Mandy Frake is the Director of Teaching Development in the Teaching Commons at York University. She provides strategic and operational leadership to guide faculty programming in Decolonization, Equity, Diversity, and Inclusion (DEDI), modes of delivery and student engagement, assessment, Artificial Intelligence (AI), and the scholarship of teaching and learning. An international scholar in teaching and learning, she holds a PhD from York University’s Faculty of Education, where she studied educational policy and the political economy of higher education. In 2020, she was recognized by the International Society for the Scholarship of Teaching and Learning as a Fellow for her leadership and work across the field. Prior to her directorship, Frake taught at multiple universities in both faculties of applied health science and education.  

Jennifer Friberg-Fort is the Cross Endowed Chair in the Scholarship of Teaching and Learning and Professor of Communication Sciences and Disorders at Illinois State University in Normal, Illinois. She is the co-editor of Scholarship of Teaching and Learning in Communication Sciences and Disorders (2024), Going Public Reconsidered: Engaging the World Beyond Academe Through the Scholarship of Teaching and Learning (2022), and Evidence-Based Education in the Classroom: Examples from Clinical Disciplines (2022). Friberg-Fort is a founding editorial board member of the journal Teaching and Learning in Communication Sciences & Disorders. 

Kelvin Chan is Assistant Professor in the Department of Mathematics at the University of Western Ontario. He enjoys teaching and coordinating large-enrollment first-year courses. His projects in the scholarship of teaching and learning aim to understand meaningful student engagement and develop effective strategies for teaching problem-solving skills.  

Boise State University Director of Educational Development Teresa Focarile is the Director of Educational Development at Boise State University’s Center for Teaching and Learning. Her scholarly work has focused on how educational developers can support institutional efforts such as program assessment and concurrent enrollment, as well as designing programs for adjunct faculty. At the Center for Teaching and Learning, she supports a variety of university-wide efforts, including the Course Design Institute, the Great Ideas for Teaching and Learning Symposium, and Program Assessment Reporting. She has taught at the college level for twenty years, the past fourteen for Boise State University and the previous six for the University of Connecticut.  

Jeong Il Cho is Professor of Special Education in the Department of Teacher Education in the School of Education at Purdue University Fort Wayne. She teaches undergraduate and graduate courses in special education. Her research focuses on the systematic development of effective and positive learning environments for K–12 students with disabilities, as well as for students in higher education. Her work has been published in professional journals including the Journal of Scholarship of Teaching and Learning, Childhood Education, Journal on Excellence in College Teaching, International Journal of the Scholarship of Teaching and Learning, and International Education Studies.  

Madeline Keyser is the Book Arts & Historic Pressroom Librarian and Curator of Rare Books at Texas A&M University’s Cushing Memorial Library & Archives. She earned her Master of Library Science and MA in Comparative Literature from Indiana University in 2020, and is currently completing her PhD in Comparative Literature at IU.

Since 2017, Bethany Lisi has consulted with faculty in over sixty different disciplines on their teaching practices as the Assistant Director of the Center for Teaching & Learning at the University of Massachusetts Amherst. Beth teaches undergraduate first-year seminars and discovery seminars in the Commonwealth Honors College and is an adjunct instructor in the College of Education, where she has taught asynchronous graduate courses in the higher education program. She is the author of The Call to Curiosity: An Illustrated Guide to Awakening Student Learning, which is part of the University of Oklahoma Press’s Teaching, Engaging, and Thriving in Higher Ed series.  

Natasha May has a PhD in mathematics and has been teaching as a course instructor at York University for over ten years, in addition to her role as a teaching development associate. Natasha believes in creating classroom environments where students feel comfortable trying to solve problems or apply concepts and skills, regardless of how prepared they feel, and where they recognize that making mistakes is both acceptable and productive in a safe environment. One way to create these safer environments is through the use of Transparency in Learning and Teaching (TILT Higher Ed) and ungrading methods. 

Sarah Pedzinski directs the First-Year Seminar and Transition to College Summer Program at Indiana University Bloomington. Prior to leading transition-to-college initiatives, she designed and taught introductory writing and literature courses, earning several teaching awards for her work in the classroom. She also worked at Indiana University’s Center for Innovative Teaching and Learning, where she developed programming focused on student-centered course design, active learning, and student-faculty partnerships. In her current role, Sarah leads the design and implementation of first-year experience programs, including faculty development initiatives, peer leader programs, and student-centered curricula that support academic engagement, belonging, and student success. She particularly enjoys collaborating with faculty across disciplines to make the hidden curriculum visible through transparent, evidence-informed teaching practices.  

Erin Rausch (she/her) serves in the Office of Community Engagement and Belonging, part of the Office of the Provost. Prior to this role, she worked with the Center for Teaching and Learning in the Service-Learning program. Before Boise State University, Erin directed a community center at the University of the Pacific, where her work focused on leadership, education, and service. Erin earned a Master of Science in Health Education, with a focus on adolescence and substance abuse. Her professional work has focused on faculty support and development, community building, service, social advocacy, student development, and leadership. Erin wants nothing more than for folks to become educated citizens of our global community.  

