Notes on Contributors

In: Critical Collaborative Communities
Editors: Nicola Simmons and Ann Singh
Free access

Notes on Contributors

Earle Abrahamson

is a senior lecturer and programme leader in sports therapy at the University of East London, UK. He is a Principal Fellow of the Higher Education Academy (PFHEA). Born and raised in Johannesburg, South Africa, Earle gained qualifications and expertise in physical education and soft tissue therapy, clinical psychology, and educational practices. He currently co-chairs the ISSoTL multi-national teaching fellows interest group. His pedagogical research centres around writing development, student learning and experiences, and pedagogies for impact and change. He is co-founder and editor of the Journal for Impact Cultures, which foregrounds student partnerships and co-creations.

Ashley B. Akenson

met her co-authors at the annual ISSoTL conference in October 2016. Her research interests include mindfulness, program planning and evaluation, influence of perceptions and unexamined bias, marginalized and underserved populations, transformative learning, learning transfer, collaboration, and quantitative and qualitative research methods. Ashley earned her Ph.D. in Exceptional Learning with a concentration in Program Planning and Evaluation in 2018.

Joyce Armstrong

is the Assistant Director for The Center for Faculty Development at Old Dominion University where she is designing and delivering professional development activities and consulting services related to teaching and learning improvement and providing teaching and learning consultation related to effective teaching practices. She is a reviewer for the Journal of Excellence in Teaching and four Higher Education Conferences. She has received the Certification of Appreciation by the Naval Science Department and the Massachusetts Horace Mann Teaching Award.

Cecile Badenhorst

(Ph.D., Queen’s) is an Associate Professor in the Adult Education/Post-Secondary Program Education at Memorial University, Newfoundland, Canada. As a researcher, her interests are doctoral education, doctoral writing, graduate writing, thesis/publication writing pedagogies, academic literacies and faculty writing. She engages in qualitative, arts-based and post-structural research methodologies. She has written three books in the area of graduate student writing: Research Writing (2007), Dissertation Writing (2008) and Productive Writing (2010). She is a co-editor of Inspiration and Innovation in Teaching and Teacher Education (Lexington Books, 2013) and Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (Brill, 2016).

Carol Berenson

(Ph.D.) holds a faculty position in educational development in the University of Calgary’s Taylor Institute for Teaching and Learning. Experience teaching in sociology and women’s studies informs her approach to collaboration, consultation, research, and program development in teaching and learning. Her educational development interests and activities include graduate student teaching development, Instructional Skills and Facilitator Development Workshop programming, research on the flipped classroom, peer observation of teaching programs, teaching controversial issues, and diversity and inclusion in teaching and learning.

Jacqueline L. Beres

is a doctoral candidate in the Faculty of Education at Brock University. Her interests include diversity, student success and wellness, socialization, research methodology, and the Scholarship of Teaching and Learning. She has taught both domestic and international students across numerous post-secondary levels and has previously worked in Student Affairs within post-secondary education.

Remica Bingham-Risher

is the Director of Quality Enhancement Plan (QEP) Initiatives at Old Dominion University (ODU) where she works with faculty to improve student learning through writing by means of faculty workshops. In addition, she teaches in ODU’s creative writing program. Her first book, Conversion (Lotus, 2006), won the Naomi Long Madgett Poetry Award, her second book, What We Ask of Flesh (Etrucan, 2013) was shortlisted for the Hurston/Wright Prize and her third book, Starlight & Error (Diode, 2017) won the Diode Editions Book Award.

Erik Blair

is a senior lecturer in the School of Higher Education Research and Development at the University of West London, UK. His research embraces the Scholarship of Teaching and Learning and focuses on the contextualised development of teaching and learning. He has a particular interest in assessment, curriculum development, professional development and interaction within the teaching and learning environment.

