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The University of Winnipeg

Michael Link

Michael Link, Ph.D. Title: Assistant Professor
Phone: 204-789-4277
Email: m.link@uwinnipeg.ca

Biography:

Michael Link is an Assistant Professor in the Faculty of Education at the University of Winnipeg on Treaty One Territory and the homeland of the Métis Nation. Prior to the University of Winnipeg, Mike was an elementary school teacher for 13 years in Surrey and Abbotsford, B.C. Mike’s research explores nature-based approaches that support student well-being and the transition to a just and sustainable future.

Teaching Areas:

Mike has facilitated a wide range of teacher education courses since 2008, predominantly in the areas of science and sustainability education.

Courses:

Assistant Professor (2019–)

  • University of Winnipeg, Faculty of Education
    Bachelor of Education Program
    • (K-8) Curriculum, Instruction, and Assessment: Science – Foundational
    • (K-8) Curriculum, Instruction, and Assessment: Science – Advanced
    • (9-12) Curriculum, Instruction and Assessment: Physical Education and Health Education II (2022)

Instructor (2010-2015)

  • University of Winnipeg, Faculty of Education
    Bachelor of Education Program
    • Critical Literacy (2015)
    • Inclusive Approaches to Teaching Exceptional Students (2014)
    • Curriculum, Instruction, and Assessment in the Early Years: Science (2014)
    • Curriculum, Instruction, and Assessment in the Middle Years: Science (2013)
    • Middle Years Curriculum, Instruction, and Assessment: Social Studies (2011)
    • Early Years Curriculum, Instruction, and Assessment: Social Studies (2010, 2011)
    • Teaching and Learning: K – 8 (2010-2011)
    • Foundation of Teaching and Learning (2010-2011)
    • The School System: Structure and Dynamics (2010)

Research Interests:

My research contributes to the fields of well-being in schools and nature-based pedagogy and the implications of these fields for teacher education. I am an active member of the research group, Well-Being and Well-Becoming in Schools in Canada, a supportive team of scholars from the University of Winnipeg and the University of Manitoba. My ongoing research interests also include exploring curriculum development and pedagogical approaches for the transition to a just and sustainable future. I have authored and co-authored the following publications:

  • Link, M. (2024). Making Meaning of Science Curriculum through Ecojustice and Place-based Education: Looking through the Lens of Well-Being and Well-Becoming. In T. Falkenberg (Ed.), Well-Being and Well-Becoming in Schools. University of Toronto Press.
  • Link, M. (2023). Connecting Children to Nature Through Scientific Inquiry: The Impact on Children’s Well-Being. In C.D. Tippett & T.M. Milford (Eds.) Exploring Elementary Science Teaching and Learning in Canada. Contemporary Trends and Issues in Science Education (Vol. 53, pp. 167-186). Springer, Cham. https://doi.org/10.1007/978-3-031-23936-6_10 
  • Falkenberg, T., & Link, M. (2023). Initial Teacher Education in Canada. In R. de Oliveira Brito & A. Guilherme (Eds.), Teacher education around the world: Challenges and opportunities [Formação de Professores ao redor do mundo: Desafios e oportunidades]. UNESCO.
  • Link, M. (2022). Life After Death. In D. Conrad, & S. Wiebe, (Eds.), Educational Fabulations: Teaching and Learning for a World Yet to Come. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-93827-7 
  • Chang, D., Scott, C., Banack, H., Beavington, L., Culham, T., Falkenberg, T., Link, M., McKenzie, M., St. Pierre, L., Yee, A., & Zhao, S. (2021). From hermit crabs to humus: Heesoon Bai’s contributions to cultural studies in science education. Cultural Studies of Science Education, 16(3), 675–688. https://doi.org/10.1007/s11422-021-10055-7 
  • Link, M., & Falkenberg, T. (2021). Capabilities-development-within-nature pedagogy: Science education through and for well-being. In J. Nickel & M. Jacobson (Eds.), Preparing teachers as curriculum designers (pp. 310-336). Canadian Association for Teacher Education.
  • Link, M., & Falkenberg, T. (2021). Teacher leadership in education for sustainable well-being and well-becoming. In K. D. Walker, B. Kutsyuruba, & S. Cherkowski (Eds.), Positive leadership for flourishing schools (pp. 341-353). Information Age Publishers.
  • Falkenberg, T., & Link, M. (2019). A disciplined practice of collaboratively working on teaching as contemplative professional practice. In O. Gunnlaugson, C. Scott, H. Bai, & E. W. Sarath (Eds.), Catalyzing the Field: Second-Person Approaches to Contemplative Learning and Inquiry (73-86). State University of New York Press.
  • Falkenberg, T., Link, M., & Casey, C. (2019). Education for Sustainability and Well-Being. In J. Barrett & C. Scaini (Eds.), Physical and Health Education in Canada: Integrated Approaches for Elementary School Teachers (175-178). Human Kinetics.

Dissertation:

  • Link, M. (2018). Nature, capabilities, and student well-being: An evaluation of an outdoor education approach (Doctoral dissertation). http://hdl.handle.net/1993/33289