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Erin Anderson (she/her) is a PhD Candidate in Higher Education at the Ontario Institute for Studies in Education (ÃÈÃÃÉçÇø), where her research explores how ableism shapes postsecondary education and how student affairs practitioners can create inclusive, affirming environments for disabled students. Her dissertation, supervised by Professor Stephanie Waterman, employs participatory action and arts-based methods to centre disabled student voices and celebrate disability culture, challenging deficit-based narratives that have historically marginalized these experiences.

As a scholar and practitioner with lived experience of disability, Erin’s academic path has been deeply shaped by her commitment to equity and inclusion. She first discovered the field of student affairs as an undergraduate at Western University, where her leadership work sparked a passion for supporting student learning, wellbeing, and belonging. This commitment led her to complete a Master of Education in Student Affairs in Higher Education at Wilfrid Laurier University before pursuing doctoral studies at ÃÈÃÃÉçÇø.

At ÃÈÃÃÉçÇø, Erin has served as a graduate assistant with the Centre for the Study of Canadian and International Higher Education, working under Professors Glen Jones and Leesa Wheelahan on projects related to community colleges, doctoral education, and higher education leadership. She has also collaborated with Dr. Daniel Corral on a review of initiatives to increase access for mature learners in Ontario. Presently, she is working with Dr. Eric Lavigne on studies of Canadian postsecondary administrators.

Beyond research, she has been actively involved in accessibility initiatives, including the University of Toronto’s Multi-Year Accessibility Plan Consultation Committee and the Centre for Global Disability Studies Accessible Events Committee, and she served as Chair of the Board of Students for Barrier-Free Access from 2023 to 2025.

Her professional and scholarly contributions extend nationally. Erin has held leadership roles with the Canadian Society for the Study of Higher Education (CSSHE), including serving as conference co-chair for two years and as a member of the Board of Directors. Since 2022, she has co-chaired the Canadian Association of College and University Student Services (CACUSS) Graduate Student Network, fostering a community of practice for emerging scholars and practitioners.

She has been invited to speak for organizations such as Co-operative Education and Work-Integrated Learning (CEWIL) Canada and the National Educational Association of Disabled Students (NEADS), and in 2022 was invited to serve as a panelist at the University of Toronto Mississauga’s National Dialogues and Action for Inclusive Higher Education and Communities forum on Addressing Ableism, Disability, and Accessibility.

Erin’s career is distinguished by a balance of research, practice, and advocacy. She currently works as an academic coach and accessibility coordinator with MyLearningCoach, where she supports disabled students in navigating barriers and accessing resources for academic success. Her diverse professional experience spans teaching, digital communications, wellness promotion, and academic advising, giving her a multifaceted perspective on student support.

Her research and writing have been featured in journals and outlets such as the International Journal for Students as Partners and University Affairs, and she has presented at conferences across Canada and in the United States. Erin’s scholarship and leadership have been recognized with awards including the Ontario Graduate Scholarship, the William G. Davis Golden Anniversary Leadership Scholarship, and the Burstow Scholarship for Studies in Activism from the Margins.

Above all, Erin is grateful for the mentors, colleagues, and communities who have shaped her journey. She is committed to advancing equity in higher education by reimagining structures and practices so that all students can thrive.