Georgette Briggs

is a lecturer in the Faculty of Science and Technology at The University of the West Indies, St Augustine, Trinidad and Tobago. Her main area of research is in developmental plant biology, where she focuses on crops of high regional agronomic importance (cocoa, pigeon pea, sugarcane, cassava) in the context of food security. Georgette also has a keen interest in Biological Education; her educational research focuses on curriculum development, technology usage in the classroom and academic role identity.

M. Soledad Caballero

is professor of English at Allegheny College. Her work in British Romanticism focuses on travel writing, empire, and gender studies; she is also a poet. Together with Aimee Knupsky, she explores interdisciplinary connections among emotion, affect, and literature through research, teaching, and scholarship. Their first article, “Sharing Contagion: Sympathetic Curiosity and Social Emotion Regulation in Joanna Baillie’s DeMonfort” was published in Romantic Circles. They were awarded a National Endowment for the Humanities Connections planning grant focused on the application of ethical interdisciplinarity to bolster the humanities in interdisciplinary programs and student experiences at Allegheny College.

James Cronin

is a College Lecturer in Teaching and Learning Enhancement in CIRTL UCC. James coordinates the postgraduate modules in Teaching & Learning and co-teaches the accredited programmes in continuing professional development for university staff and the international visiting scholars programme. Since 2007, James has been researching the Scholarship of Teaching and Learning (SoTL). He has published on integrative learning and applications of constructivist learning theory for the study of Information and Media Literacy. His current SoTL research focuses on integrative learning, formation of disciplinary identities, and fostering student resilience through the arts and humanities.

Jessica Deshler

is an Associate Professor in the West Virginia University (WVU)Department of Mathematics where she is also the Graduate Teaching Assistant Coordinator and a Faculty Associate for both the WVU Center for Women’s & Gender Studies and the WVU Teaching and Learning Commons. She spent the 2016–2017 year as a Provost’s Fellow in the WVU Office of Graduate Education and the 2015–2016 year as a US Fulbright Scholar at Central European University in Budapest, Hungary. Her research is in undergraduate mathematics education, specifically focusing the professional development of graduate students and the intersection of gender & mathematics.

Lisa Dickson

is an Associate Professor in the Department of English at the University of Northern British Columbia. As a 3M National Teaching Fellow (NTF), she occupies mentoring roles at UNCB, and, nationally, is the current project leader for the 3M NTF Mentoring Network. She is engaged in several collaborative teaching and scholarly projects, including an article on compassionate pedagogy co-authored with Tracy Summerville (UNCB), forthcoming in the Journal of Perspectives in Applied Academic Practice and a book on teaching Shakespeare and critical hope, co-authored with Shannon Murray (UPEI) and Jessica Riddell (Bishop’s University), forthcoming from U of T Press.

Aysha Divan

is an Associate Professor and Director of Student Education at the Faculty of Biological Sciences, University of Leeds, UK. She teaches undergraduate and Masters students and oversees student education initiatives within the Faculty including academic innovation. Pedagogical interests include curriculum development, internationalization, and professional development.

Roswita Dressler

is an Assistant Professor, Werklund School of Education, University of Calgary. She also holds an academic appointment as Director – Teaching Across Borders. Her research is in the area of second language teaching and learning in a variety of contexts include K-12, post-secondary, and informal learning. Her interests in writing include understanding reflective writing for second language study abroad sojourners, examining instructor and peer feedback in research writing courses, and improving her own academic writing through writing group participation, co-writing, reading, and, of course, practice.

Patti Dyjur

has a Ph.D. in Educational Technology. She is currently an educational development consultant with the Taylor Institute for Teaching and Learning, University of Calgary. She works with faculties and departments as they map, review, and assess their programs to identify strengths and areas for improvement, which she finds to be interesting and challenging work. Currently, she supports more than two dozen groups that are undergoing review. Her research interests include the process and impact of curriculum review and the effectiveness of a micro-credentialing program for faculty and graduate students involved in professional learning opportunities.

