lis IFNTF Membership

IFNTF Global Seminar Series 2021

The IFNTF Executive is delighted to announce the IFNTF Global Seminar Series providing an opportunity to; hear from the world’s award winning higher education teachers, to share pedagogy and research and join a global community of scholars.

IFNTF 2nd Global Seminar Series 2021

IFNTF 3rd Seminar (8/9 December 2021)

The IFNTF are delighted to announce the third talk in our second Global Seminar Series entitled:
Crafting solutions to contested problems".

The seminar will be delivered by : Monica Biagioli (University of the Arts London) and Clive Holtham (City, University of London).

When: 8/9 December 2021

We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
Time: 1 hour @ 8th December UK 8 PM | 8th December North America Eastern | 9th December New Zealand | 9th December Australian Eastern Daylight Time (note: please check the time zone for your location)

You can register to attend what is sure to be a fascinating 1 hour talk at this link:

Curricula are being radically contested, due, for example, to decolonisation, global warming and UN strategic development goals. Classic learning design practices are geared to incremental change, and new approaches need to be evolved. In this session, participants use traditional paper folding (kirigami) to craft “zines”, an accessible tool that helps address contested areas not only in education but also administration and everyday life.
The session involves:

  • Participants making (from one piece of paper) a folded and cut “zine” booklet,
  • Provision of prompts to encourage their own ideas being made tangible.
  • Discussion on the potential applications

  • Participants need a piece of A4 (or similar) copy paper, a cutting edge and basic drawing materials, along with a level working surface.

    Monica Biagioli, London College of Communication, University of the Arts London
    Monica’s practice and research are interlinked. The work she does is collaborative and interdisciplinary. She contributes art and design approaches to enhance a process of discovery or an exchange of ideas, e.g. graphic prototyping as an aid in communication and discovery. Her focus is more and more on developing workshops, tools, and methodologies. The emphasis is on process more than outcome. Monica is a member of the Photography and the Archive Research Centre, a Senior Fellow of the Higher Education Academy and a Fellow of the Royal Geographical Society. Her past projects include curation and art installation. Currently she is collaborating on projects with institutions in the UK.

    Clive Holtham, Bayes Business School (formerly Cass), City, University of London
    Clive was Young Accountant of the Year in 1976, and following six years as a Director of Finance and IT, he moved to the Business School at City, University of London in 1988 as Professor of Management. His research is into innovative leadership learning under uncertainty and complexity. He has led a number of large EU and UK applied research projects. He was named as one of the UK's "e-tutors of the year" in 2001. In 2003 he was awarded a UK National Teaching Fellowship. He lectures, broadcasts and consults in the UK and internationally.

    IFNTF 2nd Seminar (17/18 November 2021)

    The IFNTF are delighted to announce the second talk in our second Global Seminar Series commencing in November entitled:
    The Challenges and Opportunities of Teaching Civic Engagement Globally".

    The seminar will be delivered by : Elizabeth Bennion, Elizabeth C. Matto, Alison Rios Millett McCartney, Dawn Michele Whitehead, Dick Simpson and Alasdair Blair.

    When: 17/18 November 2021

    We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
    Time: 1 hour @ 17 November UK 8 PM | 17 November North America Eastern 3 PM | 18 November New Zealand | 18 November Australian Eastern Daylight Time (note: please check the time zone for your location)
    A thriving and peaceful democracy requires an informed and engaged citizenry, but such citizenship must be learned. Educators around the globe are facing challenges in teaching during an era in which populist values are on the rise, authoritarian governance is legitimized, and core democratic tenets are regularly undermined by leaders and citizens alike.

    Advancing the scholarship of teaching civic engagement requires educators of all disciplines to embrace the value of civic learning and demonstrate how such pedagogy can be included in a breadth of classrooms from high school through college/university.

    In this webinar members of the editorial team of Teaching Civic Engagement Globally will introduce the book and discuss the core issues that the books seeks to address. Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community. Most importantly, the book provides tangible steps to link democratic education research with action that reflects contemporary global circumstances.

    The book is available for free on APSA’s Teaching Civic Engagement microsite. In addition to the textbooks, the website houses supplementary materials to the texts, such as syllabi and assessment models, as well as other helpful resources on teaching civic engagement including the library of the Political Science Educator.

