The Editors

Sandra Chadwick-Blossey is director of the Christian A. Johnson Institute for Effective Teaching at Rollins College. She teaches undergraduate and graduate courses in organizational development and learning organizations. Prior to her nine years at Rollins, she was director of the Learning Assistance Program at Wake Forest University. She can be reached at [email protected].

Douglas Reimondo Robertson is assistant provost for professional development programs and professor of educational leadership at Northern Kentucky University. He has helped to start or reorganize four university professional development centers (Portland State University, University of Nevada Las Vegas, Eastern Kentucky University, and Northern Kentucky University). He chairs the Faculty Development Work Group for the Commonwealth of Kentucky’s Council for Postsecondary Education. He is a Fulbright Senior Specialist and a frequent consultant and speaker at colleges and universities. His most recent book is Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003). He can be reached at [email protected].

The Contributors

Patricia Armstrong is assistant director of the Center for Teaching at Vanderbilt University. She teaches French language courses and writing, and her current research interests include teaching writing outside the composition classroom and teaching reading across the disciplines. She can be reached at [email protected].

Raoul A. Arreola is professor of health sciences administration and director of institutional research, assessment, and planning at the University of Tennessee Health Science Center. For the last 35 years Dr. Arreola has worked and published in the fields of faculty evaluation, faculty development, distance education, and student learning outcomes assessment. He has taught in the areas of statistics, instructional research, educational psychology, and academic administrative leadership, and has served as a consultant to more than 250 colleges and universities in assisting with the design, development, and operation of large-scale faculty evaluation and development systems. His book, Developing a Comprehensive Faculty Evaluation System (Anker, 2000), has become the standard in the field and is used by many colleges and universities in guiding the development of their faculty evaluation and development programs. He can be reached at [email protected].

Dorothe J. Bach is assistant professor and faculty consultant in the Teaching Resource Center at the University of Virginia (U.Va.), where she coordinates the Excellence in Diversity Fellows Program, among others. Born and raised in Germany, she received a master’s degree in German literature and physical education from the Albert-Ludwigs-Universitat in Freiburg. As a DAAD fellow at the Hebrew University, Jerusalem, she researched German-Jewish autobiographies. She holds a Ph.D. in German literature from the U.Va., where she has taught various language, literature, and culture courses. Her research interests include Jewish-German relations, polemical literature, and young adult and children’s literature. She can be reached at [email protected].

Marva A. Barnett, founding director of the Teaching Resource Center, holds the rank of professor at the University of Virginia (U.Va.), where she teaches French literature and composition. Her current research focuses on the work and life of Victor Hugo, including an anthology. As the Thomas Jefferson Visiting Fellow at Downing College, Cambridge University (2000), she pursued a cross-cultural analysis of thinking skills, values, and expectations in the context of the humanities in the U.S., France, and England. Other research interests include second-language reading and writing processes, foreign-language methodology, and teacher training. She is also winner of the 2002 U.Va. Elizabeth Zintl Leadership Award. She can be reached at [email protected].

Leora Baron is director of the Teaching and Learning Center at the University of Nevada Las Vegas. She leads a unique center that combines pedagogical faculty support with learning technologies teaching/learning faculty support. The center works with graduate teaching assistants as well. She held previous positions as center director, director of academic-corporate partnerships, and director of entrepreneurship education. These experiences, as well as her previous experience as a K-12 principal, inform her approach to faculty development, including the broader role of faculty development in the institution’s organizational development, and her current scholarly activities. She holds a doctorate in education from the University of Massachusetts Amherst. She can be reached at [email protected].

Andrea L. Beach is an assistant professor in the Department of Teaching, Learning, and Leadership at Western Michigan University, where she teaches in the Higher Education Leadership Doctoral Program. She received her Ph.D. in higher, adult, and lifelong education from Michigan State University and her master’s degree in adult and continuing education. Her research centers on issues of organizational climate in universities, teaching and learning, and faculty development. She is coauthor of Creating the Future of Faculty Development (Anker, 2006) and is currently external evaluator on three grants addressing faculty development and faculty learning communities. She can be reached at [email protected].

