“We wish to provide opportunities for people who, for a variety of reasons—especially geographic—might not otherwise have access to graduate studies,” said Dr. Gregory Bryan, one of the group’s core faculty members. “It’s about reducing barriers and making education more inclusive.”

Rooted in access and equity

The decision to provide an online delivery option for the  Language and Literacy concentration was driven by a shared commitment among faculty to extend educational opportunities to rural, northern, and remote communities. Dr. Michelle Honeyford emphasized that this initiative aligns with broader university priorities: “We see this as part of our strategic work with rural and northern communities. It’s about extending the opportunity for educators across the province to be part of the program—and that benefits everyone.”

Dr. Jennifer Watt added, “We’re prioritizing those who might have access issues within the province first, but we’re also open to applicants from across Canada and internationally. The goal is to reach those who can’t regularly come to campus.” While students have the ability to take courses online, they also have the option to attend classes in-person.

A unique thesis-based online experience

Unlike many online graduate pathways that are course-based and often asynchronous, UM’s new offering stands out by providing a thesis route. This allows students to engage deeply in original research within their own communities, supported by a dedicated cohort model.

“This is a meaningful process in graduate-level education,” said Dr. Amir Michalovich. “It’s quite rare to find thesis-based online options in Canada. We’re offering something unique—students will be able to conduct research in their local contexts and be supported throughout the process,” while Dr. Du emphasizes that a thesis project can go beyond written words, “I hope to help students rethink what research in education means and to create opportunities for diverse forms of research to take place in various settings.”

Dr. Watt agrees, “We’ve learned through years of online teaching that we can support students doing thesis work. They’ll be assigned advisors and have opportunities to connect with their cohort, so they won’t feel isolated.”

The online delivery structure includes six courses over two years, followed by thesis proposal development and research. While the coursework is scheduled, the thesis timeline is flexible, allowing students to complete their M.Ed. in approximately three to five years, depending on their circumstances.

A cohort model that builds community

One of the defining features is the cohort model. Students will take each course together, fostering a sense of community and collaboration. “We’ve developed an arc for the courses,” said Dr. Honeyford. “Students will take a course with each of the five faculty members, which is rare and offers a rich, well-rounded experience.”

Dr. Bryan added, “Each of us brings our own passions and areas of expertise. Students will benefit from that diversity, both in coursework and in their thesis work.”

The faculty team includes Dr. Michelle Honeyford, Dr. Gregory Bryan,  Dr. Amir Michalovich, Dr. Xiaoxiao Du, and Dr. Jennifer Watt –  recipient of the 2025 Olive Beatrice Stanton Award for Teaching Excellence. Together, they span a wide range of research interests and teaching strengths, ensuring students receive comprehensive support.

Building research capacity across Manitoba

This option is not only about access—it’s about impact. By supporting educators in conducting research in their own communities it aims to amplify local voices and contribute to the broader field of language and literacy education.

“We need researchers throughout the province engaged in important language and literacy work,” said Dr. Honeyford. “This online delivery model develops capacity and supports students in becoming those researchers.”

Dr. Michalovich added, “There’s potential for real impact in the communities these students come from. Their research can be showcased in meaningful ways, both within our faculty and beyond.” 

A strong foundation and forward-looking vision

While the online option embraces innovation, it also encompasses historical perspectives and knowledge of the field. Dr. Bryan highlighted one of the courses he’ll be teaching, which explores the history of reading research over the past 120 years. “It’s important to recognize the past so we can build a better future,” he said.

To support students as researchers, two research courses: Engaging with Research in Education and Language Teacher as Researcher are being offered.

“We’re excited about that,” said Dr. Honeyford. “It allows students to think about research from a language and literacies perspective and prepares them for their thesis work.”

Born from collaboration and experience

The development of the online M.Ed. option was a collaborative effort among faculty, supported by the department head, the Graduate Program committee, the Associate Dean of Graduate Programs and Research, Faculty of Graduate Studies, and university leadership. Dr. Honeyford noted, “This is the first online M.Ed. cohort in the Faculty of Education, so we were navigating new territory. But because the Language and Literacy concentration is well-established, and the cohort courses are being taught in the program already, we were able to build the cohort around them and move things through the process quite smoothly.”

