Category: Royal Roads University Page 1 of 2

Open rank search: Faculty, School of Education and Technology, Royal Roads University

Original job posting at 

Closing Date: 2/12/2024
Job Description

Royal Roads University (RRU) invites your interest in a faculty appointment at the rank of assistant, associate, or full professor within our School of Education and Technology in the Faculty of Social and Applied Sciences.  As a full-time core faculty member, you will play a key role in the development and delivery of the school’s academic programming which includes the MA in Higher Education Administration and the MA in Learning and Technology, and program related graduate certificates.

Our ideal candidate is passionate about helping others achieve their academic pursuits and will have demonstrated teaching experience at the graduate level in the field of education, an ability to work as a team member within an interdisciplinary outcome-based curriculum, and administrative experience and abilities, preferably in a university academic setting.

In recognition of the anticipated rank of the role, preference will be given to early and mid-career scholars whose research and teaching contribute to the fields of education.

RRU is committed to appreciating and celebrating the diversity of students, faculty, and staff.  We strive to increase understanding and acceptance of each other, thereby making us more compassionate human beings and strengthening the fabric of our communities. Preference given to candidates who are members of minority or underrepresented populations and/or with experience in decolonizing practices in education and/or an emphasis on social justice issues, equity, diversity, and inclusion in their practice.

Job Requirements

To be considered, candidates will possess:
•    Doctorate in education or related field (I.e., adult education, higher education, leadership, education, and technology)
•    Demonstrated teaching excellence, in person and virtual, at the graduate level (employing adult learning and applied learning principles) in the field of education.
•    Experience with applied research methods
•    Graduate student supervision experience and an understanding of the ethical requirements of graduate research
•    Familiarity with online and face-to-face course design and delivery
•    Experience in the education sector, and ability to develop networks in the field, both locally and globally
•    Proven track record in research with an emphasis on practical application and impact
•    Demonstrated ability to work collegially as a team member with a variety of teams and stakeholder groups across the university (faculty, sessional faculty, practitioners, university staff and management)
•    Demonstrated experience in an outcomes-based and interdisciplinary learning environment (preferred)
•    Evidence of community engaged scholarship or practice.

Assistant Professor positions at Royal Roads University to join the Emerging Indigenous Scholar Circle

RRU has two faculty positions available for Indigenous scholars. The appointments are flexible as to the discipline of focus, and so this is open to Indigenous colleagues studying topics related to education, educational technology, learning design, critical pedagogy, education futures, online learning, etc etc, who may be situated in the same field as I am. A short summary appears below, but see the full posting (link above) for full details.

In collaboration with local First Nations, and with guidance from the Heron People Circle, Royal Roads University is committed to establishing an Emerging Indigenous Scholars Circle. The Circle is a community that provides connection, mentorship and support as emerging Indigenous scholars begin or are looking to augment their academic career.

Royal Roads is seeking two Emerging Indigenous Scholars to join our Circle. These three-year limited term faculty appointments will be at the assistant professor level. Indigenous applicants are First Nations, Metis and/or Inuit individuals who maintain ties to their nations, ancestors and families.  Emerging Indigenous scholars are early in their academic careers (ABD, or within the first five years of graduating with a doctorate, including those who have pursued non-academic work). We are seeking applicants from diverse academic backgrounds, areas of expertise and research interests who can contribute to our existing programs.

The successful applicant will be a faculty member based in the Faculty of Social and Applied Sciences or the College of Interdisciplinary Studies or the Faculty of Management, with the flexibility to teach, assist Indigenous Education initiatives and to conduct research in any area. They will have the opportunity to contribute to positive change in the world through course development, teaching, and continuing to build upon their research interests.  RRU’s academic culture values research applied to real world issues, creativity, and the timely dissemination of knowledge that meets the needs of our communities.

The Emerging Indigenous Scholars Circle initiative to recruit a small group of recent or pending Indigenous doctoral graduates to three-year limited terms with the intention of providing these new academics with supported opportunities to teach, conduct research and participate in service to the academy and community to help prepare them for regular full-time roles at Royal Roads or at other institutions, or opportunities such as Canada Research Chairs. Recognizing that these scholars will be at the beginning of their academic careers, the Chair of the Circle will provide a robust support program that will include mentorship, training, and programming to augment skill development in areas such as learning and teaching, gaining research funding, Indigenous research methodologies, information literacy, understanding student support services and more. These scholars will also benefit from intentional activities designed to support them to learn and be in relation to local Lands, communities and teachings while also staying connected to their own communities. Peer support will be cultivated amongst the group, and networking opportunities would be sought for them as well. This work will rely on building strong relationships with our Heron People Circle and other local Indigenous Knowledge Keepers.

Since this is a special opportunity for Indigenous scholars, in accordance with Section 42 of the BC Human Rights Code, this opportunity is limited to First Nations, Métis and Inuit peoples.  Applicants will be asked to complete self-identification information for the purposes of screening and consideration.  Please note that this information will be securely accessed only by members of the selection committee on a need-to-know basis and will otherwise be kept confidential.

