Editorial Team

TLI's current Editorial Team is made up of two Co-Editors and two Associate Editors.


Dr. Katarina Mårtensson is Senior Lecturer in Higher Education Development at Lund University, Sweden. Her role focuses on strategic editorial work, together with the rest of the editorial team, as well as day-to-day running of the journal. Katarina has a prior editorial experience with IJAD, the International Journal for Academic Development, as well as a five year long commitment to the ISSOTL Board. She has a strong commitment to making SoTL go international, across institutional and geographical contexts. Katarina’s current research and practice in academic development is based on a history of social networks, informal learning, organisational change, scholarship of teaching and learning, academic culture, and educational leadership.

Dr. Kelly Schrum is Associate Professor of Higher Education at George Mason University (Fairfax, Virginia, USA). Her role at TLI focuses on strategic editorial work as well as expanding TLI’s digital capacity, including reviewing digital publications and content focused on SOTL in the digital age. Her work focuses on teaching and learning in the digital age, including hybrid and online learning environments and scholarly digital storytelling. A historian by training, she has directed more than 60 digital humanities and digital teaching and learning projects.

Associate Editors

Dr. Ketevan Kupatadze is a Senior Lecturer of Spanish in the Department of World Languages and Cultures at Elon University (Elon, North Carolina, USA). She was Elon’s Center for Engaged Learning Scholar for years 2017-19 working on student-faculty pedagogical partnerships in instructional design and curricular development. Ketevan has worked in multi-institutional and multinational settings on numerous SoTL projects, including flipped classroom pedagogy and discussion-based, collaborativeapproaches to teaching. She has led planning and implementation of new Spanish curriculum at Elon focused on the development of students’ intercultural knowledge and critical thinking abilities, in combination with the advancement of their linguistic competence. Ketevan has also co-led the department’s efforts to integrate meaningful writing assignments throughout the language curriculum as part of the University’s Writing Excellence Initiative.

Dr. Susannah McGowan is the associate director for curriculum design at Georgetown University (Washington, D.C., USA). Her role as associate editor focuses on ensuring a smooth editorial process as well as supporting the co-editors. Her work in SoTL extends over the past 20 years working in both the US and UK to embed a SoTL ethos in educational development programming and academic culture. Susannah’s research interests include equity-based educational development, threshold concepts, technology-enhanced learning, and student-academic staff partnerships.


Teaching & Learning Inquiry's Editorial Board

The members of the Editorial Board provide ongoing guidance and input for substantive work of the journal. They come from a range of disciplines, geographical regions, institutional types, and career stages--with the scholarship of teaching and learning and ISSOTL as their common ground.

Earle Abrahamson, University of East London, United Kingdom
Randy Bass, Georgetown University, United States
Dan Bernstein, University of Kansas, United States
Jeffrey Bernstein, Eastern Michigan University, United States
Barbara Cambridge, National Council of Teachers of English, United States
Stephen L. Chew, Samford University, United States
Huang Hoon Chng, National University of Singapore, Singapore
Tony Ciccone, University of Wisconsin--Milwaukee, United States
Jacquelyn Cranney, University of New South Wales, Australia
Mary Ann Danielson, Creighton University, United States
Marcia Devlin, Deakin University, Australia
Joëlle Fanghanel, University of West London, United Kingdom
Peter Felten, Elon University, United States
Balbir Gurm, Kwantlen Polytechnic University, Canada
Mary Huber, Carnegie Foundation, United States
Pat Hutchings, Carnegie Foundation, United States
Cecilia Lucero, Notre Dame University, United States
Ellen Lynch, University of Cincinnati, United States
Kathleen McKinney, Illinois State University, United States
Melinda Messineo, Ball State University, United States
Joy Mighty, Carleton University, Canada
Craig Nelson, Indiana University at Bloomington, United States
Linda Price, Kingston University, United Kingdom
Michael Prosser, University of Hong Kong, Hong Kong
Jennifer Meta Robinson, Indiana University, United States
Torgny Roxå, Lund University, Sweden
Kathy Takayama, Northeastern University, United States

The Journal of the International Society for the Scholarship of Teaching and Learning

Teaching & Learning Inquiry (TLI) is the flagship publication of the International Society for the Scholarship of Teaching and Learning (ISSOTL). It represents one of the world’s largest and most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of the field’s leading thinkers and those pursuing SoTL at every level.