Nancy K. Turner serves as Associate Vice Provost, Teaching and Learning at the University of Saskatchewan. As a leader and researcher of change processes in higher education, her work focuses particularly on the development of teaching and learning practices at the level of the department, and informal and professional learning.

An award-winning teacher and leader, Nick Baker is the Director of the Office of Open Learning at the University of Windsor, Canada. His work in higher education over more than two decades as an educational developer has focused on the intersection of teaching and learning, open educational practices, educational technologies, accessibility, ethics, equity, and sustainability. Growing up in rural Australia, Nick completed early schooling through distance education, and later through traditional distance and online learning at university, lived experiences that strongly influenced his belief that education and technology can be a powerful and empowering combination. His recent work has explored artificial intelligence in higher education, its potential relationship with digital and open learning, and the equitable and ethical use of these powerful emerging technologies.

David J. Hornsby is a Professor in the Norman Paterson School of International Affairs and the Vice Provost and Associate Vice-President (Academic) Carleton University, Ottawa. Prior, David was the Associate Vice-President (Teaching and Learning) and held faculty positions at University College London and the University of the Witwatersrand (Wits), Johannesburg, South Africa. David’s research interests pertain to the politics of science and risk in international governance, Canadian foreign policy in Sub-Saharan Africa, South African foreign policy, middle power cooperation, and pedagogy in higher education. David has published in both the biological and social sciences, and is a recognized lecturer.

Dr. Aline Germain-Rutherford, full professor in the Faculty of Education at the University of Ottawa, has also been a collaborator with the Council of Europe’s European Centre for Modern Languages since 2008. Her research and publications focus on language teaching approaches and curricula, plurilingualism, creativity and innovation in language teaching, as well as faculty development and participatory training models, speech technologies and the integration of active pedagogy in e-learning practices. Prof. Germain-Rutherford has led several national and international research projects, particularly on faculty development and multicultural issues in post-secondary education and online environments, and has been a visiting professor and keynote speaker in Europe, North America, Asia, Africa and the Middle East. She is the recipient of the 3M National Teaching Fellow Award, a Canadian award that recognizes excellence in teaching and leadership in higher education.

David Graham is a former academic administrator who held a number of senior positions in several Canadian universities over many years (Dean of Arts, Memorial University of Newfoundland; Dean of Arts and Science, Concordia University, Montreal; Provost and Vice-President Academic Affairs, at Concordia University and subsequently at University of Ottawa). As Principal of Xenops Consulting, David provides advice to universities and other organizations in the field of higher education on a variety of areas in most areas of academic leadership and management. He is also an experienced facilitator who is available to lead workshops, training sessions, or discussions on topics related to any of the areas listed below. David’s primary academic field of interest is early modern illustrated books, particularly emblem books; he has spoken and written widely on a broad range of subjects including emblem theory and semiosis, the emblem genre in relation to other illustrated forms including the Aesopic fable and beast fable, the Physiologus and illustrated natural history, and aspects of emblematic publication including the impact of commercial considerations on the development of the emblem genre. A pioneer in emblem digitization, he has been a consultant on a number of projects in the field of digital emblematica.

Brad Wuetherick is a Metis scholar of higher education teaching and learning. Brad joined UBC’s Okanagan campus in May 2001 as Associate Provost, Academic Programs, Teaching and Learning, and has previously been in leadership roles related to teaching and learning, or educational development, at Dalhousie University, the University of Saskatchewan, and the University of Alberta. His research has focused on areas including undergraduate research (and other high-impact educational practices), mentorship, equity and Indigenization in higher education, the scholarship of teaching and learning, data literacy, academic analytics, and academic / educational development.

Ufuoma Akpojivi is the Policy, Research and Learning Lead at Advocates for International Development, United Kingdom and a Research Fellow at the University of South Africa, South Africa. Prior to this, he was an Associate Professor and Head of the Media Studies Department at the University of the Witwatersrand, South Africa, and a Visiting Professor at the School of Media and Communication, Pan-Atlantic University, Nigeria. He is a C2-rated researcher of the National Research Foundation (NRF) South Africa and a recipient of the University of the Witwatersrand Vice-Chancellor and Faculty of Humanities individual teaching and learning award (2017).

Andrea Arce-Trigatti holds a PhD in Education with a Learning Environments and Educational Studies concentration from the University of Tennessee, Knoxville. As an interdisciplinary scholar, her research centers on higher education, faculty development, program evaluation, education policy, and critical thinking and collaborative learning strategies. She is an active collaborator with the Center for Assessment and Improvement of Learning at Tennessee Tech University. As a founding member of the award-winning Renaissance Foundry Research Group, she researches techniques utilized to enhance critical and creative thinking at interdisciplinary interfaces.

Lorraine has taught computer-related studies for 35 years in k-12 and post-secondary settings. She is an Associate Professor in Educational Technology at the University of Lethbridge. She is passionate about the ethical and appropriate use of technology and aims to help educators see the importance of having a critical disposition toward technology use in schools and in their personal lives. Advocating for a healthy relationship with technology, wherein technology improves lives, not harms them. In technology courses, she usually closes her class with, “Spend time away from technology and touch the earth today!”

