Meet the 88 contributors to the book, introduced in order of appearance in the book.
Besides reading their narrative in the book or on this website, you can watch them briefly talk about how to implement their inclusive approaches.
Section 1 contributors’ biographies
Maha Bali (Egypt)
Twitter handle: @Bali_Maha
Maha is Associate Professor of Practice at the Center for Learning and Teaching at the American University in Cairo. She has a PhD in Education from the University of Sheffield, UK. She is co-founder of virtuallyconnecting.org (a grassroots movement that challenges academic gatekeeping at conferences) and co-facilitator of Equity Unbound (an equity-focused, open, connected intercultural learning curriculum, which has also branched into academic community activities).
Ezme Hefter (UK)
Ezme has recently completed a Masters in Teaching and Learning in creative Industries where she focused her research on holistic approaches to art education, techniques to apply holism to teaching practice and the potential benefits for students. Using this research she has designed a holistic art and wellbeing curriculum which she now teaches as an extracurricular course at BIMM Brighton.
Sakinah S. J. Alhadad (Australia/Singapore)
Twitter handle: @Sakinah_Alhadad
Sakinah is a Lecturer working at the intersection of psychology, higher education, and the learning sciences. As an immigrant woman of colour in Australia, she is academically and personally committed to educational equity and justice, justice-oriented evidence-informed practice, and epistemically just research methods.
Amrita Narang (UK/India)
Twitter handle: @Narang_Amrita
Amrita works as Quality Enhancement and Standards Specialist in Quality Assurance Agency of Higher Education, UK. Born and educated in India, she is currently pursuing her doctoral studies in the UK, that inquires becoming of academic developers with/in decolonising practices of the curriculum.
Charles Wachira (USA)
Twitter handle: @charlestwachira
Charles is the Director of Teaching & Learning at the Johns Hopkins Carey Business School. He focuses on online learning, including course development, program production, and project management. His interests include exploring how education drives technology innovations and the impact that emerging technologies have on teaching, learning, and research.
Kaston D. Anderson-Carpenter (USA)
Twitter handle: @DrKaston
Anderson-Carpenter is an Assistant Professor of Psychology at Michigan State University. His work centers on reducing substance abuse and improving health outcomes for marginalized and underserved communities. Since 2009, he has integrated public health, applied behavior analysis, prevention science, and community psychology to facilitate positive social and environmental change.
Ashley Jay Brockwell and Carl Gombrich (England)
Twitter handle: @weareLIS
Ash is an Associate Professor at the London Interdisciplinary School, focusing on qualitative research methods, sustainability and the life sciences. He holds Masters degrees in biochemistry and environmental anthropology and a PhD in Education for Sustainability, and was a co-founder of an intercultural secondary school in Tanzania.
Carl is the Academic Lead and Head of Teaching and Learning at the new university being created at the London Interdisciplinary School. He was previously Professorial Teaching Fellow of Interdisciplinary Education at UCL where he led the creation and launch of the Arts and Sciences BASc degree.
Sarah Mursal (England)
Sarah is currently teaching Production Design with the Digital Film Course at Ravensbourne University London.
Paul Kleiman (UK)
Paul is Senior Consultant (Higher Education) at Ciel Associates and Visiting Professor at Rose Bruford College. He trained and worked as a theatre designer and director before stumbling into teaching in further and then higher education. He was one of the founding tutors of the Liverpool Institute for Performing Arts and then Deputy Director of PALATINE the UK Subject Centre for Dance, Drama and Music. His work and research on creativity and assessment is cited widely in books and journals across many disciplines.
Kiu Sum (UK)
Twitter handle: @KiuSum
Kiu is a Doctoral Researcher in Life Sciences at the University of Westminster. Her research predominantly focuses on doctors’ diets and nutritional behaviour in shift work. Kiu is also a Lecturer in Nutrition at Solent University, Southampton. She is interested in pedagogy research in higher education, focusing on student engagement and partnerships through her involvement in Westminster’s ‘Students as Co-Creators’.
Cassandra R. Stevenson and Alice S. N. Kim (Canada)
Cassandra is a Master’s student in School and Clinical Child Psychology at The Ontario Institute for Studies in Education (University of Toronto). Her career aspirations in clinical child psychology are rooted in collaborative research and equity, with a strong passion for accessible education.
