Dr. Susan Barber

In February 2025, Susan Barber and Olessya Akimenko presented their paper, “Innovative Pedagogies for Refugee Children with Disabilities: Blending Art and Tanslanguging in Elementary Schools,” at the WestCast conference at SFU. Drs. Barber and Akimenko also delivered a presentation in March, entitled “Dismantling Barriers for Refugee Children With Disabilities (Rcds) Through Inclusive Education and Art” online at the University of Atyrau in Kazakhstan. The conference, Inclusive Education and Society: Methodology, Research, Practice, was supported by the Ministry of Science and Higher Education of the Republic of Kazakhstan.

On October 20, 2025, Dr. Barber offered a paper called “Arts Education with Diverse Learners in Our K-12 Classes”, followed by a hands-on arts workshop as part of BC’s Professional Development Day for preservice teachers at SFU. This presentation was aimed at emerging teachers who hope to develop their skills with refugee students and recent immigrants to Canada and advance their English language fluency—especially through creating art as a means of making friendships, feeling a sense of belonging, and processing any traumatic experiences. Lastly, in August 2025, Susan received a TILT grant toward identifying how preservice teachers in their first PDP semester develop confidence in navigating multiple educational theories and practices. This in turn prepares them for complex classroom issues such as inclusion, the importance of Indigeneity, and connection to Land, to name a few.

Dr. Emily Cameron

In 2025, Dr. Cameron published an article in the International Journal of Environmental Research and Public Health titled “Paternal Depression & Anxiety During the COVID-19 Pandemic.” As a complement to published work on maternal mental health during the pandemic, this article examined the experiences of fathers across Canada during the first few months of the COVID-19 pandemic. Findings highlighted high rates of mental health concerns, especially for fathers of children 0–18 months old, compared to those with older children. Dr. Cameron co-authored additional papers, including a study examining preferences for digital mental health programs for parents of children diagnosed with a neurodevelopmental disorder. Titled “e-Health Programming Preferences for Parents of Children Diagnosed with Neurodevelopmental Disorders (NDDs) and/or Mental Health (MH) Disorders” (Journal of Technology in Behavioural Science), this study underscored the need to tailor programs based on parental preferences. This may enhance program effectiveness and improve participant retention to better support family wellbeing. 

Dr. José Domene

In the past year, Dr. Domene has co-authored three articles addressing aspects of career development and migration in young people: “The Transition of Young Adult Newcomers to Canada: Supporting Participant Joint Projects” (Journal of International Migration and Integration), “International Students’ Emotional Experiences and Reactions During the Transition to Employment” (Journal of Career Development), and “Emotion in Career-Related Transitions of Young Adult Immigrants: A Contextual Action Theory Perspective” (Journal of Career Development). Another article examines the experience of caring in the workplace: Thematic Analysis of Obstacles to Workplace Caring as Perceived and Experienced by Working Adults (Career Development Quarterly).

Dr. Joel Heng Hartse

In February 2025, I was a writer-in-residence at the Grünewald Guild, a faith-based arts education non-profit and retreat center in Washington State. While there, I completed and submitted several journal article manuscripts and began work on a larger book project about the meaning of writing in light of the proliferation and popularity of large language models. I was also honoured to receive the BCCampus Award for Excellence in Open Education for my work on open-access materials for students.

In March, I was awarded an SSHRC Explore grant by SFU for a pilot study of undergraduate students who use AI to complete academic writing assignments. Data collection is complete and analysis is ongoing. Our research team (which includes Dr. Daniel Chang of the SFU Faculty of Education, as well as Dr. Ismaeil Fazel of the Medical University of South Carolina and Dr. Naseh Shahri of San Diego State University) is applying for several larger grants to expand this into a multiple-case study. Dr. Fazel and I presented our preliminary findings at the American Association of Applied Linguistics conference in Denver.

With graduate students from our faculty, I also presented at the annual BCTEAL conference in May. Our presentation, “Challenges in Integrating Professional Certification and Graduate Education in TESOL,” called for more and clearer integration of academic programs and professional certification in the English language teaching profession in Canada.