    Elizabeth Bennion is Chancellor’s Professor of Political Science and American Democracy Project Director at Indiana University South Bend. A nationally recognized expert on civic education and engagement, Professor Bennion has won numerous local, state, and national awards for her teaching, research, and service. With over 80 publications, 200 invited presentations, and 600 media appearances, Bennion is committed to sharing her research and teaching beyond the classroom. Bennion is Director of Voter Services for the local League of Women Voters, president of the Indiana Debate Commission, and host of WNIT Public Television’s weekly program Politically Speaking. A frequent speaker at community events, academic conferences, and college campuses, Bennion is cofounder of APSA’s Civic Engagement Section, co-PI for several national surveys and field experiments, and coeditor of two previous books on teaching civic engagement: Teaching Civic Engagement: From Student to Active Citizen (2013) and Teaching Civic Engagement Across the Disciplines (2017).

    Alasdair Blair is Associate Pro Vice-Chancellor Academic and Jean Monnet Professor of International Relations at De Montfort University. He is a is a National Teaching Fellow, a principal fellow of the Higher Education Academy, a fellow of the Chartered Management Institute, a fellow of the Royal Historical Society, and a Certified Management and Business Educator. He has been editor of European Political Science since 2015 and served as reviews editor of European Foreign Affairs Review from 2002–2016. He also served as Honorary Treasurer of the UK Political Studies Association from 2015–2018. Alasdair’s research interests include higher education, civic engagement, and European integration/international relations. His current projects include the 3rd edition of The European Union since 1945 (Routledge, 2022) and a 2nd edition of International Politics (Edinburgh University Press, 2022).

    Elizabeth C. Matto is an associate research professor at the Eagleton Institute of Politics at Rutgers University and the director of the Institute’s Center for Youth Political Participation (CYPP). She earned her doctorate in American politics at George Washington University and, prior to her work at Eagleton, taught a variety of courses at Princeton University, Temple University, and George Washington University. As director of CYPP, Matto leads research as well as educational and public service efforts designed to encourage and support the political learning of high school and college students and civic action among young adults. In 2016, she was the recipient of the Craig L. Brians Award for Excellence in Undergraduate Research & Mentorship by the American Political Science Association.

    Alison Rios Millett McCartney (PhD, University of Virginia) is professor of political science and faculty director of the Towson University Honors College in Towson, Maryland, USA. Coeditor of Teaching Civic Engagement Across the Disciplines (2017) and Teaching Civic Engagement: From Student to Active Citizen (2013) and cofounder of the International Service-Learning Network, she has published widely and conducted many presentations and webinars on civic engagement education. Dr. McCartney received the P20 Partnership Award from Campus Compact Mid- Atlantic, the University of Maryland Board of Regents Faculty Award for Mentoring, the TU Presidential BTU community engagement award, the TU Outstanding Service-Learning Faculty award, and the APSA Political Science Education Section Distinguished Service award. She is a member of the Journal of Political Science Education editorial board, the Steering Committee of the AAC&U American Democracy Project, the Maryland Collegiate Honors Council Executive Board, is co-creator of the Towson University-Baltimore County Model United Nations conference, a free civic engagement and global learning program for local youth, and serves as a consultant on civic engagement pedagogy.

    Dawn Michele Whitehead is the vice president of the Office of Global Citizenship for Campus, Community, and Careers at the Association of American Colleges and Universities (AAC&U), the leading national association dedicated to advancing the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education in service to democracy. Whitehead has written and presented nationally and internationally on global learning, community-based learning, experiential learning, and civic engagement. Prior to joining AAC&U, she served as the Director of Curriculum Internationalization at Indiana University-Purdue University Indianapolis (IUPUI) and was the faculty director for global service-learning programs. Whitehead earned her PhD from Indiana University, Bloomington

    Dick Simpson has uniquely combined a distinguished academic career with public service in government. He is a former Chicago alderman and candidate for US Congress. He has published widely, been an outstanding teacher, and affected public policy. He began his academic career at the University of Illinois at Chicago in 1967 where he has taught for more than 50 years. At UIC he received the highest awards given for teaching and the American Political Science Association (APSA) and Pi Sigma Alpha National Award for Outstanding Teaching. He is a former Department Head from 2006–2012 and currently professor of political science. He has published more than 25 books and over 200 journal, magazine, and newspaper articles and op-eds. He has served on a dozen transition teams for government officials and is a frequent media commentator.

