The Transformative Dialogues: Teaching and Learning Journal Review Board consists of members with a focus on teaching and learning with multidisciplinary relevance.
Our Review Board members all have appropriate characteristics from the following list:
- Affiliation with a learning-focused institution of higher education;
- Professional membership, commitment to professional discipline and continuous improvement;
- Terminal credentials, such as Red Seal, MFA, PhD, EdD, or other, including professional designations, technical qualifications and/or extensive experience;
- Publications, Conference Presentations, Shows, Performances, Installations, Projects, and other reflective scholarly works, particularly in international venues;
- Evidence relating to professionalism of teaching and learning.
Balbir Gurm, R.N., EdD
Laurel Tien, R.N., MA
Alice Macpherson, CQ, MA, PhD
TD Review Board Members
PhD (Education, University of Wollongong), firstname.lastname@example.org
Dr. Adrienne Huber is currently Senior Lecturer in Teacher Education Knowledge Building Community University of Wollongong Shoalhaven Campus. Adrienne has extensive experience both as an educator and as a psychologist, and has worked with people of all ages in both fields. She holds a PhD in Education from the University of Wollongong and is a registered psychologist in South Australia. She is a past president of the Australian College of Clinical Psychologists (Australian Capital Territory 1993-1994) and former Associate Director of the Centre for Applied Language and Literacy research at Edith Cowan University in Perth, Western Australia. In 2000 she designed and founded Sowilo Community High School in Perth, an innovative school for young people experiencing difficulties in mainstream schools in Grades 8-12. She has been a school principal, has worked as an educational consultant in Australia, Brazil and New York.
B.Sc. (Pharmacology, University College Dublin); M.Sc. (Toxicology, University of Birmingham); Ph.D. (Pharmacology, University of Alberta); [mailto:email@example.com]
Dr. Adrienne Wright is an Associate Teaching Professor (FSO III) in the Department of Biochemistry at the University of Alberta. She has a background in toxicology and pharmacology and has been teaching in the department since 2000. Her professional duties at the University of Alberta fall into three major categories: instruction, educational research, and course design and development.
Currently, she coordinates and teaches a large multi-section introductory biochemistry class (BIOCH 200) with an annual enrollment of over 1400 students and a senior laboratory course with an enrollment of 32 students. In these positions she is responsible for ensuring a consistent and fair teaching and evaluation process across all sections, collaborating with other instructors to ensure academic standards are maintained. The instructors in BIOCH 200 work consistently as a team, and are committed to the importance of this approach. In recognition of this, and of the improvements to the department’s teaching program, the instructional team of BIOCH 200 received the University of Alberta Teaching Unit Award in 2010. She has worked extensively over the last five years with John Wiley & Sons Inc., in the development and review of practice questions for their introductory biochemistry textbook, Essential Biochemistry.
B.Comm. (University of BC), MA (University of BC), firstname.lastname@example.org
Al Valleau is an English faculty member at KPU. His areas of interest include literature, racism, equity, faculty evaluation, writing and the process of teaching and learning. He has co-authored books on writing and made numerous presentations at a variety of conferences. He has been a program chair/coordinator at various post-secondary institutions across Canada and taught English for over 30 years. He is very involved in the faculty association and serves as chair of the Federation of Post Secondary Educators Pension Advisory Committee. As a member of KPU's faculty performance advisory committee, Al is immersed in the role of faculty in post secondary institutions. He also received the prestigious National Award: Secretary of State Prize for Excellence in Canadian Studies for Teaching College, 1985 (Shared by the six Quebec/Canada Studies Faculty Vanier College, Montreal).
B.Sc. (Honours), (University of Victoria); M.Sc. (McGill University); Ph.D. (University of British Columbia) email@example.com
Dr. Alice Cassidy is an educational developer and science educator. She has over 30 years’ experience in university teaching, workshop design and facilitation at post-secondary institutions and in the community, and coordination of educational projects and programs for universities, societies, industry and organizations. Her consulting practice, In View, features a website with tips for active engagement and resources about teaching and learning http://cassidyinview.wordpress.com/
Her areas of focus include participatory learning, course (re)design, improving teaching practice, instructional and narrative skills, sustainability education and leadership, and students as active collaborators in the scholarship of teaching and learning. She is an avid photographer and world traveller.
CQ (Ontario, BC), ID (BC), MA (Simon Fraser University), PhD (Simon Fraser University) Alice.Macpherson@kpu.ca
Alice Macpherson holds a PhD in Education combining Education and Leadership through an organizational development lens. She is currently a Learning Strategist with the Learning Centres at KPU, where she coaches and mentors students and faculty members to improve student learning and transfer of knowledge. Alice has worked with many facets of post-secondary and adult education in curriculum development, instructional design, and the development and delivery of professional development educational opportunities. She is a senior trainer in the International Instructional Skills Workshop Network (http://www.iswnetwork.ca/) and works with other trainers and facilitators from around the world to support the development of evidence based good teaching practices to promote positive learning environments. Her doctoral research looked at the Transformative effect on faculty participants of the Instructional Skills Workshop.