Alice is the Managing Director of Teaching and Learning Research In Action, a not-for-profit research organization focused on conducting and publicly disseminating research on teaching and learning. Her research is focused on factors that impact students’ learning trajectories, including application of cognitive learning principles in course design. Her research is focused on factors that impact students’ learning trajectories, including student engagement, and application of cognitive learning principles in course design.
Yifei Liang and Kelly E. Matthews (Australia)
Yifei is a PhD student from School of Education and Institute for Teaching and Learning Innovation, University of Queensland. Kelly is an Associate Professor from Institute for Teaching and Learning Innovation, University of Queensland.
Their research focuses on teaching and learning in higher education and students as partners/student-staff partnership practice and theorisation.
Section 2 contributors’ biographies
Sylvia Ashton and Rachel Stone (UK)
Twitter handle: @AZofCTinHE
Sylvia has taught in schools, in adult education and as a teacher educator in higher education. Rachel has also worked in adult and higher education, and is a skilled online teacher and teacher educator. They collaborated to write ‘An A to Z of Creative Teaching in Higher Education’ with the second edition published in 2021.
Stanimira Velikova (UK/Bulgaria)
Twitter handle: @VelikovaK
Stanimira is an Architectural Designer & Creative with experience in interior and architecture across the Education, Knowledge & Innovation sectors. She has worked on education projects in Europe, Asia and Africa. Her interest and passion for education have helped her develop excellent design expertise and thought leadership in this field.
Ros Walker (Scotland)
Twitter handle: @RosWalker
Ros Walker has worked in all sectors of education for more than 25 years. She is currently a learning technologist at the University of Stirling, with a special interest in assistive technology, digital accessibility and inclusion.
Zachary Walker (UK)
Twitter handle: @drzacharywalker
Dr. Zachary Walker is an Associate Professor with the University College London Institute of Education (IOE). At UCL, Zachary serves as the Head of Department for the Department of Psychology and Human Development. He is also a Senior Fellow with the Higher Education Academy.
Ashiya Abdool Satar (South Africa)
Twitter handle: @AshiyaSatar
Ashiya Abdool Satar is an academic in the Department of Communication Science at the University of South Africa (Unisa). She has diverse research interests that mirror her educational pursuits in the areas of organisational communication, media studies, inclusive education, and Open Distance and e-Learning (ODeL) in the Higher Education sector.
Maida Ali (Pakistan)
Twitter handle: @maidaali
Maida Ali is a lecturer and a board member of the Department of Education, Forman Christian College (A Chartered University), Pakistan. She also serves as a lead facilitator at the Center of Learning and Teaching there. Apart from her research interest in self-efficacy and peer and teacher assessment with the integration of technology, she hopes to reunite with her passion for entrepreneurship in education technology.
Nokuthula Vilakati (Eswatini)
Twitter handle: @NokuthulaVila16
Nokuthula Vilakati is currently undertaking PhD in Education research with the Centre for Innovation in Learning and Teaching, University of Cape Town. Her research focus is on academic staff development in curriculum design for distance and blended learning environments. She works for the University of Eswatini, where she has been part of a team undertaking a cross-national research project on rural student transition into higher education.
Belinda Judd and Jennie Brentnall (Australia)
Dr Belinda Judd is currently a Lecturer in Work Integrated Learning at the University of Sydney. Belinda’s clinical background is in Physiotherapy and she is an active researcher specialising in health professions education. Belinda completed her doctorate in simulation-based education in 2017. Her key research areas are in Assessment for Learning, Clinical Reasoning and exploring the educational outcomes of Simulation in Healthcare.
Dr Jennie Brentnall is a Lecturer in Work Integrated Learning, The University of Sydney, Australia. She is a health professions education researcher and practitioner with a background in occupational therapy. Her primary interests are in the assessment of student performance and clinical reasoning, both in simulation and practice education placements.
Nicholas Bowskill (United Kingdom)
Nicholas Bowskill is a former Kelvin-Smith Scholar at University of Glasgow. He was previously employed in Education at Durham University and at The University of Sheffield. Nicholas is currently a Senior Fellow of the Higher Education Academy. He is lead tutor for the SEDA online workshop on Introduction to Educational Change and Senior Lecturer in the Institute of Education (UDOL) at University of Derby. He is a reviewer for various published journals including: Assessment and Evaluation in Higher Education, Interactive Learning Environments, International Journal of Art and Design Education and Journal of Learning Development in Higher Education. SharedThinking is an independent consultancy.
