Professor and Chair (until April 30, 2018)
PhD (JCU - cum laude)
Dr. Andrew Kitchenham's research interests include educational technology, e-learning, adult education, teaching and learning, transformative learning, special needs, second language acquisition, reading, and gender differences. He has taught at eight universities in undergraduate and graduate programs and over one hundred courses.
Dr. Kitchenham has published in refereed journals and books and has presented at numerous international and national conferences. His two books, Blended Learning across Disciplines: Models for Implementation (available online here) and Models for Interdisciplinary Mobile Learning: Delivering Information to Students (available online here) have received media attention on CBC radio among other venues. He is currently the principal investigator on one SSHRC study on the preservation of Aboriginal language and culture and co-investigator (with Dr. Linda O'Neill) on another SSHRC study on complex trauma and attachment disruption. He was the principal investigator on a SSHRC-funded national study on teacher supply and demand in issues in the North (with co-researcher, Dr. Colin Chasteauneuf). As well, he is conducting research studies on aboriginal epistemology and educational technology (SSHRC-funded through a seed grant), 1:1 computing in a laptop district, multimodal literacy and professional development of teachers, e-learning perspectives, and technology and writing achievement.
He has supervised numerous Master of Arts and Master of Education students on topics that include technology (The use of Inspiration as a multimedia plenary activity for improving the cognitive assimilation of Biology 12 students and Electronic portfolios: Tools for supporting the teacher's need for assessment and the student's need for deep learning ) Special Education (Support for classroom teachers of students with Aspergers Syndrome), parental involvement in education (Strategies to foster equal access to a quality education: Parent involvement and its effect on education), French immersion and reading disabilities (Cross-linguistic transference of reading skills: Assessing reading difficulties in early French Immersion students), mobile learning (A synthesis of mobile learning literature in Education, Business, and Medicine), on-line learning (The development of English 12 First Peoples as an online distance education course), teacher induction (School District #92-Nisga'a teacher induction handbook), self-determination in children (Implementing self-determination in high-incident and non-designated students with IEPs), computer-mediated instruction (Computer Mediated Communication in graduate school: A case study of MEd students), Succession Planning (Succession Planning in Nanaimo Fire Rescue: Is it here to stay?), transformative learning and adult education (Fostering transformational learning: Exploring the experience of unemployed income assistant recipients in a job readiness-community employment training program), gender studies (Let's hear for the boys: Gender and literacy at school), males and academics (Improving the academic performance of male students), the home-school relationship (Improving student responsibility for communicating with parents), collaborative technologies (Supporting faculty communities of practice using collaborative technologies), collaborative team planning (Case study of a collaborative team supporting a student with severe disabilities in a regular classroom), reading engagement (Reading engagement difficulties in competent readers), and adult basic education (Adult Basic Education students: What keeps you in school?)
At present, he is supervising twenty-seven UNBC students whose topics include: developing a handbook on FASD, exploring the reasons inner-city teachers remain in their positions, and gauging the effectiveness of early intervention reading programs, to name a few. As well, he has served on MA and MEd thesis committees and acted as an External Examiner for one MEd thesis and an MBA project. He is currently the Academic Advisor for 35 online MEd students (Special Education) across Canada.
He has been recognized for his excellence in teaching, research, and service in three universities. In 2009, he was a recipient of the UNBC Excellence in Teaching Award, in 2010, was the recipient of the UNBC Excellence in Research Award, in 2013, was the recipient of the University Achievement in Service Award, and in 2016, was the recipient of the University Achievement in Professional Practice, Mentorship, and Stewardship, . He is the only School of Education member to have received four "Excellence" awards.
For the last fifteen years, all of his courses have been web-based and paperless. This academic year, his main website can be found at this address.