Philip E. Bishop is professor of humanities at Valencia Community College. He was a member of the original Teaching/Learning Academy design team and has served on many peer review panels. He is the author of two humanities textbooks, Adventures in the Human Spirit (Prentice Hall, 2004, fourth edition) and A Beginner’s Guide to the Humanities (Prentice Hall, 2002), and also serves as a regular art critic for the Orlando Sentinel. He can be reached at [email protected].

Chris Carlson-Dakes is associate director for the Delta Program for Research, Teaching, and Learning at the University of Wisconsin-Madison (UW-Madison). He holds bachelor’s and master’s degrees in mechanical engineering from Carnegie Mellon University and Penn State University, respectively, and a doctoral degree in industrial engineering from UW-Madison. He also works in the private sector as an organizational development specialist with Affiliated Engineers, Inc. His work in both settings centers on researching, designing, and implementing professional development opportunities to create and sustain organizational structures for people to reconsider their approaches to work in a healthy, safe, respectful, and collaborative environment. He can be reached at [email protected].

Helen M. Clarke is founding coordinator and director of the Teaching/Learning Academy (TLA) at Valencia Community College. She is coauthor of the chapter “Preparing Today’s Faculty for Tomorrow’s Students: One College’s Faculty Development Solution” that appeared in Volume 19 of To Improve the Academy (Anker, 2001) and describes Valencia’s efforts that helped set the foundation for the TLA. She can be reached at [email protected].

Patricia Cranton is visiting professor at Saint Francis Xavier University in Nova Scotia, Canada. She has been involved in faculty development at several universities across Canada since 1976. Her current research interests are in the areas of transformative learning, including faculty development as a transformative process, and authenticity in teaching. Beginning in August 2005, she will be at Penn State Harrisburg.

Marc Cutright is associate professor of higher education at Ohio University. His career in higher education includes 20 years as a chief public affairs officer for several institutions. He is a research fellow of the Policy Center on the First Year of College. Dr. Cutright is the editor of Chaos Theory and Higher Education (Peter Lang, 2001) and a coauthor of Achieving and Sustaining Institutional Excellence for the First Year of College (Jossey-Bass, 2005). He can be reached at [email protected].

Phyllis Worthy Dawkins is director of the Faculty Development Program, dean of the College of Professional Studies, and associate professor of physical education at Johnson C. Smith University (JCSU). She directs a comprehensive campus-based faculty development program around six strands: learning communities, learning across the curriculum, instructional technology, pedagogy, new faculty orientation, and discussion series. She is co-director of the Historically Black Colleges and Universities Faculty Development Network and serves as a faculty development consultant, evaluator, and presenter. The JCSU Faculty Development Program received a Theodore M. Hesburgh Certificate of Excellence for Faculty Development in 1994. She can be reached at [email protected].

James Downey has been president of three Canadian universities: Carleton University, the University of New Brunswick, and the University of Waterloo. He is currently professor of English and director of the Waterloo Centre for the Advancement of Co-operative Education at the University of Waterloo. He can be reached at [email protected].

Harriet Fayne is a professor in the education department at Otterbein College, where she teaches courses in educational psychology and research methods. Her research interests involve faculty development and program evaluation both in K-12 schools and at the collegiate level. She is internal evaluator for the Learning Communities Project underwritten by the McGregor Fund. She can be reached at [email protected].

Peter Felton, founding director of the Center for the Advancement of Teaching and Learning, is an associate professor at Elon University. He teaches in history, focusing on issues of race and education. His current research explores how emotion shapes service-learning experiences and how students learn from images in traditionally text-based disciplines. He can be reached at [email protected].

