Editorial Team
Co-Editors
Katarina Mårtensson (SE) is former ISSOTL co-president, professor of higher education, and an academic developer at the Division of Higher Education Development at Lund University whose work focuses on collegiality, SoTL as a change strategy, and academic leadership. Her role focuses on strategic editorial work, together with the rest of the editorial team, as well as the day-to-day running of the journal. Katarina has a prior editorial experience with IJAD, the International Journal for Academic Development. She has a strong commitment to making SoTL go international, across institutional and geographical contexts.
Kelly Schrum (US) is a professor of Higher Education at George Mason University. Her role at TLI focuses on strategic editorial work as well as expanding TLI’s digital capacity, including reviewing digital publications and content focused on SOTL in the digital age. Her work focuses on teaching and learning in the digital age, including hybrid and online learning environments and scholarly digital storytelling. A historian by training, she has directed more than 60 digital humanities and digital teaching and learning projects.
Earle Abrahamson (UK) is professor in SoTL at the University of Hertfordshire. Born in South Africa, he has worked across cultural, institutional, and international contexts to inspire learning. Throughout his career he has championed the student voice and advocated for student-centred learning partnerships that move beyond the curriculum to develop students holistically. His sustained leadership in teaching excellence has earned him Principal and National Teaching Fellowships of Advance HE and an inaugural ISSOTL fellowship. Earle has been described by international scholars as a “leader and innovator” who places the learner at the heart of his teaching philosophy. He currently co-chairs the ISSOTL advocacy committee and co-led the 2023 International Collaborative Writing Groups. Earle sits on the TLI review board and has been involved with the journal as a reviewer since its inception. He uses his experience and expertise to support the development and promotion of inclusive SoTL. Earle is excited to align new ideas for TLI with the ISSOTL grand challenges project and UN sustainable goals.
Associate Editors
Helga Dorner (HU) is associate professor and director at the Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology of Eötvös Loránd University (ELTE). Before joining ELTE, she was a senior lecturer and director of the Center for Teaching and Learning at the Central European University (Hungary). As the lead faculty member of the Program for Excellence in Teaching in Higher Education, she taught courses in the field of teaching and learning in higher education and socialization of academics. She is also a fellow of the Higher Education Academy (UK), coordinator of the Higher Education Special Interest Group (SIG4) of the European Association for Research on Learning and Instruction (EARLI), and Board Member of EDEN Digital Learning Europe. She is an enthusiast for teaching and mentoring in higher education and enjoys facilitating discussion-based classes in the field of higher and adult education, organizational learning, knowledge, and change management. As a mentor and academic developer, she works with novice teachers and researchers.
Kris Knorr (CA) is an educational developer on the Scholarly Teaching Team at the MacPherson Institute for Leadership, Innovation & Excellence in Teaching at McMaster University. He has worked in educational and faculty development as well as instructional design and is the recipient of the Educational Developer Caucus Leadership Award. His scholarly work focuses on peer mentorship, students as partners, and advancing SoTL.
Ketevan Kupatadze (US) is a senior lecturer of Spanish in the Department of World Languages and Cultures at Elon University. She was Elon’s Center for Engaged Learning Scholar for years 2017-19 working on student-faculty pedagogical partnerships in instructional design and curricular development. Ketevan has worked in multi-institutional and multinational settings on numerous SoTL projects, including flipped classroom pedagogy and discussion-based, collaborative approaches to teaching. She has led the planning and implementation of the new Spanish curriculum at Elon focused on the development of students’ intercultural knowledge and critical thinking abilities, in combination with the advancement of their linguistic competence. Ketevan has also co-led the department’s efforts to integrate meaningful writing assignments throughout the language curriculum as part of the University’s Writing Excellence Initiative.
Jenny Löfgreen (CA) earned her PhD in materials chemistry but realized along the way that talking and writing about research were more fun than being in the lab. So she pivoted, starting with writing instruction for TAs in chemistry, then moving to engineering communication, and finally transitioning into academic development in the Faculty of Engineering at Lund University. Along the way she also worked freelance as a developmental editor for the Nature Research Editing Service. In Lund, her work has covered academic writing, public speaking, teaching and learning in higher education, and SoTL. She is currently working on a new PhD in engineering education, focusing on epistemological assumptions involved in academic development and SoTL in STEM higher education. In July 2022, she is moving back to the University of Toronto to take a position as Assistant Professor, Teaching Stream in the Engineering Communication Program.
