Lucas Allen
is currently in the final year of his Bachelor of Viticulture and Oenology (Hons) at the University of Adelaide. Lucas was 34 when he commenced tertiary study after a successful career in retail and management. Lucas has been actively involved in all aspects of university life including peer mentoring, laboratory demonstrating, and faculty committee membership.
Sandra Becker
pursued a Ph.D. in retirement after over 30 years of teaching at the elementary school level. Her doctoral research was related to teacher learning in makerspaces. She recently completed a postdoctoral appointment with a team that is studying how learning about geometric transformations happens in digital game and coding environments. She continues to work as a researcher studying learning at all ages.
Keith Burn
left school at age 16 and gained university entrance qualifications through part-time courses in further education. Having graduated from London School of Economics as a mature student, he subsequently completed a Ph.D. at the Institute of Education. Keith has been teaching in further and higher education in London for over 20 years. His research interests focus on achieving educational success and he is currently engaged in learner analytics’ development.
Adele Chadwick
(Ed.D.) is currently a Lecturer in English for Academic purposes at the University of Central Lancashire, UK, where she provides academic skill development and support for students across a range of courses. Adele is experienced in language teaching, teacher development and management, production of teaching materials, and independent English language consultancy. Her research interests are centred on the motivations and challenges of older, non-traditional learners, and inter-generational student support within families.
Kathleen Clarke
(Ph.D.) is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University in Ontario, Canada where she teaches in the Student Affairs Field of the Master of Education Program. Dr. Clarke completed her doctorate in higher education at the Ontario Institute for Studies in Education/University of Toronto. Her research focuses on graduate education, student services, and specific populations of students (e.g., students with disabilities, students with mental health conditions).
began his undergraduate degree in 2018 and is now in his Honours year of studies in Mechanical Engineering. Daniel previously ran his own company in Electrical Safety testing of tools for three years. Immediately prior to commencing university he also had over eight years’ experience in retail managerial roles. Daniel is a single father of an eleven-year-old son, who occasionally accompanies him to class.
Geremy Collom
was a serving police officer, of nine years, when he commenced a degree in Mechanical and Aerospace Engineering. His learning and leadership capacities recommended him as an ideal tutor to work with junior students. He was part of a tutor team who developed a conceptual tool to guide students through critical reasoning in problem solving. Electing not to complete his degree, he is now a qualified professional firefighter, and serving Army Reservist.
Amy E. De Jaeger
holds a Ph.D. in Psychology and currently leads the Research, Evaluation and Innovation Team at the Centre for the Advancement of Teaching and Learning at the University of Manitoba. Amy uses a holistic lens to frame projects related to the science and scholarship of teaching and learning in higher education. Amy’s current project areas include Team-Based Learning as a model for teaching development, faculty wellness, interdisciplinary connection and academic culture.
Natalie Dewing
commenced the Bachelor of Oral Health at 33 years of age and is a current final year student. Over the past three years, she has continued working as a registered intensive care nurse whilst studying oral health. Natalie has used her nursing back to great advantage in patient care and pharmacological aspects of the oral health program.
Lori A. Doan
holds a Ph.D. in Psychology and is a SoTL Developer at The Centre for the Advancement of Teaching and Learning at the University of Manitoba. She has taught psychology at the University of Manitoba and the International College of Manitoba for 13 years. Lori’s teaching and SoTL work is informed by the science of well-being, and she is passionate about implementing a positive psychology approach in higher education.
is passionate about designing and building mechanical and electrical components for various applications. Before starting university’ studies, Eli was national business development consultant for a major automotive manufacturer, and had over a decade of technical support, customer care, and business development experience, in various companies. Now in his Honours year of a degree in Mechatronic Engineering Eli is also undertaking part time work at two engineering firms.
Susan E. Elliott-Johns
(Ph.D.) currently teaches in the M.Ed. in Educational Leadership program, Yorkville University. Her career as an educator spans over 40 years as teacher, consultant, public school administrator, and university professor. Research interests continue to focus on narrative self-study, informed by reflexive inquiry, to uncover ways of making sense of our authentic selves and our teaching and learning lives in relational spaces.
Angelina Evans
completed her B.A. in Social Development Studies with specializations in Social Work, Child Abuse Studies, and Individual Well-Being and Development. She is currently working towards completing her Master of Education, Student Affairs focus at Wilfrid Laurier University where she is employed as the Exams & Educational Supports Coordinator in the Accessible Learning Centre. Her research interests include how universities can support mature students and their unique needs and compassion fatigue in student affairs.
Melanie Extance
(Hon. B.A.) is a master’s candidate in the Faculty of Education at Brock University. Melanie is also a student leader and sits as a Senate Representative on behalf of graduate students and is the Deputy President for Brock University’s Graduate Students’ Association. Her interests include accessible education, equity and diversity within education, student engagement, and student leadership. Melanie’s ultimate goal is to create and ensure educational spaces are safe, engaging, inclusive, and provide equity for all learners.
