About Us

The Whole School Projects is designed to help define how these larger scale and distinctive programs can be routinely used in schools, adding diversity and educational value to the school experience for students. We are, of course, well aware that projects and themes of many kinds have been used in schools for a century or so. What we are promoting is somewhat different, but shares many of the educational aims of other project-based programs. Please look around this website as it develops to see what is distinctive about our approach, and how it might be implemented widely in schools. Our aim is to make WSPs a routine part of the normal curriculum and so a part of every student’s experience of schooling.

As we begin the WSP there are just a few of us involved. If you are keen on this form of curriculum development, and share our view that it has great educational potential, why don’t you join us? Just send a 100-word bio and a picture of yourself, more or less in the form of those below.

Currently involved:

Kieran Egan is a professor in the Faculty of Education at Simon Fraser University. He is particularly interested in how we can engage students’ imaginations and emotions in learning. He is currently writing a book titled “Whole School Projects: Invigorating learning and building community.”

Gillian Judson is a Lecturer in the Faculty of Education at Simon Fraser University, and also a Director of the Imaginative Education Research Group. She is particularly interested in sustainability and how an ecologically sensitive approach to education can both increase students’ engagement with, and understanding of, the usual content of the curriculum and can show it in a light that can lead to a sophisticated ecological consciousness. Her work in Place-Based Education also overlaps with some aspects of WSPs. Her most recent book is A New Approach to Ecological Education (New York: Lang Publishing, 2010).

Melanie Young is a Ph.D. candidate and is working as a Research Assistant on the Learning in Depth project. She also works as an instructor in the Faculty of Education at SFU and Douglas College. She is particularly interested in global education.

Michael W. Derby is a teacher, MA student and research assistant at Simon Fraser University in Vancouver. He is currently working on a thesis on the confluence of poetry, education, ecology and language. Interests include: Imaginative Education, ecolinguistics, place based education, ecopedagogy, critical theory, anthroposophy and Vygotsky. He also likes long walks in the forest.

Yvan Zebroff is a Ph.D. student in Curriculum Theory and Implementation and a research assistant at Simon Fraser University. He is also an educator, with some eleven years of teaching experience. Currently, he is working at the university, both as a tutor marker, and as a sessional instructor. Yvan is particularly interested in implementing Imaginative Education theory (including WSP) at the secondary school level.

Dmitri Zebroff is a PhD student in the Faculty of Education at Simon Fraser University. He is currently working in the faculty as a tutor marker and is also an instructor at the Aboriginal Education College. Dmitri is interested in studying the implementation of WSPs in various educational settings.

Jonathan Sclater teaches at Hillcrest Middle School in Coquitlam, B.C., Canada. Jonathan completed his M.Ed. in SFU’s Imaginative Education program and is also the winner of a recent Prime Ministers Award for Excellence in Teaching. He was previously a teacher at Westwood Elementary School in Port Coquitlam, where he was the initiator of the Whole School Project based on the local river.

Pamela Hagen is a teacher at Westwood Elementary School in Port Coquitlam, British Columbia, Canada.  She is also a recent PhD graduate of The University of British Columbia where she studied the issue of student engagement in learning mathematics using Imaginative Education as the theoretical framework for her study.  She currently coordinates the Whole School Project focusing on the theme of The River, and was instrumental in its implementation at the school.