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Welcome to Groningen for the inaugural ESCWG

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Welcome to Groningen for the inaugural ESCWG

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Dear Participants

We look forward to seeing you soon. Those joining us on Monday evening for the informal dinner at Napoli Groningen Astaat 9, the table is booked from 7pm local time.

Safe travels

All the best

Earle and Dawne

Napoli Groningen

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Smakelijk eten bij Pizzeria Ristorante Napoli Groningen. Welkom op de officiële website van Pizzaria Ristorante Napoli

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https://www.timeanddate.com/worldclock/meeting.html
This world time zone planner is useful in supporting meeting logistics.

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This group focuses on the personal journeys of SoTL practitioners, exploring how individuals connect to and integrate SoTL in diverse ways. The writing will focus on storytelling to enhance understanding and inspire positive change in higher education.

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Kerry is an experienced pedagogic researcher with expertise in the scholarship of teaching and learning (SoTL). Her background is as an educational researcher and she brings this expertise into her current work within the Educational/Academic Development field. Kerry’s interests centre on supporting colleagues to take evidence-based and evaluative approaches to their teaching and supporting learning activities. In line with this, she has established initiatives that have gained prominence across the HE sector, such as the Evaluating Teaching and Learning in Higher Education Forum.

Kerry is an active scholar and her sustained publication of research contributes to understandings about student learning, the scholarship of teaching and learning (SoTL) and academic development work. In addition to her own scholarship, Kerry takes a leading role in enhancing colleagues' pedagogic scholarship skills and supporting the dissemination of their scholarly activities so that broad and diverse communities may benefit and build on the learning gained. She is Associate Editor for the Journal of University Teaching and Learning and co-editor of the SEDA Blog. The Staff and Educational Development Association (SEDA) is the leading professional association for staff and educational developers in the UK, promoting innovation and good practice in higher education.

Kerry engages with international SoTL communities through various activities and projects. She has presented and led panel and workshop sessions at recent ISSOTL conferences. She is part of a current ISSOTL international collaborative writing group exploring how diverse academic disciplines influence SoTL research. She is also leading a research project with ISSOTL Advocacy Committee members investigating the contexts and values that may shape institutional SoTL support activities. She remains extremely interested in exploring journeys into SoTL and the development of SoTL identities. With an international colleague, she is examining her own SoTL journey and identity through a duoethnography approach.

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Group Leader:  Professor Leila Ferguson - Norway

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Group Leader:  Professor Leila Ferguson - Norway

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Group Leader: Professor Peter Riegler - Germany

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Group Leader: Professor Peter Riegler - Germany

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Group Leaders: Rik Vangangelt & Svenne Groeneweg - Holland

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Group Leaders: Rik Vangangelt & Svenne Groeneweg - Holland

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Group Leader: Professor Jessica Riddell - Canada

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Group Leader: Professor Jessica Riddell - Canada

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This group explores using SoTL to build resilience, sustainability, and social connection in education. It focuses on addressing global challenges like climate resilience and digital adaptation through interdisciplinary collaboration, empowering educators and learners to create a more interconnected future.

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This group examines how digital accessibility impacts learning environments. Participants will explore strategies to make education more inclusive and equitable, sharing experiences and insights on fostering accessible connections between content, faculty, and peers.

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I am the director of Oregon Health & Science University's Teaching and Learning Center in Portland, Oregon, United States, and associate professor. In this role, I have the honor of collaborating with a passionate team of teaching professionals, and working with educators across OHSU, our state's only academic health center. I have collaborated with learners and educators in higher education for nearly 25 years in the Portland area. Before that, I taught secondary students and, before that, worked as a journalist. My personal and professional experiences all have shaped my views about perspective taking and contextual considerations in learning, education, and systems.

I am interested in so many things, but I always come back to how can we be more inclusive, more inviting, and more affirming of all people. I'm curious how educators' assumptions of abilities affect our teaching and learning, and what better practices exist not only for ensuring digital accessibility technically but also how digital accessibility impacts educator growth and mindset about inclusive learning environments. I am also interested in promoting scholarship among all educators, so I'm so grateful for this writing group.

Personally, I love travelling, going to musicals, and watching Bake-off.

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Born in South Africa, Earle 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.

Through his key areas of influence and pedagogical practice (students as partners, mentorship, and employability) underpinned by Vaile’s (2017) flourishing student model, Earle has pioneered innovative approaches to student learning and development.

Celebrating the importance of student-centred learning and transitions into higher education, he founded the Sports mentoring project which has received significant funding, to promote social justice, access and participation, inclusion and student confidence. The success of the project has enabled him to disseminate best practice at national and international conferences resulting in collaborative international publications.

His sustained leadership in teaching excellence has earned him Principal Fellowship of Advance HE and an inaugural International Society for the Scholarship of Teaching and Learning fellowship. Earle has been described by international scholars as a “leader and innovator” who places the learner at the heart of his teaching philosophy.