Margaret Greenfields
is currently Professor of Social Policy and Community Engagement at Buckinghamshire New University. She works collaboratively with communities at risk of discrimination and marginalisation with an emphasis on the intersection of policy and practice to enhance social inclusion. Margaret is a member of a team working to support innovative best practices in relation to decolonised and inclusive pedagogic practice within her university, as well as being actively engaged in national level policy development.
has worked in post-secondary education for over 13 years. Her experience and inquiry includes online learning, adult education, flipped classrooms, and experiential education. Leahann holds a Master of Education degree from Brock University, a Bachelor degree in social sciences from McMaster University, and is currently pursuing her human resources designation. Leahann works in administration at McMaster University where she is able to nurture her passion for growth and discovery.
Troy Hill
is Kanienkehake (Mohawk), from Ohswé:ken (Six Nations Reserve, Ontario, Canada) where he is an educator, having been Acting Principal/Vice Principal, Classroom Teacher, and Learning Resource Teacher. Troy returned to education at the age of 30 as an adult learner (Brock University, McMaster University 2007). He is President of McMaster’s Alumni Association. Troy guest lectures on the “Effects Residential Schools have had on his community,” “Truth and Reconciliation,” and “Systemic Education Structures and the Impact on Generations of Indigenous People.”
Sophie Karanicolas
(Hon. Associate Professor) is a Principal Fellow of the Higher Education Academy and a Principal Consultant in Educator Practice in the VET sector. Sophie has specialised in online learning pedagogy and has taught in both the higher education and vocational educational sector for 35 years. She has led many learning and teaching initiatives, such as the flipped classroom with her students as partners and has been the recipient of numerous team-based teaching awards.
Rahul Kumar
is an Assistant Professor in the Department of Educational Studies at Brock University. His research is focused on policy matters in higher education, the role of the professoriate, and digital technologies. He is active in teaching international graduate students and examining educational challenges in Western and Indian contexts. His past work has included application of feminist ethics in areas of education, policy, and ICT.
was a career magazine editor who pivoted to entrepreneur and again to professor. She represents the typical older adult student, rich in career experience and keen to continue learning. Her Master of Education focused on the experience of those who return to school later in life and she enjoys putting theory to practice by offering collaborative opportunities to her students of all ages. Cobi teaches in the Media Communications program at Humber College, Toronto.
Beth R. Loveys
(Ph.D.) began her career as a post-doctoral research fellow in the natural sciences in the late 1990s. Beth transitioned from laboratory research to a teaching specialist position in 2011 at the University of Adelaide. Beth has been recognised for her excellence in learning and teaching with various institutional and national awards. Beth’s education research includes work on the effectiveness of the flipped classroom, peer mentorship, and research-based education.
Imogen McNamara
graduated with a Bachelor of Viticulture and Oenology (First Class Hons) in 2019, University of Adelaide. Imogen was 29 when she commenced university after a successful career in event management, she was first in family to attend university. Imogen was involved in Students as Partners projects, worked as a practical demonstrator and co-authored education research papers during her studies. Imogen is currently working as an Assistant Winemaker in the Barossa Valley, South Australia.
Dorothy Missingham
has worked in engineering education for over two decades. She is Co-ordinator of Engineering Communication and Professional Practice in Mechanical Engineering, was instrumental in developing and teaching Masters level workshops, and currently supervises fellow academics working with Masters and Doctoral candidates in engineering communication. Dorothy has a passion for co-created curriculum and works closely with undergraduates on leadership, students-as-partners initiatives, and industry integration in learning and teaching.
Barbara Anne Nicolls
is a Student Achievement and Success Lecturer in a UKHEI and performs a complex set of multi-disciplinary and cross-disciplinary academic roles and functions. A life-long learner herself, she applies her own learning experiences to motivate the 21st century students to achieve their goals. Her outstanding impact on student outcomes and the teaching profession in higher education was recognised in 2018 when she was awarded the National Teaching Fellowship (NTF) by Advance HE.
is a SENĆOŦEN Immersion teacher at the ȽÁU, WELṈEW̱ Tribal School located in the territory of the W̱SÁNEĆ people. Katia has a Bachelor of Education in Indigenous Language Revitalization from the University of Victoria and is currently pursuing a Master’s of Education in Indigenous Language Revitalization. She is a mother of four daughters; her daughters were her inspiration to return to school as an adult learner.