Michelle J. Eady

(Ph.D.) is a senior lecturer in Professional Studies in the School of Education at the University of Wollongong, Australia. She is a HERDSA fellow, a senior fellow of the HEA and holds a national teaching citation for her work in quality teacher preparation. Her research interests include SoTL, Distance Learning/Synchronous Technology, Aboriginal Studies and other current issues in Education. Dr. Eady has had the pleasure of speaking at conferences worldwide and looks forward to collaborations with colleagues who have a passion for teaching and learning.

Sarah Elaine Eaton

is a faculty member at the Werklund School of Education at the University of Calgary. Her area of specialization is educational leadership, policy and governance. Her particular research interests focus on academic integrity and ethics. She also engages in research in the Scholarship of Teaching and Learning (SoTL), working to situate academic integrity research within SoTL.

Tia Frahm

(Ph.D.) began her teaching career as an instructional coach and elementary and middle school teacher for eight years, focusing on the connection between reading and writing with students and teachers. During her Ph.D. program she was able to research this connection further through her work with the National Writing Project and her dissertation titled, “Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program.” Dr. Frahm continues her research in the area of professional learning in writing instruction and coaching contexts as an assistant professor at Northern Arizona University.

Mandy Frake-Mistak

is an educational developer at the Teaching Commons at York University. There she facilitates a number of courses and workshops including the Instructional Skills Workshop, the Education, Curriculum, and Teaching Excellence course (EduCATE), as well as assisting with the graduate student program. Having a research background in critical policy studies in higher education, her role includes leading courses, teaching and contributing to the Scholarship of Teaching and Learning (SoTL). She is also an Instructional Skills Workshop Trainer.

Kimberley A. Grant

has a Ph.D. in Curriculum and Learning and holds a faculty position in educational development at the University of Calgary’s Taylor Institute for Teaching and Learning. In this role, Kim collaborates with colleagues as they review and develop curriculum and also leads the Graduate Student Certificate in University Teaching and Learning.

Corinne Green

is a Ph.D. Student at the University of Wollongong, Australia, as well as a Lecturer and Tutor in teacher education. She is currently researching school-university partnerships in initial teacher education programs.

John Hoben

is an Assistant Professor in Memorial University’s Faculty of Education. A former practicing lawyer, in 2007 he was awarded a Canada Graduate Scholarship (Doctoral) from the Social Sciences and Humanities Council of Canada to conduct a study of teacher censorship. He is also an award-winning poet (i.e., provincial & university-level) who researches how poetry and narrative can be used to provide insights about culture and identity. John has authored publications on a wide range of topics including: critical research and literacies, education and the imagination, the law, cultural memory and loss, free speech, and democratic education.

Cheryl Jeffs

holds an Ed.D. in Educational Leadership and is an educational development consultant and faculty member at the University of Calgary’s Taylor Institute for Teaching and Learning, and the editor of Papers on Postsecondary Learning and Teaching. Cheryl is committed to excellence in teaching and learning through a range of research‐informed educational programs and initiatives, workshops, consultations, and collaborative projects. With a diverse background in professional and educational development, Cheryl’s research interests include formative feedback for teaching development and graduate student teaching development.

Karen Julien

is working on her Ph.D. in Education at Brock University. Prior to her return to higher education, Karen enjoyed a career as a classroom teacher and as an educational researcher. Her current research centres on the intersecting roles of metacognition, self-regulation, and social support in academic writing.

Frances Kalu

holds a Ph.D. in Curriculum and Learning from the Werklund School of Education, University of Calgary. A faculty member and Educational Development Consultant at the Taylor Institute for Teaching and Learning, University of Calgary she provides consultative leadership to faculties working on curriculum development and review projects. She also works with faculty and graduate students on projects to enhance teaching and learning in the classroom. Her diverse research interests include identity formation in the academia, the experiential learning continuum, and the scholarship of curriculum practice.