Seth Beck received his Bachelor’s degree in Chemical Engineering at the University of Alberta and is currently a PhD student in the Department of Chemical and Materials Engineering at the University of Alberta. He has worked as a process engineer in the oil industry and his current research interests include molecular modelling of polymer interactions. His interest in engineering education stems from the belief that it is an essential starting point to facilitate future innovation and societal benefit.

K.Z. Benner is a teacher of Digital Arts and New Media at Champlain College Saint Lambert. She brings a cross-disciplinary approach to teaching which stems from her studies in studio arts, music performance and musicology, and a PhD in Humanities.

Katelynn Carter-Rogers is an Assistant Professor at St. Francis Xavier University in the Gerald Schwartz School of Business, in Management, specifically Indigenous Business. Katelynn’s research interests focus on removing barriers to success, interventions leading to successful transitions, and creating and evaluating inclusive practices within organizations and institutions for Individuals from underrepresented populations.

Kyle Charron is an Institutional Analyst, as well as an instructor for the Department of Computer Science and Mathematics at Nipissing University. Kyle has taught in both blended and online environments. He is focused on universal design, specifically, alternative assessment design and the use and creation of non-traditional media.

Thomas A. Clobes is an experienced faculty member at California State University Channel Islands. He brings over 20 years of pharmaceutical and medical device industry experience to the classroom, teaching health sciences classes in an undergraduate program. Working at a Hispanic-serving institution, he applies innovative pedagogical techniques to help improve equity, inclusion, and accessibility for first-generation college students. His research primarily focuses on medical cannabis, specifically attitudes towards its use and the impact on patient access. Dr. Clobes also serves on the Board of Trustees for Camp Ronald McDonald for Good Times, a medically supervised camp for children with cancer and their families.

Colin DeMill is a lab instructor who teaches physiology in the Department of Integrative Biology at the University of Guelph. He received his M.Sc. in synaptic physiology from Simon Fraser University and his Ph.D. in molecular neurophysiology from the University of Toronto. He was fortunate to have had the opportunity to help design and coordinate UNIV2020: Pandemics: Culture, Science and Society.

Dr. Sandra Dixon is a Registered Psychologist in Alberta and an Associate Professor at the University of Lethbridge within the Faculty of Education, Alberta, Canada. Her program of research encompasses culturally adapted counselling practices among minoritized groups, cultural identity reconstruction, and ethno-cultural diversity issues which include but are not limited to the intersectionality of spirituality/religion, class, race, and gender across socio-cultural contexts. She currently serves on the Boards of the Lethbridge Family Services, Psychologists Association of Alberta, and the Alberta Network of Immigrant Women (ANIW). She has published a wide range of work that addresses racial trauma, anti-Black racism, social justice, faith, cultural identity reconstruction, immigration, culturally adapted and socially informed counselling.

She has received several awards for her excellence in teaching, research, and practice including the 2023 Psychologists’ Association of Alberta Excellence in Teaching Psychology Award; the Canadian Counselling and Psychotherapy Association Research; Professional Article Award, the Professor Cecille DePass Research Award through the Farquharson Institute of Public Affairs (FIPA); the Equity, Diversity and Inclusion Scholar Award at the University of Lethbridge; and the 2022 People’s Choice Award by the Alberta Black Therapists Network.

Sarah (she/her) is a systems-based change leader, educator, certified mindfulness facilitator, and equity practitioner. Sarah completed her PhD in Educational Sustainability from Nipissing University and is currently the Senior Editor for Collected Essays on Learning and Teaching.

Elizabeth Finnis is an anthropologist and associate professor at the University of Guelph. She uses a political ecology lens to examine agricultural and dietary practices, local food systems, and food sovereignty possibilities among smaller-scale farmer households and communities in Canada, India, and Paraguay.

Shawn Gaulden holds a PhD in Sociology from Florida State University and is currently a data scientist at Knowli Data Science and adjunct faculty at Florida State University. He holds teaching experience in the Social Sciences Division at Tallahassee Community College teaching courses in Introduction to Sociology and Social Problems.

Rumi Graham is the University Copyright Advisor and Graduate Studies librarian at the University Lethbridge in Alberta, Canada. Her wide-ranging research interests include information literacy learning and instruction, copyright law and practices within higher education, and the scholarly communications ecosystem.

T. Ryan Gregory is an evolutionary biologist and former Chair of the Department of Integrative Biology at the University of Guelph. His research focuses on topics such as genome size and junk DNA, evolutionary theory, and science education and communication.

Min-Jung Kwak is an Associate Professor in Geography & Environmental Studies with extensive expertise in student mobility and the international education industry. Dr. Kwak’s research interests are broadly located at the intersection of economic, urban and social geography, with a regional focus on the Atlantic region.

Eugena Kwon is an Assistant Professor of Sociology at Trent University. Dr. Kwon’s research interests are in the following four inter-related areas: (1) international migration (e.g., post-migration integration and settlement experiences of immigrants and international students); (2) sociology of work and occupations; (3) gender and professions; and (4) population health and well-being.