Sarah O’Shea
has spent over two decades teaching and researching in the higher education field and is regarded as an expert in educational equity. Sarah’s research advances understanding about how under-represented student cohorts enact success within university, manage competing identities, and negotiate aspirations for self and others. She is currently leading a number of nationally focussed equity grants and is the Director, National Centre for Student Equity in Higher Education, housed at Curtin University, Perth.
Julie Podrebarac
is currently a secondary school educator in Ontario. She completed her concurrent teacher education program at the University of Toronto, Ontario Institute for Studies in Education, and more recently, her Master of Education at Brock University with a focus in Educational Administration and Leadership. Julie is interested in pursuing leadership, learning, and teaching development in higher education.
Rebecca Rochon
is an Associate Professor in Professional Education at Buckinghamshire New University. Rebecca is actively involved in the development of education professionals as inclusive practitioners. She works across a variety of programmes aimed at developing teaching and learning practice in different contexts, from schools and higher education to further education and professional environments.
Carmen Rodríguez de France
(Ph.D.) has over 35 years of experience in Education and acknowledges the privilege and responsibility she holds to live on the land of the WSANEC Nation, the lək̓ʷəŋən, and SENCOTEN speaking people. She facilitates courses on Indigenous worldview, epistemologies, and education in the Department of Indigenous Education at the University of Victoria. Her research focuses on social justice, the scholarship of teaching and learning, and the experiences of in-service and pre-service teachers.
is a Guidance Counsellor at a private school within Ontario. She graduated with B.A. in English Literature from the University of Waterloo, is a registered Early Childhood Educator, and is currently working towards completing a Master of Education at Brock University. Her research interests lie in supporting mature students, reducing anxiety in the classroom, and how cultural influences can impact learning.
Nicola Simmons
(Ph.D.) teaches and researches the Scholarship of Teaching and Learning and adult lifelong learning and identity. She is actively involved in several student partnerships with adult learners. Nicola is a Canadian 3M National Teaching Fellow and holds a Brock Chancellor’s Chair for Teaching Excellence. Past roles include VP (Canada) of ISSOTL, VP (SoTL) of STLHE, Founding Chair of SoTL Canada and SoTL Ontario, and Chair of the Educational Developers Caucus of Canada.
Matthew Slater
graduated with a Bachelor of Mechanical Engineering (First Class Hons) in July 2020. He was accepted as a Doctoral candidate in August 2020, pursuing research on aircraft fatigue. Matthew’s previous work experience included working in the residential housing industry and running a small business. He has a passion for aircraft having obtained his Private Pilot’s Licence prior to undertaking his degree.
Sherrie Smith
is a Romany Gypsy from Hertfordshire. Her professional interests include challenging prejudice and access to Higher Education. Currently, Sherrie is studying for an M.A. Education at Buckinghamshire New University while working as a research assistant. Sherrie also guest lectures at Goldsmiths. Sherrie is a founder member of the NGO Gypsies and Travellers Essex; and Report Racism GRT. She leads projects and training on Roma Genocide and hate crime.
Catherine Snelling
is Associate Professor and Education Specialist at the University of Adelaide and Senior Fellow of the Higher Education Academy. Cathy has completed post-graduate studies in online education and has extensive experience as an author of peer-reviewed papers and presentations at national and international higher education conferences. Cathy has been teaching students of all ages for 25 years, and her research interests are focussed on online and simulation learning, clinical assessment, and inquiry-based learning.
is an independent consultant and researcher in Australian post-secondary student equity, retention, and success. She is also a Conjoint Associate Professor with the School of Humanities & Social Science at the University of Newcastle, Australia and an Adjunct Research Fellow with the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University. Her research and publications focus particularly on the mature-age student experience, including that of remote/online students.
Ashleigh Taylor
deferred a teaching degree and worked for two years before starting the Bachelor of Oral Health (B.OH.) at 26 years old. She is in her final year of the oral health program and has worked part-time as a dental assistant to support herself after returning to university. Ashleigh has been closely involved in several leadership roles in the B.OH. including student year representative and as a peer mentor.
Preeti Vayada
is a Ph.D. student from the University of Queensland, Australia. Her research interests lie in collaborative teaching and learning in higher education, with a special interest in students as partners practices.
Monica Wice
is a graduate of the Master of Education program at Brock University with a concentration in Adult Learning and Development. In 2016 she returned to school, 28 years after obtaining her first undergraduate degrees (B.A., B.Ed.). Her experience as a senior student generated her interest in Elder Education including learning methodologies, physical environments, and curricula to support senior learners.
Sinead Wright
worked as a dental assistant in regional Victoria for six years after leaving school. During this time, she developed a passion for dentistry which motivated her to pursue further studies. In 2017, as first in family to complete a university qualification, she relocated to study a Bachelor of Oral Health with the University of Adelaide. She is currently working as a graduate oral health therapist whilst completing a Masters in Clinical Education.