Embedded Files
2026-27 CASIE Executive
2026-27 CASIE Executive
Dr. Melanie Griffith Brice
President
Dr. Melanie Griffith Brice
President
Dr. Melanie Griffith Brice is Michif and a citizen of the Métis Nation–Saskatchewan. She is an Associate Professor in the Werklund School of Education at the University of Calgary and was the inaugural Gabriel Dumont Research Chair in Michif/Métis Education in the Faculty of Education at the University of Regina.
Born in Meadow Lake and raised in Metinota, on the shores of Jackfish Lake, Saskatchewan, Lac des Prairie kayahte ochi wiya ekwa L’brossar Sâkahikan, Dr. Griffith Brice’s Métis relations include Morin, Ridsdale, Delaronde, Sansregret, Desjarlais, Beauregard, and Ross, îtisiyihkasoyiwak î-wahkômâkanak, from northern Saskatchewan, Batoche, and Red River Métis settlements.
Dr. Griffith Brice is a proud graduate of the Saskatchewan Urban Native Teacher Education Program (SUNTEP) in Saskatoon, where she learned how to become a Métis educator. She began her career with the Greater Saskatoon Catholic School Division as a classroom teacher and later worked as a teacher-librarian. She had the privilege of returning to SUNTEP as faculty before serving as Director of Curriculum in the First Nations, Métis & Inuit Education Division with Alberta’s Ministry of Education. She completed her master’s degree in education at the University of Saskatchewan, focusing on Métis teacher identity, and her PhD in Education at the University of Alberta, focusing on Indigenous children’s literacy.
Her work has focused on the inclusion of Indigenous perspectives, cultures, experiences, historical and contemporary contributions, and pedagogical practices throughout K–12 education. She has taught courses in literacy and English Language Arts instruction, curriculum development and instruction, anti-oppressive education, and Indigenous education, as well as teaching for the Canadian Indigenous Languages and Literacy Institute (CILLDI). Her research interests include Michif/Métis ways of knowing and learning, Indigenous language revitalization, and language and literacy learning and teaching.
Dr. Griffith Brice is the proud mother of three adult daughters and grandmother to three granddaughters. She enjoys spending time at the lake with her husband, Trevor, and their children and grandchildren.
Born in Meadow Lake and raised in Metinota, on the shores of Jackfish Lake, Saskatchewan, Lac des Prairie kayahte ochi wiya ekwa L’brossar Sâkahikan, Dr. Griffith Brice’s Métis relations include Morin, Ridsdale, Delaronde, Sansregret, Desjarlais, Beauregard, and Ross, îtisiyihkasoyiwak î-wahkômâkanak, from northern Saskatchewan, Batoche, and Red River Métis settlements.
Dr. Griffith Brice is a proud graduate of the Saskatchewan Urban Native Teacher Education Program (SUNTEP) in Saskatoon, where she learned how to become a Métis educator. She began her career with the Greater Saskatoon Catholic School Division as a classroom teacher and later worked as a teacher-librarian. She had the privilege of returning to SUNTEP as faculty before serving as Director of Curriculum in the First Nations, Métis & Inuit Education Division with Alberta’s Ministry of Education. She completed her master’s degree in education at the University of Saskatchewan, focusing on Métis teacher identity, and her PhD in Education at the University of Alberta, focusing on Indigenous children’s literacy.
Her work has focused on the inclusion of Indigenous perspectives, cultures, experiences, historical and contemporary contributions, and pedagogical practices throughout K–12 education. She has taught courses in literacy and English Language Arts instruction, curriculum development and instruction, anti-oppressive education, and Indigenous education, as well as teaching for the Canadian Indigenous Languages and Literacy Institute (CILLDI). Her research interests include Michif/Métis ways of knowing and learning, Indigenous language revitalization, and language and literacy learning and teaching.
Dr. Griffith Brice is the proud mother of three adult daughters and grandmother to three granddaughters. She enjoys spending time at the lake with her husband, Trevor, and their children and grandchildren.
Karen West
Conference Chair
Karen West
Conference Chair
Born and raised in Whitecourt, Alberta, Karen West is a proud member of Sucker Creek First Nation through her maternal family. Her paternal family history traces the westward migration during railroad expansion, with stops in Manitoba and Saskatchewan before settling in Alberta.
