Author Biographies
Authors are listed in alphabetical order by surname. Corresponding authors have provided an email address, which was current at the time of publication.
Julia Blackford University of Sydney, Australia
Julia is a Senior Lecturer at the School of Health Sciences, Faculty of Medicine and Health, the University of Sydney and a registered physiotherapist. Julia’s research area of interest is health education, in particular work integrated learning and simulation to prepare students for clinical placements. She has extensive experience in coordination of clinical placements for undergraduate and postgraduate students. She works closely with clinicians working in external health care settings to develop their teaching skills and applying experiential learning principles to design effective workplace learning experiences for students.
Adriana Briseño-Garzón, University of British Columbia, Canada
Adriana holds a PhD in Curriculum and Pedagogy and is the Senior Manager of Research and Evaluation at UBC’s Centre for Teaching Learning and Technology. She oversees the implementation of the activities and services of the Institute of the Scholarship of Teaching and Learning (ISoTL) at UBC and works collaboratively with faculty members, staff and graduate research assistants supporting their engagement with scholarly activities related to teaching and learning. Adriana also builds relationships with academic leaders across UBC and beyond, in order to cultivate an institutional teaching culture that recognizes SoTL activities as essential for the advancement of higher education.
Huang Hoon Chng, National University of Singapore, Singapore
Huang Hoon Chng teaches leadership and generosity at Residential College 4 (RC4), National University of Singapore. Her current research interests include change management and leadership, pedagogical inquiry, and SoTL. Representative published works include “Our journeys through the scholarship of leading: What matters and what counts” (with Wu Siew Mei, 2023) and “Leading change from different shores: The challenges of contextualizing the scholarship of teaching and learning” (with Katarina Martensson and Brenda Leibowitz, 2020).
Timothy B. Davies, University of Sydney
Dr Timothy Davies is an Education-Focused Lecturer in the Discipline of Exercise and Sport Science at the University of Sydney. Tim completed his PhD in resistance training science in 2020 and is now the Health Professions Education Lead, overseeing the strategic planning and educational quality of the discipline’s Work-Integrated Learning (WIL) portfolio. Tim’s research explores neurodivergent learner experiences, rejection sensitivity, trauma, and WIL assessment. He also investigates generative AI in professional reflection and designs innovative placement models to support student and workforce needs. His teaching spans WIL, applied sport science, and industry project management and now fosters inclusive and collaborative education practices with clinicians to support Exercise Science/Physiology workforce development.
Helga Dorner, Eötvös Loránd University, Hungary
Helga Dorner is an 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), Hungary. Before joining ELTE, Helga was a Senior Lecturer and Director of the Center for Teaching and Learning at the Central European University, Hungary. Her research focuses on universities as sites of learning. She regularly publishes and presents on SoTL and academic development as a form of boundary-crossing.
Johan Geertsema, NUS College, National University of Singapore, Singapore
Johan Geertsema is an Associate Professor in NUS College, National University of Singapore (NUS), where he teaches critical reflection and writing. His current research focuses on institutional conceptions of student success—how universities define, envision, and support student success, particularly in relation to the development of academics’ teaching. He was a co-editor of the International Journal for Academic Development, serves on the editorial board of Teaching & Learning Inquiry, and is a past director of academic / educational development at NUS.
Frances Gray, University of Sydney, Australia
Frances Gray is a Senior Lecturer at the Sydney School of Health Sciences, Faculty of Medicine and Health, the University of Sydney and a practicing diagnostic radiographer. Her scholarship integrates clinically informed teaching, simulation-based learning, and collaborative research through the Teaching Innovation Research Group (TIRG), with a focus on enhancing educational quality. She is passionate about advancing SoTL leadership through communities of practice that connect clinicians, academics, and industry partners to drive sustainable educational innovation.
