Julie is an educational developer (curriculum and faculty development), an educational researcher, a podcaster, and an educator who has been working in Canadian higher education since 2006, across four provinces, four universities, and two colleges. She has also worked internationally providing curriculum development and facilitator training at peacekeeping training centres in West and Central Africa. Julie is a member of the 3M National Teaching and Learning Fellows.
Internationalization of curricula and teaching practices is a main area of specialization in Julie’s role with the Gwenna Moss Centre for Teaching and Learning (GMCTL). She serves as the GMCTL representative to the Teaching, Learning, and Academic Resources Committee of Council (TLARC) Working Group on Internationalization. As part of the GMCTL team, Julie is available to University of Saskatchewan faculty members, departments, and colleges for consultation on and support with program-level curriculum development and (re)design, in addition to offering a variety of education development opportunities for faculty members and graduate students.
Ph.D (in progress) Educational Policy Studies, University of Alberta, AB.
M.A. Educational Leadership, McGill University, Montreal, QC.
M.A. International Peace and Development Studies, Universitat Jaume I, Castellón, Spain.
B.Kin Kinesiology, University of Calgary, AB.
- Faculty development on Indigenization in higher education
- Intercultural teaching and learning competencies
- Faculty learning communities and communities of practice
- Experiential and place-based learning
- Educational leadership and organizational change
- Scholarship of teaching and learning (SoTL)
Mooney, J. A. (forth-coming). Emergent Professional Learning Communities in Higher Education: Integrating faculty development, educational innovation, and organizational change.
Miller-Young, J.E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbridge, A., Wideman, M.A., & Chick, N. (2017). Leading Up in the Scholarship of Teaching and Learning. The Canadian Journal for the Scholarship of Teaching and Learning. 8(2): Article 4.
Mooney, J. A. & Da Rosa dos Santos, L. (2017). Book Review of: Beach, A.L., Sorcinelli, M.D., Austin, A.E., & Rivard, J.K. (2016). Faculty Development in the Age of Evidence: Current Practices, Future Imperatives. Stylus Publishing: Sterling, VA. Teachers’ College Record. Columbia University.
Mooney, J. (2015). Emerging Faculty Learning Modalities: Implications for educational leaders in postsecondary institutions in Canada. Conference Proceedings. International Conference on Education, Research, and Innovation (iCERi), Seville, Spain, Nov. 16-18, 2015.
Mooney, J. (2014). Contemplative Practice to Compassionate Learning Community: Developing and Sustaining the Teacher’s Inner Life as a Site for Faculty Development. Becoming teacher: Sites for teacher development in Canadian Teacher Education, Thomas, L. (Eds.) Canadian Association for Teacher Education (CATE). Part 4: 364-392.