Meet Our Keynotes
Chng Huang Hoon
Associate Professor, National University of Singapore
"In Our Own Voices: Agency and Identities in an Ideological World"
Dr. Chng's teaching and research interests lie in discourse, gender and ideology. She has taught several courses on these subjects in her teaching career at NUS, and has published several papers on the subject. She is the author of the book, Separate and Unequal: Judicial Rhetoric and Women’s Rights (John Benjamins, Amsterdam, 2002).
Associate Professor and Academic Developer, Lund University
"Ideology and Academic Development"
Dr. Roxå's focus is Strategic Educational Development through a socio-cultural perspective. Recent publications include an article co-authored together with Katarina Mårtensson (2017): Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery suppressing them? International Journal for Academic Development, 22(2), 95 - 105.
Associate Vice-President for Teaching and Learning, Carleton University
"Changing Voices and Identities in Educational Development"
Dr. Mighty’s special interests are organizational development and change, equity, diversity and the scholarship of teaching and learning. She has published in various conference proceedings, journals, and books, and is the co-editor of the highly acclaimed 2010 publication Taking Stock: Research on Teaching and Learning in Higher Education.
Mary Deane Sorcinelli
Co-PI, Undergraduate STEM Education Initiative, Association of American Universities (AAU) and Senior Fellow, Institute for Teaching Excellence and Faculty Development, University of Massachusetts Amherst
"Future Voices and Imperatives in Educational Development"
Dr. Scorcinelli's research is in the areas of faculty professional development, mentoring, scholarly writing, improvement of teaching and learning, and the role of teaching centers in fostering 21st century faculty learning. She has published over 100 books, book chapters and articles, most recently co-authoring Faculty Development in the Age of Evidence (2016).
Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning, and Professor of History, Elon University
Dr. Felten is curious about how people learn and how to cultivate change in individuals, institutions, and cultures. His publications include the co-authored books The Undergraduate Experience (2016) and Engaging Students as Partners in Learning and Teaching (2014), and the co-edited Intersectionality in Action (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.
Keynote Session: Reimagining the Place of Students in Educational Development
Many educational developers have become champions of partnering with students. A 2016 special issue of the International Journal for Academic Development, for instance, featured emerging partnership practices and research from half a dozen countries. Taking this movement one step further, an influential publication from the UK’s Higher Education Academy – authored by prominent developers – contends that “engaging students and staff effectively as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st century” (Healey, Flint, and Harrington 2014, p. 7).
In this interactive session, we will critically explore the purposes and practices of partnering with students in educational development. Many partnership initiatives insert a few students into an ongoing program or initiative. This approach often enriches the experiences of and outcomes for all involved, but does it go far enough to enact the values of partnership and to counter the consumerist forces shaping higher education? What if we reimagine the place of students in educational development? This session is an invitation for developers, reflecting on their own distinct contexts, to consider why and how students could be allies and agents in “the creation of conditions supportive of teaching and learning, in the broadest sense” (Leibowitz, 2014, p. 3).