    IFNTF 1st Seminar (20/21 October 2021)

    The IFNTF are delighted to announce the first talk in our second Global Seminar Series commencing in October entitled:
    A Hopeful Pedagogy: Shakespearean Case Studies".

    The seminar will be delivered by our 3M colleagues in Canada: Professor Shannon Murray, University of Prince Edward Island, Jessica Riddell, Bishop's University and Lisa Dickson, University of Northern British Columbia.

    When: 20/21 October 2021

    We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
    Time: 1 hour @ 20 October UK 8 PM | 20 October North America Eastern 3 PM | 21 October New Zealand 7 AM | 21 October Australian Eastern Daylight Time 5 AM

    An academic vocation is among the most hopeful. We go into teaching and scholarly work because we believe, even if we haven’t articulated it to ourselves fully, that development, improvement, and transformation are all possible when we are engaged in nurturing an insatiable intellectual curiosity in ourselves and in young people. Exercising the hope muscle keeps us on that optimistic course, even when we might see plenty of evidence that things don’t work or don’t work as quickly as we would like. Students are at the centre of a definition of hope, not just as individuals but also as a philosophical impetus. Learners and learning are not metaphors for hope, but, rather, hope embodied, hope on the move, hope as an agent, a method of acting and a way of seeing. Transformational, messy, complex, always in motion, hope is inseparable from learning. In the classroom we are always caught up in the momentum of becoming. “We never are what we are,” John D. Caputo writes. “Something different is always possible” (More Radical Hermeneutics 35). Every participant in the learning endeavour has tacitly announced: “I am willing to be different in five minutes, or 13 weeks or four years from what I am now.” This is a tremendous act of courage.

    The three of us have been playing and experimenting with hopefulness in our research and in our classes, especially in the teaching of Shakespeare: that most hopeful of hopeful writers. In this session, we will lay out our principles for a hopeful pedagogy, offer two examples of how that hope can play out in a specific classroom, and suggest how these principles could be extended to the hopeful teaching of other disciplines.

    Shannon Murray is a Professor of English Literature and 3M National Teaching Fellow (2001). A former coordinator of the Canadian 3M National Teaching Fellowship, she gives workshops and talks on Active Learning, Capstone Courses, Learning Communities, and Teaching Dossiers, including since 2002 for the UPEI Faculty Development Summer Institute on Active Learning. Along with her collaborators Dr. Lisa Dickson and Dr Jessica Riddell, she is completing a book project for the University of Toronto Press on Shakespeare’s Guide to Critical Hope and Empathy. More information can be found at:

    Professor Lisa Dickson Specializes in Renaissance Literature at the University of Northern British Columbia. She is a 3M National Teaching Fellow and Founding Project Lead for the 3M NTF Mentoring Network. Her current project is a book about Shakespeare and Critical Hope, a collaborative endeavour with her fellow 3M Teaching Fellows, Shannon Murray (UPEI) and Jessica Riddell (Bishops U). She and her collaborators also produce a podcast, Wyrd Words: Conversations about Literature and Learning in Higher Education (available via all the usual podcatchers), and manage a website that includes the podcast, the Wyrd Words blog and resources on Early Modern Literature and Teaching and Learning,

    Dr. Jessica Riddell is a Full Professor of Early Modern Literature in the English Department at Bishop’s University (Quebec, Canada), specializing in early modern dramatic and non-dramatic literature. Dr. Riddell was awarded the 3M National Teaching Fellowship in 2015, the youngest ever recipient at the time of the award and the first ever 3M fellow at Bishop's University. Read more about Jessica here:

    IFNTF 1st Global Seminar Series 2021

    IFNTF Fourth Seminar (14/15th July 2021)

    Professor Stephen Rutherford will deliver the fourth talk in our seminar series:
    "Student-mediated learning and personal learning networks during the transition to (and through) Higher Education"

