Chichekian, Tanya

Professeure, Faculté d'éducation
ÉDUCATION Pédagogie

Coordonnées

Courriel


450-463-1835, poste 61816

Diplômes

(2014) New Teachers’ Self-Efficacy to Build, Implement, and Sustain Inquiry-Based Instruction. Doctorate (Doctor of Philosophy in Educational Psychology). McGill University.

(2011) Master's Thesis (Master of Arts in Educational Psychology - Masters). McGill University.

(1999) Bachelor's (Bachelor of Education). McGill University.

(1995) Diploma (Diploma of Collegial Studies (DEC)). Collège Bois-de-Boulogne.

Titres de compétence

Quebec Teaching Permit (BR257099). Gouvernement du Québec.

Expérience académique

(2019) Assistant Professor. Université de Sherbrooke.

(2016) Adjunct Professor. Université du Québec à Montréal.

(2016-2019) Adjunct Professor. Queen's University at Kingston.

(2012-2016) Course Lecturer. McGill University.

(2010) Teaching Assistant. McGill University.

Présentation

Sujets de recherche

Educational Approaches, Modeling of Learning Processes, Teaching and Learning Systems, Virtual Reality.

Disciplines de recherche

Psychoeducation, Psycho-pedagogy.

Mots-clés

artificial intelligence, design thinking, higher education, innovative pedagogies, learning, motivation, persistence, psychology, wellbeing.

Intérêts de recherche

Artificial Intelligence in Education

Centre de recherche

Other

Langues parlées et écrites

Armenian, Anglais, Français, Espagnol (castillan)

Prix et distinctions

  • (2010) Provost's Graduate Fellowship. McGill University. (Distinction).
  • GREAT Award (Graduate Research Enhancement Travel Award). McGill University. (Prize / Award).
  • Graduate excellence Fellowship. McGill University. (Honor).
  • Jenckes Prize (Convocation Award). McGill University. (Prize / Award).
  • Recognition Award for Theses and Dissertations on Teacher Education. Canadian Association for Teacher Education. (Prize / Award).
  • Walter A. & K. Mary Marsh Fellowship (Awarded by the Faculty of Education to outstanding graduate students in the Faculty who have demonstrated leadership qualities). Private Donor, McGill University. (Prize / Award).

Financement

Grant. (Under Review). Co-applicant. CRSH Savoirs-Trajectoires, modalités et retombées du développement pédagogique sur la professionnalisation des enseignants universitaires. Social Sciences and Humanities Research Council of Canada (SSHRC). Insight. 400000 $ (2021-2024).

Grant. (Under Review). Principal Investigator. FRQSC - Broadening pathways into perseverance in higher education by applying computational thinking across disciplines. Fonds de recherche du Québec - Société et culture (FRQSC). Persévérance et Réussite Scolaire. 150000 $ (2020-2023).

Grant. (Under Review). Principal Investigator. FRQSC- Research support for new academics. Fonds de recherche du Québec - Société et culture (FRQSC). Établissement de Nouveaux Professeurs-Chercheurs. 45000 $ (2020-2023).

Grant. (Awarded). Principal Investigator. Entente Canada-Québec. Entente Canada-Québec. Action locale. 149000 $ (2020-2022).

Grant. (Awarded). Principal Applicant. SSHRC Partnership Development. Social Sciences and Humanities Research Council of Canada (SSHRC). Partnership Development. 199896 $ (2019-2022).

Grant. (Awarded). Principal Investigator. Startup funds. University of Sherbrooke. Startup funds. 15000 $ (2019-2021).

Grant. (Awarded). Principal Investigator. MITACS Accelerate. MITACS. Accelerate. 30000 $ (2020).

Grant. (Completed). Principal Applicant. SSHRC Insight Development grant. (2016-2019).

Publications

Articles de revue

  • Tanya Chichekian. (2020). An Advising Intervention to Address At-Risk Students’ Academic Underperformance in Higher Education. NACADA (National Academic Advising Association), (Revision Requested).
  • Tanya Chichekian. (2020). At-risk students perceptions of academic underperformance. NACADA (National Academic Advising Association), (Submitted).
  • Catherine Maheux Gabriel Lemay-Lapointe. (2020). Indigenous students’ journeys through medical education. Canadian Medical Education Journal, (Revision Requested).
  • Robert J. Vallerand. (2020). Passion for science and the pursuit of a scientific domain: The mediating role of rigid and flexible persistence. Learning and Individual Differences, (Submitted).
  • Lea Bragoli-Barzan. (2020). Perceptions of educational professionals regarding postsecondary native students’ educational experience. McGill Journal of Education, 55(2), (In Press).
  • Olivia Hua Bruce M. Shore. (2018). Chemistry professors’ perceptions of undergraduate learning. Canadian Journal for the Scholarship of Teaching and Learning, 9(1), 1-15. (Published).
  • Bruce M. Shore. (2017). Hold firm: High ability learners value standing one’s ground in disagreements with a friend. Journal for the Education of the Gifted, 40(2), 152-167. DOI. (Published).
  • Bruce M. Shore Diana Tabatabai. (2016). First-year teachers’ uphill struggle to implement inquiry instruction: Exploring the interplay among self-efficacy, conceptualizations, and classroom observations of inquiry enactment. Sage Open, 6(2), 1-19. DOI. (Published).
  • Bruce M. Shore. (2016). Preservice and practicing teachers’ self-efficacy: A research synthesis. Cogent Education, 3(1), (Published).
  • Bruce M. Shore. (2014). Concept maps provide a window onto preservice elementary teachers’ pedagogical content knowledge in the domain of mathematics. Canadian Journal of Education, 36(3), 23-46. (Published).

