Caroline J. Ketcham is professor of exercise science at Elon University. She co-led the Center for Engaged Learning’s (CEL) research seminar on capstone experiences and is currently the CEL scholar focusing on equity and access to high-impact practices for neurodivergent and physically disabled students. Caroline’s expertise is in movement neuroscience and she serves as codirector of Elon BrainCARE Research Institute. Caroline has won university-wide awards for mentoring, scholarship, teaching, and service.

Anthony G. Weaver is associate dean of the School of Communications and professor of sport management at Elon University. He co-led the Center for Engaged Learning’s 2018–2020 research seminar on capstone experiences. His application of high-impact practices has led to several mentored capstone experiences including undergraduate research projects, internships, and the creation of student leadership opportunities.

Jessie L. Moore is director of the Center for Engaged Learning and professor of English in professional writing and rhetoric. She leads the center’s multi-institutional research seminars. She coedits the Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and Teaching and the Center for Engaged Learning Open Access Book Series. Her professional service was recognized with the 2019 International Society for the Scholarship of Teaching and Learning Distinguished Service Award.

Olivia S. Anderson is a clinical associate professor in the Nutritional Sciences Department at the University of Michigan (UM) School of Public Health. Anderson is interested in the scholarship of teaching and learning in public health education. Her research has a specific emphasis surrounding: (a) implications of the public health discipline to interprofessional education (IPE) and practice, (b) lactation education training aimed to reduce health disparities and promote population health, and (c) equitable teaching strategies for effective education especially in public health writing. Anderson teaches maternal child nutrition and professional development courses that foster public health writing and teaching skills.

Janet Bean is the director of the Institute for Teaching and Learning and an associate professor of English at the University of Akron (Ohio). She works with faculty development and curricular initiatives, including a revised general education program that includes capstones in the major. Her research interests include writing pedagogy, general education, and assessment of student learning.

Christina Beaudoin is a professor of Movement Science at Grand Valley State University in Allendale, MI. She teaches a major required capstone course within exercise science as well as a general education “Issues” capstone course. Christina is interested in examining the landscape of contemporary capstone experiences (CEs) and what will be important to the future of effective CEs. With a background in sport and exercise psychology, her exercise science research interests examine the impact of exercise and physical activity behaviors on health, fitness, and well-being.

Simon B. Bedford is the pro vice chancellor (Learning Futures) at Western Sydney University in Australia. He has helped to drive several national projects including Institutional External Referencing of Assessment Standards (ERoS), an interinstitutional collaboration; Assessment Standards in STEM, Assessing Assessments Against Threshhold Learning Outcomes, and a new Taxonomy for Credentialing Australasian University Educators (TCAUE). Professor Bedford leads the HERDSA assessment quality group, and is president of the Council of Australasian University Leaders in Learning and Teaching. 

Sandra Bell is a professor in the Department of Humanities and Languages at University of New Brunswick, Saint John. She teaches 16- and 17-century literature and theatre courses, and has published on the writing of James VI of Scotland and his mother, Mary Stuart. She writes, directs, and acts for the local theatre scene. She is currently developing medical readers theatre scripts as educational tools in health care.

Caroline Boswell is a faculty development specialist in the Delphi Center for Teaching and Learning at the University of Louisville where she designs, facilitates, and evaluates faculty development programming and serves on the Quality Enhancement Plan staff team. Her research interests include teaching with archives, faculty equity orientation and student success outcomes, capstone experiences, and the social history of politics in revolutionary England. 

Sarah Brennan codesigned and cofacilitated a Title V capstone seminar and undergraduate research initiative. She has more than a decade of experience working with faculty development initiatives and has presented both nationally and regionally on capstone learning, faculty development, and assessment. She earned master’s degrees in public administration from CUNY Baruch College and student personnel administration from Buffalo State College. Brennan serves as the executive associate to the acting provost/VP for academic affairs.

Sarah Dyer is an associate professor of human geography at the University of Exeter in the United Kingdom. She teaches across the undergraduate program and is BA program director in the department. Sarah is also module convenor for the university’s postgraduate academic practice module “Creating Effective Learning in Higher Education.” This role provides her with insights from peers into the challenges of teaching in different disciplines across the university. Sarah is the director of the university’s Education Incubator, an initiative for developing and spreading innovative and effective educational practice.

Michelle J. Eady is an associate professor in the School of Education at the University of Wollongong, Australia. Michelle is the president elect (2022–2024) of the International Society for the Scholarship of Teaching and Learning (ISSOTL). She is both an ISSOTL and HERDSA Fellow, a senior Fellow of the HEA, and holds a national teaching citation for her work in quality teacher preparation. Her research interests include SoTL, WIL, synchronous technologies, Indigenous studies, work integrated learning (WIL), and other current issues in education. Michelle has had the pleasure of speaking at conferences worldwide and looks forward to collaborations with colleagues who have a similar passion for SoTL. 