Karen joined the University of Alberta’s Faculty of Education on July 1, 2026, as an Assistant Professor contributing to the Aboriginal Teacher Education Program (ATEP). She brings more than a decade of K–12 teaching experience across multiple school sites and specialized programs, with a primary focus on science education. Her teaching is grounded in Indigenous ways of knowing and close attention to relationships and place.
Karen’s experience includes leadership roles as a curriculum consultant with Edmonton Public Schools and through a secondment to Alberta Education’s First Nations, Métis, and Inuit Branch. In these roles, she contributed to curriculum development and facilitated professional learning, while examining educational approaches from around the world that incorporate Indigenous perspectives and ways of knowing.
Her classroom and curricular experiences prompted her to pursue graduate studies at the University of Alberta, where she began examining more deeply how colonialism has shaped education and her own experiences within it. Her master’s studies strengthened this commitment and led her to pursue a PhD in Secondary Education. Co-supervised by Dr. Dwayne Donald and Dr. Dawn Wiseman, her doctoral research examines relationships between science education, land, and Treaty sensibilities.
Family remains central to Karen’s life and work. She draws on her family’s stories to understand the past and work toward healing and balance in the present. Outside her academic and professional pursuits, she cherishes time with loved ones and leisurely walks in nature, while appreciating opportunities to slow down and rest.
Karen joined the University of Alberta’s Faculty of Education on July 1, 2026, as an Assistant Professor contributing to the Aboriginal Teacher Education Program (ATEP). She brings more than a decade of K–12 teaching experience across multiple school sites and specialized programs, with a primary focus on science education. Her teaching is grounded in Indigenous ways of knowing and close attention to relationships and place.
Karen’s experience includes leadership roles as a curriculum consultant with Edmonton Public Schools and through a secondment to Alberta Education’s First Nations, Métis, and Inuit Branch. In these roles, she contributed to curriculum development and facilitated professional learning, while examining educational approaches from around the world that incorporate Indigenous perspectives and ways of knowing.
Her classroom and curricular experiences prompted her to pursue graduate studies at the University of Alberta, where she began examining more deeply how colonialism has shaped education and her own experiences within it. Her master’s studies strengthened this commitment and led her to pursue a PhD in Secondary Education. Co-supervised by Dr. Dwayne Donald and Dr. Dawn Wiseman, her doctoral research examines relationships between science education, land, and Treaty sensibilities.
Family remains central to Karen’s life and work. She draws on her family’s stories to understand the past and work toward healing and balance in the present. Outside her academic and professional pursuits, she cherishes time with loved ones and leisurely walks in nature, while appreciating opportunities to slow down and rest.
Megan Tipler
Director, Communications & Membership
Megan Tipler
Director, Communications & Membership
Megan Tipler (she/her/iskwew) is a Métis educator who lives in amiskwaciy (Edmonton). She currently serves as Associate Director of Teaching, Learning, and Research with the Otipemisiwak Métis Government’s Education, Training, and Research department, formerly Rupertsland Institute. In this role, she leads a team supporting Métis education through resource development and professional learning, alongside partnerships with educators and communities.
Megan began her career as a secondary English teacher, where she worked to disrupt dominant narratives and help students see their identities and experiences reflected in the classroom. Her commitment to Indigenous education has since extended into post-secondary teaching and leadership. She previously served as Associate Vice-President, Indigenous, at the University of Northern British Columbia and as Indigenous Strategies Manager at the University of Alberta. Through her earlier work with the Aboriginal Teacher Education Program (ATEP), she also supported future Indigenous teachers pursuing their Bachelor of Education degrees.
Megan holds a Master of Education in Secondary Education from the University of Alberta, where she is now pursuing her PhD as a Vanier Scholar. Her master’s work explored ribbon skirt teachings and intergenerational learning. Her doctoral research focuses on Indigenous auntieing and sâkihitowin, considering how aunties’ experiences and teachings can inform educational practices grounded in love and kinship responsibility.
Alongside her research, Megan teaches in undergraduate and graduate education programs, working with future and practising teachers to consider their responsibilities in Indigenous education. She also facilitates professional learning and uses social media to share resources and connect with other educators.
Her favourite roles remain being an older sister to four younger siblings and an aunty to her nieces and nephews. Outside of work and study, she enjoys spending time with family, creating digital artwork, sewing, and collecting sneakers.
Megan began her career as a secondary English teacher, where she worked to disrupt dominant narratives and help students see their identities and experiences reflected in the classroom. Her commitment to Indigenous education has since extended into post-secondary teaching and leadership. She previously served as Associate Vice-President, Indigenous, at the University of Northern British Columbia and as Indigenous Strategies Manager at the University of Alberta. Through her earlier work with the Aboriginal Teacher Education Program (ATEP), she also supported future Indigenous teachers pursuing their Bachelor of Education degrees.
