Plenary Sessions

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  Kelly Hogan, Ph.D and Viji Sathy, Ph.D

  Dr. Kelly Hogan, Professor of the Practice; Biology at Duke University (North Carolina, United States)
  Dr. Viji Sathy, Professor of the Practice; Psychology and Neuroscience at University of North Carolina, Chapel Hill (United States)
  

  Dr. Hogan and Sathy have expertise on inclusive techniques and active learning in any size crowd, because both have significant experience teaching hundreds of students. Award-winning instructors, they also worked together for many years administratively at UNC leading university curricular initiatives, institutional grant projects, and the development of technology tools to support student success. Kelly and Viji have shared their work with faculty through hands-on workshops at numerous types of institutions. Both have been active in the scholarship of teaching and learning in their respective disciplines of biology and statistics and their work has been featured in a number of national publications such as The Chronicle of Higher Education and the New York Times. In 2022, they published a book titled: Inclusive Teaching Strategies for Promoting Equity in the College Classroom, sharing practical ideas that often can be implemented quickly.  
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  Earle Abrahamson, Ph.D.

  Professor in the Scholarship of Teaching and Learning, Teaching and Learning Specialist to the MBBS programme, Hertfordshire Medical School (United Kingdom)
  

  Professor Earle Abrahamson is a recognised leader in the Scholarship of Teaching and Learning (SoTL), holding a PhD in the field and serving as a professor at the University of Hertfordshire, UK. Originally from South Africa, his career spans diverse cultural, institutional, and international contexts, where he has consistently championed student-centred learning and the holistic development of learners. Earle’s leadership in SoTL is demonstrated through his role as co-chair of the ISSOTL Advocacy Committee and his work convening both international and EuroSoTL writing groups. He also serves on the EuroSoTL Board, advancing SoTL across Europe and globally.  Earle co-edits Teaching and Learning Inquiry (TLI) and has been involved with the journal since its inception, ensuring its direction aligns with the ISSOTL grand challenges and the UN Sustainable Development Goals. His contributions to SoTL have earned him Principal and National Teaching Fellowships from Advance HE, as well as an inaugural ISSOTL Fellowship.  Driven by a passion for promoting inclusive and innovative teaching practices, Earle has inspired scholars worldwide. His leadership continues to shape the future of teaching and learning, with a strong focus on putting the learner at the heart of the educational experience. 
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  Matt Fisher, Ph.D.

  Professor of Chemistry, Saint Vincent College (Pennsylvania, United States)
  

  Matt Fisher is Professor of Chemistry at Saint Vincent College where he served in past years as department chair and director of the College’s faculty development program. He has been a senior fellow with the National Center for Science and Civic Engagement, where he coordinated NCSCE’s efforts in SoTL in the context of its signature project Science Education for New Civic Engagements and Responsibilities (SENCER) and serves as co-editor-in-chief for the Center’s journal Science Education and Civic Engagement: An International Journal. Matt was a 2005 Carnegie Scholar and has given presentations and workshops and published on integrative learning and SoTL. With Jacqueline Dewar and Curtis Bennett he co-authored The Scholarship of Teaching and Learning: A Guide for Scientists and Engineers; more recently he contributed the chapter “Guiding Principles for STEM Faculty Interested in SoTL” to Becoming a SoTL Scholar. Matt has been recognized with the ACS-CEI Award for Incorporating Sustainability into Chemistry Education, the Thoburn Excellence in Teaching Award from Saint Vincent College, and was named an American Chemical Society Fellow in part for his contributions to SoTL within chemistry. He received a bachelor’s degree in biochemistry from Temple University in 1982 and a Ph.D. in biochemistry from the University of Wisconsin-Madison in 1990.