Dianne Ashbourne

I work collaboratively with instructors to design courses and assessments that apply learner-centered, equity-focused, and evidence-informed pedagogies in alignment with their unique teaching contexts. My educational development praxis is grounded in humility, relationality, scholarly inquiry, and critical reflection. 

Prior to joining the University of Guelph, I was the Senior Educational Developer at the University of Toronto Mississauga (UTM), where I supported educators across disciplines and career stages at course, program, and institutional levels. My work included helping instructors respond to challenges and opportunities presented by generative AI, redesign courses for active learning classrooms, and transition their courses for online delivery. I facilitated communities of practice and pedagogical reading groups aimed at connecting instructors from different departments to foster new pedagogical connections. I offered feedback through classroom observations and teaching dossier consultations to support critical reflection. I earned my B.A. from the University of Toronto, B.Ed. from Queen’s University, and M.A. (Higher Education) from the University of British Columbia.  

As higher education navigates artificial intelligence, I see my role as helping instructors engage critically and intentionally with these tools in their course and assignment design. This means exploring course and assessment design possibilities that center human creativity and agency, and are mindful of equity challenges and environmental impact.  

My research interests include assessment of learning, inclusive course design, active learning classrooms, and artificial intelligence.