TAGSA Executive

Please visit https://tagsacanada.wordpress.com/executive/ to view current TAGSA executive.

marie-vander-kloet-scaled mike-kasprzak-scaled

Committee Chairs

Marie Vander Kloet and Michal Kasprzak

University of Toronto

Marie recently joined the University of Toronto as the Assistant Director, Teaching Assistants’ Training Program at the Centre for Teaching Support & Innovation. Her recent research focuses on graduate student development and contingent faculty, labour and pedagogy. Marie has completed her Ph.D. in Sociology and Equity Studies in Education from the Ontario Institute for Studies in Education at the University of Toronto. She firmly believes that teaching assistant work is important and valuable; no one is ‘just’ a TA.

Michal is a curriculum developer for the Teaching Assistants’ Training Program at the University of Toronto, providing pedagogical support to TAs and graduate student course instructors. He works with the team of TATP graduate student peer trainers to design, develop and assess curriculum, training materials, resources and e-learning modules. His research interests include peer-training, graduate student professional development and engagement (especially social presence) in e-learning. He also consults with faculty members on dossier reviews, curriculum mapping, and educational technology.




Jill Marie McSweeney
Dalhousie University

Jill currently works as an Educational Developer at the Centre for Learning and Teaching (CLT) at Dalhousie University, where she focuses on graduate student and post-doctoral development. Prior to her position as a developer, she held the Graduate Teaching Associate role at the CLT for two consecutive years. During this time, she created the CLT Champion’s program, where she mentored graduate students interested in developing their teaching skills. Jill is the program administer for the Teaching Assistant Enrichment Program (TAEP) at Dalhousie, a one-year program that she developed to help graduate student navigate their current TA responsibilities; and is currently team teaching the graduate-level course for the CLT’s Certificate in University Teaching and Learning.




Jeni Spencer
University of Guelph

Jeni is currently completing her Ph.D. in Environmental Engineering at the University of Guelph focusing on agricultural air quality. During this time she has become involved with various teaching and learning initiatives at Guelph including; completing the Inquire Graduate Certificate that focuses on developing and demonstration the skills needs to complete SoTL research, being a College Lead for the Graduate Teaching Community (GTC), more recently becoming the Co-Chair for the GTC, and also TA’ing every year of her graduate degrees. Her goal for this role is to interact with the larger teaching and learning community and be able to participate in the initiatives of STLHE/TAGSA to promote graduate student involvement. Longer term, she hopes to become an educational developer with a focus on engineering education.


Secrétaire français

Marc-Albert Bohémier
University of Ottawa

Marc-Albert is happy to join this team as the secrétaire francophone. He has been a teaching assistant in sociology at University of Ottawa since 2013. He has an undergraduate degree in multidisciplinary studies from the Télé-université (Québec) and a Master of Law in International Relations from Xiamen University (Fujian, China). He is currently pursuing a doctoral degree in sociology at uOttawa. He is also enrolled in the course ESG5500 Théorie et pratiques de l’enseignement au premier cycle universitaire (Theory and practices of undergraduate teaching).He loves pedagogy!



Eastern MAL

Melanie Greene
Memorial University

Melanie works at Memorial University as a Teaching Consultant with the Centre for Innovation in Teaching and Learning (CITL). She also teaches in the Faculties of Humanities and Social Sciences and Business Administration. She completed her Ph.D. in Education (Post-Secondary Studies) at Memorial, and her thesis focused on the role of support services in graduate student persistence and degree completion. As part of her job with CITL, she works with graduate students, teaching assistants, and faculty, in offering teaching development opportunities, including facilitating the Teaching Skills Enhancement Program (TSEP), the Program in Graduate Student Supervision, and TA training initiatives.


Ontario MAL

Natasha May
York University

Natasha is a teacher at heart and has taken every opportunity to be involved in teaching and learning. She completed a number of different programs and took on various roles as a graduate student to develop herself and support her peers in teaching. After completing a PhD in mathematics, Natasha transitioned into her current role as an Educational Developer in the Teaching Commons at York University. She feels like the luckiest Educational Developer because a major part of her role is overseeing all of the support programs offered for graduate students, co-teaching the accredited courses offered to graduate students and getting the opportunity to interact with graduate students about teaching as well as professional and educational development.



Central MAL

Amelia Horsburgh
University of Saskatchewan

In July, Amelia successfully defended my dissertation—Sexualized Bodies in Canadian Women’s Short Fiction—and will be graduating with her Ph.D. in October of 2016 from the University of Saskatchewan. From 2012-2015, she worked as a Teaching Fellow at the Gwenna Moss Centre for Teaching Effectiveness, co-instructing GSR982 Mentored Teaching, GSR989 Philosophy and Practice of University Teaching, and GSR979 Instructional Skills. She is currently looking for a position at a college or university mentoring faculty and graduate students in teaching pedagogy and practice, particularly focused on fostering equitable classrooms. She hopes to be a strong advocate on the TAGSA executive for TAs and Graduate Student instructors, helping to bring their voice to the table in regard to building, supporting, and advocating for their skill development.



Western MAL

Laura Yvonne Bulk
University of British Columbia

Laura is a friend, learner, woman, a disabled person (identity first language intended), occupational therapist, a Christian, a scholar, and a teacher. She is a practicing Occupational Therapist in Vancouver, a doctoral student in Rehabilitation Sciences at the University of British Columbia, a member of the graduate student facilitator team with UBC’s Center for Teaching and Learning Technology, and department representative coordinator with UBC’s TA union (CUPE 2278). She serves as a teacher in each of these roles, whether it is for clients, TA’s, or students. At UBC, she collaborates to offer training, support, community, resources, and development opportunities for graduate students and TAs. Some areas in which she currently works include experiences and perceptions of blindness; relationships in hospice care; inclusion of people with disabilities in healthcare professions; and the use of creative methods and cross-sectoral partnerships to do research for the public good. Other things for which she creates time include spending moments with friends and family, going for powerwalks, baking for youth group, and cooking for a crowd.




Betsy Keating
Dalhousie University

Betsy is in her second term as a member of the TAGSA executive team, and she recently joined Dalhousie University’s Centre for Learning and Teaching as the Educational Developer (Faculty). Betsy studied teaching and learning in higher education at the University of Windsor’s CTL, where she helped to develop and coordinate the GA/TA Network. She has undergraduate and graduate degrees in English literature and enjoys teaching Composition and Academic Writing. She is currently a doctoral candidate in the Joint PhD Program in Educational Studies at Brock, Lakehead, and Windsor. Her current research concerns the effects of instructor beliefs and approach on student learning.




Kathleen Moore
OISE, University of Toronto

Kathleen is a doctoral student in the Higher Education program at OISE/University of Toronto. She holds an M.Ed. in Teaching, Learning and Development; B.A. and B.Ed. from Brock University. Her research interests reside at the intersection of student affairs and graduate education, more specifically, how institutions support graduate student mental health and students with disabilities. She presents at national (CSSHE, STLHE, CACUSS) and international conferences (ACPA, AERA, ASHE). Kathleen is also Sessional Instructor at Brock University where she teaches courses on higher education and research methods. She can be found on Twitter (@kathleenmoore_ ) where she tweets about graduate education, student services, mental health, and disability.