Dr. Karen Roland

Dr. Karen Roland

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Contact Information Icon Contact Information

Email: roland1@uwindsor.ca
Phone: (519) 253-3000 ext 4288
Office: Room 3332, Leonard & Dorothy Neal Education Building
Website
uwindsor.ca/KarenRolandResearch External Link

Profile Icon Profile

 Professor, Experiential Learning Specialist, Ph.D.  University of Windsor

Research Interests Icon Research Interests

As the Faculty of Education Experiential Learning Specialist, I actively consult and collaborate with teacher candidates, faculty and school partners as an impartial resource, assisting in the development of strategies and programming to address equity and social justice issues in teacher education. My areas of research interest include: social justice education, educational equity, teacher education, diversity, restorative justice, and policy and administration. I am involved in research studies that seek to develop strategic initiatives/programs with the goal of promoting equity and social justice in teacher education. 

Specifically, recent research studies that I have been involved with include:

  • 2012-2017 TIKKUN Project – Active Youth Citizens and Leaders: Healing Education for Youth Empowered Social Justice
  • 2012-2014 - Beginning Teachers: Storytelling for Professional Practice
  • 2010-2011 - Conversations About Education Pilot Program Evaluation
  • 2010- Teacher Candidates - TELL US About Your Experience!
  • 2009-2012 - Restorative Justice
  • 2008-2009 - Associate Teacher Feedback Questionnaire

Courses Taught Icon Courses Taught

Pre-Service Courses

  • 80-254 Language & Cultural Engagement
  • 80-207 Language & Cultural Engagement Seminar
  • 80-206 Aboriginal Ways of Knowing
  • 80-207 Global Learning: Cultural Engagement

Minor in Organizational Learning and Teaching Courses:

  • 14-80-400 Diversity and Inclusion in the Learning Organization
  • 14-80-415 Learning Organizations: Management and Leadership

Publications Icon Publications

Articles/Chapters Published:

Roland, Karen, Experiential Learning: Learning through Reflective Practice, International Journal for Cross-Disciplinary Subjects in Education, 8(1), 2982-2989, 2017, March, Invited, DOI: 10.20533/ijcdse.2042.6364.2017.0405.

Beckford, C., Cobb, C. Daniel, Y., Roland, K., Salinitri, G., and Smith, K., Strengthening experiential education and social justice through global education, internationalization and community service-learning, Initial Teacher Education in Ontario: The First Year of Four-Semester Teacher Education Programs, Chapter 13, Canadian Association for Teacher Education's on-line Polygraph series, 2017, Editor(s) - Diana Petrarca and Julian Kitchen.

Roland, K., Colella, J., Igbokwe, B., Conversations About Education: Professional Development Through a Multi-Epistemic Lens, Teachers and Teaching: Theory and Practice. (DOI: 10.1080/13540602.2014.881640), 29, 2014, January. http://www.tandfonline.com/doi/full/10.1080/13540602.2014.881640 External Link.

Roland, Karen; Rideout, Glenn; Salinitri, Geri; Frey, Marc P., Development and use of a restorative justice ideology instrument: Assessing beliefs, Contemporary Justice Review: Issues in Criminal, Social and Restorative Justice (DOI:10.1080/10282580.2012.734574), 2012, October.

Roland, Karen, Creating Inclusive Space for Aboriginal Scholars and Scholarship in the Academy: Implications for Employment Equity Policy, Canadian Journal of Educational Administration and Policy(118), 2011, February.

Roland, K.; Beckford, C., Supporting Associate Teaching and Mentoring of Teacher Candidates: Building a Community of Practice, Literacy Information and Computer Education Journal, 1(2), 153-162, 2010, June, Invited.

Roland, Karen, Associate Teacher Perspectives of the Triumvirate Relationship in Teacher Education: The Role of Faculty Advisors, Brock Educational Journal: A Journal of Educational Research and Practice, 19(2), 36-47, 2010.

Rideout, Glenn; Roland, Karen; Salinitri, Geri; Frey, Marc, Measuring the Impact of Restorative Justice Practices: Outcomes and Contexts, Journal of Educational Administration and Foundations, 21(2), 35-60, 2010.

Roland, Karen A., Educating for Inclusion: Community Building Through Mentorship and Citizenship, Journal of Educational Thought, 42(1), 53-67, 2008.

Articles Published in Refereed/Peer-Reviewed Conference, Proceedings and Publications

Roland, Karen, Experiential Learning: Developing Professionalism through Reflective Practice, 2016, October, Info@worldconedu.org, World Congress on Education 2016 Conference Proceedings, Dublin, Ireland, pp. 54-57 (ISBN 97-1-908320-75-9).

Roland, Karen, Building Professional Capital Through the Development of Teaching Partnerships, European Conference on Intellectual Capital (ECIC 2016)(ISSN (2049-0933)), 2016, Ca' Foscari University of Venice, Italy, 8th European Conference on Intellectual Capital, pp. 231-239.

Roland Karen, Creating a Knowledge Community: Embedded Professional Practice, 2014 (Nov 6-7), Conference of Intellectual Capital, Knowledge Management & Organisational Learning (ICICKM 2014) University of Sydney Business School, Sydney, Australia, pp. 321-327.

Roland, Karen, Online Tutorial For Beginning Teachers: Storytelling For Professional Practice, ICERI2013, International Conference of Education, Research and Innovation Conference Proceedings(ISBN: 978-84-616-3847-5), 8, 2013, Seville, Spain, November, International Association for Technology, Education and Development (IATED), Pre-service teacher education (2), Session Chair.