Anneke van Houwelingen, Utrecht University, the Netherlands
Anneke van Houwelingen is Associate Professor of Pharmacology at the Department of Pharmaceutical Sciences (Faculty of Beta Sciences) at Utrecht University in the Netherlands. Her research focuses on students’ motivation and cognitive and affective development in the context of pharmacology teaching and learning. She uses SoTL and Discipline Based Education Research as research tools for studying the effects of game-based learning, community-engaged learning, and process-guided learning on students’ perceptions of motivation and academic development. At the Faculty of Beta Sciences, she serves as an ambassador for SoTL and community-engaged learning. Moreover, she chairs the educational scholarship team of the Department of Pharmaceutical Sciences and is a member of the educational committee of the Dutch Pharmacological Society.
Roos de Jonge, Utrecht University
Roos de Jonge is Assistant Professor of Community Engaged Learning and Interdisciplinary Educational Innovation at the University Medical Center Utrecht in the Netherlands. Her work focuses on advancing educational innovation at strategic and institutional levels, developing transdisciplinary curricula, and fostering collaborations between diverse stakeholders to enhance societal impact in health education. At Utrecht University, she serves as an ambassador for Scholarship of Teaching and Learning, Community Engaged Learning, and Interdisciplinary Education. Roos is a founding member of the Patient Engagement workgroup of the Dutch Federation of Medical Education and a recipient of the 2023 Comenius Teaching Grant, awarded for her contributions to interdisciplinary education.
Manon Kluijtmans, Utrecht University, the Netherlands
Manon Kluijtmans is Professor of Education to Connect Science and Professional Practice at the University Medical Center Utrecht and Dean of University College Utrecht. Until recently, she served as Vice-Rector for Teaching and Learning at Utrecht University, where she also founded and directed the Centre for Academic Teaching and Learning and chaired the focus area Higher Education Research.
Her research examines teacher development and the education of dual-role professionals, including clinician-researchers, clinician-teachers, and teacher-scholars. Central themes in her work include identity development, boundary crossing, and the development of teacher expertise.
Rianne van Lambalgen, Utrecht University, the Netherlands
Rianne van Lambalgen is Associate Professor at Liberal Arts and Sciences and Director of Education at the School of Liberal Arts, Department of Philosophy and Religious Studies within the Humanities Faculty. She facilitates interdisciplinary teaching and learning on different levels, from bachelor programs to university teachers. In her research she combines her disciplinary expertise in Cognitive Psychology, Artificial Intelligence and Higher Education by looking at how digital and non-digital tools can support students when doing interdisciplinary research. For this, she uses SoTL and Discipline Based Education Research as a research approach. She is involved in multiple educational- innovation and research projects, for example related to (Generative) AI in education and inter- and transdisciplinary collaboration and is a SoTL Ambassador within the Humanities Faculty.
Tanya Lawlis, University of Canberra, Australia
Professor Tanya Lawlis is an Education Focus faculty member in the Faculty of Health, University of Canberra and the Chair of the Academic Board. Professor Lawlis previously held the position of Associate Dean Education where she led and improved the culture of scholarship and SoTL across the Faculty of Health. She developed and has convened the Faculty’s Work Integrated Learning unit for non-clinical health students for the last seven years – with the team receiving the 2022 Vice Chancellors Award for Programs that Enhance Learning and Teaching. Professor Lawlis has a PhD in interprofessional education, with her scholarship and research focusing on employability skill development, inclusive WIL, and improving undergraduate nutrition student outcomes and experiences.
K.C. Lee, National University of Singapore, Singapore
KC Lee teaches writing and communication at the Centre for English Language Communication (CELC), National University of Singapore. Her main research interests are in the use of technology in (English) language teaching and learning and assessments. Her most recent publications and invited presentations are on use of GenAI tools, MOOCs, and disciplinary academic literacy at higher education.
