James Howden is a Faculty Lecturer and was appointed Director of the First Nations and Inuit Education Programs (FNIE) in January 2014. Jim was originally inspired to pursue First Nations issues after taking courses with FNIE co-founder Jack Cram here at McGill in the late 1970s. Howden’s thirty-five years of experience in the field includes fifteen years of involvement with the Kativik School Board, where he taught in Salluit, QC and was Secondary Level Consultant for English Programs. Additionally, Jim spent five years as TESL Course Lecturer with our Faculty of Education.
Dr. Eve-Marie Quintin is Assistant Professor with ECP in School/Applied Child Psychology. Dr. Quintin holds a Ph.D. in Psychology from UQAM, worked as postdoctoral researcher at the Georgia Institute of Technology’s School of Psychology, and completed her postdoctoral work at Stanford University’s Department of Psychiatry and Behavioral Sciences. A registered psychologist and neuropsychologist through the Ordre des Psychologues du Québec, her research focuses on autism and fragile X syndrome.
Dr. Limin Jao begins her Assistant Professorship in Math Education with the Department of Integrated Studies in Education, coming to us from OISE/UT, where she instructed in the Master of Teaching Program. She has taught in elementary and secondary levels at the Ontario Science Centre and Royal Ontario Museum, and received her Ph.D. in Curriculum Studies and Teacher Development (2013). Her research focuses on issues of exemplary teaching practice, teacher identity, and in-service and pre-service teacher education.
Dr. Allison Gonsalves is a Faculty Lecturer in Science Education (DISE). Dr. Gonsalves received her Ph.D. in Science Education from McGill (2010), where she focused on gender, identity and discourse in science learning. Her post-doctoral work at Université de Montréal used digital technologies to explore how youth talk about science and themselves in informal (out-of-school-time) settings. Her current research interests involve the development of strategies to support novice teachers’ navigation of multiple epistemologies of science. She has a particular interest in integrating her work with research and teaching that is engaged in, and emerges from, the community at large.