Gallagher-Galileo Fellows

The funding for the Gallagher-Galileo Postdoctoral Fellowship ended in 2014-15.

For more information about graduate and postdoctoral funding opportunities, please visit the Werklund School of Education website.

BarbBrownBarb Brown
2014-15 Gallagher/Galileo Fellow

Barb completed her Ph.D. in 2013 at the University of Calgary under the supervision of Dr. Michele Jacobsen and with Dr. Sharon Friesen on her supervisory committee. Building on her extensive experiences as a K-12 teacher and school district leader and her research interests in leadership, innovation and school improvement, she was awarded the final Gallagher- Galileo Postdoctoral Fellowship for 2014-15.

During her term as a postdoctoral fellow she was involved in various research projects, leading professional learning sessions and disseminating research through conference presentations and publications. Key initiatives during the 2014-15 term included: early learning and technology research, adaptive learning systems research, pedagogical leadership research, high school learning leader professional learning, STEM professional Learning, and focus on inquiry research and professional learning.

In addition, Barb also teaches courses in the Werklund School of Education and was awarded a 2015 University of Calgary Teaching Award for teaching in online environments. Barb plans to continue working as a researcher with the Galileo Educational Network and teaching in the Werklund School of Education.

Learn more about Barb Brown on the Werklund School of Education Website or through her website.


Armando Paulino Preciado Babb
2011-12, 2012-13 and 2013-14 Gallagher/Galileo Fellow

Paulino completed his PhD in Mathematics Education in December 2011 at Simon Fraser University. The Gallagher Galileo Post Doctoral fellowship has been granted to Armando Paulino Preciado Babb for the term September 2011 – August 2012 (renewable) by both Galileo Educational Network Association (GENA) and University of Calgary (UofC). As the Galileo fellow Paulino has contributed to the following activities as part of this fellowship: leading mathematics teacher professional development in Galileo Educational Network, teaching for the Werklund School of Education at UofC, as well as conducting research relevant to professional development and mathematical instruction. Paulino’s leadership role in Galileo’s mathematics professional learning and research has already resulted in changed teaching practices and in two publications.

Paulino was awarded the best “Best Student Paper” presented to the IEEE International Conference in Marrakesh, Morocco April 17-20, 2012. His paper is published in the International Journal of Engineering Pedagogy (iJEP) Vol. 2, No 2 (2012) titled Incorporating the iPad2 in the Mathematics Classroom: Extending the Mind into the Collective. The purpose of this paper is to initiative a discussion about the possible and complex forms of interaction among students, teachers, mathematical tasks, and the electronic tablet (i{ad2) in an inquiry learning environment.

Paulino is also co-published with Peter Liljedahl Three Cases of Teachers’ Collaborative Design: Perspectives from Those Involved in the Canadian Journal of Science, Mathematics and Technology Education. Vol. 12, No 1, January-March 2012. PP 22-35. OISE. University of Toronto.

Previously through Simon Fraser University and the University of the Fraser Valley, Paulino has worked as a math educators and focused on mathematics teaching and learning in meaningful ways for students at several levels: from elementary through high school and undergraduate programs in science, mathematics and education. The use of problem solving stimulating creativity is part of my philosophy.

My research interests are in mathematics teachers’ professional growth, in particular the teachers’ professional development while designing lessons and other teaching/ learning artefacts collaboratively. My research has focused on teachers of both elementary and high school levels.

Paulino currently lives in Calgary with his wife and son who also hail from Mexico.

Jennifer Batycky
2010 – Gallagher/Galileo Fellow

Jennifer Batycky is a system specialist in Learning Support for the Calgary Board of Education. In her role she is working on the system implementation of the Alberta Education paradigm shift for inclusive education, “Setting the Direction”. During her time as a Galileo fellow, she participated in some Alberta Education initiatives including “Inspiring Education”, which informed the work in “Setting the Direction”. She also consolidated her view that teacher and administrator professional development is key in creating successful learning experiences for all students.

Jennifer previously spent thirteen years at the Calgary Board of Education – five as a teacher, and eight as a school-based administrator, which provided Batycky with a strong inquiry-based background. Jennifer’s doctoral work is focused on examining encounters between teachers, students and curriculum and how to best integrate that within the historical horizon of each discipline. She hopes to complete her PhD and graduate in mid 2011.

