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Scott HicksView profile

Professor

University of North Carolina at PembrokeUnited States

Scott Hicks is a Professor of English at the University of North Carolina Pembroke (UNCP), affiliated with the Esther G. Maynor Honors College and Graduate School. He specializes in African American literature, environmental literature, and the Scholarship of Teaching and Learning (SoTL). His work integrates service-learning and sustainability, emphasizing community engagement and pedagogical innovation. Education: Hicks earned a B.A. from the University of North Carolina, Chapel Hill (2000), followed by M.A. (2001) and Ph.D. (2006) degrees in English from Vanderbilt University. Research Interests: African American and environmental literatures Sustainability education and curricular design Indigenous knowledge systems in higher education Service-learning methodologies His publications explore intersections of race, environment, and pedagogy, including co-editing Narratives of Educating for Sustainability in Unsustainable Environments (2017) and contributing to journals like American Literary History and Environmental Humanities . Recent work focuses on resilience frameworks and decolonizing educational practices. Awards & Recognition: Adolph L. Dial Award for Scholarship/Creative Work (2023) American Indian Heritage Center’s Outstanding Allyship Award (2022) Elected to the POD Network Core Committee (2024–2027) Mellon Foundation Civic Engagement & Voting Rights Teacher Scholar (2024) Hicks has led UNCP’s Faculty Senate (2014–2016) and Teaching & Learning Center (2017–2024), advocating for faculty development and student-centered initiatives. His work bridges academic rigor with community-driven sustainability goals.

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Geoff LawrenceView profile

Associate Professor

York UniversityCanada

Dr. Geoff Lawrence is an Associate Professor in the Department of Languages, Literatures and Linguistics at York University's Faculty of Liberal Arts and Professional Studies. His research examines technology-mediated language teaching, teacher education, plurilingualism, and intercultural learning through dynamic pedagogical approaches. Lawrence's research focuses on transformative practices in language education, including: Innovative technology integration in language classrooms Teacher identity development and belief systems Plurilingual approaches to linguistic diversity Intercultural competence in transnational contexts Virtual reality and immersive learning environments Analysis of recent publications reveals strong emphases on pedagogical innovation during digital transformation periods, particularly exploring virtual reality applications, pandemic-responsive teaching strategies, and decolonizing approaches to language education. His work consistently addresses technology's role in facilitating human connection and cultural exchange. Dr. Lawrence maintains active research collaborations through projects like LINCDIRE, which integrates Western and Indigenous perspectives, and international telecollaboration initiatives that create global learning networks for language educators.

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Christine SladeView profile

Associate Professor

University of QueenslandAustralia

Associate Professor Christine Slade is an academic at The University of Queensland, holding appointments as Associate Professor at the Institute for Teaching and Learning Innovation (ITaLI) and as an Affiliate Associate Professor in the School of Education and Faculty of Humanities, Arts and Social Sciences. Her work focuses on assessment innovation, academic integrity, and digital ethics in higher education, with significant leadership in generative AI policy development. Her educational background includes: Bachelor of Arts from La Trobe University Postgraduate Diploma in Professional Learning from the University of the Sunshine Coast Doctor of Philosophy from the University of the Sunshine Coast Principal Fellow of the Higher Education Academy Slade's research centers on the intersection of assessment design, academic integrity, and digital technologies. She pioneered work on generative AI's impact on academic integrity, developing frameworks for ethical AI use in education. Her scholarship extends to ePortfolio pedagogy, digital professionalism, and healthcare education, advocating for integrated digital ethics curricula that prepare students for online professional environments. She emphasizes experiential learning through reflective practices and portfolio development. Recent publications reveal a strategic shift toward AI-driven academic integrity challenges, with 70% of 2025 works addressing generative AI's implications. Her research bridges education and healthcare, examining digital system integration in clinical placements while maintaining strong focus on contract cheating prevention and assessment security. Interdisciplinary collaborations characterize her output, connecting educational theory with practical healthcare applications. Her scientific recognition includes: Australian Award for University Teaching Citation for Outstanding Contributions to Student Learning (2023) Principal Fellow, Higher Education Academy Though unavailable for new supervision, Slade has served as Associate Advisor for PhD research on assessment innovation and international study. Her grant portfolio demonstrates leadership: Current: Student Perspectives on AI in Higher Education (2025 collaboration with Monash, Deakin, UTS) Past: HERDSA-funded study on contract cheating services (2021-2022) D2L/ASCILITE grant on pandemic assessment redesign (2020-2021) UQ-funded digital health curriculum projects for nursing CADAD study on academic developer professionalization Slade co-leads the AAEEBL Taskforce on Digital Ethics and ePortfolios, developing international ethical guidelines. She partners with UQ Library on eProfessionalism modules and collaborates globally on digital healthcare education initiatives, particularly through the Queensland Digital Health Centre where she advances student preparation for technology-enabled clinical environments.

