Dr. Mahboubeh Asgari

Dr. Mahboubeh Asgari is a post-doctoral researcher in Philosophy for Children in the Department of Educational Psychology & Counselling and Special Education at the University of British Columbia. Mahboubeh has a Ph.D. in Curriculum Theory and Implementation from Simon Fraser University. She was an assistant professor at the University of Tehran in Iran before she moved back to Vancouver in Aug. 2012 for her post-doctoral research.

Mahboubeh is passionate about teaching, doing research, and working with children. She has developed her teaching experience and philosophy through her assistant professor position at the University of Tehran, lecturer and sessional instructor positions at Simon Fraser University and the University of British Columbia (teaching in Teacher Education Program), as well as teaching assistantships at Simon Fraser University. In addition to her 11 years of teaching experience at post-secondary education, Mahboubeh has almost 10 years of teaching experience with children. She taught English to Farsi-speaking children in Tehran, Iran, and is now working Engaged Philosophical Inquiry with children in Self-Design Learning Centre in Vancouver.

Mahboubeh’s research interests range widely over topics of educational technology (such as online mentoring, using computer and video games for learning), educational and curriculum theory (in particular, the theory of recognition and multicultural education), and more recently philosophy with children. Her interest in philosophical inquiry has roots in her doctoral research. In her dissertation, entitled “Educating the Natural Self: Analysis of and Amendments to the Theory of Recognition”, Mahboubeh looked at the concept of recognition from philosophical and psychoanalytical perspectives and emphasized the role of recognition in childhood. By recognition in childhood, she means acknowledging and accepting children for who they are unconditionally. Mahboubeh’s continued interest in recognition in early years of life has led her focus on the use of philosophical inquiry with children. Since Aug. 2013, she has been doing her post-doctoral research on a project called “Engaged Inquiry with Children: Fostering Empathy and Perspective-taking” with Dr. Barbara Weber at UBC. The study involves children between the ages of 11 and 13 and investigates how engaged philosophical inquiry can impact their ability to empathize and take on different perspectives.

Since her graduate studies, Mahboubeh has published two curriculum support books, three book chapters, five journal papers (one as an entry in Iranian Encyclopedia in Curriculum Studies), and has presented over 20 papers and posters in national and international conferences.

Mahboubeh is also passionate about painting. She has been painting with chalk pastel and acrylic, mainly creating abstracts and portraits. More recently, Mahboubeh has been focusing on empowering children through art. She is interested in giving children the space and opportunity to express themselves in a form of art, especially through different painting techniques, and using different objects, as well as making crafts with different materials. Mahboubeh believes that through the process of exploring, examining, discovering, and expressing freely, children can come to recognize their thoughts and feelings as well as understand others’ ways of thinking and expressing.

Mahboubeh’s dream (job) is to create a physical space where she can work with children philosophical inquiry, and self-expression through art, while constantly working with/educating teachers (and herself!) as well. Her other dream is that one day, she can create a space where she can adopt and support as many children as she can. Last, but not least, she dreams of writing storybooks for children. She has started working on fulfilling her dreams, has chosen the nickname: Dr. Kooloo and registered the domain: www.drkooloo.com (The site is not up yet). Join/Contact Mahboubeh if you have the same dreams! (asgarim@gmail.com OR mahboub@mail.ubc.ca)

Teaching Experience

2013 – Present

Self-Design Learning Centre, Vancouver, BC, Canada

Engaged Inquiry Teacher, Teaching philosophical inquiry to children ages 5-13

2012-2013 Fall Semester

The University of British Columbia, BC, Canada

Sessional Lecturer, Teacher Education Program, Human Development & Understanding Diverse Learners

2010 – 2012

Faculty of Psychology and Education, University of Tehran, Iran

Assistant Professor, Curriculum Foundations and Analysis of Course Content, Educational

Technology, Systems Approach to Teaching & Learning, Foundations of Adult Education

2002 – 2010

Faculty of Education, Simon Fraser University, BC, Canada.

Sessional Instructor, Curriculum Development: Theory & Practice, Multimedia for Curriculum

Design Teaching Assistant, Curriculum Development: Theory and Practice, Social Issues in

Education

 

Centre for Online and Distance Education, Simon Fraser University, BC, Canada.

Tutor-marker: Curriculum Development: Theory and Practice, Curriculum and Instruction in

Teaching English as a Second Language

1996- 1999

Korean Embassy School, Tehran, Iran

English Language Teacher, Teaching English to Korean speaking children ages 6-12

Computer Teacher, Teaching computer basics to Korean speaking children ages 6-12

1991 – 1999

Pand Language School, Tehran, Iran

English Language Teacher, Teaching English to Farsi speaking children ages 5-12

Research Experience

2013 – Present

Post-doctoral researcher on the ‘Engaged Inquiry with Children: Fostering Empathy and

Perspective-taking’ project, directed by Dr. Barbara Weber (and Dr. Kimberley Schonert-Reichl),

University of British Columbia, Vancouver, Canada

2010 – 2011

Research Associate on the ‘Learning in Depth’ (LiD) project, directed by Dr. Kieran Egan, Faculty of Education, Simon Fraser University, Vancouver, Canada

2004 – 2008

Research Assistant on the ‘Simulation and Advanced Gaming Environments (SAGE) for Learning’ project, directed by Dr. David Kaufman, Faculty of Education, Simon Fraser University, Vancouver, Canada

2002 – 2008

Research Assistant on the ‘Tracking Canada’s Past (TCP)’ project, directed by Dr. Kevin O’Neill, Faculty of Education, Simon Fraser University, Vancouver, Canada.

