The Editors

Douglas Reimondo Robertson is assistant provost and professor 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 is senior editor of the book series on better teaching for New Forums Press, as well as a current or past member of the editorial boards for Innovative Higher Education, Journal for Excellence in College Teaching, and Kentucky Journal for Excellence in College Teaching and Learning. He is a Fulbright senior specialist candidate and a frequent consultant and speaker at colleges, universities, and a diverse array of other organizations. He has authored or co-edited five books including Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003) and Self-Directed Growth (Brunner-Routledge, 1988). He can be reached at [email protected].

Linda B. Nilson is founding director of Clemson University’s Office of Teaching Effectiveness and Innovation. She recently co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and revised her bestselling guidebook Teaching at Its Best: A Research-Based Resource for College Instructors (Anker, 2003), now in its second edition. In addition to teaching a graduate course on college teaching, she leads faculty workshops at universities and conferences both nationally and internationally. Before coming to Clemson, she directed teaching centers at Vanderbilt University and the University of California–Riverside, and was on the sociology faculty at the University of California–Los Angeles. She can be reached at [email protected].

The Contributors

Laura L. B. Border holds her doctorate in French literature and has worked in faculty and graduate student professional development for 20 years. She directs the award-winning Graduate Teacher Program and the Colorado Preparing Future Faculty Network at the University of Colorado–Boulder. Laura is past president of POD and served for several terms on its Core Committee as well as initiated the TA/Graduate Student Professional Development Committee. She can be reached at [email protected].

Maura Borrego is assistant professor of engineering education at Virginia Tech. She holds an M.S. and Ph.D. in materials science and engineering from Stanford University. Her current research interests center around interdisciplinary collaboration in engineering education, including studies of the collaborative relationships between engineers and education researchers and how engineering faculty learn educational research methods. She can be reached at [email protected].

Robert G. Bringle is Chancellor’s Professor of Psychology and Philanthropic Studies and director of the Center for Service and Learning at Indiana University–Purdue University Indianapolis. His books include With Service in Mind (APA, 1998), Colleges and Universities as Citizens (Allyn and Bacon, 1999), and The Measure of Service Learning (APA, 2003). Robert received the Ehrlich Award for Service Learning and an honorary doctorate from the University of the Free State, South Africa, for his scholarly work on civic engagement and service-learning. He received his Ph.D. in social psychology from the University of Massachusetts. He can be reached at [email protected].

Stephen D. Brookfield is Distinguished University Professor at the University of St. Thomas. Since beginning teaching in 1970, he has worked in England, Canada, Australia, and the United States, teaching in a variety of college settings. He has written or edited ten books on adult learning, teaching, and critical thinking, four of which have won the Cyril O. Houle World Award for Literature in Adult Education (1986, 1989, 1996, and 2005). He also won the 1986 Imogene Okes Award for Outstanding Research in Adult Education. His work has been translated into German, Finnish, and Chinese. He can be reached at [email protected].

Patti H. Clayton is director of the North Carolina State Service-Learning Program and an instructor in the College of Humanities and Social Sciences. She serves as senior scholar with the Center for Service and Learning at Indiana University–Purdue University Indianapolis and coordinator of the North Carolina Campus Compact Research and Scholarship Initiative. Her scholarly work focuses on faculty development, critical reflection, assessment of student learning, and student leadership in service-learning, and she is the author of Connection on the Ice: Environmental Ethics in Theory and Practice (Temple University Press, 1998). She received her Ph.D. in ecology curriculum from the University of North Carolina–Chapel Hill. She can be reached at [email protected].

Constance E. Cook, a political scientist, is director of the Center for Research on Learning and Teaching at the University of Michigan (U-M), as well as associate professor of education and adjunct associate professor of political science. She previously served as executive assistant to the U-M president, coordinator of FIPSE’s Comprehensive Program at the U.S. Department of Education, and associate professor at Albion College. Her most recent book concerns federal higher education policy. Presently, she writes about teaching improvement strategics. She can be reached at [email protected].

Miriam Rosalyn Diamond is associate director of the Searle Center for Teaching Excellence at Northwestern University, where she facilitates training programs in North America and abroad. She is coauthor of Chalk Talk: E-Advice from Jonas Chalk, Legendary College Teacher (New Forums Press, 2004). She received her Ph.D. in educational processes and her M.A. in counseling psychology, and she teaches courses in both disciplines. Her other interests include adult development, holistic approaches to teaching and learning, and outcomes of active learning approaches. She can be reached at [email protected].