Megan holds a Master of Education in Secondary Education from the University of Alberta, where she is now pursuing her PhD as a Vanier Scholar. Her master’s work explored ribbon skirt teachings and intergenerational learning. Her doctoral research focuses on Indigenous auntieing and sâkihitowin, considering how aunties’ experiences and teachings can inform educational practices grounded in love and kinship responsibility.
Alongside her research, Megan teaches in undergraduate and graduate education programs, working with future and practising teachers to consider their responsibilities in Indigenous education. She also facilitates professional learning and uses social media to share resources and connect with other educators.
Her favourite roles remain being an older sister to four younger siblings and an aunty to her nieces and nephews. Outside of work and study, she enjoys spending time with family, creating digital artwork, sewing, and collecting sneakers.
Dr. Colette Yellow Robe Vonahe’e (Ceremonial Woman)
Secretary Treasurer
Dr. Colette Yellow Robe Vonahe’e (Ceremonial Woman)
Secretary Treasurer
Dr. Colette M. Yellow Robe is an enrolled member of the Northern Cheyenne Nation in the United States and grew up on the Winnebago Reservation in Nebraska. Her tribal, cultural, and familial background has shaped a career devoted to community empowerment and Indigenous education.
As an Assistant Professor in the School of Education at Bishop’s University, she works alongside faculty and staff to strengthen Indigenous education and support future teachers and students. She brings many years of experience in higher education, working in student services and teaching, alongside experience in collaborative programming and policy implementation.
Dr. Yellow Robe is honoured to live, work, and serve in Quebec, where she strives to be in right relationship with Indigenous communities and Nations and the Bishop’s University community. Her work honours Indigenous Peoples’ ways of knowing and responsibilities as stewards of the Land across generations. She understands the Land as interwoven with daily life and recognizes the powerful connections that shape people’s relationships with one another and the places that sustain them.
Her research focuses on Indigenous education, social justice in education, and Indigenous Futurism. She holds a PhD from the Department of Teaching, Learning and Teacher Education in the College of Education and Human Sciences at the University of Nebraska–Lincoln. Through scholarly research and collaborative programming, she promotes community action and works toward respectful solutions to shared challenges. Her experience informs her commitment to co-creating new futures in teacher education and advancing community empowerment through program development, policy implementation, and fundraising.
As an Assistant Professor in the School of Education at Bishop’s University, she works alongside faculty and staff to strengthen Indigenous education and support future teachers and students. She brings many years of experience in higher education, working in student services and teaching, alongside experience in collaborative programming and policy implementation.
Dr. Yellow Robe is honoured to live, work, and serve in Quebec, where she strives to be in right relationship with Indigenous communities and Nations and the Bishop’s University community. Her work honours Indigenous Peoples’ ways of knowing and responsibilities as stewards of the Land across generations. She understands the Land as interwoven with daily life and recognizes the powerful connections that shape people’s relationships with one another and the places that sustain them.
Her research focuses on Indigenous education, social justice in education, and Indigenous Futurism. She holds a PhD from the Department of Teaching, Learning and Teacher Education in the College of Education and Human Sciences at the University of Nebraska–Lincoln. Through scholarly research and collaborative programming, she promotes community action and works toward respectful solutions to shared challenges. Her experience informs her commitment to co-creating new futures in teacher education and advancing community empowerment through program development, policy implementation, and fundraising.
Dr. Joaquin Munoz
Member-at-Large
Dr. Joaquin Munoz
Member-at-Large
Lios em chianvu, inepo Joaquin Munoz empo teak. Inepo Yoeme teak. Ke’echem alea. Si tu’ui neke ka kokwe. Ne enchi nake. Tual lios em chiokwe utesia. My name is Joaquin Munoz, son of Vicenta and Francisco Munoz, of the Pascua Yaqui Tribe. My identity as a member of the Pascua Yaqui Tribe, Chicano, cis-gender, hetero-male has a direct role in how I learn, teach, and live. I was born and raised on the Pascua Yaqui Reservation–a place colonially referred to as Arizona–and now live as an uninvited visitor in the ancestral and unceded land and waters of the Hulnkamena-speaking Musqueam Peoples, colonially known as Vancouver. My work involves helping teachers develop conceptual and practical tools for anti-oppressive education to open spaces of celebration of Indigenous ways of survivance, resistance to settler-colonial logic, and to unsettle the epistemological hegemony often practiced in schools. All in service of Indigenous communities, Indigenous sovereignty, and the well-being of Indigenous youth.
