Dr. Laurie Hill
Associate Professor, Education
Phone: (403) 254-3143
Email: laurie.hill@stmu.ca
Office: M203
PhD Education, University of Calgary
MEd Education, University of Toronto
BEd, University of Western Ontario
BA (Honours) Sociology and History, University of Guelph
Specialization/research interests: teacher education; student teacher identity; children’s literacy and socio-cultural influences; gender studies; student transitions; practicum experiences
Laurie Hill is an Associate Professor in the Faculty of Education at St. Mary’s University. Her research interests include teacher education, teacher professional identity and teacher becoming, especially the way in which field experiences shape how student teachers understand their emerging practice and sense of what it means to be (and to become) a teacher. She is also interested in teacher well-being, student transitions, as well as gender and equity issues as they relate to education. Dr. Hill is a member of the editorial team for Papers on Postsecondary Learning and Teaching and her current service includes the national boards for the Canadian Society for the Study of Higher Education (CSSHE) and the Canadian Association for the Study of Women in Education (CASWE).
Hill, S. L., & Seitz, P. (2023). Leadership for culturally responsive education: A district assessment policy for informed practice. Journal of Educational Leadership: Policy and Practice, 37, 2-19.
Lock, J. V., Johnson, C., Altowairiki, N., Burns, A., Hill, S. L., & Ostrowski, C. P. (2022). Enhancing instructor capacity through the redesign of online practicum course environments using universal design for learning. Research Anthology on Remote Teaching and Learning and the Future of Online Education. https://www.igi-global.com/gateway/chapter/312732.
Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (Eds.). (2022). Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (Canadian Research in Teacher Education series, Vol. 11). Canadian Association for Teacher Education. https://doi.org/10.11575/PRISM/39534
Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (2022). Introduction: Why study how B.Ed. programs adapted during the pandemic? In P. Danyluk, A. Burns, S. L. Hill, & K. Crawford (Eds.) Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (pp. 1–10). Canadian Association for Teacher Education. https://doi.org/10.11575/PRISM/39534
Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (2022). Conclusion: What have we learned: adaptations, recommendations, and silver linings. In P. Danyluk, A. Burns, S. L. Hill, & K. Crawford (Eds.), Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (pp. 334–340). Canadian Association for Teacher Education. https://doi.org/10.11575/PRISM/39534
Hill, S. L., Johnson. S., Seitz, P., Vergis, E., & Twomey, S. (2022). “Teacher leaders in the making”: A response to COVID 19 in practicum. In P. Danyluk, A. Burns, S. L. Hill, & K. Crawford (Eds.), Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (pp. 245–255). Canadian Association for Teacher Education. https://doi.org/10.11575/PRISM/39534
Seitz, P., & Hill, S. L. (2021). Cognition in 21st century skills: A mixed methods study. International Journal of Curriculum and Instruction, 13(3), 2232–2252.
Lock, J., Johnson, C., Hill, S. L., Ostrowski, C. P., & da Rosa dos Santos, L. (2021). From assistants to partners: A framework for graduate students as partners in SoTL research. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.9
Hill, S. L. (2020). Professional identity: Creating stories in the academy. In A. Burns & S. Eaton (Eds.), Having it all: Women negotiating life in the academy (pp. 67–77). Springer. https://doi.org/10.1007/978-981-15-3114-9_6
Danyluk, P., Burns, A., Crawford, K., & Hill, S. L. (2020). Preservice teachers’ perspectives of failure during a practicum. Teaching Education, 32(3), 237–250. https://doi.org/10.1080/10476210.2019.1693536
Hill, S. L. & Seitz, P. (2019). Integrative and Interdisciplinary Pedagogy: Theory to Practice. Teacher Learning and Professional Development, 4(1), 16-28.
Hirst, S. P., Jeffs, C., Arcellana-Panlilo, M., Charles, A., Hill, S. L., & Hillman, B. (2019). Something to Say: Writing for Publication. Papers on Postsecondary Learning and Teaching, 3, 9-16.
Lock, J. V., Johnson, C., Altowairiki, N., Burns, A., Hill, L., & Ostrowski, C. P. (2019). Enhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning. In J. Keengwe (Ed.), Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education (pp. 1-20). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5557-5.ch001
Hill, S. L. Burns, A., Danyluk, P., & Crawford, K. (2018). Critical conversations on reflexive inquiry in field experiences. In E. R. Lyle (Ed.). The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity (185-198). Leiden, The Netherlands: Brill Publishers.
Burns, A., Hill, S. L., Danyluk, P., & Crawford, K. (2018). What’s in it for me? Partner teachers and their role in pre-service teacher education. Journal of Educational Thought, 51(1), 35-56.
Lock, J., Hill, S. L., & Dyjur, P. (2018). Living the curriculum review: More than a report. Canadian Journal of Higher Education 48(1), 118-131
Machon, L., & Hill, S. L. (Nov. 2017). The procession from passion to empowerment: On the relationship between literacy and delight. The Canadian Journal for Teacher Research. http://www.teacherresearch.ca/home
Hill, S. L. (2017). Negotiating Identity: Pre-Service Teachers Consider Conceptions of Learning and Teaching. In E. R. Lyle (Ed.), At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity (pp. 105-113). Rotterdam, The Netherlands: Sense Publishers.
Ostrowski, C. P., Lock, J., Hill, S. L., da Rosa dos Santos, L., Altowairiki, N. F., & Johnson, C. (2017, January). A journey through the development of online environments: Putting UDL theory into practice. In P. Vu, S. Fredrickson, & C. Moore (Eds.), Handbook of research on innovative pedagogies and technologies for online learning in higher education (pp. 218–235). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-1851-8.ch010
Johnson, C., Hill, S. L., Lock, J., Altowairiki, N., Ostrowski, C. P., da Rosa dos Santos, L., & Liu, Y. (2017, September). Using design-based research to develop meaningful online discussions in undergraduate field experience courses. International Review of Research in Open and Distance Learning, 18(6), 36-53.
da Rosa dos Santos, L., Altowairki, N., Johnson, C., Liu, Y. (Flora), Hill, L., & Lock, J. (2015). It’s not just a book club: A novel approach to prepare researchers for practice. Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 55-64. Werklund School of Education, University of Calgary.
Seidel, J., & Hill, S.L. (2015). Thinking Together: A duoethnographic inquiry into the implementation of a new field experience curriculum. in education, 21(2), 49-64.
Hill, S. L., Seidel, J. & Burgess, M. (2013). Collaborative partnerships: Pre-service teachers and professional practice. Dominquez, N. & Gandert, Y. (Eds.). 6th Annual Mentoring Conference Proceedings: Impact and Effectiveness of Developmental Relationships. Albuquerque, NM: University of New Mexico.
Hill, S. L. (2010). How Do High School Students Make the Transition to University? Factors Contributing to Success or Failure. Lewiston, NY: The Edwin Mellen Press.
