Amanda began working at the Okanagan School of Education, UBC, in 2019. Previously she worked at the City of Kelowna where she was responsible for developing strategic communications plan and delivering tactics for the Active Living and Culture Division as their Communications Advisor. Prior to that she was the Digital Communications Consultant where she was one of the project managers for the City of Kelowna website redesign launched in 2016.
She has an Advanced Social Media Strategy Certificate from Hootsuite Academy.
She was a volunteer English Teacher in Ho Chi Minh City, Vietnam from August 2013 to January 2014.
Corporate Communications, Media Relations, Social Media, Student Engagement, Student Recruitment and Marketing.
Congratulations to our 2020 graduate student award recipients!
Vicki Green Graduate Award: Camille Rousseau
Stephen Daniel Pope Graduate Award: Leslie Shayer
Master of Education Outstanding Project: Morgen MacDonald
Master of Arts Outstanding Thesis: Nicole Harris
Outstanding Master-level Graduate Student: Fabiano Camara
Master-Level Outstanding Presentation/Publication: Leslie Shayer
Doctoral Studies Outstanding Conference Presentation: Darlene Loland
Congratulations to our Vicki Green Award recipient, doctoral student, Camille Rousseau!
The Vicki Green Graduate Award recipient is selected based on how their research will implement contemplative, transformational, imaginative or creative interdisciplinary understandings in sustainability for children, youth or teachers.
This fall will mark Camille’s third year as an interdisciplinary Ph.D. student in the Okanagan School of Education. Committed to improving the school experience of children with Public Speaking Anxiety, Camille’s research will explore the role of therapy dogs in fostering public speaking confidence and competency.
What does receiving the award mean to you?
I am very grateful to receive this award in recognition of the research I am developing. My goal is to conduct applied research on the social-emotional and educational development of youth by investigating whether dogs, as part of children’s ecology, can influence their developmental trajectory. Receiving this award allows me more flexibility to conduct research that inspires me. In this way, it is an important reminder to myself that I am well supported in my research and that findings hold potential of transformational significance for youth and innovative approaches in sustainable education interventions.
What is your research project?
Research related to public speaking (PS) competence has largely focussed on adults’ PS anxiety as anxiety rates in in adult populations related to PS reach up to 70%. However, research suggests that PS anxiety often takes root at around 10-14 years of age and, for most, the opportunity to participate in formal communication training is limited to elementary and secondary school. Still, although communication education, particularly public speaking, has long-term ramifications for students’ personal development, academic achievement, and learning, little research has been done to explore young people experiences with PS anxiety and ways to support them.
Building on the success of canine-assisted reading interventions, this research project responds to the need to identify a method to improve youth public speaking skills by investigating whether therapy dogs can enhance children’s PS experience. Specifically, with a triangulated data collection method we will investigate whether dogs reduce PS anxiety in children and whether presenting in the presence of a dog increases motivation to present and promotes behavioural indicators of PS competence.
What difference do you hope your research will make?
Canine-assisted interventions in educational spaces are proliferating across communities. This research aims to elucidate the ramifications of involving dogs in educational experiences. Specifically, beyond facilitating students’ academic achievement and augmenting their professional opportunities, this research holds potential to inform educators on innovative possibilities to cultivate and bolster public speaking competence. It also holds promise for Canadian families as a potential low-cost, sustainable intervention, especially given there are 7.6 million dogs currently living with Canadian families.
Ultimately, I hope findings from this research can help us nurture diverse generations of young people that can actively and confidently participate in learning communities through clear communication and sharing of information. This research forges ahead by exploring an innovative way to positively impact a developmental cornerstone of learning for our young leaders of tomorrow.
Graduate Supervisor: Dr. John-Tyler Binfet
Our 2020 Stephen Daniel Pope Graduate Award and Master-Level Outstanding Presentation/Publication recipient is doctoral candidate, Leslie Shayer.
Shayer has recently graduated with her Master of Arts in Education degree – her oral examination was the Okanagan School of Education’s first remote defence completed in March of this year! Her thesis research considered the impact of contemplative (e.g., mindfulness) practices on math anxiety (individuals becoming emotionally disturbed in the presence of mathematics).
“We all know people who avoid math, whether they do so in their daily lives, or overall in their education or career,” says Leslie. “My case study supported my hypotheses to decrease math anxiety via guided breathing, visualization, and meditation techniques.”
In the pursuit of her MA, Leslie also worked on two funded projects with Dr. Karen Ragoonaden: one on Mindfulness and Indigenous Knowledges: Shared Narratives about Identity and Well-Being; and another on a research cluster studying Culture, Creativity, Health and Well-Being.