I am currently an Assistant Professor of Indigenous Education in the Department of Curriculum and Pedagogy at the University of British Columbia, where I focus on working with teacher candidates in the Teacher Education Program as well as serving as supervisor and mentor in the Masters of Education in Indigenous Education.
When I’m not teaching and researching, I love to read, keep bees, and practice archery.
I am currently an Assistant Professor of Indigenous Education in the Department of Curriculum and Pedagogy at the University of British Columbia, where I focus on working with teacher candidates in the Teacher Education Program as well as serving as supervisor and mentor in the Masters of Education in Indigenous Education.
When I’m not teaching and researching, I love to read, keep bees, and practice archery.
Dr. Angelina Weenie
Member-at-Large
Dr. Angelina Weenie
Member-at-Large
Dr. Angelina Weenie is Cree (nehiyaw) and a fluent speaker of the Cree “y” dialect. She is Dean of the Faculty of Indigenous Knowledge, Education, Research, and Applied Studies (IKERAS) at the University of Prince Edward Island and a tenured associate professor at the First Nations University of Canada.
Her research and teaching focus on Indigenous ways of knowing, culturally responsive pedagogy, Indigenous language reclamation, land-based pedagogy, and research methods with Indigenous peoples. She co-authored Dance Your Style: Cree Pedagogy, which explores how Indigenous peoples can advance Indigenous knowledge in education and research. The book examines the roles of First Nations communities and Elders in supporting Indigenous knowledge within universities.
Dr. Weenie brings extensive leadership experience in Indigenous teacher education. At the First Nations University of Canada, she served as department head from 2002 to 2012 and as program coordinator of Indigenous education from 2016 to 2018. She co-developed the Master of Indigenous Language Education (MILED) program in partnership with the University of Regina and contributed to the development of a Master of Indigenous Education (MIED) program.
Through the Global Academic Teacher Education (GATE) partnership, Dr. Weenie works with representatives from nine countries to explore changes to teacher education from a global Indigenous perspective. In 2023, she was invited to speak at the GATE conference in Belgium, where she shared advances in this collaborative work.
Dr. Weenie holds a Bachelor of Education (1979), a Bachelor of Arts in English (1989), a postgraduate diploma in Indian and Northern Education (1996), and a Master of Education (2002) from the University of Saskatchewan. She earned her PhD in Education from the University of Regina in 2010.
Her research and teaching focus on Indigenous ways of knowing, culturally responsive pedagogy, Indigenous language reclamation, land-based pedagogy, and research methods with Indigenous peoples. She co-authored Dance Your Style: Cree Pedagogy, which explores how Indigenous peoples can advance Indigenous knowledge in education and research. The book examines the roles of First Nations communities and Elders in supporting Indigenous knowledge within universities.
Dr. Weenie brings extensive leadership experience in Indigenous teacher education. At the First Nations University of Canada, she served as department head from 2002 to 2012 and as program coordinator of Indigenous education from 2016 to 2018. She co-developed the Master of Indigenous Language Education (MILED) program in partnership with the University of Regina and contributed to the development of a Master of Indigenous Education (MIED) program.
Through the Global Academic Teacher Education (GATE) partnership, Dr. Weenie works with representatives from nine countries to explore changes to teacher education from a global Indigenous perspective. In 2023, she was invited to speak at the GATE conference in Belgium, where she shared advances in this collaborative work.
Dr. Weenie holds a Bachelor of Education (1979), a Bachelor of Arts in English (1989), a postgraduate diploma in Indian and Northern Education (1996), and a Master of Education (2002) from the University of Saskatchewan. She earned her PhD in Education from the University of Regina in 2010.