Dr. Watt reflected on the team’s experience supporting online cohorts during the COVID-19 pandemic, including a partnership with Manitoba First Nations Education Resource Centre. “We worked with a group of 22 First Nations students who were completing comprehensive projects. Despite the challenges, we supported them online and saw how meaningful that experience was. It showed us that thesis work is not only possible online—it can be incredibly impactful.”

Who should apply?

Educators who are passionate about language and literacy and who may face barriers to accessing in-person graduate education are encouraged to apply. Whether due to geography, family commitments, or professional obligations, this online format offers flexibility without compromising academic rigor.

“This is a part-time commitment,” explained Dr. Watt. “Students will take one evening course per term, making it manageable alongside their work and personal lives.”

Applications are currently open, with a cohort size of approximately 15 students. This option is expected to be in high demand for educators in Manitoba who have, in the past, applied to online courses elsewhere for their M.Ed. studies.  “The response has been phenomenal,” noted Dr. Honeyford.

Looking ahead

While the M.Ed. Language and Literacy concentration is the first to go online, it may pave the way for other M.Ed. concentrations in the future. “This is a bit of a test run,” said Dr. Watt. “We’re fortunate to have a large and committed faculty team right now, which makes it possible.”

Dr. Honeyford added, “We’re seeing interest from other area groups, and we’re hopeful this will inspire further online offerings.”

Most importantly, the Faculty of Education will continue to offer in-person M.Ed.  in both thesis- and course-based routes, ensuring that students have options that suit their needs

Why Choose UM?

Beyond the online delivery structure and accessibility, the faculty’s expertise and commitment to student success make this offering stand out. “We’re designing these courses with students in mind,” said Dr. Honeyford. “We’ll be with them from the beginning of the cohort through to the end, building relationships and supporting their research.”

Dr. Michalovich, who is currently leading a generative AI and digital literacies workshop series, emphasized the relevance of the online focus: “We live in interesting times. The ways we communicate and make meaning are changing rapidly. Literacy education is at the center of that transformation. This is a great time to engage deeply with these issues.”

As the University of Manitoba continues to evolve and respond to the needs of its diverse communities, the launch of the online thesis cohort in  Language and Literacy marks a significant step forward. It’s an offering built on access, collaboration, and a vision for a more inclusive and research-rich future in education.

Applications for the Fall 2026 cohort are now open. The deadline to apply is November 1.

For more information, https://umanitoba.ca/education/master-education-concentrations

This prestigious award recognizes University of Manitoba educators who have demonstrated continuing teaching excellence and made significant contributions to advancing teaching and learning at UM.

Jennifer Watt

Professor, Department of Curriculum, Teaching and Learning, Faculty of Education

Students and colleagues alike commend Jennifer Watt for her passion, empathy and creativity, which are having a transformative impact in the field of education.

Watt is deeply committed to advancing equity and social justice in education. Since joining the University of Manitoba in a faculty position in 2017, her teaching has inspired learners at all stages – from first-year undergraduates to experienced educators – to view teaching as a pathway to building a more compassionate and inclusive world.

She played a pivotal role in developing Introduction to Education: What It Means to Teach, a course grounded in the themes of Belonging, Meaning, Purpose, and Hope (outlined in “Mamàhtawisiwin”, a 2022 Manitoba Education and Early Childhood Learning Indigenous education policy document) and the four guiding questions taught by the late Honourable Justice Murray Sinclair. Due to its popularity, the course has expanded from three to five sections, drawing hundreds of undergraduate students. One student reflected, “Her class has taught me so much about the education system and gave me insight into whether teaching was the career for me. I have never felt so welcomed, cared for and appreciated in a classroom.”

Watt’s innovative approaches include thoughtfully designed teaching strategies and assessments that respect student autonomy, honour diversity, and encourage reflection and growth. Her “Choose Your Own Adventure” assignment, for example, offers students multiple pathways to demonstrate their learning in ways that reflect their identities, experiences and aspirations.

