Brock University 60th Anniversary Research Talks

In celebration of Brock University’s 60th year, the Faculty of Education is pleased to present three public lectures celebrating research and innovation in the Faculty of Education.

All research talks are free to attend, please register in advance on ExperienceBU. If you are unable to attend in person, a virtual link will be sent out to registrants prior to the event. If you do not have a Brock email address and wish to attend, please email foecomm@brocku.ca to confirm your spot.

Faculty of Education Speaker Series: Distinguished Professors

Wednesday, February 12,  2025
12:15 -1:45 p.m., PL 600 F

Distinguished Professor Susan Drake, Faculty of Education, Brock University
Distinguished Professor Susan Drake, Faculty of Education, Brock University.

Creating a new story for troubled times through transdisciplinary problem-solving K to 16

Presented by Susan Drake, Distinguished Professor of Educational Studies 
We live in troubled times surrounded by wicked problems such as climate change, poverty, literacy issues, political divisiveness, migration, and wars. What role can education play in helping address these almost unsolvable global issues? This presentation will use the Story Model to offer a Big Picture approach to understanding change and a roadmap for creating a new story through transdisciplinary problem-solving K to 16. Education can (and should) play a positive role in creating this story that involves all of us.

Dr. Susan Drake, Ph.D., is a Distinguished Professor who has had a long career exploring curriculum design and assessment. Her research involved different interdisciplinary curricula, including how-to, pedagogy, assessment, ways of knowing, 21st-century skills, student engagement, teacher thinking, leadership, and organizational change.  Her approach is often hands-on, developing curriculum with practising educators. She has worked with educators and organizations worldwide. Most recently, her research explores transdisciplinary curriculum.  For example, she worked with the International Baccalaureate (IB) schools to address issues that emerged during COVID-19 in the IB transdisciplinary program. The Story Model was a part of this project. She is interested in narrative research and exploring the Big Picture to navigate change.

Brock Professor Louis Volante is shown standing on a set of stairs at Brock University, looking up and smiling warmly.
Distinguished Professor Louis Volante, Faculty of Education, Brock University.

The Pandemic, School Closures and Learning Outcomes: A Cross-Sectional Analysis using PISA Panel Data

Presented by Louis Volante, Distinguished Professor of Educational Studies
This presentation discusses findings from a recent Ordinary Least Squares (OLS) statistical analysis of the impact of the pandemic on cognitive and non-cognitive learning outcomes. More specifically, cross-sectional results from the 2022 Programme in International Student Assessment (PISA) were juxtaposed against five previous test administrations to examine the impact of school closures across Canada, United States, Australia, New Zealand, and Europe. The findings, gleaned from approximately 1.45 million student test profiles, suggested an important intersection between cognitive and non-cognitive outcomes. In particular, pandemic related learning deficits for students with high levels of a sense of belonging and growth mindset were approximately one school year for reading, and half a school year for mathematics and sciences. Conversely, for students who were frequently bullied, the COVID-related losses averaged 1.5 school years across all three test domains: mathematics, reading, and science literacy. Overall, the analysis indicated that students, when controlled for the trend, experienced a loss of 0.07 standard deviations in their sense of belonging to school, an increase of 0.14 standard deviations in fixed mindset, and a 3% decrease in the probability of being frequently bullied, compared to past student cohorts. Girls, low socioeconomic status (SES) students, and migrant pupils were all disproportionately impacted by the pandemic. The discussion considers implications for education policy and large-scale reform.

Dr. Louis Volante (PhD) is a Distinguished Professor at Brock University and a Professorial Fellow at UNU-MERIT / Maastricht Graduate School of Governance. His interdisciplinary scholarship focuses on the global governance of education; politics, policy, and large-scale reform; political economy of education systems; international achievement surveys and policy diffusion; and impact evaluation of policies and programmes. Professor Volante’s research is widely referenced in academic and policy communities and has received continuous funding from the Social Sciences and Humanities Research Council of Canada (SSHRC). His current SSHRC funded research examines the short- and long-term impact of the pandemic on cognitive and non-cognitive student learning outcomes.

Faculty of Education Speaker Series: Chancellor’s Chair for Teaching Excellence

Thursday, March 6, 2025
12 -1:30 p.m., RFP 214/215

A portrait image shows a man wearing a blue shirt and suit jacket smiling warmly at the camera in front of a brown brick wall.
Assistant Professor Mohammed Estaiteyeh, Chancellor's Chair For Teaching Excellence, Faculty of Education.

Navigating the Classroom of the Future: Education in the Era of Artificial Intelligence

Presented by Mohammed Estaiteyeh (PhD), Chancellor’s Chair for Teaching Excellence
Although technology has been an integral part of our daily lives for several decades, its incorporation into teaching remains a complex and evolving challenge. Educators must engage in continuous learning and adaptation to integrate technological tools into their practice. Recent advancements in emerging technologies such as artificial intelligence (AI) are reshaping educational policies and classroom practices. In this session, we will explore the preparedness of both in-service and pre-service teachers in integrating educational technologies into their teaching. Through an exploration of current trends, challenges, and opportunities, we will highlight strategies for equipping educators with the mindset and skills needed to navigate the digital classroom of the future.