Dr. Cristiano Barbosa de Moura

Dr. Moura began his tenure as editor-in-chief of the journal Science & Education (Springer). He secured three grants, including an SSHRC Insight Development Grant, to investigate how teachers use the history of science to address politically sensitive themes in the classroom, a project he will develop over the next two years. As part of a grant funded by Global Affairs Canada, Dr. Moura visited the Catholic University of Maule, in Chile, where he delivered a keynote for a local event, mentored graduate students, and collaborated in ongoing projects with Chilean scholars. He also published six papers, including journal articles, book chapters, and editorials.

Dr. Ana Maria Navas Iannini

In 2025, as part of my concluding IDG-SSHRC project, I published “Science Museums in a Time of Crisis: Insights from Brazil, Canada, Finland and Portugal,” examining how reflective attentiveness and care shaped science museums’ responses to the pandemic. By centring care, I argued that new institutional roles emerged, enabling science museums to serve as important civic and social resources while reconfiguring the interconnections among knowledge, affect, and society. Building on collaborative research with colleagues at the University of São Paulo (Brazil) and the Natural History Museum (London, UK), I also co-authored “Visitors’ Experiences at a Controversial Exhibition on Rhinos’ Conservation and De-extinction.” This study explored the role of museums in fostering public discourse on pressing environmental issues and highlighted the potential for art-science exhibitions to provoke meaningful dialogue and reflection on conservation practices and the ethical dilemmas of de-extinction.

Still in 2025, Pedretti and I published “Toward an Affective Turn: Hosting a Mental Health Exhibition at a Science Centre,” focusing on the emotional experiences of museum professionals who were preparing a Finnish exhibition on mental health for public consumption in the USA. An unexpected highlight in 2025 was the Chinese translation of my co-authored 2020 paper on fourth-generation science museums, published in the Journal of Natural Science Museum Research.

Dr. Gillian Judson

Early in 2025, Dr. Judson offered the keynote for the Western Canadian Association for Student Teaching (WestCAST) annual conference. Her talk focused on the role of imagination in student engagement. She and Dr. Mark Fettes spent a week in Northern Italy in March working with partners at Multilab at Unibz (the Free University of Bozen-Bolzano). Their time in Italy included offering a keynote panel presentation for the Interuniversity Research Centre on Teacher Professionalism Conference (Centro Interuniversitario di Ricerca Educativa Sulla Professionalità dell Insegnante / CRESPI) in Bologna. Among Dr. Judson’s 2025 publications is a co-authored article on teacher professional (outdoor) learning in which she explores collage as part of the data analysis process: “Designing Transformational Professional Learning Opportunities: Understanding Participants’ Experiences in an Online and In-place Imagination-Focused Self-Study (with Professional Development in Education).

Dr. Lilach Marom

My recent research has focused on the recertification trajectories of internationally educated teachers (IETs) from a comparative perspective. This work shows how recertification processes often undervalue IETs’ diverse knowledge and experiences, ultimately limiting their potential contributions to diversifying and enriching the teaching profession. I recently completed an SSHRC IDG–funded comparative project (Canada, Germany, Iceland) examining how migration, globalization, and diversification shape contemporary teacher education. The project generated multiple publications and culminated in an international symposium hosted at SFU. My newest line of research examines Jewish identity and antisemitism within the landscape of EDI discourses in Canadian education. I am currently in the writing stage of a study on the experiences of Jewish academics in Canadian universities, drawing on a national survey of more than 200 participants and 65 interviews. This project has already led to one publication, with several additional manuscripts underway.

Dr. Nathalie Sinclair

Dr. Sinclair recently co-published, with Sheena Tan, an article entitled “Tla’amin Mathematics: Making Mathematics Local (Again).” This provides an overview of lessons learned over the preceding two-year community-engaged funded project—in collaboration with Tla’amin Elder Betty Wilson, SFU mathematicians Cédric Chauve and Veselin Jungic—involving the creation and dissemination of high school mathematics lessons that centre Tla’amin knowledges. This work has been presented at the British Columbia Association of Mathematics Teachers (BCAMT) conference, at professional development days in the Lower Mainland, and at the recent First Nations Education Steering Committee (FNESC) conference.

