higgins cv (july 2017) - university of alberta · marc/higgins/–/curriculum/vitae/ 4...

MARC HIGGINS EDUCATION 2016 Doctorate of Philosophy (Ph.D. in Interdisciplinary Inquiry in Education)

University of British Columbia (Vancouver, BC, Canada) Dissertation: Wandering within, against, and beyond the pathways of science education: Towards heeding the call of Indigenous science

Supervisor: Dr. Dónal O’Donoghue Committee Members: Dr. Cynthia Nicol and Dr. Michael Marker Internal Examiners: Dr. Samson Nashon and Dr. Vanessa Andreotti External Examiner: Dr. Megan Bang (University of Washington)

2010 Master of Education (M.Ed.) Lakehead University (Thunder Bay, ON) Thesis: Decolonizing actions that speak louder than words: Science education through multiple lenses in Nunavut

Supervisor: Dr. Lisa Korteweg Committee Member: Dr. Paul Berger Internal Examiner: Dr. Connie Russel External Examiner: Dr. Andrea Belczewski (University of New Brunswick)

2005 Baccalauréat en Éducation (B.Ed.) L’Université d’Ottawa (Ottawa, ON) Qualification: Intermediate/Senior Physics and Mathematics

2004 Bachelor of Science (B.Sc.) University of New Brunswick (Fredericton, NB) Major: Physics

MAJOR AWARDS 2015 University of British Columbia Faculty of Education Graduate Student Initiative Award

($4,750) 2014 University of British Columbia Faculty of Education Graduate Student Initiative Award

($5,000) 2014 University of British Columbia Dean of Education Scholarship ($1,100) 2011-‐2014 SSHRC Doctoral Fellowship ($60,000 over 3 years) 2010-‐2014 University of British Columbia Graduate Fellowship ($80,000 over 4 years) 2013 University of British Columbia Faculty of Education Graduate Award ($3,000) 2010 Ontario Graduate Student Scholarship ($15,000) 2009 Lakehead Graduate Scholarship ($5,000) 2008 Lakehead Entrance Scholarship ($2,000)

Marc Higgins – Curriculum Vitae 2

MINOR AWARDS 2017 Science Education Research Group (SERG) Dissertation Award Nominee 2017 Governor General Gold Medal Award Nominee (UBC Faculty-‐Wide Graduate Programs

Nominee) 2015 Faculty-‐Wide Graduate Programs Travel Bursary ($500) 2014 Canadian Society for the Study of Education Travel Bursary ($250) 2013 University of British Columbia 9th Annual Presidents' Student Leader Recognition 2013 University of British Columbia Go Global Group Study Programs Award ($1,000) 2013 American Educational Research Association Division B Pre-‐Conference Travel Bursary

($200) 2012 Canadian Society for the Study of Education Travel Bursary ($85) 2011 Canadian Society for the Study of Education Travel Bursary ($165) 2011 University of British Columbia Faculty of Graduate Studies Travel Bursarry ($400) 2011 University of British Columbia Faculty of Education Graduate Travel Bursary ($750) 2010 American Education Research Association Division K Graduate Travel Bursary ($200) 2008-‐2010 Lakehead University Faculty of Education Graduate Travel Bursaries ($3,250). 2008 Lakehead Special Entrance Award ($750) 2004 Shell Aboriginal Outreach Scholarship ($1,000) 2004 Actua Leadership Award 2001 Shell Instructional Excellence Award ($500) 1999 Prix des Dames d’Acadie 1999 Federation of New Brunswick Faculty Associations Achievement Medal 1999 University of New Brunswick Alumni Scholarship ($1,500)

RESEARCH EXPERIENCE ACADEMIC RESEARCH EXPERIENCE (EXCLUDING INDEPENDENT GRADUATE RESEARCH) 2017 Postdoctoral Fellow (University of Alberta, Secondary Education)

Indigenous Perspectives in Science and Math Education • Under the supervision of Dr. Florence Glanfield, conducting research centering

engagement with Indigenous perspectives in science and mathematics education. • Fostering an interdisciplinary community of practice around the development and

delivery of culturally-‐responsive, Indigenous, and decolonizing STEM pedagogies and curricula.

• Building upon previous research on using University of Alberta’s Faculty of Education Indigenous teaching and learning gardens as a site for mathematics and science teacher education.

• Disseminating research (e.g., publication, conference presentations) on the above projects.

• Writing funding proposals for the above projects.

2011-‐2013 Graduate Research Assistant (University of British Columbia)

Marc Higgins – Curriculum Vitae

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Indigenous Education Resources for Teacher Education Teaching and Learning Enhancement Fund ($91,500)

• Under the supervision of Dr. Jan Hare, participated in the creation and collection of web-‐based resources for teacher educators, pre-‐service, and in-‐service teachers engaging in Indigenous education (see http://www.indigenouseducation.educ.ubc.ca/). This website was used extensively during the launch of UBC’s required B.Ed. course in Indigenous education in Fall 2012.

• Produced over 20 short expert interview vignettes for the above website with key scholars in Indigenous education in Canada (e.g., Dr. Marie Battiste, Dr. Jo-‐Ann Archibald). This entailed developing interview questions, conducting interviews, as well as videography, video editing, and processing. These videos have since received over 4,000 views on vimeo.com.

• Identified and classified learning outcomes relating to Indigeneity (n = 370) within British Columbia Ministry of Education’s K-‐12 curriculum documents.

• Produced a mixed methods survey to analyze impact and efficiency of above website that was administered to almost 200 pre-‐service teachers. Tabulated and analyzed results for the purposes of internal reporting, as well as guiding the revision of the website.

• Acted as the research team’s data manager. This entailed indexing and safely storing data (i.e., making data double redundant) and facilitating team data mobilization through productivity software (e.g., Dropbox).

• Co-‐authoring chapter with Dr. Marie Battiste in upcoming Critical Conversations with Indigenous Scholars: Engaging Teacher Educators in the Practice of Indigenous Education edited by Dr. Jan Hare.

2012 Graduate Research Assistant (University of British Columbia and Lakehead University) Culturally Responsive Urban Aboriginal Teacher Education Social Sciences and Humanities Research Council Grant ($117,710)

• Under the supervision of Dr. Cynthia Nicol, developed and delivered a pilot research project that engaged Indigenous youth from Musqueam First Nation in participatory visual media production (i.e., photography assisted digital comic book).

2011-‐2012 Research Consultant (University of British Columbia) Cancer's Margins and the Choreography of Knowledge: Genders, Sexualities and the Queer Biopolitics of Access to Health Knowledge Mobilization. Canadian Institute of Health Research Operating Grant ($100,000)

• Under the supervision of Dr. Mary Bryson, provided qualitative data analysis software (Altas.ti) consultation, as well as training to members of the research team.

2009-‐2012 Graduate Research Assistant (Lakehead Public School Board and Lakehead University) Urban Aboriginal Education Project Ontario Ministry of Education Grant ($1,000,000) Phase 1 (2009) – Mixed Methods

• Under the supervision of Dr. Christina van Barneveld and Dr. Lisa Korteweg, analyzed mixed method online survey results derived from feedback from over 100 teachers and administrators regarding culturally inclusive teaching and


assessment practices for Indigenous youth in school classrooms. • Wrote two sections in the preliminary research report that analyzed and

presented results regarding the welcoming quality of school environments, as well as the effectiveness of school transition programs for Indigenous youth (see van Barneveld et al., 2009). Provided editing assistance for the report.

