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 a member of the Professional and Organizational Development Network in Higher Education Core Committee and chair of its Publication Committee. He is senior editor of a book series on college teaching (New Forums Press) and 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. Doug is a Fulbright Senior Specialist Candidate, available through federal international programs to provide consultations for overseas universities. He has provided more than 135 consultations to a diverse array of education, health care, human service, government, and business organizations. He has authored or co-edited six books, including Making Time, Making Change: Avoiding Overload in College Teaching (New Forums Press, 2003) and Self-Directed Growth (Brunner-Routledge, 1988). In total, he has authored or coauthored 110 scholarly or creative publications and presentations. He can be reached at [email protected].

Linda B. Nilson is founding director of Clemson University’s Office of Teaching Effectiveness and Innovation (OTEI) and the author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its second edition (Anker, 2003), and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007). She also co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005). In addition, she has published many articles and book chapters and has presented workshops and sessions at universities and conferences both nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. Along with her OTEI duties, Linda teaches a graduate course called “College Teaching.” 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

Stacie Badran is assistant professor of mathematics at Embry-Riddle Aeronautical University. She has a Ph.D. in curriculum and instruction in mathematics education from Florida State University. Her research interests include faculty development, teacher education, teaching awards programs, and the scholarship of teaching and learning. She can be reached at [email protected].

Andrea L. Beach is an assistant professor in the Department of Educational Leadership, Research, and Technology at Western Michigan University, where she teaches in the higher education leadership doctoral program. Her research centers on issues of organizational climate in universities, support of innovation in teaching and learning, and faculty development as an organizational change lever. She is a coauthor of Creating the Future of Faculty Development: Learning From the Past, Understanding the Present (Anker, 2006), and she has published on the variation of faculty work, characteristics of the faculty development community, faculty development priorities at Historically Black Colleges and Universities, and faculty learning communities. She can be reached at [email protected].

Victoria Mundy Bhavsar is an instructional consultant at the Teaching and Academic Support Center (TASC) at the University of Kentucky (UK). Her academic and professional life, including her doctorate in soil science from UK, was in the agricultural sciences until she joined TASC in 2004. In addition to faculty development, she teaches about food issues in the UK Honors Program and participates in curriculum development for sustainable agriculture in the UK College of Agriculture. She can be reached at [email protected].

A. Jane Birch is assistant director for faculty development at the Brigham Young University (BYU) Faculty Center. She directs the BYU Faculty Development Series, an intensive 18-month new faculty program, and the Scholarship Workshop, a semester-long program on scholarly productivity. Jane’s passion is helping faculty make connections between religious faith and their work as teachers and scholars. She also gets excited about the comprehensive faculty development database she designed, developed, and maintains. She can be reached–at [email protected].

Judith N. Burstyn is professor of chemistry and pharmacology at the University of Wisconsin–Madison. She was lead scholar for the Diversity Institute of the Center for the Integration of Research, Teaching, and Learning, a faculty director of the Women in Science and Engineering Residential Learning Community, and a long-time teacher of freshman chemistry. Her research is in bioinorganic chemistry, studying the function of metal-containing proteins and metal-based compounds and materials in gas sensing. She can be reached at [email protected].

Susanna Calkins received her Ph.D. in European history from Purdue University in 2001. She is presently a senior program associate in faculty development at the Searle Center for Teaching Excellence at Northwestern University. She can be reached at [email protected].

Michael Famiano is assistant professor of physics at Western Michigan University. He received his B.S. from the University of Michigan and his Ph.D. from The Ohio State University. He has worked at the National Superconducting Cyclotron Laboratory and the Institute of Physical and Chemical Research in Wako, Japan. His research focuses on the characteristics of exotic astrophysically interesting nuclei, and on dense nuclear matter to better understand the interior of neutron stars. He can be reached at [email protected].

L. Dee Fink presently works as a national consultant in higher education and is the author of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Jossey-Bass, 2003). He is a former president of the Professional and Organizational Development Network in Higher Education (2004–2005) and served as the founding director of the Instructional Development Program at the University of Oklahoma (1979–2005). He can be reached at [email protected].

Katherine A. Friedrich is an associate editor at the Center for the Integration of Research, Teaching, and Learning (CIRTL). She is a journalist and a former mechanical engineer. She holds a master’s degree from the University of Wisconsin–Madison. Her thesis research focused on media framing of the Arctic National Wildlife Refuge drilling controversy. In addition to writing articles, planning outreach, and editing books for CIRTL, she often does freelance writing about science issues relevant to ethnic minority communities. She can be reached at [email protected].

