Janice Miller-Young is a Professor in Mechanical Engineering and has been involved in SoTL since 2009 when she participated in Mount Royal University’s inaugural SoTL Scholars program. Since then she has collaborated on many SoTL projects, investigating both student and faculty learning. She has written about her own experience getting started in SoTL, has contributed to highly-downloaded literature intended to assist others engaging in this multidisciplinary space (e.g. Miller-Young and Yeo 2015), and recently co-authored a SoTL research methods book. In addition, she has participated in and facilitated SoTL workshops, collaborative writing groups, served as an associate editor of CJSoTL, and a program chair for ISSOTL and STLHE conferences. Her current SoTL work tends to focus on engineering education at the classroom and program levels. She is a mother of three, wife, gardener, and sewing enthusiast.

Nancy Chick is a SoTL scholar, scholarly teacher, and faculty developer. In 2011, she left full-time faculty work as an English professor to focus on the scholarship of teaching and learning (SoTL) and faculty development first at Vanderbilt University, then the University of Calgary, and now at Rollins College in Winter Park, Florida. She has authored and co-authored numerous articles and book chapters on the results of SoTL projects and on the field of SoTL, and has an extensive editing background in both journals and books. She is currently writing (with Peter Felten and Katarina Mårtensson) The SoTL Guide: An Introduction to Doing and Understanding the Scholarship of Teaching and Learning, which will be published in early 2025. From 2019-22, she served on the ISSOTL presidential team and (with Chng Huang Hoon) as ISSOTL co-president during 2020-21—at the height of the pandemic—and is currently ISSOTL’s inaugural historian. She was presented with an ISSOTL Distinguished Service Award in 2017.

Sophia Abbot is a doctoral candidate in the Higher Education program at George Mason University (Virginia, USA). She currently works as a graduate assistant in George Mason’s Stearns Center for Teaching and Learning, where she is a member of the Anti-Racist and Inclusive Teaching team, supporting resource development and assessment. Sophia has studied SoTL, inclusive pedagogy, and students’ perspectives on higher education for the last decade, focusing particularly on pedagogical partnerships and co-creation among students and faculty. She is the co-editor (with Lucy Mercer-Mapstone) of The Power of Partnerships: Students, Staff, and Faculty Revolutionizing Higher Education (Elon University’s Open Access Book Series 2020) and she has written and presented extensively on partnership, SoTL, and educational development. She currently serves on the International Advisory Board for the International Journal for Students as Partners (IJSaP), as a special projects associate for the journal Teaching and Learning Inquiry, and as a co-chair of the International Society for the Scholarship of Teaching and Learning’s (ISSOTL) Student Engagement and Co-Inquiry Interest Group.

Paula Baron is Professor Emerita of La Trobe University, Melbourne, and a Principal Fellow of the UK Higher Education Academy (PFHEA). Paula’s discipline is law and she has held senior positions in law schools at a number of universities in Australia and New Zealand. She also holds a national reputation for teaching quality and prior to her retirement, served as Pro Vice Chancellor Learning Quality and Innovation at La Trobe University. Paula has published extensively in the discipline of law in areas of legal ethics and professionalism, learning and teaching in law, company law, contract law and intellectual property law. Her recent research collaborations with Dr. Silvia McCormack have covered various aspects of tertiary education,  including the scholarship of teaching and learning, the place of humanities in universities, and the effects of employability on tertiary education.

Eileen De Courcy has over thirty years of experience working as a teacher and administrator in the secondary school system, university, and college sectors. Specifically, as a member of the college community, Eileen has spent over half of her professional career in progressive leadership roles focused on faculty professional development, teacher training, curriculum development and innovative teaching and learning. In her current role as Vice President Academic, at George Brown College in Toronto, Ontario, Eileen is responsible for the leadership of the academic division. Eileen has always been keenly focused on building institutional capacity in SoTL. In a previous role, Eileen launched a department dedicated exclusively to the advancement of SoTL; a first in the Ontario college system. Eileen has several peer-reviewed publications and conference presentations with research interests in teaching and learning innovation, teaching excellence, faculty development, and the human-tech relationship. Eileen holds a BA in English and Theatre Studies, a BEd in Adult Education, a MA in Education Administration, and a PhD in Curriculum and Pedagogy focusing on the human-tech relationship and the contextual factors that influence innovative teaching and learning in sociotechnical systems.

