You are here

ISSOTL 2018 Program

ISSOTL18 Home  |  Timeline & Logistics  |  Registration  |  Hosts, Sponsors & Organizers
Call for Proposals  |  Program  |  Presenters  |  Attendees  |  Student Attendees


  • Wednesday Oct 24: Half day Pre-Conference Workshops (morning and afternoon) and Conference Opening (late afternoon)
  • Thursday Oct 25: Full conference day
  • Friday Oct 26: Full conference day
  • Saturday Oct 27: Half conference day


  • Program Overview Booklet (final printed version, October 18)
  • Full Online Program (incl abstracts, will always contain the latest updates or changes)
  • Official Full Program Book (pdf)






The conference is opened by the Norwegian Minister of Research and Higher Education Iselin Nybø, the ISSOTL President Mills Kelly, and the conference hosts.


OPENING PLENARY –  HELEN BRÅTEN with friends Mari Bjordal, Ragnhild Gya, Sondre Spjeld, Oddrun Samdal, Håkon Randgaard Mikalsen and Øyvind Fiksen
"How Norway went SoTL"

The opening keynote will describe and analyze the rapidly growing collegial quality culture in Norwegian Higher Education, supported by testimonials from some of the key stakeholders.

In January 2017 the Norwegian Ministry of Education and Research launched the White paper Culture for quality in higher education. The white paper motivates the need for a culture shift to promote the quality of higher education in Norway, and outlines five main strategies and a series of actions towards this goal. Together, these strategies share many of the underlying ideas and perspectives of the Scholarship of Teaching and Learning movement, including development and use of evidence-based teaching and learning methods, promoting student-centered perspectives and practices, and growing a collegial quality culture in higher education. This requires seeing educational quality as a joint responsibility and development as joint venture, where teacher, students and management are partners in a community that develops a quality culture. It also entails bringing the best characteristics of the well-established research culture into the teaching and learning culture.

But a cultural change does not magically emerge simply because a decree is issued by the government. While the development of a culture of quality must be supported from above, but it grows from the bottom up, through the teachers, students, and educational support staff. Here SoTL can guide the way. Therefore, we explore what a quality culture of teaching and learning looks like from the policy, institutional, student and teacher perspective?

In this keynote, we will get broad overview over how Norway is now moving towards a collegial learning culture. This will be interspersed with first-hand testimonials from teachers and students in Norway, tied together by the leadership of The Norwegian Agency for Quality Assurance in Education.

Helen Bråten has been the Project Manager for the Norwegian Centres for Excellence in Education, at NOKUT (the Norwegian Agency for Quality Assurance in Education). NOKUT is an independent expert body under the Ministry of Education and Research, and seeks to enhance and assure quality in Norwegian higher and teritiary vocational education, as well as formally recognize foreign education qualifications.


"People who are not thinking are capable of anything: What are students learning, how are students learning it, and does it make them better people"

The work that has deeply engaged me for decades springs from questions about the relations among knowledge, thinking, and moral political responsibility. More particularly, I have been haunted by this question: Why have there been so many evident, even egregious, failures of moral political principle and/or judgment among well-educated people?  Rather a large tangle, that: I certainly make no claim to have sorted it all out, but focusing on what and how students are learning with us in the specific ways I have has led to some reflections and suggestions about which I hope you will think with me.   

Is the way to bring knowledge and moral concerns into fruitful relation to teach one particular moral code, religion, philosophical system's principles?  Or: If moral political neutrality, objectivity, or, perhaps, an entirely non-judgmental pluralism are the positions we should take as educators and researchers of student learning, what do we do with our concerns about injustice, inequality, prejudice? Are such concerns proper when we consider how to create a learning community, or how we are teaching and students are learning, but improper with regard to the what, to knowledge?  Ought student learning to be thus compartmentalized?

In this talk, I will make a case for the view that moral political concerns are entirely appropriate and indeed intrinsically necessary to higher education specifically with regard to its intellectual claims and standards.  That case reflects the journey of my work, beginning with a focus on transforming knowledge to include – not just add on – study of society-wide injustices, and landing most recently on study of how the perpetrators of "extensive evils" (e.g. genocide, racisms) think – or fail to. 