BA (St. Thomas University), MA. PhD (Carleton University), firstname.lastname@example.org
Dr. April McGrath is an Assistant Professor in the Department of Psychology at Mount Royal University. She received her PhD in social psychology from Carleton University in Ottawa, Canada in 2011. Within the department her primary teaching responsibilities are statistics and research methods, and she has also taught courses in social psychology. Her main areas of research include cognitive dissonance, writing and feedback, and statistics anxiety. Her work in the Scholarship of Teaching and Learning (SoTL) focuses on communication, and communication breakdowns, between students and instructors about writing through the feedback and revision process. She also has an interest in developing and assessing pedagogical practices aimed at helping students overcome statistics anxiety in order to improve their mastery of the topic. Recent work in this line of research has been completed with the support of the Nexen Scholars Program at Mount Royal University. Her work in the area of SoTL has been published in the Canadian Journal for the Scholarship of Teaching and Learning as well as the International Journal for the Scholarship of Teaching and Learning.
RN, EdD (University of BC), Balbir.Gurm@kpu.ca
Dr. Balbir Gurm is the founding editor-in-chief of Transformative Dialogues. She is chair of the International and Global Education Committee for the Division of Community and Health Studies at KPU and an award winning educator. Dr. Gurm has been honoured with the Teaching Excellence Award from the College of Registered Nurses of British Columbia (2000) and the NISOD Teaching Excellence Award from the University of Texas (2000). Her doctoral dissertation was a social audit of KPU. She analyzed the policies and practices that impact employee well-being. She is interested in how policies and culture impact organizational and societal practices. She currently teaches a fourth year course on social change and currently facilitates a change project in the community. She founded NEVR (Network to Eliminate Violence in Relationships) whose mission is to lead initiatives to intervene, reduce and ultimately eliminate the incidence of violence in relationships and shift societal norms that condone its prevalence (http://kpu.ca/NEVR). She has served on many committees and boards including Education Policy Chair, Federation of Post Secondary Educators’ of BC; member: Pension and Disability Tribunal, BC Parole Board, Canadian Cancer Society Board and vice-president Canada India Education Society . She is currently a member of City of Surrey’s Diversity Advisory Committee. Balbir is a passionate educator who believes that educational experiences are influenced by history and context, need to be grounded in reality and educators need to practice what they teach. Balbir raises issues of equity in many spheres including the equity in definitions, policies and practices. She most recently argued for multiple ways of knowing in teaching and learning, the need to value all knowing: aesthetic, empiric, ethic and personal (http://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss1/4/)
Betsy Newell Decyk
M.A., Ph.D. (Philosophy, Claremont Graduate University), email@example.com
Dr. Betsy Newell Decyk is a philosopher, with special interests in theory of knowledge and cognitive science as well as the history of modern philosophy. Dr. Decyk has taught lower division, upper division and graduate courses as well as served in faculty development as a project leader and been a campus leader for the Carnegie Institutional Leadership Program, Student Voices and is the Executive Director of the American Association of Philosophy Teachers. Dr. Decyk has been involved in teaching critical thinking courses for many years in a variety of venues including philosophy, psychology, science and honours. She has been a community mediator and is currently serving as Ombudsperson for California State University. Since 1990, Dr. Decyk has also been involved in the Scholarship of Teaching Learning projects and has always been dedicated to teaching well.
Deborah S. Kiceniuk
MMed.Ed. (University of Dundee, Scotland); PhD. (Dalhousie University) firstname.lastname@example.org
Dr. Kiceniuk is the Associate Director (Institutional Initiatives) for the Centre for Learning and Teaching, Dalhousie University, Halifax, NS, Canada. She is responsible for the institutional-wide development, implementation, and assessment of Student Engagement Initiatives (SEI) and the Student Ratings of Instruction (SRI). These two areas are directly related to the university strategic plan. This work is aimed at both undergraduate and graduate students at all 4 campuses. In this role Deborah is active in providing leadership for the development, implementation and evaluation of the new Student Ratings of Instruction (SRI) electronic system and the Student Engagement Initiatives (SEI) based on the needs of the university community and the university’s strategic plan. She also collaborates and consults with senior administration on a number of matters relating to the institutional implementation, management, evaluation, and policy development for SRI and SEI. Her research has been focused on two related areas: The first area concentrated on research projects in the area of education, including program development and evaluation, learning needs assessment, institutional change, and the history of medical education in Canada. The second was in health including unpaid or family care-giving in particular with patients with Alzheimer Disease in Nova Scotia, and End-of-life health care costs in Nova Scotia.
