department: aculty 4. resent ank sinceogpr-educ.sites.olt.ubc.ca/files/2017/07/nicol-cv.pdfnicol –

Download DEPARTMENT: ACULTY 4. RESENT ANK SINCEogpr-educ.sites.olt.ubc.ca/files/2017/07/Nicol-CV.pdfNicol –

Post on 29-Aug-2018

215 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • THE UNIVERSITY OF BRITISH COLUMBIA Curriculum Vitae for Faculty Members

    DATE: January 2017 INITIALS: 1. SURNAME: Nicol FIRST NAME: Cynthia MIDDLE NAME(S): Charlene 2. DEPARTMENT: Department of Curriculum and Pedagogy 3. FACULTY: Education 4. PRESENT RANK: Associate Professor SINCE: July 2005 5. POST SECONDARY EDUCATION

    University or Institution Degree Subject Area Dates University of British Columbia Ph.D. Curriculum Studies

    Mathematics Education 1997

    University of Victoria, British Columbia Teaching Certificate

    Math/Science Education 1981

    University of Victoria, British Columbia B.Sc. Math/Physics 1980

    Title of Dissertation and Name of Supervisor Dissertation: Learning to Teach Prospective Teachers to Teach Mathematics Supervisor: David Robitaille, University of British Columbia

    Special Professional Qualifications University of British Columbia Teaching and Higher Education Certificate 2001 B.C. Ministry of Education Professional Certificate TQS 5 1981

    6. EMPLOYMENT RECORD (a) Prior to Coming to UBC

    University, Company or Organization Rank or Title Dates

    School District No. 50 Haidi Gwaii Queen Charlotte Islands Teacher 1981-1989 (b) At UBC

    Rank or Title Dates Associate Professor 2005 - present

    Assistant Professor 1998-2005

    Post Doctoral Research Fellow 1997-1998

  • Nicol CV - 2/40

    Graduate Teaching Assistant 1994-1995

    Graduate Research Assistant 1993-1994

    Graduate Teaching Assistant 1992-1993

    Graduate Research Assistant 1990-1992 (c) Date of Granting of Tenure at U.B.C. 7. LEAVES OF ABSENCE 8. TEACHING (a) Areas of Special Interest and Accomplishments I describe my teaching as problem-based, contextual and inquiry oriented. I strive to nurture respectful pedagogical relationships with all my students and encourage participatory curriculum development that engages critical dialogue. With elementary teacher education students I inspire new possibilities for teaching mathematics by providing students with alternative experiences of learning mathematics. For example, I engage students in mathematical inquiry through examining approaches and solutions to a mathematics problem and extend the discussion with careful scaffolding that supports critical pedagogical inquiry. In this way students learn to develop a stance of both mathematical and pedagogical inquiry. The Problem-based Learning cohort (now revised as the TELL-3C) provides an excellent context to support student inquiry. With this cohort Im able to bring my own research with/in Indigenous communities to provide contexts that challenge assumptions of teaching and learning based on colonial systems that generate inequities. Also, drawing upon my research, I introduce students to the possibilities of place-based education and the opportunities place offers for mathematical inquiry and the design of culturally responsive curriculum. These activities provide grounding for students to engage with the recommendations of the Truth and Reconciliation Commission of Canadas (2015) calls to action. Finally during the term I offer volunteer Math Circles for elementary teacher candidates interested in deepening their understanding of mathematics for teaching. These learning circles are held Friday afternoons with 30-50% of the class attending. In my graduate courses I extend these activities to engage teachers in learning to notice place, teaching practices and student experiences and thinking. I encourage and work with teachers to use their own practice as a site for investigation, both their actions and their implicit beliefs. I have designed activities and assignments that position teachers as first person researchers and have experimented with incorporating teacher study groups as an integral part of my graduate courses in mathematics teacher education and in educational action research. Teachers speak of these activities as empowering. For example, a teacher in my EDCP 550 graduate course recently stated I would never have imagined that I too could do research! Another teacher who recently had one of her course papers accepted for publication in a provincial mathematics education journal claimed With this course, I now understand how I can make a contribution and difference that extends beyond my own classroom.