Chapitres de livre

  • Robert J. Vallerand Virginie Paquette. (2020). Passion in education: Cross-cultural and applied perspectives. G.Arief D. Liem D. McInerney Research on sociocultural influences on motivation and learning (1-49). United States : Information Age Publishing. (Published).
  • Bruce M. Shore Petra D. T. Gyles Cheryl C. Walker. (2019). Friendships of gifted children and youth: Updated insights and understanding. B. Wallace D. A. Sisk J. Senior SAGE handbook of gifted and talented education (1, 184-195). Sage. (Published).
  • Robert J. Vallerand. (2018). Positive psychology meets education in the context of passion for sports: Implications for sports-study programs. A. Brady B. Grenville-Cleave Positive psychology in sport and physical activity (51-63). United States : Routledge. (Published).
  • Bruce M. Shore. (2017). Challenges to conducting a longitudinal study with classroom observations of teachers’ first year of professional practice. B. Flett Sage research methods cases (1-17). Sage. (Published).
  • Bruce M. Shore. (2014). The International Baccalaureate: Contributing to the use of inquiry in higher education teaching and learning. Patrick Blessinger John M. Carfora Innovations in Higher EducationTeaching and Learning (1, 73-97). Emerald. (Published).

Ressources en ligne

  • Tanya Chichekian. (2019). Unrealistic striving for academic excellence has a cost. Site Web.
  • Lea Bragoli-Barzan. (2019). Études post-secondaires: en faisons-nous assez pour les jeunes autochtones ?. Site Web.

Autres contributions

Cours enseignés

  • Apprendre en enseignement supérieur. EPU 974. (2020-09-10 à 2020-12-18). Niveau : Post Graduate. (3CR).
  • Appliquer des méthodes de pédagogies actives. EPU 971. (2020-01-07 à 2020-04-14). Niveau : Post Graduate. (3CR).
  • Teaching in higher education (en ligne). EFD 966. (2020-01-06 à 2020-04-06). Niveau : Post Graduate. (3CR).
  • Apprendre en enseignement supérieur (en ligne). EPU974. (2019-09-03 à 2019-12-10). Niveau : Post Graduate. (3CR).
  • Capstone Project (en ligne). PME 898. (2019-05-06 à 2019-06-17). Niveau : Graduate.
  • Innovative curriculum planning (en ligne). PME 831. (2019-01-07 à 2019-04-01). Niveau : Graduate. (3CR).
  • Appliquer des méthodes de pédagogies actives (en ligne). EPU 971. (2019-01-03 à 2019-04-15). Niveau : Post Graduate. (3CR).
  • Self-regulated learning (en ligne). GDPI-PME 800. (2016-06-01 à 2019-04-01). Niveau : Graduate. (3CR).
  • Applications of educational psychology across classrooms (en ligne). EDTL 500. (2016-05-02 à 2016-08-08). Niveau : Graduate. (3CR).
  • Uses of Research Findings in Education. EDPE 602. (2013-01-08 à 2015-04-06). Niveau : Graduate. (3CR).
  • Special Activity. EDPE 697-698. (2012-09-24 à 2013-04-16). Niveau : Graduate.
  • Teaching Elementary Mathematics. EDEE 332. (2011-01-10 à 2011-04-25). Niveau : Undergraduate. (3CR).