Richard A. Gale is a senior scholar at The Carnegie Foundation for the Advancement of Teaching, where he serves as director for the Carnegie Academy for the Scholarship of Teaching and Learning Higher Education Program and works with the Integrative Learning Project. His publications and research interests include aesthetic literacy, integrative learning, critical pedagogy, pedagogy and theater of the oppressed, theater and national identity, the meanings of place, and the scholarship of teaching and learning. He can be reached at [email protected].

Tara Gray is associate professor of criminal justice and director of the Teaching Academy at New Mexico State University (NMSU). She has published three books, including her most recent, Publish and Flourish: Become a Prolific Scholar (NMSU, 2005). Tara has been honored at NMSU and nationally with six awards for teaching or service. She has presented faculty development workshops to 3,000 participants in more than 20 states as well as in Canada, Mexico, Guatemala, and Thailand. She can be reached at [email protected].

Charles Henderson is an assistant professor at Western Michigan University with a joint appointment in the physics department and the Mallinson Institute for Science Education. Much of his research focuses on understanding and promoting change in educational systems from both empirical and theoretical perspectives. His primary teaching assignments have been in the introductory calculus-based physics sequence where he has worked with his colleagues to develop courses consistent with the results of educational research. He can be reached at [email protected].

Matthew Kaplan is senior associate director of the Center for Research on Learning and Teaching at the University of Michigan. His work currently focuses on campus-wide and national initiatives, such as a Ford Difficult Dialogues grant examining the role of religion in a public university. Matt has a Ph.D. in comparative literature from the University of North Carolina, and he has published on teaching evaluation, diversity, and interactive theater. He has served on the Professional and Organizational Development Network in Higher Education Core Committee and was editor of To Improve the Academy in 1998 and 1999. He can be reached at [email protected].

John Kucsera is a doctoral student in the Department of Educational Psychology at the University of Texas at Austin. He has been involved with teacher training and holistic education in K–12 and postsecondary institutions since 2001. His research centers on teacher motivation, college teaching effectiveness, and educational programs for social equality. He can be reached at [email protected].

Greg Light is director of the Searle Center for Teaching Excellence and associate professor in the School of Education and Social Policy at Northwestern University. He received his doctorate from the University of London. Before coming to Northwestern, he was on the faculty and was head of the Lifelong Learning Group at the Institute of Education in London. His research focuses on the theory and practice of learning, teaching, and research in higher and professional education. He can be reached at [email protected].

Jane Love brought her background in philosophy, literature, and women’s studies to Furman University in 2001, when she accepted her present position as director of the Collaboratory for Creative Learning and Communication, a multiliteracy peer support center serving students and faculty. Her recent integrative experiences include participation on Furman’s Curriculum Review Committee and the design team for Furman’s new Center for Teaching and Engaged Learning. She can be reached at [email protected].

Deborah S. Meizlish is coordinator of social science faculty development at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. She has a Ph.D. in political science. Deborah consults with administrators, faculty, and graduate student instructors on course and curricular issues and facilitates university-wide programs on pedagogy. She co-taught CRLT’s Preparing Future Faculty Seminar and supervised the center’s graduate teaching consultants. Her interests include academic hiring, graduate student pedagogical training, academic integrity, and course and curricular design. She can be reached at [email protected].

Joan Middendorf is associate director of the Campus Instructional Center and an adjunct professor at Indiana University. With David Pace she developed the “Decoding the Disciplines” method for teaching disciplinary thinking, facilitating annual faculty learning communities. A frequent guest speaker on assessment and the scholarship of teaching and learning, she has published widely. She serves as a co-principal investigator for the Indiana University History Learning Project and as an assessment specialist and senior researcher on “just-in-time” teaching National Science Foundation grants. She can be reached at [email protected].

Kim M. Mooney is founding director of the Center for Teaching and Learning at St. Lawrence University. The center was established in 2001, during her five-year term as associate dean for faculty affairs. Kim is also the special assistant to the president for assessment and associate professor of psychology. Her teaching and research interests include the effects of food choices on impression formation and the professional experiences of women psychologists at small colleges. She can be reached at [email protected].

Bonnie Mullinix is assistant academic dean at Furman University, where she is responsible for coordinating the Center for Teaching and Engaged Learning. An adult educator with more than 25 years of national and international experience, Bonnie has served as faculty at Monmouth and Drexel Universities, established two teaching and learning centers, and has been supporting faculty development as a member of the Professional and Organization Development Network in Higher Education since 1999. Her professional work has involved exploration of educational innovation, technologies, evaluation, and the integration of participatory, learner-centered approaches. She can be reached at [email protected].