Natasha Kenny

holds a Ph.D. in Land Resource Science and is the Senior Director of the Taylor Institute for Teaching and Learning at the University of Calgary. In her role, Natasha collaborates with faculty, staff, and colleagues across the university to plan programs and initiatives that build teaching and learning capacity. Her research interests include graduate student teaching development, educational leadership, the scholarship and practice of educational development, and the scholarship of teaching and learning.

Barbara Kensington-Miller

is a senior lecturer and academic developer at the Centre for Learning and Research in Higher Education, University of Auckland, New Zealand, with a background in Mathematics and Biochemistry. She is Vice-President for Higher Education Research and Development Society of Australasia (HERDSA) and Chair for the New Zealand branch. Her research focuses on early-career academics, peer mentoring, identity, communities of practice and SoTL. Her co-authored article with Sue Morón-García and Joanna Renc-Roe, ‘The chameleon on a tartan rug: adaptations of three academic developers’ professional identities’ was 2016 article of the year in the International Journal for Academic Development.

Yvonne Kjorlien

is an anthropologist by training and Research Facilitator at the Werklund School of Education by day. She is immensely grateful to the academic Writing Group at Werklund for inviting her to collaborate on this chapter, and for treating her as a colleague.

Aimee Knupsky

is associate professor of Psychology at Allegheny College. Her work in cognitive psychology focuses on how we learn and communicate in academic settings. Together with M. Soledad Caballero, she explores interdisciplinary connections among emotion, affect, and literature through research, teaching, and scholarship. Their first article, “Sharing Contagion: Sympathetic Curiosity and Social Emotion Regulation in Joanna Baillie’s DeMonfort” was published in Romantic Circles. They were awarded a National Endowment for the Humanities Connections planning grant focused on the application of ethical interdisciplinarity to bolster the humanities in interdisciplinary programs and student experiences at Allegheny College.

Jennifer Lock

is a Professor and the Associate Dean of Teaching and Learning in the Werklund School of Education at the University of Calgary. Her area of specialization is in online learning, ICT integration, change and innovation, and educational development in higher education. She has expanded her work to studying experiential learning through making and makerspaces.

Valerie Lopes

is a Professor in the School of Arts and Sciences at Seneca College, an Assistant Professor in the Department of Leadership, Higher and Adult Education at OISE/University of Toronto, and a research consultant with eCampusOntario. Her research focuses on the exploration of emerging technologies and pedagogical practices for effective online and technology-enabled teaching and learning, the use of open education resources, and outcomes-based curriculum and programme design. She teaches courses that explore the social, technological, and epistemological consequences of the explosion of access to information and rapidly changing norms and practices in our digitally mediated society.

Lynn O. Ludwig

teaches professional writing, in the Department of English, at the University of Wisconsin-Stevens Point, Wisconsin, USA. Her approach to teaching business and technical writing is informed by over a decade of experience managing and writing in corporate and government settings. Her teaching interests focus on student acquisition of professional communication and problem-solving skills, workplace conflict resolution strategies, and successful team interactions. She mentors students in experiential learning opportunities within the local community. She also enjoys serving on various department, university-wide, and community advisory boards and committees.

Elizabeth Lynch

(Ph.D.) is an anthropological archaeologist interested in how landscapes become socialized through human interaction, thus anchoring social reproduction processes within an intelligible context. Her research combines oral tradition, with morphometric analysis and 3D modeling to better understand social experience at intensive food processing localities called bedrock ground stone features. Her project area is in the Chacuaco Plateau of southeastern Colorado, USA, although she has worked with photogrammetry and 3D modeling on osteological projects, and at Hell Gap. Elizabeth’s teaching philosophy combines student-centered learning approaches with active learning activities to engage students in anthropological practice across disciplines.

Geneviève Maheux-Pelletier

(Ph.D.) has played multiple roles within academia in the last 15 years, with extensive teaching experience at universities in Canada, the United States, and France. An educational developer at heart, Geneviève now serves as the interim director of York University’s Teaching Commons. Her work and research focus on experiential education, the scholarship of teaching and learning, and evidenced-based practices in educational development. She also serves on the editorial board for the Canadian Journal for the Scholarship of Teaching and Learning.