Job Requirements

This opportunity is open to Indigenous scholars who maintain ties to their nations, ancestors and families through regular connection to their traditional culture(s). Arrangements will be considered to help successful candidates maintain close ties to traditional territories, sources of culture and research interests.

RRU recognizes that alternative career paths and/or career interruptions can impact an early academic career. We encourage applicants to highlight in their cover letter how interruptions may have impacted them. RRU also recognizes the value of community service, professional service, and non-traditional areas of research and applicants are encouraged to describe these as well.

Ideally, RRU is looking for an individual who:

  • Is ABD within one year of degree completion, or has an earned PhD or other doctoral degree

  • Demonstrated commitment to continued practice of their culture(s), with evidence of strong ties to their nations, ancestors, families, and/or traditional Knowledge Keepers

  • Demonstrated experience building strong, positive relationships with a wide range of people, including Old Ones/Elders, Indigenous Knowledge Keepers and community leaders, Indigenous people living in urban settings, Indigenous and other scholars, and university community members

  • Demonstrated commitment toward advancing Indigenous knowledges, pedagogies and research traditions

  • Has exceptional oral and written communication and interpersonal skills

  • Is comfortable working in a team-based, collaborative environment

November 2021 talks/panels/events

I participated in four online events in November.  Do I miss being with colleagues in person? Yes. But, I don’t think I’d be able to be with so many colleagues in person in different parts of the world in the span of a month. Would I have tried? Perhaps. And I would have likely exhausted myself over and over.

The first was an invited talk for Université Laval.

Better than normal: Finding a future beyond “a return to normal” on campus | Cette conférence s’inscrit dans une série d’activités visant à poser un regard réflexif sur l’évolution de l’enseignement supérieur, et ce, sous de multiples perspectives et points de vue.

Rather than a return to an imagined “normal” that existed in pre-pandemic times, this talk invites us to explore the future of our teaching and learning environments. What do they look like? What should they look like? Who do they serve, and do they serve everyone equitably? Grounded in ongoing research projects examining student experiences with online and remote learning, and studies examining what the future of education may look like, this talk invites us to recognize that various pre-pandemic teaching, learning, and institutional practices were problematic. “Normal” was (and is) problematic. What are some better futures for students, faculty, and institutions of higher learning?

Plutôt que d’imaginer un « normal » qui existait à l’époque prépandémique, ce webinaire vous invite à explorer l’avenir de nos environnements d’enseignement et d’apprentissage. À quoi ressemblent-ils ? À quoi devraient-ils aspirer? Qui servent-ils et servent-ils nos populations équitablement ? Fondée sur des projets de recherche en cours qui examine l’expérience des étudiantes et des étudiants avec l’apprentissage en ligne, à distance et des études qui s’intéresse à quoi pourrait ressembler l’avenir de l’éducation, cette séance vous invite à reconnaître les problématiques de nos diverses pratiques d’enseignement et d’apprentissage ainsi que nos politiques institutionnelles prépandémiques. Notre “normal” était (et est toujours) problématique. Quelles décisions concernant l’avenir présentent potentiellement de meilleurs résultats pour les personnes étudiantes, le corps professoral, les membres du personnel enseignant et les établissements d’enseignement supérieur ?


The second was a panel discussion hosted by the Open and Distance Learning Association of Australia, as part of the Asia-Pacific Online Distance Education (APODE) week.

Lessons from Learners: Students’ Insights on Effective Learning Online
This webinar features a lively panel discussion with three leading scholars working in online distance education with a strong learner focus to their work. Professor George Veletsianos holds the Canada Research Chair in Innovative Learning and Technology and the Commonwealth of Learning Chair in Flexible Learning. He is well-known internationally for his research in online distance education and is author of the book Learning Online: The Student Experience (Johns Hopkins University Press, 2020). Dr Elaine Beirne works in the National Institute for Digital Learning at Dublin City University, Ireland and has a strong interest in the role of emotions in online learning. She played a key role in the development of A Digital Edge: Essentials for the Online Learner, a free course that has attracted over 10,000 people worldwide. Dr Melissa Bond, previously a Researcher Officer at University College London (UCL) and who has recently returned to Australia, is known for her meta-analysis research on student engagement in educational technology contexts. Melissa is co-author of several seminal major systematic literatures reviews in this area. The panel will discuss lessons that we have learnt from learners and other valuable insights into the online learning experience from a student perspective.


The third was a panel webinar discussion on Instructional Design In & After COVID-19 hosted by Royal Roads University and our MA in Learning and Technology program.
Description: The field of instructional design and instructional designers’ role and value has been amplified by the pandemic as organizations work to continue to provide education and training offerings to their students, staff, and employees. Join us for a conversation with leaders in this space as they share their perspectives on instructional design and the field of educational technology and how it has responded to the challenges and opportunities resulting from the global pandemic.


The fourth was a fireside chat on Gender Equality and Social Inclusion in Open and Distance Learning. This was an internal event for the Commonwealth of Learning (COL), with Dr. Suzan Koseoglu (Goldsmiths, University of London, U.K) and Dr. Sindile Ngubane (Institute for Open and Distance Learning, University of South Africa) aimed at introducing COL staff to current
thinking on equality and social inclusion in Open and Distance Learning, from concepts such as feminist pedagogy, to perspectives on current challenges of social inclusion in learning contexts during COVID-19.