She also co-leads the Manitoba Writing Project and co-teaches a Summer Writing Institute with her colleague, Michelle Honeyford. The 6-credit graduate/post-diploma course brings together educators, researchers and writers to explore the transformative power of writing and place-based inquiry. Each year, this unique program is situated in a new context, from King’s Park to public murals and monuments across Manitoba.

Beyond the classroom, Watt shares her expertise widely through a variety of platforms – webinars, podcasts, creative multimedia tools and experiential learning activities, making knowledge accessible and impactful. Her passion for teaching is contagious, and her pedagogy – rooted in care, accountability and community – is shaping the next generation of compassionate, justice-oriented educators.

Wan Wang

Instructor, Department of Psychology, Faculty of Arts

Wan Wang is a dedicated and passionate educator whose teaching has had a profound impact on undergraduate psychology students, particularly in the areas of research methods and assessment.

Wang teaches multiple sessions of three research courses that form the foundation for most programs within the Department of Psychology. Her student-centred approach makes abstract and technically complex research concepts both understandable and engaging. By grounding her pedagogy in self-determination theory, she fosters student motivation and well-being by addressing key needs for autonomy, competence and relatedness.

Her teaching strategies combine rigor with relevance, helping students build competency in critical thinking and problem-solving skills, leading to high engagement. In a glowing review from one student, they noted how Wang put them at ease despite the challenging material: “Dr. Wang is really good at explaining concepts that normally would be daunting and stressful.” She integrates current and relatable content – such as the ethical use of artificial intelligence tools like ChatGPT – and develops experiential learning projects that allow students to pursue topics aligned with their own interests. She also demonstrates how their own research activities can contribute to ongoing efforts of reducing barriers to access building a more just society.

Wang is also deeply committed to her own professional growth and to advancing teaching and learning at UM. She regularly participates in teaching workshops both at the university and through external organizations and has received funding for research projects that enhance student learning, supported by the Provost’s Scholarship of Teaching and Learning Support Fund and the Faculty of Arts’ Teaching and Learning Enhancement Fund. A strong advocate for knowledge mobilization, she actively shares her research findings and teaching practices with colleagues. Since joining UM in 2019, she has received multiple teaching awards from both university administrative units and student-led organizations.

Through her exemplary dedication and innovative use of psychological principles in teaching, Wang has positively impacted thousands of undergraduate students in the Department of Psychology.

The University of Manitoba proudly congratulates Jennifer Watt and Wan Wang on this well-deserved recognition of their excellence in teaching.

The Louis Riel School Division introduced full-time kindergarten for the 2024-25 academic year. This past spring, the division sent out a survey to teachers and parents of kindergarten students to gauge how students were adjusting.

Xiaoxiao Du, an assistant professor at the University of Manitoba’s faculty of education who specializes in language and literacy, said full-day kindergarten can offer more varied opportunities for children to expand their education, whether that’s learning through play and exploration, or reading and writing. 

To read the full article, please head to CBC Manitoba.

During this presentation, Dr. Gerald Walton will offer a situated and provocative reflection on the urgent need for cisgender and heterosexual co-conspiracy in queer activism. In response to rising anti-queer repression and authoritarianism in Canada, he will explore the possibilities and limitations of surpassing allyship, arguing that bold, united resistance across identities is essential for justice.

A sociologist by training, the focus of Gerald Walton’s research, teaching, and activism is exploring privilege in ways that support equity for marginalized groups of people in society. He identifies himself as both an insider and an outsider, drawing on both perspectives for activism toward social and institutional change.  

Coming out of the ‘cis-het’ closet. The time is now.

Through engaging talks and workshop-style discussions, this series aims to foster critical dialogue, inspire innovation, and support educators, researchers, and students in navigating the evolving role of AI in teaching, learning, and educational policy. Join us as we delve into opportunities and complexities of artificial intelligence and the role of digital literacies in education and beyond.

Join in-person viewing in the Digital Literacies Lab (RM 328, Education Building) or the Faculty of Arts Media Lab (233 University College) with post-workshop discussions.

All workshops will be streamed on Zoom, with three of the four presenters joining online. Complete event information for each workshop and registration for online viewing can be found here.

