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Doctoral Student Profile Art Education
Kimberly Baker is a PhD Candidate in the Department of Curriculum and Pedagogy, Art Education, a Liu Institute for Global Issues Scholar, and a contemporary artist. Her doctoral research entitled, Wayfinding Peace: Museums in Conflict Zones illustrates the lessons that can be learnt from museums that provide a forum for active participation and dialogue about peace practices among indigenous cultures of Kenya and Canada. She holds a MA in Art Education from the University of British Columbia, and a BA from Emily Carr University of Art + Design. Her MA research focused on culturally responsive museum education practices at the Museums of Malawi in Africa, which included researching HIV/Aids, malaria prevention and expressive arts community outreach programs. Her professional experience includes ten years as a museum educator. Locally, Kimberly leads the education and public programs at Britannia Shipyards National Historic Site, located in Richmond, British Columbia, Canada. Internationally, she collaborates with arts, heritage and culture organizations to create innovative education and public programs, delivers lectures, conducts research and facilities workshops. Her aim is to encourage cultural understanding and peace through arts, heritage and culture education.
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Kimberly Baker is a PhD Candidate in the Department of Curriculum and Pedagogy, Art Education, a Liu Institute for Global Issues Scholar, and a contemporary artist. Her doctoral research entitled, Wayfinding Peace: Museums in Conflict Zones illustrates the lessons that can be learnt from museums that provide a forum for active participation and dialogue about peace practices among indigenous cultures of Kenya and Canada. She holds a MA in Art Education from the University of British Columbia, and a BA from Emily Carr University of Art + Design. Her MA research focused on culturally responsive museum education practices at the Museums of Malawi in Africa, which included researching HIV/Aids, malaria prevention and expressive arts community outreach programs. Her professional experience includes ten years as a museum educator. Locally, Kimberly leads the education and public programs at Britannia Shipyards National Historic Site, located in Richmond, British Columbia, Canada. Internationally, she collaborates with arts, heritage and culture organizations to create innovative education and public programs, delivers lectures, conducts research and facilities workshops. Her aim is to encourage cultural understanding and peace through arts, heritage and culture education.
Doctoral Student Profile Art Education
Angela Inez Baldus is a second year PhD student at the University of British Columbia in the Department of Curriculum and Pedagogy studying Art Education. Her scholarship follows and attends to different forms of art education as they pertain to the speculation of its future, what it is, and what it might become. This process engages creation, scholarship, and research pertaining to and influenced by contemporary art practices, such as conceptual and relational art practices, which offer new ways of thinking about and teaching art. Her research values relational practices for what they offer to the field of art education as they may foster community and help maintain inclusive educational spaces. In addition to serving as a 2020-2021 peer advisor she is the 2020-2021 communications liaison for the National Art Education Association Community Art Caucus and one of the lead organizers behind Teach Anything British Columbia (a community of graduate students dedicated to understanding and provoking the materiality of our teaching practices).
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Angela Inez Baldus is a second year PhD student at the University of British Columbia in the Department of Curriculum and Pedagogy studying Art Education. Her scholarship follows and attends to different forms of art education as they pertain to the speculation of its future, what it is, and what it might become. This process engages creation, scholarship, and research pertaining to and influenced by contemporary art practices, such as conceptual and relational art practices, which offer new ways of thinking about and teaching art. Her research values relational practices for what they offer to the field of art education as they may foster community and help maintain inclusive educational spaces. In addition to serving as a 2020-2021 peer advisor she is the 2020-2021 communications liaison for the National Art Education Association Community Art Caucus and one of the lead organizers behind Teach Anything British Columbia (a community of graduate students dedicated to understanding and provoking the materiality of our teaching practices).
