Eliana Elkhoury, PhD
Dr. Eliana Elkhoury is the team lead of the alternative assessment project. She is an assistant professor at Athabasca University. She has extensive experience in teaching and learning in K12 and higher education settings within both Canada and internationally. Her work focuses on education in emergencies and innovation in teaching and learning. Eliana’s latest work includes training teachers in alternative ways of doing assessments. Dr. Elkhoury has received multiple grants to conduct research, and has published and presented on STEM education, equity in education, and alternative assessments. Her current research interests include: Innovation in teaching and learning Alternative assessment in multiple disciplines Open education Equity in assessment practices
Ameera Ali, PhD
Equity in Assessment
Ameera Ali is an Educational Developer in the Teaching Commons at York University, where her areas of interest and focus include equity, diversity, inclusion, and accessibility. Previous to her position as an Educational Developer, Ameera was a Post-Doctoral visitor in the Teaching Commons, where her research investigated university students’ experiences of teaching and learning throughout the Covid-19 pandemic. She has also engaged in research exploring university students’ experiences of accessibility in teaching and learning. In addition to her background in higher education, Ameera also has a scholarly focus in the areas of childhood studies, qualitative research, and critical disability studies.
Robin Sutherland-Harris, PhD
Equity in assessment
Robin Sutherland-Harris, PhD (University of Toronto) is an Educational Developer at York University’s Teaching Commons, where she acts as liaison to the Humanities departments, and supports eLearning initiatives, inclusion and equity in teaching and learning, and academic integrity across the university. She has over 8 years of university teaching experience in her original disciplinary field of Medieval Studies, and over 10 years experience as an educational developer, faculty development consultant, and peer teaching and learning mentor. Her current research uses a collaborative analytical autoethnographic methodology to explore facets of faculty and educational developer interaction, whether in the course of day-to-day individual consultations, curriculum renewal processes, or sector-wide emergency responses to global events such as COVID-19 and Black Lives Matter.
Amir Hamedzadeh, PhD
Alternative Assessment in Engineering and digital assessment
Amir received his PhD in mechanical engineering and his Master in structural engineering from the University of Calgary. He has experienced in teaching numerous undergraduate and postgraduate courses in different engineering disciplines. He is interested in alternative assessment and online learning in STEM.
Annie Prud'homme Genereux, PhD
Alternative Assessment in STEM
Annie was one of a handful of faculty who founded Quest University Canada, an innovative liberal arts and science undergraduate institution that has top the rankings of the National Survey of Student Engagement (NSSE) since its inception. She is a prolific case author having published over three dozen cases (often with her students) and is often invited to train educators in its use (more than 100 workshops around the world and over 70 peer-reviewed publications). She was awarded the National Association of Biology Teachers’ (NABT) Four-Year College Innovation award in recognition of these contributions. Annie holds a PhD in Biochemistry & Molecular Biology, an MA in Science Writing, and a BSc in Biology. She has certifications in non-profit management, museum studies, and teaching. She is currently working to complete an MEd in Open, Digital, and Distance Education.