Gary Malcolm
2009 – Gallagher/Galileo Fellow

Gary is Headmaster of the Olympus Team Sports School, a not-for-profit organization that provides engaging learning experiences for elementary aged children by integrating the school curriculum into team sports training, physical activity, games, and nature hikes. My experience with the educational experts at Galileo affected my professional acumen in three notable ways. First, the passion at Galileo for instilling and normalizing high quality educational practices in schools has inspired me to open new spaces for students to embrace their learning. Second, my Galileo mentors taught me the importance of evidence-based educational practice and the role of participatory research in teacher development. Third, I learned of the value of perseverance in the face of adversity, particularly with resistance to changing educational philosophies.”

Gary a PhD student in the Werklund School of Education at the University of Calgary. His work is a continuation of his MA research in International Development Studies (IDS) from St. Mary’s University in Halifax. After developing a means to understanding how education within social movements in Latin America contribute to narratives of globalised forms of social justice, in his doctoral studies Gary has investigated the way these narratives are taken up and emerge through teacher agency in social studies classrooms in Alberta.

Gary used his Galileo fellowship to further understand and explain the ways in which social inquiries and information technologies contribute to student engagement with globalised narratives of social justice. This personal and social engagement is a part of a broader notion of critical pedagogy that develops the ability of teachers and students to research and critically name and act within local, national and global social phenomena.

Julie Weible
2008 – Gallagher/Galileo Fellow

Julie Weible is teaching full time at Mount Royal University in the Department of Physical Education and Recreation Studies. She is also coordinating the Bachelor of Applied Business and Entrepreneurship Sport and Recreation program.

Her PhD is focused on evaluating the impact participating in a faculty development initiative has on a university instructors teaching philosophy, assumptions and practices. Through her work with the teaching and learning centre at the University of Calgary, Weible built on her previous teaching experience by examining the U of C’s professional development program offered to instructors. “Instructors would spend time in these programs and I wondered if they were really making a difference,” says Weible, who began her teaching career at the Hurricane Island Outward Bound School in Florida, before moving on to teaching at the post secondary level. Weible is also working to complete her dissertation. Her fellowship work provided Galileo with valuable feedback on how to effectively enhance its own professional development programs, and evaluate its impact on classroom instruction.

“Ongoing educational development isn’t a one-time thing,” says Weible. “The ability to have a support system really does make a big difference. All too often, you attend a conference, and it’s done. Galileo provides an ongoing commitment, which is important.”

Tim Skuce
2007 Gallagher/Galileo Fellow

Tim Skuce is currently working with the Calgary Board of Education as Senior Educational Specialist for Social Studies in the department of Learning Innovation — Curriculum Design and Assessment. After graduating from St. Francis Xavier University in 1988, Tim began his career in education. His teaching experiences include elementary, junior and senior high schools and university. In addition to his teaching assignments, Tim has been a curriculum leader for Teaching and Learning and a coordinator for a Mentorship Program implemented at a high school in Calgary.Tim completed his Masters in Political Science in 2000 and is currently working on his doctorate in Education. Specific interests of his doctoral work include curriculum theory, interpretive inquiry and philosophy.

Tim’s Galileo Fellowship research focused on how teachers embrace new pedagogical practices.

Krista Francis-Poscente
2005-2006 Gallagher/Galileo Fellow

Krista Poscente is assistant professor of Education at St. Mary’s University College in Calgary teaching courses in curriculum methodologies. Primarlity in these courses future teachers examine theoretical and pragmatic approaches for designing, implementing and assessing rigorous, meaningful, interdisciplinary inquiry approaches for learning in the classroom. Krista also participates in several research studies including how mathematicsl inquiry lives in classrooms, how technology contributes to student learning, and how co-teaching with biologists, chemists and physicists informs the formation of future science teachers. She holds a PhD from the Department of Educational Technology at the University of Calgary. She received her Master’s degree in Distance Education from Athabasca University. Krista has worked as a Multimedia Instructional Designer for the Southern Alberta Institute of Technology, and web communications specialist for the Canadian Association of Distance Education. Krista’s research interests include distance education, communication technologies, rural education, and mathematics in education.

Krista also continues to collaborate with and support Galileo as consultant as part of the Galileo team in particular leading professional learning and research in the mathematics area.

Michelle Bastock
2004-2005 Gallagher/Galileo Fellow

Michelle Bastock’s 22 years of experience in education have spanned kindergarten to grade twelve. She has been a classroom teacher, an elementary learning support teacher, an early literacy teacher, a home education teacher and a university instructor.