Doctoral Student Profile Science Education
Elizabeth Beattie is a doctoral candidate in the Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia. Her research focuses on how students create meaningful outdoor environmental and science learning experiences, with an emphasis on early childhood education. She hopes to work with teachers and curriculum planners to incorporate outdoor learning into the standard curriculum, to promote meaningful, active, relevant, student-driven learning, teaching, and assessment. Elizabeth grew up in Toronto, but fell in love with the West Coast when she moved there to do her undergrad. She likes paddling, baseball, red wine, cats, and mystery novels.
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Elizabeth Beattie is a doctoral candidate in the Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia. Her research focuses on how students create meaningful outdoor environmental and science learning experiences, with an emphasis on early childhood education. She hopes to work with teachers and curriculum planners to incorporate outdoor learning into the standard curriculum, to promote meaningful, active, relevant, student-driven learning, teaching, and assessment. Elizabeth grew up in Toronto, but fell in love with the West Coast when she moved there to do her undergrad. She likes paddling, baseball, red wine, cats, and mystery novels.
Doctoral Student Profile Science Education
Travis Fuchs is Action Research Specialist at Crofton House School and a Ph.D. Candidate at the University of British Columbia. His research is supported by the Social Sciences and Humanities Research Council Canada Graduate Scholarships Doctoral, UBC's Killam Doctoral Scholarship, and The Vancouver Poppy Fund. Travis does research in teacher professional development and science education. Prior to his current roles, he was a high school and middle school science, mathematics, and learning support teacher.
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Travis Fuchs is Action Research Specialist at Crofton House School and a Ph.D. Candidate at the University of British Columbia. His research is supported by the Social Sciences and Humanities Research Council Canada Graduate Scholarships Doctoral, UBC's Killam Doctoral Scholarship, and The Vancouver Poppy Fund. Travis does research in teacher professional development and science education. Prior to his current roles, he was a high school and middle school science, mathematics, and learning support teacher.
Doctoral Student Profile Art Education
After completing a BFA in Visual Arts (studio), BEd (Intermediate/Senior Division in Visual Arts and English), and MEd at York University, I have come to UBC in 2016 to pursue a PhD program in Curriculum and Pedagogy, specializing in Art Education. As a Chinese Canadian artist, researcher, and teacher, my research interests lie at the intersections of education, visual arts, race, ethnicity, history, culture, and community. Working with Professor Rita Irwin, my doctoral research examines the work and experiences of Chinese Canadian artists through arts-based methodologies. I seek to understand what constitutes Chinese Canadian art, how the artists come to understand their hybrid identities, and how contemporary art practices can be conceptualized in relationship to the past in the development of art curriculum. Outside of my academic adventures, I enjoy exploring new places, learning to cook, knitting and making art, and spending time with people.
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After completing a BFA in Visual Arts (studio), BEd (Intermediate/Senior Division in Visual Arts and English), and MEd at York University, I have come to UBC in 2016 to pursue a PhD program in Curriculum and Pedagogy, specializing in Art Education. As a Chinese Canadian artist, researcher, and teacher, my research interests lie at the intersections of education, visual arts, race, ethnicity, history, culture, and community. Working with Professor Rita Irwin, my doctoral research examines the work and experiences of Chinese Canadian artists through arts-based methodologies. I seek to understand what constitutes Chinese Canadian art, how the artists come to understand their hybrid identities, and how contemporary art practices can be conceptualized in relationship to the past in the development of art curriculum. Outside of my academic adventures, I enjoy exploring new places, learning to cook, knitting and making art, and spending time with people.