Phase 2 (2009-‐2010) – Qualitative • Under the supervision of Dr. Lisa Korteweg, explored how nine stakeholder groups

(Indigenous students, non-‐Indigenous students, Elders, Indigenous families, Indigenous cultural support workers, school board administrators, elementary teachers, secondary teachers and principals) were engaging in Indigenous education reform in one urban school board.

• General project participation included: Consulting with school board representatives, consulting with members of the Aboriginal steering committee, developing focus group questions, and taking field notes during focus groups.

• Acted as the research team’s data manager. This entailed: audio-‐ and video-‐capturing 40 of 42 focus groups, indexing and safely storing data (i.e., making data double redundant), facilitating team data mobilization through productivity software (e.g., Dropbox), and entering data (e.g., transcripts -‐ ~800 pages) into qualitative data analysis software (i.e., Atlast.ti) for coding purposes.

• Acted as the research team’s coding and analysis facilitator. This entailed: guiding research team’s code list generation discussions to ease and optimize work with qualitative data analysis software (i.e., Atlast.ti), providing team members with technical training and assistance with software-‐assisted coding, creating and updating a workflow analysis, generating code output lists for further analysis. Coded almost half of transcribed focus groups (n = 18/41, 44%).

• Analyzed data for 2 stakeholder groups (i.e., elementary teachers and non-‐Indigenous students) and co-‐wrote the respective sections within the project’s final report that provides a description of stakeholder group and synthesizes associated data (see Korteweg et al., 2010).

Further Dissemination (2010-‐2013) • Co-‐authored two published journal articles that report on and methodologically

extend project data and presented at US and Canadian educational conferences (e.g., AERA and CSSE).

2009-‐2010 Graduate Research Assistant (Lakehead University) The Impact of Video in Pre-‐service Programmes on Teacher Candidates’ Understanding of Children’s Mathematical Development in Reform Classrooms Social Sciences and Humanities Research Council Grant ($29,845)

• Under the supervision of Dr. Alex Lawson, processed raw video data (e.g., segmenting, syncing, and inlaying additional camera angles; inserting research questions) for multi-‐modal video data analysis of children’s mathematical reasoning (i.e., written, oral, and/or material-‐assisted reasoning, as well as bodily cues).

• Managed above video data by: inputting it into qualitative data analysis software (Atlas.ti), making data double redundant, and cataloguing information about video data for easier retrieval.


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2008-‐2009 Graduate Research Assistant (University of Manitoba) Understanding the Dynamics of Risk and Protective Factors in Promoting Success in Science and Mathematics NSERC CRYSTAL Grant ($1,000,000)

• Under the supervision of Dr. Anthony Bartley, worked on component project: Collaborative Research on the Internet-‐Based Keewaytinook Internet High School at Lakehead University by conducting science curriculum-‐based research for use in an internet-‐based high school in an Indigenous community in northern Ontario.

OTHER RESEARCH EXPERIENCE 2008 Teacher/Action-‐researcher (Leo Hayes High School, Fredericton, NB)

Identifying and Fostering Positive Learning Attitudes in the Physical Sciences • Developed and delivered an action research project aiming to identify

epistemological beliefs linked to academic achievement in the science classroom. • Adapted research instruments developed by Drs. Andrew Elby and David Hammer

(University of Maryland) for high school science participants (instead of first year university physics students).

• Utilized a pre-‐test to guide pedagogical dialogue with students about their personal epistemological beliefs (i.e., memorizing vs. understanding) and links to academic success.

TEACHING EXPERIENCE ACADEMIC TEACHING EXPERIENCE 2017 Instruction (University of Alberta, Faculty of Education, Department of Secondary

Education) EDSE 451: Integrating Theory and Practice in the Advanced Professional Term, Secondary Science Education (3 credits)

• Delivered curriculum focusing on recognizing and responding to practical classroom needs through meaningful translation of educational theories across the three major research programmes (i.e., cognitivism, constructivism, phenomenology) into practice in secondary science education.

• Fostered understanding of the complex relationships between the curriculum-‐as-‐planned and curriculum-‐as-‐lived in the classroom, with attention to language, culture, and power.

• Taught a multi-‐class lesson inquiring into how school science can, and why it should respond to the Truth and Reconciliation Commission of Canada’s Call to Action.

2015-‐2016 Sessional Instructor (University of British Columbia, Department of Continuing Studies, International Graduate Student Preparation Program) Academic Skills for Graduate Studies

• Designed and delivered multiple academic skills workshops that prepared approximately 30 international students with an undergraduate degree for participation in graduate programs in North America. Workshop topics include: critical media literacy, visual analysis, mind and concept mapping, critical reading


and writing strategies, academic culture, qualitative and quisitive data analysis methods.

2012 Sessional Instructor (University of British Columbia, Faculty of Education, Department of Educational Studies) EDUC 440: Aboriginal Education in Canada (3 credits)

• Employed as one of four instructors responsible for delivering the University of British Columbia’s first required teacher education course on the topic of Indigenous education. This course introduced and supported growth in the areas of: relationality and positionality (e.g., “how am I implicated?”), history of Indigenous education (e.g., residential schools), curricular integration of Indigenous knowledges and knowledge systems, and Indigenous pedagogical approaches (e.g., storywork).

• Built relationships with Elders, scholars, knowledge holders, and residential school survivors who were invited to enrich pre-‐service teachers’ learning through the sharing of knowledge, practices, protocols, and experiences.

• Enacted local Indigenous protocols (e.g., Coast Salish Witnessing) to recognize the importance of local Indigenous knowledges and peoples, as well as model one pedagogical approach that centres Indigeneity in the classroom.

• Deconstructed contemporary mediated images of Indigenous peoples and Indigeneity to animate discussions of (neo)colonization and decolonization.

• Co-‐facilitated an end-‐of-‐term open house in which students presented final projects (e.g., Indigenizing science education) to the greater University of British Columbia community.

2009 Graduate Teaching Assistant (Lakehead University, Faculty of Education) EDUC 4114: Curriculum and Instruction in Science and Technology, Junior/Intermediary (9 credits [3 sections of 3 credits])

• Co-‐taught an inquiry-‐based science education methods class that centred learning through inquisitive and hands-‐on exploration (e.g., properties of ice balloons) with Dr. Lisa Korteweg.

• Supervised, facilitated, and evaluated required online weekly discussion component of the course for roughly 80 students (i.e., 2 out of 3 course sections). In the online component, philosophical, theoretical, and methodological inflections of science education were discussed.

2009 Graduate Teaching Assistant (Lakehead University, Faculty of Education) EDUC 4261: Curriculum and Instruction in Chemistry, Intermediate/Senior (3 credits)

• Facilitated teaching and learning during frequent discussion-‐based break out groups.

• Assessed student work (e.g., midterm examination, final project presentations, final paper).

• Taught a class on Optics that introduced the history, theoretical understandings, and current technological applications of light, followed by hands-‐on activities that are appropriate for high-‐school science classes.

2009 Graduate Teaching Assistant (Lakehead University, Faculty of Education) EDUC 4265: Curriculum and Instruction in Physics, Intermediate/Senior


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(3 credits) • Facilitated teaching and learning during frequent discussion-‐based break out

groups. • Assessed student work (e.g., midterm examination, final project presentations,

final paper). • Taught a class on Optics that introduced the history, theoretical understandings,

and current technological applications of light, followed by hands-‐on activities that are appropriate for high-‐school science classes.

2008 Graduate Teaching Assistant (Lakehead University, Faculty of Education) EDUC 4214: Curriculum and Instruction in Intermediate General Science (3 credits)

• Facilitated teaching and learning during frequent discussion-‐based break out groups.