Michelle completed her Master of Arts at the University of Calgary in 1999. She is currently completing a Ph.D. in Curriculum, Teaching and Learning at the University of Calgary. Her research centers around the breakdown of the word and the image in a historical, theological and philosophical study. This graduate work has given Michelle the opportunity to explore curriculum research, interpretive inquiry and philosophy related to literacy issues for young learners.

Michelle took her teacher education at the University of Regina and graduated in 1983 where she was awarded the Saskatchewan Teachers’ Federation Prize in Education. She has also been awarded a local Excellence in Teaching award.

Michelle has experienced many changes during the course of her career, and for this reason, her practice over the last twenty years has been an endeavor of inquiry. Michelle’s work as a graduate student and a teacher has helped her to understand and practice the importance of inquiry as a way to guide students and student teachers.

Michelle’s work as the Galileo fellow explored the relationship of the image, technology and the imagination on literacy learning with children.

Brad Johnson
2003-2004 Gallagher/Galileo Fellow

Brad is currently completing his doctorate in educational technology at the University of Calgary. Brad’s academic background in computer science, philosophy and psychology led to his masters and doctoral work educational technology. He was also a member of Teamwave Software, a successful commercial venture that developed and marketed innovative collaborative software. The general focus of Brad’s research deals with how to select and use collaborative technologies to support pedagogy. Brad is the Gallagher / Galileo Doctoral Fellow for 2004-2005.

Brad’s doctoral research is tightly focused on asynchronous text-based discussions as they are used in post-secondary distance-delivered courses. The model being used to help frame the research questions is based on the Community of Inquiry model first developed by Garrison, Anderson and Archer (2000). The primary questions being probed: (1) are the learning goals described by the Community of Inquiry model being met?, (2) what are the of patterns of interaction over a semester?, and (3) how do the elements of the dialog impact each other over time?

A second but related line of research is based on the idea of situated technology. Is there a way to select and deploy technology for educational purposes that better addresses the situated-ness of the educational experience? This approach suggests that elements of a rapid-prototyping paradigm provide a more responsive process for educational software implementation and deployment compared to the enterprise approach currently being used. Ultimately the goal is to be able to quickly ‘cobble together’ technology solutions that are reflective of the needs of any given step or stage of an educational inquiry.

Shelley Kinash
2002-2003 Gallagher/Galileo Fellow

Shelley Kinash, PhD. is the Gallagher Galileo doctoral fellowship recipient for 2003. Shelley began studies as a Doctoral Student through the Graduate Division of Educational Research, Educational Technology in September 2000 exploring the area of ‘blind online learners’. Shelley’s dissertation will address: 1) The experience of being a blind online student; 2) Design characteristics and assistive technologies that best facilitates online learning for blind students and; 3) The impact of blind students engaging in online learning. This research is supported through the Louisiana centre for the Blind and the Professional Development and Research Institute on Blindness out of Louisiana Tech University. As a faculty member of the University of Calgary, Werklund School of Education, Community Rehabilitation and Disability Studies, Shelley’s most recent work has been the coordination and instruction of online learning.

Shelley’s work as the Galileo fellow will involve the Intelligence Online professional learning processes and networks as well as inquiry-based teaching and learning. Shelley plans to apply her research to accessible online information and communication, universal design, assistive technologies, and non-visual interfaces to actively work with teachers and children (including those with disabilities) to enhance the education experience. As the Galileo fellow her focus of research will include blind online learners and the extensive use of text and visual cues in digital technologies.

In addition to her professional interests, Shelley has a husband and two children who inspire and support all of her passions. She has a daughter Kirsten, who will be entering the official world of school, starting Kindergarten this August, and a son Josh, who will be attending three year-old Pre-school in the Fall. All in all, Shelley’s life is very full and she looks forward to reaping the benefits of another year of hard work and dedicated research.

Jennifer Lock
2001-2002 Gallagher/Galileo Fellow

Jennifer Lock is an Associate Professor in the Werklund School of Education at the University of Calgary teaching in both the undergraduate and graduate programs. Her area of specialization is educational technology. Jennifer’s current research in inclusive of three areas: 1) E-learning with a fpcus in distance education, online learning communities, and building capacity of online educators; 2) Technology integration in education and teacher education that involves designing learning in technology-enhanced learning environments, online collaboration, and one-to-one moblie computing; and 3) Change innovation in education (teaching, learning and leading) with specific interest in leading innovation in classrooms, schools and districts involving educational technologies.