Christopher O’Neal is the senior consultant for institutional initiatives at the Center for Research on Learning and Teaching at the University of Michigan. His research interests include the impact of early evaluation on teacher performance, the value of interactive theater for building multicultural competencies in educators, and the impact of teaching assistants on student retention in the sciences and engineering. He can be reached at [email protected].

David Pace is professor of European history and co-director of the Freshman Learning Project at Indiana University. He is a fellow in the Carnegie Academy for the Scholarship of Teaching and Learning and the Mack Center for Inquiry on Teaching and Learning, as well as coauthor of Decoding the Disciplines (Jossey-Bass, 2004) and numerous articles on teaching and learning. He has received the American Historical Association’s Eugene Asher Distinguished Teaching Award and Indiana University’s Frederic Bachman Lieber Award in recognition of distinguished teaching. He can be reached at [email protected].

Dolores Peters is associate professor of history at St. Olaf College. She received her Ph.D. in modern European history from the University of Minnesota. Her research includes the history of medicine in 20th-century France and topics in the scholarship of teaching and learning (SoTL): developing authentic settings for using primary sources to foster historical thinking, the impact of popular culture on undergraduates’ understanding of revolution, and identification of factors determining faculty “readiness” for SoTL inquiry. She can be reached at [email protected].

Susan Polich is an instructional consultant at Virginia Commonwealth University and former assistant professor of clinical physical therapy and assessment coordinator for the Center for the Enhancement of Teaching and Learning at the University of Cincinnati. She has more than 20 years of experience in clinical faculty development, working with preceptors to improve the internship training of students. Her current interests are in the process of faculty change, especially faculty in the sciences. She can be reached at [email protected].

Lois Reddick is an instructional consultant at the Center for Innovation in Teaching and Learning at New York University and a member of the Professional and Organizational Development Network in Higher Education Core Committee. She also does consulting work for the Center for Teaching Excellence at New York University and is director of Cultivating Our Sisterhood International Association, a women’s social support network that develops events and programs designed to nurture women’s academic, professional, and personal life goals. She can be reached at [email protected].

Michael Reder is director of the Center for Teaching and Learning at Connecticut College and a member of the Professional and Organizational Development Network in Higher Education (POD) Core Committee. 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. Michael 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 and serves on the editorial boards of Essays in Teaching Excellence, Innovative Higher Education, and Thriving in Academe. He teaches courses on contemporary literature, culture, and theory in the English department. Michael 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].

Janet Riekenberg is a doctoral candidate in the Department of Educational Psychology at the University of Texas (UT) at Austin. She received a master’s of education in counseling from UT–Austin in 2004. Janet has combined her interest in faculty development and counseling in her dissertation titled “Intra- and Inter-personal Processes: An Exploration of Possible Correlations Between Teacher Intrapersonal Dimensions, Student Sense of Classroom Community, and Student Ratings of Teacher Effectiveness.” She can be reached at [email protected].

Rochelle Roberts is a doctoral student in the Department of Educational Psychology at the University of Texas at Austin. She is presently involved in research projects concerning faculty development and college student well-being. Her interests include faculty development in general and, more specifically, improving the effectiveness of instruction at the postsecondary level. She can be reached at [email protected].

David Schodt is founding director of the Center for Innovation in the Liberal Arts and a professor in the Department of Economics at St. Olaf College. He has a bachelor’s degree in electrical engineering from Cornell University and a Ph.D. in economics from the University of Wisconsin–Madison. He has written widely about political and economic development in Ecuador and about case method teaching in international affairs at the undergraduate level. He oversees the scholarship of teaching and learning program at St. Olaf, and is one of the organizers of the biennial conference “Innovations in the Scholarship of Teaching and Learning at the Liberal Arts Colleges.” He can be reached at [email protected].

Dieter J. Schӧnwetter works as an administrator in the Faculty of Dentistry at the University of Manitoba, where he is also an assistant professor and education specialist. He has cross-appointments with the Department of Psychology, the Department of Medical Education, and the Faculty of Education. As a social psychologist, he enjoys exploring the cognitive dynamics between effective teaching and student learning in higher education. These dynamics include different teaching behaviors (e.g., expressiveness and organization) and teaching styles, as well as different student learning predispositions (e.g., locus of control, test anxiety, self-esteem). He can be reached at [email protected].