Dr. Michelle J. Eady is a professor in the School of Education at the University of Wollongong, Australia. She is a Higher Education Research and Development Society of Australasia (HERDSA) and International Society for the Scholarship of Teaching & Learning (ISSOTL) fellow, and is part of the Senior Fellowship of the Higher Education Academy (SFHEA). Michelle, the president of the International Society for the Scholarship of Teaching and Learning (ISSOTL), holds a national teaching citation for her work in quality teacher preparation. Her research interests include the scholarship of teaching and learning (SoTL), work-integrated learning (WIL), Indigenous studies, and current issues in education.

Matt Fisher is a professor of chemistry at Saint Vincent College. He received a bachelor’s degree in biochemistry from Temple University in 1982 and a PhD in biochemistry from the University of Wisconsin-Madison in 1990. Matt served as department chair for seven years and the director of Saint Vincent College’s Teaching Enhancement and Mentoring program for a similar length of time. He was a 2005 Carnegie Scholar and spent the 2005-2006 academic year working on a project focused on integrative learning in undergraduate biochemistry. Matt has been involved with the National Center for Science and Civic Engagement and its signature project SENCER (Science Education for New Civic Engagements and Responsibilities) for over two decades, serving as a senior fellow coordinating NCSCE’s efforts in the scholarship of teaching and learning and co-editor-in-chief of the Center’s Science Education and Civic Engagement: An International Journal. He has given presentations at conferences and facilitated workshops on integrative learning in the context of undergraduate science courses, published several book chapters on his work in SENCER, and is co-author (with Jacqueline Dewar and Curtis Bennett) of The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians. Matt was recognized as a fellow of the American Chemical Society in 2015.

Bruce Gillespie is a teaching fellow and associate professor of user experience design at Wilfrid Laurier University in Brantford, Ontario, Canada. His research focuses on literary journalism, journalism ethics, journalism education, and the scholarship of teaching and learning (SoTL). His work has been published in a range of journals and books, including Literary Journalism Studies, Teaching & Learning Inquiry, and The Routledge Companion to Journalism Ethics. He is the author of “News Writing and Reporting: An Introduction to Skills and Theory” (Oxford University Press), and he has edited three collections of personal essays about the 21st century family, including “A Family By Any Other Name: Exploring Queer Relationships” (Touchwood Editions).

Michelle Goodridge is the head of User and Access Services at Wilfrid Laurier University library. She holds a Master of Arts in History (2011) and a Master of Library and Information Science (2014) – both from The University of Western Ontario. She has over a decade of experience working in academic libraries with over three years of experience as a contract teaching faculty member in game design and development. Michelle focuses a large amount of her time and energy on outreach and teaching both on- and off-campus, and seeks to create unique and non-traditional partnerships, such as her work with bringing together academic and public libraries.

Corinne is a lecturer in academic development with the Teaching Innovation Unit at the University of South Australia (UniSA). An early career researcher and educator, she often takes on the role of critical friend to prompt university educators to be intentional in their approach to teaching and learning by articulating what they are doing and why. Corinne has relished opportunities to collaborate with local and international colleagues on projects in the fields of academic development, teacher education, and the scholarship of teaching and learning (SoTL). Her research interests include teaching and learning professional development, school-university partnerships, and SoTL projects.

