Patrick Charland is Professor at the Department of Didactics at UQAM. For more than fifteen years, he has developed expertise in curriculum development, as well as initial and continuing training for elementary, secondary and university teachers in Quebec and internationally. A regular member of the Observatory of Education Reforms (ORÉ-UQAM), then a representative of the Faculty of Education Sciences at the UNESCO Chair in Curriculum Development, he participated in several capacity development projects. In addition, as a science and technology didactician, he has developed expertise in neuroscience education. He is interested in better understanding the learning techniques by collecting various neurophysiological data, live, during the learning process. His work is part of a new perspective in education sciences, generating massive data (big data) and using analytical perspectives associated with machine learning.
Stéphane Cyr is a Ph.D. in dactics of mathematics and associate professor in the Department of Mathematics at UQAM, where he has been working for 20 years in the training of primary and secondary school teachers. He is a co-holder of the UNESCO Chair in Curriculum Development since 2018. Researcher on several major grants with this Chair, he has conducted numerous works on curriculum reforms in Africa (Benin, Togo, Guinea, Gabon, Madagascar, Senegal, Mauritania, Niger, Cameroon, DRC (Congo)). He has helped support the education systems of these countries to improve the quality of primary and secondary teacher training, and has also developed several teaching materials adapted to these contexts. Professor Cyr is also interested in the study of video games for learning mathematics in primary schools. He is developing educational video games in collaboration with a Quebec company specializing in this field (Ululab). The game Slice Fractions designed through this collaboration has received numerous awards and distinctions around the world.
Olivier Arvisais is a professor in the Department of Didactics at UQAM and Scientific Director of the Canadian Observatory on Crises and Humanitarian Aid. His research is centered around two poles. First, they focus on the didactics of the human and social sciences. Next, he is also a specialist in education in emergency situations. In this area, his research focuses on education initiatives in refugee camps, child protection through socio-emotional learning and education under armed groups or totalitarian proto-states. Finally, Professor Arvisais regularly works as a consultant-researcher for several international organizations, including the Office of the United Nations High Commissioner for Refugees.
Tegwen Gadais has taught physical education to students from various levels, clients and educational institutions in several countries. He also has expertise in the field of international cooperation and development where he continues to work with various organizations in developing countries. His research currently focuses on the following themes: physical education; health education; outdoor physical activity related to sustainable development; sport, physical activity and international development; and human development with a holistic approach.
Philippe Chaubet is a professor in the Department of Physical Activity Sciences at the Université du Québec à Montréal (UQAM). He has a post-doctorate in Education at UQAM, holds a PhD in Education from the University of Montreal, a Master's degree in French as a Foreign Language from the University of Franche-Comté, a DESS in Cultural Management from the University of Paris 8 and a Bachelor's degree in Chinese language and civilization from the National Institute of Oriental Languages and Civilizations "Langues'O", major translation / interpretation (Paris). As a university teacher in Asia, he first studied martial arts, then pursued his career in foreign languages and then education in Quebec. His work on reflective practice concerns the development of skills in initial and lifelong training of educational professionals, work-study schemes, the role of the various reflexive companions who mark students' curricula university pedagogy, the roles of the many educational actors to create a lasting taste for "moving around" among young people and adults. For the last few years, he has been interested in learning organizations, that promote collective reflexivity, personal and professional development, and a certain well-being at work or study. For these reasons, he closely follows schools with "alternative", "different" and "innovative" pedagogies/approaches, notably those of the Réseau des  alternative public schools in Quebec (RÉPAQ).
Martial Dembélé has been a professor in the Department of Administration and Foundations of Education at the Faculty of Educational Sciences of the Université de Montréal since 2005. Previously, from 2001 to 2005, he was directed by the Center interuniversitaire Paul -Gerin-Lajoie International Development in Education at UQAM. Before joining UQAM, he worked as an education specialist at the World Bank's Burkina Faso office (from September 1999 to February 2001). Professor Dembélé holds a Master's degree from the University of Pittsburgh in social and comparative education analysis, as well as a Ph.D. curriculum, teaching and educational policy from the University of Michigan. His teaching, research and consulting activities focus on school improvement practices and processes, the teaching issue in developing countries, North / South education, and results-based management in education. Professor Dembélé has published extensively on these topics.
Anastassis Kozanitis holds a PhD in psychopedagogy. He is a professor in the Department of Didactics at UQAM. He is also an international consultant in university pedagogy, working mainly in Latin America where he accompanies teams of teachers and university administrators on topics related to curricular reforms based on skills, pedagogical innovations and evaluation in authentic situations. His research interests include academic motivation, cognitive engagement and post-secondary education.
