canada s First Nations, Inuit, and Métis peoples. (Please see Appendix I for map of former and current partners.) v ACADEMIC STAFF Donna-Lee Smith, MA, Faculty Lecturer Director, First Nations and Inuit Education (Teacher Education Programs) Section II THE OFFICE OF FIRST NATIONS & INUIT EDUCATION v Who we are:

109 First Nations and Inuit Education (FNIE), based in the Department of Integrated Studies, Faculty of Education, has been delivering community-based teacher education programs for over 30 years; we also hold a McGill campus-based Summer Institute every second summer. We are moving towards having FNIE students spend more time on campus in order for them to benefit from the McGill experience. Currently we have a new initiative with the Cree School Board for a delivery of the Bachelor of Education Kindergarten Elementary, First Nations and Inuit Studies Option; this full-time program will have a combined delivery of years 1 and 4 in the northern Cree community of Waswanipi, and years 2 and 3 on campus in the Faculty of Education. We also have a new initiative with the Naskapi Education Centre in Kawawachikamach where students are in a full-time Certificate in First Nations and Inuit Education, with the goal of ultimately entering the Bachelor program. The students will come on campus for Summer Institute sessions throughout their program and will undertake several practica outside their community. v Staff: Director: Donna-Lee Smith Student Advisor: Tina Schiavone Program Assistant: Sheila McCulley Practicum Coordinator: Ellen Wernecke v Programs: All FNIE programs are for credit and are offered in partner communities, or in a combined community-based / campus-based delivery. Through the Faculty of Education, FNIE offers: B ED Kindergarten/Elementary: First Nations and Inuit Studies Option (120 credits); leads to general certification (combined delivery) Through Continuing Education FNIE offers: Certificate in Education for First Nations and Inuit (60 credits); leads to certification to teach in a First Nations or Inuit school (community based) B ED for Certified Teachers (90 credits; combined delivery) Certificate in Aboriginal Literacy Education (30 credits; community based) Certificate in Middle School Education in Aboriginal Communities (30 credits; community based) Certificate in Aboriginal Education for Certified Teachers (30 credits; community based) Certificate in First Nations and Inuit Student Personnel Services (30 credits; community based) Certificate in Inclusive Education (30 credits; combined delivery) v What we do: The Director of FNIE and the Student Advisor meet one on one with the partners several times a year to discuss the profiles of the students and to choose courses best suited for the majority of participants. Names of possible instructors are put forward on a priority list, and the Director undertakes contacting them until a candidate is found who is available to teach in the community. The outlines are submitted to FNIE and vetted by the Director, who often works closely with the instructor to ensure the outline meets the requirements of both McGill and the partner. If it is a first-time FNIE instructor, the Director interviews the candidate to assess suitability for work in an Aboriginal community and sensitizes him or her to Aboriginal issues in education.

110 The Director brings together instructors who will be teaching the same course, but in different communities; for example, the three Inclusive Education instructors contracted to teach in three different Cree communities in the Fall term met several times to work on adapting the course for the partner s needs and for the delivery mode. The three McGill instructors who taught various courses for the Kativik School Board in July 2010 also met to discuss course content and expectations. In general, FNIE : Coordinates community-based and campus-based course deliveries Creates and develops programs at the request of our partners Revises programs in collaboration with our partners to meet demands of the MELS QEP and the changing needs of the communities Adapts courses, for cultural and linguistic relevancy, with partners and instructors Appoints instructors Vets course outlines Processes admissions: paper-based Processes registrations: paper-based Provides academic advising Administers course evaluations Recommends students for graduation Conducts research on relevant Aboriginal issues Manages FNIE finances work with a self-financing budget Advocates for FNIE through participation in internal and external committees and presentations at conferences Seeks new partnerships Hosts FNIE Summer Institute every 2 nd year Hosts Steering Committees twice / year Hosts social events, such as graduation celebration and pizza night v ACHEIVEMENTS Through FNIE programs and Summer Institutes, our Aboriginal students become skilled in both traditional and mainstream knowledge. Many of the courses are taught in the heritage language by Aboriginal instructors; all courses delivered in the Kativik School Board are taught in Inuktitut, using qualified Inuit instructors co-teaching with non-aboriginal instructors. Other FNIE partners offer language courses and cultural skills courses in their heritage languages. Both our partners and FNIE recognize that our graduates act as role models in their communities, giving youth guidance for future academic success. Research has long proven the success rate of community-based programs, and the continuous flow of graduates from our programs supports the research. From the Summer term 2009 to the Winter term 2010, we saw the successful delivery of 131 courses, with 1114 registrations and 22 students proudly graduate from our programs. (Please see Appendix II for a complete list of communities, courses, instructors and enrollment.) In June 2010, FNIE began a pilot project with the Cree School Board: A new cohort of Cree students came to McGill for an Orientation Session. They had completed applications for the fulltime B Ed Kindergarten/Elementary: First Nations and Inuit Studies Option and were preparing to enter the program as mature students. In order to be admitted into the program for the Fall term,