Nina Walker (UK)
Twitter handle: @Nina_Walker00
Nina Walker is the Student Experience Lead for Clinical, Pharmaceutical and Biological Sciences at the University of Hertfordshire. Nina has worked in Higher Education since 2007 and is the module lead for the Transition to Higher Education module. She is passionate about creating opportunities for students to excel, working across diverse student populations particularly around transition points.
Godson Gatsha (Botswana)
Twitter handle: @GodsonGatsha
Godson Gatsha is an Open Distance Learning Practitioner and Research Manager at the Botswana Open University. He has worked as an ODL Regional Manager, Director SADC-CDE-Centre for Distance Education, SADC ODL Technical Advisor in Malawi and Education Specialist, Higher Education, Commonwealth of Learning, Canada.
Gloria Niles (USA,Hawaiʻi)
Twitter handle: @teachtoreachme
By earning a Doctor of Chiropractic degree with post-doctoral training in Neurology, and a Ph.D. in Special Education Leadership, Gloria Niles has unique expertise and a passion for promoting diversity, equity and inclusion for Neurodiverse learners. Gloria serves as an Associate Faculty Specialist for the University of Hawaiʻi-West Oʻahu.
Nomsa Zindela (South Africa)
Twitter handle: @Nomsa79567827
Nomsa is an Applied English language Lecturer in the Department of English Studies at the University of South Africa (UNISA). Nomsa has worked as an English Language/Literature teacher in Swaziland High schools; a Desk Editor for Macmillan Swaziland Educational Publishers, and lecturer at the University of Swaziland. An American-E-teacher award-winner, Nomsa holds an MA from Exeter University (UK). Nomsa is passionate about inclusive online learning, materials design, assessment and quality assurance. Currently, Nomsa quality assures the South African National Senior Certificate Examinations for the Department of Basic Education (DBE) and the International Examination Board (IEB).
Pilar Teran Trueba (UK)
Pilar is a Fellow of Higher Education Academy and former senior lecturer in Spanish as a foreign language and Intercultural Communication. She has contributed to a toolkit on internationalisation of the curriculum that is available on the AdvanceHE website. At present, she facilitates intercultural development training across the educational, business and community sectors.
Tim Fawns, Derek Jones, Gill Aitken (UK)
Tim, Derek and Gill teach on the MSc Clinical Education at the University of Edinburgh. Tim’s background is digital education, Derek was an occupational therapist and Gill was a dietitian.
Era Savvides (UK)
Era Savvides is a Senior Lecturer in Architecture and co-founder of London-based award-winning architecture and design studio Urban Radicals.
Section 3 contributors’ biographies (Part 1)
Annetta Tsang (Australia)
Dr Annetta Tsang is a specialist paediatric dentist with dual doctorates and additional qualifications in Medical Science, Disability Studies, and Higher Education. Her scholarship of teaching and learning focuses on lifelong learning, reflective learning, hidden curriculum, threshold concepts, and professionalism. She was awarded the University of Queensland teaching citation in 2009, and the Australian Award for University Teaching citation in 2012, for outstanding contributions to student learning.
Heidi Estrem (USA)
Heidi Estrem is a professor of English and the director of the First-Year Writing Program at Boise State University. Her research interests in student retention, first-year writing pedagogy, writing program administration, and assessment have led to publications in Writing Program Administration, Rhetoric Review, Composition Studies, and several edited collections.
Chris Francis (UK)
Twitter handle: @artpedagogy
Chris Francis is a Senior Leader in a secondary school in Bournemouth, England. In collaboration with Jon Nicholls (Thomas Tallis School, London) he established PhotoPedagogy.com and ArtPedagogy.com. Both websites present free access resources designed within a framework of subject-specific threshold concepts. Their shared aim is to promote reflective, authentic arts teaching and learning – in their own classrooms and beyond – and in doing so, address some of the more challenging and troublesome knowledge, ideas and presumptions that can circulate, populate and, occasionally, pollute arts education.