Michele DiPietro is associate director of the Eberly Center for Teaching Excellence and an instructor in the Department of Statistics at Carnegie Mellon University. His professional work focuses on graduate student professional development and issues of diversity in the classroom, among other things. His scholarly interests include the impact of tragic events in the classroom, how millennial students experience college, student ratings of instruction, classroom climate issues for LGBTQ students, and statistics education. He is a member of POD’s Core Committee for 2005–2008. He can be reached at [email protected].

Shari Ellertson is assessment consultant for the Division of Student Affairs at the University of Wisconsin–Stevens Point. She previously served in administrative roles at North Dakota State University, Minnesota State University Moorhead, and Iowa State University (ISU). At ISU, she worked with the learning communities program, which is regarded as one of the top programs in the country. Her interests include faculty development, learning communities and other student success programs, and assessment and evaluation in higher education. She can be reached at [email protected].

Peter Felten is associate professor and director of the Center for the Advancement of Teaching and Learning at Elon University. As a historian, he teaches about race, education, and politics in the United States. Peter’s research explores questions about learning, teaching, emotion, and visual culture. His newest project considers the implications of including undergraduates as partners with faculty in the scholarship of teaching and learning. He can be reached at [email protected].

Peter Frederick is a consultant in diversity education, teaching and learning, and faculty development. A recipient of the 2001 Eugene Asher Distinguished Teaching Award from the American Historical Association, his love of interactive, inclusive teaching began at the University of California–Berkeley and at California State University–Hayward in the 1960s, and then at Wabash College for 35 years. From 2004–2006, Peter was Distinguished Visiting Professor and Chair of American Cultural Studies and founding co-facilitator with Mary James of the Center for Intercultural Learning and Teaching at Heritage University. He can be reached at [email protected].

Jeff Froyd is a research professor in the Center for Teaching Excellence and director of academic development at Texas A&M University. He was project director for the Foundation Coalition, one of the NSF Engineering Education Coalitions, and project director for Changing Faculty through Learning Communities, sponsored by the NSF Research on Gender in Science and Engineering Program. Presently, he is working on several curriculum development projects in engineering and science. He can be reached at [email protected].

Eugene V. Gallagher is the Rosemary Park Professor of Religious Studies at Connecticut College. He is also the founding director and current faculty fellow of its Center for Teaching and Learning. Eugene is an American Academy of Religion (AAR) Excellence in Teaching Award winner (2001) as well as a CASE/Carnegie Professor of the Year for Connecticut (2003). He currently chairs the AAR’s Committee on Teaching and Learning. A specialist in new religions, Eugene is the author, most recently, of The New Religious Movements Experience in America (Greenwood Press, 2004). He regularly works with departments and colleges on issues concerning teaching. He can be reached at [email protected].

Blake Godkin is an instructor for the Leadership Development Center at Texas A&M University and also serves as the personal development coordinator for the university’s Department of Honors. He has developed and delivered courses in creative problem solving, futurism, teamwork, and change leadership. Blake’s research interests include creative approaches to problem solving, futurist approaches to higher education, and the application of creativity to emergency management. He is presently completing a Ph.D. in educational psychology with an emphasis on creativity. He can be reached at [email protected].

Adalet Baris Gunersel, born and raised in Istanbul, majored in English and German at Oberlin College. She has been a correspondent for the Turkish newspaper The Republic since 2003. Her articles written during one year in Rio de Janeiro were compiled into a book, A Year in Rio, and published in 2005 in Turkey. She is presently working on her Ph.D. in educational psychology at Texas A&M University and is a research assistant at the university’s Center for Teaching Excellence. She can be reached at [email protected].

