Kim Grant

Educational Development Consultant

Academic & Research Team

PhD, Education, Curriculum and Learning

University of Calgary

Contact information


Office: 403.220.6481


Educational Development Consultant

As an educational development consultant, Kim works with individuals and groups on curriculum review and development as well as on broader teaching and learning projects. She leads the Academic Staff Certificate for University Teaching and Learning and facilitates the Teaching and Learning Practices, Theories and Assessment course. Kim is one of the primary contacts for faculty inquiries from the Faculty of Arts and Werklund School of Education. 

Kim's current research focuses on partnering with graduate students in educational development activities.


Kim’s ongoing interest in educational questions led to her to earn a PhD in Curriculum and Learning from the University of Calgary. With extensive teaching experience in secondary and postsecondary classrooms, Kim is drawn to a wide range of teaching and learning topics. She has expertise in teacher self-assessment, learning theories, authentic assessment and learning-centred curriculum. 


Nowell, L., Grant, K.A., & Makita, K. (in press). Postdoctoral scholars in academic development and SoTL: Making our way through collaborative self-study. International Journal of Academic Development.

Jeffs, C., Berenson, C., Dyjur, P., Grant, K.A., Kalu, F., Kenny, N., Mikita, K., Mueller, R., & Nowell, L. (in press). Writing within an academic microculture: Making our practice visible. In N. Simmons (Ed.), Critical collaboration communities: Academic writing partnerships, groups, and retreats. Brill Publishers.

Nowell, L., Grant, K.A., Mikita, K., Berenson, C., Dyjur, P., Jeffs, C., Kelly, P., Kenny, N. (revisions). Innovative certificate programs in university teaching and learning for graduate students and postdoctoral scholars. Submitted to To Improve the Academy: A Journal of Educational Development.  

Grant, K.A. (2018). Educational research and SoTL: Converging in the commons. In N. Chick (Ed.), SoTL in action: Illuminating critical moments of practice. Sterling VA: Stylus.

Kenny, N., Berenson, C., Jeffs, C., Nowell, L., & Grant, K.A. (2018). Teaching Philosophies and Teaching Dossiers Guide. Calgary, AB: Taylor Institute for Teaching and Learning. Retrieved from

Mikita, K., Nowell, L., Grant. K.A. (2018) Multidisciplinary communities in the making: Establishing cross-campus connections in teaching and learning, TI Connections, January 23, 2018.

Kalu, F., Dyjur, P., Berenson, C., Grant, K.A., Jeffs, C., Kenny, N. & Mueller, R. (2018). Seven voices, seven developers, seven one things that guide our practice. To Improve the Academy: A Journal of Educational Development, 37(1), 111-127. 

Lenters, K., & Grant, K.A. (2016). Feedback loops: Assembling students, stories, and devices for multimodal feedback in a writer's workshop. Language Arts, 93(3), 185-199.

Grant, K.A. (2015). From lists to images: Exploring the concept of the good teacher in teacher education. Journal of the Canadian Association for Curriculum Studies, 13(1), 36-59.      

Latremouille, J., Grant, K.A., Kalu, F., Dodsworth, D., Knowlton Cockett, P., Mitchell-Pellett, M., & Paul, J. (2015).  Reimagining teacher education through design thinking principles: Curriculum in the key of life.  Journal of the Canadian Association for Curriculum Studies, 13(1), 88-112.  
Beierling, S., Buitenhuis, E., Grant, K.A., & Hanson, A. (2014).  “Course work”: Pinar’s currere as an initiation into curriculum studies. Canadian Journal for New Scholars in Education, 5(2), 1-9.

Grant, K.A., & Jardine, D. (2011). "We need a saviour": An irreconciling conversation about curriculum. Journal of the American Association for the Advancement of Curriculum Studies, 7.