Editorial Team

TLI's Editorial Team is made up of two Co-Editors and three Associate Editors.

Co-Editors

Nancy Chick (Ph.D., English) is the Director of Endeavor Foundation Center for Faculty Development, Rollins College (Winter Park, Florida, USA).  She is a SoTL practitioner interested in understanding students’ learning experiences well beyond what we think. She is also founding co-editor of Teaching & Learning Inquiry. In addition to the working with the editorial team on the nuts and bolts of getting the journal published, she is deeply interested in how TLI can best represent ISSOTL to support and expand the SoTL community.  She is also editor of SoTL in Action: Illuminating Critical Moments of Practice (Stylus, 2018) and co-editor of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2009) and Exploring More Signature Pedagogies (Stylus, 2012).

Dr. Katarina Mårtensson is Senior Lecturer in Higher Education Development at Lund University, Sweden. Her role focuses on strategic editorial work, together with the rest of the editorial team, as well as day-to-day running of the journal. Katarina has a prior editorial experience with IJAD, the International Journal for Academic Development, as well as a five year long commitment to the ISSOTL Board. She has a strong commitment to making SoTL go international, across institutional and geographical contexts. Katarina’s current research and practice in academic development is based on a history of social networks, informal learning, organisational change, scholarship of teaching and learning, academic culture, and educational leadership.

Dr. Gary Poole is Co-Editor Emeritus for July and August, 2019, as he finishes shepherding some submissions through the review and publication process.  Gary is Professor Emeritus at University of British Columbia School of Population and Public Health.  For 10 years, Gary was the director of UBC’s Centre for Teaching and Academic Growth and the founding Director of the UBC Institute for the Scholarship of Teaching and Learning.  He is a past-president of the Society for Teaching and Learning in Higher Education, and of the International Society for the Scholarship of Teaching and Learning. He has received career achievement awards from both societies. Gary is currently a senior scholar in UBC’s Centre for Health Education Scholarship.  He was a co-editor of TLI since the journal’s inception to July 1, 2019.

 

Associate Editors

Dr. Stephen Bloch-Schulman is Associate Professor and Chair of Philosophy at Elon University (Elon, North Carolina, USA).  He works at the intersection of political philosophy and the scholarship of teaching and learning, with a focus on how theory and practice can be brought together. He has been on the editorial boards of College Teaching and Partnerships: A Journal of Service Learning and Civic Engagement, and has written about student-faculty partnerships, the underrepresentation of women in philosophy, and the link between philosophical methods and the scholarship of teaching and learning. Stephen was on the TLI editorial board since its founding, and now joins the editorial team as an Associate Editor focused on peer reviewer recruitment, training, and support. He is particularly interested in thinking through what responsibilities a journal has to its authors, its reviewers and its readers.

Dr. Lucy Mercer-Mapstone is Lecturer in Higher Education Learning Design the University of Technology Sydney, Australia. Her role in TLI focuses on the day-to-day running of the journal as well as collaboratively designing and implementing strategies to expand the TLI community through international outreach. This includes increasing the inclusion of a diversity of readers, authors, and reviews. Lucy has a passion for expanding the boundaries of what is considered scholarly in terms of genre in academic publishing. She has previous editorial experience as an inaugural co-editor of the International Journal for Students as Partners. Lucy’s current research and practice in academic development is based on a history of working across interdisciplinary areas including student engagement with a focus on students as partners, pedagogical approaches to promote the inclusion of historically marginalised student groups, scholarship of teaching and learning, science education, and science education.

Dr. Kelly Schrum is Associate Professor of Higher Education at George Mason University (Fairfax, Virginia, USA). Her role in TLI focuses on the collaborating as part of the editorial team and expanding TLI’s digital capacity, including reviewing digital publications and content focused on SOTL in the digital age. I am eager to explore new digital formats and to support individual and collaborative digital SoTL work throughout the publication process. My research and teaching focus on the teaching and learning in the digital age, including hybrid and online learning environments and scholarly digital storytelling. A historian by training, I have directed more than 60 digital humanities and digital teaching and learning projects.


Teaching & Learning Inquiry's Editorial Board

The members of the Editorial Board provide ongoing guidance and input for substantive work of the journal. They come from a range of disciplines, geographical regions, institutional types, and career stages--with the scholarship of teaching and learning and ISSOTL as their common ground.

 
Earle Abrahamson, University of East London, United Kingdom
Randy Bass, Georgetown University, United States
Dan Bernstein, University of Kansas, United States
Jeffrey Bernstein, Eastern Michigan University, United States
Angela Brew, University of Sydney, Australia
Barbara Cambridge, National Council of Teachers of English, United States
Stephen L. Chew, Samford University, United States
Huang Hoon Chng, National University of Singapore, Singapore
Tony Ciccone, University of Wisconsin--Milwaukee, United States
Jacquelyn Cranney, University of New South Wales, Australia
Mary Ann Danielson, Creighton University, United States
Marcia Devlin, Deakin University, Australia
Joëlle Fanghanel, University of West London, United Kingdom
Peter Felten, Elon University, United States
Barbara Gayle, Viterbo University, United States
Balbir Gurm, Kwantlen Polytechnic University, Canada
Mary Huber, Carnegie Foundation, United States
Pat Hutchings, Carnegie Foundation, United States
Cecilia Lucero, Notre Dame University, United States
Ellen Lynch, University of Cincinnati, United States
Lauren Lyshall, Western Washington University, United States
Kathleen McKinney, Illinois State University, United States
Melinda Messineo, Ball State University, United States
Joy Mighty, Carleton University, Canada
Craig Nelson, Indiana University at Bloomington, United States
Jan Parker, Cambridge University, United Kingdom
Linda Price, Kingston University, United Kingdom
Michael Prosser, University of Hong Kong, Hong Kong
Jennifer Meta Robinson, Indiana University, United States
Torgny Roxå, Lund University, Sweden
Kathy Takayama, Northeastern University, United States
Keith Trigwell, University of Sydney, Australia
 

The Journal of the International Society for the Scholarship of Teaching and Learning

Teaching & Learning Inquiry (TLI) is the flagship publication of the International Society for the Scholarship of Teaching and Learning (ISSOTL). It represents one of the world’s largest and most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of the field’s leading thinkers and those pursuing SoTL at every level.