Sherwood C. Frey is Ethyl Corporation Professor of Business Administration in the Darden Graduate School of Business at the University of Virginia. As a member of the Darden faculty since 1979, Sherwood teaches, researches, writes, and consults in the areas of negotiation and proactively managing risks in major capital commitments. He is actively involved in Darden’s MBA and Executive Development Programs as well as a wide variety of private activities, both domestic and international. He has been honored on a number of occasions by Darden and the university for his teaching and service to the community. He serves as faculty advisor to the Black Business Students Forum and to Darden Outreach as well as a member of the board of several community and national organizations. Prior to Darden, he was a member of the faculty of the Harvard Business School and a consultant to the Department of Defense. He holds an A.B. in mathematics and M.S. in engineering science from the University of California–Berkeley and a Ph.D. in operations research from The Johns Hopkins University. He can be reached at [email protected].

José D. Fuentes is an associate professor in the Department of Environmental Sciences at the University of Virginia. His research seeks to define and quantify the surface-atmosphere exchanges of energy and materials such as pollutants and greenhouse gases. He pursues both theoretical and field research in places as distant and exotic as the North Pole, the Brazilian rain forest, and the Florida Everglades. During the last 10 years, he has guided many minority students to pursue geoscience as their professional careers. He can be reached at [email protected].

Sherril B. Gelmon is professor of public health at Portland State University and Campus Compact Engaged Scholar on Assessment. Her scholarly interests focus on two areas: assessment of higher education, with a particular emphasis on community-based learning and community-university partnerships, and applications of improvement theory to professional education and health workforce preparation. She was formerly executive director of the Accrediting Commission on Education for Health Services Administration, and coordinator of planning and policy development for the University of Toronto Faculty of Medicine. She can be reached at [email protected].

Linda C. Hodges is director of the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University. A biochemist by training, she spent more than 20 years as a professor in undergraduate education. Her last position was at Agnes Scott College where she was the William Rand Kenan, Jr. Professor. In 1999 she was chosen by the Carnegie Foundation for the Advancement of Teaching as a Carnegie Scholar of the Pew National Fellowship Program. This experience spurred her transition to the field of faculty development, and in 2001 she came to Princeton as associate director of the center. She writes on her pedagogical research as well as reflective pieces on teaching and faculty development. She can be reached at [email protected].

Jacqueline A. Isaacs is an associate professor in the Department of Mechanical and Industrial Engineering at Northeastern University. She received her M.S. and Sc.D. from Massachusetts Institute of Technology in metallurgy and materials science. She chairs the working group that creates the Chalk Talk columns, and was also a member of the GE Master Teachers Team at its inception. She received a university-wide teaching award in 2000. Currently, she is responsible for the education and outreach activities at Northeastern University for the National Science Foundation-sponsored Nanoscale Science and Engineering Center, the Center for High-rate Nanomanufacturing—a collaborative partnership among Northeastern University, University of Massachusetts–Lowell, and the University of New Hampshire. She can be reached at [email protected].

Jeffrey Johnston is assistant director of the Center for Teaching at Vanderbilt University and serves as a liaison between the center and STEM (science, technology, engineering, and math) departments at Vanderbilt. His current research interests include the connection between the principles of information design and analytical thinking. He can be reached at jeffrey.johnston@ vanderbilt.edu.

Kevin J. Kecskes is director for Community-University Partnerships for Learning at Portland State University, where he oversees faculty and department development for community engagement as well as institutional civic engagement initiatives and events. His research and scholarship interests include community-university partnership development, faculty development for service-learning and civic engagement, and institutional transformation in higher education. He is currently editing a book on the engaged department for Anker Publishing. He can be reached at [email protected].

George Keller is a leading scholar of higher education and an award-winning writer, editor, and strategic planner. A former faculty member, college dean, and presidential assistant, he is the former chair of higher education studies at the University of Pennsylvania Graduate School of Education. He is the author of more than 100 articles and reviews and several books including the influential Academic Strategy (Johns Hopkins University Press, 1983). His numerous awards include the 2003 James L. Fisher Award from the Council for Advancement and Support of Education. He can be reached at [email protected].