Julie A. Hatcher is associate director of the Center for Service and Learning at Indiana University–Purdue University Indianapolis, an instructor in the School of Liberal Arts, and a doctoral student in philanthropic studies. Her scholarly work has focused on the institutionalization of service-learning in higher education, the use of reflection activities in service-learning courses, the implications of John Dewey’s philosophy for undergraduate education, guidebooks and resources for faculty, and institutional issues associated with enhancing and assessing civic engagement. She can be reached at [email protected].

bell hooks is a writer, cultural critic, feminist theorist, and the author of more than twenty-five books, including two on teaching: Teaching to Transgress: Education as the Practice of Freedom (Routledge, 1994) and Teaching Community: A Pedagogy of Hope ( Routledge, 2003). She has been on the faculties of Yale University, Oberlin College, and City College in New York City, and is currently Distinguished Writer-in-Residence at Berea College. Born Gloria Jean Watkins in Hopkinsville, Kentucky, she changed her name to bell hooks to honor her mother and grandmother.

Therese A. Huston is the founding director of the Center for Excellence in Teaching and Learning and adjunct faculty in psychology at Seattle University, where she consults with faculty and leads workshops on teaching, learning, and faculty development. Her current research interests focus on faculty satisfaction and the impact of physical appearance (race, age, etc.) in the classroom. She is a program co-chair for POD’s 2006 conference and has a Ph.D. in cognitive psychology from Carnegie Mellon University. She can be reached at [email protected].

Mary James teaches at Heritage University, where she also served as director of the Academic Skills Center for 15 years. She was part of the team that designed the Heritage Core, a general college requirement that combines intercultural communication with intensive writing practice. In addition to teaching the Heritage Core, writing, and literature courses, she currently serves as cofacilitator of the Center for Intercultural Learning and Teaching, which she founded with Peter Frederick. She can be reached at [email protected].

Alan Kalish is director of faculty and TA development and adjunct assistant professor of education policy and leadership at The Ohio State University. He previously served as the founding director of the Center for Teaching and Learning at California State University–Sacramento and associate director of the Teaching Resources Center at Indiana University, where he earned his Ph.D. in English. His research interests include the transition from graduate school to faculty life and the scholarship of teaching and learning on educational development. He can be reached at [email protected].

Sean Patrick Knowlton is a humanities reference and instruction librarian with the faculty rank of assistant professor at the University of Colorado–Boulder. His collection responsibilities include Spanish and Portuguese languages and literatures, comparative literature, and humanities and social sciences reference. He received his undergraduate degree in education (Spanish) from the University of North Carolina–Chapel Hill, where he also completed an M.A. in Hispanic literature and an M.S. in library science. He can be reached at [email protected].

James M. Lang is associate professor of English at Assumption College, where he teaches courses in nonfiction writing and contemporary British literature. He is the author of Life on the Tenure Track: Lessons from the First Year (Johns Hopkins, 2005), and he writes a monthly column about teaching and learning for The Chronicle of Higher Education. He gives frequent lectures and workshops on teaching and higher education for graduate students and new faculty. He can be reached at [email protected].

Jean Layne works as a program coordinator and instructional consultant in the Center for Teaching Excellence and the Division of Academic Development at Texas A&M University. Her professional interests include how people learn and how the evolution from novice to expert occurs within the disciplines. She can be reached at [email protected].

Mary McCord is associate professor of computer information systems at Central Missouri State University. After an entrepreneurial career in oil and gas production, she received her Ph.D. in business administration from the University of Oklahoma. Her research areas include e-commerce, service-learning, and team-based learning. She presently teaches management of information systems through the Integrative Business Experience Program, which combines team-based learning methods with real-world business endeavors. She can be reached at [email protected].

Larry K. Michaelsen is David Ross Boyd Professor Emeritus at the University of Oklahoma, professor of management at Central Missouri State University, a Carnegie scholar, a Fulbright senior scholar (Indonesia and Korea), and former editor of the Journal of Management Education. He has received numerous college, university, and national awards for his outstanding teaching and for his pioneering work in developing and disseminating two powerful and widely acclaimed active learning strategies: Team-Based Learning and the Integrative Business Experience. He can be reached at [email protected].

Barbara J. Millis is director of the Excellence in Teaching Program at the University of Nevada–Reno. She received her Ph.D. in English literature from Florida State University. She is a sought-after workshop presenter and speaker, giving six invited keynotes in 2005. Overall, she has offered workshops at more than 300 conferences, colleges, and universities. Barbara has also published numerous articles and two books, Cooperative Learning for Higher Education Faculty with coauthor Philip Cottell (Oryx, 1998) and Using Simulations to Enhance Learning in Higher Education with coauthor John Hertel (Stylus, 2002). She can be reached at [email protected].