111 these students were required to pass two summer courses with at least a B. Year 1 of their program is currently taking place in the northern community of Waswanipi; years 2 and 3 will be on campus, with year 4 back in Waswanipi. This program, developed in collaboration with our partners, is both bi-lingual and bi-cultural, and leads to general certification. The Cree School Board and McGill University are working diligently toward the academic success of this cohort; it is the first time the CSB has had full-time students. In September 2010, FNIE began a program with its newest partner: the Naskapi Education Centre. A cohort began a community-based, full-time delivery of the Certificate in First Nations and Inuit Education. The intent is to have the graduates of this program go on to complete the B Ed Kindergarten Elementary: First Nations and Inuit Studies Option. In September 2010 eight Mohawk students were accepted into the B Ed Kindergarten Elementary: First Nations and Inuit Studies Option. They joined students in the regular B Ed program on campus, and took Mohawk language courses and cultural skills courses in their communities. Graduations Included in FNIE s recent success are the 22 graduates from our various programs: Bachelor of Education for Certified Teachers (7) Certificate in Education for First Nations and Inuit (11) Certificate in Middle School Education (1) Certificate in First Nations and Inuit Student Personnel Services (1) Certificate in Educational Leadership (2) At our Fall 2009 graduation luncheon we were pleased to host senior McGill administrators: Dean of Students Jane Everett and Associate Dean of Students Linda Starkey. Their words of praise spoke to the pride McGill University holds for its Aboriginal students, and how the institution works hard to support both community-based and campus-based programs. They congratulated the graduates, their families and FNIE and wished everyone ongoing success. For our Spring 2010 graduation luncheon, we were pleased that First Peoples House took over the planning and opened the affair up for all Aboriginal students across campus; it was a grand celebration with graduates from Education, Science, and Social Work in attendance. Family members and partner administrators, as always, gave heartfelt congratulatory speeches. The Fall 2010 graduation luncheon, held in the McGill Faculty Club, was again beautifully hosted by First Peoples House. The speeches, gifts and, yes, tears attest to the commitment FNIE students and families devote to teacher training education. Revision FNIE, its partners, and the Faculty of Education undertake ongoing revision to the programs: Bachelor for Certified Teachers In keeping with the MELS requirements, this program underwent revision to better align with the B.ED. Kindergarten Elementary, First Nations and Inuit Studies Option (BFNIE); the changes were presented to and accepted by both the Faculty of Education and the MELS. Certificate in Education for First Nations and Inuit In keeping with the MELS requirements, this program underwent revision to better align with the B.ED. Kindergarten Elementary, First Nations and Inuit Studies Option; the changes were presented to and accepted by both the Faculty of Education and the MELS. Certificate in Aboriginal Literacy in Education Prior to beginning the 4 th delivery of this certificate in Winter 2010, the Cree School Board requested a program revision; FNIE and its partners participated in the revision process.

112 Community Teaching Over the timeframe of this report, FNIE has sent many instructors to teach in its partner communities. As there is some difficulty in allowing full-time professors to teach beyond their course load, many of our instructors are graduate students, retirees, or contracts from outside McGill. They travelled to the following communities to teach a variety of courses, conduct student evaluations, and lead workshops: Waskaganish /Mistissini /Kahnawake /Kanehsatake /Kuujjuaq / Waswanipi /Kawawachikamach / and Chisasibi Community Visits by Director The Director undertook the following trips to teach courses, lead workshops, conduct research, attend graduations, and present at conferences, for a total of 56 days: Kuujjuaq, Nunavik (Inuit) Val d Or, Chisasibi, Waswanipi (Cree) Kawawachikamach (Naskapi) Kahnawake (Mohawk) Kanehsatake (Mohawk) Natuashish, Labrador (Innu) Angers, France Teaching In the Spring of 2009 the Director co-developed and co-taught Experiences in Communication with 2 Inuk teachers, Ulaayu Pilurtuut and Annie Tertiluk, for the Kativik School Board. The participants were McGill students enrolled in FNIE s B.Ed. for Certified Teachers; all are fulltime teachers in their home communities and teach primarily in the lower grades where Inuktitut is the language of instruction. The course was linguistically and culturally adapted to meet the participants needs and was taught primarily in Inuktitut, with all materials translated into the Aboriginal language. The planning took place in March and the course was delivered in May, in Kuujjuaq, Arctic Quebec. This method of planning and teaching plays an important role in maintaining the Inuit language and culture in Arctic Quebec. This is an important initiative as many Aboriginal languages and cultures across Canada are at serious risk of disappearing or have disappeared altogether. Children s books For the fourth time in the last two years, the Director was invited to work with the Innu nation in Labrador. Her children s storybook writing workshop was adapted to meet the needs of teachers in Natuashish (former Davis Inlet where a few years ago there was wide media coverage of children sniffing gasoline) and Sheshatshui. The workshop was delivered in English, but the storybooks were written in the Innu dialects used in the northern and southern areas of Labrador. The participants were Classroom Assistants working in grades K to 3 where Innu in the language of instruction. As well as writing the books, the participants also illustrated them; the final products are sent to Memorial University and 100 copies made of each book. The project was funded by a SSHRC grant under the direction of Professor Marguerite McKenzie. The participants herald this initiative as there are very few storybooks written in Innu. So far 17 books have been published, with another 8 in production. v RECENT INITIATIVES FNIE undertook the following initiatives in collaboration with its partners: Cree School Board In December 2009, funding was approved for a CSB cohort of 30 students to apply to a full-time delivery of the B.ED. Kindergarten Elementary, First Nations and Inuit Studies Option. Recruitment posters, created by FNIE and the CSB, were posted in all 9 Cree communities. Over