    When: 14/15th July 2021

    We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
    Time: 1 hour @ 14th July UK 9 PM | 14th July North America Eastern 4 PM | 15th July New Zealand 8 AM | 15th July Australian Eastern Daylight Time 6 AM

    The ability to undertake ‘self-regulated learning’ is a fundamental aspect of Higher Education. Students need to develop effective strategies for independent study as they progress into, and through, university. Support offered to students during transition to higher education typically focuses on teaching students study skills and strategies. However, this webinar will suggest that new university students already have highly-personalised ‘personal learning strategies’, developed through many years of trial and error, prior to university. Students need support in revising and adapting these strategies to the deep learning approaches and critical analysis required of the Higher Education sector. Key to the development of independent learning is the structure and extent is the peer-support and opportunities accessible to the student, their ‘personal learning network’. Effective and supportive social- and discipline-based peer networks are fundamental to the student developing their core identity as an independent and agentic learner. So fundamental are these social interactions, that perhaps we should adopt the term ‘student-mediated learning’ rather than ‘self-regulated learning’. In order to reflect the inherent social nature of the process. This seminar will argue that supporting the development of peer-led learning communities, and the evolution of student-mediated learning strategies is fundamental for effective support of students during their learning journey at university.

    Prof. Steve Rutherford is Professor of Bioscience Education, and Head of the Education Division, in the School of Biosciences, Cardiff University. He was formerly Director of Undergraduate Education within the School. Steve is also the Academic Lead for learning and teaching professional development courses at Cardiff, in the Centre for Education Support and Innovation (CESI). During 2020, Steve was a working group lead within the University’s ‘Digital Education Project’, to support the move to online teaching due to Covid-19, leading the ‘Staff Training and Development’ strategy. Steve was awarded a UK National Teaching Fellowship in 2016, and a Personal Chair in 2018. Steve is a HEA Senior Fellow and a Fellow of the Royal Society of Biology. In 2015, he was awarded the ‘Excellence in Teaching’ award for Cardiff University, and was shortlisted for Most Supportive Teacher and Enhancing student Life Award in the student-nominated Cardiff University ‘Enriching Student Life’ Awards in 2016. Steve has a PhD in Cell Biology, as well as a Masters in Education (MA)Ed)) and a Doctorate in Education (EdD). His teaching focuses on cell biology and molecular genetics, as well as active and digital learning, and student engagement, for staff professional development. Steve’s educational research is focused primarily around the development of self-regulated learning in students during the transition to, and through, university. He also has research interests in active and collaborative learning, the development of peer-based learning communities and ‘Personal Learning Networks’, and student engagement in assessment. Steve is the lead on ‘EAT-Erasmus’, an Erasmus+/European Union-funded collaborative education development project (with 5 other European institutions) on self-regulation and student partnership in assessment.

    Professor Stephen Rutherford

    IFNTF Third Seminar (19/20 May 2021)

    Professor Elizabeth Wells and Professor Toni Roberts Mount Allison University, Canada will deliver the third talk in our seminar series:
    “The Feminist Classroom”

    When: 19th/20th May 2021

    We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
    Time: 1 hour @ 19th May UK 8 PM | 19th May North America Eastern 3 PM | 20th May New Zealand 7 AM | 20th May Australian Eastern Daylight Time 5 AM

    The Feminist Classroom takes an intersectional approach to issues of gender/sex, sexuality, racialization, class, mental health and so on in the classroom. We consider how these social categories impacts students' experience of learning, engagement, and success. Exploring how learning is impacted by these social categories and how we can respond to them in practical ways in central to this session. The Feminist Classroom is a classroom committed to equality and inclusion, embracing diversity as central to the learning of all students in positive and impactful ways.

    Elizabeth A. Wells completed her doctorate in musicology at the Eastman School of Music and is now Dean of Arts and Pickard-Bell Chair in Music at Mount Allison University in Sackville, New Brunswick. Her book on West Side Story was published won the AMS Music in American Culture Award. She has won national teaching awards and has presented over 20 papers on pedagogy. Her research interests include Leonard Bernstein, musical theatre at mid-century, and the scholarship of teaching and learning.

