Kathy Snow

Kathy Snow (1)

Assistant Professor, Education
Education, School of Professional Studies

Office: L-139-B

Kathy Snow is an Assistant Professor at Cape Breton University and a former Instructional Designer with the University of Manitoba. She is currently the Teaching and Learning Chair for Open, Online and Blended Learning (2016-2019) at CBU. She has ten years of experience in designing online experiences for post-secondary students to support persistence and transitions. Her research focuses on educational reform with regard to (re)visioning measures of success and persistence from a holistic position, including culturally relevant online learning design, accessibility for non-traditional learners such as those from rural, remote and removed populations. As well she works extensively with K-12 school populations to leverage technology for a variety of community purposes some of the projects upcoming for 2018 include: Generational Bridges: elders stories transformed for radio and youtube by grade 4/5students and Coding Regalia: a modern approach to creating non-ceremonial performance clothing.

Prior to returning to Canada in 2010, Kathy worked as a science and technology teacher and school administrator on four continents, Africa, Europe, Asia and North America, specialising in K-12 technology and technology administration in independent international schools. She has taught teacher education in community based programs in northern Manitoba, developed and presented professional development workshops and curriculum for the International Baccalaureate Organisation.

Kathy’s current research interests include: Decolonizing and critical pedagogy, blended-learning, educational technology, instructional design, networked learning.

Recent Publications include:

ITK Report: (re)Visioning Success in Inuit Education: a report of the 2017 Inuit Education Forum. Retrieved from: https://itk.ca/wp-content/uploads/2017/10/inuitreport-web.pdf
Snow, K. (2017). And still they persisted: a discussion of Indigenous Students perspectives on a year in pre-nursing transitions, International Journal of Learning, Teaching and Educational Research 16(10), pp. 114-131. https://doi.org/10.26803/ijter.16.10.9

In addition to Kathy’s work at CBU, she serves as the editor of the Journal of Professional, Online, and Continuing Education (JPOCE – formerly CJUCE), and is heavily involved in community outreach for science education/literacy. Follow her on twitter @kathymesnow or join the FB group: ASK- Atlantic Science Knowledge