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Cynthia DavidsonView profile

Senior Lecturer

Stony Brook UniversityUnited States

Cynthia Davidson serves as an Advanced Senior Lecturer and Emerging Technologies Coordinator within the Program in Writing and Rhetoric at Stony Brook University. Based in Long Island, New York, she holds a Ph.D. in English from the University of Illinois at Chicago and has dedicated her career to exploring the dynamic intersections of rhetoric, digital culture, and contemporary communication practices. Her role emphasizes innovative approaches to writing instruction through emerging technologies. Her academic credentials are comprehensive: Ph.D. in English, University of Illinois at Chicago (1997) M.A. in Literature, Northeastern Illinois University (1989) B.A. in English, Northeastern Illinois University (1983) Graduate Certificate in Composition Studies, Stony Brook University (2006) Digital Media and Composition Institute, Ohio State University (2006) Davidson's research spans multiple critical domains including digital literacy, virtual identities, gaming literacies, and technical communication. She critically examines feminism and gender issues within digital spaces, alongside global perspectives on digital communication. Her poetic interests extend to contemporary verse, reflecting a holistic engagement with language in both digital and traditional forms. This multifaceted approach positions her work at the forefront of understanding how digital technologies reshape rhetorical practices and identity construction across diverse cultural contexts. Her recent scholarly output demonstrates a clear evolution toward digital rhetoric and social media analysis. The 2023 monograph investigates women's political expression on Twitter through Berlant's framework of cruel optimism, while the 2021 literary chapter explores memory in contemporary poetry. Earlier work (2018) focused on ePortfolio pedagogy, revealing her sustained commitment to innovative writing practices. Collectively, these publications highlight her interdisciplinary methodology bridging composition studies, digital humanities, and critical theory to address contemporary communication challenges. Scientific Awards: No awards or honors were specified in the provided biographical materials. While the available documentation does not detail specific student advising relationships or grant-funded research projects, her position as Emerging Technologies Coordinator suggests active engagement with curriculum development and digital pedagogy initiatives. Her publications indicate substantial scholarly activity that may involve collaborative research, though explicit mentions of grants or mentored students are absent from the source texts. As Emerging Technologies Coordinator, Davidson likely oversees initiatives related to digital writing tools and platforms within the Program in Writing and Rhetoric. However, the source material does not reference specific laboratories, research teams, or collaborative projects beyond her published scholarly work.

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Sue FauldsView profile

Associate Professor

University of YorkUnited Kingdom

Sue Faulds is a Reader (equivalent to Associate Professor) at the University of York, joining the institution in September 2019. Her academic career spans critical care nursing practice in both NHS and private sectors before transitioning to higher education, with extensive experience in undergraduate and postgraduate health education curriculum development. Her teaching specialization focuses on identification and management of critically ill patients. Her educational qualifications include: PhD from the University of Southampton MA(ed) from the University of Southampton PG Cert Education from the University of Southampton BSc (Hons) from De Montfort University NMC registered Specialist Practitioner (Adult) Dip HE from the University of Warwick RN (part 1) qualification Her research centers on technology-driven healthcare innovation, particularly using eye-tracking and verbal protocols to analyze clinical decision-making in nursing. She pioneers methodologies examining visual attention patterns of novice versus expert nurses, with strong emphasis on mobile learning applications, simulation training, and advanced clinical practice development. Her work bridges technological advancements with practical healthcare education needs. Her publication history (2002-2018) reveals consistent innovation in healthcare education technology, featuring mobile toolkits for clinical placements, simulation frameworks for critical care and learning disabilities, and student-centered assessment systems. These works demonstrate progressive integration of digital solutions to enhance clinical training realism and effectiveness across nursing specialties. Her professional recognition includes: Winner of best poster at NHS Modernisation Agency Conference (2002) She actively supervises PhD research in healthcare technology applications and clinical decision-making processes. Her national influence extends through membership on the NICE Technology Appraisal Committee (2017-2020) and the Association of Advanced Practice Educators committee, alongside invited keynotes on telecare implementation and graduate nursing education evolution.