Frederick T. Evers is a professor emeritus in the Department of Sociology and Anthropology at the University of Guelph. Evers has received the University of Guelph-Humber Medal of Merit in 2012, the 3M Teaching Fellowship in 2001, and the University of Guelph President’s Distinguished Professor Award in 2001. The Bases of Competence: Skills for Lifelong Learning and Employability, by Evers, James Rush, and Iris Berdrow was published by Jossey-Bass in 1998. 

Morgan Gresham is an associate professor at the University of South Florida St. Petersburg, where she serves as the area director of the MA/PhD in rhetoric and composition and the professional and technical communication major. Her scholarship brings together feminism, computers and composition, and writing program administration. She is particularly interested in the role of capstones for the assessment of upper-division general education requirements. 

Paul Hansen joined the faculty of Bard High School Early College Cleveland in 2017. He teaches English courses in the high school program, seminar courses in the college program, and electives focused on contemporary American fiction. Hansen earned an AA from Bard College at Simon’s Rock, a BA in English and photography from Oberlin College, and a PhD in English from the University of Wisconsin. He is always happy to answer questions about the Bard Early Colleges. 

Trina Jorre de St Jorre is a senior lecturer in Deakin Learning Futures and the Centre for Research in Assessment in Digital Learning at Deakin University. She leads research and implements strategies focused on enhancing student achievement, employability, and graduate outcomes. She is an advocate for inclusive pedagogical approaches that incentivize and recognize distinct achievement, and partnerships that empower students, graduates, and educators to learn and impact change. 

Jillian Kinzie is associate director of the Center for Postsecondary Research and the National Survey of Student Engagement Institute at the Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality. She is coauthor of Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale (Stylus, 2022), Using Evidence of Student Learning to Improve Higher Education (Jossey-Bass, 2015), and Student Success in College (Jossey-Bass, 2005/2010). 

Russell Kirkscey is assistant professor of English and technical and professional writing at Penn State Harrisburg. His research focuses on health and medical communication and the scholarship of teaching and learning. He teaches technical editing, document design, rhetorical analysis, and advanced writing for students in scientific and technical disciplines. 

Matthew J. Laye is an associate professor of the Idaho College of Osteopathic Medicine. He teaches physiology and research methods to first- and second-year medical students. Previously he taught at the College of Idaho and was chair of the Health and Human Performance Department. He is interested in faculty motivation and previously studied the effects of physical activity on disease prevention and health promotion. 

David I. Lewis is an associate professor in pharmacology and bioethics at the University of Leeds (UK). He creates innovative educational interventions that give learners ownership of their learning, promoting learner personal and professional development: capstone experiences, public engagement schemes, educational internships, and professional education in research animal sciences and ethics. Dave splits his time between the United Kingdom, European Union, India, and Africa. He has received multiple prestigious educational prizes from Advance HE, UK Physiological Society, British Pharmacological Society, and UK Biochemical Society. 

Nicholas V. Longo is a professor of global studies and codirector of the Dialogue, Inclusion, and Democracy Lab at Providence College. He is also a faculty mentor and board member at College Unbound and faculty consultant on the AAC&U Civic Prompts in the Major Institutes. His recent coedited books include Creating Space for Democracy: A Primer on Dialogue and Deliberation in Higher Education (Stylus, 2019) and Publicly Engaged Scholars: Next Generation Engagement and the Future of Higher Education (Stylus, 2016). 

Moriah McSharry McGrath is senior instructor of urban studies and planning at Portland State University (U.S.), where she focuses on teaching in the area of community development. She is an interdisciplinary social scientist cross-trained in urban planning and public health and her research centers on understanding how health inequities are rooted in space. 

Caryn McTighe Musil, a national leader for diversity, democracy, equity, global learning, and women’s issues, is distinguished fellow at the Association of American Colleges and Universities, having served in senior-level positions there for three decades. She is the lead author of A Crucible Moment: College Learning and Democracy’s Future (AAC&U, 2012) and most recently was director of the Civic Prompts in the Major: Social Responsibility and the Public Good institute. Her BA is from Duke University and MA and PhD from Northwestern University. 

Shannon Murray is a professor and 3M National Teaching Fellow (2001), teaching early modern and children’s literature at the University of Prince Edward Island. She gives workshops and talks on Active Learning, Capstone Courses, Learning Communities, and Teaching Dossiers, including since 2002 for the UPEI Faculty Development Summer Institute on Active Learning. Her book Shakespeare’s Guide to Hope, Life, and Learning, with Lisa Dickson and Jessica Riddell, is forthcoming with the University of Toronto Press. 

Nelson Nunez Rodriguez is professor of chemistry and former unit coordinator and director of the Center for Teaching and Learning at Hostos Community College, and Fulbright specialist on STEM education. He is a subaward principal investigator for an NIH-IRACDA program and cochair for the institution Middle States Accreditation Self-Study. He received a biology degree from Havana University, a PhD in chemistry from University of Cordoba, and developed a postdoctoral training at Mount Sinai School of Medicine, New York. 