Doctoral Student Profile Mathematics Education
My name is Malihe, I am a Ph.D. student in the Department of Curriculum and Pedagogy. Currently, I am pursuing a Doctorate degree in mathematics education at the University of British Columbia (UBC), Faculty of Education, Department of Curriculum, and Pedagogy. My research interest in mathematics education is informed by and situated in cultural and critical perspectives and it is inspired by principles of cultural sustainability and social justice. For my doctoral research, I aim to work on the effects of immigration on the learning processes as they relate to mathematics, the learning of math for bilingual students, cultural and linguistic aspects in mathematics learning and teaching, and real-life math. Prior to starting my doctorate journey, I earned a Master’s degree in mechanical engineering from the National University of Malaysia (UKM) and a Master’s in mathematics education from the University of British Columbia. In addition to my studies, I run a tutoring company and work at my company in the capacity of a math tutor. I am also a part-time math teacher at an independent school. I have 10 years of work experience in mechanical engineering, and 13 years of experience as an educator, instructor, teaching assistant, and research assistant.
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My name is Malihe, I am a Ph.D. student in the Department of Curriculum and Pedagogy. Currently, I am pursuing a Doctorate degree in mathematics education at the University of British Columbia (UBC), Faculty of Education, Department of Curriculum, and Pedagogy. My research interest in mathematics education is informed by and situated in cultural and critical perspectives and it is inspired by principles of cultural sustainability and social justice. For my doctoral research, I aim to work on the effects of immigration on the learning processes as they relate to mathematics, the learning of math for bilingual students, cultural and linguistic aspects in mathematics learning and teaching, and real-life math. Prior to starting my doctorate journey, I earned a Master’s degree in mechanical engineering from the National University of Malaysia (UKM) and a Master’s in mathematics education from the University of British Columbia. In addition to my studies, I run a tutoring company and work at my company in the capacity of a math tutor. I am also a part-time math teacher at an independent school. I have 10 years of work experience in mechanical engineering, and 13 years of experience as an educator, instructor, teaching assistant, and research assistant.
Doctoral Student Profile Art Education
Marzieh Mosavarzadeh is a PhD student in art education at the University of British Columbia. Her arts-based educational research explores the emergent process of Making-Place through following and attending to the practice of propositional thinking and making while walking in a place. Marzieh is fascinated with the entanglement of the practices of writing and image making on-site while walking and how together they can work as an “oxidizing” method to enable the walker to follow things on the move while holding space for the meaning-making process to happen organically. In her research, Marzieh explores the kind of sorcery, complexity, and tension that pausing with and contemplating in spaces in-between brings to her a/r/tographic research. Marzieh holds her MFA and BFA degrees in visual arts.
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Marzieh Mosavarzadeh is a PhD student in art education at the University of British Columbia. Her arts-based educational research explores the emergent process of Making-Place through following and attending to the practice of propositional thinking and making while walking in a place. Marzieh is fascinated with the entanglement of the practices of writing and image making on-site while walking and how together they can work as an “oxidizing” method to enable the walker to follow things on the move while holding space for the meaning-making process to happen organically. In her research, Marzieh explores the kind of sorcery, complexity, and tension that pausing with and contemplating in spaces in-between brings to her a/r/tographic research. Marzieh holds her MFA and BFA degrees in visual arts.
Doctoral Student Profile Art Education
Nicole Rallis is a second-year Ph.D. student in the Department of Curriculum and Pedagogy working with Dr. Rita Irwin. She is grateful for the opportunity to learn and live on the traditional, ancestral and unceded territories of the xʷməθkʷəy̓əm (Musqueam) Nation. Her research interests include a/r/tography, ecological and environmental education, land-based pedagogies, and poetic inquiry. She is passionate about exploring how the arts can help us align with environmental scientists' calls for developing more holistic understandings and feelings about our relationship with nature (i.e. the aesthetic, spiritual, and non-utilitarian standpoints that increase the sense of awe with which we regard the natural world) (Prugh & Assadourian, 2003).
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Nicole Rallis is a second-year Ph.D. student in the Department of Curriculum and Pedagogy working with Dr. Rita Irwin. She is grateful for the opportunity to learn and live on the traditional, ancestral and unceded territories of the xʷməθkʷəy̓əm (Musqueam) Nation. Her research interests include a/r/tography, ecological and environmental education, land-based pedagogies, and poetic inquiry. She is passionate about exploring how the arts can help us align with environmental scientists' calls for developing more holistic understandings and feelings about our relationship with nature (i.e. the aesthetic, spiritual, and non-utilitarian standpoints that increase the sense of awe with which we regard the natural world) (Prugh & Assadourian, 2003).