Fay Yokomizo Akindes
B.A. (Journalism – University of Hawaii at Manoa), M.A. (Telecommunications Management – Ohio University), Ph.D. (Mass Communication – Ohio University) email@example.com
Fay Yokomizo Akindes is Director of Systemwide Professional and Instructional Development at the University of Wisconsin System in Madison. Formerly she was Professor of Communication at the University of Wisconsin-Parkside where she taught for 20 years. She formerly chaired the Communication Department and directed the Center for Ethnic Studies for eight years. Her research problematizes communication and culture and has been published in Cultural Studies Critical Methodologies, Diegesis, Discourse, Qualitative Inquiry, and several book anthologies. She was a 2005 Fulbright Teaching Scholar at the University of Abomey-Calavi in Benin, West Africa. Prior to graduate school she worked for 11 years in broadcast marketing and promotion in San Diego (NPR) and Honolulu (CBS-TV and PBS). She earned her PhD in mass communications at Ohio University in Athens, Ohio, USA.
MEd (Masters in Educational Leadership, Qatar University), PhD (Curriculum and Learning, University of Calgary) firstname.lastname@example.org
Dr Frances Kalu is a Curriculum Development Specialist and faculty member at the Taylor Institute for Teaching and Learning, University of Calgary. In this role, she assists faculties, curriculum committees, and review teams with curriculum review and development projects. She also provides facilitative leadership in building capacity in faculty members understanding of the curriculum review process, develops resources for faculties, and provides individualized support. In the past, Frances worked as a Curriculum Development Specialist at the Cumming School of Medicine, where she developed the Physician Assistant Program. She also has extensive experience teaching in the K-12 system and higher education. Frances has a strong interest in developing foundational understanding of curriculum and the role curriculum plays in education. Her research interests also include identity development, intercultural competency among faculty members, and inclusive education.
BASc (Child Studies, University of Guelph), MSc (Rural Extension Studies, University of Guelph), EdD (Higher Education, OISE/University of Toronto), email@example.com
Jeanette McDonald is an Educational Researcher and Consultant at Queen's University in Kingston. She has worked in the field of educational development (ED) for more than 15 years at two other universities: Guelph and Laurier. A primary focus of her ED work is curriculum development, community building, and instructional support. Her teaching and ED philosophies are underpinned by collaboration, social constructivism, and appreciative inquiry. Currently, Jeanette serves as the partnerships chair on the STLHE (Society for Teaching and Learning in Higher Education) Board of Directors (2015-2019). Her research interests include pathways to educational development, collaborative learning, and teaching and learning in general. Most recently, Jeanette co-authored The Educational Developer's Portfolio (McDonald et al., 2016), the first in a series of educational development guides published by the EDC.
BA (Hon) in Psychology (University of Alberta), MA in Educational Psychology (Western University), PhD in Educational Psychology (Western University), firstname.lastname@example.org
Dr. Jennifer Boman is an Assistant Professor and Faculty Development Consultant in the Academic Development Centre at Mount Royal University. Her primary role is supporting the teaching development of faculty in the areas of classroom teaching, curriculum development, and assessment. She also teaches psychology courses at the undergraduate level. Jennifer’s educational background and experience are in educational psychology with a focus on assessment, program evaluation, and faculty and graduate student development. Her previous research investigated how instructional development programs help support the teaching effectiveness of graduate teaching assistants. Her current research interests include faculty and graduate student teaching development, faculty conceptions of assessment, and the impact of mentorship programs on undergraduate students. Prior to joining Mount Royal in 2010, she taught undergraduate psychology at King’s University College and Western University.
MBA (Southern Utah University), PhD (Northcentral University), email@example.com
Dr. Hunter is a Senior Instructional Designer at Southern Utah University and adjuncts in online education for another university. Her main scholarly work is in e-learning, including instructional design, development, and delivery, and professional development. Her areas of interest are authentic assessment, e-learning/e-training, instructional technology, interactivity, and high-quality online course delivery. She has been the Senior Instructional Designer at Southern Utah University since 2013 and earned her PhD in e-learning in 2017. Currently, Dr. Hunter is working on publishing a couple of scientific papers and co-authoring a book in e-learning and instructional delivery. Dr. Hunter has conducted training sessions for over 10 years and her master thesis was a training manual/program. Dr. Hunter has taught undergraduate courses in Business, Computers, Education, Event Planning, General Studies, Political Science, and Student Success. Dr. Hunter has taught master courses in Education, Public Administration, and Continuing Education.