Workshops include: 

Sept 23 (6:00pm – 7:30pm) – “Generative AI: Implications and Applications for Education” with Bill Cope & Mary Kalantzis

Oct 21 (6:00pm – 7:30pm) – “The End of the World as We Know It? AI, Post-Literate Society and Education” with Allan Luke

November 25 (6:00pm – 7:30pm) – “Assessment Literacy in the Age of AI” with Michael Holden (in person presentation at 328 Education building)

Dec 2 (6:00pm – 7:30pm) – “Digital Literacies as Literacies of Repair” with Rodney H. Jones

Congratulations to all the recipients of the 2024 Merit Awards.

Category: Social Sciences, Humanities and Fine Arts

Combination:

• Sean Carleton, Department of History and Department of Indigenous Studies, Faculty of Arts
• Lucy Delgado, Department of Educational Administration, Foundations, and Psychology, Faculty of Education
• Karin James, Department of German and Slavic Studies, Faculty of Arts
• Katherine Starzyk, Department of Psychology, Faculty of Arts

Research, Scholarly Work and Creative Activities:

• Andrew Hatala, College of Community and Global Health, Rady Faculty of Health Sciences
• Corey Mackenzie, Department of Psychology, Faculty of Arts
• Dominique Rey, School of Art
• Ee-Seul Yoon, Department of Educational Administration, Foundations, and Psychology, Faculty of Education

Service:

• Mark Hudson, Department of Sociology, Faculty of Arts
• Jamie Paris, Department of English, Theatre, Film, and Media, Faculty of Arts
• Michelle Porter, Faculty of Kinesiology & Recreation Management

Teaching:

• Cameron Hauseman, Department of Educational Administration, Foundations, and Psychology, Faculty of Education
• Alexandra Heberger, Department of German and Slavic Studies, Faculty of Arts
• Shannon Moore, Department of Curriculum, Teaching & Learning, Faculty of Education
• Wei Wang, Department of Business Administration, I.H. Asper School of Business

Category: Life Sciences, Natural Sciences and Engineering

Combination:

• Inoka Amarakoon, Department of Soil Science, Faculty of Agricultural & Food Science
• Philip Ferguson, Department of Mechanical Engineering, Price Faculty of Engineering
• David Herbert, Department of Chemistry, Faculty of Science
• Ricardo Silva, Department of Earth Sciences, Clayton H. Riddell Faculty of Environment, Earth, and Resources

Research, Scholarly Work and Creative Activities:

• Meghan Azad, Department of Pediatrics and Child Health, Max Rady College of Medicine, Rady Faculty of Health Sciences
• Xihui Liang, Department of Mechanical Engineering, Price Faculty of Engineering
• Peter Pelka, Department of Microbiology, Faculty of Science
• Jill Stobart, College of Pharmacy, Rady Faculty of Health Sciences

Service:

• Jessica Hartley, Department of Biochemistry and Medical Genetics, Max Rady College of Medicine, Rady Faculty of Health Sciences
• Shakerah Jones Hall, College of Nursing, Rady Faculty of Health Sciences
• Sachin Katyal, Department of Pharmacology & Therapeutics, Rady Faculty of Health Sciences

Teaching:

• Chyngyz Erkinbaev, Department of Biosystems Engineering, Price Faculty of Engineering
• Sabine Kuss, Department of Chemistry, Faculty of Science
• Vladan Protudjer, College of Nursing, Rady Faculty of Health Sciences
• Trisha Scribbans, Faculty of Kinesiology and Recreation Management

Category: Promoting Indigenous Achievement

• Réal Carrière, Department of Political Studies, Faculty of Arts

Read and watch more at CBC Manitoba.

Guided by MomentUM: Leading Change Together, UM is committed to empowering learners through dynamic learning experiences that meet the needs of an increasingly diverse student body. Investing in SoTL enables instructors and faculty members to examine their teaching practices, incorporate evidence-based findings, and ultimately, improve student success.

The 2025 SoTL Support Fund has awarded five Seed projects, a stream within the scaffolded-funding program which supports time-limited and innovative new teaching and learning research ideas with a budget of up to $6000. These projects span a range of disciplines, each offering an innovative approach to advancing research-based teaching and learning at UM.

