Opening Keynote – The Emergence of Trust in Multi-Institutional SoTL on Conditions for Meaningful Learning

Ellery Ewell is a 2021-2023 CEL Student Scholar partnering with co-leaders and participants in the 2020-2023 research seminar on (Re)Examining Conditions for Meaningful Learning Experiences. She is majoring in psychology with a minor in exercise science. After graduation, she will be attending the University of Southern California to pursue her Doctorate of Occupational Therapy.

Eric Hall is Professor of Exercise Science, Director of Undergraduate Research, and Faculty Athletics Representative at Elon University. He currently co-directs the Elon BrainCARE Research Institute (www.elon.edu/braincare) which has concussion advocacy and positive mental wellness as the primary goals. He was the 2018-2019 CEL Senior Scholar, focusing on salient practices of undergraduate research mentoring. He served as a seminar leader for the 2020-2023 research seminar on (Re)Examining Conditions for Meaningful Learning Experiences.

Buffie Longmire-Avital is Professor of Psychology and Faculty Administrative Fellow for Mentoring at Elon University. She is a diversity, inclusion, and racial equity (D.I.R.E ©) scholar-educator and was the 2018-2020 CEL Scholar, focusing on diversity, inclusion, and equity in high-impact practices. She served as a seminar leader for the 2020-2023 research seminar on (Re)Examining Conditions for Meaningful Learning Experiences.

Sophie Miller is a 2021-2024 CEL Student Scholar partnering with co-leaders and participants in the 2020-2023 research seminar on (Re)Examining Conditions for Meaningful Learning Experiences. She is majoring in psychology and minoring in Early Childhood and Adventure Based Learning.

Christina Wyatt is a 2021-2023 CEL Student Scholar partnering with co-leaders and participants in the 2020-2023 research seminar on (Re)Examining Conditions for Meaningful Learning Experiences. She majored in Finance and Economic Consulting with a minor in psychology. She is an incoming Finance Analyst at Capital One (FRP).

Closing Keynote – “She trusted…, I trusted…”:
How Trust in Pedagogical Partnership Can Enrich SoTL

Alison Cook-Sather is Mary Katharine Woodworth Professor of Education, Bryn Mawr College, and Director, Teaching and Learning Institute, Bryn Mawr and Haverford Colleges. Alison’s research focuses on how differently positioned participants in education can work together toward more equitable and inclusive learning. She is an internationally recognized scholar on student voice work, particularly student voice in teacher education and professional development, and on pedagogical partnership in higher education. Alison has consulted on pedagogical partnership at over 80 institutions on six continents and published over 100 articles and book chapters and eight books, including Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education, Promoting Equity and Justice through Pedagogical Partnership, Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education, and Engaging Students as Partners in Learning and Teaching: A Guide for Faculty.