BS Psychology, Tulane University; MS Technical Communication, North Carolina State University; PhD Public Policy, University of North Carolina at Chapel Hill Miller, Jennifer
Jennifer Miller is an Assistant Professor (Teaching) at the USC Sol Price School of Public Policy. She teaches courses on microeconomics and on policy formulation, implementation, and analysis. She is the lead faculty member responsible for design and direction of the Economics for Policy, Planning, and Development course in USC’s online Master of Public Administration program. Her teaching interests include data literacy and teamwork. As a doctoral student she received an Ueltschi Service Learning Course Development Grant and a Graduate Student Mentor Support Award. In 2015 she received a Teaching with Technology grant from USC’s Center for Scholarly Technology for development of a data-driven assignment for undergraduates. Her research focuses on policy related to employment and economic development. She is particularly interested in the scientific workforce and issues of labor substitution and complementarity, including automation, offshoring, and immigration. Her dissertation research focused on postdoctoral appointments and has been published in the Journal of Higher Education. She holds a doctorate in public policy from the University of North Carolina at Chapel Hill. Prior to earning her doctorate, she worked for IBM in human resources.
Jody D. Horn
B.S. (Criminal Justice – Arizona State University), M.S. (Justice Studies – Arizona State University), Ph.D. (Justice Studies – Arizona State University) Jhorn9@uco.edu
Jody D. Horn is the Assistant Director of the Center for Excellence in Transformative Teaching and Learning at the University of Central Oklahoma in Oklahoma. She has been involved with SoTL research for the past seven years. She presented her research on dimensions of transformative learning at the Carnegie Institute for the Scholarship of Teaching and Learning. She was a tenured professor and Chair for 15 years in a sociology and justice studies department prior to moving into faculty development full-time. She now works full-time on a university-wide initiative on assessing and measuring curricular and co-curricular transformative learning at the undergraduate level. She is also the Managing Editor of a new ejournal – the Journal of Transformative Learning. Her area of research involves threshold concepts, transformative learning, study abroad, and high impact practices. She is a member of the International Society for the Scholarship of Teaching and Learning (ISSOTL) and a member of the Student Engagement Interest Group.
B.Sc. (Honours, Biochemistry, University of Alberta); PhD (Biochemistry, Dalhousie University); firstname.lastname@example.org
Dr. Parrish is a Teaching Associate Professor at the University of Alberta in the Department of Biochemistry where he has been since 2007. His background is in structural biology and biochemistry and he also prepares biochemical and molecular illustrations and art. He has been teaching undergraduate biochemistry classes at the University of Alberta since 2006 and has been actively involved in teaching development and innovation and completed the Teaching Scholars Program in the Faculty of Medicine and Dentistry in 2013. He is also an avid cyclist and stamp collector.
DrMedSci, RM(CCM), email@example.com
Dr Judy Gnarpe is a Teaching Professor at the Department of Medical Microbiology & Immunology, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Canada. She completed her undergraduate degree in Medical Laboratory Sciences at the U of A, then received her PhD (DrMedSci) from the University of Uppsala in Sweden. She worked in the field of clinical microbiology for 23 years in Sweden before returning to Edmonton in 1999. She became interested in medical education and completed a post graduate diploma programin MedEd at the University of Dundee, Scotland. She is co-chair of the MMI education committee and program coordinator for the Graduate Teaching Program at the U of A. She previously served two years as one of four Faculty Associates with University Teaching Services and participated in a number of Teaching and Learning activities and committees. Her teaching interests are focussed primarily to the health professions, where she is course coordinator for medical microbiology courses directed to nursing, dental hygiene, medical and dentistry students. She has a large commitment overall to teaching undergraduate medical and dentistry students. One of her innovations is Brainspan, an asynchronous multiplayer game system which has been lauded as a great learning tool by students. Her current interest involve evaluation of educational innovations. Dr Gnarpe believes that engagement is the cornerstone of good teaching to ensure student success.
MA (University of Victoria), PhD (University of Alberta), KManarin@mtroyal.ca
Karen Manarin is Professor of English and General Education at Mount Royal University. She teaches a variety of writing and literature courses, including writing about images, critical writing and reading, literary theory, Romanticism, and the Gothic. Her current scholarship of teaching and learning projects explore how people read in various contexts, from a first-year general education class to a fourth-year seminar for English majors that focuses on original undergraduate research. She is also interested in processes of collaboration, having participated in several collaborative scholarship of teaching and learning projects. One of these projects is on critical reading across the General Education curriculum. This work, Critical Reading in Higher Education: Academic Goals and Social Engagement, was published in 2015 by Indiana University Press.
PhD (University of California - Berkley), firstname.lastname@example.org
Laura Cruz is an Associate Professor of History and the Director of the award-winning Coulter Faculty Commons at Western Carolina University (located approximately an hour from Asheville, NC) . She received her PhD from the University of California at Berkeley in 2001 and has published many books and articles in the field of Dutch history. Since joining the CFC, she publishes and presents regularly on history pedagogy, the Boyer model of scholarship, graduate student development, and organizational innovation in faculty development. She created and coordinates the annual national Boyer Retreat, held in Asheville every June.
She currently serves as Editor-in-Chief of MountainRise, the international journal for the scholarship of teaching and learning and as Assistant Editor of To Improve the Academy, POD's annual book-length publication.
