Keynote Speakers
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In January 2010, Dr. Richard Gale joined the faculty of Mount Royal University as Founding Director of the Institute for Scholarship of Teaching and Learning (mtroyal.ca/isotl). Richard came to MRU after several years as a Visiting Scholar at Douglas College (New Westminster BC), Royal Roads University (Victoria BC) and Mount Royal College (Calgary AB). From 2002-2007 he served as Senior Scholar for The Carnegie Foundation for the Advancement of Teaching (Stanford CA) where he directed the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Higher Education Program and worked with the Integrative Learning Project. Richard has published and spoken widely on aesthetic literacy, integrative learning, and of course scholarship of teaching and learning. He has taught courses in theatre history and theory, composition and playwriting, critical pedagogy and interdisciplinary arts. Over the years he has been involved with a number of academic organizations, and served on the board of directors for the Society of Teaching and Learning in Higher Education and Pedagogy and Theatre of the Oppressed. His degrees are in theatre history (PhD, University of Minnesota), playwriting (MFA, University of California San Diego), drama (MA, San Jose State University), and liberal studies (BA, San Jose State University).
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Bill Cerbin is professor of psychology and director of the University of Wisconsin-La Crosse Center for Advancing Teaching & Learning
(www.uwlax.edu/catl). He also directs the College Lesson Study Project
(www.uwlax.edu/sotl/lsp) which supports instructors across the University of Wisconsin System campuses to use lesson study to improve their teaching and advance the practice of teaching in their fields. His received his Ph.D. in educational psychology with an emphasis in cognition and language from the University of Chicago.
In 1998 and 2003 he was a Carnegie Scholar with the Carnegie Academy for the Scholarship of Teaching and Learning. His past work in the scholarship of teaching and learning focused on the development of the course portfolio as way to document scholarly inquiry into teaching, how students learn in problem-based learning environments, and teaching and learning for understanding. His recent work explores how the practice of lesson study—in which instructors jointly design, teach, observe, analyze and refine individual class lessons—can be a training ground for the scholarship of teaching and learning. He is particularly interested in methods such as lesson study that explore how and why students learn or do not learn what we teach.
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Jennifer Meta Robinson is senior lecturer in the Indiana University Department of Communication and Culture where she teaches A Cultural Approach to Interpersonal Communication and courses in communicative and performative approaches to nature, food, and sense of place. She has served the International Society for the Scholarship of Teaching and Learning since 2003, as a member of the founding board, as regional vice president for the United States, and in 2009-2010 as president. She has coordinated two Carnegie Foundation -sponsored consortia related to scholarship of teaching and learning, 2003-2009, and co-edits the Scholarship of Teaching and Learning book series from Indiana University Press with Whitney M. Schlegel, Mary Taylor Huber, and Pat Hutchings. In addition to articles and book chapters on scholarship of teaching and learning and on literary and ethnographic studies, s he is author of The Farmers' Market Book: Growing Food, Cultivating Community (Indiana University Press 2007) with Jeff Hartenfeld and co-editor of Teaching Environmental Literacy: Across Campus and Across the Curriculum (with Heather L. Reynolds and Eduardo Brondizio, Indiana University Press 2010). She is the principal investigator for the Indiana University Collegium on Inquiry in Action, funded by the Teagle Foundation to develop a model interdisciplinary approach to preparing graduate students to be reflective teachers who base their teaching on appropriate learning theory and evidence of student learning. She served as director of Indiana University's Campus Instructional Consulting office and coordinator of the scholarship of teaching and learning initiative 2001-2008, which received a TIAA-CREF Hesburgh Award for faculty development in 2003. She earned her doctorate in English from Indiana University. |
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