Dr. Patty Born is an assistant professor of environmental and STEM education at Hamline University in St Paul MN. She is Director of the Master of Arts in environmental education. Prior to her work in higher education, Patty taught in traditional and nonformal settings. She has written four books for educators, on topics ranging from STEM in the outdoors to child-animal relations. Her research interests include solastalgia(climate anxiety), climate literacy in teacher preparation programs, human-animal relations, and the role of nature-based learning in fostering a sense of hope in children, youth, and adults.
Maura Conley is a Learning Designer at the Center for Teaching and Learning and an Adjunct Assistant Professor in the Humanities & Media Studies and Intensive English Programs at Pratt Institute. With a degree in English and Education, and an MFA in Creative Writing, Maura continues academic work in the Women, Gender, and Sexuality Studies program at Stony Brook University. Her writing can be found in Transformative Approaches to Radical Wellbeing in Higher Education in ETH Zurich Learning and Teaching Journal and Women in Higher Education Leadership.
Tanya Elias has worked in learning design and associated fields for over 10 years in a variety of educational and corporate settings. She is currently an EdD Candidate at the University of Calgary. Her research focuses on exploring digital and open education from critical perspectives. She lives in New Westminster, BC with her two youngest children and their cat.
Brenna Clarke Gray
Brenna Clarke Gray (she/her/hers) is Coordinator, Educational Technologies at Thompson Rivers University in Kamloops, British Columbia, a role she transitioned to after nine years of college teaching. Her research interests include the history and future of open tenure processes, the role of care and care work in the practice of educational technology, and scholarly podcasting. She holds a PhD from the University of New Brunswick. Outside of the academy’s walls, Brenna co-hosts Hazel & Katniss & Harry & Starr, a podcast about young adult literature and film adaptation, and pretends at the role of public intellectual on Twitter: @brennacgray.
Dr. Suzan Koseoglu is an Academic Developer at Goldsmiths, University of London. Suzan works on college-wide projects and initiatives related to pedagogy, and co-leads the Postgraduate Certificate in Learning and Teaching in Higher Education, which is designed to enhance the pedagogical practice of teaching staff at Goldsmiths. She holds a PhD in Learning Technologies, Curriculum and Instruction from the University of Minnesota. Suzan's research and writing focuses on feminist pedagogy, critical pedagogy and open education. Her works include 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning (published by JIME), Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning (published by AJDE), and My Story: A Found Poem Reflecting the Voice of Women Studying in Open Education Programs in Turkey (presented at OER19, UK).
Jennifer Schneider (J.D., Ed.D.) is a community college professor and Best of the Net nominee, with essays, stories, and poems published in a wide variety of literary and scholarly journals. She is the author of A Collection of Recollections (Next Chapter), Invisible Ink (Toho Pub), On Daily Puzzles: (Un)locking Invisibility and On Crossroads and Fill in the Blank Puzzles (forthcoming, Moonstone Press), and Blindfolds, Bruises, and Breakups (Atmosphere Press).
Judit Török, Ph.D. is the inaugural Director of Pratt Institute's Center for Teaching and Learning. As a passionate educator, feminist philosopher, and researcher of learning, she promotes a wellbeing-focued inclusive culture of teaching and learning across the Institute. Her research focuses on embodied and connected epistemologies, and her publications include Transformative Approaches to Radical Wellbeing in Higher Education, a co-authored article in ETH Zurich Learning and Teaching Journal; ePortfolio, a co-authored chapter in High Impact Practices Online (2019); and Feminist Ethics: A Bearing on Aesthetic Judgments, a chapter in Feminist Aesthetics and Philosophy of Art (2011).
Dr. George Veletsianos is a Professor in the School of Education and Technology at Royal Roads University. He holds the Canada Research Chair in Innovative Learning and Technology and the Commonwealth of Learning Chair in Flexible Learning. His interests center around learners’ and faculty experiences with online learning, flexible learning, networked scholarship, open education, and emerging pedagogical practices. In particular, his work aims to develop practical solutions to problems facing education, while also being critical of common assumptions and oft-repeated claims about the use of technology in education. His research often highlights the gaps, inequities, and variations that exist in the ways that academics and learners participate online. You can read more about George and his research at https://www.veletsianos.com/.