Empowering Statistical Minds: Data Exploration for Student Engagement

Project lead: Hina Shaheen, Department of Statistics, Faculty of Science

Bridging the gap between theoretical statistical concepts and real-world applications can be challenging for many Statistics students. Traditional lecture-based approaches often encourage rote memorization of formulas rather than deep understanding. This project will introduce small-group, collaborative experiments using real-world databases, promoting active learning through data exploration and statistical decision-making. The hands-on problem-solving activities aim to strengthen students’ analytical reasoning, decision-making, and statistical interpretation skills. Analysis of students’ behavioural, emotional, and social engagement outcomes will inform and support ongoing initiatives aimed at enhancing student success and career readiness.

Live Podcasting in Teacher Education: Amplifying Engagement, Dialogue, and Multimodal Literacies

Project lead: Amir Michalovich, Department of Curriculum, Teaching and Learning, Faculty of Education

This project examines the extent to which live podcasting in class can cultivate engaging, dialogic, and multimodal classroom discussions for students in teacher education. Given the rapid advancement of generative AI, it is increasingly important to explore classroom-based assignments involving students co-developing and demonstrating their knowledge. While some research has explored the use of pre-recorded or edited podcasts in post-secondary education, it has rarely examined digital multimodal assignments conducted live in class. This study addresses that gap by exploring how these tools can impact student engagement with course content, participation in dialogic learning, and development of communicative skills across multimodal literacies (e.g., speaking, listening, writing, viewing, and representing). 

Team-based collaborative learning from the head to the toes to better health for all

Project lead: Dr. Laura MacDonald, Dental Hygiene, Dr. Gerald Niznick College of Dentistry, Rady Faculty of Health Sciences

This project pilots an interprofessional team-based collaborative experiential learning program aimed at facilitating the integration of oral health within comprehensive health care. It will examine students’ perspectives of a novel interprofessional education (IPE) initiative delivered in a dental clinic setting. Both existing research and the outcomes of a recent Rady Faculty of Health Sciences interprofessional simulation indicate a persistent gap in incorporating oral health within comprehensive health-care practice. Situating this intervention within a dental clinic is intended to help health professional students connect oral health with overall health and roles and responsibilities to ensure comprehensive health care. Findings will offer curriculum IPE developers valuable insights into the key traits students believe support interprofessional collaboration competencies, specifically relationship-focused care, clearly defined roles and responsibilities, and collaborative leadership.

Case-Based Learning in Landscape Architecture and Environmental Design

Project co-leads: Yuhao Lu, Department of Landscape Architecture and Mark Meagher, Environmental Design Program

In landscape architecture and design education, students often struggle to build and apply an accurate vocabulary for describing spatial patterns. Relying solely on memorized definitions limits students’ abilities to recognize or articulate design intensions in new contexts. Applying case-based learning principles, which emphasize that deeper understanding emerges from exposure to concrete examples, this project will give students access to real-world cases in the form of project drawings and photographs. A curated collection of design patterns and vocabulary will be developed from an extensive database of precedents and enhanced through state-of-the-art machine learning. Students will submit their own sketches, which the system will analyze to generate key vocabulary terms to describe the patterns and examples of related patterns across multiple design disciplines. Pre- and post-project surveys will assess the tool’s impact on students’ design literacy, pattern recognition, and communicative competence.

Collaborative Proof Writing: Enhancing Mathematical Understanding and Communication Skills Through Group-Based Learning

Project lead: Jamie de Jong, Department of Mathematics, Faculty of Science

Writing mathematical proofs can be a significant challenge for undergraduate students, who must shift from the computational problem-solving emphasized in high school to the formal reasoning required in university mathematics. This project will evaluate the effectiveness of targeted in-class group activities designed to strengthen both mathematical understanding and communication. The activities will focus on analyzing and writing mathematical proofs, with opportunities for immediate feedback from both instructors and peers. While peer feedback is well-established in writing-intensive fields, its application in proof-based mathematics is limited. Surveys and assessments of student performance will be used to measure the effectiveness of this teaching approach.

Learn more about how UM is supporting teaching excellence.

Many students experience it and teachers will often spend the first two or three weeks on the return of classes in doing review and getting kids back up to speed.

