Manager, Networks and Ongoing Learning
Wendy joined the Coady as Manager, Networks and Ongoing Learning in August 2015, bringing over 20 years experience in applying technological applications and evaluative processes in face-to-face and online education spaces. She also brings experience working with adults who wish to develop and strengthen personal capacities and practices within themselves, their organizations, and their communities.
Prior to joining the Coady, Wendy worked as an Instructional Designer for St. Francis Xavier University’s Continuing & Distance Education department, where she was responsible for supporting faculty who were bringing their courses to an online medium. Her research passion is centered on the pedagogical aspects of online learning and on establishing and maintaining communities of practice that support professional learning and strengthen self-efficacy, while accounting for individuals’ technological abilities and access to devices.
Wendy holds a Bachelor of Arts, a Bachelor of Education, and a Master of Adult Education degree from St. Francis Xavier University. Her PhD in Education is from the University of South Australia, and in her spare time, she is working towards a Bachelor of Business Administration, Leadership & Management from StFX, where her thesis research focused on alumni networks and mentorship.
Kraglund-Gauthier, W. L. (2015). Learning to teach with mobile technologies: Pedagogical implications in and outside the classroom. In A. Zhang (Ed.), Handbook of mobile teaching and learning (Vol. 1-2, pp. 1–12). Sydney, AU: Springer-Verlag Berlin Heidelberg Reference. doi:10.1007/978-3-642-41981-2_68-1
Young, D. C., & Kraglund-Gauthier, W. L. (2015). Chapter 6: Canadian postsecondary education associations: A vital piece of the postsecondary governance structure. In M. Nilson Levisohn, L.-J. Broshko, & T. Shanahan (Eds.), Handbook of Canadian higher education law. Montreal, Canada: McGill-Queens University Press.
Kraglund-Gauthier, W. L. (2014). Chapter 7. An instructional designer’s tale: The ghost in the machine, supporting the virtual post-secondary educator. In T. G. Ryan & D. C. Young (Eds.), Teaching online: Stories from within (pp. 75–88). Champaign, IL: Common Ground.
Kraglund-Gauthier, W. L. (2014). Using inquiry-based learning to identify issues and develop pedagogical awareness of teaching with technology: A self-study from a pre-service teacher education class. In J. M. Carfora & P. Blessinger (Eds.), Inquiry-based learning for arts, humanities, and social sciences programs: A conceptual and practical resource for educators (Innovations in Higher Education Teaching and Learning, Vol. 2, pp. 197–217). Bingley, UK: Emerald.
Kraglund-Gauthier, W. L., & Young, D. C. (2014). Chapter One. Hiding behind a password: Are online classes as private as we think? In K. St. Amant & M. Courant Rife (Eds.), Legal issues in global contexts: Perspectives on technical communications in an international age (pp. 7–26). Amityville, NY: Baywood. [2015–2016 Award of Excellence Book Winner, STC Wasshington DC: Baltimore’s Chapter Summit Competition]
Kraglund-Gauthier, W. L., Young, D. C., & Kell, E. (2014). Teaching students with disabilities in post-secondary landscapes: Navigating elements of inclusion, differentiation, universal design for learning, and technology. Transformative Dialogues, 7(3), 1–9.
Beattie-Huggan, Sajdak, L., MacDougall, S., & Kraglund-Gauthier, W. L. (2013). Primer to initiate action to scale up social and emotional learning. Charlottetown, Canada: The Quaich. Available from https://seak.squarespace.com/resources/
Kraglund-Gauthier, W. L., & Young, D. C. (2012). Chapter 17. Will the real “John Doe” stand up? Verifying the identity of online students. In C. Wankel & L. Wankel (Eds.), Misbehavior online in higher education.Cutting-edge technologies in higher education (Vol. 3, pp. 355–377). Bingley, UK: Emerald.
Kraglund-Gauthier, W. L. (2012). Chapter 8. Transitioning from F2F to online instruction: Putting the action into online research. In J. Salmons (Ed.), Cases in Online Interview Research (pp. 219–238). Newbury Park, CA: Sage.
Kraglund-Gauthier, W. L. (2011). A reader’s response to Norm Friesen’s The Place of the Classroom and the Space of the Screen: Relational Pedagogy and Internet Technology. Phenomenology & Practice, 5(2), 127–142. Available from http://www.phandpr.org/index.php/pandp
Taylor, M., Quigley, B. A., Kajganich, G., & Kraglund-Gauthier, W. L. (2011). Shaping literacy: Evolution and trends in Canada’s literacy research since the mid-1980s. Canadian Journal for the Study of Adult Education [25th Anniversary Special Edition], 23(2), 45–67.
de Villiers, L., & Kraglund-Gauthier, W. L. (2009). Moving beyond cultural stereotypes: Dealing with the diversity of international students sensitively. Communiqué, Spring, 16.
Kraglund-Gauthier, W. L., Folinsbee, S., Quigley, B. A., & Grégoire, H. (2009). Re-conceptualizing health and learning in terms of community resilience and enterprise. Journal of Enterprising Communities: People and Places in the Global Economy, 3(4), 405–414. doi: 10.1108/17506200910999147
Quigley, B. A., Coady, M., Grégoire, H., Folinsbee, S., & Kraglund-Gauthier, W. L. (2009). Chapter 5. More universal for some than others: Canada’s health care system and the role of adult education. In P. Cranton & L. English (Eds.), New Directions for Adult and Continuing Education (No. 124, pp. 49–59). San Francisco, CA: Jossey-Bass. doi:10.1002/ace.352