Natalia Rybas is Professor of Communication Studies at Indiana University East, and her academic work focuses on digital media and culture. Her research examines technology, identity, and cultural practices from a critical perspective. Rybas’s scholarship has been published in journals and edited collections, including Feminist Media Studies, Qualitative Inquiry, Forum: Qualitative Social Research, M/C Journal, and New Directions for Teaching and Learning. Rybas is passionate about helping students develop critical thinking, digital literacy, and professional communication skills that prepare them for success. She teaches undergraduate and graduate courses such as New Media, Digital Media Responsibilities, and Cross-Cultural Communication. Her work emphasizes experiential and reflective learning, and she is particularly interested in the social and ethical implications of technology, feminist pedagogy, and critical media studies. In addition to teaching, Rybas is actively involved in curriculum development, online learning design, and academic leadership. She has led initiatives to enhance student engagement through innovative assignments, portfolio-based assessment, and collaborative learning activities.  

Sergey Rybas teaches rhetoric and professional writing at Capital University in Columbus, Ohio. His research focuses on power, subjectivity, and identity in digitally mediated environments; online community performance; technology-enabled teaching and learning; and distance education administration. He has also examined the politics, practices, and performances of nationality and nationalism, with particular attention to national identity and difference in Ukraine and Russia. Recognizing the relevance of this work across the humanities and social sciences, he advocates critical cultural literacy as a foundational goal of interdisciplinary and intercultural dialogue about the production, dissemination, and interpretation of knowledge.  

Lauren Scharff is the Director of the Scholarship of Teaching and Learning Program and Professor of Behavioral Sciences at the United States Air Force Academy, where she has worked since 2008. Prior to that, she was a professor of psychology at Stephen F. Austin State University, beginning in 1993. She completed her PhD in Human Experimental Psychology at the University of Texas at Austin. Courses taught include introductory psychology, leadership, research methods, biopsychology, perception, and a wicked problems honors capstone. Her current research focuses on a variety of topics within SoTL, with an emphasis on metacognitive instruction and the science of learning. Scharff is past president of the Southwestern Psychological Association and served as the United States Regional Vice President for the International Society for the Scholarship of Teaching and Learning. Her awards include the Florence L. Denmark Psi Chi National Faculty Advisor Award, the Gary Poole Distinguished Reviewer Award for Teaching and Learning Inquiry, and the Distinguished Service Award for ISSOTL. She is co-creator of the award-winning Improve with Metacognition website.  

Sean Sidky is Visiting Assistant Professor of Judaic Studies in the Academy of Transdisciplinary Studies at Virginia Tech. His research focuses on American Judaism, Jewish literatures in Yiddish and English, and the Holocaust. He is currently writing a book that examines how the Yiddish literary community of the United States responded to the Holocaust while it was still underway and how their writing, especially poetry, challenges the ways scholars write and think about what it means to use art and literature to respond to the Holocaust. He also writes about inclusive teaching, pedagogy, and course development. His work can be found in Studies in American Jewish Literature, Genocide Studies and Prevention, and a number of edited volumes. He teaches courses on Judaism, including history, religion, and culture; the Holocaust; religion in the United States; and popular culture.  

Mike Stefancic is Director of Academic Success in Boise State University’s School of Public Service, leading efforts to integrate advising, experiential and career learning across student degrees. With over a decade of experience in service-learning, faculty development, and partnerships, he has facilitated workshops on reflection, course design, community engagement, and risk management. Formerly an environmental educator nationwide, he continues to consult on experiential program design for higher education. Recognized for civic engagement and volunteerism at the university and state levels, Mike is committed to bridging academia and experiential learning to prepare students for impactful public service careers.  

Taren Wellman is a U.S. Air Force Judge Advocate and Associate Professor at the United States Air Force Academy. She directs the Academy’s Leadership and Conflict Resolution Program. In previous assignments, Lieutenant Colonel Wellman served as a labor and employment law advisor, prosecutor, and criminal defense counsel.  

Mary-Ann Winkelmes is the Founder, Director, and Principal Investigator of the Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed). She has provided hundreds of keynote addresses and invited workshops at colleges, universities, philanthropic institutions, and learning organizations in the United States and abroad, working with students, instructors, staff, and leadership to support small, evidence-based changes to education and institutional planning that yield significant success. Winkelmes served two terms as a senior fellow of the American Association of Colleges & Universities, as an executive board member of Nevada Humanities, as an elected member of the Board of Directors of the Professional and Organizational Development Network in Higher Education, and as chair of its Research Committee. She has held senior leadership roles in campus teaching centers at Harvard University, the University of Chicago, the University of Illinois, the University of Nevada Las Vegas, and Brandeis University. She has offered instruction in the history and art history departments at most of those institutions. Winkelmes has also published on the history of art and architecture in Renaissance Italy, Benedictine church design and decoration, and acoustics. She holds a PhD from Harvard University.