Notes on Contributors
David Andrews
is a Professor in Kinesiology at the University of Windsor and teaches in the movement science and applied human performance programs. His disciplinary research in biomechanics and ergonomics focuses on injury prevention and assessing physical demands and injury risk in sport and occupational settings. His teaching and learning interests and research span peer observation of teaching, educational leadership, and student engagement in large classes. Dr. Andrews is a 3M National Teaching Fellow, Past President of the Canadian Society for Biomechanics, former Research and Teaching Leadership Chairs for the Faculty of Human Kinetics, and former Head of the Department of Kinesiology.
Candace D. Bloomquist
is an Assistant Professor in Creighton University’s EdD in Interdisciplinary Leadership Program. She holds a BSc in Exercise Science, a MSc in Kinesiology, and a PhD in Kinesiology (Exercise Psychology). She has worked in both the US and Canada as a health educator, a community action specialist, and in the US Army as a medical laboratory technician. She researches cultures of trust, interdisciplinary leadership, and continuous quality improvement in both healthcare and education settings.
Agnes Bosanquet
is the Director, Learning and Teaching Staff Development and an Associate Professor at Macquarie University, Sydney, Australia. She has 20 years experience teaching undergraduate and postgraduate students and developing academics in face-to-face, blended and online learning environments. With a PhD in Cultural Studies, she uses critical theories and creative methodologies to undertake qualitative research in higher education. Her research interests are critical university studies and changing academic roles and identities.
Nancy E. Fenton
is an Assistant Clinical Professor in the Faculty of Health Sciences and Associate Director, Research at the Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, at McMaster University. Her research interests involve interdisciplinary qualitative health and educational research related to leadership, social networks and policy.
Beverley Hamilton
is the Academic Initiatives Officer in the Provost’s office at the University of Windsor. She undertakes research, projects, and policy development to enhance academic practice and the student experience, and works with and offers leadership development to academic leaders navigating a diversity of institutional contexts.
Henriette Tolstrup Holmegaard
is an Associate Professor in Science Education. Her research centres around the inequalities played out in science- and engineering education. She applies a wide range of qualitative methodologies and in particular longitudinal studies to explore children and young peoples’ choices and science identities as negotiated over time, and in the transition in between different institutional settings. She is currently involved in research that investigates children and young peoples’ science capital and identities over a ten-year period. In her recent publication, she studies young peoples’ imagined futures as an interaction of their resources and the narrative repertoires available to them.
Klodiana Kolomitro
is the Director of Education Development, with the Office of Professional Development and Educational Scholarship in the Faculty of Health Sciences, and cross-appointed to the Department of Biomedical and Molecular Sciences, Queen’s University, Canada. Her research interests include curriculum development, well-being, anatomical education, and SoTL. She has a PhD in Curriculum and Pedagogy from OISE/University of Toronto, and a MSc in Anatomy and Cell Biology from Queen’s University. Klodiana is the recipient of the 2019 Educational Developers Leadership Award from the Educational Developers Caucus of Canada. She is a volunteer with Academics Without Borders, and Associate Editor of CJSoTL.
Minna Körkkö
(MEd) works as researcher at the Faculty of Education, University of Lapland. Her research interests include research-based teacher education, reflective practice, teacher professional development and multicultural education. Her doctoral dissertation focuses on the video application called video enhanced observation (VEO) and how it can be used for promoting student teachers’ reflection as part of reflective practice. She has published several international articles in the field of teacher education and worked on many relevant international and national projects.
Outi Kyrö-Ämmälä
(PhD) works as a university lecturer in teacher Education at the Faculty of Education, University of Lapland. She is also acting a Vice-Dean responsible for teaching at the faculty. Kyrö-Ämmälä has played an integrative part in developing a research-based teacher education program at the University of Lapland. Her research interest is focused also in inclusive education. During last years, she has participated in several relevant international and national projects concerning inclusive education and the development of teacher education.
Suvi Lakkala
(PhD) is a senior lecturer in general education and teacher education at the University of Lapland. Her research interests cover inclusive education, inter-professional work, educational transitions and teachers’ professional development. She has several international and domestic publications in the field of inclusive education. She has worked on many international and national projects concerning inclusive education.
