The SALTISE Project (Supporting Active Learning and Technological Innovation in Science Education); 2015• Contributing to the SALTISE web construction in building a library for the resources on active learning.• Manager in the organizing committee for the 2015 SALTISE conference.• Reviewer for the papers submitted to the 2015 SALTISE conference.The Active Learning Classroom (ALC) Project; STEM 2013- 2015 • Using a “smart classroom” technology (the Dawson Active Learning Interactive Technology Environment, or the DALITE) to scaffold learning in the domain of physics, Dawson College, Montreal, QC, Canada. o Conducted literature search and immersed in the active learning literature. o Assessed students’ cognitive processes and learning outcome when using DALITE in the active learning classroom in order to improve the learning design. o Created a coding scheme to code and categorize students’ written rationale data. o Conducted open coding qualitative analysis for focus group interviews data. o Trained and mentored junior graduate student team members to do open coding on the rationale data, as well as the individual and group interview data. o Co-authored a conference paper with the interdisciplinary team of educational psychologists and physicists using the DALITE data. o Assisted the new grant proposal writing, incorporating epistemic beliefs component.

The Reflective Writing Project; STEM; 2010-2015• A SSHRC funded project entitled Personal epistemologies as barriers and facilitators to learning by Science and Engineering undergraduate students. The objective of this project was to investigate the use of a set of instructional activities including reflective writing, collaborative conceptual-conflict group activities, and critique writing to orient students to the scientific modes of thinking in gateway science and engineering courses, and to identify the factors needed to get students to understand the nature of science (NOS). Concordia University, Montreal, QC, Canada. o Collaborated in the design of the study in choosing the survey instrument appropriated for the research objectives. o Created the interview questions for pre and post interviews for the control and experimental groups.o Created the online survey link using Survey Gizmo and collected data in three universities in Canada.o Conducted open coding qualitative analysis for students’ interviews. o Conducted quantitative analyses on the survey data using the GLM Repeated Measures.o Collaborated in designing evaluation rubrics for evaluating students’ reflective writing products.o Participated in data analyses in evaluation of students’ reflective writing products.o Assisted in the interpretation and writing up of the result.o Coauthored submissions to international conferences and journal papers (e.g., NARST 2013, Physics in Canada).

• McGill University, East Asia Studies Fall 2011-Winter 2012* Worked as teaching assistant for EAST 330D1 and EAST 330D2 - Second Level Chinese for two semesters.• McGill University, Faculty of Education Fall 2010-Winter 2011* Worked as teaching assistant for EDPE 304- Measurement and Evaluation in the fall of 2011. This course involves content on topics such as: the purposes of examinations, causes of complaints about examinations, equalizing means and dispersions in distribution of marks, standardized scores, the percentile system, essay and objective-type examinations, taxonomies of educational objectives, validity and reliability: item analysis.* Worked as teaching assistant for EDPE 575- Educational Measurement for two semesters. This course involves content on topics such as: statistical measurements in education, graphs, charts, frequency distributions, central tendencies, dispersion, correlation, and sampling errors.

Project on epistemic beliefs and metacognition; STEM.• Explored the effects of epistemic profiles and text structure on students’ metacognitive processing and performance in the context of learning physics. o Collected multiple types of data in the lab setting, such as questionnaires on learners’ epistemic profiles, paper-and-pencil knowledge representations, think-aloud data while reading different types of texts, and individual interviews. o Coded, and analyzed complex product and processes data on students’ metacognitive judgments and their learning approaches. o Coauthored submissions to international conferences and journal papers.Project on epistemic beliefs and self-regulated learning; STEM.• Explored epistemic beliefs and its relations to self-regulated learning, motivation, and achievement. The objective of this project was to enhance theory about epistemic beliefs and to provide empirical foundations from which to develop instructional techniques to improve academic learning, by: (1) examining the role of context in developing epistemic beliefs; and, (2) mapping interactions between domain-general and domain-specific epistemic beliefs, and their effects on facets of self-regulated learning, motivation, and achievement.o Collected multiple types of data from a CEGEP and McGill University, including questionnaires on teacher and students’ beliefs, classroom observations, pre and post interviews with teachers, cognitive interviews with students.o Analyzed students and teacher interview data on their epistemic beliefs related judgments.o Prepared submissions to international conferences.o Interpretation of data.Project on online learning system and student engagement.• Explored how an online learning system contributes to students’ engagement in rich academic conversation in a graduate course on qualitative research.o Conducted open coding on students’ online discourse. o Coauthored and prepared submission to an international conference.

* Full-time English instructor: conversation, reading, writing and grammar.

• Selected, proofread articles, and edited five books for language testing and improving the English language skills of university students.

o Part-time English language lecturer.o Taught College English to adult learners.o Taught Linguistics, Conversational English and English Pragmatics to adults students who were majored in English.