Edward Nuhfer is director of the Center for Teaching and Learning and professor of geology at Idaho State University, where he enjoys teaching, writing, hiking, skiing, biking, and fine conversations over coffee. He devised student management teams, knowledge surveys, and, with other faculty developers and faculty, founded Boot Camp for Profs®, a faculty development retreat based on the fractal model. The camp is in its 14th year and is held each summer in Leadville, Colorado. He can be reached at [email protected].

Kathleen F. O’Donovan has been an education specialist with the Center for Teaching and Learning Services at the University of Minnesota since 1998. She previously owned and operated a consulting firm and served clients in the areas of leadership development, change management, and crosscultural communication. She earned her Ph.D. from the University of Minnesota in foreign language education/adult education. Her research interests center on transformational learning, reflective practice, and issues associated with internationalizing undergraduate courses. She can be reached at [email protected].

Christopher O’Neal, a biologist, is Center for Research on Learning and Teaching coordinator for faculty development in the science, technology, engineering, and math disciplines at the University of Michigan. Chris has contributed to the design and development of workshops on active learning, teaching problem-solving skills, engaging students, curriculum revision, the scholarship of teaching and learning, clinical instruction, and implementation of team-based learning. He also helps to coordinate the university’s Preparing Future Faculty programs. He can be reached at [email protected].

Mathew L. Ouellett is associate director of the Center for Teaching at the University of Massachusetts–Amherst. In this capacity Mathew works to implement a broad range of teaching development programs for faculty members and graduate students across the disciplines, with special emphases on diversity and organizational change. He is a summer lecturer in the Smith College School for Social Work and, most recently, editor of the book Teaching Inclusively (New Forums Press, 2005). He can be reached at [email protected].

Allison Pingree is director of the Center for Teaching and assistant professor of medical education and administration at Vanderbilt University. She teaches in women’s and gender studies and in American studies, and is co-leading a project on “Music, Religion, and the South: An Interdisciplinary Scholarship of Teaching and Learning,” sponsored by Vanderbilt’s Center for the Study of Religion and Culture. Additional interests include the relationship between cognitive and affective learning and leadership and organizational change. She can be reached at [email protected].

Kathryn M. Plank is associate director of faculty and TA development and an adjunct assistant professor in the School of Educational Policy and Leadership at The Ohio State University. She received a Ph.D. in English from Pennsylvania State University, where she also worked for several years as associate director of the Center for Excellence in Learning and Teaching. Her interests include program assessment in educational development, diversity and gender issues in higher education, teaching with technology, and literature and medicine. She can be reached at [email protected].

Michael Reder is director of Connecticut College’s Center for Teaching and Learning. He chairs the POD Small College Committee and has run a variety of workshops on small college teaching and learning, including starting successful centers and creating programs that address the needs of untenured faculty. He consults regularly on these topics and on writing at small liberal arts colleges. He has served on the faculty of the National Institute for New Faculty Developers. He teaches courses on contemporary literature, culture, and theory in the English department. He is the author of several chapters on Salman Rushdie, and is the editor of Conversations with Salman Rushdie (University Press of Mississippi, 2000), a collection of interviews. He can be reached at [email protected].

Shelley Z. Reuter is assistant professor of sociology at Concordia University in Canada, where she teaches both large classes and seminars in the areas of health and medicine, knowledge, contemporary and feminist theories, and race and ethnicity. She received her Ph.D. from Queen’s University–Kingston. She can be reached at [email protected].

R. Eugene Rice is senior scholar at the American Association of Colleges and Universities. For 10 years, he served as scholar-in-residence and director of the Forum on Faculty Roles and Rewards and the New Pathways projects at the American Association for Higher Education (AAHE). Before moving to AAHE, Gene was vice president and dean of the faculty at Antioch College. Prior to his work at Antioch, he was senior fellow at the Carnegie Foundation for the Advancement of Teaching, collaborating with the late Ernest Boyer on the Carnegie Report Scholarship Reconsidered. In Change magazine’s 1998 survey of America’s higher education leaders, Gene was recognized as one of a small group of “idea leaders” whose work has made a difference nationally. He can be reached at [email protected].