Associate Professor, BEd Coordinator and MEd Coordinator (up to June 30, 2017)
MEd (SFU), Ph. D. (UBC)
Dr. Fraser is a Maori scholar teaching at the University of Northern British Columbia. She is an Associate Professor and the Aboriginal Education Coordinator with the School of Education, and an Adjunct Professor in the School of Nursing and First Nations Studies. Dr. Fraser is a Fellow of Te Mata O Te Tau (The Academy for Research and Scholarship at Massey University, New Zealand). In her previous role, she was the ActNow BC Initiatives Research Manager and the Cultural Advisor to the National Collaborating Centre for Aboriginal Health, Centre of Excellence for Adolescence and Children with Special Needs, and the Network Environments for Aboriginal Research BC. She has a Nursing background, Early Childhood Education, Bachelor of Science; Master of Education, and a Doctor of Philosophy from the University of British Columbia. She, along with colleagues, has published articles and chapters in Early Childhood Education, First Nations and Indigenous Knowledge(s)
Professor (Education and First Nation Studies Programs) and Academic Leader, National Collaborating Centre for Aboriginal Health (NCCAH)
BEd (Alberta), MA (UVic), PhD (UBC)
Room: Admin 3049
Dr. Margo Greenwood, Academic Leader of the National Collaborating Centre for Aboriginal Health, is an Indigenous scholar of Cree ancestry with years of experience focused on the health and well being of Indigenous children, families and communities. She also holds a Professor appointment in both the First Nations Studies and Education programs at the University of Northern British Columbia.
While her academic work crosses disciplines and sectors, she is particularly recognized regionally, provincially, nationally and internationally for her work in early childhood care and education of Indigenous children and public health. Margo has served on numerous national and provincial federations, committees and assemblies, and has undertaken work with UNICEF, the United Nations, and the Canadian Reference Group to the World Health Organization Commission on Social Determinants.
Margo received the Queen's Jubilee medal in 2002 in recognition of her years of work to promote awareness and policy action on the rights and well-being of Aboriginal and non-Aboriginal children, youth and families. In 2009, Margo received the Perry Shawana Child Care Award from the BC Aboriginal Child Care Society in recognition for her leadership and commitment to creating “quality” child care and early learning services for First Nations / Aboriginal children in British Columbia. Margo was also recognized in 2010 as the ‘Academic of the Year’ by the Confederation of University Faculty Associations’ of B.C. for her research contributions to the wider community. Most recently she was honoured with the National Aboriginal Achievement Award for Education in 2011.
Assistant Professor and BEd Coordinator (Terrace)
Ed has taught for many years in the public school system as a teacher, librarian and counsellor. He has a Master’s degree from U.B.C. and a Doctorate from the University of Alberta. He has been a sessional at the U. of A. and taught in the Professional Development Program at S.F.U.His research interests include areas related to First Nations people ( particularly the relationship between language and culture), curriculum studies and the uses of images in the social studies classroom.
BA, BEd, (St. Thomas), MEd
This is Bill's eighth year with the School of Education. His background is in Curriculum, Language, and Literacy. He has several years experience teaching high school English, Journalism, and Canadian Literature in New Brunswick. Also, he has completed curriculum projects for the N.B. Department of Education, NCTE, and the Canadian Council of Teachers of English and Language Arts, including editing an anthology of student poetry text. Since coming to UNBC he has had the opportunity to teach courses in curriculum, classroom management, language, and practice, and looks forward to meeting a new group of students each September.
Dipl. Biol. (U Munich), MSc (Guelph), BEd, (U Toronto), MScT (McMaster), PhD (U of Otago)
Alexander Lautensach grew up in Munich, Germany and is a citizen of Canada and New Zealand. He holds a DiplBiol in genetics, zoology and biochemistry from the University of Munich, Germany. After he immigrated to Canada in 1980 he obtained an MSc in molecular biology from the University of Guelph. Turning towards education, he got his BEd from the University of Toronto in secondary education and an MScT (Master in Science Teaching) from McMaster University. Finally he received his PhD on education in environmental ethics from the University of Otago in New Zealand. Since 2007 Alex has worked in teacher education at UNBC’s Northwest campus in Terrace, BC. Besides his position in UNBC’s Education Program, he is associate director of the Human Security Institute and associate editor of the Journal of Human Security .