Beckford, Clinton; Roland, Karen, Examining the Role of Associate Teachers - Perspectives from the Field, 2009, ISBN 978-0-9564263-0-7, November, LICE-2009 Infonomics Society, London International Conference on Education (LICE 2009) CD-ROM.

Articles/Papers Presented:

Roland Karen, Creating a Knowledge Community: Embedded Professional Practice, 2014, Academic Conferences and Publishing International (acpi), Conference of Intellectual Capital, Knowledge Management & Organisational Learning (ICICKM 2014) University of Sydney Business School, Sydney, Australia.

Roland, Karen, Creating a Knowledge Community: Embedded Professional Practice, 11th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning (ICICKM 2014), November 2014.

Roland, Karen/Editor: Elliott-Johns, Susan, Leadership for Change in Teacher Education: Voices of Canadian Deans of Education, Sense Publishers, 2014.

Roland, Karen, Online Tutorial for Beginning Teachers Storytelling for Professional Practice, 6th International Conference of Education, Research and Innovation (ICERI), International Association for Technology, Education and Development (IATED), 8, 2013, 1957, November.

Roland, Karen; Beckford, Clinton; Lau, Hau Ling; Beckford, K'Jell; Clark, Kaleigh, Beginning Teachers: Storytelling for Professional Practice, Celebration of Teaching Excellence, Centre for Teaching and Learning, University of Windsor, 2012, November, Poster Presentation.

Roland, K., Colella, J., Igbokwe, B., Conversations About Education: Developing a Community of Practice in Teacher Education, Canadian Society for the Study of Education (CSSE), Congress 2012, Wilfrid Laurier University, 29,2012.

Rideout, G., Salinitri, G., Roland, K., Howitt, C., Assessing the impact of restorative justice practices: Outcomes and Contexts, CSSE Annual Conference 2010, CASEA (The Canadian Association for the Study of Educational Administration), 2010, May.

Beckford, C., Roland, K., Examining the Role of Associate Teachers - Perspectives from the Field, London International Conference on Education (LICE 2009), LICE 2009 Infonomics Society, 2009.

Roland, K., Round Table Discussant: Independent School Leaders, The Canadian Society for the Study of Education (CSSE), 2006.

Roland, K., Co-operative Education: A Value-added Approach to Education at the University Level, Midwest Cooperative Education Conference, MCEA, Indianapolis, IN USA, 1999.

Teaching Materials:

(2012) Professional Practice Tutorial for Beginning Teachers: This project built upon the success of the 2011 online Professional Practice Tutorial for Beginning Teachers by inviting recent graduates (former teacher candidates), and utilizing a storytelling approach to create case studies, to examine and reflect on the ethical and professional standards of practice in the teaching profession. Video learning objects were developed to accompany these new case studies. The importance of these video learning objects was two-fold in terms of increasing beginning teachers engagement by: 1) offering a differentiated approach to engagement with the information by providing visual and auditory formats, and 2) video vignettes also allow for a nuanced understanding of each new case study by incorporating body language and verbal tone to create and manifest meaning.

(2011). Inclusive Pedagogy: Building a Community of Learners in Your Classroom. In Towards Better

Teaching: A Handbook for Undergraduate and Graduate Teaching Assistants at the University of Windsor, Version 1: http://uwindsor.ca/gatahandbook External Link, GATA Network Development Team, Centre for Teaching & Learning, University of Windsor.

(2011) Professional Practice Tutorial for Beginning Teachers (online version utilizing case studies):

Throughout the Pre-Service Teacher Education Program teacher candidates are asked to reflect on their professional growth and development as a beginning teacher. The University of Windsor, Faculty of Education, Teacher Education Program, is guided by the Ontario College of Teachers (OCT) Foundations of Professional Practice for the Teaching Profession (www.oct.ca External Link). The online Professional Practice Tutorial for Beginning Teachers includes seven case studies dealing with ethical and professional issues relevant to teaching practice. Teacher Candidates are instructed to carefully read each case study, and then select from amongst the answers provided the most correct answer. Once the teacher candidate has completed the survey they are provided with the opportunity to print a Certificate of Completion which may be included as an artifact in their Professional Growth Portfolio.

(2008) Social Justice Education (Video Vignettes and Case Studies). This project was developed with teacher candidates to guide teacher candidates in linking knowledge with practice. The vignettes provide an opportunity for teacher candidates to gain an appreciation and understanding of the tenets of social justice education (social responsibility, student empowerment, equitable distribution of resources, and 'agent of change'), and reflect on how these tenets apply to the Ontario College of Teachers (OCT) Ethical and Professional Standards of Practice for the Teaching Profession. Each of the four vignettes links a tenet of social justice education with the OCT Standards.(available at www.uwindsor.ca/KarenRolandResearch External Link)

(2008) Learning Objects (A series of 6 video vignettes): Defining a Community of Practice; Teacher Candidate Mentorship Program; Welcoming the Teacher Candidate; Supporting Internationally Educated Teacher Candidates; Supporting On-Going Professional Growth; and A Teacher Candidate's Review of the Professional Growth Portfolio (available at http://.uwindsor.ca/education/associateteachers/ External Link)

Education Icon Education

Ph.D., University of Windsor (2009)
M.Ed., University of Windsor (2000)
B.Ed., University of Windsor (1994)
B.A. (Psychology), University of Windsor (1993)

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