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1. Pediatric COVID-19 severity by SARS-CoV-2 lineage and vaccine status in Canada: an IMPACT study

Author

Farrar, Daniel S., Bettinger, Julie A., Campigotto, Aaron J., Deeks, Shelley L., Drouin, Olivier, Embree, Joanne E., Haddad, Elie, Halperin, Scott A., Jadavji, Tajdin, Kazmi, Kescha, King, Melanie, Moore Hepburn, Charlotte, Papenburg, Jesse, Purewal, Rupeena, Sadarangani, Manish, Sauvé, Laura, Yeung, Rae S. M., Top, Karina A., Kakkar, Fatima, and Morris, Shaun K.

Published
2025
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7. Proteomic analysis of APOEε4 carriers implicates lipid metabolism, complement and lymphocyte signaling in cognitive resilience

Author

Walker, Keenan A., An, Yang, Moghekar, Abhay, Moaddel, Ruin, Duggan, Michael R., Peng, Zhongsheng, Tian, Qu, Pilling, Luke C., Drouin, Shannon M., Espeland, Mark A., Rapp, Stephen R, Hayden, Kathleen M, Shadyab, Aladdin H., Casanova, Ramon, Thambisetty, Madhav, Rapp, Peter R., Kapogiannis, Dimitrios, Ferrucci, Luigi, and Resnick, Susan M.

Published
2024
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20. Caught between Silence & Safe Spaces: Examining Learning and Communication Practices in the Midst of Sociocultural Tensions in the University Classroom

Author

Montero-Hernandez, Virginia, Drouin, Steven, and Whitehead, Suzanne

Abstract

College classroom communication in the United States is linked to critical issues that are constructed in the larger sociopolitical and political background. As social conflicts and the unstable political environment in the U.S. continue to escalate, universities are caught in the midst of agitated public debates where identity politics continue to be at the center. Within this context, both faculty and students seem to be trapped in classroom dynamics where silence, taboo topics, stereotyping, and self-censorship are hijacking authentic opportunities for learning, critical debate, and human development. It is against this backdrop that this study takes place, with the aim to analyze students' and faculty's construction of communicative relationships within culturally diverse classrooms and a climate where sociocultural tensions continue to grow. The findings suggest that participants move between two communicative modalities or dispositions: (1) the avoidance of conflict by creating silence; and (2) the engagement of productive discomfort by creating trust. Participants agreed that the construction of the classroom as a safe place was a collective project toward the humanization of social interactions; however, they emphasized that the instructor played a critical role in moderating difficult conversations and helping students achieve moral imagination.

Published
2021

21. Sleep-Based Memory Consolidation Stabilizes Perceptual Learning of Noise-Vocoded Speech

Author

Drouin, Julia R., Zysk, Victoria A., Myers, Emily B., and Theodore, Rachel M.

Abstract

Purpose: Sleep-based memory consolidation has been shown to facilitate perceptual learning of atypical speech input including nonnative speech sounds, accented speech, and synthetic speech. The current research examined the role of sleep-based memory consolidation on perceptual learning for noise-vocoded speech, including maintenance of learning over a 1-week time interval. Because comprehending noise-vocoded speech requires extensive restructuring of the mapping between the acoustic signal and prelexical representations, sleep consolidation may be critical for this type of adaptation. Thus, the purpose of this study was to investigate the role of sleep-based memory consolidation on adaptation to noise-vocoded speech in listeners without hearing loss as a foundational step toward identifying parameters that can be useful to consider for auditory training with clinical populations. Method: Two groups of normal-hearing listeners completed a transcription training task with feedback for noise-vocoded sentences in either the morning or the evening. Learning was assessed through transcription accuracy before training, immediately after training, 12 hr after training, and 1 week after training for both trained and novel sentences. Results: Both the morning and evening groups showed improved comprehension of noise-vocoded sentences immediately following training. Twelve hours later, the evening group showed stable gains (following a period of sleep), whereas the morning group demonstrated a decline in gains (following a period of wakefulness). One week after training, the morning and evening groups showed equivalent performance for both trained and novel sentences. Conclusion: Sleep-consolidated learning helps stabilize training gains for degraded speech input, which may hold clinical utility for optimizing rehabilitation recommendations.

Published
2023
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22. Paediatric inflammatory multisystem syndrome in Canada: population-based surveillance and role of SARS-CoV-2 linkage

Author

El Tal, Tala, Morin, Marie-Paule, Morris, Shaun K., Farrar, Daniel S., Berard, Roberta A., Kakkar, Fatima, Moore Hepburn, Charlotte, Baerg, Krista, Beaufils, Camille, Bennett, Terri-Lyn, Benseler, Susanne M., Beaudoin-Bussières, Guillaume, Chan, Kevin, Cyr, Claude, Dahdah, Nagib, Donner, Elizabeth J., Drouin, Olivier, Edjoc, Rojiemiahd, Eljaouhari, Maryem, Embree, Joanne E., Farrell, Catherine, Finzi, Andrés, Forgie, Sarah, Giroux, Ryan, Kang, Kristopher T., King, Melanie, Laffin Thibodeau, Melanie, Lang, Bianca, Laxer, Ronald M., Luu, Thuy Mai, McCrindle, Brian W., Orkin, Julia, Papenburg, Jesse, Pound, Catherine M., Price, Victoria E., Proulx-Gauthier, Jean-Philippe, Purewal, Rupeena, Sadarangani, Manish, Salvadori, Marina I., Thibeault, Roseline, Top, Karina A., Viel-Thériault, Isabelle, Haddad, Elie, Scuccimarri, Rosie, and Yeung, Rae S. M.