Susannah McGowan (US) is the associate director for curriculum design at Georgetown University. Her role as associate editor focuses on ensuring a smooth editorial process as well as supporting the co-editors. Her work in SoTL extends over the past 20 years working in both the US and the UK to embed a SoTL ethos in educational development programming and academic culture. Susannah’s research interests include equity-based educational development, threshold concepts, technology-enhanced learning, and student-academic staff partnerships.
Jill McSweeney (US) is an assistant director at the Center for the Advancement of Teaching and Learning and an assistant professor of wellness at Elon University. She has been working in educational development for over a decade and is an active scholar in the field of SoTL and the scholarship of educational development. Her research interests include supporting multi-disciplinary SoTL, the ethics of teaching and learning research, the use of space in learning, and modeling equity-minded practice in educational development.
Chris Ostrowdun (UK) has been involved with SoTL and ISSOTL since 2016 in regional, national, and international capacities. He is on the ISSOTL Publications Committee and a co-chair of the ISSOTL Student Engagement and Co-Inquiry Interest Group. His research interests are in inclusion, disability, social justice, and equity in education. Chris is a Lecturer in Education at the University of Leeds and holds a PhD in Learning Sciences from the University of Calgary (CA).
Editorial Board
The members of the Editorial Board provide ongoing guidance and input for substantive work of the journal. They come from a range of disciplines, geographical regions, institutional types, and career stages — with the scholarship of teaching and learning and ISSOTL as their common ground.
Dan Bernstein (US) is professor emeritus of psychology at the University of Kansas and former director of its Center for Teaching Excellence. Previously at the University of Nebraska – Lincoln, he taught large introductory courses, advanced undergraduate courses, and graduate seminars, and he was a member of the UN-L Academy of Distinguished Teachers. Mid-career he switched from basic research on learning and motivation to inquiry into student learning in academic courses. He is a past president of ISSOTL and of the Society for the Experimental Analysis of Behavior.
Nancy Chick (US) is director of the Endeavor Foundation Center for Faculty Development at Rollins College. She is editor of SoTL in Action: Illuminating Critical Moments of Practice (Stylus, 2018), co-editor of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2009) and Exploring More Signature Pedagogies (Stylus, 2012), and founding co-editor of Teaching & Learning Inquiry.
Johan Geertsema [SG] is an associate professor in NUS College, National University of Singapore. His PhD in English examined late apartheid writing in light of the philosophies of Emmanuel Levinas and Jacques Derrida. At present, his research focuses on questions of values and purposes in higher education, with specific reference to the intersection of student success and the professional development of academics. He is a co-editor of the International Journal for Academic Development.
Oscar Jerez (CL) is an academic in Health Sciences Education and director of the Teaching and Learning Center at the Faculty of Medicine, University of Chile. He has served as an advisor for various government and higher education entities in Latin America and the Caribbean, Europe, and Africa. He is co-creator of the Teaching and Learning Center at over 40 universities in 20 countries worldwide, founder and executive director of the Latin American Network for the Scholarship of Teaching and Learning (LatinSoTL), director of the International School of University Management at the Peruvian University Cayetano Heredia, member of the Board of Directors of STHEM in Brazil, and advisor to the Commission for the Evaluation of Innovation at the Pontificia Universidad Javeriana in Colombia. His research focuses on the development of SoTL in university students and professors, academic innovation, and the management and assurance of quality.