Building on this, he embeds a range of innovative teaching practices into his sports therapy curriculum and encourages his students to own their learning through online learning technologies, collaborative writing groups and practical learning applications. His investment in his scholarship of teaching and learning has culminated in co-founding the Journal of Impact Cultures, reviewer for teaching and learning Inquiry, lead for an international collaborative writing group and regular invitations to review abstracts for ISSoTL conferences.

Earle’s passion for teaching and learning coupled with his ability to inspire and transform student learning, ensures that his numerous publications and texts serve to augment and enrich the student learning experience.

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This group explores how institutional and individual contexts influence SoTL engagement. It seeks to understand how departmental cultures, career policies, and disciplines shape SoTL practices, aiming to innovate support structures across diverse educational settings.

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This group investigates how non-traditional teachers critically engage with pedagogical literature. Through international collaboration, it aims to bridge the gap between theory and practice, offering insights into academic development and mentorship.

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This group contributes to the Decoding Wiki and journal, aimed at making Decoding work more accessible. It invites scholars from all disciplines to collaborate on disrupting academic norms and expanding inclusive educational practices.

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Developed Decoding the Disciplines to address real difficulties students face not knowing how to deal with unfamiliar ideas and mental models. Joan and Leah Shopkow published a practical guide to Decoding: Overcoming Student Learning Bottlenecks. Specializes in addressing emotional bottlenecks and leads faculty communities on inclusive teaching, implicit bias, and making disciplinary thinking more available. Joan is a member of the Monroe County NAACP, and enjoys camping and kayaking.

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Joan Middendorf with a large basket of green and yellow tomatoes. 

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Svenne started her career as a junior lecturer in Public Administration at a research-intensive university in the Netherlands. Experiencing an unbalanced standing of teaching and research made her look for ways to approach our teaching more seriously. She specialized in quality assurance policies in higher education, before discovering SoTL as a field of inquiry. Currently, she is a PhD candidate at the University of Amsterdam studying the impact of SoTL, whilst working at the university’s Teaching and Learning Centre. This combined position allows her to establish fruitful links between theory and practice, and make a valuable contribution to the field of SoTL.

Through this ESCWG, Rik and Svenne aim to build new connections on how to institutionally support SoTL across varied educational contexts, and make a meaningful contribution to both the European and global SoTL field.

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Odd Rune is an educator and researcher interested in improving higher education through innovative methods. Holding a master's degree in pedagogy and an interdisciplinary Ph.D. in innovation and university pedagogy, Odd Rune has focused his career on the intersection of digital technology and student-centered learning. As part of a group of researchers at the University of Inland Norway, he has, for example, researched Augmented Reality (AR) and Virtual Reality (VR) in educational practices, aiming to create engaging learning environments.

Odd Rune's academic journey emphasizes students’ stories and experiences as a pedagogical tool and methodological approach. He has been involved in projects highlighting the importance of student involvement in educational innovations fostering professional and personal growth. His research often explores students' experiences, showing how their stories can shed light on the complexities of learning processes and contribute to discussions on educational methodologies.

Odd Rune is engaged and interested in letter writing as a form of scholarly dialogue and has explored using letters to discuss SoTL. The letters provided a reflective space to discuss hermeneutic understandings and personal narratives within SoTL. This approach enriches the academic discourse and highlights the value of personal storytelling in professional development and scholarly inquiry.

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Dawne, with experience in secondary, further, and higher education, is passionate about inspiring students to reach their full potential. She believes effective learning stems from positive relationships with students, starting with excellent teaching. Dedicated to advancing the Scholarship of Teaching and Learning (SoTL), she founded The National Teaching Repository, an Open Educational Resource with global impact. Dawne is a National Teaching Fellow (NTF), Principal Fellow of the Higher Education Academy (PFHEA), and has received the Collaborative Award for Teaching Excellence (CATE).

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Leila Ferguson, Kristiania U of Applied Sciences, Oslo, Norway. 

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Leila Ferguson, Kristiania U of Applied Sciences, Oslo, Norway. 

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Leila's background is in educational psychology with a focus on students' multiple text comprehension and epistemic beliefs and teachers' beliefs, including how learning and teaching occur, and the development of such beliefs over time.

For the last 8 years Leila has worked with supporting and developing higher education teachers' teaching and students' learning through leading a professional development course in HE-pedagogics, engagement with supporting scholars' SoTL projects, and more recently with development of PhD supervisors' practices.

Group 2's project will investigate SoTL across borders with a particular focus on how scholars from subjects other than education engage with educational research and SoTL projects.

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Chris is a Lecturer in Education at Leeds University (UK). His research focuses on the scholarship of teaching and learning, inclusive education, disability studies, and equity in higher education. Using sociocultural and critical theories, he examines student and educator experiences to design equitable educational practices. His interdisciplinary, international work intersects with fields like STEM, arts, and learning spaces, employing approaches such as design-based research and discourse analysis.