Karen Manarin

is a Professor of English at Mount Royal University. She teaches both writing and literature courses. In her research, she examines how students read, undergraduate research and academic identity. She served as Vice President (Canada) for the International Society for the Scholarship of Teaching & Learning from 2014–2017. Lead author of Critical Reading in Higher Education: Academic Goals and Social Engagement, she has also published in a variety of teaching and learning journals, including Higher Education Research and Development, Teaching and Learning Inquiry, The International Journal for the Scholarship of Teaching and Learning, and Pedagogy.

Heidi Marsh

is the Director of Scholarship of Teaching and Learning at Humber College’s Centre for Teaching and Learning where she is responsible for building and fostering a culture of scholarly inquiry across the institution. In this role, Heidi helps to empower faculty to conduct SoTL research in their classrooms and disseminate their findings. With a background in cognitive and developmental psychology, Heidi’s research interests include metacognition, educational development, and learning environments. Currently, Heidi also serves as the Editor-in-Chief for the Journal of Innovation in Polytechnic Education.

Dragana Martinovic

is a Professor of Mathematics Education and a Fields Institute Fellow. As a Research Leadership Chair at the University of Windsor (2011–2015), she facilitated her colleagues’ participation at writing retreats. For Dragana, academic writing retreats present opportunity to engage with scholars from different disciplines, and to extend and enrich one’s writing forms and practices. In her research, Dragana explores ways in which technology can improve teaching and learning of mathematics, and the digital literacy skills needed for a successful learner and worker in the 21st century.

Elizabeth Marquis

is an Assistant Professor in the Arts & Science Program at McMaster University and Associate Director (Research) of the university’s Teaching and Learning Institute. She is past Co-President of the International Society for the Scholarship of Teaching & Learning, Senior Editor of the Canadian Journal for the Scholarship of Teaching and Learning, and an inaugural co-editor of the International Journal for Students as Partners. Beth’s SoTL research focuses on the intersections between teaching and learning and questions of equity and justice, student-faculty partnership, and media texts as public pedagogy. She co-developed and currently oversees McMaster’s Student Partners Program.

Kelly E. Matthews

is an Associate Professor (Higher Education) at University of Queensland, Australia. Her research explores students’ experiences of learning and engaging students as partners in learning and teaching. She co-develops, and teaches into, teaching preparation programs for new tutors and academics, and teaches undergraduate subjects in education. Kelly has collaborated on 24 funded projects worth $2.5 million and publishes extensively. In 2015, she was awarded an Australian Learning and Teaching Fellowship. She is a Vice-President for the International Society for the Scholarship of Teaching and Learning and a co-editor for the International Journal for Students as Partners.

Marian McCarthy

(Ph.D.) is the director of the Centre for the Integration of Research, Teaching and Learning (CIRTL) at UCC. She is a senior lecturer in Education, seconded long term to the Teaching and Learning Centre, now CIRTL. Her primary research areas are in the Scholarship of Teaching and Learning (SoTL), Multiple Intelligences (MI) theory and Teaching for Understanding (TFU). She fuses these to provide a disciplinary research and pedagogical framework for staff that teach in university and third level settings. Her primary responsibility is for the Accredited Programme in Teaching and Learning in Higher Education.