Denise Mac Giolla Rí (Ireland)
Twitter handle: @DeniseMacGiolla
Denise Macgiollari, a qualified art therapist, teaches creative studies to social care and early years in Technological University of the Shannon: Midlands, Ireland. She is currently completing a PhD researching threshold concepts in social care using inquiry graphics, threshold graphics and edusemiotic theory in Lancaster University, UK.
Mustapha Aabi (Morocco)
Twitter handle: @AabiMustapha
Dr. Mustapha Aabi is currently an Associate Professor and course leader of Educational Psychology at Ibn Zohr University, Agadir. His research interests lie in the areas of trans-linguistics and education. He has collaborated actively with researchers in several other disciplines of education, particularly education quality, leadership and early education on themes at the linguistic, cultural and pedagogical intersections.
Steven Kolber (Australia)
Twitter handle: @steven_kolber
Steven Kolber is a proud public Government school teacher who has been teaching English, History and English as an additional language for 12 years. He shares his thinking through the ‘Teachers Educational Review’ podcast and his own YouTube channel ‘Mr Kolber’s Teaching’ and is passionate about teacher collaboration. He has been named a top 50 finalist in the Varkey Foundations’ Global Teacher Prize.
Daniel Beneroso (Spain)
Twitter handle: @DanielBeneroso
Dr Daniel Beneroso is an Associate Professor of Chemical Engineering at the University of Nottingham (UK) and a Senior Fellow of the Higher Education Academy. His research aims at catalysing a change in engineering education by conceptualising “learning” as the process that will help students to become future leaders capable of making better decisions in the face of uncertainty, to improve lives, and to solve 21st century challenges.
Erin C. King (USA)
Twitter handle: @ekinginspired
With a Masters in Teaching, Erin King has taught secondary education, chaired an English Language Arts Department, and mentored student-teachers. Erin is currently a program analyst for Continuous Improvement in a large school district while independently supporting teachers with inspiration via her Inspired Education blog, Teacher’s Pep Rally podcast, and Happy Teacher Conference.
Seanna Takacs and Arley Cruthers (Canada)
Twitter handle: @DoctorDoood
Seanna Takacs is a faculty member in Accessibility Services at Kwantlen Polytechnic University and Consultant in UDL. She has taught, researched, and supported students and faculty in accessibility and inclusive practice for over 15 years. She is currently the co-chair of the Accessibility and Inclusion Community of Practice for CACUSS. She regularly consults and conducts workshops on Universal Design for Learning, accessible and inclusive practices, with recent publications on UDL for the Justice Institute of British Columbia in partnership with BC Campus. Seanna holds a PhD in Educational Psychology from Simon Fraser University.
Arley Cruthers taught Applied Communications at Kwantlen Polytechnic University and was passionate about open pedagogy and open education. She is the creator of the OER textbook Business Writing for Everyone: An Inclusive Guide to Workplace Communications and was recently an Open Education Teaching Fellow at KPU. For her work in inclusive approaches to open, she received an Excellence in Open Education award from BCCampus. Arley often spoke and conducted workshops on open education and open pedagogy and has been a guest on the podcasts Teaching in Higher Ed and Praxis Pedagogy Podcast. Arley had an MFA from the University of Illinois at Urbana-Champaign, and also published several novels. She sadly passed away in March 2023.
David and Carole Baume (UK)
Twitter handle: @David_Baume
David is an international higher education consultant, researcher and writer. He works with the University of London Centre for Online and Distance Education on projects including training university teachers, information literacy and research skills, and with the Association of Commonwealth Universities on blended learning in East Africa. He was founding Chair of the UK Staff and Educational Development Association (SEDA) and founding editor of the International Journal for Academic Development.
Carole was course leader at the School for Independent Study, North East London Polytechnic (now University of East London). She was a co-chair of the Staff and Educational Development Association and President of the International Consortium for Educational Development. She was a Regional Director at the UK Open University. She was a member of the Cabinet of Milton Keynes Council. She sadly passed away in 2022.
Tracy Galvin and Jen McParland (Northern Ireland)
Tracy Galvin is a Senior Lecturer in Academic Practice at Glasgow Caledonian University. Tracy started off her career as a post-primary teacher and has worked in Higher Education for over 14 years in four different institutions. Tracy has a keen interest in social justice through embedding Universal Design for Learning, Inclusive Curriculum Design, Accessibility and Equality, Diversity, and Inclusion (EDI) in the Curriculum.