If the case succeeds, moving from consideration of the knowledge students learn to a focus on the importance of thinking, we arrive at further questions that implicate us and are suggestive for our teaching and on the lines of inquiry we pursue as SoTL researchers: Should, and how might, we make the restless, troublemaking activity of thinking the heart of all education?   How do students learn an ability, a practice, an art that is the very wellspring of human freedom? How might we engage purposefully with all learners such that conscience can arise, and thinking what we are doing becomes second nature? 

My earlier questions have brought me, then, to this: How do we learn and teach thinking independently and always also with many diverse others so that those who are educated – as many of us as humanly possible – are simply disinclined to take seriously, let alone give their minds, their consciences, their work, their power to anyone or anything that requires them not to think?

Elizabeth Minnich is an educator and philosopher who works at the intersection of moral, educational, and political issues. Her first book, Transforming Knowledge, won the annual Frederick W. Ness Award for best book in liberal educationShe has published on teaching thinking in Change magazine; spoken and consulted widely on inclusive education; and has held the Alexander Chair for Public Philosophy at Scripps College, and the Whichard Ditinguished Professorship of Humanities and Women's Studies at Eastern Carolina University, among other faculty and administrative positions. Most recently, she has published The Evil of Banality: On The Life and Death Importance of Thinking, a book given the rating of "essential" in Choice, the journal of the American Library Association.


"Institutional leadership reflections for developing a Scholarship of Teaching and Learning in institutional culture"

It has been shown that a Scholarship of Teaching and Learning (SoTL) can be developed institutionally when conceptualised as multi-dimensional, inclusive and grown through an organic approach over time, in the case of one South African university (Vithal, 2016). This presentation follows from and builds on this case in contributing to a “scholarship of leadership”, which seeks to embed SoTL in institutional culture by asking the question: what aspects of university leadership have the potential to facilitate shifts in institutional culture toward valuing and developing SoTL? Drawing on my knowledge and experiences as a Deputy Vice-Chancellor for Teaching and Learning, in this retrospective, reflexive account, selected institutional leadership features and enablers (or constraints) for growing SoTL university-wide, are identified. These are then analysed and discussed from an insider leadership perspective, drawing on contemporary higher education leadership theories and approaches.  

Renuka Vithal is a former Deputy Vice-Chancellor: Teaching and Learning, Dean of Education and Professor of Mathematics Education of the University of KwaZulu-Natal, South Africa. Her research interests and publications span a number of areas, including, the social and political dimensions of mathematics education, teacher education, educational research and more recently, higher education.


"A learning culture – more about how than about what"

Learning is different from teaching. Teaching can be planned, foreseen, and even budgeted. Learning is transcendental; it offers new horizons, a new world. In dramatic forms it takes us through portals previously unseen and changes who we are. Once I have learnt my agency is enriched. The experience can be dramatic or go unnoticed.

Culture is constructed and maintained by people, continuously. Culture is always in the making. It influences members as they influence the culture. These entangled processes makes it less interesting to talk about what is a culture and more interesting to focus on how is it constructed. Arguably: Cultural change is an outcome of new things being talked about, new experiences being shared with new people, and new ways to see things appear. After a change process meaning is constructed in different ways. 

ISSOTL is a culture, but is it a learning culture? Does it inspire other cultures to learn? Is it a culture of learners? Does ISSOTL change?

Through examining how things are done at this conference in Bergen, Norway, in October 2018, this closing keynote strives to challenge participants and organisers to think about how we together form what is the culture of our conference.

Torgny Roxå is an Associate professor at Lund University, Faculty of Engineering. He has 30 years of experience in academic development with a focus on developing quality cultures in higher education organisations. He developed the first pedagogical academy, the Lund ETP, which now runs on its 17th year and inspired both Swedish and international institutions. He has taught engineering teachers for the last 25 years. And, he is currently engaged in the implementation of a new quality assurance system based on the experiences gained from the ETP-system. His research is focused upon strategic change in teaching cultures within higher education organisations, especially significant networks and microcultures. He is also appointed Distinguished Scholar in Educational Leadership at McMaster University in Canada.