Bo van Leeuwen, Utrecht University, the Netherlands
David X. Lemmons, George Mason University, United States of America
David X. Lemmons is an academic librarian and a PhD candidate in higher education at George Mason University. They serve as Instruction Coordinator in University Libraries, where their work centers on information literacy in the undergraduate writing classroom and on supporting the teaching development of library instructors. Their dissertation research examines how academic librarians build and sustain communities of practice through peer-to-peer connection, partnerships with faculty, and engagement with SoTL as a scholarly community. David is a co-author of the recent book Instructional Design for Teaching Information Literacy Online: A Student-Centered Approach, which applies instructional design principles to online library instruction.
Janet Lord, Manchester Metropolitan University, United Kingdom
Professor Janet Lord is deputy Pro-Vice-Chancellor for Education and for the faculty of Health and Education at Manchester Metropolitan University, and Professor of Digitally Enhanced Education. She holds firm beliefs about the importance of education and health being the cornerstones of a civilised society, and her work is always values driven. Janet worked as a teacher for many years, specialising in the social sciences and subsequently completed her doctorate in education at the University of Manchester. Janet has considerable experience in leadership, in schools, in Higher Education Institutions and in other sectors. Janet’s writing and research concern educational disadvantage, teacher identity and agency, communities of practice, and digital pedagogies.
Katarina Mårtensson, Lund University, Sweden
Katarina.martensson@uvet.lu.se
Katarina Mårtensson is professor of higher education and academic developer at Lund University in Sweden. Her work includes supporting academic and organisational development through leading programmes on teaching and learning in higher education, scholarship of teaching and learning, and leadership. Her research focuses on the role of social networks, academics’ professional development, academic microcultures, and educational leadership. Katarina is a founding member of the EuroSoTL Network, past Co-President of the International Society for Scholarship of Teaching and Learning, and previously a co-editor of its journal Teaching & Learning Inquiry. She was also a recipient of the 2025 Spirit of ICED Award, in recognition of her leadership in educational development internationally.
Jill M. McSweeney, Elon University, United States of America
Dr. Jill McSweeney is an Assistant Director at the Center for the Advancement of Teaching and Learning, and an Assistant Professor of Wellness in the Dr. Jo Watts Williams School of Education at Elon University. Jill has been working in the field of academic development for over a decade, holding multiple leadership positions in SoTL networks. She actively publishes in the area of the scholarship of educational development and the scholarship of teaching and learning. She is currently an Associate Editor for Teaching and Learning Inquiry.
Irma Meijerman, Irma Meijerman Consultancy & Training
Irma Meijerman is an independent consultant and trainer in higher education, working with educators, teams and organisations on curriculum design, SoTL, and professional development. She has been running her own practice since November 2025, supporting evidence-informed approaches to improving learning and teaching in ways that lead to lasting change in everyday practice.
She is a former Principal Fellow at the Centre for Academic Teaching and Learning (CAT) at Utrecht University, where she focused on the development and institutional embedding of SoTL. As associate professor in Pharmaceutical Sciences, she contributed to curriculum innovation, honours education, and the professional development of university teachers. With a background in toxicology and biomedical research, she brings an insider perspective on academic practice, combined with extensive experience in designing and improving higher education.
Irma is Chair of the EuroSoTL Network and former Vice-President Europe of the International Society for the Scholarship of Teaching and Learning (ISSOTL) and has been actively involved in building SoTL communities and practices across Europe.
Janice Miller-Young, University of Alberta, Canada
Janice is a Professor in Mechanical Engineering and the current Director, Engineering Experiential Learning in her faculty. She has served as a Director of a Centre for Teaching and Learning and an Institute for SoTL, and has engaged in SoTL since 2009.
Gorana Misic, University of Glasgow, Scotland
Gorana Misic is an Academic Developer at Adam Smith Business School at the University of Glasgow where she leads the Teaching Development Programme for Graduate Teaching Assistants. Previously, she worked at the Central European University in Budapest as a Postdoctoral Fellow in Academic Development, and at Bard College Berlin as Education Manager of OLIve-UP (university preparatory programme for refugees).