Présentations

  • Jeremie Verner-Filion Robert J. Vallerand Annie Taskiran. (2021). A Novel Approach to Looking at the Role of Autonomy Support in the Development of Passion in Education. AERA (American Educational Research Association). Orlando, United States.
  • Joel Trudeau Tanya Chichekian Tawfiq Jawhar. (2021). Disruptive Lessons: Experiences with Transferring Knowledge in Engineering Robotics. AERA (American Educational Research Association). Orlando, United States.
  • (2020). Adapter le soutien de l’engagement de l’apprenant à distance à l’aide des analytiques d’apprentissage. 7e Colloque international en éducation organisé par le Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE). Montréal, Canada.
  • Robert J. Vallerand. (2020). Autonomy supportive learning environments: A precursor for the development of passion in education. American Educational Research Association. San Francisco, United States.
  • Bérenger Benteux. (2020). Dispositifs d'autorégulation dans les applications mobiles d’apprentissage des langues. 7e Colloque international en éducation organisé par le Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE). Montréal, Canada.
  • Bérenger Benteux. (2020). Impacts des intelligences artificielles en éducation sur l'optimisation de l'apprentissage. l’AssoCiation FrAncophone pour le Savoir (ACFAS). Sherbrooke, Canada.
  • Joel Trudeau. (2020). Innovative learning spaces: Taking active learning outside the classroom. American Educaitonal Research Association. San Francisco, United States.
  • Bérenger Benteux. (2020). Integrating learner experience in instructional design: A pilot study. Supporting Active Learning & Technological Innovation in Studies of Education (SALTISE). Montréal, Canada.
  • Robert J. Vallerand Fréderick Guay Nathan Hall Catherine Ratelle. (2020). Perceptions of autonomy support in passionate students. International Association of Applied Psychology (IAAP). Cancun, Mexico.
  • Robert J. Vallerand Arielle Bonneville-Roussy. (2020). Symposia: Passion in education. International Association of Applied Psychology (IAAP). Cancun, Mexico.
  • Catherine Maheux Gabriel Lemay Lapointe Karolane Beaulieu Lea Bragoli-Barzan. (2019). Le soutien des étudiants autochtones dans les programmes de médecine au Québec. ACFAS (AssoCiation FrAncophone pour le Savoir). Gatineau, Canada.
  • Lea-Bragoli Barzan. (2019). Motivations des étudiants autochtones: Pourquoi étudier au niveau collégial?. SCEE (Société canadienne pour l'étude de l'éducation). Vancouver, Canada.
  • Robert J. Vallerand. (2019). Passion for Science and the Pursuit of a Scientific Domain. SCEE (Société canadienne pour l'étude de l'éducation). Vancouver, Canada.
  • Robert J. Vallerand. (2019). Passion for Science and the Pursuit of a Scientific Domain: The Mediating Role of Persistence and Activity Engagement. International Positive Psychology Association. Melbourne, Australia.
  • Robert J. Vallerand Fred Guay Julien Chanal Tamara Gordeeva. (2019). Symposium: Optimal learning in optimal contexts: The role of self-determination theory in education. International 7th SDT (Self-Determination Theory) conference. Netherlands, Netherlands.
  • Robert J. Vallerand. (2018). Academic Persistence in Science Education From A Positive Psychology Perspective. American Educational Research Association. New York, United States.
  • Verner-Filion, Jérémie Bragoli-Barzan, Léa Vallerand, Robert. J. (2018). Symposium: New developments in passion in the domain of positive psychology. Canadian Positive Psychology Association. Toronto, Canada.
  • Ratelle, Catherine Guay, Frederick. Denault, Anne-Sophie Litalien, David. (2018). Symposium: The support of students’ psychological needs and their motivational outcomes: From elementary school to university. International Congress of Applied Psychology. Montreal, Canada.
  • (2017). At-risk students’ attributions for unsuccessful academic performance in postsecondary education calls for tailored support strategies. Annual conference of the Canadian Association for Educational Psychology (CAEP). Toronto, Canada.
  • Bruce M. Shore Diana Tabatabai. (2017). First-year teachers differ in their enactment of inquiry instruction. Annual conference of the Canadian Society for the Study of Education (CSSE). Toronto, Canada.
  • Bruce M. Shore. (2017). Highly-ably learners value standing one's ground during disagreements with a friend. International Positive Psychology Association (IPPA). Montreal, Canada.
  • Robert J. Vallerand. (2017). La persistence scolaire vu sous l’angle de la passion et motivation. Symposium presented at the Québécoise pour la Recherche en Psychologie (SQRP). Montreal, Canada.
  • Thérèse Laferrière Caroline Bouchard France Dubé Pauline Sirois Vincent Richard Philippe Tremblay. (2016). Symposium: La participation des agents de l'éducation à différents niveaux : que savons-nous? Comment procédons-nous?. Association Francophone Pour Le Savoir (ACFAS). Montreal, Canada.
  • Bruce M. Shore Diana Tabatabai. (2015). Beginning Teachers’ Uphill Struggle To Implement Inquiry Instruction: Patterns Among Self-Efficacy, Conceptualizations, and Actual Enactment. American Educational Research Association. Chicago, United States.
  • Bruce M. Shore. (2014). Senior Preservice Teachers’ Self-Efficacy for Planning, Enacting, and Reflecting on Inquiry Instruction. American Educational Research Association. Philadelphia, United States.

Les informations disponibles dans la base de données Expertus sont tirées du CV commun canadien.