Alex’s research interests include science education, curriculum, value education, bioethics and human security. His first book is Environmental Ethics for the Future: Rethinking Education to Achieve Sustainability (Lambert Academic Publishing). Alex has also published over 60 research articles in molecular biology, ethics, human security and education. He taught in life sciences, education and philosophy at eight universities in New Zealand and across Canada, as well as numerous host institutions in India, Malaysia, Bulgaria and Austria. In 2013 he co-edited the first university textbook of human security, Human Security in World Affairs: Problems and Opportunities.
More information about Alex is available here.
BSd Ed Cert MA (British Columbia) PhD (Alberta)
Peter D. MacMillan, PhD (Alberta) & MA (UBC) in Educational Psychology with a Measurement and Evaluation specialty; Education Certificate - Secondary; BSc. - Chemistry (UBC).
Current research interests are focused on Rasch and Classical analyses of Curriculum Based Measurement systems.
At present, teaching areas include univariate, and multivariate statistics, numeracy, and measurement. I have a record of research and service involvement with school district(s) since my arrival at UNBC. Prior to UNBC, I have taught science and mathematics in rural secondary schools for 17 years, all the while maintaining active involvement with Ministry of Education and the BC Teachers Federation.
BA (U of A), Teacher Certification (UBC), Teaching Credentials: Multiple Subject, and LH (San Jose State), MA, EdD (USIU/Alliant, San Diego)
Verna returned home to BC in 2007, from the School of Education at the University of Redlands in southern California. She has an Ed.D. in Multicultural Education from United States International University in San Diego.
Verna’s experience includes K-7 classrooms, special education, and teacher education. Her teaching credentials are in elementary years, learning disabilities, and severe emotional disturbance. Her degrees are in psychology, educational psychology, and multicultural education. She has taught and been a teaching administrator; teaching at the elementary level in both suburban and rural settings, including in the BC communities of Telegraph Creek, Pavilion, Chu Chua and Clearwater. Her research interests are in the areas of teacher cross cultural thinking, student experiences in cross cultural classrooms, and culturally regenerative education.
The classes she currently teaches in Terrace include Child Development, Classroom Management, Language and Literacy, Inclusive Education, and Special Education.
BA (Lethbridge), Ed Diploma Secondary (Alberta) MEd (Lethbridge), PhD Curriculum Theory (Louisiana State)
Greg Nixon was brought up in SW Saskatchewan, and later moved to Lethbridge, Alberta, where he graduated high school and completed a B.A. in Philosophy at the U of Lethbridge. He taught high school English, Drama, and Social Studies for six years at high schools in Alberta and British Columbia, followed a by a seven-year stretch instructing Adult Upgrading on the Pikuni 1st Nations Reserve for the Lethbridge Community College. Toward the end of this period he acquired a M.Ed. degree also from the U of Lethbridge. He resigned and drove down to the deep south where he attended Louisiana State University in Baton Rouge to complete a Ph.D. in Curriculum Theory (since the most cutting edge curriculum theory was happening there at the time). Since his doctorate in 1993, he has been a professor in several universities, never staying in one long enough to become tenured. He has taught such subjects as Foundations of Education, Psychology of Communications, Questioning Skills, Curriculum Theory, Learning Theories, Philosophy of Education, Critical Pedagogy, Cultural Democracy, & Consciousness Studies in the SUNY college system of New York state (at Oswego near Syracuse then Geneseo near Rochester) and across the country at Prescott College in Arizona. Leaving to attend to his ailing father back in Calgary, Alberta, he then led online computer courses for M.Ed. students from across North America via National University out of San Diego for several years. Now at UNBC since 2004 on recurring contracts, he teaches B.Ed. C&I courses in secondary Humanities and Social Sciences, Learning Theories, Foundations of Education, and Social Dynamics of Classrooms, among others. At the M.Ed. level he has taught Qualitative Analysis and he mentors graduate theses. Nixon continues to give numerous presentations at academic conferences, regularly publishes book reviews and referees articles, and is modestly recognized for his international publications on Educational Theory and Philosophy of Mind. He is on the editorial board of an online journal in which he is periodically the chief editor for focus issues. Broadly, he writes of the need to avoid reducing each other to isolated walking brains as scientism insists, and, conversely, to recognize our part in the emerging consciousness of a world community. In class, he aims to teach thinking and not just subject-matter, and this involves critical self-awareness as much as subject-area knowledge. He believes that, for people to be transformed from students to teachers, they must accept the burden of responsible choice-making and dare to think for themselves.