Chantal S. Levesque is associate professor of psychology and faculty associate to the Academic Development Center at Missouri State University (MSU). She teaches courses in statistics and research methods at the undergraduate and graduate level. Her scholarly work is in the area of human motivation generally and integrative learning theory specifically. She conducts basic research in motivation and social psychology and applied research in education and learning. She is active in the Teaching Fellowship program at MSU which supports and mentors faculty interested in the scholarship of teaching and learning (SoTL). She can be reached at [email protected].

Barbara J. Millis, director of the Excellence in Teaching Program at the University of Nevada Reno, received her Ph.D. in English literature from Florida State University. Former director of faculty development at the U.S. Air Force Academy (USAFA), she has conducted workshops at more than 300 colleges and universities as well as at professional conferences. She publishes articles on a variety of faculty development topics such as cooperative learning, peer classroom observation, the teaching portfolio, microteaching,syllabus construction, classroom assessment/research, critical thinking, writing for publication, focus groups, writing across the curriculum, academic games, and course redesign. She has published Enhancing Learning—and More!—Through Cooperative Learning (an IDEA paper series), Cooperative Learning for Higher Education Faculty with coauthor Philip Cottell (Oryx, I998), and Using Simulations to Enhance Learning in Higher Education coauthored with John Hertel (Stylus, 2002), which will be followed by a book on academic games. While at USAFA, she won both a teaching award and a research award, and after the Association of American Colleges and Universities (AAC&U) selected USAFA as a Leadership Institution in Undergraduate Education in 2001, she began serving as the liaison to the AAC&U’s Greater Expectations Consortium on Quality Education. In 2002, she was Visiting Scholar at Victoria University in Wellington, New Zealand. She can be reached at [email protected].

Bonnie B. Mullinix coordinates the Faculty Resource Center (FRC) within Instructional Technology Services at Monmouth University. An adult educator with more than 25 years of national and international experience, she has actively supported faculty development at Monmouth over the past five years. Her work has culminated in several key initiatives including the development of the FRC and, with the Office of Academic Program Initiatives, the design of the Center for Excellence in Teaching and Learning. Prior to her current position, she served as Visiting Assistant Professor in the School of Social Work (2001–2002) and the Millicent Fenwick Research Professor in Education and Public Issues in the School of Education (1999–2001). Her work in higher education and elsewhere has involved active exploration of educational technologies and integration of participatory, learner-centered approaches. She can be reached at [email protected].

Leslie Ortquist-Ahrens is director of the Center for Teaching and Learning at Otterbein College, where she also teaches an integrative studies freshman seminar and a senior year experience course. Currently, her research interests involve faculty learning communities and initiatives to encourage the success of new faculty members. She is project director for the Learning Communities Project underwritten by the McGregor Fund. She can be reached at [email protected].

Alice Pawley is a Ph.D. student in industrial and systems engineering and a research assistant and program facilitator for the Delta Program for Research, Teaching, and Learning at the University of Wisconsin–Madison (UW–Madison). She received her undergraduate degree in chemical engineering at McGill University and her master’s degree in industrial engineering at UW–Madison. Her doctoral research focuses on the influence of academia related institutions on the structure of engineering and engineering practice, and the gendered character of engineering’s disciplinary boundaries. She can be reached at [email protected].

Allison Pingree is director of the Center for Teaching at Vanderbilt University. She teaches courses in English, American, and southern studies, and women’s studies, and her current research interests include emotion in the classroom, one-on-one teaching and mentoring, and leadership and organizational change. She can be reached at [email protected].

Deborah L. Pollack is TA instructional consultant in the Center for Teaching Excellence at Duquesne University. She is also a Ph.D. candidate in clinical psychology at Duquesne, where she received her M.A. in psychology. Her dissertation research is a feminist, qualitative study of the emotional expression and relational patterns of bulimic women. She can be reached at [email protected].