    In most of my courses the framework of questioning, listening, and responding provides a structure for the design and organization of the course. This framework, as developed in my research, examines the kinds of questions teachers ask students, and how teachers listen to, attend to, and interpret students'

  • Nicol CV - 3/40

    thinking, as well as how they respond in various learning contexts. I consider these to be important practices of teaching and learning to teach, and worthy of continued investigation through both my research and my classes. (b) Courses Taught at UBC

    * indicates team-taught courses

    Session Course Scheduled Class Hours Taught Number Hrs/Week Size Lectures Tutorials Labs Other

    2009-10 MAED 320 3 33 2008-09 CUST 512 3 13 2008-09 MAED 508 3 12 2008-09 MAED 320 3 30 2008-09 MAED 320 3 27 2006-07 MAED 320 3 29 2006-07 EDUC 500 (Cohort) 3 14 2005-06 CUST 512 3 16 2005-06 CUST 512 (Cohort) 1.5 10 2005-06 MAED 549 3 13 2005-06 MAED 320 3 23 2004-05 CUST 512 3 17 3 2004-05 MAED 320 3 36 3 2004-05 MAED 320 3 36 3 2004-05 MAED 549 3 21 3 2003-04 MAED 565 3 16 3 2003-04 MAED/SCED 320 3 33 3 2003-04 EDUC 500 3 27 3 2003-04 MAED 320* 3 36 3 2002-03 MAED/SCED 320 3 33 3 2002-03 EDUC 500 3 26 3 2002-03 MAED 320* 3 36 3 2002-03 EDUC 512 3 19 3 2001-02 MAED 320 3 36 3 2001-02 MAED 471 3 22 3 2001-02 EDUC 512 3 15 3 2001-02 EDUC 500 3 17 3 2001-02 MAED 565 3 8 3 2000-01 MAED 320 3 18 3 2000-01 MSTEP/CUST 416B* 3 12 3 2000-01 MAED 471 3 23 3 2000-01 EDUC 512 3 15 3 1999-00 MAED 471 3 24 3

  • Nicol CV - 4/40

    1999-00 SCED 544 3 7 3 1999-00 MSTEP/CUST 416B* 3 30 3 1999-00 CUST 558 3 7 3 1999-00 EDUC 512 3 8 3 1998-99 MSTEP/CUST 416B* 3 23 3 1998-99 MAED 471 3 23 3 1998-99 MATH 336* 3 3 3

    (c) Graduate Students Supervised

    Student Name Program Year Principal Co- Type Start Finish Supervisor Supervisor(s)

    Amanda Fritzlan Ph.D. 2016 In progress Cynthia Nicol Mary Connolly Ph.D. 2015 In progress Cynthia Nicol Eric Meyers Rasunah Marsdon Ph.D. 2016 In progress Cynthia Nicol Ozlem Dezin Ph.D. 2014 In progress Susan Gerofsky Cynthia Nicol Vanessa Radzimski Ph.D. 2014 In progress Ann Anderson Cynthia Nicol Renee Dimert Ph.D. 2013 In progress Cynthia Nicol Diana Royea Ph.D. 2012 In progress Cynthia Nicol Brooke Maddens Ph.D. 2011 2016 Cynthia Nicol Aurelia Kinslow Ph.D. 2011 In progress Cynthia Nicol Jeff Baker Ph.D. 2007 2016 Cynthia Nicol Feda Gahleb Ph.D. 2005 Withdrawn Cynthia Nicol Janice Novakowski Ph.D. 2005 Withdrawn

    2016 Cynthia Nicol

    Moshe Renert Ph.D. 2005 2011 Cynthia Nicol Glen MacPherson Ph.D. 2000 2007 Gaalen Erickson Cynthia Nicol Katharine Borgan Ph.D. 1999 2006 Susan Pirie Cynthia Nicol Sitaniselao Manu Ph.D. 1999 2005 Susan Pirie Cynthia Nicol Philip Kimani M.A. 2016 In progress Cynthia Nicol Samson Nashon Juliana de Matheus M.A. 2016 In progress Cynthia Nicol