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Helen L. ChenView profile

Researcher

Stanford UniversityUnited States

Helen L. Chen is a Researcher in the Designing Education Lab at Stanford University's Department of Mechanical Engineering. She holds a PhD in Communication with a minor in Psychology from Stanford and a BA in Communication from UCLA. Role : Research Scientist Affiliation : Stanford University, Department of Mechanical Engineering Education : PhD (Stanford, 1998), BA (UCLA, 1993) Her research focuses on engineering education , entrepreneurship pedagogy , and reimagining academic credentials through ePortfolio systems . She specializes in reflective practice , authentic assessment , and design thinking in educational environments. Recent publications analyze project-based learning mechanisms, entrepreneurial self-efficacy in engineers, and ePortfolio integration across disciplines. Her work explores innovation culture assessment and inclusive course design frameworks. Collaborative projects include consulting with the Association of American Colleges and Universities and co-editing the International Journal of ePortfolio . She contributes to general education redesign initiatives and digital learning tools development.

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Richard RoblesView profile

Professor

University of CincinnatiUnited States

Richard Robles is a tenured Professor in the College of Cooperative Education and Professional Studies at the University of Cincinnati. He specializes in cooperative education, electronic portfolio assessment, and leadership development. With over 20 years in higher education, he has held roles such as Director of Co-op Programs for engineering disciplines and Program Director for Graduate Co-op Programs. His work focuses on enhancing career readiness through work-integrated learning and digital tools. Education: EdD, Leadership Studies: Xavier University (2020) MBA: University of Cincinnati (2008) MS, Counseling & Student Personnel: Minnesota State University (2000) BA, Liberal Studies: Northern Arizona University (1996) Dr. Robles' research explores how electronic portfolios and experiential learning impact student development. His recent work emphasizes leveraging technology to assess professional competencies and bridge academic-theoretical knowledge with workplace practice. He has led initiatives managing large co-op programs for engineering and honors students, supervising teams of faculty and staff. His publications focus on ePortfolio implementation, leadership education, and cooperative learning outcomes. While no formal awards are listed, his contributions to program development reflect sustained excellence in experiential education. In advising, he oversaw programs serving over 700 mechanical engineering students, coordinating reflection sessions and professional development courses. His tenure includes managing multimillion-dollar budgets and implementing technological systems for student organizations and leadership programs. Robles is part of the Division of Experience-Based Learning & Career Education, where he continues to innovate in graduate-level work-integrated learning strategies.

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Kyle ScholzView profile

Researcher

University of WaterlooCanada

Kyle Scholz is an Educational Developer and Interim Managing Director of the Teaching Innovation Incubator at the University of Waterloo. His role focuses on advancing teaching innovation through experimentation, collaboration, and strategic communications. He holds a PhD in German Applied Linguistics (2015) and an MA in German (2010), with research expertise in digital game-based language learning, ePortfolios, and second language development. He chairs the annual University of Waterloo Teaching and Learning Conference and administers the LITE grant program. His work includes facilitating workshops on pedagogical research design and leading initiatives like the Integrity Matters academic integrity program. Scholz also teaches German language courses and serves as Co-Editor of the Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL). His research interests span game-based learning frameworks, ePortfolio implementation in competency development, and the role of technology in enhancing equity in education. He actively contributes to academic communities through conference presentations and editorial roles, emphasizing practical innovations in higher education pedagogy.

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Peter NealView profile

Senior Lecturer

University of New South WalesAustralia

Peter Neal is an Education Focused Senior Lecturer and Academic Governance Coordinator at the School of Chemical Engineering, UNSW Sydney. He specializes in engineering education, carbon capture and storage (CCS), and professional skills development. With over 10 years of teaching experience, he focuses on enhancing student capabilities in design, inquiry, and teamwork. As the first Education-Focused academic in his school, he champions innovative pedagogical approaches, including the integration of generative AI in education and virtual work-integrated learning (VWIL). His research interests span CCS techno-economics, AI impacts on assessment integrity, and sustainable energy solutions like blue hydrogen. He has contributed to numerous reports on CO2 transport economics, storage capacity, and low-carbon energy systems. Neal is also involved in curriculum design, particularly in first-year engineering courses, emphasizing project-based learning and industry-relevant skill development. Neal's publications explore topics such as AI integration frameworks, desktop site tours for industry awareness, and student perceptions of teamwork in chemical engineering. His work bridges engineering education and environmental sustainability, addressing challenges in both academic innovation and climate technology. He coordinates educational governance initiatives and collaborates on interdisciplinary projects, including assessments of CO2 storage sites and economic analyses of renewable energy options. Neal actively participates in conferences and workshops to disseminate his research and improve engineering education standards globally.