Carole Raby is a professor in the Department of Didactics at the Faculty of Education of the Université du Québec à Montréal (UQAM) and a regular researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE). His research focuses mainly on the professional development of practising and pre-service teachers, particularly in relation to the pedagogical integration of information and communication technologies in pre-school and primary education. She is also interested in teaching-learning models. Between 2013 and 2017, she held the position of Vice-Dean of Research at the Faculty of Education of UQAM. In accordance with its Faculty Plan for Strategic Research Development, it sets up: grant application review committees; research and writing assistance programs; a procedure for allocating research space; a scientific watch bulletin with bi-monthly publications and an annual conference cycle. With this experience, Ms Raby is a dedicated person to sit on the scientific committee of the UNESCO Chair in Curriculum Development.
Head, Service des partenariats et du soutien à l'innovation (SePSI)
Caroline Roger is Director of the Service des partenariats et du soutien à l'innovation (SePSI). She sits on the scientific committee of the Chair as the representative of the Vice-Rector for Research, Creation and Dissemination at UQAM.
Interim Executive Director, Fondation Paul Gérin-Lajoie
Marie-Pierre Nogarède, Assistant Executive Director and Director of International Programs at the Fondation Paul Gérin-Lajoie, studied for a Bachelor's degree in International Development and Globalization at the University of Ottawa and then obtained an MBA in International Development and Humanitarian Action from Université Laval. She has worked in the field of international development both in Canada (CIDA, Department of Foreign Affairs of Canada, Department of International Relations of Quebec) and internationally (Asia, Africa, Latin America) for CECI and Oxfam-Quebec among others. She was the Executive Director of DESI and the Fondation pour les Enfants de l'Équateur before joining the Fondation Paul Gérin-Lajoie in 2013.
Jonathan Bluteau is a psychoeducator and professor in the department of specialized education and training at the University of Quebec in Montreal (UQAM), as well as an associate professor in the department of health psychology at Cergy-Paris University. Professor Bluteau specializes in program evaluation, but also in the study of youth mental health, biomarkers of stress, academic wellbeing and the impacts of school architecture on the behavior of students and teachers. He is a member of the Board of Psychoeducators of Quebec, the UQAM Health and Society Institute, the Quebec Society for Program Evaluation and the Canadian Evaluation Society. He is also a regular researcher at the UQAM Center for Learning and Performance Studies.
Umair Asif is a PhD student at Interdisciplinary Doctorate in Health and Society at Université du Québec à Montréal. His exact research & coaching field is Sports for Development and Peace. Seoul National University in South Korea awarded him a master’s degree in Sports Management. He also serves on the board of UNESCO's Asia-Pacific Youth and Sport Task Force. He has previously worked as a university teacher, supervised undergraduate research projects, and advised various societies. He was also the Founder and Executive Director of the Kafka Welfare Organization Pakistan. He has contributed to United Nations High-Level Youth group on Sports and PVE and he has been involved with a number of international organizations. Best Practices Award 2019, Best Thesis Award 2017, Make a Difference Award 2013, and Hero of Pakistan title 2013 recognized my efforts.
Audrey-Anne Beauchamp holds a bachelor's degree in physical activity intervention and education, from the Université du Québec à Montréal (UQAM). She is currently a master's student in Human Kinetics. Her research project focuses on the integration of outdoor acWviWes in primary school education. Throughout her training, Audrey-Anne has been involved in research on various themes such as sport for development and peace, the benefits of outdoor learning on children's development, health, well-being and educaWon in an outdoor context, and inclusive practices for students with learning difficulties. She has also served as a teaching assistant for various courses and professors at UQAM.
Master's student in physical activity sciences (UQAM)
Audrey-Anne Blouin is a master's candidate in physical activity sciences and a physical and health education teacher. She recently started teaching the first health education course at UQAM in the bachelor's degree in sports intervention in the teaching profile. Having been a world-class athlete, she traveled a lot and started to take an interest in what was happening in other countries at the sport level. She quickly realized that not everyone comes into the world with a favorable environment to develop their full potential on a personal, psychological, athletic and academic level. This is why she wanted to direct her graduate studies towards sport for development. Under the direction of Professor Tegwen Gadais, her master's project is being used to evaluate Montreal's Pour3Points program. Their goal is to train future coaches in order to ensure the proper development (personal, psychological, athletic and academic) of young people from disadvantaged backgrounds who participate in their sports activities.
Marie-Hélène Bruyère is a lecturer and doctoral student in education at UQAM; as part of her thesis, she develops a training device to promote the educational use of school visits to science museums. Her main research interests are non-formal science education and museum education. She has been working as a research assistant at CUDC since its renewal, where she collaborates to the SAMI project.
PhD student in Sport Sociology (German Sport University, Cologne)
PhD Candidate at the Sport Sociology Doctorate Program at the German Sport University, Cologne. Master in International Sport Development and Politics from the same university, and holder of a Bachelor degree in International Relations from the University of São Paulo, Brazil. Her research focuses on Sport for Development (S4D) programs and projects in Latin America. That is, how political and organizational processes have contributed to (or hindered) the implementation of international development cooperation projects on S4D in Colombia and Brazil, as well as their social impact. Previously, she has worked for the International Council of Sport Science and Physical Education in Berlin, supporting the administrative, education, and research departments. She is currently working as a consultant for S4D and M&E in Latin America and the Caribbean for the GIZ and International Sports Federations.