Rod Lane
is an Associate Professor and the Deputy Head of Department leading learning and teaching and in the Macquarie School of Education, Sydney, Australia. He has a PhD in Education, 24 years of experience teaching in secondary and higher education contexts and has an international profile for his research in conceptual change and educational assessment. Dr Lane has played a substantial role in advising Australian State and Federal Governments in pedagogy, curriculum and assessment. He has numerous awards for excellence in learning and teaching including an Australian Learning and Teaching Council (ALTC) Citation for Outstanding Contributions to Student Learning and is Senior Fellow of the Higher Education Academy (SFHEA).
Corinne Laverty
is a research librarian at Queen’s University Library in Kingston Ontario. She spent the last five years as Teaching & Learning Specialist at the Queen’s Centre for Teaching and Learning where she led a workshop series on educational research. The series is contributing to campus interest and accomplishment around the Scholarship of Teaching and Learning. Her current research projects include approaches to decolonizing post-secondary information literacy development and student perspectives on elements of an inclusive classroom.
Elizabeth A. Lee
recently retired from the faculty of education at Queen’s University. Her research interest is individual’s conceptualization of learning processes and has published papers across different domains, language development, library science, special education and literacy. Currently she is examining teachers’ perceptions of learning in an Anishinaabemowin immersion program.
Narelle Patton
is the Sub Dean Workplace Learning and Accreditation in the Faculty of Science at Charles Sturt University, Australia. Narelle’s teaching, research and leadership philosophy has evolved from her extensive professional, workplace learning, academic, research and leadership experience that has been grounded in a social justice framework and a genuine desire to assist people to reach their full potential in relation to wellbeing and education. Narelle’s research interests include professional practice, professional practice capabilities, learning and teaching strategies and workplace learning. Narelle researches in a qualitative paradigm utilising hermeneutics, phenomenology, and visual and creative research strategies to develop new understandings.
Jessica Raffoul
is a Learning Specialist with the Centre for Teaching and Learning at the University of Windsor. In this role, she designs and contributes to research, programs, and curricula that support teaching and learning, with a particular focus on the scholarship of teaching and learning, educational leadership, and reflective practice. She has participated in the organization of multiple national and international conferences, managed a national teaching and learning journal, coordinated programs, developed resources, disseminated research, and taught courses. She holds degrees and certificates in English literature, creative writing, philosophy, and higher education.
Whitney Ross
is an Educational Developer in the Centre for Academic Excellence at Niagara College specializing in inclusivity and culturally responsive teaching. Her research interests include qualitative explorations of equity and inclusion in higher education, change processes and institutional frameworks, and social networks in teaching and learning.
Nicola Simmons
is a faculty member in Educational Studies at Brock University. She has held national and international leadership roles in the Scholarship of Teaching and Learning and as past chair of the Educational Developers Caucus (EDC). Nicola focuses on SoTL and adult learning, development, and meaning-making. She is a 2017 3M National Teaching Fellow and a 2016 inaugural EDC Distinguished Educational Development Career Award winner. Currently, she holds a Brock Chancellor’s Chair for Teaching Excellence.
Jee Su Suh
is a PhD candidate in Neuroscience at McMaster University. Her doctoral research investigates biological indicators of diagnosis and treatment response in major depressive disorder, utilizing techniques in neuroimaging and machine learning. She was employed part-time as a Student Partner at the Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching from 2018-2019, working in partnership with Drs. Cherie Woolmer and Nancy E. Fenton. In addition to her work in biological psychiatry, she is continuing to pursue applications in social network analysis on functional neuroimaging data from healthy subjects.
Kim West
is a Learning & Development Specialist at the University of Saskatchewan. She has a BSc with Honors and a PhD in Earth Sciences. She has worked for nearly 20 years in the field of teaching and learning at the University of Saskatchewan as a coach/mentor of graduate students, instructor and curriculum designer of university teaching courses and programs, and as a sessional lecturer in geography and planning. Her current work supports people leaders at the University of Saskatchewan in the areas of trust, rapport, empathy, diversity, equity, inclusion, and mindful leadership practices.
Cherie Woolmer
is a Postdoctoral Research Fellow based at the MacPherson Institute at McMaster University, Canada and a Fellow of the International Society for Scholarship of Teaching and Learning (ISSoTL). She currently leads the Student Partnership Program at McMaster, involving over 200 faculty and students in projects to enhance teaching and learning. Prior to joining McMaster, Cherie worked in educational development in the United Kingdom, supporting faculty and undergraduate students in interdisciplinary research teams. Her research focuses on faculty-student partnerships is informed by critical pedagogy, socio-cultural approaches to change, and measuring the impact of pedagogical partnerships.