113 40 candidates submitted an application package, which included: application form, letter of intent, CV, official transcripts, letter of recommendation (academic), letter of recommendation (professional), admission reply form, Quebec birth certificate or band letter and Indian status card, and permanent code data form. Because internet access in the north is often unreliable, applications for FNIE partners are still paper based. The Director of Admissions, Kim Bartlett, and her Office, have been most accommodating in this regard. The application files were reviewed by FNIE s Director, two Education Associate Deans, and the CSB reps, including the Coordinator of Teacher Training Programs, Debbie House. Thirty files were submitted to Admissions. For the first time in the history of the Cree School Board, a cohort of students is attending a fulltime BEd McGill program; and it is the first time in the history of FNIE that students are enrolled in a program that leads to general certification. It is a tremendous undertaking and, as with any pilot project, issues are expected to arise. To date the academic issues revolve around literacy skills in English, and the social issues revolve around settling into a new community. The CSB and FNIE are conducting ongoing research in order to improve both the current delivery program and the next one in Kawawachikamach Education Centre In late 2009, FNIE was approached by representatives from the Naskapi Education Centre in Kawawachikamach a community north of Schefferville, Quebec. This community had been in touch with FNIE over the past number years in hopes of having a community-based teacher training program, and FNIE s Director was pleased to meet with the community reps, plus Christie Brown from the MELS, to discuss the program and delivery costs. In May the funding was approved at both the provincial and federal levels for a cohort of 13 students to take a community-based program with summer sessions on campus. In June 2010, the FNIE Director travelled to Kawawachikamach to interview the more than 24 hopeful candidates for the Certificate in First Nations and Inuit Education. The program started full time in the fall, and, as with the CSB program, qualified community-based instructors were contracted to teach the Naskapi language and cultural skills courses, with McGill graduate students contracted for the other courses. v TEACHING AND LEARNING COMMITTEES Faculty First Nations and Inuit Education Steering Committee (Teacher Education Programs) FNIE s staff and partners meet Fall and Spring to share successes and concerns about programs, students, issues, and initiatives. Chair: Director, FNIE Teaching Education Programs The Undergraduate Curriculum Committee Members from across the Faculty meet regularly to revise undergraduate programs; UCC is a step in the revision for FNIE programs. Chair: Director of Undergraduate Programs First Nations and Inuit Education / Office of Student Teaching Practicum Committee Members from the Office of Student Teaching, FNIE, and DISE meet to discuss practicum issues. Chair: Director, FNIE Teaching Education Programs McGill University

114 Aboriginal Affairs Work Group Members from across campus meet to continue their work on the AAWG mandate: to increase recruitment and retention of Aboriginal students. Chair: Dean of Students, Jane Everett Social Work Aboriginal Steering Committee Members meet regularly to discuss concerns about community needs, program delivery, and language issues. Chair: Director, School of Social Work Principal s Award for Excellence in Teaching Selection Committee (Continuing Education) v STUDENT SUCCESS The Kanesatake teacher training program has 5 students who saw their funding from FNEC slashed for their community-based Certificate program, forcing them to come on campus for the winter term 2010 and into the BFNIE. They all thrived in their courses, with 4 out of the 5 opting to continue in the BFNIE and the fifth (a student in her 60s) opting to finish with the Certificate. The 4 students took Children s Literature with the Director in the Winter term and gave highly acclaimed children s storybook presentations. They also thrived in their other courses, but it was apparent that some remedial help would be required for the students to pass the English language proficiency exam. The community funded a community-based course which was taught to the exam. As BEd students need to pass this exam before embarking on their third field experience, it was with tremendous relief that they all passed. With not many teaching positions available in Kanesatke, the BFNIE is the best option as it leads to general certification, allowing the graduates to teach outside the community. The auditorium in the Faculty of Education is named after Professor Jack Cram who began Native and Northern Education in the early eighties in conjunction with the Kativik School Board; it is his vision that drives the work of First Nations and Inuit Education today. The Jack Cram Award was established by his family in his honour and is given annually to a Kativik student. The recipient for 2010 is Ulaayu Pilurtuut from Kuujjuaq. The Director presented the award at the McGill / Kativik graduation ceremony which took place in July in Kuujuaq. v PARTICIPATION IN McGILL UNIVERSITY S MISSION FNIE, in its partnerships with Aboriginal communities, advances learning through teaching, scholarship, and service to society. We work in close collaboration with our students, giving them the best education available and providing service for which we are well suited by virtue of our academic strengths. v HONOURS Director: First Nations and Inuit Education / Teacher Education Programs (continuing) Chair: First Nations and Inuit Education Steering (continuing) Chair: First Nations and Inuit Education / Office of Student Teaching Practicum Committee (continuing) Member: Urban Aboriginal Strategy Network Committee (continuing) Member: Urban Aboriginal Strategy Network Committee / Education Subcommittee (new) Member: Selection Committee: Principal s Award for Excellence in Teaching (continuing) Reviewer: McGill University Journal of Education (continuing) Reviewer: Canadian Journal of Education (continuing) Board Member: Sleep for Success: Sustained Improvement of Youths Health & Learning Capacity by Rapid Translation & Dissemination of Sleep Research through School-Board Partnerships; McGill Department of Psychiatry / Douglas Hospital joint project