Pre-Conference Workshops

Each pre-conference workshop has limited space, so register at your earliest convenience. ISSOTL members may register for one pre-conference workshop free of charge. They may register for a second pre-conference workshop for $50. Non-members may register for pre-conference workshops for $50 each.

The SoTL Commons: Cultivating a SoTL Culture on Your Campus and Beyond"
Brian Smentkowski, Laura Cruz and Balbir Gurm

Abstract: Whether building, sustaining, or growing a SoTL culture on your campus, this session will provide novice and experienced scholars and leaders alike with an inventory of strategies designed to enhance your impact and transform institutional culture. This inventory is drawn from the collective work of project team members Mary Huber, Pat Hutchings, Balbir Gurm, Teresa Johnson, Laura Cruz, and Brian Smentkowski, whose current research spans 20 years of building SoTL communities. This interactive session will explore the interests, obstacles, and unifying environmental factors associated with building community and changing culture to support the scholarship of teaching and learning.

Our goal is to provide a framework for building, supporting, and studying SoTL culture within and across institutional contexts and to help you chart your own course to a flourishing SoTL culture. Through a series of collaborative exercises drawn from recent research in systems thinking, social network analysis and organizational development, you will work collaboratively with others to enhance your role as an agent of organizational change and to create a personalized blueprint for strengthening SoTL on and beyond your campus.

Brian Smentkowski Laura Cruz

Brian Smentkowski is Founding Director of the Center for Excellence in Teaching and Learning, Director of Service Learning, and Associate Professor of Political Science at the University of Idaho (US). He has published and presented extensively in the fields of educational development, SoTL, and political science and presently serves as Editor of To Improve the Academy: A Journal of Educational Development. From 2006-2009 he was a member of the Carnegie Academy for the Scholarship of Teaching and Learning’s Building SoTL Communities cluster, and continues to develop, write, consult, and present on strategies to build sustainable SoTL communities.

Laura Cruz (Ph.D., UC Berkeley, 2001) most recently served as the Director of the Center for Teaching and Learning at both Tennessee Technological University and Western Carolina University. She has held multiple leadership positions in the field of educational development, including a term on the national board (called Core) for faculty developers and as editor of To Improve the Academy: A Journal of Educational Development. Her publications include work in her first discipline (history) as well as the areas of instructional design, educational development, educational technology, and organizational change in higher education. She has been a frequent keynote and invited speaker in the areas of educational technology, course/curriculum design, and the Boyer model of scholarship.

Balbir Gurm, RN, BSN, MA, EdD is an award winning educator in the Faculty of Health at KwantlenPolytechnic University, the founding editor-in-chief of Transformative Dialogues: Teaching and Learning Journal (, founding member and facilitator of the Network to Eliminate Violence in Relationships (NEVR), an Education Developer and a Diversity and Organizational Change consultant. Dr. Gurm is interested in how policies and culture impact organizational and societal practices and how academic knowledge is used to solve complex issues. Through sitting on a variety of boards and committees she  takes academic knowledge and translates it to actions to improve communities. She has written about different ways of knowing and conducted teaching/learning studies and presented them at local and international conferences. Since 2002, she has facilitated reading circles, written collective bargaining language, organized brown bag lunches helped define SoTL, founded an international journal on teaching and learning and conducted workshops to create a SoTL community.


"Using self-determination theory (SDT) to inform professional development, understand why active learning works, and foster the Scholarship of Teaching and Learning (SoTL)"
Chantal Levesque-Bristol, Lucas Jeno and Vigdis Vandvik

Abstract: The totality of our work as professional developers and teachers can greatly benefit from being informed by a strong theoretical framework.  In this workshop, we will provide an overview of self-determination theory (Deci & Ryan, 1985; 2017), a theory of motivation which has been developed and empirically tested for the past 40 years.  In this workshop, we will discuss the core concepts of Basic Psychological Needs and the Continuum of self-determination. Through demonstrations and discussions, you will leave this workshop with practical examples of 1) how to apply the motivational principles of self-determination theory to your work as professional developers; 2) how to use self-determination theory to understand the mechanisms underlying effective active learning pedagogies (team-based learning, group work, problem-based learning) at fostering engagement, motivation, and learning; and 3) how to design SoTL projects emanating from teacher development programs and the application of active learning pedagogies following the motivational principles of SDT.