Linda is a long-time northerner from the far northwest corner of BC who practiced in that area for many years. She holds a BA in Child and Youth Care, a MEd in Counselling Psychology, and a PhD in Educational Psychology from the University of Victoria and is a certified counselor and trauma specialist. Linda teaches in the MEd Counselling program, both on-campus and in the regions. In teaching, Linda works to build respectful, challenging, and empowering learning environments.
Linda’s research focuses on: complex trauma (Developmental Trauma Disorder) and trauma-informed practice: counsellors and other helping practitioners working in isolated settings; secondary trauma experienced by practitioners; historical and intergenerational trauma; and counselling and research ethics related to northern practice and research. Linda has completed as principal investigator (PI) a three-year Northern Communities SSHRC grant, Informal and Formal Mental Health Support in the North , and is just completing with the research team a two-year Partnership Development SSHRC grant, Classroom Support for Children who have Experienced Complex Trauma and Attachment Disruption. Linda is a qualitative researcher, specializing in narrative methodology.
Linda mentors many graduate students and has been the supervisor for Counselling and Leadership students on 19 completed projects and 5 theses. She is currently the supervisor for 14 comprehensive exam students, four thesis students, and two project students. She is a committee member on students’ theses in Counselling, Social Work, and Psychology, having contributed in that role to 34 theses and projects.
Linda has publications in the Canadian Journal of Counselling and Psychotherapy, Rural and Remote Health, the British Journal of Special Education, and the International Journal for the Advancement of Counseling. Working with Ryan James, Linda helped to develop the UNBC Community Counselling Centre (CCC) and volunteers at the centre as a counsellor, clinical supervisor, and Clinical Coordinator. On behalf of the UNBC Community Counselling Centre, Linda provides trauma informed training and workshops on secondary trauma to local agencies and agencies in the regions as a way of supporting helping practitioners.
She was the 2013 recipient of the University Achievement in Professional Practice, Mentorship, and Stewardship Award and the first School of Education member to receive the prestigious award. Linda’s research website can be accessed at http://web.unbc.ca/~loneill/
BA (San Diego State University) MS PhD (Fordham University)
Dr. Sherry comes to us from New Jersey City University (NJCU), Jersey City, NJ. He was a professor and clinician the last 15 years in the New Jersey – New York City metropolitan area. He earned his Bachelor's degree in Psychology from San Diego State University in San Diego, CA and his Ph.D. in Counseling from Fordham University in New York City. He has taught courses at the undergraduate and graduate levels that have included motivation, developmental psychology, child and adolescent psychopathology, group counselling, counselling theory, multicultural counselling, counselling skills, counselling practice and counselling practicum. In addition to teaching, he has spent the last 15 years counselling college students struggling with a wide range of psychological/developmental difficulties.
His professional/research interests include group counselling, psychodrama, peer education, conflict mediation, men and masculinity, self-efficacy, resiliency and multicultural concerns. John’s other experience includes grant writing and leading NJCU’s peer education program. He also has an interest in Brazilian culture and is fluent in Portuguese. He was the 2013 recipient of the University Achievement in Teaching Award and the second member of the School of Education to receive this prestigious award.
Ed Cert BEd MBA MEd (Ahmadu Bello) PhD (Alberta)
Administrative Leadership, Organizational Leadership, Teacher Education, Inclusive Education, Cultural Diversity in Education, Special Education, Policies and Politics in Education, Mental Health and Wellness, and Comprehensive School Health