Ann Braithwaite, Ph.D., is a Professor in and Coordinator of Diversity and Social Justice Studies at UPEI; the co-author and co-editor of four books (the fourth is forthcoming in 2022, and a fifth is under contract); the recipient of numerous teaching, educational leadership, and service awards at UPEI; the AAU Anne Marie MacKinnon Educational Leadership award winner in 2014; and a 2021 STLHE/SAPES 3M National Teaching Fellow. She served on the EDI Task Force in 2020-21 and is looking forward to this work on the new Equity Committee. 

Stéphane-D. Perreault (Dr. if you insist) is a historian teaching at Red Deer Polytechnic. He is a Settler of French ancestry who lives with his Nakota husband and four cats in an area known in Settler terms as Edmonton, in the Treaty Six area, an agreement for peaceful land sharing that was sealed on August 23 and 28, 1876 between the Nehiyaw, the Anishinaabe, the Chipewan, and the Dakota and the Crown on behalf of the Settlers. He researches the intersections of Indigenous and Settler discourses in the teaching of history.

Dr. Kathleen Fortune is an Assistant Professor of Psychology at York University. Her previous research focused on social stigma, prejudice, and concealment among gay and lesbian-identified people. As a teaching-stream faculty member, her current focus is on teaching pedagogy, and in particular, on the unique challenges faced by first-generation university students.

Dr. Ameera Ali is an Educational Developer at York University’s Teaching Commons. Her previous research has investigated university students’ experiences of accessibility in higher education. Her general scholarly interests are in the areas of equity, diversity, inclusion, and accessibility as they pertain to teaching and learning in post-secondary education.

Dr. Karen McCrindle is an Associate Professor, Teaching Stream in the Department of Language Studies at the University of Toronto Scarborough (UTSC). She currently serves as Associate Dean, Teaching and Learning and Director of the Centre for Teaching and Learning. Her academic expertise lies in Pidgin and Creole Languages and Sociolinguistics and she teaches in English and French. She has recently contributed to the development of a teaching resource on microaggressions and she is an active member of UTSC’s Curriculum Review Working Circle, which is focused on inclusion, Indigeneity, and anti-racism.

Dr. Melissa Li Sheung Ying is an Educational Developer in the Centre for Teaching and Learning at MacEwan University. In her role, Melissa collaborates, consults and provides support to faculty on an array of meaningful teaching and learning opportunities that include program and curriculum development, active learning, evaluation and assessment, EDI (equity, diversity, and inclusion) and SoTL (the scholarship of teaching and learning). She also has a disciplinary background in English literature. 

Dr. Upinder Sarker is a Registered Nurse and Program Chair of Work Integrated Learning at NorQuest College located on Treaty 6 territory. Her previous research examined gamification of online continued education modules for Registered Nurses and its impact on user motivation. Her scholarly areas of interest include learner engagement and satisfaction, mastery learning, and educational technologies. In her current role, she is interested in examining factors related to equity, inclusion, and diversity impacting work-integrated learning experiences.

Dr. Melissa Hills is an Associate Professor in the Department of Biological Sciences at MacEwan University. She has a disciplinary background in molecular biology and is also involved in the Scholarship of Teaching and Learning with an interest in inclusive learning in higher education. A white cishet settler, she recognizes the importance of contributing to equity and inclusion work so it does not rest solely on the shoulders of those disproportionately affected by systemic barriers in academia.

Robert Cassidy is the Academic Dean at Dawson College in Montreal/Tiohtiá:ke, located on unceded Kanien’kehá: ka Nation territory. As a white settler, Rob is committed to being part of the solution to the systemic barriers to higher education created by colonization and marginalization in all its forms.

Dr. Mohammad Moshirpour is a senior instructor, software engineering teaching chair, and the director of MEng in software engineering at the Department of Electrical and Software Engineering at the University of Calgary. His research interests include software design and development, software requirements engineering, machine learning, and software engineering training and education. He is the recipient of several awards due for his work in the development of tools and methodologies for software engineering practices and education including the 2021 D2L Innovation Award.

Dr. Ania Harlick is an Assistant Professor, Teaching Stream at the University of Toronto, and an Adjunct Senior Instructor at the University of Calgary. Originally from Poland, she holds a master degree from Adam Mickiewicz University as well as a master degree and a doctorate from Memorial University of Newfoundland and Labrador. She considers herself an accidental physicist with a passion for education. As her primary responsibilities are teaching university courses, most of her research focuses on implementing modern pedagogy into the design of course and laboratory components. As far as she is concerned, she has her dream job.

Rodrigo Narro Pérez is a postdoctoral fellow in the Faculty of Science and the Office of the Vice-Provost (Faculty) at McMaster University. He recently finished his PhD in Earth and Environmental Sciences where he researched glacial moraines in Perú and Iceland to better understand the impact of glacial lake outburst floods due to climate change. He has taught courses in the School of Earth, Environment and Society, School of Interdisciplinary Sciences, Office of Community Engagement and Intersession Learning. He is one of the current co-conveners for the Race, Racialization and Racism Working Group (R3) of McMaster’s President Advisory Committee for Building an Advisory Committee (PACBIC). In the community he is recently an inaugural Board of Director for Hamilton’s Anti-Racism Resource Centre (HARRC). He is an interdisciplinary scholar that is now focusing on the connections between environmental and climate change education, Latin American/Latinx studies, and anti-racism, equity and science education. 

Marion Brown is Associate Professor in the School of Social Work and Associate Dean Academic in the Faculty of Health, Dalhousie University. In the Faculty of Health she is responsible for strategic leadership and support for program and curriculum development across 10 schools; implementation, evaluation, and continuous improvement for academic and scholarly innovation; initiatives related to the scholarship of teaching and learning; project lead for operationalization of university policy on Holistic Evaluation of Teaching; and lead for a Community of Practice on Culturally Responsive Pedagogy and Universal Design for Learning. As a social work educator Marion uses critical pedagogies, weaving analyses of power, discourse, and advocacy into politicized teaching and learning processes. She has expertise in qualitative research methods, particularly constructivist grounded theory, narrative, and participatory action methodologies, with skills in in-depth interviewing and focus group data generation.

Jaimie Kechego is Anishnaabwekwe from Deshkaan Ziibing (the Chippewa of the Thames First Nation reserve) located near London, Ontario. Jaimie’s academic experience began at the University of Windsor as she pursued her Bachelor of Arts degree. Her professional experience with the University of Windsor began at Turtle Island as the Student Representative for the Aboriginal Education Committee. After graduating from the University of Windsor, she secured a position with the Greater Essex County District School Board as the First Nation, Metis and Inuit secondary school counsellor for eight years. Jaimie went back to the University of Windsor to pursue her Bachelor of Education in 2014 and graduated in 2015. Recently, Jaimie completed her requirements for a Master’s degree in the Field of Educational Leadership focused in Aboriginal Education at Western University.