My role as an educator in the Educational Leadership Stream at UBC, is one of being a facilitator for students learning. I view my role as an academic and an educator to encourage students and to equip them with the tools they need for their success both academically and more broadly. My interdisciplinary background provides me with the capability to explore and deliver alternative and engaging approaches to knowledge acquisition in my role as a geography educator.

I work to develop alternative modes of delivery of Geography content, involving developing online tools, activities and experiential learning techniques. My areas of educational research include location-aware technologies, augmented reality, and alternative methods of knowledge mobilization, especially with application to the internationalization of pedagogy. My geography specific research focuses on experiential learning in the discipline, and to the use of interactive place-based digital storytelling as a means to generate empathy and engagement in social justice. As a teacher and researcher involved in geographical education I am responsive and resourceful in order to respond creatively to the changing nature of global processes and of international education.

2025

Wittig Mcphee, S., and N. Hewitt. 2025. Immersive Digital Technologies: A New Horizon in Geography Education. Annals of the American Association of Geographers ahead-of-print(ahead-of-print). Taylor & Francis: 1–13. doi: 10.1080/24694452.2025.2569502.

Wittig Mcphee, S., P. Telfar, and L. Forby. 2025. Decoding Spatial Empathy: Using Digital Storytelling to Overcome Barriers in Geographic Understanding. Transformative Dialogues: Teaching and Learning Journal 18(3). Penn State University Libraries: 12–32. doi: 10.59236/td2025vol18iss31911.

Wittig Mcphee, S. and M. Jerowsky. 2025. Beyond technical skills: a pedagogical perspective on fostering critical engagement with generative AI in university classrooms. Frontiers in Education 10. Frontiers Media Sa. doi: 10.3389/feduc.2025.1593278.

Wittig Mcphee, S. and Rahman, A. B. 2025. Experience Dhaka: A digital StoryMap for immersive urban geography
education. ISoTL Press (UBC), 1(1), Article 200998. https://ojs.library.ubc.ca/index.php/ISOTL/article/view/200998

Hudson, N., Pérez, V., Zhaksybay, A., Lyon, K., McPhee, S., Baldwin, T., & Armitage, N. 2025. Faculty perspectives on
first-year experiential education in large humanities and social sciences courses: Motivations, methods, barriers, and
facilitators. Journal of Experiential Education, 48(4), 603–626. https://doi.org/10.1177/10538259251370994

2024

Huijser, H., J. Seeley, and S. Wittig Mcphee. 2024. Exploring international collaborative writing groups’ potential for community-based academic development around public SoTL. International Journal for Academic Development 29(2). Taylor & Francis: 225–237. doi: 10.1080/1360144x.2024.2350643.

2022

McPhee, S.R. 2022. What is ‘blended learning’ and how can it benefit post-secondary students? The Conversation, online journal October, link

McPhee, S.R. 2022. Advocating for blended pedagogy as a shift to more holistic inclusive geography. Journal of Geography in Higher Education, 46(4), pp.495-506

2021

Martin-Thomsen, T. C., Scagnetti, G. McPhee, S. R. Akenson, A. B. and D. Hagerman. 2021. The Scholarship of Critique and Power. Teaching & Learning Inquiry 9 (1): 279-293.