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Link to EuroSoTL Collaborative Writing Groups website

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Link to EuroSoTL Collaborative Writing Groups website

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EuroSoTL 2025 Collaborative Writing Groups – EuroSoTL-Network

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EuroSoTL 2025 Collaborative Writing Groups

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EuroSoTL 2025 Collaborative Writing Groups (ESCWG) Applications must be submitted by January 15, 2025 at 6:00 PM (GMT). Notification of Acceptance: Participants will be notified by January 22…

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Lizana Oberholzer is an Executive and Leadership Coach as well as a Senior Lecturer in Teacher Education (specialising in teaching and learning, assessment, SEND, curriculum design, school improvement, English, Media Studies, and Psychology) and Postgraduate provision. She is the programme lead for the University of Wolverhampton’s International MA in Education, as well as the Early Careers Framework and National Professional Qualifications for School Leadership where she also leads on the coaching of Senior Leaders, Headteachers and Executive Leaders in Education. She is passionate about coaching psychology, leadership development, inclusion, governance and teacher development. Lizana supports the BELMAS Research Interest Group for Governing and Governance as a Convenor. She is also a BELMAS Trustee as well as a BAMEed Trustee. Lizana works with WomenEd as a regional lead in the West Midlands. She is currently the IPDA England Chair, as well as Chair of the IPDA International committee. She chairs the UCET’s CPD forum and is a member of the UCET Executive Committee. Lizana is a member of the APPG for the Teaching Profession, and Chairs the APPG SIG for Teacher Development for the APPG for the Teaching Profession. She is a proud trustee of a Multi Academy Trust, and is a committed educator, striving to provide learners with learning opportunities and life-chances. Lizana is actively involved in the British Psychological Society’s Division of Coaching, and she is the Chair for the division. Lizana is a Founding Fellow of the Chartered College of Teaching, an IPDA Fellow as well as a CMI Fellow. Her research interests centre around professional learning, mentoring, coaching and leadership development within education.

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Ann is an educator and researcher attached to the Strategic Management group at Hertfordshire Business School, University of Hertfordshire, Hatfield UK.  She has a PG certificate in Higher Education and is a fellow of the Higher Education Academy (HEA).  She has a PhD in Business from UH and is an early career researcher with research interests in Public Health Policy and Management and Academic Integrity in learning and teaching.

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Hello Everyone

My name is Angela Mazzetti and I am a Senior Lecturer in Management Practice at Newcastle University Business School, UK.

I have been working in the education sector since 1996, initially working in a widening participation role in the further education sector, before moving to the higher education sector in 2005. Throughout my time in these sectors, I have held a remit for staff development, mainly focused on enhancing learning and teaching. I am currently deputy subject group head for the Leadership, Work and Organisation subject group with responsibility for staff development. I am also on the editorial board of our in-house scholarship journal 'Scholarship Insights Newcastle' which provides a publication outlet for our Teaching and Scholarship staff.

My scholarship research focuses on how individuals develop a sense of belonging to an academic community and a sense of identity as a scholar. Through my research I have explored themes such as the transition from further education to higher education; the barriers to learning; belonging and identity; the role of compassionate educators; the doctoral journey; and perceptions of academic success and failure. These projects have secured a combination of internal and external funding.

I am very much looking forward to working with you as part of this exciting initiative.

Angela

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Dr. Jessica Riddell is a Full Professor of Early Modern Literature in the English Department at Bishop’s University (Québec, Canada). She holds the Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence; in this capacity, she leads conversations about systems-change in higher education that shifts the focus from resilience to human and ecological flourishing.

In her research, teaching, leadership, and administration, she facilitates dialogue at the national and international levels about how universities fulfil their public purpose.

An award-winning educator and scholar, Dr. Riddell has published on Shakespeare, institutional culture change, inter-institutional collaborations, experiential learning, and inclusive high impact practices. Her book Shakespeare's Guide to Life, Hope, and Learning (University of Toronto Press, 2023) with co-authors Dr. Lisa Dickson and Dr. Shannon Murray, was nominated for the Gordon Book Prize. Her most recent book, Hope Circuits: Rewiring Universities and other Systems for Human Flourishing (McGill-Queen’s University Press, 2024), addresses the fragmentation, weakening of purpose, and instrumental practices of higher education and issues an expansive call for the reinvention of universities and the renewal of their social contract.

Dr. Riddell has long been a philosophical figure in the higher education sector and a respected insider-advocate for shaping systems for human benefit. As the founder of the Hope Circuits Institute, she facilitates collective sense making for boards, senior leadership teams, senates, and various departments and offices across the university campus. At a time where there are so many indictments of higher education, her work invites people, communities, and institutions to engage in strategic planning around governance, relational wellbeing, student success, learning and teaching innovation, advancement, campus-wide engagement, and departmental/divisional renewal. In addition to retreats, books clubs, workshops and other forms of professional development, Dr. Riddell hosts hope summits, consults on policy development, and facilitates roundtables that offers an antidote to a sector-wide mission drift at a moment when publicly funded social institutions are under siege.