Laurie Décarpentrie is a PhD student in the Department of Psychology at the Université du Québec à Montréal. For a number of years, she has been interested in human development in extreme context, from an international perspective. She works with organizations in several African countries, among others, who work to foster the development of young people from marginalized groups (girls and people with mental disabilities and / or Autism Spectrum Disorder) and their social cohesion in education. Her current research focuses on the effects of extra-curricular activities, with a musical, artistic and sporting setting, on the well-being of vulnerable young people developing in these contexts.
Marion Deslandes Martineau is a doctorate Student in ducation at UQAM, after a bachelor's degree in French-language secondary education and a master's degree in didactics. She is also a student researcher at the UNESCO Chair in Curriculum Development and a student member of the Réseau des chercheur.e.s linked to RÉPAQ. Her research focuses on the socio-educational environment of alternative public schools in Quebec.
Bachelor student in preschool and elementary education (UQAM)
Myriam Laferrière is in her fourth year of the Bachelor of Education in Preschool and Elementary Education. She previously completed the first years of the Bachelor of Social Work at the University of Montreal and the Bachelor of Science in Accounting at the School of Management of UQAM. She is working as an adjunct on a study related to the effects of COVID-19 in the teaching of mathematics at the secondary level and is assisting in the development of an activity kit to prevent gender stereotypes at the preschool level.
Hugo G. Lapierre is a lecturer in the integration of technology into teaching practice in early childhood, preschool and elementary, high school and university. He is pursuing a doctorate in programming didactics aimed at comparing the learning of different pedagogical tools under the supervision of Patrick Charland. It is also integrated into various research projects combining massive data and psychophysiological tools in education. He is mainly mobilized within the UNESCO Chair in Curriculum Development as an educator-researcher for his expertise in programming, robotics and the integration of educational technologies.
Mohamed Amine Mahhou is a master's student in education at the Université du Québec à Montréal. Since he started working with Professor Olivier Arvisais on projects related to education in emergency contexts, this field of study has become his main interest. Mohamed Amine also works as a research assistant under the direction of Patrick Charland on various projects related to interest in science and the development of pedagogical tools.
A doctoral student in education at the Université du Québec à Montréal, Yannick Skellind Desmeules specializes in the research field of educational technologies and their impact on learners. His thesis focuses in particular on the effect of the mechanics of educational video games on the interest of players, in a context of learning physics. He is also interested in the interpretation of massive data in education, both through online learning platforms and major international studies.
Chirine CHAMSINE, holds a PhD in Translation Studies from the University of Caen, France. She is an associate professor in the Department of Didactics and Maître de langue at the École de langues of the University of Quebec in Montreal (UQAM). She is principal researcher in a project selected and funded by the Social Sciences and Humanities Research Council (SSHRC), aimed at improving resilience to hate speech and radicalization leading to violent extremism. Previously, she was lecturer at the University of Montreal, McGill University and the University of Grenoble, France. She has taught courses mainly related to Arabic language and culture, as well as translation and mediation. Her research interests include the correlation between language, cognition and emotion.
Coordinator and master's student in science didactics (UQAM)
Alexandra Bolduc is a high school science teacher who has worked in the public sector for nearly five years. She also holds a graduate certification in project management. Her knowledge of the educational and management environment led her to the position of financial coordinator for the CUDC, a position she holds while pursuing her master's degree in science didactics.
Coordinator and master's student in the humanities and social sciences didactics (UQAM)
Audrey G-Héon is pursuing a master's degree in education at UQAM and is specializing in the didactics of citizenship education in the humanities and social sciences. As a research assistant on various educational projects and coordinator of a community service project, she joined the UNESCO Chair in Curriculum Development as a coordinator. She holds a teaching certificate in preschool and elementary education in Quebec and is now focusing her career on research. Under the supervision of Professor Olivier Arvisais, her dissertation topic concerns the teaching of civic participation, questions on social and political issues, as well as the development of critical thinking and empathy in students.
Valérie Vinuesa holds a master's degree in economics from the University of Auvergne and an MBA in strategic and entrepreneurial management from the Institut Supérieur de Commerce de Paris. Her background illustrates her interest in getting involved with young people, women and immigrants from an entrepreneurial and humanitarian perspective. Among other things, she participates in several missions in Niger related to LMD migration in West Africa, founds the International Summer School for Young Francophone Entrepreneurs at the Université de Sherbrooke and directs the one in Sousse, Tunisia, participates in the development of female and agricultural entrepreneurship in Mali, before becoming pedagogical advisor in internationalization of education at the Marguerite Bourgeoys school board. Little by little, Mrs. Vinuesa's career took the path of education. Her doctoral project focuses on the integration of practical internships abroad for future teachers through a multicase study in Quebec, France and Brazil.
Université du Québec à Montréal