Chantal Levesque-Bristol Lucas JenoVigdis Vandvik

Chantal Levesque-Bristol is Professor of Educational Psychology and Executive Director of the Center for Instructional Excellence at Purdue University.  She holds a Ph.D. in social psychology from the University of Ottawa, and has been a Visiting Professor at the University of Rochester and Professor of Psychology and Director of the Faculty Center for Teaching and Learning at Missouri State University.  She has taught courses in statistics and research methods at the undergraduate and graduate level. Her scholarly work is in the area of human motivation generally and academic motivation specifically. Using the theoretical framework of Self-Determination Theory, she conducts basic research in motivation and social psychology and applied research in education, learning, and retention, and has been active in several Teaching and Learning program.  As Executive Director of the Center for Instructional Excellence (CIE), she provides support for the instructional community and resources to faculty interested in teaching and learning pedagogies as well as the Scholarship of Teaching and Learning (SoTL). CIE is also a collaborating partner in the large course transformation project IMPACT (Instruction Matters: Purdue Academic Course Transformation) at Purdue. Levesque-Bristol is the recipient of several Teaching and Research Awards.  She is a grantee of the National Institute of Mental Health and the Department of Education (First-in-the World grant). She has presented and conducted workshops at several institutions of Higher Education in the U.S., and overseas, on motivation and learning principles. She can be reached at or at linkedin.

Lucas Jeno is a Researcher at the University of Bergen at the Centre of Excellence in Biology Education. He holds a Ph.D. in Education at the University of Bergen, and has been a visiting scholar at the University of Rochester. Jeno´s research interest is centered around all aspects of students´ motivation, and how it is applied to areas such as active learning, technology, and learning. These research areas have been investigated through the lenses of the motivational theory of Self-Determination Theory. Jeno teaches statistics at the undergraduate level, and conducts workshops in different active learning techniques for faculty. He can be reached at

Vigdis Vandvik is Professor of plant ecology and the leader of bioCEED (Centre for Excellence in Biology Education) at the University of Bergen. Her biology research projects typically involve field work campaigns and long-term field experiments; activities that offer ample opportunities for student involvement in the research. Since 2014 Vandvik has been the leader of bioCEED, a Norwegian Centre of Excellence in Education. bioCEED's vision is that we can develop and improve biology educations through exploiting the interrelationships between the theoretical foundations, practical skills, and societal relevance of biology. Vandvik is also an active participant in the Norwegian public debate, particularly relating to the role of and developments in higher education, nature management and climate change, and science in society more generally. Vigdis can be reached at


"Get started with SOTL"

Andrea Webb and Melanie Hamilton

Abstract: This pre-conference workshop will support participants in designing and/or refining a SoTL investigation; from developing a research question, through considerations of methodologies, methods, data analysis, and dissemination. We invite students, instructors, and anyone interested to join us discussing how we can improve postsecondary teaching and learning. We tackle the nuances of how SoTL can differ from disciplinary research approaches, as well as, the goals, audiences, and implications of SoTL. This will be a hands-on workshop, where participants will work in small groups to discuss concerns, capture ideas, and map out next steps in starting a SoTL project.

Andrea Webb is a Lecturer in the Faculty of Education at the University of British Columbia and a Senior Fellow in the Higher Education Academy. She is also a member of the instructional team for the UBC International Program for the Scholarship of Educational Leadership: Certificate on Curriculum and Pedagogy in Higher Education ( In this role, she advises on the development and design of SoTL research projects across campus, acts as an external examiner for SoTL portfolios, and facilitates a professional development program for adjunct faculty in the Faculty of Education. She is a Board member of SoTL Canada.