Dr. Riddell is a leading intellectual at the intersection between the humanities and higher education. She is one of Canada’s most prolific public scholars on the role universities play in a civil, just society and regularly convenes conversations about how education shapes creative democracy. As an inter-disciplinary researcher, she’s engaged in knowledge creation in diverse fields from Shakespeare to transformative learning, inclusive high-impact practices to systems and design thinking and collective sense making.

Dr. Riddell has a robust leadership portfolio in higher education and serves on several boards, including the Board of Directors for the American Association of Colleges and Universities (AAC&U), as a Board Member of the Society of Teaching and Learning in Higher Education (STLHE), VP Quebec for Senior Women Academic Administrators of Canada (SWAAC), member of the Research Advisory Board for Future Skills Centre, and has served on the 3M National Fellows Council and as VP Canada for International Society for the Scholarship of Teaching and Learning. She also currently sits as a three-term Governor on the Bishop's University Board of Governors and a two-term Senator at Bishop's University Senate.

She has received research funding from SSHRC, ECQ (Entente Canada et Québec), and STLHE (Society of Teaching and Learning in Higher Education) and was awarded funding for innovation from the McConnell Foundation, The Jarislowsky Foundation, CEWIL (Canadian Experiential Work-Integrated Learning), Business Higher Education Round Table (BHER).

Dr. Riddell was awarded the William and Nancy Turner Award for Teaching Excellence (2011-2012) at Bishop’s University, received the 3M National Teaching Fellowship in 2015, was the recipient of a D2L Innovation Award for Teaching and Learning in 2022, and won the inaugural award from Forces Avenir (Quebec’s highest recognition in higher education) for Most Engaged Faculty/Staff Member in 2022.

Dr. Riddell convenes conversations in the public sphere and builds a shared belief that we can only engage in systems-change work when we are in communion with others, illuminated by the fundamental guiding values of equity, justice, and empathy. Her work moves us beyond the “way it has always been” into new spaces where universities can be on the frontline of social and economic renewal.

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CBC Radio · Posted: Sep 27, 2024 12:46 PM EDT | Last Updated: September 27, 2024

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In a time of ‘permacrisis’ the need for hope is critical, says academic | CBC Radio

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Educators are wired for hope according to professor Jessica Riddell. She urges educators to teach hope, share it, and imagine a better future. Riddell recently delivered the University of Prince Edward Island’s Murray Lecture on Hope and the Academy.

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New book offers hope on how to renew our troubled universities - University Affairs

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Former University Affairs columnist Jessica Riddell wants academics to rewire their mindsets and perspectives on how Canadian universities are currently being run.

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Hope Circuits | McGill-Queen's University Press

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Hope Circuits Institute | jessicariddell

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Hope Circuits: Rewiring Universities and Other Organizations for Human Flourishing

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Physicist by training, math instructor by job description, computer scientist by practice, administrator by fade, decoder of disciplines by heart, I am fascinated by what goes into the way of learning. I find that understanding these hurdles, threshold concepts, bottlenecks, etc. open fruitful ways to enable learning.

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Associate Professor of Teaching - University of British Columbia, Vancouver, Canada

With my interdisciplinary background in economics, anthropology and geography, I love finding innovative ways to challenge 'conventional' classroom spaces. I focus on enabling experiential learning through technologies like immersive audio and location-based tools, while exploring how digital storytelling can build empathy and engagement around social justice issues. I focus a chunk of my time on thinking through digital literacy and more recently the role of generative AI in teaching and learning.

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Hello, I am originally from Scotland and am currently based in the Department of Physics at the University of Sussex (Brighton, UK). Outside of academia, my hobbies include parkrun, hiking, DIY and looking after/growing houseplants.

My current roles include physics international summer school (life-science students who wish to study medicine), teaching data science, delivering PGR teaching training, recruitment, EDI and external examining roles.

I have studied and worked around the UK in 4 other universities.

Overall, I am an education-focussed lecturer with experience teaching both core and specialist physics at all levels and teaching statistics to postgraduate social science students. I use neuroscience principles to design course material and assessment with a focus on cognitive and meta skills in mathematics (derivations, threshold concepts, linking processes to employability scenarios, critical thinking) and have embedded unconscious bias  training into data science training. I have succesffully chaired EDI committees to challenge and hold to account inhibatory universitty structures.

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Please use this ideas and suggestion column to add your thoughts and ideas

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Please use this ideas and suggestion column to add your thoughts and ideas

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Recording from leaders meeting 7th Feb 2025

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Recording from leaders meeting 7th Feb 2025

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I work at Darmstadt University of Applied Sciences, supporting future engineers in their study of Mathematics. I have a passion for experiments. My lessons incorporate LEGO robots, Peer Instruction, and Just-In-Time Teaching methods. Decoding was a true eye-opener for me, changing my attitude towards looking deeper at what exactly makes Mathematics difficult. My wonderful students teach me new insights every day. In my free time, I enjoy paddling in the wild outdoors and Lindy Hop dancing.