• Assessed student work (e.g., midterm examination, final project presentations, final paper).

2003-‐2004 Marker (University of New-‐Brunswick, Faculty of Science, Physics Department) PHYS 1040/1045: Introductory Physics

• Marked weekly assignments and lab reports, as well as midterm and final examinations.

2001-‐2004 Tutor (University of New-‐Brunswick, Faculty of Science, Physics Department) PHYS 1040: Introductory Physics

• Tutored first and second year university Physics students ~10 hours per week.

2003 Teaching Assistant (University of New-‐Brunswick, Faculty of Science, Physics Department) PHYS 1045: Introductory Physics Laboratory (3 credits)

• Set up and took down lab equipment, provided pedagogical demonstrations, and assisted first year physics students with procedural laboratory work, as well as data analysis and reporting.

ACADEMIC MENTORSHIP EXPERIENCE 2016 Academic Mentor (University of British Columbia, Department of Continuing Studies,

International Graduate Student Preparation Program) • Conducted weekly sessions with three international students focused on

facilitating the successful completion of graduate application components and required documents (e.g., CV, plan of study, letters of reference, essay questions).

• Mentored students in selecting graduate programs tailored to their strengths, learning needs, and goals. This includes: providing assistance in researching and comparing programs that offer course/capstone/thesis streams; surveying required and elective courses and associated instructors and formats; selecting and communicating with potential supervisors; and seeking GRA, GTA, and/or co-‐op opportunities.

• Completed weekly attendance records and comprehensive detailed summaries of the mentorship process for each student.

• Assigned weekly tasks in order to prepare for upcoming sessions. • Prepared a letter of reference for select students at the request of the Program


Coordinator.

2015-‐2016 Graduate Peer Advisor (University of British Columbia, Faculty of Education, Centre for Cross-‐Faculty Inquiry)

• Facilitated an interdisciplinary reading and writing group that focused on writing and communication across, between, and through diverse disciplinary spaces.

• Assisted students in navigating their respective graduate program requirements and reaching their academic goals. Also provided technical support and information to prospective students.

2014-‐2015 Graduate Peer Advisor (University of British Columbia, Faculty of Education, Centre for Cross-‐Faculty Inquiry, Early Childhood Education, and Masters of Educational Technology)

• Developed a speaker series that reflected the Faculty of Education’s “Year of Research”, as well as the Center for Cross-‐Faculty Inquiry in Education’s commitment to interdisciplinary excellence. Speakers included Dr. Marlene Asselin (cross-‐cultural language and literacy education), Drs. Vanessa Andreotti and Cash Ahenakew (Indigenous and post-‐colonial perspectives on higher education), and Dr. Carlos Alberto Torres (critical pedagogy and globalization).

• Produced a series of graduate student profiles and video vignettes to increase online visibility of budding inter-‐ and trans-‐disciplinary scholarship.

• Assisted current students in navigating their respective programs and reaching their academic goals. Also, provided technical support and information to prospective students.

2013-‐2014 Graduate Peer Advisor (University of British Columbia, Faculty of Education, Centre for Cross-‐Faculty Inquiry, Early Childhood Education, and Masters of Educational Technology)

• Developed a speaker series that reflected the Faculty of Education’s “Year of Teacher Education”, as well as the Center for Cross-‐Faculty Inquiry in Education’s commitment to interdisciplinary excellence. Talks and workshops given were by Dr. Heesoon Bai (mindfulness and teacher education), Dr. Anne Chinnery (moral philosophy and teacher education), and Dr. Deborah Britzman (psychoanalysis and teacher education).

• Produced a series of graduate student profiles and video vignettes to increase online visibility of budding inter-‐ and trans-‐disciplinary scholarship.

OTHER TEACHING EXPERIENCE (note: see Other Relevant Experience below for informal teaching experience)

2008 Teacher (Leo Hayes High School, Fredericton, NB) • Taught French immersion science and language arts to Grades 9 and 10 students.

2007 Supply Teacher (Various schools, Fredericton, NB) • Worked as an occasional teacher in both French and English elementary, middle,

and high schools.

2005-‐2007 Teacher (École Secondaire De la Salle, Ottawa, ON) • Taught mathematics, science, and computer technology to Grades 9 and 10

students (regular and applied streams). • Taught geography to students who were identified as having special needs. • Ran an after-‐school credit recuperation program.

ACADEMIC CONTRIBUTIONS


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PEER-‐REVIEWED JOURNAL ARTICLES Higgins, M., & Tolbert, S. (forthcoming, invited). Designing a syllabus for a curriculum (to-‐come): towards a response-‐able inheritance in science education. Parallax.

Higgins, M. (in review, invited). Post-‐qualitative mo(ve)ments: Concluding remarks on methodological response-‐abilities and being wounded by thought. Conclusion for special issue in Reconceptualizing Educational Research Methodology.

Higgins, M., Wallace, M., & Bazzul, J. (forthcoming). Disrupting and displacing methodologies in STEM education: From engineering to tinkering with theory for eco-‐social justice. Editorial for special issue in Canadian Journal of Science, Mathematics and Technology Education.

Wallace, M., Higgins, M., & Bazzul, J. (forthcoming). Disrupting and displacing methodologies in STEM education: An open-‐ended conclusion. Conclusion for special issue in Canadian Journal of Science, Mathematics and Technology Education.

Bazzul, J., Wallace, M., & Higgins, M. (in press). Dreaming and immanence: Rejecting the dogmatic image of thought in science education. Cultural Studies in Science Education.

Higgins, M. (2017). Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (Re)thinking “what counts” through Foucaultian prismatics. Cultural Studies in Science Education. DOI: 10.1007/s11422-‐016-‐9799-‐4

Higgins, M., Madden, B., Bérard, M.-‐F., Lenz Kothe, E., & Nordstrom, S. (2017). De/signing research in education: Patchwork(ing) methodologies with theory. Educational Studies, 43(1), 16-‐39.

Higgins, M. (2016). Placing photovoice under erasure: A critical and complicit engagement with what it theoretically is (not). International Journal of Qualitative Studies in Education, 29(5), 670-‐685.

Kothe, E. L., Higgins, M., Stiegler, S., Madden, B., & Bérard, M.-‐F. (2015). A quick guide to speed-‐dating theorists through thinking with theory in qualitative research: Viewing data across multiple perspectives [Review of the book Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives by A. Jackson & L. Mazzei]. The Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation, 6(1), 68-‐78.

Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (the lack of) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education. Race Ethnicity and Education, 18(2), 251-‐276.

Higgins, M. (2014). Rebraiding photovoice: Putting to work Indigenous conceptions of praxis and standpoint theory. Australian Journal of Indigenous Education, 43(2), 208-‐217.

Higgins, M. (2014). De/colonizing pedagogy and pedagogue: Science education through participatory and reflexive videography. Canadian Journal of Science, Mathematics and Technology Education, 14(2), 154-‐171.

Madden, B., Higgins, M., & Korteweg, L. (2013). “Role models can’t just be on posters”: Re/membering barriers to Indigenous community engagement, Canadian Journal of Education, 36(2), 211-‐247.

Higgins, M. (2011). Finding points of resonance: Nunavut students’ perceptions of science. in education, 17(3).

BOOK CHAPTERS


Higgins, M. (forthcoming, invited). Producing diffractions at the scene of address: Putting the circular project of (self-‐)reflexivity under precession. In K. Strom (Ed.), Decentering the Researcher-‐ Subject in Intimate Scholarship: Complex, Materialist, and Posthuman Methodological Perspectives. Bingley, England: Emerald Group Publishing.