Sarah Nash, University of Sydney, Australia
Sarah is an Associate Lecturer and Certified Practising Speech Pathologist whose teaching focuses on practice education and professional learning. She is the Health Professions Education for Speech Pathology at the University of Sydney and is developing her Scholarship of Teaching and Learning identity through postgraduate study and research in reflective practice, and the student placement experience. Her involvement in cross‑disciplinary SoTL communities and Work Integrated Learning networks strengthens her belief that supportive partnerships encourage educators to be more effective reflective practitioners. She is currently exploring students’ perspectives on learning how to critically reflect during placements and looks forward to sharing this work.
Rahul Pandit, Utrecht University, the Netherlands
Rahul Pandit is Assistant Professor at University Medical Center Utrecht and Medical Fellow at University College Utrecht in the Netherlands. With a disciplinary background in pharmacology, his work focuses on integrating biomedical sciences with patient perspectives, community engagement, and societal dimensions of health in medical and biomedical education. He contributes to curriculum development and educational leadership across multiple undergraduate programs. His scholarship in teaching and learning focuses on authentic learning, community-engaged education, inclusive pedagogies, and innovative approaches to pharmacology teaching. Rahul has received multiple educational grants and teaching awards in recognition of his contributions to medical education.
Natasha Pestonji-Dixon, University of British Columbia, Canada
Natasha is an evaluation and research consultant at the University of British Columbia. She supports the design, implementation, analysis, and dissemination of teaching and learning research and evaluation projects. She is also part of the Institute for the Scholarship of Teaching and Learning leadership team, and helps manage the fantastic team of SoTL Specialists, including professional development support, mentorship, and resource development. She has a PhD in Cognitive Psychology from the University of British Columbia, where she studied decision-making.
Torgny Roxå, Lund University, Sweden
Torgny Roxå, is a professor at Lund University Faculty of Engineering (Sweden) and has 37 years of experience in academic development. Research focuses on strategic change in teaching cultures within academic organisations, significant networks, microcultures, and student evaluations of teaching. He has organized and taught several professional development activities for Academic Developers in Sweden and internationally. Together with Katarina Mårtensson, he received the award for Article of the Year, 2017, by the International Journal for Academic Development. In 2022 he received the Spirit of ICED Award for “outstanding contributions to” educational development in higher education globally.
Kelly Schrum, George Mason University, United States of America
Dr. Kelly Schrum is Assistant Provost for Graduate Academic Affairs and a professor of higher education at George Mason University. In this role, she works closely with faculty and staff across all colleges to strengthen graduate programs, support student success, and advance Mason’s standing as a leader in graduate education. A historian by training, her research and teaching focus on graduate education, the scholarship of teaching and learning (SoTL), digital pedagogy, and digital humanities. She is the recipient of George Mason University’s David J. King Teaching Award, Teaching Excellence Award, and Distance Education Award. She is a former co-editor for Teaching & Learning Inquiry (International Society for the Scholarship of Teaching and Learning) and currently serves on the editorial boards for Teaching & Learning Inquiry and To Improve the Academy (POD Network).
Veronique Schutjens, Utrecht University, the Netherlands
Veronique Schutjens is Professor of Experiential Education in Geography within the Geosciences Faculty at Utrecht University in the Netherlands. Her research focuses on the learning processes of students in outdoor educational activities in Geography, such as exchange programs, internships, field trips, and field work. Her work includes supporting and stimulating colleagues and academics in Educational Scholarship and Scholarship of Teaching and Learning. She is an advocate of educational innovations based on evidence and research informed research in co-creation with colleagues and students. Veronique is co-chair of the Youth Education & Life Skills community of the Utrecht University Dynamics of Youth strategic research theme, Principal Fellow of the Centre for Academic Teaching and Learning (CAT) at Utrecht University, and SoTL Ambassador at her Faculty.