Doctoral Student Profile Mathematics Education
Originally from Quebec, I attended both Concordia and McGill University in Montreal. With a background in both psychology and education, I moved to Vancouver to attend UBC and pursue a PhD in Curriculum Studies after obtaining an M.A. in Child Study. My research interests revolve around elementary school mathematics and preservice elementary school teacher preparation. I also keep busy outside of my academic pursuits by playing rugby, enjoying the outdoors, and spending time with my husband and our rescued bull terrier.
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Originally from Quebec, I attended both Concordia and McGill University in Montreal. With a background in both psychology and education, I moved to Vancouver to attend UBC and pursue a PhD in Curriculum Studies after obtaining an M.A. in Child Study. My research interests revolve around elementary school mathematics and preservice elementary school teacher preparation. I also keep busy outside of my academic pursuits by playing rugby, enjoying the outdoors, and spending time with my husband and our rescued bull terrier.
Doctoral Student Profile Science Education
My parents always encouraged us (their children - seven boys and three girls) to value education, which they considered to be wealth in life. Often they referred to science! This is what inspired me into science education culminating into graduating as a high school physics teacher. I also served as a curriculum expert until coming to UBC. In all these roles, offering quality science education especially to female students has always been my passion. Currently, as a PhD candidate in the Department of Curriculum and Pedagogy (EDCP), I am focusing my study on how technology based instructional strategies might impact female students’ motivation and engagement in physics learning. This is with a view to making great contributions to the on-going curriculum reforms in my home country of Tanzania. In this endeavour, I am happy to be under the guidance of my supervisory committee that includes Dr. Nashon, Dr. Scott, and Dr. Petrina.
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My parents always encouraged us (their children - seven boys and three girls) to value education, which they considered to be wealth in life. Often they referred to science! This is what inspired me into science education culminating into graduating as a high school physics teacher. I also served as a curriculum expert until coming to UBC. In all these roles, offering quality science education especially to female students has always been my passion. Currently, as a PhD candidate in the Department of Curriculum and Pedagogy (EDCP), I am focusing my study on how technology based instructional strategies might impact female students’ motivation and engagement in physics learning. This is with a view to making great contributions to the on-going curriculum reforms in my home country of Tanzania. In this endeavour, I am happy to be under the guidance of my supervisory committee that includes Dr. Nashon, Dr. Scott, and Dr. Petrina.
Doctoral Student Profile Mathematics Education
My name is Tsubasa Saito. I come from Tokyo, Japan, where I completed my Bachelor's degree in Engineering at Hosei University as well as a Master's degree in Education at Waseda University. My master's research focussed on the mathematics education of immigrant children in Japanese schools. I worked as an IT engineer in Tokyo for approximately seven years before returning to graduate study. Currently, I am a Ph.D. student in the Department of Curriculum and Pedagogy, in the Faculty of Education at UBC. My research will explore immigrant families' expectations as they relate to mathematics education in Canadian schools.
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My name is Tsubasa Saito. I come from Tokyo, Japan, where I completed my Bachelor's degree in Engineering at Hosei University as well as a Master's degree in Education at Waseda University. My master's research focussed on the mathematics education of immigrant children in Japanese schools. I worked as an IT engineer in Tokyo for approximately seven years before returning to graduate study. Currently, I am a Ph.D. student in the Department of Curriculum and Pedagogy, in the Faculty of Education at UBC. My research will explore immigrant families' expectations as they relate to mathematics education in Canadian schools.