Madden, B., & Higgins, M. (in review, invited). Teacher in place and place as teacher: Reconsidering conversations with Cajete’s ecology of Indigenous education. In R. Irwin & L. Cutcher (Eds.), Not so Idle Flâneur. New York: Palgrave Pivot.

Higgins, M. (in press). Positing an(other) ontology within science education: Towards different practices of ethical accountability within multicultural science education. In K. Scantlebury & C. Milne (Eds.), Material Practice and Materiality: Too Long Ignored in Science Education. New York: Springer.

Higgins, M. (2016). Decolonizing school science: Pedagogically enacting agential literacy and ecologies of relationships. In C. Taylor & C. Hughes (Eds.), Posthuman Research Practices (pp. 267-‐289). Basingstoke, UK: Palgrave Macmillan.

RESEARCH REPORTS Higgins, M. (2016). Wandering within, against, and beyond the pathways of science education: Towards heeding the call of Indigenous science. Ph.D. dissertation, University of British Columbia, Vancouver, BC.

Higgins, M. (2010). Decolonizing actions that speak louder than words: Science education through multiple lenses in Nunavut. M.Ed. thesis, Lakehead University, Thunder Bay, ON.

Korteweg, L., Fiddler, T., Friesen, J., Gonzalez, I., Goodchild-‐Southwind, M., Higgins, M., Hill, M., Madden, B. & E. Root. (2010). The Lakehead Public School Board's Urban Aboriginal Education Project-‐-‐Review and Research Study-‐-‐Final Report. Final report to the Lakehead Public School Board and the Ontario Ministry of Education (CODE). Available at: http://ontariodirectors.ca/UA_Pilot_Project/files/Lakehead%20RE/ UAEP_FINAL_REPORT_Review%20and%20Research%20Study_LK_July16.pdf

van Barnveld, C., Korteweg, L., Friesen, J., Hill, M., Gonzalez, I., Higgins, M., & Jewell, M. (2009). Urban Aboriginal Education Project: Preliminary Scan Report. Report to the Lakehead Public School Board and the Ontario Ministry of Education (CODE).

PEER-‐REVIEWED PAPER PRESENTATIONS Higgins, M. (2017). Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (Re)thinking “what counts” through Foucaultian prismatics. Paper presentation at 2017 Canadian Society for the Study of Education (CSSE) Annual Meeting: The Next 150, On Indigenous Lands, Toronto, ON.

Higgins, M., & Madden, B. (2017). Teacher in place and place as teacher: Responding to the flâneur with/in Indigenous education. Paper presentation at 2017 Canadian Society for the Study of Education (CSSE) Annual Meeting: The Next 150, On Indigenous Lands, Toronto, ON.

Higgins, M. (2017). Positing an(other) ontology within multicultural science education and/as ethics to-‐ come. Paper presentation at 2017 American Educational Research Association (AERA) Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity in San Antonio, TX, April 2017.


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Higgins, M. (2016). Positing an(other) ontology within science education: Towards differential practices of ethical accountability. Paper presentation at 44th Annual Canadian Society for the Study of Education (CSSE) Conference: Energizing Communities in Calgary, AB, May 2016.

Higgins, M. (2016). Decolonizing scientific literacy: Pedagogically enacting agential literacy and ecologies of relationships through relationally storying nature. Paper presentation at 44th Annual Canadian Society for the Study of Education (CSSE) Conference: Energizing Communities in Calgary, AB, May 2016.

Higgins, M. & Madden, B. (2016). Being had by experience: Considering the “ontological turn” with/in Indigenous education. Paper presentation at 44th Annual Canadian Society for the Study of Education (CSSE) Conference: Energizing Communities in Calgary, AB, May 2016.

Iwase, M. & Higgins, M. (2016). Critical media education for interrogating “Molson multiculturalism.” Paper presentation at 44th Annual Canadian Society for the Study of Education (CSSE) Conference: Energizing Communities in Calgary, AB, May 2016.

Higgins, M. (2015). Mending a frayed and fraught photovoice: Moving from a metaphysics of individualism towards relational ways-‐of-‐knowing-‐in-‐being. Paper presentation at 2015 American Educational Research Association (AERA) Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis in Chicago, Il, April 2015.

Higgins, M., & Iwase, M. (2015). Learning to Learn: Representation, refusal, and the ethical encounter in participatory visual research with transnational youth. Roundtable presentation at 2015 American Educational Research Association (AERA) Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis in Chicago, Il, April 2015.

Higgins, M. (2014). Post-‐Cartesian possibilities for schools as places of learning: Putting to work an intra-‐ active pedagogy. Paper presentation 42nd Annual Canadian Society for the Study of Education (CSSE) Conference: Borders without Boundaries in St. Catharines, ON, May 2014. Higgins, M. (2014). Putting the circular project of (self-‐)reflexivity under precession: Producing diffractions at the scene of address. Roundtable presentation at 2014 American Educational Research Association (AERA) Annual Meeting: The Power of Education Research for Innovation in Practice and Policy in Philadelphia, PA, April 2014.

Higgins, M. (2014). Reframing place and replacing frames: Re(con)figuring relationships to place through an intra-‐active pedagogy of visual storying. Paper presentation at 2014 American Educational Research Association (AERA) Annual Meeting: The Power of Education Research for Innovation in Practice and Policy in Philadelphia, PA, April 2014.

Bérard, M.-‐F., Higgins, M., Lenz Kothe, E., Madden, B., & Stiegler, S. (2013). Speed-‐dating Derrida, Spivak, Foucault, Butler, Deleuze, and Barad: Doctoral reading groups for promiscuous thought. Roundtable paper at 41st Annual Canadian Society for the Study of Education (CSSE) Conference: @ the Edge in Victoria, BC, June 2013.

Higgins, M. (2013). Where deconstruction meets decolonization: Thinking with Derrida about the “perfect stranger” identity in Indigenous education. Roundtable presentation at 2013 American Educational Research Association (AERA) Annual Meeting: Education and Poverty: Theory, Research, Policy and Praxis in San Francisco, CA, April 2013.

Higgins, M. (2012). “I like the stuff we’re learning”: Participatory visual research as alternative pedagogy. Paper presentation at 2012 American Educational Research Association (AERA) Annual Meeting: Non Satis Scire: To Know Is Not Enough in Vancouver, BC, April 2012.


Higgins, M., Korteweg, L., & Nicol, C. (2012). Participatory visual research with Indigenous youth: Do researchers know enough to be appropriate or risk appropriating? Paper presentation at 2012 American Educational Research Association (AERA) Annual Meeting: Non Satis Scire: To Know Is Not Enough in Vancouver, BC, April 2012.

Higgins, M., & Madden, B. (2012). “Role models can’t just be on posters”: Barriers to Indigenous community engagement in Canadian schools. Paper presentation at 2012 American Educational Research Association (AERA) Annual Meeting: Non Satis Scire: To Know Is Not Enough in Vancouver, BC, April 2012.

Madden, B., & Higgins, M. (2012). Making time and space for Indigenous knowledge holders in schools: Voices and visions from Aboriginal community members. Paper presentation at the 40th Annual Canadian Society for the Study of Education (CSSE) Conference: Crossroads: Scholarship for an Uncertain World in Kitchener-‐Waterloo, ON, May 2012.

Higgins, M., & Madden, B. (2011). Deconstructing the “perfect stranger”: Addressing whiteness in urban Aboriginal education. Paper presentation at 39th Annual Canadian Society for the Study of Education (CSSE) Conference: Coasts and Continents: Exploring Peoples and Places in Fredericton, NB, May 2011.