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Kim has over a decade of experience in children’s safeguarding, specialising in managing complex and high-risk cases. Her practice fostered a deep passion for addressing parental mental health, with a focus on supporting parents while keeping children at the heart of interventions. Noticing a gap in policies and research concerning fathers with mental health problems, she initiated a doctoral research project which examined social workers' experiences with these fathers, utilizing Interpretative Phenomenological Analysis (IPA). Kim is actively engaged in the research community, frequently presenting on IPA methodologies at various conferences and events.

Currently, Kim is a Senior Lecturer in Social Work at the University of Hertfordshire, where she leads several programs, including the MSc Advanced Social Work Practice and the PgCert Practice Education Course. She teaches a wide range of subjects at both undergraduate and postgraduate levels, dedicating herself to advancing social work education. Her commitment to supporting students is evident in her research on strategies to assist older students facing learning challenges in higher education.

Kim remains closely connected to safeguarding practice as an independent advisor for the UK family courts. In this role, she conducts independent inquiries and assessments, contributing to the welfare of children and families in need.

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Since obtaining my PhD in the History of Medicine at the University of York, UK, in 2011, I have worked in various academic roles at the University of Manchester, Vrije Universiteit Amsterdam and University of Chester, often within international consortia.

What I love about working in academia are the opportunities it brings to collaborate with others - from other disciplines, countries and professional sectors - to create exciting and rewarding learning, teaching and scholarship opportunities.

I worked with colleagues from Amsterdam, Beijing and Los Angeles to organise experiential learning experiences on the crossroads between Geography, Data Science and Urban Design for liberal arts and sciences students.

Together with colleagues from Austria, Czech Republic, The Netherlands, Thailand and China, I designed specialist modules in Geographical Information Sciences for IT professionals.

As Training coordinator of two Marie Skłodowska-Curie Doctoral Training Networks, I worked with academic and professional colleagues from across Europe to enhance PhD supervision and deliver innovative training to PhD candidates in landscape and heritage planning (Heriland) and geology (FluidNET).

Today, as Senior Academic Developer, I am collaborating with colleagues at the University of Chester, Vrije Universiteit Amsterdam and others in my wider network to promote high quality practices within HE, with a particular focus on Coaching and mentoring, Inclusive teaching practice, Experiential learning and Scholarship of Teaching and Learning.

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I am associate professor in Biomedical Engineering at Linköping University in Sweden. I work with various technologies and scientific solutions related to medical devices in the hospitals. I work also partly at the center for pedagogical development at Linköping University which brought me to this interesting scholarly writing. Looking forward to the discussions!

I have this paper that is maybe relevant for the topic of group 6 and shows an aspect of my teaching:

Interactive remote electrical safety laboratory module in biomedical engineering education | Education and Information Technologies

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I'm Professor in the Psychology of Learning at University of Leeds in the UK. I have a role leading the university in assessment and feedback. I'm passionate about equality and inclusion - I've been leading a project on competence standards across the university. I'm also interested in the way that buildings and environment can add to (or reduce) student belonging. I have worked with QAA in the UK to look at the Hidden Curriculum, and also conducted research examining Global Citizenship Education.

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I am a Canadian currently living and working in Hamburg at a small private university called Kühne Logistics University, where I focus on pedagogical innovation.

In my "spare" time, I am a doctoral student at the University of East Anglia in the UK. My research is focused on how HE educators in STEM disciplines engaged with critical theory through reflective practices. I explore how norms are passed down within disciplines and how they impact how STEM academics think about critical theory. The project relates to my work supporting academics in the UK, and my early university experience as a student with a double major in Mathematics and English Literature.

I make a Pi Day pie every March 14.

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Anna Santucci, Univ College Cork (Ireland) & Univ of Virginia (USA)

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Anna Santucci, Univ College Cork (Ireland) & Univ of Virginia (USA)

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https://research.ucc.ie/profiles/asantucci@ucc.ie

https://orcid.org/0000-0002-8168-8569

Dr. Anna Santucci is Senior Lecturer (Associate Professor) in the Centre for Integration of Research, Teaching and Learning (CIRTL) at University College Cork (UCC, Ireland), where she directs CIRTL’s MA program in Teaching and Learning for Higher Education and co-leads UCC’s contributions to Teaching & Learning efforts for the UNIC European University alliance. She was previously a faculty developer at the University of Rhode Island (USA), where she supported teaching enhancement with a focus on Inclusive Excellence. Her story includes a BA in Modern Languages (Padova, Italy), MA in English (Nottingham, UK), and PhD combining Italian and Theatre & Performance (Brown University, USA – where she also served as Head Graduate Teaching Consultant at the Sheridan Center). Anna’s international and transdisciplinary work critically promotes interculturality, equity and justice in higher education via co-creation, reflection, agency, and authentic partnerships. Recent highlights include a chapter contribution about the Artistry of Teaching in Higher Education and a Transformative Dialogues special issue about Dialogically Relational Complexity in the Scholarship of Teaching and Learning across the disciplines. Her publications appear in venues such as Research in Drama Education, the Scenario Journal for Performative Teaching, Learning and Research, the Journal of Excellence in College Teaching, the Journal of Faculty Development, Teaching and Learning Inquiry, New Directions in Teaching & Learning, and the International Journal for Academic Development. She is currently vice-president of the All Ireland Society for Higher Education (AISHE), member of the Educational Developers in Ireland Network (EDIN) Committee, co-lead of a Collaborative Writing Group for the International Society for the Scholarship of Teaching and Learning (ISSOTL), past chair of POD Network’s Professional Development Committee and editor of its POD Perspectives series, and Associate Editor of the International Consortium for Educational Development (ICED)’s International Journal for Academic Development (IJAD).