Ashley Sheppard
Member-at-Large
Ashley Sheppard
Member-at-Large
Ashley Sheppard (she/they) is a Two-Spirit (Etuijijaqamijuinu) and AuDHD educator and scholar who believes learning is most powerful when rooted in land, culture, and community. Ashley is Indigenous of mixed ancestry, L'nu (Mi'kmaw) through her father (Hilary Sheppard) and Ukrainian through her mother (Brenda), and a member of St. George's Mi’kmaw Band in Ktaqmkuk (Newfoundland). She was raised in Alberta until 15, when her family moved back home to the East coast. Multilingual and multicultural, Ashley spent six years living and teaching abroad in Japan, France, Mexico, and China before returning home. She now leads See Different, a national youth education initiative of the Canadian Centre for Diversity and Inclusion, offered free to youth in Canada aged 15-26. (www.seedifferent.ca) Ashley holds a Bachelor of Arts from the University of Regina, a Master of Arts in International Relations from McMaster, and is currently working towards her Doctor of Education at Ontario Tech University, co-supervised by Elder Ningwakwe George from Saugeen First Nation and Dr. Robyn Ruttenberg-Rozen. Her research explores Mi’kmaw university students’ experiences of belonging and wellbeing. Whether in classrooms, community spaces, or out on the trails with her partner and their two dogs, Ashley brings heart, energy, and a deep commitment to creating spaces where young people feel seen, supported, and trusted to lead on their own terms.
Carman McKay
Member-at-Large
Carman McKay
Member-at-Large
Carman McKay is an artist and educator from the Musqueam and Matsqui Nations. Since 1996, he has worked with schools and communities across British Columbia, supporting Indigenous programming from kindergarten through post-secondary education. His work as a life skills facilitator and cultural presenter connects traditional knowledge with contemporary educational settings.
Born in Vancouver, Carman began seeking out Elders across North America in early adulthood, spending years immersed in their teachings. Through artistic practice and ceremony, he reconnected with the Land and developed a deeper understanding of the stories and responsibilities that continue to guide his work.
Carman’s art creates opportunities to learn through relationships with community and place. His sculpture Spindle Whorl, displayed in Simon Fraser University’s Indigenous Student Centre, draws on Coast Salish weaving traditions. Through the Katzie Slough project, he worked alongside Elder Rick Bailey and Dr. Cher Hill, creating a mural inspired by Elder teachings and the artwork of more than 100 children.
His graduate studies in SFU’s Master of Education in Educational Practice program focus on Indigenous Pedagogy and Indigenous Inquiry. Building on decades of cultural practice and reflective journaling, his inquiry examines Indigenous pedagogy through Indigenous arts, culture, and education. Within his learning community, he has also supported classmates in making hand drums, grounding academic inquiry in lived practice and respectful protocols.
At the heart of Carman’s work is a commitment to helping others strengthen their connections to community and ancestry, especially those who have experienced cultural disconnection. His teaching invites people to recognize the responsibilities they hold to those who came before them and to the relationships that sustain their lives.
Born in Vancouver, Carman began seeking out Elders across North America in early adulthood, spending years immersed in their teachings. Through artistic practice and ceremony, he reconnected with the Land and developed a deeper understanding of the stories and responsibilities that continue to guide his work.
Carman’s art creates opportunities to learn through relationships with community and place. His sculpture Spindle Whorl, displayed in Simon Fraser University’s Indigenous Student Centre, draws on Coast Salish weaving traditions. Through the Katzie Slough project, he worked alongside Elder Rick Bailey and Dr. Cher Hill, creating a mural inspired by Elder teachings and the artwork of more than 100 children.
His graduate studies in SFU’s Master of Education in Educational Practice program focus on Indigenous Pedagogy and Indigenous Inquiry. Building on decades of cultural practice and reflective journaling, his inquiry examines Indigenous pedagogy through Indigenous arts, culture, and education. Within his learning community, he has also supported classmates in making hand drums, grounding academic inquiry in lived practice and respectful protocols.
At the heart of Carman’s work is a commitment to helping others strengthen their connections to community and ancestry, especially those who have experienced cultural disconnection. His teaching invites people to recognize the responsibilities they hold to those who came before them and to the relationships that sustain their lives.
Dr. Sharla Mskokii Peltier
Dr. Sharla Mskokii Peltier
Past Co-President
Past Co-President
Dr. Sharla Mskokii Peltier received an Interdisciplinary PhD in Human Studies at Laurentian University, Sudbury, Ontario in 2016 and is currently an Assistant Professor in the Faculty of Education, University of Alberta. Mskokii Kwe is a member of the Loon Clan at Mnjikaning (Rama) First Nation in Ontario and works to stimulate and support grass-roots development of culture and Anishinaabemowin reclamation initiatives.