RN, MA, Laurel.Tien@kpu.ca
Laurel is currently a faculty member in the BSN-PB Program at Kwantlen Polytechnic University and has been working in the areas of health, education and community development for over fifteen years, alongside her faculty position at Kwantlen Polytechnic University. Herteaching passions include transformative, arts-informed and technology-enhanced learning. She is in the second year of her second Masters degree, through SelfDesign Graduate Institute, where she is inquiring into student engagement using daily writes and field notes to develop/generate autoethnography data. Laurel says, "As I inquire into what I am calling ‘Meet Me at the Table’, I live concepts of autopoesis, integral learning, spiral dynamics, autoethnography, and creative rigour; all of these concepts thread through this experience. This research will assist me to operationalize best practice in technology-enhanced learning (online and blended), as well as contribute to the literature on integral education. This journey has inspired me to continue at the PhD level; I want to delve deeper into this inquiry, through consciousness studies and integral education, tentatively focussing on an Integral approach to blended learning."
BA (McMaster), TESL BEd (Brock), MA (Royal Roads), Lesley.Hemsworth@kpu.ca
Lesley Hemsworth has been an educator in a variety of settings for the past fourteen years. Currently, she is an instructor for KPU's English Language Studies Department with a focus on communication skills for internationally educated nurses, and academic reading and writing skills for non-native speakers of English. Recently, Lesley was Co-Chair of the Institutional Culture Team for KPU's Creating Our Future strategic planning initiative. Lesley has also been a teacher-trainer for TESOL programs, a district-level ESL specialist for students from Grades 6 through 12, and a facilitator for the Cuba Project through the British Columbia Teachers Federation's International Programs. Throughout her career she has embraced opportunities to engage in dialogue with others interested in fostering student success.
PhD (University of Ottawa), email@example.com
Dr. Lynn Taylor is an educational development specialist and the Vice-Provost (Teaching and Learning) at the University of Calgary. In her doctoral studies (Ottawa, 1992) she specialized in cognitive science theory and research methods, and in particular, in human problem solving. Over her career, her primary responsibilities have been for educational development, graduate teaching and supervision in the Post-secondary Education, and research. Her areas of practice and scholarship include: teaching and learning in higher education; educational development; the scholarship of teaching and learning; academic integrity; and academic leadership. Within Canada, Lynn is active in the Society for Teaching and Learning in Higher Education (STLHE) and is currently serving as Vice President (Scholarship of Teaching and Learning). Internationally, she is a founding member of the International Society for the Scholarship of Teaching and Learning, and serves on the editorial boards of MountainRise, The International Journal for the Scholarship of Teaching and Learning, Transformative Dialogues, and the International Journal for Academic Development.
PhD (University of Adelaide), firstname.lastname@example.org
Associate Professor Maree O'Keefe is a graduate of the University of Adelaide Medical School. She completed her specialist training in Paediatric medicine in Australia and Europe, and took up an academic appointment at the University of Adelaide in 1994. Her PhD in Medical Education was awarded in 2002. As an educator, a practising paediatrician and an Associate Dean Learning and Teaching, Dr. O'Keefe researches, develops and advocates effective teaching approaches and innovative curricula for medical students learning child and adolescent health. She also has responsibilities for the development and management of a range of University Learning and Teaching initiatives. To place the child and their family at the centre of student learning in Paediatrics, she has developed a unique range of learning approaches and course content for medical students. These innovations are built around active consumer involvement, patient-centred clinical skills and authentic experiential learning. She continues personal advocacy for the importance of the child and family's perspective in medical student learning, and provides leadership promoting excellence in learning and teaching. Maree has received institutional and national awards and research grants for her learning and teaching activities. She presents her research at international conferences, publishes invited commentary on learning and teaching, and acts as referee for international journals.
BA (University of Victoria), MA (Dalhousie University) email@example.com
Margy has been a librarian at Mount Royal since 1990. . She is currently part of an excellent team of faculty and staff, working primarily with students and faculty in the Faculty of Communication Studies, including programs in Broadcasting, Public Relations, Information Design, and Journalism to provide a range of course-integrated research classes and informal point-of-need instruction in a variety of real and virtual environments. Through her research on information literacy and reading she has become involved with MRU's Institute for Scholarship of Teaching and Learning. She has been active scholar in SoTL presenting at a number of conferences, and working with various ISSOTL committees. She is also involved with campus-wide initiatives on the evaluation of teaching, and the promotion faculty professional development through faculty peer mentoring triads. Her not so hidden agenda is to build bridges between information literacy instruction,(ILI), Evidence-based library and information practice (EBLIP) and SoTL.