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Dr Gwen Moore, Associate Professor Music Education

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Gwen has extensive experience in HE leadership and music education which spans three decades in a variety of sectors and contexts including primary, secondary and higher education levels. In her role as Director of Teaching & Learning from 2016-2023, she provided strategic leadership in the development of Teaching, Learning, Assessment and Feedback. Gwen has been involved in several funded projects and is published widely in edited books and international peer-reviewed journals. She is Senior Editor of the ISME Routledge Book Series on Music Education and Co-Editor of the International Journal of Music Education. Gwen was awarded a Principal Fellowship of the HEA in 2023 for her work in enhancing teaching and learning nationally and internationally.

I am very interested in how SoTL and T&L more broadly is recognised and rewarded in institutional structures and promotion processes. I have been working as a consultant with Advance HE on a project exploring T&L careers and pathways in the UK, Ireland, Australia & New Zealand.

Very much looking forward to meeting everyone and working together!

Gwen

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Dr Caterina Presi is an Associate Professor of Marketing Practice at the Leeds University Business School, University of Leeds UK. Her research work within SoTL looked at student resilience and motivation, flipped and blended teaching methodologies and, more recently, she is investigating at the challenges and enablers of SoTL activities in HE (mainly UK context). She has experience of both qualitative and quantitative methodologies, with a keen interest in visual methods. She has been a programme lead (Masters) for several year now. She is also a qualified coach and mentor.

I think that I finally found my community in SoTL and look forwards to working together on this very exciting project!

Caterina

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Dr Susan Pawley is a Senior Lecturer in Mathematics at The Open University, UK.  Her current substantive role involves leading the Scholarship of Teaching and Learning, as both Director of eSTEeM, the STEM Centre for scholarship and Innovation and Chair of the University Scholarship Steering Group, which brings together scholarship leaders from all faculties.

One of the most rewarding aspects of these roles is having the opportunity to share my passion and enthusiasm for teaching and learning, training academics in the specific skills needed to conduct scholarship investigations. In addition to running regular dissemination seminars, I also organise an annual scholarship conference. Associated with this conference is a peer-reviewed conference proceedings, for which I serve as the principal editor.

I am a founding member of the Horizons in STEM Network committee, which aims to increase the dissemination of STEM Scholarship and create a community of peers in STEM.

My Scholarship concentrates on supporting students at a distance, particularly looking at the transitions to university and student community.  More recently I have been investigating effective ways to support STEM students with maths anxiety.

I’m really looking forward to connecting with others who believe scholarship is imperative for a successful university.

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Hi everyone! I am a professor and director of the Mokakiiks Centre for Scholarship of Teaching and Learning, Mount Royal University in Calgary, Canada. Decoding, and now Disrupting the Disciplines has been a keen interest for almost a decade. My background is Education with a PhD in Language and Literacy, and I started out my career as a kindergarten teacher. I look forward to working with all of you.

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Dr Marloes Spreeuw is a Principal Lecturer in Law at the University of Westminster, UK. I am the UG Director for the School of Law, with a broad portfolio that includes teaching and learning, quality, curriculum design, attainment, student engagement, and staff development. I also have a wider University role with the Centre for Education and Teaching Innovation (CETI), which focuses on supporting staff across all disciplines. Additionally, I am a member of several University Committees that focus on Teaching and Learning.

Currently, my work focuses on AI literacy in higher education. I am particularly interested in how AI might change the way degrees are designed, taught, and assessed in order to remain current and relevant to students and their future employers, as well as providing students with the skills required to pursue their careers with confidence. I am also exploring the potential benefits that AI could have on higher education and how it could be integrated into teaching to support student engagement, attainment, and EDI.

Over the last two years, my work has also focused on the benefits of Student Partnerships to enhance the learning experience, build a stronger community, and develop employability skills. I have introduced a framework in which students are an essential part of the delivery of our teaching, co-delivering classes and co-designing our curriculum.

As part of my role, research interests, and to support colleagues with an interest in SoTL, I have been working on setting up a research centre within the School focusing on education. This week, I received the exciting news that a funding application supporting this ambition has been successful!