Jen McParland is a Learning Designer at the Open University. Jen has a post-primary teaching background in the creative arts and has previously worked in roles for NI’s Creative Learning Centres, the Council for the Curriculum, Examinations and Assessment and Northern Ireland Screen. Jen has a special interest in education technology and digital pedagogy.
The case study they discuss refers to the time when Tracy and Jen worked together in the Centre for Educational Development Queen’s University Belfast, in Northern Ireland.
Section 3 contributors’ biographies (Part 2)
Lisa Low, Alexandra Sanderson and Helen Handley (Hong Kong)
Dr. Alexandra Sanderson, Lisa Low and Helen Handley are Co-Founders at ChiLD-HK, an organisation that supports children with Learning Differences. The approach they advocate is the Team Around Your Child, through multilevel support for the child, their families, and schools. They are passionate about building inclusive environments, and empowering teachers to consider reasonable adjustments and inclusive practices in their classrooms. They work with students from the Early Years though to tertiary level.
Vicki Dale (Scotland)
Twitter handle: @vhmdale
Vicki Dale, BSc MSc MEd PhD CMALT SFHEA, is a Senior Academic and Digital Development Adviser at the University of Glasgow with almost 30 years’ experience of working in higher education, specialising in technology-enhanced learning. Her current work focuses on learning design for active, blended and online learning.
Margarita del Pilar Silva Rojas (Mexico)
Twitter handle: @margarita_psr
Margarita Silva is a curious lifelong learner, avid reader, and informed risk-taker who advocates for better and deeper thinking and learning in her roles as a High School Principal and Co-Founder of the Ultimate Learning Community. She has a Bachelor’s Degree in Pedagogy, a Master in Neuropsychology and Education, Google Ed Levels 1 & 2, and multiple micro-credentials.
Joanne Tippett (UK)
Dr. Joanne Tippett is a Lecturer in the School of Environment, Education and Development at The University of Manchester. She is Founder and Managing Director of the social business Ketso, which makes hands-on kits for creative learning and engagement, in use around the world. She is the co-founder with Fraser How of the RoundView, a learning approach for navigating towards a sustainable future.
Edward Windus (UK)
Edward Windus is an associate lecturer on the BA (Hons) Digital Film Production at Ravensbourne University, London. He was a journalist and an environmentalist in Latin America before working in feature film development. Previously, he was module leader on BA (Hons) Screenwriting courses at the Central Film School and University of Worcester, where he also lectured in Film Studies.
Kolton Lee and Rosemary Stott (UK)
Twitter handle: @Rosemarystott
Kolton Lee has been Programme Director for the Screen School (Media Works) at Ravensbourne University London. A black British filmmaker and academic, he has made numerous films exploring the Black British experience in the UK and has published widely, most recently about the lack of diversity in the contemporary media industries.
Rosemary Stott is Head of Media at the University of East London. She has published widely on film and is an internationally recognised scholar of East German cinema.
Kolton and Rosemary are both experienced film educators who have collaborated to develop models of black film pedagogy in their teaching practice and in their leadership roles.
Elaine Fisher (UK)
Elaine Fisher is the Educational Development Adviser at the University of Westminster where her prime focus is on supporting staff attain Fellowship of the HEA through the university’s professional recognition scheme. She is an enthusiastic advocate of developing creativity, innovation and overcoming traditional challenges to synergistic thinking. Elaine is a PDF Mentor and Reviewer for SEDA and has worked in a variety of education settings.
Adrienne Baytops Paul (USA)
Twitter handle: @ABPaul3
Adrienne Baytops Paul has been an educator for over 20 years. A recent graduate of George Mason University’s Mathematics Leadership Education graduate program, Adrienne has designed mathematics curricula for elementary and middle school grades, and spoken in various conferences. She recently co-authored a research article for the Journal of Mathematics and Science: Collaborative Explorations and she regularly contributes to edutopia.com.
Divya Kapoor (India)
Twitter handle: @Kapoor_Divya_
Divya Kapoor is a progressive educator who has been instrumental in creating engaging classrooms by introducing various instructional strategies. Areas of her expertise include developing quality interventions in the teaching learning space, designing SDG based activities, flexible assessments and art integrated learning. She has authored several educational articles in journals such as Teacher – ACER, Brainfeed, Teacher Plus and many more. She has received the Central Board of Secondary Education Award 2018 and Global Teacher Award 2019 by AKS Worldwide for her contributions in the field of education.