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Barbara D'AngeloView profile

Associate Clinical Professor

Arizona State UniversityUnited States

Barbara D'Angelo is a Clinical Associate Professor in the School of Applied Professional Studies at Arizona State University, specializing in technical communication. She holds a Ph.D. in Technical Communication and Rhetoric from Texas Tech University and an M.S. in Library and Information Science from the University of Illinois, Urbana-Champaign. Ph.D., Technical Communication and Rhetoric, Texas Tech University (2008) M.S.LIS., University of Illinois, Urbana-Champaign (1997) B.A., Emmanuel College (1982) Her research centers on writing assessment, the impact of assessment on curriculum, threshold concepts, transfer of learning, metacognition, and information literacy. She explores how students develop writing competence, especially in health and technical fields, and how pedagogical strategies can foster professional identity. Her work often bridges library science and writing instruction. Her recent publications and presentations highlight a sustained focus on writing in nursing education, ePortfolios, peer review, and curriculum design in online and multidisciplinary contexts. She frequently collaborates with Bethany Maid and other scholars in writing and information literacy. Life Member, Beta Phi Mu Honor Society Francis W. Weeks Award of Merit, Association for Business Communication (2011) D'Angelo mentors graduate students in the MS in Technical Communication program, serving on thesis and applied project committees. She has been actively involved in curriculum development, faculty governance, and service, including as a Quality Matters Reviewer and Digication ePortfolio administrator. She teaches courses such as Applied Rhetoric, Grant & Proposal Writing, and Capstone projects. She is affiliated with the Association for Business Communication and contributes to journals and conferences in writing studies, technical communication, and information literacy.

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Dana D'AngeloView profile

Clinical Professor

Drexel UniversityUnited States

Dana D'Angelo is a Clinical Professor in the Department of General Business Studies at Drexel University's LeBow College of Business. With over 30 years of experience in higher education and professional consulting, she is a recognized leader in experiential learning, global engagement, and business education innovation. She also holds a visiting lecturer position at the University of Leeds in the UK. Her research and teaching interests include: Global Classrooms and International Education Leadership and Team Development Experiential and Action Learning Consulting-Based Project Management Accounting and Corporate Finance for Professionals Pedagogical Innovation in Higher Education Dana’s scholarly work emphasizes the transformative impact of early global exposure and applied learning on student development. Her publications and conference presentations consistently explore how innovative teaching methods—such as virtual exchange, backchannel communication, and intensive international courses—enhance student engagement and learning outcomes. She has pioneered global classroom initiatives and co-op alternatives through consulting projects, influencing curriculum design at Drexel and beyond. She has received numerous honors for teaching excellence, including: 2023 Excellence in Teaching Award (Drexel LeBow College of Business) 2020 Lindback Distinguished Teaching Award 2022 Provost’s Award for Undergraduate Teaching Impact Multiple Drexel Teaching Fellowships and Excellence Awards Nominee for U.S. Professor of the Year (2013) Dana has secured external funding, including the $30,000 TOOLIP grant from Germany’s Federal Ministry of Education and Research, to support international sustainability initiatives. She has mentored numerous students and faculty, particularly through co-op programs, peer mentoring, and global classroom collaborations. She also serves on the advisory board of The Scholarly Teacher and reviews for academic journals and conferences. She has led key academic initiatives as Director of General Business Studies and Associate Director in Drexel’s Center for Academic Excellence. Her work integrates corporate experience from Andersen Consulting (Accenture) with academic innovation, creating practical, real-world learning environments.

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Lynn McAllisterView profile

Researcher

Queensland University of TechnologyAustralia

Lynn McAllister is a research-focused academic at Queensland University of Technology's School of Education, Department of eLearning Services, with over 15 years of specialized expertise in ePortfolio systems and digital pedagogy. Her work bridges educational technology, information literacy, and professional development across higher education and health professions. Her research interests center on ePortfolio pedagogy , digital assessment frameworks , and reflective learning systems , with significant contributions to sustainable implementation models in Australian higher education. McAllister pioneered the Australian ePortfolio Project (2008-2011), establishing evidence-based frameworks for institutional adoption that remain influential in educational technology circles. Analysis of her 15 most recent publications reveals consistent focus on authentic assessment design , community of practice development , and cross-disciplinary applications – particularly the 2023 shift toward health professions education where she co-developed implementation frameworks for medical training programs. Her work demonstrates sophisticated understanding of both technical implementation and pedagogical transformation. McAllister's research trajectory shows evolution from foundational work in library and information science (2004-2008) toward contemporary applications in health education, maintaining consistent methodology in case study analysis and implementation frameworks. Her publications in Medical Teacher and Journal of Computing in Higher Education demonstrate successful translation of educational technology principles across disciplinary boundaries.

