Keynote Speakers

Gary Poole Director of the Centre for Teaching and Academic Growth and of the Institute for the Scholarship of Teaching & Learning University of British Columbia

Dr. Gary Poole is the Director of the Centre for Teaching and Academic Growth and the Institute for the Scholarship of Teaching and Learning at the University of British Columbia. He received an M.A. from San Diego State and a Ph.D. from Simon Fraser University, both in psychology. Gary has won a 3M Teaching Fellowship, which is a Canadian national teaching award, an Excellence in Teaching award from Simon Fraser University , and a Queen's Golden Jubilee Medal for contributions to Higher Education. He was the President of the Society for Teaching and Learning in Higher Education from 2000 to 2004, and became President-Elect for the International Society for the Scholarship of Teaching and Learning in July, 2009. Poole is the co-author of Effective Teaching with Technology in Higher Education, and The Psychology of Health and Health Care: A Canadian Perspective .

Kathleen McKinney Cross Chair in the Scholarship of Teaching and Learning Professor of Sociology Illinois State University

Dr. Kathleen McKinney is Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology at Illinois State University . She received her Ph.D. in Sociology from the University of Wisconsin-Madison. From 1996 to 2002, she held the position of Director of the Center for the Advancement of Teaching at Illinois State University . Kathleen has numerous publications in the areas of relationships, sexuality, and college teaching. She served three years as editor of Teaching Sociology . McKinney is also a 2003-2004 Carnegie Scholar. Her most recent book is Enhancing Student Learning Through the Scholarship of Teaching and Learning and she is currently editing a book about SoTL across the disciplines. McKinney is involved in the SoTL movement having worked with the Carnegie Academy for the Scholarship of Teaching and Learning and the International Society for the Scholarship of Teaching and Learning of which she is a founding member. McKinney 's current SoTL projects include a local study of a small group of sociology majors' experiences as they progress through the major and a multi-institutional study of the sociology senior thesis course. She has also received several teaching awards including Illinois State University 's Outstanding University Teacher and the American Sociological Association Distinguished Contributions to Teaching Award.

Carolin Kreber Director of the Centre for Teaching, Learning and Assessment Professor of Teaching and Learning in Higher Education University of Edinburgh

Dr. Carolin Kreber is presently the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh where she is also Professor of Teaching and Learning in Higher Education. From 1997 to 2004 she was a faculty member at the University of Alberta where she taught courses in adult learning and developmental theory, instructional design, research methodology and the administration of higher education. She obtained her Ph.D. degree from the Ontario Institute for Studies in Education (University of Toronto). She is the editor of several edited volumes including Revisiting Scholarship: Perspectives on the Scholarship of Teaching (2001) and The university and its disciplines (2009) and has authored numerous articles on the scholarship of teaching and learning including “Charting a Critical Course on the Scholarship of Teaching Movement” (Studies in Higher Education, August 2005) and “The Scholarship of Teaching as an Authentic Practice” (International Journal for the Scholarship of Teaching and Learning, January 2007, http://academics.georgiasouthern.edu/ijsotl/v1n1/essays/kreber/IJ_Kreber.pdf). Other research interests revolve around the values guiding higher education and the role of reflection in teaching and learning. She is particularly interested in the different kinds of questions that can be asked as part of the Scholarship of Teaching and Learning and the linkages between theoretical, instrumental and ethical deliberation on university teaching and learning.