Michelle K. McGinn

is Interim Associate Vice-President, Research and Professor of Education at Brock University in St. Catharines, Canada, and a member of the Board of Directors of the Canadian Society for the Study of Higher Education. Her major scholarly emphases include researcher development, collaboration, writerly identities, and ethics in academic practice for (post)graduate students and established scholars. Her collaboration “Academic Researchers in Challenging Times” explores scholars’ careers, practices, and identities in the current research climate. She teaches research methodology, higher education, and writing for publication, and facilitates residential academic writing retreats and scholarly writing workshops. Connect via Twitter @dr_mkmcginn

Jacinta McKeon

(Ph.D.) has worked as a programme designer and a teacher trainer for the Department of Education and Science in relation to the introduction of the common syllabus for modern languages for senior cycle. Her work in the School of Education involves teaching modules on the initial teacher education programme and M.Ed. programme on second language education, second language teaching and learning, theories of learning and developing reflective practice among student teachers. She contributes to the teaching in The Teaching and Learning Centre, UCC and in particular on modules for post-graduate students to support their teaching within the university.

Ruth McQuirter Scott

is a Professor in the Faculty of Education at Brock University where she teaches Junior/Intermediate Language Arts in the Teacher Education program. Ruth’s research interests are in the effective infusion of technology in education. She also enjoys writing creative non-fiction, and regularly attends creative writing retreats.

Kiara Mikita

(Ph.D.) is an Educational Development Consultant with the Taylor Institute for Teaching and Learning. This work allows her to combine her social justice-related work with her interest in advancing teaching and learning research in these areas. Kiara’s disciplinary training is in criminology and sociology where she specializes in analysis of talk about sexual assault. She is interested in teaching and learning about sensitive or controversial issues, ethics in teaching and learning research, and promoting cross-disciplinary conversation, collaboration, and creativity in teaching and learning practices and research.

Sue Morón-García

is the founding Director of the Centre for Excellence in Learning and Teaching at the University of Central Lancashire in Preston, UK. Sue has over thirty years’ experience working in higher, adult, and secondary education, is a teacher at heart and an educational developer by vocation. She has led courses and departments, designed, taught, and examined postgraduate certificates and professional recognition pathways at both research-intensive and newer universities. She has an interest in collaborative writing, the benefits of networks and networking, supporting and mentoring less experienced colleagues, and the use of digital technology in education.

Phillip Motley

is an Associate Professor of Communications at Elon University, North Carolina, USA. He teaches courses in visual communication and interactive media to undergraduate and graduate students. His research interests include pedagogies of design and studio-based learning, and experiential learning, especially service-learning and social innovation. He was just selected as the 2019–2021 Center for Engaged Learning Scholar at Elon University where he will focus on the potential that immersive learning holds for liberal arts education.

Robin Mueller

holds a Ph.D. in educational leadership and is an Educational Development Consultant at the University of Calgary’s Taylor Institute for Teaching and Learning. She supports engagement in SoTL, consults with campus partners to help strengthen teaching and learning initiatives, and supports the teaching development of individual instructors. Robin also maintains an active research agenda in three key areas: inquiry‐based learning in higher education, SoTL research methodology, and the evolving field of educational development.

Shannon Murray

is a professor of Early Modern English literature and a 3M National Teaching Fellow (2001). She is currently the coordinator of the 3M National Teaching Fellows’ program. She has facilitated UPEI’s Faculty Development Summer Institute on Active Learning since 2002 and gives workshops and talks on threshold concepts, active learning, capstone experiences, and portfolios. Her publications include work on leadership in higher education, on John Bunyan, and on early children’s literature. She is co-writing a book on teaching Shakespeare with Lisa Dickson and Jessica Riddell.

Lorelli Nowell

(R.N., Ph.D.) is an Eyes High Postdoctoral Scholar and Educational Development Consultant at the University of Calgary’s Taylor Institute for Teaching and Learning. In her role, Lorelli supports and evaluates the professional learning and development of postdoctoral scholars. Her research interests include mentorship, educational development, mixed methods research, evidence synthesis, knowledge translation, and the Scholarship of Teaching and Learning.

