Amy leads the team responsible for fulfilling The Centre’s mandate as it relates to research, program evaluation and quality assurance. Her team uses a holistic lens to frame projects related to the science of teaching and learning in higher education. Together, they investigate innovations in teaching and learning and generate evidence-based quality assurance standards for all Centre programs and initiatives.

Amy also works alongside faculty members and other units across campus to promote the scholarship of teaching and learning (SoTL) and to advance teaching and learning research within the U of M. Amy’s current project areas include Team-Based Learning as a model for teaching development, faculty wellness, interdisciplinary connection and academic culture.

In addition to her research and evaluation activities, Amy consults with faculty/instructors who are using Team-Based Learning in their teaching.


Amy has spent the majority of her life impassioned with the relationship between interpersonal connection and human development.

Her teaching journey began as an interdisciplinary team trainer for non-profit organizations and health care teams. Since 2009, she has held various sessional appointments across the U of M (Psychology, Education, and Community Health Sciences). 

Amy uses Team-Based Learning (TBL) as her primary instructional strategy and is one of only two certified TBL Trainer-Consultants in Canada.

As a researcher, Amy began her career exploring various parent-child dynamics in relation to changes in the social, cognitive, and physical development trajectories of children and adolescents. As her career evolved, Amy expanded her work to encompass various aspects of development within higher education. Her current interests include institutional practices around SoTL, factors that include academic career trajectories and ways to buffer isolation/burnout for faculty and students.

When she is not at The Centre, Amy spends time enjoying reading, writing, connecting with her friends and family, and hanging with her dog Kevin.


B.A. (Hons), M.A., PhD


Selected Peer-reviewed Articles and Book Chapters

De Jaeger, A. E., Stoesz, B. M., & Doan, L. A. (in press, 2022 Mar). Tensions and partnerships: Understanding research ethics in the scholarship of teaching and learning. In Fedoruk, L. (Ed.) Ethics and the Scholarship of Teaching and Learning, Springer.

Stoesz, B. M., De Jaeger, A., Quesnel, M., Bhojwani, D., & Los, R. (in press, 2022 Jul). Bias in student ratings of instruction: A systematic review of research from 2012 to 2021. Canadian Journal of Educational Administration and Policy.

Latulipe, C. & De Jaeger, A. E. (2022). Comparing Student Experiences of Collaborative Learning in Synchronous CS1 Classes in Gather.Town vs. Zoom. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1 (SIGCSE 2022), March 3–5, 2022, Providence, RI, USA. ACM, New York, NY, USA, 7 pages.

Los, R., De Jaeger, A., & Stoesz, B. M. (2021). Development of the online and blended teaching readiness assessment. Frontiers in Education. 15.

Doan, L. A. & DeJaeger, A. E. (2021). Hedonic and Eudiamonic Approaches to Adult Learning – Promoting Flourishing in the Adult Student. In Simmons, N & Podrebarac, J. (Eds), Adults in the Academy: Voices of Lifelong Learners (pp. 9-17). Brill. DOI:

Selected Peer-reviewed Presentations

DeJaeger, A. (2018). Using Team-Based Learning to Buffer Social Loneliness for Undergraduate Students. Presented at the International Society for the Scholarship of Teaching and Learning Annual Meeting, Bergen, Norway.

Balan, P., Lindsay, N, De Jaeger, A., et al. (2018). Getting Student Buy-in to Pre-learning Teaching Methods (Team-Based Learning and Flipped Learning. Presented at the Academy of Management Annual Meeting, Chicago, Illinois.

DeJaeger, A. (2017). Pushing the Boundaries: Scoping Review as a Method of Determining Best-Practices for Indigenous Education – Applications for SoTL. Presented at the International Society for the Scholarship of Teaching and Learning Annual Meeting, Calgary Alberta.

DeJaeger, A., Deer, F., & Wilkinson, L (2016). Indigenous Student Experiences – Exploring the Extant Literature. Presentation, Hawaii International Conference on Education, Honolulu, Hawaii.

DeJaeger, A., & Christie, C., (2016). Mental Health – The Biggest Barrier to Learning. Presentation, Hawaii International Conference on Education, Honolulu, Hawaii.


De Jaeger, A., Bilash, A, Narin, C., & Bourchard, J. (2020) Walking the Labyrinth – Building Community Pathways to Wellbeing within UM. Success Through Wellness Grant, University of Manitoba.

Torchia, M., De Jaeger, A., & Webb, C. (2019). Preparedness for Learning (Learner Shock). Future Skills Centre, Ryerson University.

De Jaeger, A. & Webb, C. (2018). Starting the Discussion: Faculty Development and Indigenous Knowledges at the University of Manitoba. Indigenous Initiatives Fund, University of Manitoba.

De Jaeger, A. & Webb, C. (2017). Bridging the Gap between Knowledge and Practice: Supporting UM Faculty in the Journey to Integrate Indigenous Knowledge/Methods into Teaching. Indigenous Initiatives Fund, University of Manitoba.

Wilkinson, L. & De Jaeger, A. (2017). Collaboratory of Indigenous Curriculum and Teaching Practice in Western Canadian Universities. Indigenous Initiatives Fund, University of Manitoba.

De Jaeger, A., Wilkinson, L., & Deer, F. (2016). Seeking Success: Supporting Retention and Achievement Among Indigenous Students in Post-Secondary Institutions. Connections Grant, Social Sciences and Humanities Research Council (SSHRC).

Deer, F., Wilkinson, L., & De Jaeger., A. (2015). Exploring Success Among Indigenous Students in Canada. University Indigenous Research Program, University of Manitoba.

Deer, F., De Jaeger, A., & Wilkinson, L. (2015). Canadian Post-Secondary Education and Aboriginal Peoples of Canada: Preparation, Access, and Relevance of Post-Secondary Experiences. Knowledge Synthesis Grant, Social Sciences and Humanities Research Council (SSHRC).

Christie, C., & De Jaeger, A. (2014). Navigating Barriers for Students with Accessibility Needs Through Educational Development Initiatives for Teachers. Teaching and Learning Enhancement Fund, University of Manitoba.