John H. Schuh is Distinguished Professor of Educational Leadership and Policy Studies at Iowa State University. Previously he held administrative and faculty assignments at Wichita State University, Indiana University–Bloomington, and Arizona State University. John is the author, coauthor, or editor of more than 200 publications, including 24 books and monographs. He is editor of the New Directions for Student Services sourcebook series and associate editor of the Journal of College Student Development. He can be reached at [email protected].

Mei-Yau Shih is coordinator of teaching technologies in the Center for Teaching at the University of Massachusetts–Amherst. She is responsible for faculty technology development programs and helping faculty integrate instructional technology into teaching and learning. Mei-Yau also teaches a graduate course in the School of Education and sits on campus and system advisory and governance councils that set practices and policies for effective use of instructional technology. She received her Ph.D. in educational technology in 1991 and an M.A. in journalism and mass communications in 1987 from the University of Northern Colorado. Before joining the Center for Teaching in August 1998, Mei-Yau was associate academic dean, associate professor, and director of the telecommunications program at Westmar University. She can be reached at [email protected].

Steve R. Simmons is Morse-Alumni Teaching Professor of Agronomy and Plant Genetics at the University of Minnesota, where he has served since 1977. His degrees are from Purdue University (B.S.), Colorado State University (M.S.), and the University of Minnesota (Ph.D.). His academic and pedagogical interests include agricultural ecology, experiential learning, and decision case-based education. He conducts workshops and retreats for memoir writing for personal and professional reflection at Minnesota and other universities. He can be reached at [email protected].

Nancy Simpson is director of the Center for Teaching Excellence at Texas A&M University. In addition to working with faculty on teaching and learning, she teaches introductory mathematics courses and graduate education courses. She has been involved with faculty development initiatives, including the Wakonse Foundation’s Conference on College Teaching and the Pewfunded Peer Review of Teaching Project. She is currently directing an NSF-funded project that helps math and science faculty to use writing as a learning and assessment tool. She can be reached at [email protected].

Karl A. Smith is Morse-Alumni Distinguished Teaching Professor and Professor of Civil Engineering at the University of Minnesota. His teaching and research interests include building rigorous research capabilities in engineering education; the role of cooperation in learning and design; project and knowledge management and leadership; problem formulation, modeling, and knowledge engineering; and faculty and TA development. Karl has bachelor’s and master’s degrees in metallurgical engineering from Michigan Technological University and a Ph.D. in educational psychology from the University of Minnesota. He can be reached at [email protected].

Mary Deane Sorcinelli is associate provost for faculty development, director of the Center for Teaching, and associate professor in the Department of Educational Policy, Research, and Administration at the University of Massachusetts–Amherst. Mary Deane has worked at individual, departmental, school, campus-wide, national, and international levels to encourage support and recognition for good teaching. She publishes widely in the areas of academic career development, teaching improvement and evaluation, and faculty development. She directs a number of external faculty development grants and teaches regularly. She can be reached at [email protected].

Marjory A. Stewart is a doctoral candidate in higher education administration in the Department of Educational Policy, Research, and Administration at the University of Massachusetts–Amherst. She is former coordinator of the Center for Teaching’s post-tenure review faculty development grants program, PMYR Grants for Teaching Enhancement. Prior to beginning her doctoral studies, she served as vice president for instruction at Massachusetts Bay Community College. She can be reached at [email protected].

Ruth A. Streveler is assistant professor in the Department of Engineering Education at Purdue University. Prior to that, she was director of the Center for Engineering Education at the Colorado School of Mines. She has been coprinciple investigator in several NSF-funded projects, including Conducting Rigorous Research in Engineering Education: Creating a Community of Practice (DUE–0341127). She can be reached at [email protected].

Mary Wright, a sociologist, is coordinator for Graduate Student Instructor (GSI) Initiatives in the Center for Research in Learning and Teaching (CRLT) at the University of Michigan. Mary’s work at CRLT focuses on GSI development and Preparing Future Faculty programs. She has developed workshops on critical thinking, academic interviewing, mentoring, instructional technology, classroom management, and classroom conflict. Mary has published on university teaching cultures, experiential learning, preparing future faculty programs, and teaching and learning in sociology and qualitative methods courses. She can be reached at [email protected].