Dr. Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University. He currently holds a Brock Chancellor’s Chair for Teaching Excellence. Dr. Estaiteyeh is also the president of Technology and Teacher Education, which is a special interest group within the Canadian Society for the Study of Education. His research focuses on educational technologies; teacher education; STEM education; and innovations in curriculum, pedagogy, and assessment in K-12 schools and post-secondary programs.

A woman with curly dark hair in a dark top sits in front of a garden.
Associate Professor Leanne Taylor, Chancellor's Chair for Teaching Excellence, Faculty of Education, Brock University.

Equity, Diversity, and Inclusion in Teacher Education: Addressing Challenges in a Changing Landscape

Presented by Leanne Taylor (PhD), Chancellor’s Chair for Teaching Excellence
This talk will explore preliminary research supported by the Chancellor’s Chair for Teaching Excellence at Brock University, focusing on key themes and challenges in equity, diversity, and inclusion (EDI) within teacher education. In an era marked by complex societal shifts and increasing resistance to equity initiatives, this research investigates how educators can effectively navigate the intersections of theory, practice, and policy. By addressing issues such as anti-oppression education, culturally sustaining pedagogy, and inclusive curriculum design, the project aims to identify actionable pathways for equipping future teachers with the tools and perspectives necessary to foster meaningful change in schools. This presentation will highlight emerging interests, critical questions, and the importance of responsive, evidence-based approaches to teacher education in Canada’s contemporary educational context.

Dr. Leanne Taylor is an Associate Professor specializing in Equity and Social Justice Education in the Faculty of Education at Brock University. She currently holds a Brock Chancellor’s Chair for Teaching Excellence. Dr. Taylor is also the Chair of the Faculty of Education Equity and Social Justice Committee and Editor of the Journal of the International Society for Teacher Education (JISTE), an open-access journal advancing global conversations on teacher education. Her research focuses on equity, diversity, inclusion, and decolonization (EDID); teacher education; social justice pedagogies; and curriculum reform in K-12 schools and post-secondary programs. She is the co-author of First Generation Students’ Experiences in Higher Education: Counterstories, which explores systemic barriers and narratives of resilience in higher education.

Faculty of Education Speaker Series: Indigenous Educational Studies

Wednesday, March 26, 2025
12 -1:30 p.m., PL 600F

A photo of Indigenous Educational Studies prof Sheila Cote-Meek shows her sitting in front of a book shelf, smiling wearing red glasses and a black shirt.
Professor Sheila Cote-Meek, Indigenous Educational Studies, Faculty of Education, Brock University.
Jeannie M. Martin Assistant Professor (MPEd, BEd, BA)
Assistant Professor Jeannie Martin, Indigenous Educational Studies, Faculty of Education.

Honouring Indigenous Knowledges in Research in Community Research

Presented by Professor Sheila Cote-Meek, Director of Indigenous Educational Studies, Assistant Professor of Indigenous Educational Studies Sherri Vansickle and Assistant Professor of Indigenous Educational Studies Jeannie Martin

This presentation explores Indigenous Research Methodologies through the cultural practices and traditional teachings embedded in two distinct regalia: the Ribbon Skirt and the Gustowah Haudenosaunee Men’s Headdress. We highlight how Indigenous methodologies prioritize relationality, respect for cultural knowledge, and the integration of traditional practices in contemporary research. The Ribbon Skirt, often seen as a symbol of resilience, healing, and connection to identity, embodies community-centered knowledge transmission and the importance of ceremony. Similarly, the Gustowah, a sacred regalia worn by Haudenosaunee men, represents spiritual responsibility, leadership, and the intergenerational passing of wisdom. These examples illuminate how Indigenous knowledge systems are actively practiced and offer alternative frameworks for understanding and conducting research that centre Indigenous worldviews.

Sherri Vansickle is from the Onondaga Nation, Eel Clan, from Six Nations of the Grand River.  She is an assistant professor with the Indigenous Educational Studies Program in the Faculty of Education.  Her current research projects involve using Forum Theatre to dismantle bias in the Health Care system and she is also engaged in two passion projects which are deeply rooted in culture and Indigenous spirituality.

Jeannie Martin, from Six Nations of the Grand River Territory, Mohawk Nation, Wolf clan, is currently an Assistant Professor of Indigenous Educational Studies in the Faculty of Education.  With a lifetime of lived experience in the Indigenous community and a life-long commitment to the acquisition of Indigenous Knowledge, Jeannie also holds a Master of Professional Education: Focus on Leadership in Indigenous Education. Her interests are in Indigenizing academic settings, working with education communities to create culturally safe learning spaces for Indigenous learners and educators, and building educator capacity in Indigenous education. She is a member of the Ontario College of Teachers and an educator with 28 years experience in Indigenous education.

Sheila Cote-Meek is from the Teme-Augama Anishnabai and belongs to the Temagami First Nation. She is a full professor and Director, Indigenous Educational Studies in the Faculty of Education. Her research focusses on decolonizing and indigenizing post-secondary education. She is author of Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education and 3 edited collections on Women in the Academy, Decolonizing and Indigenizing Education and Indigenous Pedagogies.