Sherrill L. Sellers is assistant professor in the School of Social Work at the University of Wisconsin–Madison. Her research program centers on the examination of the impact of social inequalities on mental and physical health and in social institutions. She has published extensive projects using both quantitative and qualitative research methods, including articles in journals such as Gender & Society, Ethnicity and Disease, and American Journal of Public Health. Sherrill is a co-leader of the Center for the Integration of Research, Teaching, and Learning Diversity Team, funded by the National Science Foundation to promote the development of a national faculty in science, technology, engineering, and mathematics committed to implementing and advancing effective teaching practices for diverse student audiences as part of their professional careers. She can be reached at [email protected].

Shana Shaw is in her second year of a doctoral program at the University of Texas at Austin, where she is also an assistant instructor in the College of Education. Her research interests in faculty development include investigations of divergent instructional methods and techniques instructors can use to evaluate learning in the classroom. She can be reached at [email protected].

Steven J. Skinner is the Rosenthal Professor in the Gatton College of Business and Economics at the University of Kentucky, where he teaches courses in marketing strategy. He has authored or coauthored several books and numerous articles in the area of marketing strategy and sales management. He can be reached at [email protected].

Marilla Svinicki is former director of the University of Texas at Austin’s Center for Teaching Effectiveness and is a former president of the Professional and Organizational Development Network in Higher Education. She left the center after 30 years to become a full-time professor of educational psychology. Her work focuses on the integration of theory and practice in teaching and learning. She can be reached at [email protected].

Michael Sweet works in the Division of Instructional Innovation and Assessment at the University of Texas at Austin. He has been in faculty and teaching assistant development at both research universities and community colleges since 1995. His educational psychology research focuses on collaborative learning at the college level. He can be reached at [email protected].

Franklin A. Tuitt is assistant professor of higher education at the University of Denver. His research explores a range of topics related to access and equity in higher education, teaching and learning in racially diverse college classrooms, and diversity and organizational transformation. Frank is a co-editor and contributing author of the book Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms. He is a former co-chair of the Harvard Educational Review (Harvard Education Press, 2003) and a 2003 Ed.D. graduate from the Harvard Graduate School of Education. He can be reached at [email protected].

Mary Walczak is associate professor and chair of chemistry at St. Olaf College. She has a bachelor’s degree in chemistry from the University of St. Thomas and a Ph.D. in physical chemistry from Iowa State University. Her research interests are focused on promoting scientific literacy among general education students, interdisciplinary teaching and learning, and measuring student learning outcomes. Mary will serve as interim director of the Office of Academic Research and Planning during 2008. She can be reached at [email protected].

Joshua Walker is pursuing his Ph.D. in educational psychology at the University of Texas at Austin. He was a Korean linguist in the U.S. Marine Corps before earning his bachelor’s degree in psychology and theology. His current areas of research include faculty development, developmental education, collaborative learning, and personal epistemology. Josh supervises graduate student instructors as an assistant coordinator for a multisection learning-to-learn course. He can be reached at [email protected].

Stephen Walls is a doctoral student in educational psychology at the University of Texas (UT) at Austin. His research focuses on student motivation and faculty development in postsecondary education settings. He received his MBA in 1996 and is presently a faculty member in UT–Austin’s marketing department. He can be reached at [email protected].

Mark Weisberg is a member of the law faculty at Queens University as well as an educational development faculty associate at the Queens Centre for Teaching and Learning. He is interested in ethics and professionalism, how people learn and develop as professionals, as well as in all forms of writing. He has taught graduate courses on teaching and learning for students interested in a teaching career. Mark has received provincial and national teaching awards for his work with students and teachers. He can be reached at [email protected].

Mary C. Wright is coordinator of graduate student initiatives for the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. Her work at CRLT focuses on Preparing Future Faculty programs and graduate student development. She received her Ph.D. in sociology from the University of Michigan. Mary’s research and teaching interests include faculty-institutional congruence of values, attrition in the sciences, and qualitative methods. Her book, Always at Odds? Creating Alignment between Faculty and Administrative Values, is forthcoming from SUNY Press. She can be reached at [email protected].

Erping Zhu is an instructional consultant and coordinator of instructional technology at the Center for Research on Learning and Teaching at the University of Michigan (U-M). She provides consultations to faculty on teaching and course design with emphasis on integrating technology into instruction and online teaching. She collaborates with colleagues from U-M technology units to present services and programs to faculty such as the Enriching Scholarship program, and she co-directs the Teaching with Technology Institute. She can be reached at [email protected].