Madden, B., & Higgins, M. (2011). Blinded by the (white) light: A critical examination of whiteness in the context of urban Aboriginal education. Paper presentation at 2011 American Educational Research Association (AERA) Annual Meeting: Inciting the Social Imagination -‐ Education Research for the Public Good in New Orleans, LA, April 2011.

Bartley, A., Pivnick, E., Friesen, J., & Higgins, M. (2010). Issues in local curriculum design for a science program for an Aboriginal internet-‐based high school. Paper presentation at ASTE 2010 International Conference in Sacramento, CA, January 2010.

Higgins, M. (2010). Points of resonance: Interfacing Western Science, traditional, and contemporary Indigenous knowledge through student-‐ driven videography. Paper presentation at the 38th CSSE Annual Conference: Connected Understanding in Montreal, QC, May 2010.

Higgins, M. (2010). Student-‐driven videography as a means of learning science in Nunavut. Paper presentation at 2010 AERA Annual Meeting: Understanding Complex Ecologies in a Changing World in Denver, CO, April 2010.

NON-‐REFEREED PAPER PRESENTATIONS Higgins, M. (2017). (Un)Dutifully reading Barad: Response-‐ability and Indigenous ways-‐of-‐knowing-‐ in-‐being in science education. Paper presentation at 8th Annual Conference on the New Materialisms: Environmental Humanities and New Materialisms: The Ethics of Decolonizing Nature and Culture, Paris, FR.

Madden, B. & Higgins, M. (2017). Indigenous education and the New Materialisms: Weaving thought worlds towards relational being and becoming. Paper presentation 8th Annual Conference on the New Materialisms: Environmental Humanities and New Materialisms: The Ethics of Decolonizing Nature and Culture, Paris, FR.

Higgins, M. (2016). “Two sides to the two sides”: (Re)considering decolonizing methodologies for and at the cultural interface. Paper presentation at the 12th International Congress of Qualitative Inquiry: Qualitative Inquiry in Neoliberal Times in Champaign-‐Urbana, IL, May 2016.


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Higgins, M., & Iwase, M. (2016). Thinking with Spivak: Within, against, and beyond (self-‐)reflexivity in participatory visual research with transnational youth. Paper presentation at the 12th International Congress of Qualitative Inquiry: Qualitative Inquiry in Neoliberal Times in Champaign-‐Urbana, IL, May 2016.

Higgins, M. (2016). A discussion on post-‐qualitative mo(ve)ments: Karen Barad and the measure of nothingness. Discussant paper presentation at the 12th International Congress of Qualitative Inquiry: Qualitative Inquiry in Neoliberal Times in Champaign-‐Urbana, IL, May 2016.

Higgins, M. (2015). Within, against, and beyond the closure of classical Western metaphysics: De/colonizing science and technology pedagogy. Paper presentation at the 11th International Congress of Qualitative Inquiry: Constructing a New Critical Qualitative Inquiry in Champaign-‐Urbana, IL, May 2015.

Higgins, M. (2015). Rebraiding photovoice: Putting to work Indigenous conceptions of praxis and standpoint theory. Paper presentation at the 11th International Congress of Qualitative Inquiry: Constructing a New Critical Qualitative Inquiry in Champaign-‐Urbana, IL, May 2015.

Higgins, M. (2014). Diffracting an account of oneself: The posthumanist performativity of a differentiated “reflexive” apparatus. Paper presentation at the 10th International Congress of Qualitative Inquiry: Qualitative Inquiry and the Politics of Research in Champaign-‐Urbana, IL, May 2014. Higgins, M. (2014). Diffraction: A short introduction to Barad’s metaphor for methodology. Panel chair paper presentation at the 10th International Congress of Qualitative Inquiry: Qualitative Inquiry and the Politics of Research in Champaign-‐Urbana, IL, May 2014. Higgins, M. (2014). Reframing place and replacing frames: Re(con)figuring photovoice as/for intra-‐active place-‐based pedagogy. Paper presentation at the 10th International Congress of Qualitative Inquiry: Qualitative Inquiry and the Politics of Research in Champaign-‐Urbana, IL, May 2014. Higgins, M. (2013). Putting the circular project of (self-‐)reflexivity under precession: Producing diffractions at the scene of address. Paper presentation at the 9th International Congress of Qualitative Inquiry: Qualitative Inquiry Outside the Academy in Champaign-‐Urbana, IL, May 2013.

Young, A., & Higgins, M. (2013). Visioning Indigenous protocols and principles as ethical relationality. Paper presentation at 11th Annual Indigenous Graduate Student Symposium (IGSS) – Visioning the Future: Indigenous Sovereignty and Self-‐Determination in Vancouver, BC, March 2013.

Bérard, M.-‐F., Goessling, K., Iwase, M., & Higgins, M. (2011). Mapping the visual: (Re)presenting aesthetic, affective, effective, collaborative and self-‐reflexive practices. Panel presentation at Explorations & Education: a UBC Faculty of Education Conference in Vancouver, BC, April 2011.

Higgins, M. (2011). Moving beyond educator: Lessons learned through multiple (video) lenses on science education. Paper presentation at 9th Annual Indigenous Graduate Student Symposium (IGSS) – Narratives of Place in Indigenous Research in Vancouver, BC, March 2011.

Higgins, M. (2011). Turning the lens inward: Video-‐auto-‐ethnography as a tool for critical self-‐reflexivity. Paper presentation at 2011 International Visual Sociology Association (IVSA) Conference: Visual Research as a Collaborative and Participatory Practice, in Vancouver, BC, July 2011.

Higgins, M., & Madden, B. (2011). “I teach from a white perspective, that’s all I know”: Deconstructing the identity of white teachers reluctant to engage in urban Aboriginal education. Paper


presentation at 14th Annual Investigating Our Practices (IOP) Conference in Vancouver, BC, April 2011.

Korteweg, L., & Higgins, M. (2011). Employing the visual to recontextualize mathematics. Paper presentation at UBC Aboriginal Math Symposium in Vancouver, BC, February 2011.

Messner, K., Garcia, E., MacKenzie, D., Bakan, D., Higgins, M., Meli, S., & Roll, O. (2011). The In-‐ between cabaret: Shifting identities as artists/researchers/teachers. Panel presentation at 14th Annual Investigating Our Practices (IOP) Conference in Vancouver, BC, April 2011.

Higgins, M. (2010). Actions that speak louder than words: Flexible frameworks and negotiations in Nunavut. Paper presentation at Lakehead University Graduate Conference – Respectful Research in Thunder Bay, ON, February 2010.

Higgins, M. (2009). Learning to see what they know: A meaningful relationship with science through culturally responsive programs. Knowledge sharing session presented at DreamCatching 2009 – Connecting the Dots: Building a Pathway to Career Awareness through Excellence in Math and Science in Winnipeg, MN, May 2009.

PEER-‐REVIEWED POSTER PRESENTATIONS Higgins, M. (2010). Decoloniz(ed/ing) science education through twin video lenses in Nunavut. Poster presentation at 2010 AERA Annual Meeting: Understanding Complex Ecologies in a Changing World (Division K graduate pre-‐conference) in Denver, CO, April 2010.

Bartley, A., Friesen, J., Higgins, M., & Melville, W. (2009). Using technology-‐enhanced instruction to support inquiry skills in an internet-‐based high school in northern Canada. Poster presentation at NSTA International Conference: Growing Professionally through International Opportunities: Field Experiences, Collaborations and Investigations in New Orleans, LA, March 2009.

