Professor, Department of Educational Studies, PhD, MA/MACP, BEd
Available for Graduate Advisement
Dr. Vera Woloshyn is a Professor and Registered Psychotherapist (Qualifying) with advanced degrees in education, counselling, and psychology. Vera holds a strengths-based, holistic approach to learning, mental health, and wellness that recognizes the interconnectedness of individuals’ cognitive, emotional, social, cultural, familial, physical, and spiritual experiences. Her current research and teaching interests include exploring individuals’ learning, mental health, and wellness experiences while developing and implementing effective programming to support learners’ academic success and wellbeing. Related interests include exploring the experiences of those who work in the helping professions, serve in leadership positions, and use popular culture as learning tools.
- EDUC 7F40 Doctoral Seminar II: Quantitative Methodology and Analysis
- EDUC 5P92 Introduction to Educational Research
- EDUC 5P42 Innovative Practices in Curriculum and Assessment
- EDUC 3P96 Advanced Community Base Internship
- MPCE 6P11 Wellness in Canadian Higher Education
- Canadian Society for Studies in Education (CSSE)
- Society for Teaching and Learning in Higher Education (SoTL)
- Canadian Association for the Study of Adult Education (CASAE)
- International Society for Teacher Education (ISfTE)
- College of Registered Psychotherapist of Ontario (CRPO)
- Mental health and wellness
- Academic success
- Struggling learners
- Educational psychology
- Learning strategies and teaching pedagogies
Research and Project Funding
- Exploring the status of the social emotional health of teachers and school administrators with K. Maich, S. Penny (Memorial University), and M. Savage (Brock University) Newfoundland and Labrador Teachers’ Association
- Exploring perceptions of well-being and mentorship within Canadian and Croatian Faculties of Education with M Savage, S. Ratković, C. Hands, M. Bajovic (Brock University), D. Martinovic (University of Windsor), & T. Kaefer (Lakehead University)
- Teachers’ and school staff’s perceptions of mental health and wellness with M. Savage (Brock University)
Woloshyn, V.E., Savage, M., Ratković, S., Hands, C., & Martinovic, D. (2019). Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education. International Journal of Mentoring and Coaching in Education. 8(4), doi (10.1108/IJMCE-02-2019-0028)
Woloshyn, V. E., & Savage, M. (2018). Increasing teacher candidates’ mental health literacy and stress coping skills through an elective mental health and wellness course. International Journal of Inclusive Education, http://dx.doi.org/10.1080/13603116.2018.1497097.
Woloshyn, V. E., & Savage. M (2018). Sharing narratives to foster mental
health literacy in teacher candidates. The Canadian Journal for the Scholarship of Teaching and Learning, 9(2), https://doi.org/10.5206/cjsotl-rcacea.2018.2.8
Savage, M. J., & Woloshyn, V. E. (2018). Creating safer schools through leading for wellness. Canadian Association for Principals (CAP) Journal, 118, 16-19.
Woloshyn, V. E., Kaefer, T., Savage, M., & Ratković, S. (2017). Exploring research methodologies: Mapping the Canadian education landscape as represented through two national journals. In S. Opić, B. Bognar, & S. Ratković (Eds.), New approaches to research methodology in education (pp. 223-266). Zagreb: Faculty of Teacher Education, University of Zagreb.
Woloshyn, V. E., Bajovic, M., & Maney Worden, M. (2017). Promoting student-centered learning using iPads in a grade-1 classroom: Using the digital didactic framework to deconstruct instruction. Computers in the Schools, 34(3), 152-167. doi: 10.1080/07380569.2017.1346456
Woloshyn, V. E., Grierson, A., & Lane, L. (2017). Using iPads to empower young children as readers and writers. In D., Harwood, (Ed.), Crayons and iPads: Learning and teaching of young children in the digital world (pp. 91-102). London, UK: Sage Publications.
Armstrong, D., & Woloshyn, V. E. (2017). Exploring the tensions and ambiguities of university department chairs. The Canadian Journal of Higher Education, 47(1), 97-113.
Ratković, S., & Woloshyn, V. (2017). Doctoral education for a sustainable future: What’s a comprehensive portfolio got to do with it? Croatian Journal of Education, 19(3), 293-315. doi.org/10.15516/cje.v19i0.2709
Taber, N., Woloshyn, V., Munn, C. & Lane, L. (2017). Strong Snow White requires stronger marriageable huntsman. Canadian Journal for the Study of Adult Education, 29(2), 21-36.
Beres, J. & Woloshyn, V. (2017). Instructional insights gained from teaching a research methods course to Chinese international graduate students studying in Canada. Journal of International Students, 7(3), 728-747. doi: 10.5281/zenodo.570030
Lane, L., Woloshyn, V., & Taber, N. (2016). Tangles, tears, and messy conversations: Using a media discussion group to explore notions of strong women. Journal of Gender Studies. doi: 10.1080/09589236.2016.1243044.
Lane, L., Taber, N., & Woloshyn, V. E. (2015). The challenge of sustaining critique across time and texts: “I never said that” about The Hunger Games. Atlantis: Critical Studies in Gender, Culture, & Social Justice, 37(1), 119-128.
Woloshyn, V. E., & Grierson, A. (2015). Secondary-school students’ international voluntourism experiences: Effects on worldviews, behaviours, and aspirations. Journal of the International Society for Teacher Education, 19(1), 48-60.
Harwood, D., Bajovic, M., Woloshyn, V., DiCesare, D. M., Lane, L., & Scott, K. (2015). Intersecting spaces in early childhood education: Inquiry-based pedagogy & tablets. The International Journal of Holistic Early Learning and Development, 1(1), 53-67.
Woloshyn, V. E., & Munn, C. (2014). Exploring the role of the learning strategist at a Canadian college and university: The tale of two professionals. College Quarterly, 17(2) http://collegequarterly.ca/2014-vol17-num02-spring/woloshyn-munn.html
Taber, N., Woloshyn, V. E., Lane, L., & Munn, C. (2014). Exploring representations of super women in popular culture: Shaping critical discussions with female college students with learning exceptionalities. Adult Learning, 25(4), 142-150.
Munn, C., & Woloshyn, V. E., (2014). Exploring the evolving beliefs of a beginning reading teacher as shaped through multiple experiences in a university-based reading clinic. The Reading Professor, 36(1), 12-19.
Woloshyn, V. E., Woloshyn-Chick, R. H. (2014). Surviving and thriving in first year: Recommendations for students with learning disabilities. In N. Riecken (Ed). How to succeed in college: It’s never too late! Part two for adult learners. Amazon Digital Services, Inc.