Carolyn Oliver

is a community-based researcher from England who lives on the unceded territories of the Musqueam, Squamish and Tsleil-Waututh Nations in Vancouver, Canada. She is author of the book Strengths-Based Child Protection: Firm, Fair and Friendly, University of Toronto Press (2018) and numerous publications related to strengths-based practice, professional identity and SoTL Twenty years as a social worker include teaching for the University of British Columbia and Justice Institute of British Columbia. Carolyn’s current work with one of Canada’s largest urban indigenous child welfare agencies focusses on restorative approaches to indigenous child welfare and explores ways of intercultural, interdisciplinary and experiential learning.

Sarah Pickett

is an Assistant Professor in the Faculty of Education, Memorial University Newfoundland, a Registered Psychologist and the faculty founder/advisor to the Gender and Sexuality Alliance (GSA) in Education at Memorial. Her research has focused on affirmative sexuality and gender practice and pedagogy in education and healthcare. Dr. Pickett is interested in narrative and autoethnographic methodologies; how researchers may use these methods to engage in evocative conversations about in educational contexts and actively publishes in this area from the position of parent, lesbian/queer, psychologist, educator of educators, counsellor educator and academic.

Snežana Ratković

is Research Officer and Instructor in the Faculty of Education at Brock University, Ontario, Canada. She is a published poet from the former Yugoslavia and an award-winning scholar. Snežana has facilitated academic writing workshops and retreats for faculty members and graduate students since 2005. She is a co-investigator on the research projects “Writing about Writing” and “Exploring Perceptions of Well-Being and Mentorship within Canadian and Croatian Faculties of Education.” Her research interests include migration, indigeneity, and reconciliation; transnational and transdisciplinary teacher education; social justice leadership; research education; decolonizing and arts-based methodologies; academic writing and publishing; and knowledge mobilization.

Jessica Riddell

is an Associate Professor of Early Modern Drama in the English Department at Bishop’s University and the Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence at Bishop’s University. Dr. Riddell is the Executive Director of the Maple League of Universities, the VP Canada on the Board of the International Society for the Scholarship of Teaching and Learning (ISSoTL), and a Board member for the 3M National Fellows Executive Council.

Mary Gene Saudelli

is the Associate Dean of Professional Studies, University of the Fraser Valley, British Columbia, Canada. Mary has specialized in learning and teaching in higher education and international education. Most of her research is in the Scholarship of Teaching and Learning. She has taught in Canada, Qatar, Dubai, Abu Dhabi, Afghanistan, Hong Kong China, and Turkey. She has been awarded numerous scholarly grants and has many peer-reviewed journal publications. Education in the 21st Century’ and in February 2019 her new edited book From Divergent to Convergent: Voices from Far Away Lands was published with Cambridge Scholars. She is passionate about global civicmindedness, community engagement, integrity and leadership, and engaged learning.

Janel Seeley

received her Ph.D. in Educational Psychology and Research from the University of Tennessee. She is currently the director of the Ellbogen Center for Teaching and Learning at the University of Wyoming and is an associate lecturer in Education, Honors and Social Work. Her primary research interests are the Scholarship of Teaching and Learning (SoTL) and Collaborative Communication. She is on the executive committee of the Action Research network of the America’s and is the incoming chair of the POD SoTL SIG.

Nicola Simmons

(Ph.D.) teaches and researches Scholarship of Teaching and Learning, higher education, participatory pedagogy, and adult lifelong learning and identity in Educational Studies at Brock University. She has run several writing retreats and has writing partners around the globe. Nicola is a co-editor of the Brill Sense Critical Issues in the Future of Learning and Teaching series, a Canadian 3M National Teaching Fellow, and holds a Brock Chancellor’s Chair for Teaching Excellence. Past roles include VP (Canada) of ISSoTL, VP (SoTL) of STLHE, Founding Chair of SoTL Canada and SoTL Ontario, and Chair of the Educational Developers Caucus.

Ann Singh

(M.Ed., Brock University) is a Project Management Professional (PMP) who is interested in adult education, lifelong learning, and mentorship. Ann teaches courses on project development and management and believes in extending learning beyond the classroom.