Donna M. Qualters is director of the Center for Effective University Teaching and associate professor of education at Northeastern University. She has been a faculty developer at comprehensive, liberal arts, and research intensive institutions. Her research focuses on teaching, learning, and assessment, as well as nontraditional areas such as ethical inquiry, dialogue for meaning, and spirituality in the classroom. She is also program director for the Massachusetts Board of Directors for the American Council of Education National Network

of Women Leaders which promotes the development of women in higher education. She serves as the mentoring chair for the Professional and Organizational Development Network in Higher Education and is a previous winner of the Bright Idea Award. She can be reached at [email protected].

Stephen L. Rozman is professor of political science and director of the Center for Civic Engagement and Social Responsibility at Tougaloo College. He is also founder and co-director of the Historically Black Colleges and Universities Faculty Development Network. He can be reached at [email protected].

Peter Seldin is Distinguished Professor of Management Emeritus at Pace University. A specialist in the evaluation and development of faculty and administrative performance, he has been a consultant on higher education issues to more than 300 colleges and universities throughout the United States and in 40 countries around the world. His 14 well-received books include, most recently, The Teaching Portfolio (Anker, 2004, third edition), The Administrative Portfolio (Anker, 2002, with Mary Lou Higgerson), and Changing Practices in Evaluating Teaching (Anker, 1999). He has contributed numerous articles on the teaching profession, student ratings, educational practice, and academic culture to such publications as The New York Times, The Chronicle of Higher Education, and Change. Among recent honors, he was named by the World Bank as a Visiting Scholar to Indonesia. In addition, he was elected a Fellow of the College of Preceptors, London, England. He currently serves as co-director of the International Conference on Improving University Teaching. He can be reached at [email protected].

G. Roger Sell is professor and director of the Academic Development Center at Missouri State University. He also has been involved in the initiation of faculty development centers at the University of Northern Iowa and Ohio State University. He is a past president of the Professional and Organizational Development Network in Higher Education. He can be reached at [email protected].

Thomas C. Sheahan is an associate professor in the Department of Civil and Environmental Engineering at Northeastern University. He received his M.S. and Sc.D. from Massachusetts Institute of Technology in geotechnical engineering. Since 1997, he has served as undergraduate program director for the department and is the faculty advisor for the department’s undergraduate students. He has received teaching awards at the department and college levels and was a member of the GE Master Teachers Team. He is currently the principal investigator for a GE Fund project on quantitative assessment methods for engineering student learning. He is an American Society of Civil Engineers Fellow and co-editor of the ASTM (American Society for Testing and Materials) Geotechnical Testing Journal. He can be reached at [email protected].

Amy Spring is assistant director for Community-Based Learning at Portland State University, where she facilitates campus-community partnership development and delivers training and technical assistance to faculty, departments, students, and community-based organizations on service-learning pedagogy and other civic engagement strategies. Her research and scholarly interests include student leadership development, assessing service-learning impact, and the scholarship of engagement. She can be reached at [email protected].

Laurel Willingham-McLain is associate director of the Center for Teaching Excellence at Duquesne University, where she supports faculty and TAs in their teaching and professional development. She provides campus-wide leadership in student-learning assessment and has helped Duquesne implement faculty-led assessment planning. Her current research interests include teaching awards, particularly their intersection with evidence of student learning. She earned a Ph.D. in French linguistics from Indiana University, and as a graduate student she had a special interest in how people learn languages and served as editorial assistant for Studies in Second Language Acquisition. She can be reached at [email protected].

James A. Zimmerman is assistant professor of chemistry and faculty associate to the Academic Development Center at Missouri State University (MSU). He teaches undergraduate and graduate courses in general, nuclear, and physical chemistry. His scholarly agenda consists of experimental nuclear chemistry, integrative learning theory, and more traditional chemistry education research. His professional development activities include participation in the MSU Teaching Fellowship program that supports faculty interested in scholarship of teaching and learning studies, the mentoring of university and college faculty team projects designed to improve science and mathematics education with an emphasis on addressing issues that often discourage women and minorities from pursuing study in the sciences or mathematics, and presenting the National Science Foundation-sponsored Multi-Initiative Dissemination (MID) project curriculum to cohorts of science faculty from a wide range of academic institutions. He can be reached at [email protected].