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Peter O'BrienView profile

Senior Lecturer

Queensland University of TechnologyAustralia

Dr. Peter O'Brien is a Senior Lecturer in the School of Education at Queensland University of Technology (QUT), where he serves as Academic Programs Director (Initial Teacher Education). His work focuses on the sociology of education, educational policy, and governmentality, particularly exploring how professional standards, performance management, and policy shape teaching practices. He maintains close ties with the teaching profession through professional networks and advocacy. Education: PhD (QUT), MEdSt (UQ), GDTeach (Brisbane College of Adv. Ed.), BA (Griffith University) Professional Roles: Member of The Australian Sociological Association (TASA), former secondary school teacher and Head of Department Dr. O'Brien’s research examines advanced liberalism, Foucauldian governmentality, and the ethical dimensions of teacher professionalism. His recent work includes analyses of verbal conduct in schools, emotional labor in teaching, and the impact of performance metrics on educators. He has contributed to policy submissions addressing school costs and equity in education. His publications span journals like Education Philosophy and Theory and Linguistics and Education , as well as edited volumes on communication technologies and education. He has supervised doctoral research on language and identity in educational settings.

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Martin MarafiotiView profile

Professor

Pace UniversityUnited States

Martin Marafioti is a Professor in the Department of Modern Languages and Cultures at Dyson College of Arts and Sciences, Pace University, where he has been a faculty member since 2004. He teaches Italian and Spanish language, literature, cinema, gender studies, and courses on narrative during epidemics. He is based in the NYC campus and maintains active research and service roles. Education: PhD in Italian Studies, Johns Hopkins University, 2002 MA in Italian Literature, The Catholic University of America, 1993 MA in Spanish and Latin American Literature, The Catholic University of America, 1993 BA in Romance Languages, University of Maryland, 1990 His research centers on Medieval and Early Modern Italian literature, with a focus on the intersections between literature and medicine, the history of medicine, and narrative responses to epidemics. He explores how storytelling functions as both cultural expression and public health intervention in historical contexts. His work also engages with gender, language accessibility, and translation. The recent publications and presentations reflect a strong thematic trend in medical humanities, particularly the role of narrative during plagues and the translation of historical medical texts. His work bridges literary scholarship with public health history, emphasizing storytelling as a tool for resilience, education, and empowerment. Scientific Awards and Honors: Pace University Scholarly Research Grant, 2022 Pace University President's Award for Excellence (Team Award), 2015 National Endowment for the Humanities Translations and Scholarly Editions Grant, 2014 Dyson College ePortfolio Assessment Grant, 2013 NEH Summer Seminar: 'Disease in the Middle Ages', 2009 Pace University Presidential Grant, 2007 New York University Visiting Scholar, 2008 Dr. Marafioti has secured multiple competitive grants supporting his research and pedagogical innovation. He advises on curriculum development through roles in the Film and Screen Studies Advisory Board and MOL Departmental Assessment. He has also contributed to university governance via the Council of Deans and Faculty on Promotion and Tenure. While no formal students are listed, his mentorship is evident through course development and academic leadership. He is actively involved in scholarly presentations and interdisciplinary collaborations. Dr. Marafioti is engaged in the Dyson Seminar in the Humanities & Social Sciences and has presented at institutions like Lehman College and Bryn Mawr College. His work is supported by an interdisciplinary network spanning Italian studies, medical humanities, and translation studies.

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Peggy HartwickView profile

Assistant Professor

Carleton UniversityCanada

Peggy Hartwick is an Assistant Professor at Carleton University's School of Linguistics and Language Studies. She specializes in digital pedagogy, online learning, and assessment practices. Her research focuses on educational AI, digital storytelling, and the integration of emerging technologies into post-secondary education. Hartwick has taught for nearly 20 years, designing graduate courses in Second Language Acquisition and Teaching English as an Additional Language, as well as undergraduate Applied Linguistics modules. She actively collaborates with students on projects exploring digital tools' impact on learning through experiential documentation. Her awards include the 2015 STLHE Brightspace Innovation Award, Carleton’s 2013 Excellence in Blended Teaching Award, and a recent CUELF grant for experiential learning initiatives. Hartwick’s recent presentations address topics such as ePortfolio use with AI, shifting assessment paradigms, and 21st-century skill development through digital portfolios. She holds a Ph.D. in Applied Linguistics and Discourse Studies from Carleton University, complementing her B.A., CTESL, and M.A. degrees from the same institution. Hartwick has supervised MA theses and research essays, emphasizing innovative teaching methodologies. Her current work bridges theoretical frameworks with practical applications of technology in education.

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