Erin Spring

is an Assistant Professor in the Werklund School of Education at the University of Calgary. She received her Ph.D. in Education from the University of Cambridge in 2014. Broadly speaking, her research focuses on young people’s texts and cultures. She teaches in the areas of literacy, Indigenous Education, and interdisciplinary learning.

Dannelle D. Stevens

is a professor emerita, faculty in residence for academic writing and facilitates the Jumpstart Academic Writing Program at Portland State University Portland, Oregon. Her degree is in educational psychology from Michigan State. Through working with national and international faculty on the complex tasks associated with balancing teaching, writing, publishing, she developed the key ideas in her fifth book, published this year, Write More, Publish More, Stress Less! Five Key Principles for a Creative and Sustainable Scholarly Practice. She conducts workshops and coaches faculty on writing and career-related choices that lead to a successful career in academe.

Briony Supple

(Ph.D.) is a Lecturer in Learning and Teaching Enhancement at the Centre for the Integration of Research, Teaching and Learning (CIRTL). Briony has a wealth of teaching experience which spans over 15 years and includes a variety of countries and contexts. Originally trained in Teaching English as a Second or Other Language (TESOL) she has taught in Japan, China, Vietnam, Ireland, the UK, Chile and Australia. She has extensive experience in the use of learner-centred pedagogical approaches to curriculum and assessment, developing innovative resources for face-to-face and blended delivery modes, and in delivering professional development in higher education.

Ana M. Tomljenovic-Berube

is a part-time Lecturer and Laboratory Instructor for the Bachelor of Technology Program in the W. Booth School of Engineering Practice and Technology at McMaster University in Hamilton, Ontario, Canada. She teaches various courses in their Biotechnology stream, including Biotechnology Regulations and Microbiology. Her research interests pertain to how technology, experiential learning, and other interactive learning strategies can be used to engage STEM students to achieve deep learning and improve learning outcomes.

M. Gregory Tweedie

is Associate Professor at the Werklund School of Education in the area of Language and Literacy. His teaching and research draw heavily upon his experiences as a language teacher and language teacher trainer in East, Southeast and Central Asia, the Middle East, Canada, and his native Australia. Gregory’s research interests, in the field of applied linguistics, focuses on the phenomena of the English language as communicative vehicle in international professional contexts, for people from differing first language backgrounds.

Janelle Voegele

has a doctorate in Educational Leadership with a focus on Postsecondary, Adult, and Continuing Education. At Portland State University, she is the Director of Teaching, Learning and Assessment in the Office of Academic Innovation with over 20 years of experience working in higher education educational development. She is pleased to support the growth of the Jumpstart faculty academic writing program as part of that work. Her research focuses on pedagogical assumptions and student learning in partially online courses, the role of academic portfolios in faculty scholarship and professional development, and perceptions of scholarship in the institutional change context.

Natasha Wiebe

has helped to coordinate over 25 writing retreats for faculty and academic support staff since 2012 as Research Coordinator in the Office of Research and Innovation Services at the University of Windsor. Natasha is also Adjunct Professor in the Faculty of Education. For over a decade, she has pursued a research interest in cultural narratives, asking how the stories available to us from our culture can inform our thinking and behaviour. Recent work has explored the popular fictional story of the zombie apocalypse, as well as stories that are prominent within some Canadian Mennonite and Pentecostal communities.

Kari-Lynn Winters

is an Associate Professor at Brock University, where she teaches drama-in-education and language arts to teacher candidates. She holds a Ph.D. from ubc in literacy education and the arts, a teaching degree from University of Toronto, and a B.A. and a certificate in drama/theater from Brock University and the National Theatre School of Canada. Her research interests include: body image, embodied pedagogies, children’s literature, drama, and multimodal literacies. Kari-Lynn is also an award-winning children’s author, scholar, playwright, and performer.

Critical Collaborative Communities

Academic Writing Partnerships, Groups, and Retreats

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