PhD in Education (University of Liege, Belgium), firstname.lastname@example.org
Professor at the University of Liege, Dr Poumay is the Director of LabSET-ULg, a 35 people research and development unit. She also coordinates, together with D. Leclercq, the Master in Higher Education Pedagogy (60 ECTS) aiming at professionalizing higher education teachers on a Scholarship of Teaching and Learning model. She has specialized in higher education instructional design, instructional development and eLearning. The coordination of the Master in Higher Education Pedagogy includes curriculum design and annual adaptations, contacts with international partners for setting up collaborations, monitoring of the programme and continuing writing of course contents, on the basis of recent literature and internal experiences. It also included 52 jurys from 2002. As the Director of the LabSET team, Dr Poumay targets the deployment of eLearning in its own institution, but also at partners organisations, in Belgium and in Europe. The team always focuses on the pedagogical quality of the developed environments and on training the designers, future teachers, coaches and online tutors. External grants of more than 1M Euros per year allow LabSET to conduct research and maintain an important scientific activity. It implies to imagine new research streams, to set up innovative projects and to deal wit the consequent financial and human management issues. Marianne Poumay also acts as an evaluator in European programmes. She is a member of several associations (including POD, EDEN, HERDSA, AIPU, ADMEE, ABC-EDUC, BSQ), participates to scientific committees, conferences, congresses and seminars. Last but not least, in order to "practice what we preach", she initiated an internal professionalization plan for the LabSET team itself.
BSc, PGLib, MCLIP, MEd, ILTM, email@example.com
Martin Jenkins is Head of Academic Development at Coventry University. Academic Development support the strategic implementation of the University Education Strategy and deliver the Postgraduate Certificate in Academic Practice in Higher Education. Previously he has been Manager of the Centre for Educational Development at Christchurch Polytechnic Institute of Technology, New Zealand; Academic Manager for the Centre for Active Learning (CeAL) at the University of Gloucestershire in the UK. CeAL was one of the Centres for Excellence in Teaching and Learning created in England. Martin has also been Head of Learning Technology Support at the University of Gloucestershire. He started his career as a librarian and from this interest has maintained an interest in skills development. He has presented at conferences internationally and published in the areas of e-learning, specifically around the management and implementation of new technologies. His current research interests are focused on the use of digital storytelling for student reflection; the use of learning design as a means of disseminating and sharing e-learning practice; and variation in staff approaches to teaching and learning when introducing new technologies. Martin was awarded a National Teaching Fellowship in 2004, and was Visiting Professor at Edge Hill University, UK.
Ph.D. (North Dakota State University) Ph.D. (University of Chieti-Pescara, Italy) firstname.lastname@example.org
Massimo Verzella is Assistant Professor of Composition at Penn State Erie, the Behrend College. He received a Ph.D. in Rhetoric, Writing and Culture from North Dakota State University and a Ph.D. in English language and literature from the University of Chieti-Pescara, Italy. He is currently serving as the coordinator of English composition courses at Penn State Behrend. His main areas of interest are writing pedagogy, translation, intercultural communication, cross-cultural rhetorics, and applied linguistics. Massimo is a member of the Trans-Atlantic and Pacific Project (TAPP), a grassroots organization of teachers who organize international projects by linking classes in the U.S. with classes overseas. The umbrella term for this type of collaborative projects is “virtual exchange.” Virtual exchange can be a key initiative within internationalization-at-home programs that stimulate the development of intercultural competencies at no cost for students and institutions. Massimo’s research explores how virtual exchange projects foster global citizenship, intercultural awareness, and cosmopolitan open-mindedness.
B.A. (English - University of New Mexico), M.A. (English - University of Georgia), Ph.D. (English - University of Georgia), email@example.com
Nancy Chick is the University Chair in Teaching and Learning, and academic director, Taylor Institute for Teaching and Learning at the University of Calgary. She is internationally recognized for her contributions to teaching and learning through keynote addresses, workshops, and coaching inquiry and writing processes, as well as her own publications. Nancy is also an excellent teacher of literary study, American literature, women’s and gender studies, and graduate pedagogy courses. In her current role, Nancy provides academic vision and leadership for the work of the Taylor Institute for Teaching and Learning. She cultivates an institute community that is actively engaged in integrating teaching and research to better understand and improve student learning within the university. As university chair, Nancy facilitates engagement in the scholarship of teaching and learning across the institution and beyond, and collaborates with colleagues at the University of Calgary to realize the vision for the Taylor Institute for Teaching and Learning to ensure opportunities for teaching development, scholarship, and leadership, as well as student engagement in research, inquiry, and creative initiatives and in experiential learning, more broadly. Beginning with a rare graduate student program on teaching, learning, and the scholarship of teaching and learning (SoTL), she has been involved with various forms of pedagogy-centred faculty development for over 20 years. Her areas of research and practice include SoTL, literary learning, signature pedagogies, diversity learning, and the feminist classroom. She has published in a variety of peer-reviewed journals and books, and co-edited and contributed chapters to two books on signature pedagogies. She was on the Board of Directors for the International Society for the Scholarship of Teaching and Learning (ISSOTL) until 2012 and is founding co-editor of Teaching & Learning Inquiry, the ISSOTL journal.