Shirley (she/her) has been engaged as an educational developer and a curriculum developer at Wilfrid Laurier University over the past decade. As an educational developer, Shirley has worked closely with faculty interested in the pursuit of teaching excellence, advising them on best practices for course design, pedagogical innovation, and learner-centered approaches to teaching and learning. Shirley has over sixteen years of teaching experience in higher education, teaching in landscape architecture and user experience design, with a keen passion for creative endeavours. Shirley holds both a bachelor’s degree and master’s degree in Landscape Architecture from the University of Guelph, and is pursuing a PhD in human geography on a part-time basis at Wilfrid Laurier University. Shirley has contributed to the educational development field by participating in local, national, and international conferences and events, and is actively involved in the scholarship of teaching and learning (SoTL) as a pathway for enhancing the quality of teaching and learning across all sectors of the institution. Shirley continues to seek new colleagues in an exciting and advancing field, where we engage the heart and mind to create meaningful connections, foster community, and build rich relationships.

Analise is an instructor and postdoctoral fellow who is involved in teaching biology, science communication, data visualization, coding, and the intercepts of these topics. She participates in SoTL and education research through the ISSOTL writing groups, and is a postdoctoral scholar with the Canadian Consortium of Science Equity Scholars.

Barbara Kensington-Miller is an associate professor in the faculty of Education and Social Work at the University of Auckland, New Zealand. Her background is in mathematics, mathematics education, and biochemistry. She teaches a post-graduate level on research methods and methodologies, and supervises master’s degree and PhD seeking students. Barbara’s research is qualitative, broadly focusing on early career academics, communities of practice, academic identity, and SoTL.

Heather Lewis is professor of Art and Design Education who holds a PhD in history of education from New York University. Her historical research focuses on the intersection of urban social movements and educational reform in New York City. For the past five years, she has been part of a multidisciplinary team investigating historical movements for social change and their relationship to higher education through interdisciplinary coursework, independent research, and civic engagement. Lewis is currently a co-PI of an NSF-funded faculty development research project entitled “Transdisciplinary Approaches to STEM Teaching and Learning,” and with national and international collaborators, has published and presented her work on teaching, learning, and assessment in higher education.

Geneviève Maheux-Pelletier is a French-Canadian scholar who holds a PhD in applied linguistics from the University of Illinois at Urbana-Champaign. She is a seasoned educator with eighteen years of experience in the post-secondary sector, including eight years as a professor at the University of Alberta and the University of Toronto, with additional undergraduate teaching experience in the United States and France. She is currently the Associate Vice-President, Teaching and Learning, at Université de l’Ontario français and previously worked as an educational developer and then as the director of the Teaching Commons at York University (Canada). With her collaborators, she has published research about educational development and scholarship of teaching and learning in three edited volumes and journals such as Teaching in Higher Education and the International Journal for Academic Development. She serves on the editorial board of the Canadian Journal for the Scholarship of Teaching and Learning for which she assesses manuscripts written in French, thus contributing to the greater exposure of SoTL by and for francophone colleagues.

Karen Manarin recently retired from Mount Royal University (Canada) where she was a professor of English. An award-winning teacher and scholar, she explores how and why undergraduate students read in her SoTL work. She is also very interested in academic identity and humanities approaches to SoTL. Book-length projects include being lead author for Critical Reading in Higher Education (Indiana UP 2015), editing Reading across the Disciplines (Indiana UP 2022), and collaborating with Michelle Yeo and Janice Miller-Young on SoTL Research Methodologies (Routledge 2023).

Heidi Marsh has over fifteen years’ experience in higher education as a professor and academic leader, with experience in the college and university sectors. Heidi is currently the Associate Vice President, Teaching and Learning, at George Brown College in Toronto, Canada, overseeing the Teaching and Learning portfolio. Heidi previously served as the Director of Scholarship of Teaching and Learning at Humber College. In that role, Heidi was responsible for cultivating Humber’s emergent SoTL culture, supporting new SoTL scholars and building a thriving SoTL community. Heidi is an active SoTL scholar, with several peer-reviewed publications and conference presentations, and served as the founding Editor of the Journal of Innovation in Polytechnic Education. Heidi holds a PhD in Cognitive Psychology, with research interests in faculty development, 21st century learning spaces, and metacognition.