NON-‐REFEREED POSTER PRESENTATIONS Higgins, M. (2009). Shared Horizons: a dialogue between Indigenous and Western science. Poster presentation at Lakehead University Graduate Conference – Research that matters in Thunder Bay, ON, February 2009.

Higgins, M. (2009). Shared Horizons: a dialogue between Indigenous and Western science. Poster presentation at Lakehead University Research Week in Thunder Bay, ON, February 2009.

WORKS SUBMITTED AND IN PROGRESS Higgins, M. (in revision). Serious play: A Socratic dialogue on multicultural science education. Studies in Science Education.

McGregor, H., Madden, B., Higgins, M., & Ostertag, J. (submitted). Braiding designs for decolonizing research methodologies: Theory, practice, ethics. Decolonization: Indigeneity, Education & Society.

Higgins, M., & Iwase, M. (article in progress). Representation, refusal, and the (im)possibility of an ethical encounter in participatory visual research with transnational youth.

Higgins, M. & Madden, B. (article in progress). Being had by experience: Considering the “ontological turn” with/in Indigenous education.


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Higgins, M., Madden, B., Bérard, M.-‐F., Stiegler, S., & Kothe, E. L. (article in progress). Speed-‐dating Derrida, Spivak, Foucault, Butler, Deleuze, and Barad: Doctoral reading groups for promiscuous thought.

Higgins, M., Madden, B., & Fellner, K. (article in progress). “Playing Indian”: Working against the (re)production of token representations with/in Indigenous-‐themed board games.

Higgins, M., & Wallace, M. (article in progress). Science education and the scene of address: Why giving an account of oneself matters.

Davidson, A., McColl, L., Madden, B., & Higgins, M. (article in progress). Walking in Two Worlds: Braiding narratives of a successful K-‐12 professional learning series.

Iwase, M., & Higgins, M. (article in progress). Critical media education for interrogating “Molson multiculturalism.”

ACADEMIC SERVICE WORK EDITORIAL WORK 2017 Canadian Journal of Science, Mathematics and Technology Education

Guest Editor for special issue on Disrupting and displacing methodologies in STEM education: From engineering to tinkering with theory for eco-‐social justice

PEER REVIEW 2017 Alberta Journal of Educational Research

General review

2016-‐2017 Critical Studies in Education General review

2015-‐2017 Cultural Studies in Science Education General review and commentary

• Most recently invited to review and comment on an Indigenous science education manuscript by lead editor Dr. Mijung Kim.

2013-‐2017 Gender and Education General review

2014 Curriculum Inquiry Special issue on Curriculum In-‐Between the Material and Discursive

2013 Educational Studies Special issue on Decolonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories

2013 Canadian Journal of Native Education Special issue on Indian Control of Indian Education 40 Years Later

2013 Gender and Education Special issue on Material Feminisms: New Directions for Education

• Emergent expertise demonstrated during reviews resulted in an invitation to submit a chapter to Posthuman Research Practices, edited by Drs. Carol Taylor and Christina Hughes.


2013 Canadian Journal of Environmental Education General review

2012 Canadian Journal of Environmental Education Special issue on Decolonizing and Indigenizing Environmental Education

CONFERENCE PEER REVIEW 2016 Canadian Association for Curriculum Studies

General review

INVITED LECTURES, TALKS, WORKSHOPS, AND PROFESSIONAL DEVELOPMENT Higgins, M. (2017). (Post-‐)critical media literacy across research paradigms: From post-‐positivist to post-‐ structural. Presentation in EDPS 581 Introduction to Evaluating Educational Research at the University of Alberta (Edmonton, AB).

Higgins, M. (2017). Ethics to-‐come and/in science education: Towards heeding the call of Indigenous science. Presentation at 2016-‐2017 CMASTE Seminar Series at the University of Alberta (Edmonton, AB).

Higgins, M. (2017). What’s Nature got to do with reconciliation? Considering place, repatriation, and other-‐than-‐humans when thinking of how we might live together. Presentation in EDSE 373/374 Curriculum and Teaching for Secondary School Social Studies Majors/Minors at the University of Alberta (Edmonton, AB).

Higgins, M. (2016). Indigenous storywork as/in science education. Presentation in EDEL 330: Curriculum and Pedagogy in Elementary School Science at Blue Quills University (Blue Quills First Nations, AB).

Madden, B. & Higgins, M. (2016). Post-‐structural theories and research in education: From design to de/sign. Workshop in EDEL 660: Advanced Research in Education at the University of Alberta (Edmonton, AB).

Gummow, K. & Higgins, M. (2016) Storying relationships to place: Narrative-‐based education through photography-‐assisted digital comic book creation. Workshop at 2016 Coquitlam Teachers Association Professional Development Day: Collaboration at Riverside Secondary (Coquitlam, BC).

Higgins, M. (2015). Critical media literacy: What does pop culture teach us about the “imaginary Indian”? Presentation in EDST 401: Education, School, and Social Institutions within the Faculty of Education at the University of British Columbia (Vancouver, BC).

Higgins, M. (2015). Considering positionality and privilege vis-‐à-‐vis Eurocentrism, (neo-‐)colonialism, and whiteness in education. Presentation in EDST 401: Education, School, and Social Institutions within the Faculty of Education at the University of British Columbia (Vancouver, BC).

Higgins, M. (2015). Fostering academic skills: Critically communicating through visuals. Presentation in the International Graduate Student Preparatory Program within Continuing Studies at the University of British Columbia (Vancouver, BC).

Higgins, M. (2015). Visually telling the story: Making the most of Prezi’s digital canvas. Presentation in the International Graduate Student Preparatory Program within Continuing Studies at the University of British Columbia (Vancouver, BC).


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Higgins, M. (2015). Fostering academic skills: Mind-‐mapping and visual reasoning. Presentation in the International Graduate Student Preparatory Program within Continuing Studies at the University of British Columbia (Vancouver, BC).

Higgins, M. & Madden, B. (2014). Integrating Indigenous peoples, perspectives, and pedagogies within schools. Professional development workshop as part of the Walking in Two Worlds Series at Richmond School District 38 (Richmond, BC).

Madden, B. & Higgins, M. (2014). Moving beyond the “perfect stranger” position. Professional development workshop as part of the Walking in Two Worlds Series at Richmond School District 38 (Richmond, BC).

Higgins, M. (2014). Fostering academic skills: Mind-‐mapping and visual reasoning. Presentation in the International Graduate Student Preparatory Program within Continuing Studies at the University of British Columbia (Vancouver, BC).

Bérard, M.-‐F., Higgins, M., Lenz Kothe, E., Madden, B., McGregor, H., & Stiegler, S. (2013). Graduate student reading groups: Possibilities and problematics. Workshop as a component of EDCP Reading, Writing, and Articles (3R’s) Workshop Series at the University of British Columbia (Vancouver, BC).

Higgins, M. (2013). Participatory and reflexive video-‐based methods for decolonizing science education. Presentation in Indigenous Research Methodologies at Northwest Indian College (Lummi Indian Reservation, Bellingham, WA).

Higgins, M. (2011). Atlas.ti -‐ Qualitative data analysis software: Project considerations and demonstrations. Workshop as a component of EDCP Peer Advisor Workshops and Presentations (co-‐hosted with CCFI) at the University of British Columbia (Vancouver, BC).

INSTITUTIONAL AND COMMITTEE WORK 2016-‐2017 Co-‐founding Member (University of Alberta)

Indigenous Perspectives in Math, Science, Technology, and Engineering Reading Group • With Dr. Florence Glanfield, hosting University of Alberta scholars across diverse

departments and faculties (e.g., Science, Engineering, Native Studies) to discuss engagements of making space for Indigenous perspectives within and beyond our respective disciplines.