Ourania Varsou (UK)
Ourania is a medically qualified anatomy lecturer with a PhD in neuroscience. She teaches human anatomy, scientific skills, and medical humanities with her research including imaging, clinically-applied anatomy, and scholarship of teaching and learning. Ourania is a strong advocate of medical humanities, writing her own poetry, and is passionate about alternative approaches to teaching in Higher Education.
Section 4 contributors’ biographies
Gustavo Espinoza Ramos (Peru/England)
Twitter handle: @tavoer8
Gustavo R. Espinoza-Ramos is a lecturer at the Westminster Business School teaching modules in areas related to Corporate Social Responsibility, Sustainability and Business strategy. The author is responsible for supervising master students’ dissertations, holds a PGCert in Higher Education and is interested in the use of technology to promote student engagement.
Stephan Hughes (Trinidad/Brazil)
Twitter handle: @stephwurking
Stephan hails from Trinidad and Tobago and is an English Language Teacher, trainer and adjunct lecturer based in Rio de Janeiro, Brazil. He has been learning to teach a new lesson every time he steps into a classroom for the last 23 years and lately has set his efforts on equipping teachers with the ultimate toolkit for educators of other languages: language proficiency, methodological know-how, digital literacy, and social-emotional skills to thrive in the classroom today.
Fionnuala Darby (Ireland)
Twitter handle: @DarbyFionnuala
Fionnuala is a Senior Lecturer at TU Dublin and is currently Team Lead on the development of an Education Model for the University (2021-2024). Other projects that Fionnuala is involved with include the Campus Champion for Unconscious Bias, Team Member on the University’s Athena Swan application working group and the University’s Race-Equity working group. Fionnuala delivers modules on Diversity in the Workplace, HRM and Organisational Behaviour. Her recent doctorate research (EdD 2020) focuses on inclusion and belonging in higher education for Black and minority ethnic students.
Nellie El Enany (Egypt)
Nellie is an Assistant Professor of Management in the School of Business, at the American University in Cairo. Nellie is passionate about teaching and learning and always seeks to create innovative pedagogy in the classroom. With a focus on experiential and action learning pedagogies, including drama-based pedagogy and podcasting, Nellie’s aim is to make the learning environment fun and thought provoking.
Abd Alsattar Ardati (Scotland) and Mossab Banat (Jordan)
Abd Alsattar Ardati is a PhD Student at the University of St Andrews and Wikimedia UK Trainer. Ardati is researching the development of a web-based sociotechnical system for collaborative volunteer editing, which contributes to filling the gaps in free online knowledge content.
Mossab Banat is a Physician and the 5th most active Arabic Wikipedia Editor. Banat is the Wikipedia Education Program Team Leader at the Hashemite University in Jordan and Wikipedia Campus Ambassador. Founder & Chairperson of the Digital Arabic Content Club. Board member at Wikimedia Medicine.
Alessia Bevilacqua and Claudio Girelli (Italy)
Twitter handle: @AlessiaBev
Alessia Bevilacqua is an assistant professor in educational research at the Department of Human Sciences of the University of Verona (Italy). Her research interests include teaching innovation in higher education, with a focus on assessment as learning and feedback.
Claudio Girelli is an associate professor of educational research at the Department of Human Sciences of the University of Verona (Italy). His research is committed to exploring, enhancing and promoting educational practices aimed at coping with educational fragilities.
Laura Costelloe (Ireland)
Twitter handle: @Lostelloe
Dr Laura Costelloe is an Acting Director of Teaching and Learning in the Learning Enhancement and Academic Development (LEAD) Centre at Mary Immaculate College, Limerick where she supports the professional learning of those who teach, including the coordination of the Graduate Certificate in Academic Practice.
Joanne L. Hall and Asha Rao (Australia)
Dr. Joanne Hall is a Senior Lecturer in mathematics and cybersecurity at RMIT. With a
background in abstract algebra, her research is on quantum key distribution and post quantum cryptography. As the internships coordinator for the Master of Cybersecurity Degree, Dr Hall has a keen interest in curriculum design focusing on industry relevant skills.