Sofie Lachapelle is a historian of science and the Dean of the Faculty of Arts at Wilfrid Laurier University. She is the author of Conjuring Science: A History of Scientific Entertainment and Stage Magic in Modern France (New York: Palgrave Macmillan, 2015) as well as other publications on the history of science, culture, and entertainment. She is presently working on a SSHRC-funded project dealing with the relationship of opera, medicine, science, and technology in late-nineteenth-century France.

Dr. Denyse Lafrance Horning is an Associate Professor in the School of Business at Nipissing University, and recipient of the D2L Innovation Award in Teaching and Learning (2020). Denyse delivers on-campus and online marketing courses, and her research focuses on work-integrated learning, sport management, and entrepreneurship.

Patrick T. Maher, PhD. is a Full Professor in the School of Physical and Health Education at Nipissing University in North Bay, Ontario, Canada.  He was the inaugural Dean of Teaching, and led the award-winning Teaching Hub, from 2019-2023.  Pat is an award-winning educator and received a 3M National Teaching Fellowship in 2014.  He is also a Fellow of the International Society for the Scholarship of Teaching and Learning (2020), and the Editor-in-Chief of the Journal of Adventure Education and Outdoor Learning.  Pat’s most recent research undertaking has been the co-editing of the Routledge Handbook of Mobile Technology, Social Media and the Outdoors.

Dr. Stavroula Malla is a Professor in the Department of Economics, and Adjunct Professor in the Department of Agricultural and Resource Economics at the University of Saskatchewan. Her work has won several published research awards, including CAES (Canadian Agricultural Economics Society) awards for outstanding Ph.D. dissertation and outstanding journal articles. Her research interests include: public policy, health economics, the economics of R&D, active teaching and learning, critical thinking, building classroom community

Megan Manels-Murphy is a Ph.D. student specializing in Industrial-Organizational Psychology at Saint Mary’s University, where she also earned her Master of Science in the same field. Throughout her career, she has gained notable experience in research, consulting, and teaching. The two most relevant areas of Megan’s current research focus are well-being in the workplace, specifically on strategies to reduce burnout, and exploring ways to foster diversity and inclusion from the selection process onward. Her expertise in research design, analysis, and statistics has been instrumental in various projects she has worked on, and this skill set has supported her contribution to this chapter.

Dr. Marynowski’s research focuses on assessment practices, teacher professional development, and mathematics teaching and learning. Dr. Marynowski has been a Tier II Board of Governors Research Chair and a Teaching Fellow at the University of Lethbridge. Before beginning at the University of Lethbridge, she taught secondary mathematics in small rural, large urban, and outreach settings.

Janice Miller-Young is a Professor in Mechanical Engineering who has taught both large and small classes in engineering and general education. An internationally recognized scholar in Scholarship of Teaching and Learning, her current pedagogical research focuses on engineering education, educational development, and students-as-partners in both multidisciplinary and engineering contexts, guided by the overall question “how can we cultivate an environment that helps both students and faculty learn, teach, and flourish?”

Dr. Angeliki Pantazi is the Scientific Officer and co-founder of the Southern Alberta Genome Sciences Centre and Instructor in the Department of Neuroscience at the University of Lethbridge. Before joining the University of Lethbridge, she worked as a medical doctor, academic researcher, and senior scientist and consultant in the industry. She has rich and diverse experience in biomedical research and teaching in the areas of genomics, clinical diagnostics and precision medicine.

Steven Smith is a Professor of Psychology and former Associate Vice-President Academic & Enrolment Management, former Dean of Science, and a former Registrar. Dr. Smith has expertise in persuasion, health promotion, attitudes measurement, data analysis, and student success.

Joerdis Weilandt is an Instructor, Educational Developer, and Community Herbalist who works online with adults studying at different Higher Education institutions in Canada and on the land with Indigenous-led environmental initiatives in what is nowadays known as Western Canada. Deeply committed to our collective liberation, her teaching emphasises environmental awareness, individual and collective healing, as well as compassionate action in the fields of education and herbalism. At the core of her restorative teaching practices is the belief that healthy relationships with humans and the land will empower people to lead more dignified lives, re-imagine how we respond to crisis and dream into being healthier communities that acknowledge the personhood of all beings, including the more than human kin.

As a Senior Education Consultant at The University of British Columbia (UBC) with over 14 years of experience, I specialize in learning technology and design, particularly in the application of Generative AI. My background includes a Master’s in Adult Education from UBC and certifications in digital storytelling, instructional skills, and online learning. I focus on blended and online learning environments and aim to enhance teaching and learning by fostering the design and development of engaging courses and learning experiences.

Michael Zhang is a healthcare economist and management scientist specializing in mental health services for children and youth. Michael is Co-Principal Investigator of a $2.5 million CIHR project, Atlantic Canada Children’s Effective Service & Strategies in Mental Health (ACCESS-MH). The team’s goal is to examine how mental health services for children and youth are provided in Atlantic Canada. Michael’s main responsibilities are to develop and validate quality indicators to measure mental health services. In particular, he worked with CIHI to define a detailed matrix to evaluate the efficiency, effectiveness, and cost effectiveness for mental health services.