Kate E. Thomson, University of Sydney, Australia
Kate is an Associate Professor at the Sydney School of Health Sciences, Faculty of Medicine and Health, the University of Sydney. Kate’s research expertise is in professional learning. She has made a significant contribution to the evidence-base for facilitating collaborative learning and is leading a new research area within her field, informal professional learning. Primarily, her work has centred on the professional development of university teachers (i.e., clinical educators and academics). She also researches how to effectively develop future professionals through enhancing students’ informal learning before, during, and after their placement experiences.
Anne Tierney, Heriot-Watt University, Scotland
Anne Tierney is currently an Associate Professor in the Learning & Teaching Academy at Heriot-Watt University. Her areas of expertise are Threshold Concepts in the Scholarship of Teaching and Learning, the impact of SoTL on academic career paths and supporting and fostering scholarly approaches to teaching and learning. She is the co-chair of the Scottish Tertiary Micro-Credentials Network and President of Improving University Teaching. Away from work, Anne’s passion is travel, experiencing different cultures and environments.
T.C. Toh, National University of Singapore, Singapore
Tai Chong Toh teaches conservation and sustainability at the College of Alice & Peter Tan (CAPT), National University of Singapore. His disciplinary research focuses on marine conservation and his education research interests include integrative learning and Students-As-Partners. As part of his contribution to the community, he supports educational institutions, academies, and non-profit organisations in ocean sustainability and environmental education.
Trish Varao-Sousa, University of British Columbia, Canada
Trish Varao-Sousa is an evaluation and research consultant at the University of British Columbia. Her work includes supporting research and evaluation of teaching and learning activities (including SoTL) through consultations, project design and implementation, and analyses. She also helps to facilitate workshops and create documentation on topics such as: best practices in survey design, introduction to SoTL and data visualization. Trish is part of the Institute for the Scholarship of Teaching and Learning leadership team, who implement and support the resources and services of the institute (including the SoTL Seed Program!)
Anna Wach, Poznań University of Economics and Business, Poland
Anna Wach is an Associate Professor and Head of the Department of Education and Personnel Development at the Poznań University of Economics and Business, Poland. She also serves as Director of the Academic Teaching and Learning Centre. In addition, she is a certified coach and an accredited tutor. She obtained her PhD and habilitation in pedagogy. Her research focuses on teaching and learning in higher education, as well as academic development. She has also participated in numerous international research and educational projects.
Karin T. Watson, University of New South Wales, Australia
Karin Thiele Watson is Director, Educational Excellence (portfolio of the Pro Vice Chancellor Education) at the University of New South Wales (UNSW) in Sydney, Australia, and an Associate Professor in the Faculty of Arts, Design and Architecture. Her work focuses on educational leadership and capability building within research intensive university contexts. She designs and leads institutional programs and initiatives that recognize and reward excellent teaching, build capability and confidence in the Scholarship of Teaching and Learning (SoTL), and support sustainable academic career pathways, particularly for Education Focussed academics. Her leadership emphasizes community building, cross disciplinary networks, and scalable, values driven mentorship models. She is a UNSW Scientia Education Academy Fellow, a Senior Fellow of the Higher Education Academy (UK), and has received multiple national and international awards and fellowships for teaching and education excellence.
Andrea S. Webb, University of British Columbia, Canada
Dr. Andrea Webb spent a decade as a classroom teacher and department head 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. Currently, Andrea is the Director of the Institute for SoTL at UBC.
Gert Young, Stellenbosch University, South Africa
Gert Young is a Senior Advisor: Higher Education at Stellenbosch University, South Africa. His PhD (Political Science) included an investigation in the application of Social Identity Theory to complex social problems. He carried this interest in social psychological theories of identity over to his work in academic development and now focuses on social identities in teaching and learning contexts. As a co-editor for the International Journal for Academic Development (IJAD) he also continues to explore research methodologies for the scholarship of teaching and learning as well as the scholarship of academic development.