BA, ELTE (Hungary), MA, PhD (Minnesota) Nanda.Dimitrov@uwo.ca
Nanda Dimitrov is the Associate Director of the Teaching Support Centre at Western University and adjunct research scholar in the Centre for Research on Teaching and Learning in Higher Education. Her work as an educational developer focuses on graduate education, the preparation of future faculty, and mentorship across cultures. Her most recent publications have explored the development of disciplinary communication competence among graduate students, the impact of International TA training programs, and the development of intercultural teaching competence. She is also the author of the Western Guide to Mentoring Across Cultures, a handbook for faculty members who supervise graduate students from cultures different from their own. As an intercultural communication scholar, Nanda has conducted research about the cultural adaptation of immigrants, and facilitated the transition of students and faculty from more than fifty countries. She is a trainer in the Instructional Skills Development Workshop Network, and has facilitated sessions on educational research and educational development at STLHE, EDC and ICED, and has been invited to speak about her work on mentorship across cultures by a number of Canadian institutions, including Simon Fraser University, Algoma University, the University of Waterloo, and Wilfrid Laurier University. Nanda has served as a reviewer for Studies in Graduate and Professional Student Development (New Forums Press) for the past four years.
BA (English/Language Arts - University of Alberta), MA (Instructional Design- University of Saskatchewan, PhD (Educational Technology- University of Calgary, firstname.lastname@example.org
I have been a curriculum development consultant with the Taylor Institute for Teaching and Learning at the University of Calgary for the past three years. I work with curriculum committees as they review their programs to identify strengths and areas for improvement, which I find to be interesting, challenging, and impactful. Currently I am examining different ways of representing complex curriculum data sets in ways that foster insightful curriculum discussions. As a faculty member I also have research and service components to my position. I also teach as a sessional instructor in Education, typically in learning sciences and curriculum courses. Recently I taught an online graduate course in program evaluation. Previously, I was an Instructional Designer at the University of Calgary for approximately eight years. In this role I worked with instructors on course design projects, offered workshops on teaching online and course design, and coordinated a team of four people. My thesis related to blended professional learning development, and more specifically, how communities of practice affected deep and surface approaches to learning. I received my PhD in 2013 from the University of Calgary.
Rebecca Hardesty is a PhD Candidate in Communication and Science Studies at the University of California, San Diego. Her work focuses on the communicative practices between scientists in educational contexts. In her dissertation work, she employed participant observation ethnography to study how biologists develop and communicate standards for successful sounds to trainees. Her work engages with topics in science and technology studies, the scholarship of teaching and learning (SoTL), and the philosophy of science in practice. She has an ongoing collaboration with UC San Diego’s Center for Engaged Teaching where she has used ethnographic methods to study course design and student-instructor interaction. Rebecca has received support from the Institute of Arts and Humanities to organize an interdisciplinary multi-year working group on the philosophy of science in practice. She has also organized a conference for UC San Diego’s Science Studies Program on interdisciplinary approaches to studying science. Rebecca enjoys video games and has taught a course on this topic which has led to several academic collaborations with former students.
Renee Michael is Professor of Psychology at Rockhurst University in Kansas City, Missouri, USA. She received her Ph.D. in Psychology from the University of Nebraska-Lincoln in 1991 where she researched different forms of learning in children. She teaches courses in Social Psychology, Psychology of Gender, Cross-Cultural Psychology and Research Methods. From 2002-2007, Dr. Michael served as Psychology Department Chair and from 2007-2009 she was Associate Dean for the College of Arts & Sciences. After returning to the faculty she was appointed as the Director of the Center for Teaching Excellence where she works with instructors on issues of teaching and student learning. She has presented and published in national and international outlets on issues of teaching and has mentored faculty from other institutions on their teaching and learning projects. In 2005, Dr. Michael received the Missouri Governor’s Award for Teaching and was a CASTL Scholar (Carnegie Academy for the Scholarship of Teaching and Learning) in the 2005-2006 cohort. In her spare time, Renee enjoys travel, good restaurants, live music, and tending to the 100-year old house she shares with Dan and their two cats.
B.Ed., M.A. email@example.com
Roselynn is currently completing a PhD in Educational Studies from the University of British Columbia (UBC). She holds a Master of Arts degree in Society Culture and Politics in Education from UBC, a Bachelor of Education Degree from the University of Victoria (UVic), and she is a licensed practicing teacher with the BC Ministry of Education. Roselynn has several years of experience as an educator, facilitator, and curriculum developer and she is a certified Instructional Skills Workshop Facilitator and Facilitator Development Workshop Trainer. She has worked both locally and internationally in formal and informal educational settings. Currently, she is a Curriculum Consultant with the UBC Centre for Teaching Learning and Technology. Roselynn's work has been published in several journals including: The Journal on Centers for Teaching and Learning, The Canadian Journal of Native Education, and In Factis Pax.