    Toni (Anthony) Roberts has been teaching for 20 years in PSE. Toni's educational background is diverse, ranging from Chemistry to Women's Studies. Toni currently teaches in both Sociology and Psychology and has a passion for teaching courses on structural inequality such as Sociology of Sex and Sexuality, Gender Relations, Queer Studies and Human Sexuality. Toni brings this commitment to addressing structural inequality to their classroom in various strategies that incorporate universal design, feminist principles and technological innovation.

    IFNTF Second Seminar (21/22 April 2021)

    Professor Laura Ritchie will deliver the second talk in our seminar series:
    Yes I Can: From Ideas to Print

    When: 21/22 April 2021

    We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
    Time: 1 hour @ 21st April UK 8 PM | 21st April North America Eastern 3 PM | 22nd April New Zealand 9 AM | 22nd April Australian Eastern Daylight Time 7 AM

    Laura Ritchie presents the journey of ideas to print, including finding your writing voice, considering the audience, the content, allowing personal permission to write freely, and then accepting the risk of allowing criticism during the editing process. Motivation, consistency, accountability, and endurance are unpicked, alongside the exciting achievement of arriving at the last word and moving toward publication. This talk is peppered with practical exercises to help you with your writing. Finally, Laura discusses her experience with publishing her book as an ebook, paperback, and audio book.

    Dr Laura Ritchie is Professor of Learning and Teaching at the University of Chichester, UK. She is a chartered phycologist who is vibrant in her teaching, research, music-making, and in life; she embodies a ‘yes’ attitude. Laura’s teaching is heavily influenced by her research into people’s self-beliefs and cognitive processes as they learn and perform/carry out tasks. Her research focuses on self-efficacy beliefs (a person’s self-beliefs in their capabilities to do a particular task) and metacognitive processes. Her recent book Yes I Can: Learn to use the Power of Self-efficacy is a practical and personal book about self-efficacy, strategic thinking, and recognising possibility in order to adopt the yes of self-efficacy into daily life. Earlier books include California Dreaming (2017, co-written with students) and Fostering self-efficacy in Higher Education Students (2015).

    Laura Ritchie, PhD, CPsychol
    Professor Learning and Teaching
    Deputy Director of ESTA Education
    National Teaching Fellow, UK
    Author of Yes I Can: Learn to use the power of self-efficacy

    IFNTF First Seminar (24/25 March 2021)

    Professor James Intriligator will deliver the first talk in our seminar series:
    Using Miro creatively to augment the learning experience

    When: 24/25 March 2021

    We have tried to identify a time for the seminar that is accessible to all our members around the globe as follows:
    Time: 1 hour @ 24th March 2021 UK 8 PM | 24th March North America Eastern 4 PM | 25th March New Zealand 9 AM | 25th March Australian Eastern Daylight Time 6 AM

    In these difficult times a great deal of our teaching (and our life!) is spent in zoom-world. From an educational perspective, zoom creates challenges around a range of things including engagement, dialogue, and community-building. Some educators have started using online tools to augment the zoom experience.  James Intriligator (NTF-UK, 2014) has been using an online tool called Miro ( as a core part of his teaching practice. James has been using Miro for about a year and has fallen in love with it. He uses it for all his teaching, research, admin work, and even personal projects. He has developed quite a few ways of using Miro creatively to augment the learning experience.  Come along and hear a bit more about Miro, see it in action, experience it as a student would, and see examples of many other ways you might use Miro.

    James Intriligator is Director of Strategic Innovation in the Department of Mechanical Engineering (School of Engineering) at Tufts University (Boston, USA). He is a Professor of the Practice in Human Factors Engineering. James earned his Ph.D. in cognitive neuroscience at Harvard. James was awarded a UK National Teaching Fellow in 2014. He is the author of over 50 publications in fields as diverse as neuroscience, neurology, consumer psychology, physics, and literary criticism. His latest research is primarily in the domain of developing next-generation human-machine systems.

    James Intriligator, PhD, FRSA
    Professor of the Practice Dept of Mechanical Engineering
    Director, Human Factors Engineering Program
    National Teaching Fellow (UK)
    P: (617) 627-2071 M/C: (781) 652-1936