115 v RESEARCH The Director of FNIE s Teacher Education Programs is engaged in several research projects concerning First Nations and Inuit initiatives: Mi kmaw Kina matnewey Longitudinal Research Project A Longitudinal Study of the Mi kmaq Language in Band Operated and Nova Scotia Provincial Schools $65, / year This project evaluates language acquisition of Mi kmaq elementary students in band schools in Cape Breton by testing in both English and Mi kmaq. The project, now in its fifth year, shows unequivocal proof that students enrolled in the Mi kmaq immersion classroom benefit by having stronger literacy skills in both English and Mi kmaq throughout the early elementary grades. Co-investigators: Donna-Lee Smith and Josephine Peck (Mi kmaq Elder) Contributors: Donald Taylor (PhD Psychology, McGill University) and Esther Usborne (PhD Psychology, McGill University) Canadian Institute of Health Research Sleep for Success: Sustained improvement of youths health and learning capacity by rapid translation and dissemination of sleep research through school board partnership $200,000 start-up fund This project, highly successful in Montreal schools, will be taken into Aboriginal communities Principal investigator: Ruet Gruber (PhD Psychiatry McGill University) v RECENT PUBLICATIONS / PRESENTATIONS Book Chapter Smith, D-L. (2009, October). Il Y A des Histoires a Raconter (Yes, There Are Stories to Tell), Les Inuit et Les Cris du Nord du Quebec, Presses de l universite du Quebec Conference presentations Smith, D-L, J. Peck. (2009, February). Mi kmaq Kina matnewey Language Conference Mi kmaq Language Initiatives, Antigonish, Nova Scotia, Co-presenter Josephine Peck (Mi kmaq Elder). May 2009 Smith, D-L. (2009, October). Cree School Board Education Symposium. Cree-Ative Stories and Poems: An Anthology of Cree Literature, Montreal, Quebec. October 2009 Smith, D-L. (2009, October). Cree and Inuit Symposium of Nord du Quebec : Territory, Economy, Society, and Culture. There are Stories to Tell, University of Angers, France. October 2009 Reports Smith, D-L, J. Peck. (December, 2010). Mi kmaw Kina matnewey Longitudinal Research Project: Report on Third Year of Testing from Spring Smith, D-L. Online Courses in Arctic Quebec: A Viable Option? Integrating Online Distance Learning into Teacher Education Programmes in Arctic Quebec: A Collaborative Investigation. Final Report Reviews Canadian Journal of Education/article review/closing the Gap/Widening the Void McGill Journal of Education/article review/ Inuit Education in Western Canada (in process)

116 v CONCLUSION v FNIE works in close collaboration with its partners, the Faculty of Education, and the MELS to deliver teacher education programs best suited to meet the needs of Aboriginal teacher trainees. With a combined delivery of community- and campus-based courses, FNIE s programs offer partners and students a unique opportunity to study in an Aboriginal community and to take advantage of the McGill campus experience. Few community-based teacher education programs exist across Canada and no other university in Quebec offers one and there is no other university program offered entirely in Inuktitut or any other Indigenous language. McGill University is justly proud of its accomplishments and its 30-plus year involvement in Aboriginal education.