 

Workshops

Happiness and Resilience in Children and Youth

May 5, 2013: North Vancouver City Library, North Vancouver, BC, Canada

March 9, 2013: The University of British Columbia Continuing Studies, BC, Canada (One-day

Course)

 

AWARDS

November 2009 Silver medal for the AAOU (Asian Association of Open Universities) Best Paper Award (for using technology in education), Tehran, Iran.
Fall 2004-2009 Graduate Fellowship, Simon Fraser University ($37,000 in total)
Spring 2009 Rotary Club of Burnaby Scholarship, Simon Fraser University ($1000)
Summer 2005 Honourable mention: the “runner-up” in the 2005 Elizabeth Patterson International Student of the Year Award, held by the Canadian Bureau of International Education (CBIE)
Summer 2005 SSHRC Travel Award, Simon Fraser University ($700)
August 2005 Student Travel Award for the Children’s Learning in a Digital World Conference, Brock University ($1,000)

PUBLICATIONS: BOOKS & JOURNALS

Books

  • Asgari, M. (2012). Curriculum Support Book: Student Book, English Language Learning 1 (Grade 9). Fatemi Publishing: Tehran, Iran.
  • Asgari, M. (2012). Curriculum Support Book: Workbook, English Language Learning 1 (Grade 9). Fatemi Publishing: Tehran, Iran.

Book Chapters

  • Asgari, M. & Kaufman, D. (2010). Does fantasy enhance learning in digital games? In D. Kaufman & L. Sauvé (Eds.), Educational Gameplay and Simulation Environments: Case Studies and Lessons Learned. IGI Global, Section 1: Foundations and Theory, Chapter 5, pp. 84-95.
  • Asgari, M. & Kaufman, D. (2008). Motivation, learning, and game design. Richard E. Ferdig (ed.), Handbook of Research on Effective Electronic Gaming in Education. Information Science Reference, New York. Volume III, Chapter LXVII, pp. 1166-1182.
  • Asgari, M. & Kaufman, D. (2007). Designing educational computer games: what can we learn from commercial games? Peter Tim and Lee Yang-Im (eds.), The International Simulation & Gaming Research Yearbook Volume 15: Effective Learning from Games and Simulations. Edinburgh: SAGSET, pp. 33-51.
  • Asgari, M. & O’Neill, K. (2005). What do they mean by “success”? Examining mentees’ perceptions of success in a curriculum-based telementoring program. Joseph Pascarelli and Frances Kochan (eds.), Creating Successful Telementoring Programs. Greenwich, CT: Information Age Publishing, pp. 225-251.

Journal Papers

  • Asgari, M. (in press). World Famous Educators: Kieran Egan. Iranian Encyclopedia in Curriculum Studies. To be published by the Iranian Educational Research Institute.
  • O’Neill D. K., Asgari, M., & Dong, D. (2011). Trade-offs between perceptions of success and planned outcomes in an online mentoring program. Journal of Mentoring and Tutoring. Vol. 19, No. 1, February 2011, pp. 45-63.
  • Asgari, M. (2010). Students’ Evaluation of Success in an Online Mentoring Program. Journal of Asian Association of Open Universities. Vol. 5, No. 1, March 2010, pp. 1-9.
  • Asgari, M. (2009). Recognition as a Context for Multicultural Education:  Meaning and Theory Unpacked. Journal of Iranian Curriculum Studies Association. September 2009, pp.7-27.
  • Asgari, M. (2008). Using computer and video games in education: the effects and features of a good game. Roshd, Educational Technology Magazine (in Farsi), No. 7, March 2008, pp: 6-11.