Dr. Celeste Snowber

Dr. Snowber had two books published in 2025. Creating in Dangerous Times (HARP) is a universal invitation to reclaim our birthright to creativity; each poetic meditation serves as a timely incantation to create. Designed to stir the memory of our shared humanity, the book explores themes of presence and the healing arts, gently nudging readers to reawaken, reflect upon, and reconnect with our latent creativity (https://tryhealingarts.ca/product/creating-in-dangerous-times/ In Portals: The Colours of our Longing, (Hurtwood Press) Dr. Snowber’s lyrical texts are in poetic conversation with the artwork of British painter Dr. Suzi Morris. Morris’ images, at once delicate and intense, and Snowber’s words invite the reader to consider how body and spirit dance together. Their collaboration creates something personal and universal, bringing beauty to a troubled world. (https://hurtwood.co.uk/art/portals-the-colours-of-our-longing/)

Dr. Inna Stepaniuk

Dr. Stepaniuk continues to expand her collaborative research partnerships with school districts across the Lower Mainland. Together with her graduate students and research assistants – Eugene Melnik, Mitra Nikimaleki, and Hadia Aslam – she works closely with educators to strengthen inclusive practices that support culturally and linguistically diverse students with disabilities in K–12 schools. This work is funded by a Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant. Dr. Stepaniuk’s scholarship was highlighted in the Faculty of Education’s Research Matters (formerly Scholarly Impact of the Month) for its contributions to inclusive learning environments. The featured publication, co-authored with Dr. Beth Ferholt, examines cultural-historical approaches to fostering inclusive classrooms. In addition, Dr. Stepaniuk’s recent lyco-authored study with Olabanji Onipede has been published in Critical Policy Studies. This work advances conversations on equity-driven educational policy for refugee students with disabilities.

Stepaniuk, I., & Ferholt, B. (2024). Cultural-historical research in support of inclusive classrooms: Two approaches in dialogue. Outlines: Critical Practice Studies, 26, 37–56. https://doi.org/10.7146/ocps.v26i.148597

Stepaniuk, I., & Onipede, O. (2025). Fostering inclusive futures: Advancing equity in education policymaking for refugee students with disabilities. Critical Policy Studies, 1–16. https://doi.org/10.1080/19460171.2025.2555390

Dr. Zuzana Vasko

In 2025, Dr. Vasko worked on three arts-based publications that incorporate artwork as a conceptual foundation.  One of these, an article titled “Thinking With and Through Forests: Noticing Loss Around and Within,” will soon be published in a special issue of Critical Forest Studies for the Australian Journal of Environmental Education. Her chapter, “Rethinking Sacrifice and Making Space for the Sacred: Artful Conversations with Local Plants” will be part of a Brill publication titled Arts-Based Research and the Anthropocene: Principles, Portraits and Pedagogies. Dr. Vasko also delivered a presentation on “Attentive listening and dialogue as embodied caring practice in contexts of learning” at the Association for Moral Education conference in Tampere, Finland.

The link for Critical Forest Studies is: https://www.cambridge.org/core/services/aop-file-manager/file/67d158c0f55b706c517da81a/Critical-Forest-Studies-Special-Issue.pdf 

Dr. David Zandvliet

In the past year, I completed my PICS Opportunity grant, which culminated in the publication of a Ministry-endorsed framework entitled “What is Environmental Learning? – A Guided Inquiry for Educators.” The project also received recognition by UN University as an “Outstanding Flagship Project” led by my Institute for Environmental Learning (co-led by Shannon Leddy at UBC). My research also continued with the Vancouver Botanical Gardens Association and Oceanwise, with two funded MITACS grants. Recently, I was also nominated to stand for election for the Office of the SIG Executive Committee as “Member-at-Large” for the American Educational Research Association (or AERA). If you are a member, vote for me!