Angela Owusu-Ansah (GH) is provost at Ashesi University in Ghana, brings more than thirty years of experience in education in Africa and the United States. She served as associate dean of the School of Education at Elon University and Assistant Dean of Education Assessment at Samford University. She is an activist for higher education quality serving on national university accreditation agency Boards such as the Ghana Tertiary Education Council (GTEC) and the United States Council for Accreditation of Educator Preparation. She curates innovative approaches, such as the scholarship of teaching and learning to improve student learning, faculty optimization, and research capacity building to improve higher education experiences and outcomes. She strongly advocates incorporating eLearning because of its benefit to the academically marginalized. Her research interest is in impact evaluation and change in Africa's higher education, specifically digitized higher education instruction, higher education teaching and learning as a science, intercultural understanding among African students, and African women in Higher Education leadership.
Gary Poole (CA) is professor emeritus at University of British Columbia School of Population and Public Health. For 10 years, Gary was the director of UBC’s Centre for Teaching and Academic Growth and the founding director of the UBC Institute for SoTL. He is a past-president of the Society for Teaching and Learning in Higher Education and of ISSOTL. He has received career achievement awards from both societies. He was founding co-editor of TLI.
Karin Watson (AU) is Director of Education (Pro-Vice Chancellor Education), Associate Professor in Arts, Design & Architecture, and a Scientia Education Academy Fellow at The University of New South Wales (UNSW) Sydney. She is also Director of the UNSW Education Focussed Program and a Senior Fellow of the Higher Education Academy (UK). Her teaching expertise focuses on the student experience, particularly the role of student feedback literacy and creating a sense of belonging in the first-year educational context. Her education leadership experience extends to building capability and learning communities amongst peers in higher education environments through national and international mentorship and leadership programs. She has worked and studied in London, Cape Town, and Sydney and received several international and national awards, citations and fellowships for teaching and education excellence. She has developed sustainable and scalable professional development programs such as the Learning to Teach Online Project, created numerous Open Educational Resources (OER) and initiatives, and led or managed several competitive grants and multi-institutional projects.
Special Projects Associates
Sophia Abbot (US) is a doctoral candidate in Higher Education at George Mason University (USA). She currently works as a graduate assistant in Mason’s Stearns Center for Teaching and Learning, where she supports resource development on inclusive teaching and leads assessment of faculty development programming. She 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, and on feminist theories and pedagogies. As a Special Projects Associate for TLI, Sophia produces videos about the journal and conducts the journal’s annual submissions statistics analysis.
David Lemmons (US) (he/they) is a doctoral candidate in Higher Education at George Mason University, the Instruction Coordinator in University Libraries, and an Adjunct Faculty in the Honors College. They're passionate about the student experience, especially transfer and first-year student experience, and love working with students to expand their research toolkit and learn more about the George Mason experience. Their scholarship and research interests center around the role of librarians in the university classroom. As a Special Projects Associate for TLI, David conducts the journal’s annual submissions statistics analysis and supports outreach efforts.
Emma Mills (AU) is a lecturer in the Faculty of Arts, Design, and Architecture at the University of New South Wales (UNSW), Sydney, and a fellow of the Higher Education Academy (UK). A graphic designer with 25 years of industry experience collaborating with leading Australian corporations and brands, Emma is a passionate about sharing knowledge and skill by applying real-world contexts to course material, delivering narratives relevant to industry to spark engagement with students. An Education Focussed academic Emma teaches a range of undergraduate and postgraduate core design studios and several specialised graphic design courses including publication design.. As a Special Projects Associate for TLI, Emma works on expanding poster submissions and poster review capacity.
Editorial Staff
Allison Loughry (Production Manager) (US) joined Teaching & Learning Inquiry in 2021. She has a master's degree in higher education and student development from George Mason University, and a bachelor's degree in communications from The Ohio State University. Allie is currently an Associate Director of Experiential Learning at Johns Hopkins Carey Business School (US) where she manages a portfolio of graduate-level global immersions and project-based courses.
Angela Myers (Copyeditor) (ES) is a freelance writer and copyeditor covering health and education. She received her BA in professional writing from Elon University. While there, she conducted award-winning research on how to communicate about sexual violence prevention on college campuses. Outside of work, she can be found doing yoga, running, or buying too many books.
Xiomara Byrd (Production Assistant) (US) is currently enrolled at George Mason University majoring in English with a concentration in film and media studies. In her senior year she was accepted into the Accelerated Master's program for secondary education and hopes to teach high school.
