Dawn Buzza

Master of International Public Policy  

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Student

RESEARCH CLUSTERS

RESEARCH CLUSTERS

Dawn Buzza

Master of International Public Policy

Dr. Dawn Buzza brings expertise and leadership in human development, higher education, teacher education, and policy analysis. She received an MA in Education (Counselling) and a PhD. in Educational Psychology from Simon Fraser University.

Dawn joined Laurier in 2007 as a founding member of the Faculty of Education. Her work included undergraduate and graduate teaching, research, and roles as Associate Dean and Acting Dean of the Faculty. She served as Dean of the Faculty of Social Work from 2016 to 2021. Her academic background includes faculty and research roles at the University of Victoria (Assistant/Associate Professor, Faculty of Education, 1988-1999) and the University of Waterloo (2001-2006), where she led research on emerging educational technologies. She recently served as President of the Canadian Association for Educational Psychology.

On contract with the Government of British Columbia as a Senior Policy Analyst, (1997-2001), Dr. Buzza provided leadership in several road safety initiatives, including completing Cabinet and Treasury Board Submissions and drafting a five-year plan for road safety. Over a four-year period, she led development and implementation of the new driver training and testing components of the Graduated Licensing Program, including development of two new road tests, a new written test, driver and motorcycle rider manuals, and approval protocols for driving schools. This work included program model development and analysis of its legal, financial, social, and political implications in consultation with key stakeholders, both internal and external to government.

Currently, Dr. Buzza is serving as Governance Chair on the executive board of the Canadian International Council, KW Branch.

Select Publications

  • Buzza, D., Fitzgerald, C. & Avitzur, Y. (2022). Supporting Self-Regulated Learning in a Secondary Applied Mathematics Course. McGill Journal of Education, 57(2).
  • Buzza, D. & Dol, M. (2015). Goal setting support in alternative math classes: Effects on motivation and engagement. Exceptionality Education International, 25 (1).
  • Buzza, D. & Allinotte, T. (2013). Pre-service teachers’ self-regulated learning and their developing concepts of SRL. Brock Education Journal, 23 (1).
  • Buzza, D. & Bringelson, L. (2006). Mobilizing knowledge and building capacity for technology-enhanced professional development. Canadian Journal of University Continuing Education.
  • Buzza, D., Richards, L., Harrigan, K., Bean, D. & Carey, T. (2005). LearningMapR: A prototype tool for creating IMS-LD compliant units of learning. Journal of Interactive Media in Education, Special Issue: Advances in Learning Design.
  • Blaikie, F., Buzza, D., Muldoon, J., & Richardson, C. (2018). Defining policy and principles: Professional practice and mental health accommodations for teacher candidates. In W.T. Smale (Ed.), Perspectives on educational law and policy (pp. 218-235). Burlington, ON: Word & Deed Publishing.
  • Buzza, D. (2013). Supporting students in the transition to high school: The role of self-regulated learning. In S. E. Elliott-Johns & D. H. Jarvis, Perspectives on Transitions in Schooling and Instructional Practice (pp. 215-241). University of Toronto Press.
  • Howard-Rose, D. & Winne, P. H. (1993). Measuring components and sets of cognitive processes in self-regulated learning. Journal of Educational Psychology, 85, 591-604.

Education

  • PhD, Educational Psychology, Simon Fraser University, 1991
  • MA, Education (Counseling), Simon Fraser University, 1981
  • Certification: Digital Sovereignty Leadership: Governing Power in the Algorithmic Age. Balsillie School of International Affairs, September 2026.

The BSIA is closed Monday, January 26th due to severe weather and local travel conditions.

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