Leslie has been a Professor of Mathematics and Statistics at Okanagan College, Kelowna Campus since 2006.
What does receiving this award mean to you?
It is an honour to receive the Stephen Daniel Pope Graduate Award. I strive to be more like Dr. Pope by making contributions to the public education system in B.C. I have been teaching math at the post-secondary level since 2000, in B.C. since 2005. I have seen students struggle, all for the wrong reason. There is a belief in my potential as an Education student and what my research can do. With this award goes large shoes… and I have small feet…. All I can say, is that I will do the best that I can. Perhaps some insoles will help!
What is your research project, and what stage are you at?
I am officially beginning my Ph.D in the fall at UBC Okanagan and plan to extend my Master’s Research to be more inclusive of different genders, ethnicities, as well as Indigenous students. If I can help anyone feel better about math to make learning easier, then that would be a great success.
Ideally, I plan to add to the body of knowledge of how contemplative practices can improve the educational environment for marginalized students, in particular, by minimizing marginalized students’ anxiety in the post-secondary mathematics classroom, which in turn, could improve overall math performance. Marginalized students here are women and non-binary individuals, non-white ethnic groups and Indigenous students.
Also, I would like to contribute to the important theoretical dialogue regarding diversity and marginalization in post-secondary classrooms, especially ones containing mathematics and statistics. I could stretch and say that poor performing, math-anxious students are also marginalized. There is research to support that as well, but there are many hurdles to overcome beforehand.
What difference do you hope your research will make?
I’ve been teaching math, primarily at the post-secondary level for twenty years. During that time, I have seen a lot of struggling students. I am hoping that my research will offer ways to support students to gain some ease with math, achieve greater math success as well as more diverse career options. Also, and perhaps more importantly, I would like to use math to balance the scales for all as, according to Mighton, “math is the key to a more equitable society.”
Congratulations to our Master of Arts Outstanding Thesis award recipient and recent graduate, Nicole Harris!
Nicole completed her Master of Arts in Education while working full-time as an educator. She also is a volunteer dog handler with the B.A.R.K. program!
“I had a wonderful time during my two years with the Okanagan School of Education. The professors and the other students were all great,” says Nicole. “The B.A.R.K. program has been hands down my favourite thing about the Okanagan School of Education. Dr. Binfet is an incredible supervisor and all of the B.A.R.K. volunteers, handlers, and of course the dogs, are amazing to volunteer and work with.”
What receiving the award means to you
I am incredibly honoured to receive this award. It is affirming to be recognized for the two years of very hard work I put into doing the research and writing my thesis while working as a full-time teacher. This means all those long days I put into my research and thesis were worth it because evidently, quite a good product came of it. I am overwhelmed with pride and gratitude for this acknowledgement.
What was your research topic?
It’s been shown that explicitly teaching children social and emotional skills can have a positive effect on their social and emotional competence and can also improve academic success. That is why schools are becoming increasingly responsible for teaching social and emotional learning. One relatively new way of teaching social and emotional skills is in conjunction with therapy dogs. My study explored what it was like for children to participate in a social skills training program facilitated by therapy dogs. Observations of the children were collected by university volunteers and eight children were interviewed by the researcher. Findings indicated that, overall, the children enjoyed the social skills training program with dogs and the therapy dogs provided unique benefits. Interacting with the therapy dogs improved the children’s moods and increased their engagement. It also showed evidence of the therapy dogs providing some emotional and behavioural benefits.
What difference do you hope your research will make?
Professionally-speaking, I have always been interested in social-emotional learning (SEL). As I was looking into the Master’s programs at UBCO, I discovered the B.A.R.K. program and immediately knew a marriage between my lifelong love of dogs and a professional interest such as SEL could become an ideal academic endeavor. Dogs have the ability to provide many stress-reducing and confidence-boosting benefits to children and I hope my research might contribute to a decision to welcome therapy dogs on public school campuses some day.
What advice do you have for future graduate students?
Pick a topic you are truly passionate about. On long days, your passion for your research will give you the fuel you need to keep going. Doing a thesis-based Master’s degree will teach you countless skills, many of which you probably never expected to learn. It is such an enriching experience.
Congratulations to our Doctoral Studies Outstanding Conference Presentation recipient, Darlene Loland!
Darlene has shown great initiative for presenting her emerging scholarship for her doctoral studies at peer-reviewed venues such as the American Educational Research Association and the Canadian Society for the Study of Education.
Her general research interests include organizational wellbeing and mental health in education, teacher professional learning, mindfulness, and place-based learning.
“My experience at the Okanagan School of Education has been very rewarding both personally and professionally,” says Darlene. “I am grateful to work with such a supportive and inspiring group of faculty members and fellow students.”