Melanie Hamilton is the SoTL Research Program Lead at Lethbridge College in Alberta, Canada. For the past decade, she has been actively involved in many SoTL projects at the micro, meso, and macro level. Her work includes: humor in the classroom, academic integrity and dishonesty, and supporting early career researchers with SoTL. She has presented extensively at the local, provincial, national, and international level on a variety of topics. She currently serves as the Vice-Chair for SoTL Canada.


"Innovative methodological approaches to SOTL"
Stephen Bloch-Schulman, Peter Felten, Johan Geertsema, Yahlnaaw/Aaron Grant and Heather Smith

Abstract: This workshop will focus on three research methods (conceptual methods, oral histories, and think alouds) and a meta-methodological approach (student-faculty partnerships) that are potentially useful but still relatively rare in SoTL. We will explore:

  • conceptual methods allude to a host of techniques that “consist of thinking, without any special interaction with the world … [for example, without direct] measurement, observation or experiment” (Williamson, 2007, p. 1), but with close attention to textuality and language.
  • oral history interviews, which ask study participants to describe their past experiences, often by referring to specific documents or other learning artifacts linked to those experiences.
  • think alouds, which ask study participants to talk aloud while doing an activity and analyze what is said to understand, for example, the differences between novices and experts.
  • Students as Partners, with a focus on how this approach to research can be paired with any number of methods to deepen and inform them; in our example, we highlight the use of Indigenous knowledges as a corrective to common SoTL practices and ways of knowing.

For each, we will present an overview and then dig in to a specific example so that participants will leave the workshop having experienced some different ways of gathering evidence to address teaching and learning problems – and having reflected on the ways their own SoTL practice might draw on and be informed by these methods and approaches. We will be particularly attentive to identity, both group and individual identity, and context — where the research and learning are taking place — in our approach to research, students, teaching and learning.

This workshop is well-suited for both those new to and those experienced in the scholarship of teaching and learning.

Stephen Bloch-SchulmanPeter FeltenJohan GeertsemaYahlnaaw/Aaron GrantHeather Smith

Stephen Bloch-Schulman, Associate Professor and Chair of Philosophy, Elon University (, Elon, North Carolina, U.S.A.)  works at the intersection of political philosophy and the scholarship of teaching and learning and has written about methods, most recently, in Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning. He was the inaugural winner (2017) of the Prize for Teaching Excellence in Philosophy, co-awarded by the American Philosophical Association, the American Association of Philosophy Teachers, and the Teaching Philosophy Association.

Peter Felten is a professor of history, assistant provost for teaching and learning, and executive director of the Center for Engaged Learning at Elon University. His books include the co-authored volumes: The Undergraduate Experience: Focusing Institutions on What Matters Most (Jossey-Bass, 2016); Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014); Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014); Transformative Conversations (Jossey-Bass, 2013); and the co-edited book Intersectionality in Action (Stylus, 2016). He has served as president of the International Society for the Scholarship of Teaching and Learning (2016-17) and also of the POD Network (2010-2011), the U.S. professional society for educational developers. He is co-editor of the International Journal for Academic Development and a fellow of the John N. Gardner Institute for Excellence in Undergraduate Education.

Johan Geertsema is Director, Centre for Development of Teaching and Learning, National University of Singapore. His current research focuses on integrated approaches to academic practice; the relation between educational research and the scholarship of teaching and learning; learning communities and teaching academies; and how to evaluate teaching achievement.

Yahlnaaw/Aaron Grant – Jah! Xaaydaga ‘las! – “Hello! Wonderful People!” Yahlnaaw / Aaron Grant is Skidegate Haida from the Islands of Haida Gwaii and was born and raised in Lax Kxeen (Prince Rupert, BC) on Ts’msyen territory. Come September 2018, Yahlnaaw will begin her Master’s Degree at UNBC in First Nations Studies. Yahlnaaw’s name broadly translates to “leads an exceptional life”. By advancing her education in First Nations Studies with a focus on Indigenous Language and Story Revitalization, she aims to fulfill the meaning of her name. Yahlnaaw’s work also revolves around Decolonization, Indigenization, Reconciliation, and the importance of introducing these concepts to children. In a joint effort with Edōsdi / Dr. Judith Thompson at UNBC, they presented their work, Decolonizing our Colonized Minds, at Provincial, National, and International levels. Yahlnaaw is aware of what it is like to be an Indigenous person growing up in a colonized world and wants to aid in creating a pathway for upcoming Indigenous brothers and sisters in academia. Yahlnaaw believes that her work at UNBC’s Centre for Teaching, Learning, and Technology, Campus Cousins Student Leadership Program, and various other community and academic based platforms will aid in her goal of encouraging growth for our future Indigenous leaders.