117 APPENDICES

118 APPENDIX I FIRST NATIONS & INUIT EDUCATION PARTNERS PAST & PRESENT Kawawachikamach hhhhh Naskapi

119 FNIE COURSES SUMMER 2009 FALL 2010 APPENDIX II Summer 2009 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS Summer Listening for Learning. EDEA Dale Boyle 19 Institute Elementary School Science. EDEE Allison J. 16 Gonsalves Mathematics Topics. EDEE Patrick Ryan 18 Native Family Dynamics & Supporting Institutions EDEM Jacqueline John 16 CREE Aboriginal Education Practicum EDFE Ellen Wernecke 1 3. Measurement and Evaluation. EDPE Mary Bear 1 KAHNAWAKE Measurement and Evaluation. EDPE Jim M Heywood 12 KANEHSATAKE Cultural Skills 1. EDEA Mary Cree 5 Elementary School Mathematics. EDEE Kamran Shaikh 5 KATIVIK Cultural Skills 1. EDEA A. Gordon 3 Special Topics 1 EDEC Judy Macarthur 5 Special Topics 2. EDEC Pasha Puttayuk 25 Language Arts. EDEE Don Taylor 10 Orientation to Education. EDEE Graham Neil/V. De Krom Cultivating Language and Thought. Reading and Writing Inuktitut/Cree. Inuktitut Orthography and Grammar. Intermediate Inuktitut/Amerindian Language. EDEE Don Taylor 4 EDEE Jessica Arngak 1 EDEE Caroline Inukpuk 28 EDEE Eyuka Pinguartuq/ Caroline Palliser Aboriginal Education Practicum EDFE Valentina de Krom 9 1. Aboriginal Education Practicum EDFE Valentina de Krom 7 2. Aboriginal Education Practicum EDFE Valentina de Krom 4 3. Health Education. EDKP Andrea Canady 1 Measurement and Evaluation. EDPE Dawn Fyn 14 Adolescence and Education. EDPE Judy Macarthur Total Summer 246

120 Summer 2009 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS 2009 Fall 2009 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS CREE Special Topics 2. EDEC Nicole Fiore 1 Exceptional Students. EDPI Kevin O'Connor 13 Exceptional Students. EDPI Scott Conrod 11 Assessment for Instruction. EDPI Kevin O'Connor 12 Assessment for Instruction. EDPI Elana Bloom 5 Assessment for Instruction. EDPI Clara I Carpintero 5 KAHNAWAKE Geography, History and Citizenship Education. EDEE Donna Lahache 15 KANEHSATAKE Second Professional Seminar (Kindergarten/Elementary). Media, Technology and Education. EDEC Jim M Heywood 5 EDEC Nicole Fiore 5 Teaching Mathematics 1. EDEE Patrick Ryan 5 Aboriginal Education Practicum EDFE Ellen Wernecke 5 2. Instruction in Inclusive Schools. EDPI Clara I Carpintero 5 Total Fall Winter 2010 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS CREE Cree Language 1 EDEC Susan Masty 4 Exceptional Students. EDPI Elana Bloom 5 KAHNAWAKE Teaching Mathematics 1. EDEE Kamran Shaikh 8 Aboriginal Education Practicum 4. EDFE Ellen Wernecke 8 KANEHSATAKE 5 students on campus: 4 taking 5 courses & 1 taking 2 courses Geography History and Citizenship EDEE Tino Bordonaro 4 Teaching Social Studies EDEE Chris Milligan 4 Teaching Science EDEE Gale Seiler 4 Children's Literature EDEE Donna-Lee Smith 5 Exceptional Students EDPI Scott Conrod 4 Philosophical Foundations EDEC Boyd White 1 KATIVIK Reading Methods in Inuktitut/Cree. EDEE Mary Cain, Daisy Tukkiapik 17

121 Winter 2010 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS The Kindergarten Classroom. EDEE Graziella Forbes 14 KATIVIK (con t) Teaching Mathematics 1. EDEE Graziella Forbes 26 Teaching and Learning in the Elementary Classroom. EDEE Qiallak Qumaaluk 1 Mathematics Topics. EDEE Patrick Ryan 18 Aboriginal Education Practicum 1. EDFE Valentina de Krom 1 Aboriginal Education Practicum 2. EDFE Valentina de Krom 1 Aboriginal Education Practicum 3. EDFE Valentina de Krom 1 Aboriginal Education Practicum 4. EDFE Valentina de Krom 2 Games: Principles and Practice. EDKP Johanne Vaillant 16 Total Winter Summer 2010 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS Cree Communication in Education. EDEC Haidee Lefebvre 18 L. Stephen-Trapper Cree Language 1. EDEC E. Neeposh 13 Cree Language 1. EDEC Alice Duff 5 Cree Language 1. EDEC A. Duff, N. Cox 21 Cree Language 1. EDEC A. Cheezo, F. Mayappo 14 Cree Language 1. EDEC Anna Blacksmith, Mary A. Wapachee 18 Cree Language 1. EDEC Ruth R Salt 2 Cree Language 1. EDEC Jane B. Longchap 6 L.Stephen-Trapper, Cree Language 1. EDEC Barbara Blackned 12 Cree Language 1. EDEC Pearl Weistche 14 Cree Language 1. EDEC Martha Dixon, Louise Cheechoo 11 Cree Language 1. EDEC Frances D Mark, Barbara Georgekish 9 Cree Language 2. EDEC A. Duff, N. Cox 17 Cree Language 2. EDEC Adrian Cheezo, Florrie J Mayappo 8 Cree Language 2. EDEC Anna Blacksmith, Mary A. Wapachee 6 Cree Language 2. EDEC Jane B. Longchap 6 Cree Language 2. EDEC L. Stephen-Trapper Barbara Blackned 10 Cree Language 2. EDEC Pearl Weistche, Ruth R Salt 11 Cree Language 2. EDEC Martha Dixon, Louise Cheechoo 10 Cree Language 2. EDEC Frances D Mark, Barbara Georgekish 8 Cree Language 2. EDEC Susan Masty 2 Philosophical Foundations EDEC Lisa Trimble 6 Geography, History and Citizenship Education. EDEE Tino Bordonaro 7