CONFERENCE PROCEEDINGS

  • Asgari, M. (2009, November). Students’ evaluation of “success” in an online mentoring program. Paper presented and published in the proceedings of the 23rd AAOU (Asian Association of Open Universities) Annual Conference. Tehran, Iran, November 3-5.
  • Asgari, M. & Kaufman, D. (2007, July). Using computer and video games to explore identity and support learning. Paper presented and published in the proceedings of the 38th Annual Conference of the International Simulation And Gaming Association (ISAGA), pp. 11-16, Nijmegen, The Netherlands, July 9-13.
  • Asgari, M. (2006, September). Identity exploration in computer and video games: Recognitive and socio-cultural paradigms. Paper presented and published in the proceedings of the International Digital Games Conference, pp. 241-246, Portalegre, Portugal, September 27-29.
  • Asgari, M. & Kaufman, D. (2005, July). Virtual environments: Identity and learning. Paper presented and published in the proceedings of the Third International Conference on Imagination and Education, Vancouver, B.C., Canada, July 13-16.

        http://www.ierg.net/ierg2005/papers/215-Asgari_Kaufman.doc  

  • Asgari, M. & Kaufman, D. (2004, July). Relationships among computer games, Fantasy, and Learning. Paper presented and published in the proceedings of the Second International Conference on Imagination and Education, Vancouver, B.C., Canada, July 14-18.

        http://www.ierg.net/confs/2004/Proceedings/Asgari_Kaufman.pdf

  • Polman, J. L., & Westhoff, L. (University of Missouri-St. Louis), O’Neill, D. K., Sohbat, E., & Asgari, M. (Simon Fraser University), Hong, N. (University of Michigan), McGee, S. (Wheeling Jesuit University), Bell, Ph. (University of Washington), (2004, June). Developing historical thinking practices through technology-supported inquiry. Paper presented and published in the proceedings of the Sixth International Conference of the Learning Sciences, pp. 19-22, Santa Monica, CA, U.S.A. June 22-26.

SELECTED CONFERENCE PRESENTATIONS

  • Asgari, M., Weber, B., Schonert-Reichl, K.A., & Moghtader, B. (accepted). Community of Philosophical Inquiry: Fostering Empathy in Schools. Poster to be presented at the NAACI (North American Association for the Community of Inquiry) Conference, Laval University, Québec City, Canada, June 25-27, 2014.
  •  O’Neill D. K., Asgari, M., & Dong, Y. (2009, April). “It wasn’t what I expected”: Examining trade-offs between planned outcomes and perceptions of success in a formal mentoring program. Paper presented to SIG-Mentorship and Mentoring Practices at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 13-17.
  • Asgari, M. (2008). Multicultural curriculum in Canadian educational system: Theory of Recognition. Paper presented at the 8th conference of Iranian Curriculum Studies Association. Mazandaran University, Babolsar, Iran. October 29-30, 2008.
  • Asgari, M. (2007, October). Practicing recognition in schools and removing oppression. Paper was accepted (unable to attend) at the Graduate Student Conference on Philosophy of Education (GSCOPE), Simon Fraser University, Burnaby, Canada, October 12-14.
  • Asgari, M. & Kaufman, D. (2007, October). Mirroring and learning in Massively Multiplayer Online Games (MMOGs). Paper presented at the 2007 annual meeting of the “SAGE for Learning” Pan-Canadian project. Quebec City, Quebec, Canada, October 13-14.
  • Asgari, M. (2007, July). Recognizing students’ diverse identities in schools. Paper presented in the International Study association for Teachers and Teaching (ISATT) Conference, Brock University, Ontario, Canada, July 5-9.
  • Asgari, M. (2007, March). Video games, identity, and learning. Paper presented at the second SAGE National Student Conference, Simon Fraser University, Burnaby, Canada, March 9.
  • Asgari, M. (2006, October). Computer games, motivation, and learning. Paper presented in the NASAGA (North American Simulation and Gaming Association) 2006 Conference, Vancouver, BC, Canada, October 11-14.
  • Asgari, M. & Kaufman, D. (2006, July). From successful commercial games to educational games: Design considerations. Paper presented in the International SAGSET (the Society for the Advancement of Games and Simulations in Education and Training) 2006 Conference, London, UK, July 12-14.
  • Asgari, M. (2006, May). Innovation in curriculum: recognizing and valuing students’ identities. Paper presented at the CADE (Canadian Association for Distance Education) and AMTEC (Association for Media and Technology in Education in Canada) Joint International Conference, Montreal, Quebec, Canada, May 23-26.
  • Asgari, M. (2005, August). The Role of video games in identity construction and learning. Paper presented at the Children’s Learning in a Digital World Conference, Ontario, Canada, August 19-20.
  • Asgari, M. (2005, May). Students’ and mentors’ expectations in an on-line learning community: A study of a curriculum-based on-line mentoring program. Paper presented at the AMTEC (Association for Media and Technology in Education in Canada) Conference, Calgary, Alberta, Canada, May 24-27.
  • O’Neill, D. K. & Asgari, M. (2004, August). What are “experts” good for? Students’ expectations and the determinants of perceived success in a telementoring program for adolescents. Paper presented at the Knowledge Forum Summer Institute, Toronto, Ontario, August 10-13.
  • O’Neill, D. K., Sohbat, E., Martin, A., Asgari, M., Lort, M., Sha, L. (2003, April). Sharing accountability through sharing our accounts: Piloting an on-line community for high school history learning. Paper presented in the annual meeting of the American Educational Research Association, Chicago, IL, U.S.A.