Marti Ford, an Associate Dean of Indigenous Education and Assistant Professor at the University of Manitoba explains what summer slide is.

“Because kids are out of school for two months and they’re not getting the regular math and ELA instruction that they would get while they are in school. What happens is students forget, they forget about their math skills or they start to slide a little bit in their reading skills and reading comprehension.”

To read the full article, please follow the link to Thompson Online.

As Co-founder and Director of the Manitoba Writing Project—a professional network that brings educators and partners together to explore the power of writing— Dr. Honeyford and Dr. Watt have been inspiring teachers through this course together since 2018 (Honeyford since 2014!). It’s no surprise that this year’s course was completely full and in demand amongst graduate students.

An immersive experience

This immersive course, also known as the “Summer Writing Institute”, invites educators to grow as writers to empower them to teach writing more effectively. In just two intensive weeks these students, who are completing their Post-Baccalaureate Diploma or Master of Education, earned six credit hours towards their program. Through hands-on writing, collaborative groups, guest speakers, and exploration of writing craft and pedagogy, participants deepen both their practice and perspective.  

Reconnecting with writing

“Educators write a lot in their professional roles. But many will admit it’s been a long time since they wrote for pleasure, or that they don’t think of themselves as writers” says Honeyford. “Our hope is for them to re-imagine writing as a form of connection, reflection, and action. Through the course, we invite educators to experiment with new and multimodal forms of writing, and to become part of a community of writers.”

Inspired by the outdoors

Many on campus saw the large class out walking and writing along the Red River, around campus, to nearby King’s Park, as well as with a “writing marathon” at The Forks. The walking curriculum is a key component of the experience for students.

Honeyford and Watt worked closely with Sarah Roche, an arts integration educator and M.Ed graduate, who facilitated several movement workshops as part of the course. From a “walking dance” on Day 1 to creating a collective water dance on Day 7, Roche reminded the class that writing and literacies are embodied practices. She invited students to be playful, to be noticers, and to compose meaning with and through their bodies.

“There is work that happens through movement, in becoming more attuned to our bodies and to the ways we walk and learn in relation to one another, both human and more-than-human. We become more aware of how literacies are embodied, and how important it is for us to integrate movement into education,” explains Dr. Honeyford.   

Growing confidence

Dr. Honeyford describes how the writing invitations started small by taking photos and writing 6-word poems. Within two weeks, the students had poetry, photo essays, digital stories, reels, rants, letters, etc., and pieces for publication in the Summer Writing Institute Anthology. Says Dr. Honeyford, “we see the growth educators describe as they reflect on their confidence as writers, and what they plan to take back with them into their classrooms as teachers of writers, and it’s amazing. Every time.” 

Embracing the theme: Ripple Effects Symposium

This summer, the course included a special one-day Ripple Effects/Just Waters Symposium that featured workshops and presentations by the UM Just Waters Project (Dr. Adele Perry, Dr. Jocelyn Thorpe, and Indigenous Knowledge Keeper Ramona Milliea) and Ripple Effects International (Dr. Bronwyn Williams, University of Louisville).

 “Becoming Writers” course participants from previous summers attended the symposium and presented, including Katya Adamov Ferguson (PhD in Education candidate), and Noah Cain (M.Ed graduate). Inspired by the symposium, course activities, and readings, students designed Ripple Effects Place Projects, water-focused writing and inquiry projects they plan to enact in their classrooms and schools in the fall.

Summaries of the projects, which incorporate elements of photography, writing, and publication, will be shared on the Manitoba Writing Project’s website for its Write Out initiative in October.

An international initiative

The “Becoming Writers” course is modeled after the Summer Writing Institute offered by the National Writing Project. Every summer, in nearly 175 university-based writing project sites across the United States, the District of Columbia, Puerto Rico, the US Virgin Islands, as well as international sites including Hong Kong, Malta, Norway, and the Dominican Republic, teachers come together to write—and to grow their practice as teachers of writing. Dr. Honeyford and Dr. Watt are Co-Directors of the Manitoba Writing Project, which became an Associated International Site of the National Writing Project in 2018, the first in Canada.