122 Summer 2010 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS Kanehsatake Communication in Education. EDEC Haidee Lefebvre 4 Mohawk Second Language 2. EDEC Kevin Deer 1 Intermediate Inuktitut/Amerindian Language. EDEE Kevin Deer 3 Aboriginal Education Practicum 3. EDFE Ellen Wernecke 1 Kativik Cultural Skills 1. EDEA Doris Winkler 3 Music Listening in Education. EDEA Dale Boyle 11 Personnel Management and Support. EDEC Annie Popert 11 Philosophical Foundations EDEC Lisa Trimble 16 Special Topics 2. EDEC Donna Lee Smith 1 Elementary School Mathematics. EDEE Sarah Grey, 9 Jessie Clunas G. Forbes Reading and Writing Inuktitut/Cree. EDEE B. Matt, E. Inukpuk & D. Suppa 15 Science Teaching. EDEE Valentina de Krom 17 Children's Literature. EDEE Susie Cain, 10 Caroline Palliser T. Wilson Teaching & Learning in the Elementary Classroom. EDEE Betsy Matt, Peta Tayara, Jimmy Uqittuq Q. Qumaaluk, G. Neil 30 Experiences in Communications EDES Donna Lee Smith 17 Aboriginal Education Practicum 1. EDFE Doris Winkler 2 Aboriginal Education Practicum 2. EDFE Doris Winkler 2 Aboriginal Education Practicum 3. EDFE Doris Winkler 2 Integrating Educational Technology in Classrooms. EDPT Alain Rochefort 1 Fall 2010 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS Cree First Year Professional Seminar. EDEC Ellen Wernecke 15 Communication in Education. EDEC Andrew Churchill 5 Cree Language 1. EDEC Alice Duff 1 Cree Language 1. EDEC Ruth R Salt 1 Cree Language 2. EDEC Sarah Herodier 15 Cree Language 2. EDEC Alice Duff 1 Cree Language 2. EDEC Mabel Wapachee 3 Cree Language 2. EDEC Ruth R Salt 1 Policy Issues in Quebec Ed. EDEC Tino Bordonaro 4 Philosophical Foundations. EDEC Christine Stocek 15 Intermediate Inuktitut/Amerindian Nellie Cox, Language. EDEE Alice Duff 15

123 Fall 2010 PARTNER COURSE NAME COURSE # CRN INSTRUCTOR STUDENTS Intermediate Inuktitut/Amerindian Language. EDEE Florrie J Mayappo 7 Intermediate Inuktitut/Amerindian Language. EDEE Anna Blacksmith, Mary A. Wapachee 5 Intermediate Inuktitut/Amerindian Language. EDEE Mabel Wapachee 2 Intermediate Inuktitut/Amerindian Language. EDEE Jane Longchap 3 Intermediate Inuktitut/Amerindian Language. EDEE Barbara Blackned, L. Stephen-Trapper 10 Intermediate Inuktitut/Amerindian Language. EDEE Ruth R Salt 10 Intermediate Inuktitut/Amerindian Language. EDEE Louise Cheechoo, Martha Dixon 11 Intermediate Inuktitut/Amerindian Language. EDEE Frances D Mark, B. Georgekish 6 Intermediate Inuktitut/Amerindian Language. EDEE Susan Masty 2 First Field Experience (K/Elem & Secondary). EDFE Ellen Wernecke 15 Educational Psychology. EDPE Shirely Tolley 15 Kahnawake Cultural Skills 2. EDEA D. McComber, Pauline Lahache 4 Kanehsatake Aboriginal Education Field Experience. EDFE Ellen Wernecke 1 Aboriginal Education Practicum 4. EDFE Ellen Wernecke 1 Kativik Aboriginal Education Practicum 2. EDFE Doris Winkler 1 Aboriginal Education Practicum 3. EDFE Doris Winkler 1 Naskapi First Year Professional Seminar. EDEC Ellen Wernecke 13 Communication in Education. EDEC Dana Salter 13 Special Topics 1. EDEC William Jancewicz 13 First Field Experience (K/Elem & Secondary). EDFE Ellen Wernecke 13 Educational Psychology. EDPE Thomas Barron 13

