I am currently a science instructor at the University of Winnipeg, where I teach science curriculum and pedagogy courses in the undergraduate and graduate teacher education programs. My transdisciplinary research engages with K-12 teachers and school leaders to explore their perspectives regarding students’ cultural diversity and culturally responsive education, and strives to invite socially and ecologically just, (trans-multi)culturally responsive educational understandings.
I am an Assistant Professor of Education at Crandall University, where I teach Science Education, Educational Foundations, and Diversity and Multiculturalism. My research focuses on educational programs/methods that redress issues that marginalized youth encounter in schooling with an emphasis on science subjects and informal science programs.
I am a Lecturer at the University of Alberta. My research interests include the role of Procedural Knowledge (especially Concepts of Evidence) in science teaching and indigenous science; the role of gender, ethnicity, and socioeconomic status on the understanding of Procedural Knowledge; the decolonization of Concepts of Evidence; approaches to evidence in watershed management; equity, diversity, and inclusion in science education; and sustainability and environmental education.
I am a PhD Candidate in Secondary Education at the University of Alberta. Prior to embarking on my PhD, I’ve worked as a high school science teacher and an educational developer at the post-secondary level. My research interests relate to how science education in formal and informal contexts (such as public libraries and science centers) can address science and health misinformation.
I am currently an Assistant professor in the department of teaching and learning at the University of French Ontario (Université de l’Ontario Français). I am interested in the affective and embodied dimensions of teaching and learning within science education contexts, drawing from post structural, feminist, materialist, and critical theories.
Neerusha Baurhoo-Gokool is an Assistant Professor in the Department of Psychopedagogy and Andragogy at the University of Montreal. Her research is situated at the intersection of STEM education, classroom management strategies, digital technology integration, and diversity in higher education. Currently, her work examines the pedagogical potential of computer games as a tool for optimizing classroom management in STEM contexts, with a particular focus on enhancing student engagement, motivation, and learning outcomes.
I am a PhD student in the Faculty of Education at the University of Manitoba. My research interests include multicultural science education, social linguistics and literacies and social justice in relation to science education. I look forward to continuing to build a supportive network of SERG graduate students alongside all of you this year.
I am an M.A. student in the Department of Integrated Studies in Education at McGill University. I want to further explore how to effectively support preservice teachers in integrating inquiry-based science teaching methods in STEM in early and elementary environments. I am excited about the opportunity to collaborate with SERG graduate
Tasha Richardson is a seasoned teacher with the Toronto District School Board, Ontario, who specializes in supporting secondary students to learn science and physics. They taught at the Ontario Science Centre in the OSC Science School, and have lectured in Teacher Education programs at Western University and the Ontario Institute for Studies in Education at the University of Toronto on STEM education and the Integration of Technology in the Classroom, respectively. Their research interests include STEM education, physics identity, and the use of technical tools to foster inclusivity and engagement.
I am currently a science instructor at the University of Winnipeg, where I teach science curriculum and pedagogy courses in the undergraduate and graduate teacher education programs. My transdisciplinary research engages with K-12 teachers and school leaders to explore their perspectives regarding students’ cultural diversity and culturally responsive education, and strives to invite socially and ecologically just, (trans-multi)culturally responsive educational understandings.
I am an Assistant Professor of Education at Crandall University, where I teach Science Education, Educational Foundations, and Diversity and Multiculturalism. My research focuses on educational programs/methods that redress issues that marginalized youth encounter in schooling with an emphasis on science subjects and informal science programs.
I am a Lecturer at the University of Alberta. My research interests include the role of Procedural Knowledge (especially Concepts of Evidence) in science teaching and indigenous science; the role of gender, ethnicity, and socioeconomic status on the understanding of Procedural Knowledge; the decolonization of Concepts of Evidence; approaches to evidence in watershed management; equity, diversity, and inclusion in science education; and sustainability and environmental education.
I am a PhD Candidate in Secondary Education at the University of Alberta. Prior to embarking on my PhD, I’ve worked as a high school science teacher and an educational developer at the post-secondary level. My research interests relate to how science education in formal and informal contexts (such as public libraries and science centers) can address science and health misinformation.
I am currently an Assistant professor in the department of teaching and learning at the University of French Ontario (Université de l’Ontario Français). I am interested in the affective and embodied dimensions of teaching and learning within science education contexts, drawing from post structural, feminist, materialist, and critical theories.
Neerusha Baurhoo-Gokool is an Assistant Professor in the Department of Psychopedagogy and Andragogy at the University of Montreal. Her research is situated at the intersection of STEM education, classroom management strategies, digital technology integration, and diversity in higher education. Currently, her work examines the pedagogical potential of computer games as a tool for optimizing classroom management in STEM contexts, with a particular focus on enhancing student engagement, motivation, and learning outcomes.
I am a PhD student in the Faculty of Education at the University of Manitoba. My research interests include multicultural science education, social linguistics and literacies and social justice in relation to science education. I look forward to continuing to build a supportive network of SERG graduate students alongside all of you this year.
I am an M.A. student in the Department of Integrated Studies in Education at McGill University. I want to further explore how to effectively support preservice teachers in integrating inquiry-based science teaching methods in STEM in early and elementary environments. I am excited about the opportunity to collaborate with SERG graduate
Tasha Richardson is a seasoned teacher with the Toronto District School Board, Ontario, who specializes in supporting secondary students to learn science and physics. They taught at the Ontario Science Centre in the OSC Science School, and have lectured in Teacher Education programs at Western University and the Ontario Institute for Studies in Education at the University of Toronto on STEM education and the Integration of Technology in the Classroom, respectively. Their research interests include STEM education, physics identity, and the use of technical tools to foster inclusivity and engagement.