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Eva Pomeroy

Social Innovator in Residence, Applied Human Sciences

Eva Pomeroy is the Social Innovator in Residence at Concordia University, Montreal, Canada. Her present work builds on over two decades experience in experiential learning, in both formal and adjunct educational settings. In its essence, this work is about co-creating contexts for transformational learning experiences in the service of positive social impact and innovation. Having been drawn to great pedagogy and‘learning that matters’ from an early age, Eva began her career with Outward Bound Wales and later Brathay Hall Trust in the United Kingdom. There she co-designed& delivered over 60 residential experiential learning courses focusing on personal, group and organizational/community development before joining Concordia University’s Applied Human Sciences Department in 2001. Prior to taking on the Social Innovator in Residence role, she taught in the B.A. Human Relations and M.A. Human Systems Intervention programs.


In 2016, she co-founded the ConcordiaU.lab Social Innovation Hub in 2016,a laboratory learning space that blends undergraduate & graduate students,staff & faculty, and members of the local community as co-learners. Eva and her colleagues work with Theory U and u.lab in an effort to explore and impact the democratization of education, develop the structures and conditions that enable people to self-organize in meaningful ways and collaboratively source knowledge. 


She researches in the areas of transformative learning, systems change, social field change,  and eco-system activation.

Eva works in partnership with Otto Scharmer and the Presencing Institute to co-convene and co-facilitate the Social Field Research Summer School.

She holds a Bachelor’s degree in Political Science from McGill University and a PhD in Education from Birmingham City University.


She is the 2019 recipient of the Concordia Alumni Award for Innovative Teaching.


Courses Taught

Undergraduate Courses - Human Relations

AHSC 220 Lifespan Growth and Development for Practitioners
AHSC 230 Interpersonal Communication and Relationships
AHSC 270 Introduction to Intervention in Human Systems
AHSC 330 Leadership and Facilitation in Small Groups
AHSC 435 Fieldwork Practice
AHSC 489 Internship in Human Relations
AHSC 470 Human Relations Laboratory

Undergraduate Courses - Human Systems Intervention

AHSC 610 Group Process Consultation
AHSC 620 Individual Learning and Change
AHSC 670 Consulting Methods


Kousaie, S., & Phillips, N.A. (2017). A behavioural and electrophysiological investigation of the effect of bilingualism on aging and cognitive control. Neuropsychologia, 94C, 23-35. doi: 10.1016/j.neuropsychologia.2016.11.013

Phillips, N. A. (2016). Theimplications of cognitive aging for listening and the FUEL model.  Ear andHearing, 37, 44S-51S.

Pichora-Fuller, M.K., Kramer, S.E., Eckert, M., Edwards, B., Hornsby,B., Humes, L.E., Lemke, U., Lunner, T., Matthen, M., Mackersie, C., Naylor, G.,Phillips, N., Richter, M., Rudner, M., Sommers, M., Tremblay, K., Wingfield, A.  (2016). Hearing impairment and cognitiveenergy: A framework for understanding effortful listening (FUEL). Ear and Hearing, 37,5S-27S.

Frtusova,J. B.,& Phillips, N. A. (2016). The auditory-visualspeech benefit on working memory in older adults with hearing impairment. Frontiers in Psychology, 7.

Kousaie, S., and Phillips, N.A. (2012) Conflict monitoring and resolution: Are two languages better than one? Evidence from reaction time and event-related brain potentials. Brain Research, 1146, 71-90.

** Johns, E. K., Phillips, N. A., Belleville, S., Goupil, D., Babins, L., Kelner, N., Ska, B., Gilbert, B., Massoud, F., de Boysson, C., Duncan, H., & Chertkow, H. (2012). Profile of Executive Functioning in Amnestic Mild Cognitive Impairment: Disproportionate Deficits in Inhibitory Control. Journal of the International Neuropsychological Society, 18, 1-15. ** Winner of the CIHR-Institute of Aging Age Award

Kousaie, S., and Phillips, N.A. (2011). Aging and bilingualism: Absence of a Abilingual advantage@ in Stroop interference in a non immigrant sample. Quarterly Journal of Experimental Psychology, iFirst, 1B14.

Winneke, A., and Phillips, N.A. (2011). An investigation of age-related differences in audiovisual speech perception using event-related potentials. Psychology and Aging, 26(2), 427-438.

** Kousaie, S., and Phillips, N.A. (2011). Age related Differences in Interlingual Priming: A Behavioural and Electrophysiological Investigation." Aging, Neuropsychology and Cognition, 18, 22B55. ** Winner of the CIHR-Institute of Aging Age Award

Phillips, N.A., Klein, D., Mercier, J., and de Boysson, C. (2006). ERP measures of auditory word repetition and translation priming in bilinguals. Brain Research, 1125, 116-131.

Nasreddine, Z.S., Phillips, N.A., Bédirian, V., Charbonneau, S., Whitehead, V., Collin, I., Cummings, J.L., and Chertkow, H. (2005). The Montreal Cognitive Assessment (MoCA): A Brief Screening Tool For Mild Cognitive Impairment. Journal of the American Geriatric Society, 53, 695-699.

Book Chapters

Chauvin, A., Duncan, H.D., and Phillips, N.A. (Accepted).  Bilingualism, Cognitive Reserve, Aging, and Dementia:  What is the new ground to cover?  In E. Bialystok, Ed., Linguistic Approaches to Bilingualism.

Duncan, H.D. and Phillips, N.A. (2016).  The Contribution of Bilingualism to Cognitive Reserve in Healthy Aging and Dementia.  In E. Nicoladis & S. Montanari, Eds., Bilingualism Across the Lifespan: Factors moderating language proficiency. APA Books, pp. 305-322.

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