I am really looking forward to connecting and working with people who share an interest and passion for SoTL.

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Senior Lecturer in Paramedic Science at the University of Hertfordshire, UK. Paramedic for 9 years working for London Ambulance Service with an MSc in Advanced Practice (Emergency & Critical Care)

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Thank you for sending us your availabilities. Here is the proposed schedule, with a reading schedule from Hope Circuits.

• March 4th 10am: no readings

• April 1st 10am: Introduction (p. 17-74)

• April 22nd 10am: Learn, Teach (p. 93-133)

• May 6th 10am: Lead, Mentor (p. 134-166)

• May 20th 10am: Build, Value (p. 75-92, 224-242)

• June 5th 10am: Gather, Human (Hope Circuits 2.0 – pdfs to come)

As well, here is the Zoom link that we will use each time. I will send Calendar invitations with this information shortly.

https://us06web.zoom.us/j/89991299734?pwd=WTthNl9okORnGV5fybinfkYeQ11riD.1

Meeting ID: 899 9129 9734
Passcode: 527960

Thank you!

Sufia

On Sat, Feb 15, 2025 at 7:57 AM Jessica Riddell <jriddell@ubishops.ca> wrote:

G

Hello lovely hope warriors!

Just as the Marvel Cinematic Universe gathers superheroes with "Avengers Assemble!" I am delighted to officially convene this group of mighty, beautiful, hopeful humans - with all your diverse superpowers, skill sets, disciplinary lenses - to co-create a set of blueprints for systems change.

You will see below the group description, membership, and a message from our wonderful organizers.

I invite us to gather us together on Zoom in the coming weeks as we build relational trust, illuminate eachothers superpowers, and create a space for us to do the deeply meaningful collaborative work of co-creation.

Here is my proposal: we meet every 3-4 weeks with a short pre-reading from Hope Circuits connected to our work; Each session is a one hour zoom session (that we can record and create an unlisted link to share only with those who were absent) and ideally in a read and rumble format we can start to see an emergent design of what we might do together that we cannot do on our own  (e.g. collected essays? shared paper? podcast? designing workshops? facilitation and mobilization?).

We are managing some funky time zones (I am in EDT) but I suggest times below. If it looks tricky we can send around a doodle.

Session 1: March 4 — 10am; or 11am; or 12pm for one hour sessions (EASTERN TIME ZONE)

Session 2: April 1 — 10am; 11am; 12pm

Session 3: April 22 — 10am; 11am; 12pm

Session 4: May 6 — 10am; 11am; 12pm

Session 5: May 20 — 10am; 11am; 12pm

Session 6:  June 5 — 10am; 11am; 12pm

Can you please reply to me and Sufia("sufia.langevin@gmail.com" <sufia.langevin@gmail.com>)

with your availabilities by middle of next week?

THANKS ALL!!!

JESSICA

Group Lead: Jessica Riddell + Anna Santucci

Group Theme: Hope Circuits in Action

Country: Canada + Ireland

E-mail: jriddell@UBishops.ca

Group Synopsis:

This group explores how circuits through the lens of European Higher education. Hope Circuits (MQUP 2024) is a book but also a social movement that engages in collective sense making at this moment of deep disruption to PSE sectors around the world. Using tools co-created in conversation with over 300 people, we move from moment to mindset. As this project unfurls, the Hope Circuits Institute invites us to go from mindset to movement - with local, proximate, and granular interventions in our own ecosystems to rewire systems for human flourishing. What are the tools and strategies we need to empower each of us as architects of creative futures? This group will rumble (using Brene Brown's formulation), illuminate, and build framework for how Hope Circuits can be adopted and adapted in the European PSE landscape.

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I am a Senior Lecturer at the University of Manchester.  My research is to do with face recognition, and I am also very interested in the scholarship of teaching.  I am currently Director of Education in my Division, overseeing teaching delivery and quality across Psychology, Speech and Language Therapy, Deaf Education and Audiology UG and PG courses.  I am a Senior Fellow of the HEA and have previously held a Teaching and Learning Fellowship. This fellowship used mixed methods to investigate student support and engagement during resit periods and following periods of interruption.   I am keen to collaborate and meet with others - and to learn more about academic writing on Teaching and Learning.

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Eva Erber, PhD; Educational Developer at the University of Vienna, Austria 

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Eva has been part of faculty development at the Center for Teaching and Learning at the University of Vienna since 2022. She studied Graphic Design, Comparative Literature and Theatre, Film and Media Studies in Austria and the Netherlands. Additonally, she got her PhD in German Studies at Rutgers University, USA. She gained her international teaching experience (USA, Slovakia) in German as a foreign language, literature, cultural studies, and academic writing. Furthermore, she was a coordinator of the Teaching Assistant Project at Rutgers University for several years, a training and professional development programme for university teaching assistants (doctoral students).

