Ehsan Ur Rahman Mohammed (he/him) is a Ph.D. student in Computer Science at Western University. His research focuses on Computer Vision and Artificial Intelligence. Apart from research in his domain, he is extremely passionate about the Scholarship of Teaching and Learning, especially on the impacts of AI technology on education, international students, and the Indigenization of higher education. He is a keen reader who loves Indian classical music and volunteering.

Dr. Katy Hind (she/her) is an Assistant Teaching Professor in the Faculty of Science at the University of New Brunswick in Fredericton. She teaches introductory Biology with a large team of graduate student teaching assistants. Katy is interested in evidence-based approaches to active learning in large-enrolment classes. She is also interested in creating professional development and training opportunities for graduate student TAs in teaching and learning. Her goal is to build a community of TAs at her university by organizing teaching workshops for new and returning TAs. Katy has also taught at the Universities of British Columbia (UBC) and Victoria (UVic). In 2012, she was awarded the Teaching Honour Roll award at the UBC Okanagan Teaching Excellence and Innovation Awards.

Dr. Fatima Mraiche is an Associate Professor and the Vargo Teaching Chair in the Department of Pharmacology at the University of Alberta. Passionate about the intersection of research, educational excellence, and academic leadership, Dr. Mraiche strives to ensure successful program and graduate outcomes while advancing the field of pharmacology.

Dr. Mraiche is dedicated to promoting the development of teaching and professional skills in graduate students and emphasizes the importance of fostering competencies that enable graduate students to succeed in academia, research, and various educational roles. As a member of TAGSA, Dr. Mraiche advocates for exposing graduate students to the field of educational development, ensuring they are well-prepared for their future careers.

Megan (she/her) is a PhD student in the Department of Biology at the University of New Brunswick Fredericton campus. Her research focuses on parasitic infections of freshwater fishes and is funded by the Dr. William S. Lewis Doctoral Fellowship Award and New Brunswick Wildlife Trust Fund. She has two years of TA experience helping instruct several biology lab courses and hopes to take on larger teaching roles in the future. Megan believes that creating an encouraging, judgement-free learning environment reduces anxiety and allows students to develop proficiency and confidence in their abilities.

Sheldon Fetter (she/her) is a PhD student in the Department of Kinesiology at the University of Windsor. Sheldon’s research focuses on the influence of social factors on the development of children’s self-regulation and associated health outcomes. She is a Coordinator for the GATA Network, a graduate student led collaborative that provides professional teaching and learning development opportunities for graduate and undergraduate teaching assistants at UWindsor, has been a graduate teaching assistant for six years, and has taught two undergraduate courses as a sessional instructor. Sheldon is passionate about ensuring teaching assistants have the skills and abilities to perform and feel confident in their roles as TAs, and in garnering a community of teaching and learning among graduate students at the institutional level and beyond.

Sreyasi Biswas holds a PhD in Evolutionary Biology and has been working for more than 5 years with instructors and graduate students across disciplines on bringing research-based instructional practices into their courses. At the University of Calgary, she focusses on supporting faculty in incorporating experiential learning opportunities in their curriculum and getting involved in the Scholarship of Teaching and Learning.

Renato Bezerra Rodrigues (he/him) was born and raised in the northeast region of Brazil and now calls Winnipeg home. He has over six years of experience in teaching and curriculum development and is passionate about fostering critical and reflective teaching practices that integrate human skills into technical education. His Ph.D. research focuses on developing a framework for sociotechnical thinking in engineering – an approach that acknowledges and responds to the social dimensions of engineering practice. As an Educational Developer, Renato supports faculty, staff, and graduate students through workshops, teaching development initiatives, and consultations. His expertise includes academic integrity, generative AI in education, graduate student teaching, and course and assessment design.