100 Stories

Adam Dubé, B.A. (Regina), M.A., Ph.D. (Regina)

Assistant Professor, Learning Sciences, Department of Educational & Counselling Psychology, McGill University

Adam Dubé

Adam graduated from Campion with a Bachelor of Arts in 2006. After completing his masters and Ph.D. through the U of R, he returned to Campion as a Sessional Lecturer from 2009-2012.

“I almost didn’t graduate, if it wasn’t for Deborah.”

Adam tells of the time he was about to complete his first degree and move on to start his masters program. It all leaned on the head registrar, Deborah Morrison: mindful and perceptive. She realized something wasn’t right. Graduation is not an automatic process, though this young student may have thought otherwise:

“During my undergraduate, I was all set to complete my BA in psychology and move on to my MA when I was informed by the head registrar at Campion, Deborah Morrison, that I had never applied to Graduate. I did not know this was something you had to do. She had been looking at the list of graduating students and did not see my name, at which time she contacted me. Without her and without Campion's attention to individual students, I would not have convocated and who knows how my career as an academic would have changed. “

Things aren’t ripe enough for personal greatness, but Adam believes his contribution to be significant:

“I would say that my career is still too early on to have a ‘greatest accomplishment’ but there are some things that I am proud about. I will be authoring my first book this spring/summer on how tablet computers augment the learning process called “Understanding Tablets from early childhood to adulthood: Encounters with touch technology”... I am particularly proud of the book as it is written for a general audience that includes teachers, parents, and technology developers in the hopes of fostering evidenced-based use of tablets as learning tools.”

Adam wants to see academics & tech to converge at a deeper level. Tech should compliment and propel learning. It’s integral in making educational advances. Technology continues to shape and define how we learn. In Adam’s view, it must become a decisive tool to leverage the best information for quality learning experiences:

“How we learn in classrooms and in our own homes is being augmented by the everyday technology available to us and the implications of this change are not that well understood. In the classroom, we do not want technology to supplant quality teaching but we also do not want classrooms to become time capsules that are removed from the realities of an everyday life rife with mobile devices and the Internet.”

He is indebted to his graduate supervisor, Dr. Katherine Robinson and feels dutiful to support new students in turn, as his way of giving back. He is helping them glean necessary knowledge, techniques and tools to empower them upon returning back to their home countries:

“My work involves graduate supervision and funding graduate students. Currently, my lab consists of four international PhD students from Bangladesh, Turkey, and China and their goal is to study in Canada and take the knowledge they gain here back to their home countries. Even though it is part of my job, I see my ability to fund their studies and mentor their academic development as a way to give back to the global community.”