Zed Creds at Royal Roads

There’s a lot of work happening in the province of BC around OER and Zed Creds/Degrees, much of it facilitated by government funding, the expert guidance of BCCampus, and early adopters such as Kwantlen Polytechnic University.

With my colleagues Elizabeth Childs and Jo Axe, we’ve been slowly transitioning our MA and Graduate Diploma in Learning and Technology into Zed Creds. A press release yesterday announced that we completed the process.

For our students, this means no textbooks to purchase and greater transparency on the full cost of their program.

For our faculty, this means more freedoms to work with OER than with copyrighted materials to achieve desired outcomes.

For the field of educational technology, this means that we now have an example of an MA degree that is completely textbook-free and mostly OER-based. Zed Degrees aren’t just for other disciplines and aren’t just for diplomas/certificates.

MA and PhD student research assistantships available

We have two part-time research assistantships open for individuals to work with us (one for an MA and one for a PhD student).

PhD student:

MA student:

Successful applicants need to be legally able to work in Canada at the time of application, enrolled in a MA/PhD program. They do not need to be enrolled at a Canadian University.

Successful individuals will support an international team of researchers with research and knowledge mobilization activities pertaining to online harassment and faculty use of social media.

RA positions for students to join our research team


If you are doctoral student or know of one interested in a research assistantship, please share this job posting with them:

Successful applicants need to be Canadian citizens (or permanent residents) and enrolled in a doctoral program, but they do not need to be enrolled at a Canadian University. We will have two more research assistantships available for MA/PhD students as well. Those are not posted yet, but please don’t hesitate to contact me with questions if interested.

These positions are aimed at hiring MA/PhD students to work with my colleagues and I on two separate projects.
The first project is in collaboration with Royce Kimmons and the second is in collaboration with Jaigris Hodson. The students hired will work with us (and the rest of the research team) to conduct qualitative and quantitative research on social media use over time and faculty/student experiences with online learning and social media.

Digital Learning and Social Media Research Funding: 2017

Digital Learning and Social Media Research Funding for 2017

Description of Opportunity

The Canada Research Chair in Innovative Learning and Technology at Royal Roads University invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with the Digital Learning and Social Media Research Group.

Funding for five (5) research opportunities are available.

The Digital Learning and Social Media Research Group ( is an international and interdiciplinary team of researchers investigating the ways that social media and other emerging technologies are used in learning, teaching, scholarship, and institutional settings. The group is led by Dr. George Veletsianos (Canada Research Chair & Associate Professor, Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University). The Digital Learning and Social Media Research Group executes the CRC’s program of research.


The research funding opportunities aim to involve applicants in the scholarly endeavors of the research group and thus provide experiential mentoring focused on supporting the students’ or post docs’ scholarly and professional development. With a mentor, each student or post doc will co-plan, execute, and submit for publication a research study.

Funding is available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.


Potential researchers should submit their application materials by April 15, 2017.

Start date is around May 15th


Submission of a co-authored research study to a peer-reviewed journal.


Research opportunities are expected to last anywhere from 3 to 5 months


  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR post doctoral status having completed a graduate degree (PhD/EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (PhD/EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related field.
  • Individuals must be Canadian citizens or permanent residents of Canada, or must hold a valid employment visa or work permit issued by the Government of Canada.

To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.


Questions regarding this opportunity can be send to

Application Process

Interested applicants are invited to submit the following materials to  April 15, 2017:

  • Curriculum Vitae (CV)
  • A single-authored paper (single-authored class papers are acceptable)
  • An expression of interest or research proposal (not to exceed 2 single-spaced pages) that includes the following:
    • Description of a research project that the applicant wishes to complete under the auspices of the research group (This description should include at least 2-3 research questions of interest and a proposed methodology)
    • Description of experiences analyzing quantitative or qualitative data

Applications will be evaluated by an academic panel.

Though the research group is interested in any proposal examining digital learning and social media use in higher education, we are especially interested in proposals focusing on analyzing large-scale datasets such as those gathered from public sources (e.g., Twitter, university websites, and YouTube). The research group has expertise in this area and can collect, structure, and organize data necessary for such endeavors. Thus, we welcome applications from those with and without technical expertise. Past studies conducted in this context include the following:


Research question Data sources
How do students and professors use Twitter? ~600K tweets from ~400 Twitter profiles
What narratives do institutional Twitter acccounts construct for students and faculty? Images posted by public Canadian Universities on Twitter
How well do institutional websites meet mandated accessibility requirements? ~3,000 U.S. university homepages
What does informal learning look like on YouTube? ~1.4 million YouTube comments

For examples of research studies in this area conducted by the research group, please refer to:


The individuals receiving funding in 2016 have:

  • Used historical twitter data to study the discourse surrounding openness over time
  • Examined the ways that instructional design & technology programs use Twitter
  • Investigated whether empathy, civility, and thoughtfulness are present in the comments posted in a YouTube community


$2,000 CAD upon submission of the study.

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