124 APPENDIX 12: OFFICE OF STUDENT TEACHING ANNUAL REPORT Faculty of Education Office of Student Teaching Annual Report June 1, December 31, 2010 Fiona J. Benson, Director Contents 3 MANDATE OF THE OFFICE OF STUDENT TEACHING 3 ACADEMIC AND SUPPORT STAFF 3 B.ED MUSIC / B.MUS B.ED PLACEMENTS 4 FE COURSES INSTRUCTOR: FIONA J. BENSON 5 MATL 5 ACHIEVEMENTS AND INITIATIVES 5 CONFERENCE PRESENTATIONS 6 PUBLICATIONS 6 GRANTS 7 CONFERENCE PARTICIPATION 7 STUDENT-CENTERED PERSPECTIVE 7 ADMINISTRATIVE PROCEDURES 9 ALTERNATIVE PLACEMENTS 10 INTERNATIONAL PLACEMENT OPPORTUNITIES 10 PROFESSIONAL DEVELOPMENT 12 PEDAGOGICAL/PROGRAM 13 FACULTY, UNIVERSITY, MINISTRY COMMITTEE MEMBERSHIP & PARTNERSHIPS 14 FUTURE DIRECTIONS 17 CLOSING COMMENTS

125 18 LIST OF APPENDICES

126 MANDATE OF THE OFFICE OF STUDENT TEACHING The Office of Student Teaching is responsible for the planning and implementation of effective field experiences; approaching schools, school boards and other institutions for the placement of student teachers in the Bachelor of Education undergraduate programs. The Office collaborates closely with all partners in promoting McGill s Faculty of Education as an internationally recognized centre for excellence in teacher preparation. To this end, attention is paid to monitoring and assessing our practices as well as to field experience revision, development, innovation and research. This includes committee work at the faculty, inter university and ministry levels as well as professional development of cooperating teachers and field supervisors. ACADEMIC AND SUPPORT STAFF Director Fiona J. Benson, Ph.D. (Faculty Lecturer) Student Teaching Administrator (M-level support staff) Kate Hooton and Angela Mackenzie (maternity leave replacement) Student Placement Coordinators (C-level support staff) Diana Grafton, Maria Iacovelli and Riccardo Cardilli (medical leave replacement) Field Supervisors 84 part-time employees (retired master teachers and principals, graduate students, McGill course instructors) ensure the field supervision of all students enrolled in a Field Experience course. Casual staff Additional short-term clerical staff is hired to assist during overflow periods. PLACEMENT STATISTICS 1347 student teachers were placed in total 1020 cooperating teachers hosted the student teachers 84 University supervisors supervised the student teachers 24 Quebec school boards and 30 Quebec private schools welcomed student teachers B.ED MUSIC / B.MUS B.ED PLACEMENTS The B.Ed Music and B.Mus/B.Ed program enrolment continues to outstrip the availability of placements in Montreal s English schools and private schools. These schools have a very low number of full-time, qualified music teachers who are willing to mentor students. Of these, nearly all of the elementary-level programs are taught bilingually or in French. The situation is precarious, and the result will be that several students may not be able to complete their degree requirements due to a lack of placements, or available hours with music education specialists. This issue was brought to the attention of the program committee during the year and again in That being said however, the OST continues to exercise a high level of creativity and persuasion to secure robust field placements for these students.

127 FIELD EXPERIENCE COURSES OFFERED IN INSTRUCTOR: FIONA J. BENSON MATL

128 The Office of Student Teaching assumes all planning, communication, consultation and training (to all stakeholders) regarding the Internship and Professional Seminar courses associated with the MATL. The Master of Arts in Teaching and Learning program had 28 students in its pilot cohort starting Spring/Summer The placements for MATL Internship 1 were secured by the director and coordinated by Diana Grafton (Fall 2010). This process took considerable time, required more communication and was affected by variables dependent on the contractual status of each student some were on teaching contracts and other placements had to be found. The supervision had to respond to those different contexts as the director did to demands/expectations from school administrators. MATL students who encountered problems during Internship 1 demanded a great deal of the director s time (as most often administrators were involved). Ongoing training for the field experience supervisors selected for the MATL is more rigorous as mentorship is more demanding/ nuanced. See appendix A for all forms related to the MATL Internship Program. ACHIEVEMENTS AND INITIATIVES CONFERENCE PRESENTATIONS Benson, F. (October, 2009). Adult Education and Alternative Setting Field Experiences. International Symposium of the Research Institute of Educational Practices (IRPÉ) and the Canadian Research Chair in Educative Intervention (CRCIE) of Sherbrooke University. Sherbrooke, PQ, Canada. Benson, F., Riches, C. & Stead, V. (November, 2009). A Research Design Matrix for Exploring the Current State of Field Experiences in Canadian Teacher Education Programs. Third Working Conference on Teacher Education. Winnipeg: MB, Canada. Riches, C. & Benson, F. (2010). Engaging in Conversation About Ideas in Teacher Education. (CSSE/CATE. Symposium) Benson, F. & Riches, C. (2010). Novice teachers emerge from the mist: Seeing the bigger picture, preparation to practice. (CSSE/CATE) Benson, F., Grant, N. & Flanagan, T. (2010). Easing the transition for queer student teachers from program to field: implications for places of teacher education. (CSSE/CATE/ACFE) Benson, F., Riches, C. & Usher, K. (2010). Moving beyond the obvious: Seeking evidence of benefit associated with non-traditional and international practica. (CSSE/CATE/ACFE). Benson, F. Vital Care Needs of Queers Students. (CSSE/CATE) PUBLICATIONS Benson, F. & Riches C. (co-editors). (2009) Engaging in Conversation about Ideas in Teacher Education. New York: Peter Lang Publishing. (Counterpoints Series). Riches, C. & Benson, F. (2010). Nothing New Under the Sun: Mitigating the Lament of Betrayal In Teacher Education. In J. Maurer and W. Halloway (Eds.) International Research in Teacher Education: Current Perspectives (pp ). Armidale, NSW, Australia: UNE Conference Company. Benson, F., Flanagan, T., & Nathan, G. (2010). Identities in transition: Considerations for queer student teachers in the move from program to field. (2010 CSSE Pre-Conference: ISMSS)