2016-‐2017 Co-‐founding Member (University of Alberta) Post-‐Qualitative Educational Research, Reading, and Writing Group

• Collectively developing and supporting research, reading, and writing on the topic of post-‐qualitative methodologies in education.

• Successfully submitted a panel presentation to the 8th Annual Conference on the New Materialisms: Environmental Humanities and New Materialisms: The Ethics of Decolonizing Nature and Culture in Paris, June 2017.

2012-‐2016 Co-‐founding Member (University of British Columbia) UBC Graduate Thinking with Theory Research, Reading, and Writing Group

• Collectively developed a peer-‐to-‐peer model for supporting graduate reading, writing, and research that focused on thinking with theory in qualitative doctoral research in education.

• Presented 4 panel presentations: 1 national (CSSE, 2013) and 3 international (AERA, 2015; ICQI, 2014, 2015).


• Published two academic journal articles (Kothe et al., 2015; Higgins et al., 2016); Collaborative writing ongoing.

2014-‐2015 Organizing Committee (University of British Columbia) 13th Annual Indigenous Graduate Student Symposium (IGSS) – Hands Back, Hands Forward -‐ Indigenizing the Academy through Relationships

• Collaborated with other organizing committee members to determine theme of the 2014-‐2015 symposium, as well as possible speakers.

• Reviewed between 30-‐40 conference proposals and organized those accepted according to themed conference panels.

• Collaborated with another member of the graduate committee, as well as UBC Event Planning to produce the conference program. My role entailed: editing abstracts, titling sessions, acting as the liaison between Event Planning and the IGSS organizing committee.

2013-‐2014 Organizing Committee (University of British Columbia) 12th Annual Indigenous Graduate Student Symposium (IGSS) – Reciprocity in our Communities: Mobilizing Indigenous Leadership and Knowledge

• Created poster for advertising the IGSS conference via digital distribution and physical posting.


• Provided ongoing technical support that includes: a site visit prior to the conference, arranging for additional technology to pre-‐empt possible problems, and troubleshooting on the day-‐of.

• Collaborated with another member of the graduate committee, as well as UBC Event Planning to produce the conference program. My role entailed: editing abstracts, titling sessions, acting as the liaison between Event Planning and the IGSS organizing committee.

2012-‐2013

Organizing Committee (University of British Columbia) 11th Annual Indigenous Graduate Student Symposium (IGSS) – Visioning the Future: Indigenous Self-‐determination and Sovereignty

• Created poster for advertising the IGSS conference via digital distribution and physical posting.


• Collaborated with two other members of the graduate committee, as well as UBC Event Planning to produce the conference program. My role entailed: editing abstracts, titling sessions, acting as the liaison between Event Planning and the IGSS organizing committee.


2012 Volunteer (Indigenous Peoples of the Americas and Indigenous Peoples of the Pacific Special Interest Groups, American Educational Research Association) Gathering of People -‐ Hands Back, Hands Forward: Sharing Indigenous Intellectual Traditions (IPA and IPP SIGs AERA pre-‐conference)


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2012 Organizing Committee (Critical Educators for Social Justice Special Interest Group, American Educational Research Association) Dilemmas & Compromises: CESJ Graduate Student Forum (CESJ AERA pre-‐conference)

• Participated in the development and direction of the 2012 CESJ SIG Graduate student forum (discussing theme, keynote speakers) whose goal is to provide space and opportunities to network for 25 critically-‐oriented doctoral students, candidates, and recent graduates via a pre-‐conference.

• Acted as local liaison and logistics to the organizing committee. This entailed making arrangements for conference space as well as a local eatery within allocated budget.

2012 CCGSE University Graduate Student Representative (Canadian Committee of Graduate Students in Education, Canadian Society for the Study of Education) 40th Annual CSSE Conference – Crossroads: Scholarship for an Uncertain World

• Collaborated with a team of graduate students who worked with faculty members at their respective universities to develop PD session proposals aimed at supporting graduate students at CSSE.

2011-‐2012 Organizing Committee (University of British Columbia) 10th Annual Indigenous Graduate Student Symposium (IGSS) – Indigenous Intellectual Traditions: Re/stor(y)ing Time and Space


• Collaborated with two other members of the graduate committee, as well as UBC Event Planning to produce the conference program. My role entailed: editing abstracts, titling sessions, acting as the liaison between Event Planning and the IGSS organizing committee.

• Provided ongoing technical support that includes: scheduling and coordinating the efforts of 10 eCoaches (i.e., technical assistants) for the duration of the conference, a site visit with eCoaches prior to the conference, arranging for additional technology to pre-‐empt possible problems, and troubleshooting on the day-‐of.

2011-‐2012 Co-‐founding Member (University of British Columbia) Interdisciplinary Roundtable on Diversity (University of British Columbia)

• In collaboration with two other graduate students and consulting faculty members, developed the Interdisciplinary Roundtable on Diversity, an initiative aimed at advancing equity and diversity in accordance with UBC’s strategic plan, Valuing Difference: A Strategy for Advancing Equity and Diversity at UBC.

• Co-‐developed mission, vision, and guidelines of the group. • Coordinated and participated in meetings with Deans (Education and Arts), Equity

Office, Office of the Provost, and Vice President Academic. • Initiated Dean’s Speaker Series on Diversity, bringing together deans, faculty, staff,

and students to share research and discuss issues of diversity.

2011 Organizing Committee (University of British Columbia)


2011 International Visual Sociology Association (IVSA) Conference: Visual Research as a Collaborative and Participatory Practice

• Provided ongoing technical support and leadership which includes: training a team of 20 eCoaches (i.e., technical assistants), scheduling and coordinating their efforts for the duration of the conference, and a site visit with eCoaches prior to the conference, arranging for additional technology to pre-‐empt possible problems, and troubleshooting on the day-‐of.

• Tabulated conference presenters and other attendees’ information for the purpose of simplifying further communications.

• Chaired the session Visual Research Methodologies: Expanding the Canon.

2009-‐2010 Co-‐founding Member (Lakehead University) Lakehead Educational Graduate Students (LEGS)

• Co-‐founded a graduate student society for education students for the purposes of enriching academic and social life.

• Organized regular (i.e., bi-‐weekly) social events. • Hosted regular (i.e., bi-‐weekly) informal discussions around education-‐focused

topics.

COMMUNITY WORK 2010-‐2013 Volunteer (Musqueam First Nations and the University of British Columbia)

Bridge Through Sports • Developed and delivered hands-‐on, interactive science, technology, and math

activities for Musqueam First Nation youth at the community after-‐school learn and play drop-‐in club.

2011 Volunteer (University of British Columbia, Faculty of Education) Math and Science Fair

• Ran an activity table providing interactive math and science demos for parents, youth, and other members of the university community.

OTHER RELEVANT EXPERIENCE RELEVANT WORK EXPERIENCE 2009-‐2010 Instructor (Superior Science, Lakehead University)

• Developed and delivered hands-‐on, interactive science activities for after-‐school drop-‐in clubs at the Thunder Bay, Ontario chapter of the Boys and Girls Clubs of Canada.

2005-‐2010

Dream Team Instructor (Actua, Various Northern Canadian Communities) • Developed and delivered science, engineering, and multimedia-‐based curriculum

to Inuit youth in Nunavut and NWT as well as First Nations youth in Northern communities. Curriculum was developed to resist hegemonic (i.e., white, masculinist, Eurocentric) conceptions of STEM and be culturally-‐responsive for Indigenous youth.