Matthew Park joined the faculty of Bard High School Early College (BHSEC) Newark in 2013 as a professor of African history and global social sciences. His PhD is in African history from Michigan State University and his BA is in history and secondary education from the College of New Jersey. He is currently the program chair for Second Year Seminar for the Bard Early College network and he teaches courses in African history, literature, and film at BHSEC Newark. 

Andrew J. Pearl serves as the director of community engagement research and publications at the University of Alabama’s Center for Community- Based Partnerships. His research interests include motivations for and the impacts of community engagement of students, faculty members, and institutions. He earned his PhD from the University of Georgia’s Louise McBee Institute of Higher Education. 

Joanna C. Rankin is the program director and an associate professor (teaching) in the community rehabilitation and disability studies program in the Cumming School of Medicine at the University of Calgary, in Alberta, Canada. Her work is centered around the role of equity, diversity, and inclusion in higher education; working with students as partners; and developing innovative mental health supports in collaboration with mental health service users. 

Rico R. Reed serves as assistant director for communications and partnerships with the National Resource Center for the First-Year Experience and Students in Transition. He is responsible for developing, marketing, and promoting a consistent, positive, and accurate image of the center to internal and external publics. His duties also include coordinating the center’s efforts to develop and share pertinent resources, products, and events with constituents. Rico has a background in public relations, graphic design, and journalism. 

Silvia Reyes serves as the director of special projects and student engagement at Hostos. She is committed to student success, and her work has focused on designing and implementing a wide array of initiatives to improve students’ college experiences and academic achievement. he received a BA in psychology from Hunter College, an MSW from Yeshiva University, and an EdD from St. John’s University. 

Cindy Koenig Richards is a professor at Willamette University, where she is the founding chair of the Civic Communication and Media Department and the director of Ringe Media Lab. A national leader for civic learning, she is a faculty consultant on the AAC&U Civic Prompts in the Major Institutes and a recipient of the National Communication Association Ecroyd Award for Outstanding Teaching in Higher Education. 

Guy Risko joined Bard High School Early College (BHSEC) Cleveland as a founding faculty member in 2014 as a professor of English literature. He is currently the dean of collegiate studies at BHSEC Cleveland where he continues to teach electives focused on 20th- and 21st-century American literature and film. 

Tracy L. Skipper is an editor, writer, and student success scholar focusing on college student development, first-year initiatives, and high-impact practices. She is the senior thesis director and academic advisor in the South Carolina Honors College at the University of South Carolina. Tracy has served as a student affairs administrator, taught writing at the college level, designed faculty development workshops on senior capstone experiences, and led workshops and online courses on applying student development theory to curricular and cocurricular contexts. She holds degrees in psychology, higher education, American literature, and rhetoric and composition. 

Margaret Anne Smith is the president and a professor of English literature at St. Stephen’s University, a small liberal arts university in St. Stephen, New Brunswick, Canada. She has worked in faculty development, and teaches and writes in the fields of American and environmental literature, and arts education. 

Dawn Smith-Sherwood is professor of Spanish in the Department of Foreign Languages at Indiana University of Pennsylvania (IUP), where she also previously served as a faculty living-learning partner to the Global Awareness Living-Learning Community and a member of the IUP Living- Learning Executive Team. Currently, she is IUP’s director of liberal studies. 

Julie Vale received her PhD in electrical engineering from the University of Waterloo. She is an associate professor at the University of Guelph, where she teaches a wide range of first-year to graduate-level engineering courses. Her current research aims to improve the design and delivery of engineering courses and assessments with the goal of helping students achieve desired program outcomes ranging from problem-solving to equity-based approaches to engineering design. 

Carol Van Zile-Tamsen is the associate vice provost for curriculum, assessment, and teaching transformation at the University at Buffalo. Her primary focus involves student learning sssessment, psychometrics, and using data for improvement efforts. She teaches pedagogy and psychometric theory for graduate students from across the university, as well as first-year seminars for incoming freshmen and transfer students. She is an alumni of UB, earning her doctorate in educational psychology in 1996. 

Tania von der Heidt teaches marketing and management subjects at undergraduate and graduate levels, both in Australia and throughout Asia. Tania’s scholarship of learning and teaching focuses on capstone experiences, education for sustainability in business, and creative problem-solving in marketing education. Her research portfolio also includes regulation of tourism accommodation in the sharing economy and consumer behavior related to sustainable products. In her PhD Tania investigated collaborative product innovation in Australian manufacturing. 

Joshua Walker teaches Latin American history, history of the environment, and college seminar at Bard High School Early College, Cleveland. He studied history at the Ohio State University (BA) and the University of Maryland, College Park (MA and PhD). 

Dallin George Young is an assistant professor in the College Student Affairs Administration and Student Affairs Leadership graduate programs at the University of Georgia. He is an affiliate scholar for the National Resource Center for the First-Year Experience and Students in Transition. His research focuses on a line of inquiry that investigates how novices are trained, socialized, and educated as they move from the periphery to full participation in academic communities of practice.