129 Benson, F. & Riches, C. (in press). What pre-service teachers, and teacher educators, need to consider on their journey to becoming adaptive experts. Toronto, ON: Oxford University Press. GRANTS Project Title Principal Investiga- tor(s) Co- Investi- gator(s) Agency Start Date of Grant Amount for year Amount to Follow End Year of Grant Professional competency development and transfer of knowledge: Preparing the next generation of cooperating teachers (See Professional Development Section) We are Listening! Shoulder to Shoulder with Teachers Easing the Transition for Queer Student Teachers from Program to Field Fiona J. Benson Fiona J Benson Fiona J Benson Caroline Riches, Dominic Martini Caroline Riches Tara Flanagan; Nathan Grant Smith MELS McGill Teaching and Learning Improvement Fund (MTALIF) The Mary H. Brown Endowment Fund December 2010 Sept 2006 June 2009 NIL $ but renewable $250 Ongoing $ International FE4 McGill/ Hong Kong - Donation Fiona J. Benson Bernadette Hsu (private donor) $10,000 There is every reason to hope that this amount will be parlayed into an annual ongoing donation CONFERENCE PARTICIPATION Fiona J. Benson attended the CSSE/CATE Symposium and acted as the Chair and Discussant. May 30, Fiona J. Benson attended the CCGSE as a Discussant. May 31, STUDENT-CENTERED PERSPECTIVE VISIBILITY: OST presence at advising sessions and Faculty events has helped inform students about the protocols and procedures for Field Experiences, information about the role of the supervisory team, and encouraged students to approach the office with their questions, as well as promoting the OST website as a reliable source of information to all stakeholders. The website contains up to date placement calendars, yearly overview of FE dates, placement policies and

130 expectations per FE, assessment forms, assessment rubrics, MELS document and links, Professional Competency self-evaluation grids and rubric (individual and yearly overview); Notification of Concern, information about awards, international FE opportunities and application procedures, protocols for distance placements and very recently, a dedicated site for the MATL and for our FE supervisors all linked, as appropriate, to STEPS, the student teaching database. Of equal importance to the visibility of the OST is that of the work of the director around program design, innovation and excellence. Presentations by the director (solo and with other McGill colleagues) to CAPFE, LCEEQ and various other professional organizations across Quebec have been extremely well received and garnered the respect of these bodies. The work of the director has been influential in terms of accreditation of both the Undergraduate B.Ed. Program and the MATL. As well, the director of the OST has significantly increased her presence in schools in order to support administrators and veteran and novice (and prospective) cooperating teachers (refer to information pertaining to professional development workshops and new course initiatives/pilots for ). FE OUTCOMES: The director of the OST continues to meet with every student who is awarded an Unsatisfactory in any of the summative evaluation domains, as well as those students who receive a Notification of Concern during Field Experience. The director writes up an individual strategic plan for improvement (shoring up weakness) for each student and meets with said student prior to them embarking on the subsequent FE. TURNAROUND TIME ON ISSUES: Issues brought to the attention of the Office by students, cooperating teachers, principals or supervisors are always resolved in a timely and sensitive manner, with the first steps being taken by Office staff or the Director on the day the information is received. ADMINISTRATIVE PROCEDURES EFFICIENCY SYSTEMS AND SUPERVISON COSTS: For a review of the systems utilized by the Office of Student Teaching, as well as a breakdown of supervision costs by Faculty members consult Appendix B. The supervision fee model above was in created for the Fall 2007 term, and was in effect for the academic year. In the academic year there will be 1 additional visit for FE 3 and FE 4 to support the professional portfolio requirement. OST STAFF: In January 2010 the C-level placement coordinator position held by Kate Hooton was converted to an M-level Supervisor position. Due to an extended personal leave, Angela MacKenzie was hired as a casual clerical employee from February April Due to Kate Hooton s maternity leave, Angela was then hired as a casual M-level employee from April 2010 September Tom Hein was hired as a casual clerical employee to fill the extended personal