Jennifer has been the instructional developer and research assistant involved in the development and pilot testing of inquiry-based online case studies for technology integration in the Werklund School of Education. Further, she has worked as a coordinator of distance education and technology in a Canadian community college and has been involved on both personal and professional levels with distance learning for a number of years. She has extensive experience as an educator and administrator in school and post-secondary environments.

Jennifer’s dissertation research, entitled Building and Sustaining Virtual Communities (2003) was designed to examine how the concept of community is developed, realized and sustained within online in-service teacher professional development environments. The study was designed to address two major research questions: How are virtual communities created and sustained to facilitate teacher professional development? What factors influence the phases of virtual community development in online in-service teacher professional development?

Jennifer completed the following two studies as part of her Gallagher/Galileo Doctoral Fellowship. Both are available from the Galileo reading page.

A Report to Galileo Educational Network Association, Developing and Realizing Community within Intelligence Online (io)

A Professional Development Initiative Designed to Facilitate the Creation of an Inquiry-based Humanities Project that Integrates Technology.

Rosina Smith
2000-2001 Gallagher/Galileo Fellow

Rosina Smith most recently was the Executive Director of the Alberta Online Consortium. Rosina brought eighteen years of practical teaching experience to her year as the 2000/2001 Galileo fellowship recipient. Her experience is varied including work with students in language based resource rooms, with at risk high school students, to students coded as gifted and talented. In addition she has served as a consultant at The Centre for Gifted Education at the University of Calgary. She has published articles relating to the education of gifted and talented students and to the potential of computer technology in schools. She has presented at several conferences and is also on the executive committee of the SAGE conference and has been conference chair for the Gifted and Talented Education Council in Alberta. Her PhD focused on virtual schools in the Province of Alberta. Some of her publications are available online here.

Trevor Owen
1999 Gallagher/Galileo Fellow

Trevor Owen is founder and current Program Director of the Writers In Electronic Residence (WIER) program, a national online writing initiative, linking professional authors with students and teachers in school-based programs. WIER will celebrate its 20th. anniversary in 2007-8.

Trevor co-authored, with Ron Owston, The Learning Highway: Smart Students and the Internet (Key Porter Books), which was named to the New York Public Library “Books for the Teen Age.” Other honours and awards include Maclean’s magazine’s “Honor Roll”, the “Marshall McLuhan Distinguished Teacher Award”; a “Teacher Research on Literacy” Award (Canadian Teachers’ Federation/Hilroy Foundation); and, more recently, a “Canada Post Literacy Award” (finalist.) He is currently listed in Canadian Who’s Who.

He has served in the development of other online learning initiatives, including extending the pedagogy of WIER’s “electronic residency” to other areas, such as music and mathematics. He developed several initiatives during his Galileo Fellowship, including the renewal of the International Education and Research Network (I*EARN) in Canada as a Galileo program.

Trevor retired from full-time teaching in 2005 in part to focus on his work with WIER. He continues to serve in part-time teaching and research roles in faculties of education, most recently with Queen’s University and OISE/UT.

More information on WIER is available at:

Michele1Michele Jacobsen
The First Gallagher/Galileo Fellowship winner
1997-1998 Gallagher/Galileo Fellow

Dr. Michele Jacobsen (PhD, MSc, BEd, BA, Calgary) is a tenured associate professor specializing in educational technology in the Werklund School of Education. Michele is currently the Editor and Founder of the EGallery and former Editor of The Canadian Journal of Learning and Technology (CJLT).

Michele is the former chair of the Imperial Oil Project Committee, and the former coordinator of the Educational Technology Specialization in the Graduate Division of Educational Research. In the past 12 years, Michele has taught undergraduate and graduate students in educational technology, classroom measurement and teacher preparation seminars, as well as offering web design and HTML courses in the Faculty of Continuing Education. She recently had the privilege of working withgifted children on digital filmmaking in the Summer SUCCESS 2004 program.

Research projects include investigating inquiry-based learning and technology integration in conjunction with the Galileo Educational Network, a case study of the MT3 Grant initiative as part of the Imperial Oil project, integrating technology into the Master of Teaching Program, the adoption of information technology by post-secondary teaching faculty, and a variety of web-based educational and psychological experiments.

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