Brett McCollum is a 3M National Teaching Fellow, a Nexen Scholar of Teaching and Learning, and is the Director of the Centre for Excellence in Learning and Teaching at Thompson Rivers University. Prior to joining TRU, Dr. McCollum devoted fifteen years as faculty at Mount Royal University, earning a promotion to Professor of chemistry in 2016. He was also the Board of Governor’s Teaching Chair for Educational Leadership for 2019-2023. Dr. McCollum has contributed as the education columnist to the Chemical Institute of Canada News magazine, has served as chair of SoTL Canada, and is currently the editor-in-chief of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL). McCollum has published on SoTL, chemistry education research, and exotic beam radiation chemistry. Trained as a chemist and specializing in the use of radioactive antimatter for muon spin spectroscopy, McCollum benefitted from many mentors during his (on-going) journey of becoming and being a teaching and learning scholar in higher education. In turn, McCollum mentors faculty in educational leadership, SoTL, and scholarly teaching. His passion for improving the student learning experience has been recognized through the MRU Undergraduate Research Supervision Award (2019), the MRU Student Association Open Education Champion Award (2020), and the Confederation of Alberta Faculty Associations Distinguished Teaching Award (2021).

Silvia is an adjunct senior lecturer at La Trobe University in Melbourne, Australia and a senior fellow of the UK Higher Education Academy (SFHEA). Silvia has held a range of senior positions within Australian higher education and international education which involved the development, promotion, implementation and evaluation of strategies to foster high-quality and innovative approaches to learning and teaching. Silvia’s doctorate degree is related to efficiency measures and their effect on university student assessment. Since then, she has collaborated and formed partnerships with researchers in European and Australian universities in a range of disciplines for successful funding applications and to conduct and publish research in the area of teaching and learning in higher education. Silvia is keen to form linkages and engage with like-minded researchers in higher education.

Lorelli Nowell is an associate professor and assistant dean graduate programs in the faculty of nursing at the University of Calgary. Her program of research focuses on studying innovations in teaching and learning, professional learning and development of educators, and mentorship to support teaching and learning practices. She provides leadership and commitment to nursing education through innovative program development and delivery, involvement in educational organizations, and influential scholarship in teaching and learning.

Michelle Ogrodnik is full-time teaching faculty (lecturer) at the University of Waterloo, in the faculty of health. She holds a PhD from McMaster University where she studied the connection between physical fitness, cognition, and mental health in adults with attention deficit hyperactivity disorder. Michelle has previously contributed to two other book chapters, one in the APA Handbook of Sport and Exercise Psychology (2019) and one for the Society for the Teaching of Psychology’s e-book, In Their Own Words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting (2023). Michelle began working for the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching in 2015, and served as a Lead Educational Development fellow from 2017-2022.

Jeff started his career as a physicist but was initially employed as a software developer. However, in transitioning away from industry, he embarked on a journey of education, both as a learner and teacher. He thrived in an eclectic set of technical disciplines, developing expertise in many areas, such as project management, radar theory, satellite communication, satellite navigation, human factors engineering, systems engineering, software engineering, writing and effective communication. During this journey, he has completed a master’s degree in applied science in software engineering and a master’s of public administration degree in defense studies. He is currently enrolled as a PhD student in engineering education research; his goal is to gain a deeper understanding of how this thing called learning works.

Renato is a PhD candidate at the University of Manitoba, where he merges engineering, philosophy, and education to research the social influences and impacts of technology, exploring the intersection of society and engineering. Renato sees education as a transformative tool and has been involved for almost six years in teaching professionalism, communication, ethics, and critical thinking in engineering. His goal is to expand the perspectives about technology so people are able to purposefully develop, maintain, and use technologies that support more sustainable and just societies.