During her time in the United States, Eva was part of the Rutgers Academy for Teaching and Learning and found her passion for both, educational development and SoTL there. In her current position, she focusses on informal offerings ("Teaching Conversations") as a means of pedagogical training for university teachers. She is also interested in the various roles educational developers can have when they are supporting SoTL projects. In addition, she is responsible for developing tailor-made pedagogical offerings for departments at the University of Vienna .

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Grazyna Grace Lipowska-Bhalla, University of Manchester, UK

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Grazyna Grace Lipowska-Bhalla, University of Manchester, UK

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I am a Lecturer in Cancer Biology at the University of Manchester and a Senior Fellow of the HEA. I lead a master’s course in Cancer Pathology as a Programme Director and teach across multiple modules.

My career path has been unconventional, transitioning from the army to cancer research before moving into academia.

I am passionate about fostering an inclusive and collaborative learning environment where students can thrive and seeing them grow is the most rewarding aspect of my role.

I have extensive experience in curriculum development and led the transformation of PGT programmes into a comprehensive Cancer Education Portfolio.

My academic interests include flexible and blended learning, particularly in striking the right balance between classroom-based and online components. I also advocate for inclusive and authentic assessments and am committed to enhancing programme-level assessment strategies.

I’m excited to be part of this writing group and look forward to exchanging ideas and learning from others!

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The above welcome pack is designed as an information guide for the ESCWG and contains useful meeting, travel and visitor information. We hope you find the context useful.

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Our group and topic have both evolved: We are 6 members, that meet regularly and have read a number of articles on reflective teaching, academic development & SoTL. Use of "non-tradational teachers" has been discussed and revised. Our revised aim is to produce, and merge personal scholarly narratives of transitions in higher education.

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Our writing group has met three times so far and set to meet once more. We are also reading Hope Circuits together and have built a community of practice that has focussed on trust and relationship building, process over product, and candid reflections and rumbles. It has been a balm to the soul in these troubled PSE times!

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Had two online writing meetings

Third one on May 29th

Work done and work in progress is continuously available at http://www.decodingthedisciplines.de

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Our group met two times, the first focussing on introductions, the second on discussing our topic of interest. We specified the topic (contextual influences on SoTL support), by focussing on a) disciplinary contexts, and b) institutional / regulations. All members will write a short literature-informed account prior to meeting in Groningen.

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After finishing his bachelor and research master in Dutch literature, Rik started to work as a policy advisor for Utrecht University's Centre for Academic Teaching and Learning. In that rol, he focussed on educational innovation, educational scholarship, and academics' educational development. In 2021, his job shifted, solely focussing on enhancing educational scholarship. He then also started his PhD research on how higher education institutions can stimulate and facilitate educational scholarship of university teachers.

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I have made a reservation for pizza dinner for 30 persons on Monday 16 June at 7 pm. The restaurant is called Napoli Groningen and it is located at Astraat 9.

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We have met two times online and have worked towards the following research proposal:

1. Literature review

Research question: In what ways do disciplinary and institutional contexts enable or constrain the development of SoTL practices among academics? (what is)

Purpose: Establish existing knowledge on context-related variations in SoTL.

Output: Foundation for the research article.

Audience: SoTL scholars, institutional leaders.

2. Reflective narratives, interviews or creative methods

Research question: How could academics navigate their disciplinary identity and institutional context in integrating SoTL into their scholarly practice? (visions of the possible)

Purpose: Generate autoethnographic data or further explore (best) practices, perceptions, and support structures in different contexts within our writing group.

Output: Podcast, roadmap or guide.

Audience: SoTL newcomers, educators, university support staff, educational developers.

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Our group has met 3 times (March, April, May) discussing and defining the term "digital accessibility," what the literature has to say about how HE institutions are creating digitally accessible environments, and the challenges of faculty in doing this. Grace learned of the virtual Digital Accessibility 2025 conference hosted by the University of Nottingham on June 25, and we decided to submit a roundtable proposal to talk about these issues. I am delighted to report that our proposal was accepted. I'm excited to meet in person shortly.

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Our group meetings have been focused on getting to know each, our interests in this topic and how we want to connect (with each other, the SoTL field, potential readers, etc) through our collaborative writing activity. We are all interested in creative methodologies and are currently sharing papers about reflective studies that have used interesting methodologies. We will explore these together in our in-person writing day to refine the process we would like to follow for reflecting on and sharing our own journeys of becoming.

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Food and Thought - Great start to the ESCWGs

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Food and Thought - Great start to the ESCWGs

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I love the idea of your game.

Three questions:

Do you anticipate the game for a team of colleagues or for peers from across the institution?

Do you anticipate a version of the game for students?

Would you provide guidance for the team, including perhaps suggestions for a facilitator and a reporter role to support the game?

(Niels van Manen, University of Chester)

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Dear ESCWG member - thank you for your commitment to the writing group experience. We would love to have you update the wider group on your progress and want to start planning ahead - we are considering a regrouping on-line in November through ISEEC to enable you to discuss your work not only with the ESCWG but a broader audience. We will come back to you with a date closer to the time - looking at Late November.