Heather Smith is a Professor of Global and International Studies at the University of Northern British Columbia, Prince George, BritisSmith is a Professor of Global and International Studies at the University of Northern British Columbia, Prince George, British Columbia, Canada. She is a 3M National Teaching Fellow, a 2018 B.C. Campus Scholarly Teaching Fellow and Visiting SoTL Fellow at the Dalhousie University Centre for Learning and Teaching.


"Writing for Publication in SOTL"
Mick Healey and Kelly Matthews

Abstract: ‘Going public’ is one of the key features of SoTL. This workshop will unpack some of the mysteries of publishing in internationally refereed teaching and learning journals and help colleagues find their voices through a variety of writing genres. The intended audience is primarily faculty/academics or staff and students who have limited experience of publishing about their SoTL work in academic journals, whether discipline-based or more generic SoTL outlets. However, our approach and strategies could also support and guide more experienced colleagues to enhance the quality of their articles and success in achieving publication. We argue that writing is an integral part of developing an identity as a SoTL scholar and conclude that we need to move beyond a narrow best-practice model of writing successfully about and for SoTL.

Participants at the workshop are asked to bring to the workshop the title and abstract (150-200 words) of a SoTL article they are either currently writing, or would like to write, for publication in an academic journal.

 Mick HealeyKelly Matthews

Mick Healey is an HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK. He is currently The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada. He was one of the first people in the UK to be awarded a National Teaching Fellowship and to be made a Principal Fellow of the HE Academy. In 2015 he received the Distinguished Service Award from the International Society for the Scholarship of Teaching and Learning. Mick is an experienced presenter. Since 1995 he has given over 500 educational presentations in 25 different countries. He has written over 200 papers, chapters, books and guides on various aspects of teaching and learning in HE and is widely cited. He was joint editor of the Journal of Geography in Higher Education (1992-95); co-editor of the International Journal for Academic Development (2010-13); and is currently Inaugural Senior Editor International Journal for Students as Partners (2016- ). 

Kelly Matthews is an Associate Professor in Higher Education at The University of Queensland in Brisbane, Australia. Her research explores students’ experiences of learning and student-staff partnerships in higher education. She co-develops, and teaches into, learning and teaching preparation programs for new tutors and academics. Kelly has collaborated on 24 funded teaching and learning projects worth $2.5 million, received five awards (four for teaching; one for research), and publishes extensively. In 2015 she was awarded an Australian Learning and Teaching Fellowship focused on Students as Partners to explore how students and staff working together can transform university education. She is currently an elected Vice-President for the International Society for the Scholarship of Teaching and Learning, co-editing a special issue on student success for Higher Education Research and Development, and an inaugural co-editor for the International Journal for Students as Partners. Mutual engagement and shared responsibility for learning and teaching amongst students and staff (including faculty/academics) to shape higher education keeps her motivated!

Together, Mick and Kelly led the 2015 ISSoTL International Collaborative Writing Groups.


"International perspectives on engaging students in SoTL"
Lucy Mercer-Mapstone, Chris Ostrowski, Paul Taylor, Sophia Abbot and Rachel Guitman

Abstract: Peter Felten’s ‘Principles of Good Practice in SoTL’ (2013) argues that good practice in SoTL means that SoTL is “conducted in partnership with students” (p. 122) and “requires engaging students in the inquiry process” (p. 123). Taking up this gauntlet, this workshop will focus on international perspectives on the what, where, how, why, and who of engaging students in SoTL. Facilitators will focus on extending the inclusion of students beyond that of collecting the student voice to explore how students are actively engaged as partners in the co-inquiry process. The workshop will include:

  • Case studies as key focus points for discussions on SoTL as co-inquiry including challenges, benefits, and necessary support mechanisms and resources
  • The integration of participants’ own knowledge and experiences as sources for mutual learning among all workshop attendees
  • Activities to engage participants to reflect on engaging with students in their own SoTL practice
  • Collaborative networking opportunities for participants to build a community of connected, like-minded practitioners
  • A focus on praxis such that participants leave with tangible steps to implement workshop learning in their own contexts

The workshop will be coordinated by ISSoTL’s Special Interest Group on Student Engagement Co-Chairs, and will include student and staff/faculty facilitators with experience in student engagement, student-staff partnership, and SoTL from diverse international and institutional contexts.

Lucy Mercer-MapstoneChris Ostrowski Paul Taylor Sophia Abbot

Lucy Mercer-Mapstone is an Endeavour Research Fellow at the University of Edinburgh. She recently completed her PhD at the University of Queensland (UQ), Australia. Lucy has a passion for student engagement in higher education with a particular focus on student-staff partnership, a topic on which she has facilitated workshops internationally. Lucy brings experience in a range of fields including the student engagement through partnership, higher education research and development, student engagement program design, scholarship of teaching and learning, science education, science communication, and development of graduate attributes. She has been involved an Australian Learning and Teaching Fellowship focused on Students as Partners and was an inaugural co-editor of the International Journal for Students as Partners. Lucy was a member of an ISSoTL International Collaborative Writing Group, has numerous papers published top-tier higher education journals, and was the recipient of three PhD scholarships.

Chris Ostrowski is a PhD student in Educational Research (Learning Sciences), and since 2016 he has been a SoTL research assistant at the Taylor Institute for Teaching and Learning. In this role, he has engaged in several SoTL projects including leading research on local learning spaces, creating the ISSOTL 2017 digital program, initiating a improv-theatre workshop series about sharing SoTL work, developing a SoTL specific writing-group model, and leading a student professional development program. He is also the Student Engagement Advisor for SoTL Canada and a co-chair of the ISSOTL Student Engagement Interest Group.

Paul Taylor is the Pro Dean for Student Education in the Mathematics and Physical Sciences Faculty at the University of Leeds. Paul’s main pedagogic activities concern undergraduate research, in particular opportunities for undergraduates to disseminate their findings through undergraduate journals and conferences. Paul is proud to be part of the team that will host the British Conference of Undergraduate Research (BCUR) in Leeds in 2020.

Paul is also exploring ways of bringing research to a wide audience through on-line digital learning and has a long-standing interest in student engagement and partnership working. Paul’s scientific research interests are in cancer research, including new therapies and new models of cancer stem cells.

Sophia Abbot has been a practitioner and researcher in the area of student-staff partnership for the past six years. For the past three years, she was a fellow at Trinity University's Collaborative for Learning and Teaching, where she founded and lead Tigers as Partners -- a student-staff pedagogic partnership initiative. Her work as an undergraduate in the Students as Learners and Teachers program has deeply informed this practice and research. She has presented extensively on partnership work, including co-facilitating in the first two International Summer Institutes for Students as Partners. She currently serves on the International Advisory Board for the International Journal for Students as Partners and is completing a masters degree in higher education at Elon University.

Rachel Guitman is an undergraduate student in her fourth year of the Arts and Science program at McMaster University. She has been working at McMaster’s MacPherson Institute on various Students as Partners projects and support since 2016. Rachel is passionate about student partnership and has been involved in researching and participating in the International Students as Partners Institute (ISAPI). She co-created ISAPI’s ‘Connect’ feature with colleagues at the MacPherson Institute, consisting largely of bimonthly #SaPChat partnership discussions on Twitter. Rachel is also a co-editor for the International Journal for Students as Partners (IJSaP) and has presented at several conferences about her research thus far.



ISSOTL18 is hosted by University of Bergen and bioCEED – Centre of Excellence in Biology Education.

Get in contact, follow conference preparations and announcements via:

(c) 2014 ISSOTL All Rights Reserved.