Jacqueline (Jackie) Denison
Associate Provost, Teaching and Learning
My key knowledge areas: Relational and human-centered leadership, Curriculum and program development, pedagogical innovation, interdisciplinary education, and advancing equity and decolonizing post–secondary education.
My role within the team: In collaboration with the CTL’s Academic Director, I oversee the CTL to support teaching and learning activities on campus and work closely with the teaching and learning teams across both campuses. Specifically, my goals are to support advancements in inclusive learning environments, innovation in teaching and learning, and evidence-informed pedagogy.
My background: I come from European Settlers of Scottish and English descent. I am a mother, wife, sister, auntie and cousin. As a white, woman settler in Canada, I am acutely aware of the privilege I hold and the sphere of influence I have in both my personal and professional life. I am a registered nurse (BSN, MSN), and am currently pursuing a Doctor of Education degree, as part of my commitment to lifelong learning. Outside of my appointment as the Associate Provost, Teaching and Learning, I am an Associate Professor of Teaching in the School of Nursing. I have held several administrative leadership roles, which have provided me with many opportunities to contribute to curriculum review and design, credit and non-credit program development, mentorship, professional development and continuing education. When I am teaching in the classroom, my areas of expertise include: professional nursing practice, leadership, relational practice, maternal-child health, and global health.
When I’m not working… I am with my family on the lake or the ski hill, at my children’s activities, watching cooking shows (not actually cooking) or travelling.
Recent Research & Publications:
- Chooniedass, R., Reekie, M., Denison, J., Mercuri, A., Nawara, R., Purcell, N., Oelke, M., & Janke, R. (2025). Embedding cultural safety in nursing education: A scoping review of strategies and approaches. Journal of Professional Nursing, 56, 113-129. https://doi.org/10.1016/j.profnurs.2024.11.005
- Reekie, M., de Bosch Kemper, N., Epp, S., Denison, J., Willson, M., & Moralejo, L. (2023). Learning pathways: Levelling, scaffolding & mapping curriculum. Journal of Professional Nursing, 46, 163-167. https://doi.org/10.1016/j.profnurs.2023.03.006
- Epp, S., Reekie, M., Denison, J., de Bosch Kemper, N., Willson, M., & Marck, P. (2022). An innovative leap: Embracing new pedagogical approaches for clinical education. Journal of Professional Nursing, 42, 168-172. https://doi.org/10.1016/j.profnurs.2022.07.005
- Epp, S., Reekie, M., Denison, J., de Bosch Kemper, N., Willson, M., & Marck, P. (2021). Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. Journal of Professional Nursing, 37(5), 804-809.
- Andersen, E., Olsen, L., Denison, J., Zerin, I., & Reekie, M. (2018). “I will go if I don’t have to talk”: Nursing students’ perceptions of reflective, debriefing discussions and intent to participate. Nurse Education Today, 70, 96-102. https://doi.org/10.1016/j.nedt.2018.08.019