Jillian Seniuk Cicek is an assistant professor in the Centre for Engineering Professional Practice and Engineering Education in the Price faculty of engineering at the University of Manitoba, located in the place now known as Winnipeg, Canada. This is where she grew up, as a settler on the original lands of the Anishinaabeg, Cree, Ojibwe-Cree, Dakota and Dene peoples, and national homeland of the Red River Métis. Her research in engineering education explores the integration of Indigenous knowledges and worldviews with engineering curricula and the impact on student learning, sociotechnical thinking, pedagogical practices, student engineering identity, learning, and competency development, and the development of engineering education research in Canada. She is motivated to decolonize engineering education and to advance engineering education research as a field. She teaches technical communication, decolonized engineering, career design, and engineering education and research courses. She has three wonderful adult kids, one wonderful husband, and three cherished fur babies. When she’s not working, she plays ringette with a group of neighbourhood moms on a team called, The Awesomes!

Celeste Suart received her PhD from McMaster University in biochemistry and biomedical sciences. Her laboratory research focused on DNA repair in rare neurodegenerative diseases. Outside of the lab, Celeste led SoTL studies on knowledge translation, accessible teaching, and STEM education. She co-wrote the chapter “Accessibility in Online and Technology-Enhanced Learning” in Forward with FLEXibility: A Teaching and Learning Resource on Accessibility and Inclusion (2021). Celeste was a Lead Educational Development fellow at the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching from 2020-2023. She led the Educational Development fellow SoTL journal club during this time, drawing on her interdisciplinary experience with quantitative, qualitative, and mixed-methods research. Celeste currently combines her love of science and teaching in her work as the patient engagement  manager for the National Ataxia Foundation.

Megan Suttie holds a PhD from McMaster University in English literature. Her cross-disciplinary research combines analytical methodologies from English literature with theories of pedagogy and best practice from the scholarship of teaching and learning and studies of educational institutions. Her book Schools of Magic: Learning in Children’s and Young Adult Fantasy was published by McFarland in 2023. She also co-authored the article “Orientations to Teaching More Accessibly in Postsecondary Education,” published in Disability & Society in 2022. During her PhD studies, Megan worked at the MacPherson Institute from 2019-2021, and was a Lead Educational Development fellow from 2020-2021. This role provided opportunities to both participate in and co-facilitate the Educational Development fellow SoTL journal club. She now runs The Bard and Bear Games Cafe with her husband in Hamilton, Ontario.

Webb spent a decade as a classroom teacher before returning to higher education as a teacher educator. Her research interests lie in teaching and learning in higher education and she is involved in research projects related to threshold concepts, the scholarship of teaching and learning (SoTL), and social studies teacher education.

Kristin Winet is an associate professor of practice at the University of Arizona’s Center for Assessment, Teaching, and Technology (UCATT). In this role, she leads the UA’s Center for the Integration of Research, Teaching, and Learning (CIRTL), teaches in the graduate interdisciplinary program (GIDP) in college teaching, and facilitates a variety of workshops and learning communities in writing pedagogy, teaching-as-research, and inclusive teaching. Her work has been published or is forthcoming in such places as the Journal on Excellence in College Teaching (JECT), College Teaching, National Teaching and Learning Forum, Journal of Business and Technical Communication, English Journal, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Kristin earned her MFA. in creative writing and her PhD in rhetoric, composition, and the teaching of English from the University of Arizona, focusing on promoting diversity in the travel writing industry and developing a pedagogical framework focused on global perspectives and experiential learning.

Michelle Yeo is a professor, faculty developer, and teacher educator. She currently directs the Mokakiiks Centre for Scholarship of Teaching and Learning at Mount Royal University in Canada, in Treaty 7 territory. She works closely with faculty members thinking deeply about teaching and learning. Her research interests in scholarship of teaching and learning include student experiences of learning, scholarship of educational development, interpretive research methodologies, and decolonizing practices. In these roles, she invests herself in teaching and learning communities. Along with Janice Miller-Young and Karen Manarin, she recently published a book length project, SoTL Research Methodologies: A Guide to Conceptualizing and Conducting the Scholarship of Teaching and Learning.