Alyson E. King
PhD

• PhD - History of Higher Education University of Toronto, Ontario Institute for Studies in Education 1999
• MA - History of Education University of Toronto, Ontario Institute for Studies in Education 1993
• BA - Canadian History & International Relations University of Toronto 1987

• King, A. (2024). Rethinking, Reimagining, Redesigning: Reflecting on course design and learning in the age of generative AI. Canadian Society for the Study of Education Annual Meeting. Université du Montréal/McGill University, Montreal, QC. June 16-19, 2024.
• King, A. (2024). Workshop: So, now what do I do? Dealing with Academic Integrity Cases. Joint International Conference on Ethics and Integrity in Academia: Plagiarism, Prevention, and Pedagogy in a New Digital Era. Université du Québec en Outaouais, Gatineau, QC. May 21-24, 2024.
• King, A. & Garramone, P. (2024). Reimagining writing and learning: What students say about Generative AI. Joint International Conference on Ethics and Integrity in Academia: Plagiarism, Prevention, and Pedagogy in a New Digital Era. Université du Québec en Outaouais, Gatineau, QC. May 21-24, 2024.
• King, A. (2023). Gender and Success: Exploring university students’ experience & strategies using gender as a category of analysis. Canadian Society for the Study of Higher Education (CSSHE), York University. May 28-30, 2023.
• Campbell, B., King A., & Van Nuland, S. (2022). The collapse of radical casualization and the establishment of tenure in the early development of Ontario Tech University. Canadian Society for the Study of Education Annual Meeting. Virtual. May

• King, A., Qureshi, N., Toledo, E., & Stevenson, C. (2023). Introduction: Listening to students: Perspectives, experiences, and next steps. Canadian Journal of Higher Education, 52(4), i-x. Retrieved from https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/190185
• King, A.E. & Brigham, S. (2023). “I was like an alien”: Exploring how Indigenous students succeed in university studies. Canadian Journal for Higher Education, 52(4), 41–55. Retrieved from https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/189757
• King, A.E., Eamer, A., & Fernando, S. (2022). When is a partnership not a partnership? Reflecting on inherent challenges in university-hospital collaborations. Journal of Community Engagement and Scholarship, 14(2), Article 6. DOI: 10.54656/jces.v14i2.31
• King, A.E., McQuarrie, F., & Brigham, S. (2021). Exploring the relationship between student success and participation in extracurricular activities. SCHOLE: A Journal of Leisure Studies and Recreation Education, 36(1-2), 42-58. DOI: 10.1080/1937156X.2020.1760751
• King, A.E., McQuarrie, F., & Brigham, S. (2018). Beyond Family, Friends and Profs: Strategies for Older Students’ Success at University. Standing Conference on the University Teaching and Research in the Education of Adults (SCUTREA), University of Sheffield, UK, 17-19 July. Available at http://www.scutrea.ac.uk/p/scutrea.html
• Brigham, S. & King, A.E. (2017). Adult Pathways to Inclusion and Diversity in Higher Education. Standing Conference on the University Teaching and Research in the Education of Adults (SCUTREA), University of Edinburgh, Scotland, July 4-6, 2017. Available at: http://www.docs.hss.ed.ac.uk/education/creid/NewsEvents/74_ii_SCUTREA2017_Proceedings.pdf (pages 40-46)
• Eamer, A., Fernando, S., & King, A. (2017). Still on the margins: English language learning and mental health. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, 11(4), 190-202. DOI: 10.1080/15595692.2017.1289918
• Fernando, S., King, A.E., & Eamer, A. (2017). Supported Education practitioners: agents of transformation? Occupational Therapy in Mental Health, 33(3), 1-19. DOI: 10.1080/0164212X.2017.1295415
• King, A. E., Ammar, N., & Brigham, S. (2021). The intricate nature of 21st century students: Exploring intersectionality and persistence among immigrant students at Canadian universities. In R. M. Reardon & J. Leonard (Eds.), School-University-Community Collaboration and the Immigrant Educational Experience. Charlotte, NC: Information Age Publishing Inc.
• Fernando, S., King, A., & Kunkel, K. (2021). “I came from a lifetime of teachers giving up on me”: Finding motivation in a Canadian Supported Education program during Neoliberal times. In A. Pejatovic & K. Popovic (Eds.), Navigating through Contemporary World with Adult Education Research and Practice (pp. 187-202). European Society for Research on the Education of Adults. Rotterdam: Sense Publications.
• King, A. E. & Eamer, A. (2019). “One lazy day would cause everything to come crashing down”: Stories from underrepresented students on becoming a university student. In J. Gammel, S. Motulsky, & A. Rutstein-Riley (Eds.), I Am What I Become: Constructing an Identity as a Lifelong Learner. Charlotte, NC: Information Age Publishing Inc.
• Fernando, S. & King, A. E. (2019). The medium is the message: mediated learning and mental health. In B. Merrill, A. Nizinska, A. Galimberti, J. Eneau, E. Sanojca, & S. Bezzari (Eds.), Exploring Learning Contexts: Implications For Access, Learning Carrears And Identities. Rennes: University Rennes 2 / ESREA. ISBN: 978-2-9564498-0-5 (pp. 101-110)
• King, A. E. & Brigham, S. (2018). Understanding the influence of high school preparation on the success strategies of Canadian university students. In G. Craddock, C. Doran, L. McNutt, & D. Rice (Eds.), Transforming our World Through Design, Diversity and Education. IOS Press Open Access. (pp. 503-513). DOI: 10.3233/978-1-61499-923-2-503
• Fernando, S.I. & King, A. E. (2018). Education Interrupted: Learning Careers of Adults Living with Mental Illness. In B. Merrill, A. Galimberti, A. Nizinska, & J. Gonzalez-Monteagudo (Eds.), Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World. Rotterdam: Brill/Sense Publishers/ESREA. (pp. 85-98)
• King, A. E. & Fernando, S. (2018). Facilitating belongingness through Supported Education for adults living with mental illness. In L. Garrino & B. Bruschi (Eds.), ‘Togetherness’ and its discontents: connectivity in biographical narratives of adult education and learning (pp. 275-289). European Society for Research on the Education of Adults. Pensa Multimedia.
• King, A. E., Eamer, A., & Ammar, N. (2018). Participation and Persistence: An Analysis of Immigrant Visible-Minority Students at UOIT. In B. Merrill, A. Galimberti, A. Nizinska, & J. Gonzalez-Monteagudo (Eds.), Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World. Rotterdam: Brill/Sense Publishers/ESREA. (pp. 69-84)

Undergraduate:

• POSC 1200 Introduction to Democracy in Theory and Practice
• POSC 3600 Politics of Education in Canada
• POSC 3603 The Politics of Housing
• Extended Crises
• POSC 4310 Politics of Indigenous Rights
• POSC 4300 Special Topics in Political Science. Topic: Building Safety, Security and Well-being into Urban Communities, City Idea Lab course
• POSC 4300 Special Topics in Political Science. Topic: Strengths-Based & Cooperative Community Development during Extended Crises, City Idea Lab course
• POSC 3700 Technology, Politics, and Social Theory

Graduate:

• MSPI 5030: Foundations for Social Practice and Innovation