Doctoral Student Profile Home Economics Education
I am an EDCP Ph.D student with specialty in Home Economics Education. My B. Sc. (Ed.) and M. Sc. (Ed.) in Home Economics Education respectively, were obtained from the University of Uyo, Nigeria. The onset of my career path began with tutoring a primary class for a term in Monef kiddies school after my first degree, with progression in subsequent term to teach Home Economics at Monef High school for four years, doubling as boarding mistress in same school. After my Masters degree Award in 2014, I took on a Home Economics lecturing appointment same year in the Faculty of Education at the University of Uyo. I continued in same career until I had admission to pursue a PhD program at the University of British Columbia. I have nine publications and I'm familiar with case-studies, extended literature and survey researches, independent and related t- tests, Pearson product moment correlation, linear regression, chi-square and simple percentages analyses. My research interests are on nutrition and health, food education, healthy food consumption, indigenous foods, decolonization of foods and nutrition curriculum, sustainability and foods, inclusion and foods, food sovereignty, and food related issues. I am excited to study at UBC.
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I am an EDCP Ph.D student with specialty in Home Economics Education. My B. Sc. (Ed.) and M. Sc. (Ed.) in Home Economics Education respectively, were obtained from the University of Uyo, Nigeria. The onset of my career path began with tutoring a primary class for a term in Monef kiddies school after my first degree, with progression in subsequent term to teach Home Economics at Monef High school for four years, doubling as boarding mistress in same school. After my Masters degree Award in 2014, I took on a Home Economics lecturing appointment same year in the Faculty of Education at the University of Uyo. I continued in same career until I had admission to pursue a PhD program at the University of British Columbia. I have nine publications and I'm familiar with case-studies, extended literature and survey researches, independent and related t- tests, Pearson product moment correlation, linear regression, chi-square and simple percentages analyses. My research interests are on nutrition and health, food education, healthy food consumption, indigenous foods, decolonization of foods and nutrition curriculum, sustainability and foods, inclusion and foods, food sovereignty, and food related issues. I am excited to study at UBC.
Doctoral Student Profile Art Education
Ran Xiang is a PhD student in the Department of Curriculum and Pedagogy, with a focus on Art Education. Before pursuing her current degree, she has finished her first MA in Comparative Literature at University of Alberta and her second MA in Education Studies at UBC. Her dissertation project investigates the aesthetic qualities and the educative nature and potential of tea ceremony, seeing it as a form of aesthetic and affective pedagogy. Her research interests include tea ceremony, place and space, objects and materiality, aesthetics and aesthetic pedagogy and qualitative methodology.
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Ran Xiang is a PhD student in the Department of Curriculum and Pedagogy, with a focus on Art Education. Before pursuing her current degree, she has finished her first MA in Comparative Literature at University of Alberta and her second MA in Education Studies at UBC. Her dissertation project investigates the aesthetic qualities and the educative nature and potential of tea ceremony, seeing it as a form of aesthetic and affective pedagogy. Her research interests include tea ceremony, place and space, objects and materiality, aesthetics and aesthetic pedagogy and qualitative methodology.
Doctoral Student Profile Mathematics Education
Kwesi Yaro is a PhD candidate studying curriculum studies in Mathematics Education at the Department of Curriculum and Pedagogy, University of British Columbia (UBC), Canada. He has M.A in Mathematics Education from UBC and B.Ed. (Mathematics focus) from the University of Cape Coast, Ghana. At the UBC Faculty of Education, Kwesi works as a part-time Sessional Lecturer teaching mathematics methods and Inquiry courses for secondary mathematics and physics teachers. He also works as a Faculty Advisor supervising teacher candidates on practicum. His research interest in mathematics education is informed by situated, cultural, and critical perspectives inspired by principles of cultural sustainability, social justice, and inclusion. In his doctoral research, Kwesi employs the concept of cultural capital and Afrocentric worldviews to investigate cultural strategies that African immigrant families deploy to support their children's mathematics learning in the context of Canada. Kwesi’s research will contribute knowledge and insights that will guide teachers and other educators towards a more culturally responsive mathematics curriculum and pedagogy for students of African background. His most recent publications include “Situated perspectives on creating mathematics tasks for peace and sustainability” published in Canadian Journal of Science, Mathematics and Technology Education (CJSMTE).
