Find out more about our Past Chairs
Monica Vesely, University of Waterloo
Monica Vesely comes from a teaching background in biochemistry (laboratory and lecture courses) at the University of Waterloo and designing on-line learning experiences with Waterloo’s Professional Development Program. Her entry into the educational developer world started with her facilitation work as part of the Instructional Skills Workshop (ISW) program and educational development became her primary role in 2012 when she joined the Centre for Teaching Excellence at the University of Waterloo. In her current role as an Educational Developer, Faculty Programs and Consulting, she works with faculty across the career spectrum designing and facilitating instructional development programs and providing confidential consultations in all aspects of course design, instructional skills and evaluation. Monica’s research interests include the impact of programs such as the Teaching Squares and the Facilitator Development Workshop on teaching development.
In 2013, Monica became an Instructional Skills Workshop Trainer and took on the role of ISW program lead at the University of Waterloo. She continues to grow her investment in the broader ISW community both provincially and nationally through her involvement in the handbook revision project, co-hosting Ontario ISW Community of Practice gatherings and taking part in ISW Spring Institutes as a planning committee member, presenter, and facilitator. In 2018, Monica was the recipient of a Staff International Experience grant from the University of Waterloo and had the opportunity to visit various teaching centers in the UK and the Netherlands where she engaged in conversations about teaching and learning with her international colleagues. This experience continues to inform and provide perspective in her current work.
Monica attended her first COED meeting in her first year as education developer (fall of 2012) and she values the forum this group provides for educational developers provincially to connect with one another. She looks forward to supporting and growing COED’s ongoing efforts to provide opportunities for new and established members of the educational developer community to engage in meaningful discussion and collaborative activities that help to enhance the strength of the COED community. With the needs and interests of the COED membership as a guide, Monica hopes to work with the current executive to grow newly seeded programs and support the nurturing of existing relationships as well as facilitate new opportunities for connections both within and external to the membership.
Robin Sutherland-Harris, York University
Robin Sutherland-Harris believes that the work of educational development in higher education requires engaging with complex and varied literacies. Drawing on a situational, pragmatic, and critical understanding of what it means to be literate in a given context, she sees educational developers as ideally situated to support the widespread and long-term development of pedagogical literacies across institutions. The events of 2020 and their ongoing repercussions will mean that higher education institutions, Faculties, units, and instructors will continue to navigate a changing environment over the next few years – and this is an opportunity for organizations like COED to support developers in the growth of new literacies. These literacies may be pragmatically oriented towards eLearning skills, new ways to re-imagine programming and faculty support, meaningful engagement with anti-racist, Indigenous, and equity-oriented pedagogies, or the shifting hiring landscape in educational development.
As part of the leadership team, Robin would work to ensure that COED plays a key role in how educational developers successfully navigate a period of significant transition, and that we helpfully focus on supporting our members individually and collectively to gain the strategic situational literacies that will be required of us all.
Robin is currently an Educational Developer at York University’s Teaching Commons, where she acts as liaison to the Humanities departments, and supports eLearning, 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 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.
Meagan Troop, Sheridan College
Meagan Troop has worked in the field of educational development for over a decade with experience in both college and university contexts. In her most recent role as the Manager of Educational Development at Sheridan, Meagan collaborates with faculty, staff, and administrators to design and facilitate evidence-informed programs and participate in pan-institutional initiatives that build teaching and learning capacity. Before joining Sheridan, Meagan worked as an educational developer and instructional designer with positions at the Universities of Guelph, Waterloo, and OCAD, and teaching experience from St. Lawrence College, Wilfrid Laurier University, and The University of Guelph in the disciplinary areas of music education, musical theatre performance, and improvisation.
Meagan holds a PhD in Education from Queen’s University with a focus on curriculum, teaching, and learning. She is actively involved in the Scholarship of Teaching and Learning (SoTL) as a researcher and contributes to the field of educational development through peer-reviewed publications, mentorship, and educational leadership at local, national, and international conferences and events and as an Editorial Board member of the Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL). Further, Meagan is currently a co-chair on the Advisory Committee for eCampus Ontario. When she’s not working, Meagan loves to spend time with her partner of 20 years and their 2 children, and hound dog Carlos. She also enjoys reading biographies, travelling, choral singing, a hot cup of tea, and practicing yoga.
Relationships are at the heart of the work that we do as educational developers. As a member of the coed team, Meagan would strive to cultivate meaningful connections and to foster a sense of belonging in the engaging act of community building. Further, she is hopeful that we might envisage possible educational development futures together through ongoing critical dialogue and self-reflection, and by way of creative activity.
Jessie Richards, University of Toronto
Jessie Richards is a Curriculum Development Specialist for the University of Toronto’s three campuses, based in the Office of the Vice-Provost, Innovations in Undergraduate Education. Jessie has been working in educational development since 2012, starting in the private college sector where she supported curriculum design, program review, and learning outcome assessment processes for a variety of professional programs. Jessie’s love for course design and curriculum development started in graduate school, where, concurrent to her master’s program in Composition Pedagogy, she took the University of Windsor’s University Teaching Certificate program.
In her current role, Jessie supports departmental leaders in the coordination and management of curriculum review processes, which includes developing and implementing program evaluation strategies; guiding departments through curriculum mapping; and coordinating strategies for continuous improvement of curriculum. Jessie feels especially privileged to hold a central role in such a diverse institution because she has the joy of working with wonderful leaders in a wide variety of disciplines.
Outside of her work at U of T, Jessie is involved with several initiatives with the Educational Developers Caucus (EDC). Jessie is a member of the Curriculum Mapping EDC Action Group, and serves as the leader of the Early-Career Educational Developers EDC Action Group.