Mskokii Kwe has 25 years of extensive experience within the education, social, and health sectors in First Nations and urban contexts. She demonstrates professional and personal commitment to community-based Aboriginal research in education that honors the voices of children, youth, families, Elders, and educators. She is very community-minded and her relationships within the Aboriginal community and professional milieu are well-developed and maintained in the Great Lakes region of Ontario and Alberta.
Mskokii Kwe’s research and teaching experience is rich with community land-based learning approaches and applications for community and post secondary learning. She is dedicated to reconciliation and believes that education about Aboriginal perspectives, histories, cultures and languages is key to building respectful relationships and for healing our relationship with Aki (Land) and each other. Ecological systems theory and Indigenous ways of knowing, being, and doing provide knowledge systems for understanding and working toward social transformation and reconciliation. The positive impacts of relationship-building, communication, and the creation of a kind, respectful and inclusive environment in the academy are key for making space for Indigenous scholars and culture-based language, thought and pedagogical approaches.
Mskokii Kwe has 25 years of extensive experience within the education, social, and health sectors in First Nations and urban contexts. She demonstrates professional and personal commitment to community-based Aboriginal research in education that honors the voices of children, youth, families, Elders, and educators. She is very community-minded and her relationships within the Aboriginal community and professional milieu are well-developed and maintained in the Great Lakes region of Ontario and Alberta.
Mskokii Kwe’s research and teaching experience is rich with community land-based learning approaches and applications for community and post secondary learning. She is dedicated to reconciliation and believes that education about Aboriginal perspectives, histories, cultures and languages is key to building respectful relationships and for healing our relationship with Aki (Land) and each other. Ecological systems theory and Indigenous ways of knowing, being, and doing provide knowledge systems for understanding and working toward social transformation and reconciliation. The positive impacts of relationship-building, communication, and the creation of a kind, respectful and inclusive environment in the academy are key for making space for Indigenous scholars and culture-based language, thought and pedagogical approaches.
Dr. Jennifer MacDonald
Past Co-President
Dr. Jennifer MacDonald
Past Co-President
Dr. Jennifer MacDonald is a settler-Canadian who grew up along the northern shores of Lake Ontario.
She received her PhD in Curriculum and Learning at the University of Calgary in the Werklund School of Education. She is currently an Assistant Professor in the Faculty of Education at the University of Regina.
Dr. MacDonald's research focuses on how educators and learners build ecological relationships through outdoor learning experiences. As a non-Indigenous educator, she is committed to modelling how all learners can dialogue with topics of truth and reconciliation to understand themselves, and to interact with others, in ways that challenge colonial logics.
She received her PhD in Curriculum and Learning at the University of Calgary in the Werklund School of Education. She is currently an Assistant Professor in the Faculty of Education at the University of Regina.
Dr. MacDonald's research focuses on how educators and learners build ecological relationships through outdoor learning experiences. As a non-Indigenous educator, she is committed to modelling how all learners can dialogue with topics of truth and reconciliation to understand themselves, and to interact with others, in ways that challenge colonial logics.
Past CASIE Executive Members
Past CASIE Executive Members
CASIE Executive 2024-2025
CASIE Executive 2024-2025
Sharla Mskokii Peltier, Jennifer MacDonald, Melanie Griffith Brice, Megan Tipler, and Karen West
CASIE Executive 2023-2024
CASIE Executive 2023-2024
Sharla Mskokii Peltier, Jennifer MacDonald, Melanie Griffith Brice, Laura Forsythe, Megan Tipler, Karen West, & Rebecca Stroud Stasel
CASIE Executive 2022-2023
CASIE Executive 2022-2023
Sara Davidson, Jennifer MacDonald, Sharla Mskokii Peltier, Jackson Pind, and Rebecca Stroud Stasel
CASIE Executive 2020-2022
CASIE Executive 2020-2022
Aubrey Hanson, Jennifer MacDonald, Sara Davidson, Jackson Pind, Sharla Peltier, and Rebecca Stroud-Stasel
CASIE Executive 2018-2020
CASIE Executive 2018-2020
Dr. Aubrey Hanson, Dr. Dustin Louie, Dr. Jan Hare, Dr. Lindsay Morcom
CASIE Executive 2016-2018
CASIE Executive 2016-2018
Dr. Margaret Kress-White, Dr. Jackie Ottmann, Dr. Mark Aquash, Mr. James Shawana
CASIE Past Presidents
Pictured (Left to Right): Dr. Frank Deer, Dr. Rainey Gaywish, Dr. Laara Fitznor, Dr. Dwayne Donald, Dr. Marie BattistePage updated
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