Faculty Bio
Dr. Laurie Hill
Emeritus Professor, Education
Dr. Hill taught in the teacher education program at St. Mary’s University and was also Practicum Director during that time. Her research interests in pre-service teacher education and practicum policy are a focus for her research and writing. She is also interested in women’s scholarly experiences, professional identity, and the impact of gender, institutional norms, and polices on teaching in higher education.
Dr. Hill believes that teaching and learning are a shared, dynamic process built upon mutual commitment and respect between the instructor and the student. She values a sense of shared community with her students and hopes that in this environment an exchange of ideas and opinions are fostered and students can build their own insights. Her teaching and research are informed by her experiences as a classroom teacher and belief in an equitable educational system.
Specialization/Research Interest
Teacher education, practicum experiences and policy, professional identity, women’s professional experiences in academia, gender, and social justice
- Ireland, A., Hill, S. L., & Twomey, S. (2024). Preservice teachers and school health and wellness. in education, 29(3), 77-93.
- Danyluk, P., Burns, A., Poitras Pratt, Y., Wessel, S., James Thomas, S., Trout, L., Lorenz, D., Kendrick, A., Kapoyannis, T. Crawford, K., Lemaire, E., Hill, J., Bright R., Burleigh, D., Weir, C., Hill, S.L., & Boschman, L. (2024). Weaving Indigenous knowledges into the classroom as a tool to combat racism. Journal of Contemporary Issues, 19(1), 25-58
- Danyluk, P., Burns, A., Poitras Pratt, Y., Kendrick, A., Plante, M., Wessel, S., Crawford, K.L., Lemaire, E., Hill, J., Bright, R., Burleigh, D., Weir, C., Hill, S.L., Boschman, L. (2023). Examining the braiding and weaving of Indigenous ways of knowing, being, and doing in Alberta teacher education. Alberta Journal for Educational Research, 69(3), 384-405.
- Hill, S. L. [2022]. Authoring professional identity: Pre-service teachers and ways of knowing. McGill Journal of Education, 57(2), 160-179.
- Hill, S. L., & Seitz, P. (2022). Culturally responsive policy development: Co-constructing assessment and reporting practices with First Nation educators in Alberta. Journal of Educational Leadership: Policy and Practice, 37, 2-19.
- 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).
- Danyluk, P., Burns, A., Crawford, K., & Hill, S. L. (2020). Preservice teachers’ perspectives of failure during a practicum. Teaching Education, 32(3), 237–250.
- Seitz, P., & Hill, S. L. (2019). Language, culture and pedagogy: A response to a call for action. In Education, 25(2), 59–72.
- Hill, S. L., & Seitz, P. (2019). An integrative learning project in teacher education. 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.
- 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. (2017, November). The procession from passion to empowerment: On the relationship between literacy and delight. The Canadian Journal for Teacher Research.
- 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.
- 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.
- da Rosa dos Santos, L., Altowairki, N., Johnson, C., Liu, Y., Hill, S. L., & Lock, J. (2015). It’s not just a book club: A novel approach to prepare researchers for practice. In P. Preciado Babb, M. Takeuchi, & J. Lock (Eds.). Proceedings of the IDEAS: Designing responsive pedagogy conference (pp. 53–61). Werklund School of Education, University of Calgary.
- Altowairiki, N., Johnson, C., Liu, Y., da Rosa dos Santos, L., Hill, S. L., & Lock, J. (2015). Moving toward a universal design for learning mindset: A case study transforming a pre-service teacher field. Conference on Postsecondary Learning and Teaching.
- Hill, S. L., Seidel, J., & Burgess, M. (2013). Collaborative partnerships: Pre-service teachers and professional practice. In N. Dominquez & Y. Gandert (Eds.), 6th annual mentoring conference proceedings: Impact and effectiveness of developmental relationships. University of New Mexico.
- Seitz, P. & Hill, S. L. (Eds.). (2024). Assessment of Online Learners: Foundations and Applications for Teacher Education. Routledge, Taylor & Francis Group.
- 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.
- Hill, S. L. (2010). How do high school students make the transition to university? Factors contributing to success or failure. Edwin Mellen Press.
- Hill, S. L. (2024). The Doctoral Journey: The Rewards of Liminality. In B. Bradford (Ed.), The Doctoral Journey in Education, Vol 5 (pp.37-41). Brill.
- Hill, S. L., & Seitz, P. (2024). Introduction. In P. Seitz & S. L. Hill (Eds.), Assessment of Online Learners: Foundations and Applications for Teacher Education (pp. 1- 9). Routledge, Taylor & Francis Group.
- Hill, S. L. (2024) Academic texts: Gender, writing, and the academy. In P. Habibie, K. Hultgren, & G. Rezai-Rashti (Eds.), Women in Scholarly Publishing. Routledge.
- 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.
- 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.
- 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.
- 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.
- 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.
- Lock, J. V., Johnson, C., Altowairiki, N., Burns, A., Hill, S. 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). IGI Global.
- 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 (pp. 185–198). Brill
- Hill, S. L. (2017). Exploring the curricular possibilities of pre-service teacher professional identity. In E. R. Lyle (Ed.), At the intersection of selves and subject (pp. 105–113). Brill.
- 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). IGI Global.
- Hill, S. L. (2016). Book review [Review of the book Integrating mindfulness into anti-oppression pedagogy: Social justice in higher education by B. Berila]. Canadian Journal of Higher Education, 46(1), 200–202.
- Hill, S. L. (2002). Book review [Unpublished manuscript; Review of the book Thinking like a woman: Personal life and political ideas by C. Overall]. Gender and leadership course module.