Sarah E. Schoper
B.S., M.S., Ph.D. firstname.lastname@example.org
Sarah Schoper is an Assistant Professor of College Student Personnel (CSP) in the Department of Education Studies at Western Illinois University. Sarah worked for ten years as a practitioner at various institutions in the areas of: fraternity and sorority life, student activities, new student programs, commuter affairs, and leadership programs. Her research interests include transformative learning and self-authorship theory for graduate students, new and current professionals, and first generation college students. Sarah frequently presents at professional conferences and consults with colleges and universities regarding transformative learning. She serves as an expert presenter for the American Student Government Association (ASGA), the Harbor Institute, and is an invited blogger for The Student Affairs Collective. In 2012, she was awarded an Honoring Our Professors in Excellence award from University Housing and Dining Services, and an award from the Center for Innovative Teaching and Research for Best in Track Research and Development Activities at Western Illinois University. In 2013, she was selected as an Annuit Coeptis Emerging Scholar (ACPA).
PhD (Simon Fraser University), email@example.com
Dr. Stephanie Chu has donned multiple hats in post-secondary teaching and learning over the past two decades: i.e. teaching undergraduate preservice teachers, collaborating in curriculum development and instructional design, planning and implementing teaching development initiatives at multiple levels, working with individual instructors and being a learner herself. These experiences and a background in educational psychology enable Stephanie to appreciate multiple perspectives and existing contexts and to adopt a developmental approach for change to occur over time. At Simon Fraser University, Stephanie was a Program Director in the Learning and Instructional Development Centre with responsibilities for initiatives related to online learning or teaching development, such as the Certificate in University Teaching and Learning (for graduate students). A regular instructor in the Certificate program, Stephanie has also been an occasional Sessional Instructor at SFU. Currently, Stephanie is the Associate Vice Provost, Teaching and Learning at Kwantlen Polytechnic University. Over the past decade, Stephanie has served on institutional, provincial and national organizations related to innovations in education or teaching development.
MA (Education, University of Toronto), PhD (c), firstname.lastname@example.org
Stephanie has joined Georgian College as Dean, Human Services and Community Safety. Moving from Sheridan College, where she started in 2004 as a faculty member in Police Foundations, teaching across various other programs including Social Service Worker and Child and Youth Worker, to Humber College where she is an Associate Dean, overseeing programs in Public Safety. She was the Associate Dean, Teaching and Learning, Centre for Teaching and Learning, at Sheridan College from 2012-2015 as well as the Associate Dean, School of Public Safety. Stephanie holds a Master of Education from the University of Toronto, her professional credential as a Police Constable from the Ontario Police College and a Bachelor of Social Work from Ryerson University. Stephanie is currently pursuing her doctoral studies at the University of Toronto in Educational Administration focusing on leadership, equity and teaching and learning. In her tenure with the Centre for Teaching and Learning, Stephanie has expanded the repertoire of offerings to respond to and engage with experienced faculty at Sheridan. Stephanie believes that teaching and learning is broadly defined and has offered teaching and learning sessions to faculty and staff that have classroom instruction as part of their purview. With an interest in sense making, Stephanie encourages faculty to engage in praxis to recognize and explore how our lived experiences and stories inform our teaching. Conference presentations include The Chair Academy (2012), Teaching Professor (2013, considered one of the top 20 presentations in 2013), Leadership and Policy in Contemporary Educational Institutions: Leadership, Adult and Higher Education Student Conference, May 2014. Stephanie is a sought after consultant on teaching and learning and her work on equity and implications for teaching and learning is used with faculty in various institutions, including Red College in Alberta.
Suzanne Le-May Sheffield
Suzanne Le-May Sheffield is currently the Director of the Centre for Learning and Teaching at Dalhousie University, Halifax, Nova Scotia. She holds a PhD in history from York University, Toronto. She has 14 years experience as an educational developer and 10 years of teaching experience at the university level. In her educational development practice she fosters faculty teaching development through workshops, the annual New Faculty orientation and Dalhousie conference, and consultations. She supports graduate students through the Dalhousie Certificate in University Teaching and Learning (including teaching the ‘Teaching and Learning in Higher Education' course annually). She is responsible for the daily running of the Centre and supports the on-going work of Centre staff. She has been, and continues to be, a member of numerous Faculty and university-wide committees. Beyond Dalhousie, Dr. Sheffield is a member of both STLHE and EDC and attends those conferences on an annual basis. She recently had an opportunity to attend and present at ISSOTL. She is the eastern-member at large for the special interest group of STLHE: Teaching Assistant and Graduate Student Advancement (TAGSA) and is currently on the EDC working group exploring program accreditation. She has published books and article in her field of history, as well as given numerous educational development and higher education conference presentations. As well as having published several articles on higher education and educational development topics in peer-reviewed journals, she is currently involved in a number of projects that will be submitted for publication as they reach completion. She has long reviewed manuscripts for history journals and, over the last few years, for teaching and learning journals.
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