    Sophie Burrill M.A. 2014 In progress Cynthia Nicol Ozlem Dezin M.A. 2012 2014 Susan Gerofsky Cynthia Nicol

    Ayla Johnson M.A. 2011 2015 Cynthia Nicol Braunwyn Murdoch M.A. 2009 2012 Cynthia Nicol

    Heather van Ooyen M.A. 2008 2010 Cynthia Nicol

    Lesley Keely M.A. 2008 2012 Cynthia Nicol Maria Athie M.A. 2008 2010 Cynthia Nicol Erin Kline M.A. 2007 2010 Cynthia Nicol Veda Abu-Bakare M.A.. 2003 2008 Cynthia Nicol

  • Nicol CV - 5/40

    Sharon Lau M.A. 2004 2007 Cynthia Nicol Thomas Perrin M.A. 2004 2006 Cynthia Nicol Carole Saundry M.A. 2002 2006 Cynthia Nicol Jackie Amsden M.A. 2004 2006 Cynthia Nicol Shauna Butterwick Cynthia Nicolson M.A. 2000 2004 Cynthia Nicol Janet Martin M.A. 2001 2003 Cynthia Nicol Lynn Coburn M.A. 2000 2002 Cynthia Nicol Shan Huang M.Ed. 2014 In progress Cynthia Nicol Alexandra Bella M.Ed. 2014 In progress Cynthia Nicol Keri Howard M.Ed. 2014 2015 Cynthia Nicol Kevin Woo M.Ed. 2013 2015 Cynthia Nicol Alice White M.Ed. 2013 2015 Cynthia Nicol

    Janna Wilson M.Ed. 2012 2014 Cynthia Nicol Happy Now M.Ed. 2012 2016 Cynthia Nicol Rob McDonald M.Ed. 2012 2014 Cynthia Nicol Rob DAbreu M.Ed. 2012 2013 Cynthia Nicol Karla Smedley M.Ed. 2010 2012 David Anderson Cynthia Nicol Marina Mehai M.Ed. 2010 2012 David Anderson Cynthia Nicol Janet Logie M.Ed. 2010 2012 David Anderson Cynthia Nicol Ortalle Fuchs M.Ed. 2010 2012 David Anderson Cynthia Nicol Hana Dethlefsen M.Ed. 2010 2012 David Anderson Cynthia Nicol Lara Cooley M.Ed. 2010 2012 David Anderson Cynthia Nicol Ashley Bakker M.Ed. 2010 2012 David Anderson Cynthia Nicol Derek Seifert M.Ed. 2010 2012 Cynthia Nicol David Anderson Daniel Schulbeck M.Ed. 2010 2012 Cynthia Nicol David Anderson Leighann Rodger M.Ed. 2010 2012 Cynthia Nicol David Anderson Jenna Perry M.Ed. 2010 2012 Cynthia Nicol David Anderson Robert Mclean M.Ed. 2010 2012 Cynthia Nicol David Anderson Janet Grey M.Ed. 2010 2012 Cynthia Nicol David Anderson Richard Batten M.Ed. 2010 2012 Cynthia Nicol David Anderson Chris Regier M.Ed. 2010 2012 Cynthia Nicol David Anderson Lisa Boddez M.Ed. 2010 2010 Cynthia Nicol Shavonna Laing M.Ed. 2010 2012 Cynthia Nicol Catherine Minshull M.Ed. 2010 2011 Cynthia Nicol Masomeh Jamshid Nejad

    M.Ed. 2009 2012 Cynthia Nicol

    Vicki Stigum M.Ed. 2009 2010 Cynthia Nicol Shirley Snowshoe M.Ed. 2008 2010 Cynthia Nicol Vincent Kwan M.Ed. 2005 2010 Cynthia Nicol David Anderson Philip Lee M.Ed. 2005 2009 Cynthia

Recommended

View more >