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Kwesi Yaro is a PhD candidate studying curriculum studies in Mathematics Education at the Department of Curriculum and Pedagogy, University of British Columbia (UBC), Canada. He has M.A in Mathematics Education from UBC and B.Ed. (Mathematics focus) from the University of Cape Coast, Ghana. At the UBC Faculty of Education, Kwesi works as a part-time Sessional Lecturer teaching mathematics methods and Inquiry courses for secondary mathematics and physics teachers. He also works as a Faculty Advisor supervising teacher candidates on practicum. His research interest in mathematics education is informed by situated, cultural, and critical perspectives inspired by principles of cultural sustainability, social justice, and inclusion. In his doctoral research, Kwesi employs the concept of cultural capital and Afrocentric worldviews to investigate cultural strategies that African immigrant families deploy to support their children's mathematics learning in the context of Canada. Kwesi’s research will contribute knowledge and insights that will guide teachers and other educators towards a more culturally responsive mathematics curriculum and pedagogy for students of African background. His most recent publications include “Situated perspectives on creating mathematics tasks for peace and sustainability” published in Canadian Journal of Science, Mathematics and Technology Education (CJSMTE).
Doctoral Student Profile Science Education
Megan Zeni is a PhD candidate who brings over 25 years of K-7 public school teaching to her research. With an M.Ed from the University of Toronto (OISE) that explored the academic value of play, her research interests have expanded to include pedagogies of place and play in the elementary school context. Megan has extensive experience teaching in public school outdoor classrooms, and consults broadly on school garden pedagogy with practical strategies for joyful outdoor play and learning. In her spare time, she enjoys gardening, hiking, boating, and skiing with her family in this beautiful province we call home! Follow her learning journey at www.meganzeni.com or on Twitter and Instagram at @roomtoplay.
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Megan Zeni is a PhD candidate who brings over 25 years of K-7 public school teaching to her research. With an M.Ed from the University of Toronto (OISE) that explored the academic value of play, her research interests have expanded to include pedagogies of place and play in the elementary school context. Megan has extensive experience teaching in public school outdoor classrooms, and consults broadly on school garden pedagogy with practical strategies for joyful outdoor play and learning. In her spare time, she enjoys gardening, hiking, boating, and skiing with her family in this beautiful province we call home! Follow her learning journey at www.meganzeni.com or on Twitter and Instagram at @roomtoplay.
Doctoral Student Profile Mathematics Education
This is Ting Zhang, a PhD student at the University of British Columbia in the Department of Curriculum and Pedagogy, studying under the supervision of Dr. Ann Anderson. My research addresses how elementary students’ mathematical problem solving develops with robotics activities. Raised by parents with engineering backgrounds in Xi’an, China, I went to business school in Shanghai Jiaotong University, where I obtained my bachelor's degree in business. I have been heavily involved in designing and teaching robotics programs for more than a decade after I received an MA in education from California State University in 2004. My current research attempts to examine the role of educational robotics as a learning aid within the context of problem-based learning in mathematics.
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This is Ting Zhang, a PhD student at the University of British Columbia in the Department of Curriculum and Pedagogy, studying under the supervision of Dr. Ann Anderson. My research addresses how elementary students’ mathematical problem solving develops with robotics activities. Raised by parents with engineering backgrounds in Xi’an, China, I went to business school in Shanghai Jiaotong University, where I obtained my bachelor's degree in business. I have been heavily involved in designing and teaching robotics programs for more than a decade after I received an MA in education from California State University in 2004. My current research attempts to examine the role of educational robotics as a learning aid within the context of problem-based learning in mathematics.