Published
2023
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25. Management of patients with advanced epithelial ovarian cancer: a European survey

Author

Jochum, Floriane, Angeles, Martina Aida, Balaya, Vincent, Drouin, Leonor, Nikolova, Tanja, Mathevet, Patrice, Lécuru, Fabrice, Azais, Henri, Betrian, Sarah, Bolze, Pierre-Adrien, Dabi, Yohann, Kerbage, Yohan, Sanson, Claire, Zaccarini, François, Guyon, Fréderic, Akladios, Cherif, Hsu, Arthur, Bendifallah, Sofiane, Deluche, Elise, and Guani, Benedetta

Published
2023
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37. The Journey into a New Me: Narratives of Self-Development and Community Revitalization among First-Generation, Latinx, Adult Graduate Students

Author

Montero-Hernandez, Virginia and Drouin, Steven

Abstract

This study explores the narratives of first-generation, Latinx graduate students whose parents emigrated from Mexico. We aimed to understand the life trajectories of six participants, particularly the ways in which they made sense of graduate education (MA and EdD) as part of their personal journeys, identity and practice as educators. Focus groups and image elicitation techniques allowed us to learn from our participants. Participants' narratives about their life journey were our unit of analysis. Our results suggest that participants pursued graduate school as a tool to engage in self-actualization and to revitalize their families and communities. Central to our findings is the role that trauma played in the approach they used to engage in graduate education. Trauma worked as a catalyser to seek transformative learning experiences that could help them not only expand their selves but also the community where they serve. Students' re-framing of personal trauma encouraged them to persist in graduate education and consolidate their service-oriented missions.

Published
2021
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38. Laboratories of Democracy Utilizing Problem-Posing Education in Our Classrooms

Author

Drouin, Steven D.

Abstract

Steven Drouin writes that in his first years of teaching, he viewed the purpose of school to be what his childhood teachers and college instructors had instilled in him. School was simply a place for learning academic content and for developing skills needed later in life. Then he began to realize that any conception of schooling that required them to wait--to put off addressing their problems until later in life--was ill suited. Instead, he needed to find a different conceptualization of the purpose of school, that challenged students and teachers to focus on solving problems, not later in life, but now. Paulo Freire's (1970) "problem-posing education", which stands in opposition to the banking model of education articulated an alternative purpose for school. Freire insisted that instead of starting from the arrogant assumption that "the teacher knows everything and the students know nothing, should instead start with the students. In short, rather than telling students what to know, educators should ask questions: What do you want to do? Where do you want to go? Who do you want to become? Then, let the answers to those questions guide what is taught. Freire's model of school engenders a new relationship between teachers, students, content, and the broader community as a whole. Problem-posing education follows three general phases: identification of the problem, analysis of the causes of the problem, and finding solutions to the problem (Freire, 1970, 1973; Solórzano, 1989). In this scenario, school would function as a means for students to reflect and act upon their own problems. Freire (1970) wrote, "[Students] posed with problems relating to themselves in the world will feel increasingly challenged and obliged to respond to that challenge." The result is a new, more authentic, more democratic relationship forged by using school to focus on student-generated problems. Drouin found that aspiring to follow Friere's ideals in his own school, and enacting such a repurposing was daunting in both the ideological and logistical challenges it posed. Drouin writes in this article that the problem he formulated in order to first challenge himself was this: How should he implement a problem-based education as a means of encouraging students to become more active democratic citizens today. This is the kind of professional question one never expects to answer fully, however in this article Drouin explains Freire's three phases and notes that they have become an essential element to his own planning, and reflecting process.

Published
2018

45. Expert Learning in (Micro)communities of Practice: A Case Study Examining Teacher Professional Development

Author

Ervin-Kassab, Lara and Drouin, Steven

Abstract

This article reports on a qualitative case study investigating a multi-year, professional development as a form of community of practice (CoP). Data were collected over 4 years and included pre-post surveys, field notes, and archival data. Findings suggest a refinement of the CoP framework to include the existence of micro-communities of practice (MCoP). MCoPs only exist as areas of specialisation within a larger, complex CoP. We describe the emergence of two such micro-communities and propose the phenomenon needs further research.

Published
2021
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46. Cyclical geothermal unrest as a precursor to Iceland’s 2021 Fagradalsfjall eruption

Author

Flóvenz, Ólafur G., Wang, Rongjiang, Hersir, Gylfi Páll, Dahm, Torsten, Hainzl, Sebastian, Vassileva, Magdalena, Drouin, Vincent, Heimann, Sebastian, Isken, Marius Paul, Gudnason, Egill Á., Ágústsson, Kristján, Ágústsdóttir, Thorbjörg, Horálek, Josef, Motagh, Mahdi, Walter, Thomas R., Rivalta, Eleonora, Jousset, Philippe, Krawczyk, Charlotte M., and Milkereit, Claus

Published
2022
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