Vol 45 No 3 (2015): Special issue
Special Issue Introduction
Introduction from Special Issue Editors
- Cynthia Korpan,
- Lianne Fisher,
- Lorraine Godden,
- Shaya Golparian,
- Aisha Haque,
- Betsy Keating,
- Suzanne Le-May Sheffield,
- Annie Riel,
- Christina Skorobohacz,
- Roselynn Verwoord,
- Kim West
Cynthia Korpan
University of Victoria
Bio
University of Victoria
Bio
Author Biography
Cynthia Korpan is the Professional Development Programs and TA Training Manager at the Learning and Teaching Centre at the University of Victoria. Cynthia plans and develops all professional development for graduate students and co-facilitates Learning and Teaching in Higher Education (LATHE), a Graduate Certificate program. Concurrently, she is a Ph.D. Interdisciplinary candidate researching the learning process that TAs undergo as they first begin teaching (as the lead instructor in the classroom) in the academic workplace. Cynthia is Chair (was Vice-Chair previously) of the Teaching Assistant and Graduate Student Advancement (TAGSA) Special Interest Group within the Society for Teaching and Learning in Higher Education.
Lianne Fisher
Bio
Bio
Author Biography
Lianne Fisher works in Educational Development at the Centre for Pedagogical Innovation at Brock University. She regards working with individuals to (a) facilitate instructional variety, (b) generate better practices to support more learners more of the time, and (c) facilitate Instructional Skills Workshops as integral to enhancing the teaching and learning of all members of the institution. Lianne coordinates and facilitates Graduate Teaching Assistant professional development opportunities at Brock University and is Vice-Chair of the Teaching Assistant and Graduate Student Advancement (TAGSA) Executive.
Lorraine Godden
Bio
Bio
Author Biography
Lorraine Godden is a PhD candidate in the policy and cultural studies stream at the Faculty of Education, Queen’s University. Lorraine’s research interests include career education, professional development of educators, and the role of mentoring as both support and scaffold for successful professional and leadership development. Lorraine draws on her experience of working in both profit and non-profit sectors, as a teacher and educational manager, and more recently from her qualitative research with at-risk youth, teacher candidates, and education graduate students. Lorraine’s doctoral work examines how policy and curriculum implementation processes support educational and professional development.
Shaya Golparian
Bio
Bio
Author Biography
Shaya Golparian is an Educational Developer at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. She is involved with various graduate students and TA professional development projects, consults with faculty and department representatives on teaching and learning matters, and facilitates workshops designed to improve teaching and student learning in higher education. Shaya has a Ph.D. in Curriculum and Pedagogy from UBC.
Aisha Haque
Bio
Bio
Author Biography
Aisha Haque is a Language and Communication Instructor at Western University where she designs and delivers both online and face-to-face programs to support graduate student development. In particular, her work focuses on helping International Teaching Assistants improve their teaching and cross-cultural communication skills. Drawing on her background in postcolonial studies, she is currently co-authoring a Western Purple Guide on teaching international students and also teaches courses on Bollywood Cinema at Fanshawe College.
Betsy Keating
Bio
Bio
Author Biography
Betsy Keating is the University of Windsor’s GA/TA Network Coordinator. She works with both the Faculty of Graduate Studies and the Centre for Teaching and Learning (CTL) to develop training, support, resources, and learning community opportunities for graduate students and teaching assistants. Betsy is a doctoral candidate, specializing in cognition and learning in higher education, and a student member-at-large on the Teaching Assistant and Graduate Student Advancement (TAGSA) Executive. She also enjoys teaching part-time in the department of English Language, Literature, and Creative Writing.
Suzanne Le-May Sheffield
Bio
Bio
Author Biography
Suzanne Le-May Sheffield is the Director of the Centre for Learning and Teaching at Dalhousie University, Nova Scotia, managing the Centre’s daily operations and on-going program development. She has long had an interest in graduate student development, including co-creating the Certificate in University Learning and Teaching.
Annie Riel
Bio
Bio
Author Biography
Annie Riel is a Ph.D. student in the French Studies program at Queen’s University. Her research focuses on the intersections between literature, music and cinema. She is also a member of the Ellis Hall Active Learning Classrooms Research Group, which studies the impact of space on teaching and learning. Previously, Annie completed a Graduate Certificate in Higher Education and a Master’s degree in Creative Writing at Université du Québec à Montréal. She is pleased to be a part of the TAGSA Executive Committee, where one of her roles is to facilitate communications between French and English members.
Christina Skorobohacz
Bio
Bio
Author Biography
Christina Skorobohacz is a doctoral candidate in educational studies at Brock University, a student member-at-large for the TAGSA SIG of STLHE, and a distinguished reviewer for the Journal of Research Practice. She has taught courses in reflection, diversity, writing, and higher education. Her research interests include: graduate assistantships, professional development, and identities; academic service, leadership, and followership; and qualitative methods of inquiry. Her publications appear in journals of teaching and learning; and higher, adult, and general education. She is part of (a) an international writing group investigating followers’ experiences of academic leadership in teaching and learning, and (a) a research team conducting a scoping study of institutional ethnography.
Roselynn Verwoord
Bio
Bio
Author Biography
Roselynn Verwoord is a Ph.D. student in the Department of Educational Studies at the University of British Columbia (UBC). She currently works as a Curriculum Consultant at the UBC Centre for Teaching Learning and Technology and is the Chair, Student Advocacy on the Board of Directors for the Society for Teaching and Learning in Higher Education (STHLE).
Kim West
Bio
Bio
Author Biography
Kim West is an Educational Development Specialist at the University of Saskatchewan in Graduate Student and Post-Doctoral Fellow Development at The Gwenna Moss Centre for Teaching Effectiveness. She instructs and leads the development of several graduate courses at her institution that scaffold mentorship opportunities across faculty, staff, post-doctoral fellows, and graduate students. Her research has included co-authoring papers with graduate students on topics such as the nature of trust in higher education and on the process of developing teaching philosophy statements. Kim has a Ph.D. in Earth Science and enjoys teaching undergraduate courses from time to time in the Department of Geography and Planning.
Published
December 31, 2015
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