Collaborators & Consultants
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Dr. Chris Andersen (Michif) is a Professor, and the Dean of the Faculty of Native Studies at the University of Alberta. He is the author of two books including, with Maggie Walter, Indigenous Statistics: A Quantitative Indigenous Methodology (Left Coast Press, 2013) and “Métis”: Race, Recognition and the Struggle for Indigenous Peoplehood (UBC Press, 2014), which recently won the Native American and Indigenous Studies Association’s Best Subsequent Book Award for 2015. With Jennifer Adese, he also co-edited the recently published A People and a Nation: New Directions in Contemporary Métis Studies (UBC Press, 2021). Andersen was a founding member of the Native American and Indigenous Studies Association Executive Council and is editor of the journal aboriginal policy studies. In 2014, he was named to the Royal Society of Canada’s College of New Scholars, Artists and Scientists’ inaugural class.
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Affiliation: New Brunswick Department of Education and Early Childhood Development. Kate Charette is an elementary school teacher who has taught in New Brunswick, Nova Scotia, and Ontario. Kate currently works at the New Brunswick Department of Education as the Social Studies Learning Specialist. She is also a PhD Candidate in Education at the University of New Brunswick studying history education in K-2.
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Dr. Maxime Dagenais is the manager at ARiEAL Research Center, an adjunct assistant-professor in the department of history at McMaster University, and a historian of French and British North America and the Early American Republic. He is the co-author of The Land in Between. The Upper St. John Valley, Prehistory to World War One and the co-editor of Revolutions Across Borders: Jacksonian America and the Canadian Rebellion. His most recent articles on the Canadian Rebellion have appeared in Ranam: recherches anglaises et nord-américaines, American Review of Canadian Studies, Enjeux de l’univers social, and Canada’s History. From 2019 to 2022, Dr. Dagenais was also a co-investigator on THCF and member of the Executive Committee as well as co-lead on Cluster 1: Curriculum & Resources with Dr. Penney Clark and Dr. Kristina Llewellyn.
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Darryl Fillier have served as an educator for more than 30 years. In 2005, he assumed the role of a curriculum developer with the NL Department of Education. Since 2013, Darryl has also taught undergraduate and graduate courses at Memorial University in the areas of social studies pedagogy and problem-based learning.
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Kevin Kee is Dean of the Faculty of Arts at the University of Ottawa. He started his academic career at McGill University, where he served as Assistant Professor, and Director of Undergraduate Programs (Department of Integrated Studies in Education). He has also served as Project Director at the National Film Board of Canada, and Associate Vice-President Research at Brock University, where he held a Canada Research Chair.
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Maude Lamoureux is an Education Consultant for Fédération des établissements d’enseignement privés du Québec (FEEP), which has 244 school members across the Province of Québec. She holds a master’s in school administration and previously was an elementary school teacher for 17 years. She has expertise in culture of learning, innovative and inclusive pedagogy as well as ICT integration.
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Sylvie LeBel is a Provincial Education Officer in the Curriculum Branch at the New Brunswick Department of Education and Early Childhood Development. She has a master’s degree in instructional design. Prior to joining the Department of Education, she taught elementary and secondary school in the English and French system in New Brunswick.
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Lynn Lemisko is a professor in the Department of Educational Foundations at the University of Saskatchewan. Lynn has taught students in grades four to nine and post-secondary students taking courses in Canadian and European history, social studies education, and the history of education. Her current research includes investigations into the history of teacher education in Canada.
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Jocelyn Létourneau is Professor of history, Laval University, Quebec City. During his career, he has been a fellow of the Institute for Advanced Study (Princeton), of the Collegium de Lyon, of the MacMillan Center (Yale) and of UC Berkeley, among others institutions. He received research prizes from the Trudeau Foundation and ACFAS. A member of the Royal Society of Canada, he just published La Condition Québécoise. Une histoire dépaysante (Septentrion).
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Benjamin Lille is an Education Consultant for Fédération des établissements d’enseignement privés du Québec (FEEP), which has 244 school members across the Province of Québec. He holds a bachelor in teaching and previously was a social science high school teacher. He has expertise in culture of learning, innovative and inclusive pedagogy as well as ICT integration.
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Ian McKay, Ph.D. (Dalhousie), F.R.S.C., L.R. Wilson Chair of Canadian History, has taught at McMaster University since 2015. His books look at tourism and history, militarism and commemoration, liberalism and neoliberalism, and the Canadian and global history of social justice movements. He directs the Wilson Institute for Canadian History, which is committed to rethinking Canadian history in a transnational framework.
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Matt Russell is the lead teacher for social studies at the Western Quebec School Board in Gatineau Quebec. He has a master’s degree in pedagogy, curriculum, and assessment. In his teaching career, Matt has piloted new history curricula in Quebec, been an instructional leader and coach, and presented workshops at many conferences.
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Dandi Wang is an MLIS librarian with interdisciplinary expertise in open education, research data management, teaching/learning experience design, research methodologies, and data analytics. She blends statistical rigor with pragmatic and robust analytic solutions to bring unique insights into research impact, program evaluation, individual experience, behavior, engagement, and other library operation issues and their impacts on organizational performance. Her focus has been on one-stop research data management, evidence-based learning experience design, research productivity and scholarship assessment, and context-based machine learning in higher education. Prior to joining the team, she co-led the open-source research impact and DORA-aligned assessments with data professionals at the Cumming School of Medicine, University of Calgary. She has also served at the University of the People as the librarian who helps 80000+ students with diverse backgrounds.
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Surina He is a PhD student in the Measurement, Evaluation, and Data Science program (MEDS) at the University of Alberta, Canada. She also teaches a graduate-level statistical course at the University of Alberta. Her expertise centers on educational measurement, including survey design, item development, and psychometric analysis, as well as educational data mining, where she applies statistical (e.g. multilevel modeling and structural equation modeling) and machine learning techniques (e.g., supervised and unsupervised methods, network models, and process mining) to educational data. She is particularly interested in exploring data with a temporal and sequential nature, such as longitudinal data and computer log data, to examine students’ learning processes and social-emotional development.
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I graduated from the University of Alberta with a B.Sc. In Materials Engineering in 2002. I quickly shifted to employment in the area of occupational health and safety, working for Alberta Innovates and Alberta Labour for a number of years. I took an extended leave to raise my children and in that time, my interests changed. In 2016 I began a M.Ed. In Interdisciplinary Studies, which I completed this summer. In this degree I have studied children’s mental health, supporting children with autism spectrum disorder, and identifying twice-exceptional learners. My research interests lie in the field of social and emotional learning, with emphasis in gifted education and twice-exceptional learners. I also focus on partnerships between school jurisdictions and university researchers to create mutually beneficial research.