• Facilitated the following sessions during Actua training retreats: Informal Education in Nunavut, Cultural Sensitivity, and Inclusive Pedagogy.

2005-‐2007 Instructor (Actua, Ottawa, ON)


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• Developed and delivered science, engineering, and multimedia-‐based activity days for Indigenous youth at the Odawa Friendship Center in Ottawa, Ontario. Curriculum was developed to resist hegemonic (e.g., Eurocentric) conceptions of STEM and be culturally-‐responsive for Indigenous youth.

2006 Museum Guide (Science and Technology Museum, Ottawa, ON) • Gave informative and entertaining tours of various museum exhibits (e.g., history

of Canada’s national railways).

2005-‐2006 Program Assistant (Shad Valley, University of New Brunswick) • Developed and delivered month-‐long high-‐impact leadership, entrepreneurship,

and technology curriculum to high-‐performing high school youth at the SHAD UNB campus for 2 consecutive summers.

• Mentored a team of 10 students each summer, through regular and frequent team meetings, towards developing a new product or service that met a particular need in society (e.g., road safety) that did not exist on the market at the time. This included facilitating meetings with local experts in the field, assisting in the development of a business plan, as well as the pitching of the product and/or service.

2003-‐2004 Director (University of New-‐Brunswick) Worlds UNBound/L’Univers sans limites

• Expanding upon previous years’ experience as Assistant Director (2002-‐2003), Head Instructor (2001-‐2002), and Instructor (2001), acted as director to Worlds UNBound, an Actua (www. actua.ca) member organization that promotes science, engineering, math and technology to school aged youth through creative and interactive programming. A notable element of the mission statement is to work towards including those who are under-‐represented and those for whom there are barriers to engagement in STEM.

• Coordinated with schools to deliver approximately 500 workshops across the province of New Brunswick, reaching almost 10,000 youth through hour-‐long engaging STEM workshops in both official languages (i.e., French and English).

• Guided the curricular re-‐design and specialization of summer camp programming which roughly 600 youth would attend over the course of 8 weeks. Specialized camp themes included robotics, the body, systems engineering, as well as women in engineering and science.

• Continued collaborative efforts with the Mi'kmaq-‐Maliseet Institute to deliver culturally-‐responsive programming in three Indigenous communities in New-‐Brunswick.

• Continued collaborative efforts with community organizations across the province to deliver satellite programs.

• Hired, trained, supervised, and mentored new staff members (n=8). • Successfully sought out corporate sponsors and local donors for bursaries for

underprivileged youth. • Accepted the Actua Leadership Award on behalf of Worlds UNBound.

RELEVANT VOLUNTEER EXPERIENCE 2004-‐2005 Actua Membership Council Representative (Actua)

• Utilized expertise, experience, and problem solving skills to provide ongoing


support and advice to the 33 member organizations of Actua. • Facilitated the mobilization of resources and information between Actua and its

member organizations during bi-‐monthly Membership Council meetings and ongoing member communications.

2002-‐2004 Steering committee and Instructor (Quest 4 Science and Engineering Club, Association of Professional Engineers and Geoscientists of New-‐Brunswick and the University of New-‐Brunswick)

• Participated in the steering of Canada’s largest girls science and/or engineering club (at the time of my involvement).

• Provided support in the development and delivery science and engineering based monthly lunch hour workshops for 400 young girls in New Brunswick elementary and middle schools. Curriculum was developed to resist hegemonic masculine conceptions of STEM without “girling” the content (e.g., pink test tubes).

• Organized and participated in the facilitation of the bi-‐annual themed science and engineering activity days at the University of New-‐Brunswick.

PROFESSIONAL DEVELOPMENT 2017 Reconciliation and Teacher Education: Sharing and Extending our Practice (Pre-‐

Conference, CATE) 2017 Cultural Studies in Science Education Forum (University of Texas San Antonio) 2017 Social Cartography, Network Analysis, and Issue Mapping (Workshop, University of

Alberta) 2016 Building Reconciliation Forum: Universities Responding to the TRC’s Call to Action

(University of Alberta) 2016 Indigenous Inquiries Circle (Pre-‐Conference, ICQI) 2015 Collective Biography (Pre-‐conference workshop, ICQI) 2015 Reconceptualizing ourselves and our research programs, with a commitment to

educational justice in local and global contexts (Division G Pre-‐Conference Mentoring Program, AERA)

2015 Indigenous Inquiries Circle (Pre-‐Conference, ICQI) 2014 Thinking with Theory in Qualitative Research 2.0 (Pre-‐Conference workshop, ICQI) 2014 Indigenous Inquiries Circle (Pre-‐Conference, ICQI) 2013 Ecology, Technology and Indigeneity in the High Amazon (University of British Columbia

Peru Summer Institute) 2013 Beyond the Quantification of Reality: Post-‐Qualitative Research and Curriculum in New

Times (Division B Pre-‐conference, AERA) 2012 Thinking with Theory in Qualitative Research workshop (AERA) 2012 Dilemmas & Compromises: Critical Educators for Social Justice Graduate Student Forum

(CESJ pre-‐conference, AERA) 2011 Responding to the Moment: Critical Educators for Social Justice Graduate Student Forum

(CESJ pre-‐conference, AERA) 2010 Teacher Education Graduate Student Seminar (Division K Pre-‐conference, AERA)


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2009 ATLAS.ti Workshop: Qualitative and Video Data Analysis (Lakehead University)

PROFESSIONAL AND SCHOLARLY MEMBERSHIPS 2010-‐2017 Canadian Society for the Study of Education (CSSE) 2011-‐2017 Canadian Association for the Study of Indigenous Education (CASIE, CSSE) 2011-‐2017 American Educational Research Association (AERA) 2011-‐2017 Curriculum Studies (Division B, AERA) 2011-‐2017 The Canadian Association for Curriculum Studies (CACS, CSSE) 2012-‐2017 Science Education Research Group (SERG, CSSE) 2010-‐2016 Canadian Committee of Graduate Students in Education (CCGSE, CSSE) 2011-‐2016 Supporting Aboriginal Graduate Enhancement (SAGE) 2011-‐2015 Canadian Association for Teacher Education (CATE, CSSE) 2011-‐2013 Social Context of Education (Division G, AERA) 2011-‐2012 Self-‐Study of Teacher Education Practices (SSTEP, CSSE) 2005-‐2012 Ontario College of Teachers (OCT) 2007-‐2008 Fédération des Enseignants du Nouveau Brunswick (FENB)

OTHER COMPETENCIES AND SKILLS DIGITAL TECHNOLOGY SKILLS

• Qualitative data analysis (e.g., Atlas.ti) • Video editing/creation (e.g., Final Cut Pro, iMovie, Windows Movie Maker) • Audio editing/creation (e.g., Audacity; Garage Band) • Image editing/creation (e.g., Adobe Photoshop, Adobe Elements, Gimp) • Animation (e.g., Macromedia Flash; stop-‐frame [see video editing above]) • Data entry and word processing (e.g., Microsoft suite) • Organisational/mind mapping (e.g., Virtual Understanding Environment) • Data-‐ and team-‐management (e.g., Dropbox, Google Calendar, Doodle) • Presentation (e.g., Prezi, Power Point) • Comic book creation (e.g., Comic Life)

LINGUISTIC SKILLS French: fluent reader, writer, speaker, and listener English: fluent reader, writer, speaker, and listener

higgins cv (july 2017) - university of alberta · marc/higgins/–/curriculum/vitae/ 4...

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