What does receiving this award mean to you?
I am honored to receive the Doctoral Studies Conference Presentation Award this year. I really appreciate having the opportunity to share my work and build conversations with my colleagues!
What is your research project?
Taking findings from mindfulness research and combining that with research on the restorative effects of engaging with nature, I plan to explore how mindful nature experience supports teacher mental health and wellbeing.
What difference do you hope your research will make?
With stress and anxiety becoming the plague of the modern classroom, there is great need to address mental health and wellbeing proactively in our schools. Having taught for more than 20 years I was alarmed by the changes I was noticing in student and teacher wellbeing and consequently sought out research to understand what was going on and ways to help. This search for knowledge ultimately led me to begin my PhD. I hope to find an effective approach of promoting and supporting wellbeing for teachers that can be used individually and with classes of children. I would like to see mental health and wellbeing advanced as a priority in school districts.
What’s your advice for future graduate students?
Supervisor: Dr. Sabre Cherkowski
We look forward to celebrating with you in-person when it’s safe to do so. Until then, we’d like to share with you our wishes for your future:
Learn more about UBC Okanagan’s 2020 graduation at virtualgraduation.ok.ubc.ca.
We also have a few special acknowledgments:
Congratulations to our Bachelor of Education, Head of Graduating Class, Alyssa Pembleton!
Congratulations to our 2020 Sharon McCoubrey Award in Visual Arts Teaching recipient, Jamie Roodzant!
Congratulations to PhD graduate, Cindy Bourne!
A congratulatory message to the 2020 graduates plus a special congratulations to our newest PhD graduate, Dr. Cindy Bourne, from her doctoral supervisor Dr. Susan Crichton. Congratulations Dr. Bourne!
Watch the video:
Congratulations to the Sharon McCoubrey Award recipient and 2019/2020 Bachelor of Education graduate Jamie Roodzant!
What has your experience been like at the Okanagan School of Education
Art has the freedom and flexibility for every student to explore what interests them and to allow that to enrich their education. This was highlighted for me during my time at Okanagan School of Education, where my professors welcomed my alternative methods for assignments–drawing my essays–and therefore allowed me to enrich my own learning.
Why did you decide to enter the field of education?
Teaching has always been a passion of mine. Growing up with five younger siblings, I have always been in a role of mentoring and leading, which lead to an interest in teaching early on. In high school that interest was fostered by an amazing teacher I had, who gave me plenty of opportunities to teach. He even went so far as to create a course for me, allowing me to teach Kindergarten to grade 5 art for a semester. This experience truly cemented my desire to teach.
The ability to stand beside the next generation and push them to become their best self –to find their passion– is truly a gift. I believe that art gives students the ability to explore themselves and the world around them; it gives them a chance to express difficult subjects and emotions.
What does receiving the award mean to you?
The validation this award provides is incredibly meaningful and I’m honoured to receive it.
Congratulations to the Head of Graduating Class recipient Alyssa Pembleton!
What does receiving the award mean to you?
Being the recipient of the Head of Graduating Class Award represents the relationships I feel fortunate to have built while learning alongside OSE professors, colleagues, mentor teachers, and above all else, the students during my practicum placements at Charles Bloom Secondary and Rutland Senior Secondary. Being considered for and then receiving the award is a tribute to the outstanding educators who continue to inspire me to develop my very best practice. As a life-long learner, practicing and nurturing growth mindset is an important area of focus. Therefore, I aspire to mentor and learn from future teacher candidates.
What was your experience like at the Okanagan School of Education
Looking back on the program, I appreciate the diverse skills that can be gleaned from each professor’s practice and personality. I did not envision so many outstanding experiences having such a significant impact on shaping my identity and the energy I infuse in my practice. For instance, on the first day of the program, IndigenEYEZ shared two phrases with our class, “creating space” and “recognizing the way people show up”. These ideas instantly became key mantras underpinning my growth and voice throughout the program and especially now in my practice as an educator with School District 23-Central Okanagan. Intent on making my learning visible, the OSE provided rich spaces to contribute critical and creative reflections for shared understanding. For example, after being invited to explore the beauty of place-based learning in the communities of Hartley Bay and Haida Gwaii, I was confronted with the emotions of sharing in, and then sharing out, what can only be described as the most authentic and immersive form of being professionally loved. The moments that form this memory remind me to always be mindful of fostering a place for student-belonging in every educational sphere.
Why did you decide to enter the field of education?