Prof. Asha Rao is Professor and Associate Dean (Mathematical Sciences) within the School of Science at RMIT University, Australia. An Australian 2019-2020 Superstar of STEM she works on a variety of problems, ranging from designing better codes for communication, to cybersecurity problems such as risk management for SME, detecting insider threats, and money laundering.
Bonnie Amelia Dean (Australia)
Twitter handle: @_BonnieDean
Bonnie Amelia Dean (PhD and SFHEA) is a teaching and learning specialist at the University of Wollongong, Australia. Bonnie teaches in adult learning and supports academics to design inclusive curricular. Her leadership and research is in work-integrated learning and sustainable education.
Ameena L. Payne (Australia)
Twitter handle: @AmeenaLPayne
Ameena (FHEA & FHERDSA) is an early career academic who teaches within the disciplines of social science and business in both higher education and vocational education. She is a PhD student at Deakin University interested in critical and relational pedagogy as it relates to tertiary online learning.
Kay Sambell and Linda Graham (UK)
Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. Having worked as a Professor of Learning and Teaching at Northumbria University and Edinburgh Napier University, Kay is currently an independent consultant and Visiting Professor of Assessment for Learning. at the University of Sunderland and the University of Cumbria. Her originating discipline is Childhood Studies and she has published widely on dystopian visions in children’s literature.
Linda Graham is senior lecturer in Childhood Studies in the Faculty of Education and Society at the University of Sunderland. Her interests include pedagogic practice in higher education, assessment for learning, student engagement, participatory research and children’s reading.
Chie Adachi and Jo Elliott (Australia)
Associate Professor Chie Adachi currently works as Director, Digital Learning at Deakin University. Chie leads a number of digital learning innovation projects at Deakin and is passionate about and researches into how digital pedagogy, educational technology and interculturalism enhance and innovate teaching and learning. She is also a co-founder of TELedvisors, Special Interest Group under ASCILITE.
Dr Jo Elliott is a Lecturer in Digital Learning Innovation, in Deakin Learning Futures. Jo leads digital learning innovation projects, building capacity for designing engaging, inclusive online learning experiences. Jo’s research interests include the role of digital learning in inclusive education and student transition, staff-student partnerships, and communication for behavioural change.
Georgeta Ion, Anna Díaz-Vicario, Aleix Barrera-Corominas, Cristina Mercader and Cecilia Inés Suárez (Spain)
5 colleagues from the Department of Applied Pedagogy and the Center for Research and Studies for Organisational Development (@GrupoEDO) at the Universitat Autònoma de Barcelona, Spain, have collaborated to write the case study.
Georgeta is an Associate Professor and a researcher. She develops research in the areas of assessment and peer feedback and evidence-informed practice in education.
Anna is a Serra Húnter Fellow. Her lines of work include assessment and peer feedback, evidence-informed practice in education, early school leaving and organisation and management of school safety and health.
Aleix currently works as Project Manager and Adjunct Professor. His main research interests are evaluation of continuous training, knowledge management and organisational development.
Cristina is a Serra Húnter Fellow. Her lines of work include assessment and peer feedback, teachers and teaching in higher education and digital technologies in education.
Cecilia is a postdoctoral fellow and a researcher. Her research topics focus on inclusion and equity in higher education, student access, retention and success at university and students of ethnic groups.
Section 5 contributors’ biographies
Flower Darby (USA)
Twitter handle: @flowerdarby
Flower Darby celebrates and promotes engaged, equitable and inclusive teaching in all formats. She’s the author, with James M. Lang, of Small Teaching Online: Applying Learning Science in Online Classes (2019). Darby is currently an Educational Leadership instructor at Northern Arizona University and a Computing instructor at Estrella Mountain Community College.
Xinli Wang (Canada)
Twitter handle: @xinli_w
Xinli Wang teaches entry-level mathematics courses at the University of Manitoba, Canada. Her love of teaching started when she was a graduate student. After she received her Ph.D, she taught full-time as a math lecturer at Singapore Polytechnic for five years then moved to Canada with her family in 2016 and continued her teaching career. Her current interests include flipped learning, blended learning, problem-based learning, student engagement and open education resources. She can be found at https://mathrojak.ca