My inspiration for becoming a teacher derives from the joys of learning in environments where I felt safe and supported by my educators. As a new teacher, I am excited to continue co-creating a sense of community and a safe space for humour, curiosity, playfulness, creativity, critical thinking, and equity to flourish. Sharing my love of learning, and celebrating the learning of students, is integral. My vision is to interweave my evolving teaching style with opportunities for students to communicate their identity while practicing social intelligence and self-regulation strategies. I look forward to extending my knowledge of student growth and development while attending this year’s summer institute with the OSE.
Congratulations to the Madeline Korfman Memorial Scholarship recipient Laura Martin!
What does receiving the award mean to you?
I was very excited to find out that I received the Madeline Korfman Memorial Scholarship. This is a very honorable award because I truly believe teaching begins with the heart. Learning is vulnerable and it can feel overwhelming for students at times. As a teacher, we are not just educating our students. We are role models. My goal is to provide a safe place for my students where they feel seen and heard. It’s taking the time out of the day to actively listen and meeting them where they are at in their learning journey.
What has your experience been like at the Okanagan School of Education?
The Okanagan School of Education changed the way I thought about education. OSE reveals the importance of students taking ownership in their learning. Their approach is phenomenal and they provided me with invaluable tools I will be using throughout my career. The best part of the program was the diversity of experiences. I was in elementary schools second month into the program for literacy and numeracy and I loved every minute of it. After all, learning begins with the students. My most memorable moment was during my recent practicum. I designed a unit plan for science on habitats. By the end of it, I think I learned more from the students than they learned from me. That being said, teaching is all about learning together by exploring different ways to approach a problem. At the end of the unit, students shared with each other what they created through a gallery walk. After the walk, we sat in a circle with the talking stick and shared our ideas; it is moments like these I will never forget.
Why did you decide to enter the field of education?
Being recognized and feeling like your story matters is why I went into teaching. I believe every student has something important to offer. When I was in elementary school, I struggled and I felt extremely discouraged. However, it was one teacher who truly inspired me and changed the way I thought about school: this was my grandma. She said, “Laura, choose any book and start reading.” It was the first time in my education where I felt like I had control. The rest was history and I now read extensively. Teachers come in different forms like my grandma but I chose this profession because I want to be that teacher who gives students a voice and agency in their learning. I want them to choose their own book, or project.
Scholarships totaling $2,000 have been endowed through a bequest by Madeline Betty Korfman to honour her love for teaching. Madeline Korfman taught school in southwestern Saskatchewan before relocating to the Okanagan in the mid-1990s.
Congratulations to the Madeline Korfman Memorial Scholarship recipient, Makenzie Houston!
What does receiving the award mean to you?
As a single mom of an active teenaged boy, returning to university has been financially strenuous and we have both had to make sacrifices in order to make it work. Receiving the financial assistance of the Madeline Korfman Memorial Scholarship was an incredible and unexpected relief that will allow for my son to continue pursuing his sports passions this fall while I complete the program with much less of a financial strain. Although my practicum placement came with a unique set of challenges, I genuinely loved every moment of it and it really solidified that I am on the right career path. I learned so much from not only every teacher I met but also my students. Without a consistent teacher in the room I was able to build such a close and trusting relationship with them and within our classroom in general. I would not have traded my experience for the world and am so profoundly grateful that the OSE Awards Committee saw this as deserving of a scholarship as I already felt blessed to have experienced it.
What has your experience been like at the Okanagan School of Education (OSE)? Do you have a favourite memory?
OSE has provided us with so many unique and amazing learning experiences it is impossible to choose just one. I feel that so many educators and community members have come together to give us the best quality education possible. Not only have I gained practical and theoretical knowledge about teaching and learning, but I have also grown so much as a person and developed friendships and professional relationships that will last long past the completion of the program. An aspect of my experience at the OSE which has been very unique and special for me is that my Faculty Advisor has been both my middle school teacher and my son’s middle school teacher before this. Having her see me through so many stages of my life and return in the final stage of my education has been a sentimental experience.
Why did you decide to enter the field of education?
Having an upbringing that was challenging at times and becoming a single mother at the age of 16, my teachers and school staff were a major support system in my life and contributed greatly to my academic success. They motivated me to believe in myself when I didn’t feel it was possible. My goal as a teacher is to be that safe place and consistent support for my students. I believe that educators are given a remarkable gift to be a positive role model and influence in their students’ lives and having my students be excited to see me every morning during my practicum was the most rewarding feeling imaginable. In my future I plan to pursue my master’s degree in school psychology to further enhance my ability to positively influence the trajectory of the students who need the most support.
Scholarships totaling $2,000 have been endowed through a bequest by Madeline Betty Korfman to honour her love for teaching. Madeline Korfman taught school in southwestern Saskatchewan before relocating to the Okanagan in the mid-1990s.