Judith E. Miller is executive director of assessment at the University of North Florida in Jacksonville. A former biology faculty member, she currently teaches an online course in college teaching for faculty and graduate students. In 1998 she received the Outstanding Undergraduate Science Teacher award from the Society for College Science Teachers; in 2002 she was named the Massachusetts CASE Professor of the Year by the Carnegie Foundation for the Advancement of Teaching; and in 2004 she won Worcester Polytechnic Institute’s Trustees’ Award for Outstanding Teaching. Miller is the coeditor (with Jim Groccia and Marilyn Miller) of Student-Assisted Teaching: A Guide to Faculty-Student Teamwork (2001), and (with Jim Groccia) of On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality in Higher Education (2005) and Enhancing Productivity: Administrative, Instructional, and Technological Strategies (1998). She has published and presented extensively on active and cooperative learning, learning outcomes assessment, team teaching, and educational productivity. She can be contacted at [email protected].

James E. Groccia is the director of the Biggio Center for the Enhancement of Teaching and Learning and associate professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University in Auburn, Alabama. In addition to faculty development work, he teaches graduate courses on teaching and higher education and coordinates the university’s graduate certificate in college and university teaching. He is a former POD Network president and Core Committee member. Groccia received his doctorate in educational psychology and guidance from the University of Tennessee. He has presented at dozens of national and international conferences, conducted hundreds of workshops worldwide, has served as an advisor and consultant to institutions nationally and abroad, and has authored numerous articles and book chapters on teaching and learning issues. He is the author of The College Success Book: A Whole-Student Approach to Academic Excellence (1992) and coeditor (with Judy Miller) of On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality in Higher Education (2005); Student Assisted Teaching: A Guide to Faculty-Student Teamwork (2001); and Enhancing Productivity: Administrative, Instructional, and Technological Strategies (1998). He can be contacted at groccje@ auburn.edu.

The Contributors

Cynthia L. Adams is the manager of distance learning faculty services at Middle Tennessee State University (MTSU) in Murfreesboro. She holds a master of business education degree and teaches in the Regents Online Degree Program. Adams serves as point of contact for MTSU faculty who develop and teach distance courses, including online, hybrid, and correspondence, and Regents Online Degree Program courses. She coordinates the faculty peer assistants program and has presented on the program described in Chapter Thirteen at regional and national conferences. She may be contacted at [email protected].

Roberta Ambrosino is an educational development specialist at the Academic Center for Excellence in Teaching at the University of Texas Health Science Center in San Antonio. She initiates and supports programs that assist faculty in the advancement of excellence in teaching and learning. Her specialties are media-rich instructional design, faculty learning communities, and mentoring. Her most recent research explores the impact of faculty development activities on instructional practices, student motivation, and learning. She may be contacted at ambrosino@ uthscsa.edu.

Cerri A. Banks is dean of William Smith College and assistant professor of education at Hobart & William Smith Colleges in Geneva, New York. She received her Ph.D. in cultural foundations of education from Syracuse University. Specializing in sociology of education, cultural studies, multicultural education, and qualitative research, Banks draws from critical pedagogy, educational theory, feminist theory, and critical race theory in her scholarship and teaching. She may be contacted at banks@ hws.edu.

Phyllis Blumberg is the director of the Teaching and Learning Center at the University of the Sciences in Philadelphia, where she is also a professor of social sciences. She has focused on how to assist faculty to implement learner-centered teaching approaches for the past eight years. She is the author of Developing Learner-Centered Teaching: A Practical Guide for Faculty (2009). She received her Ph.D. in educational and developmental psychology from the University of Pittsburgh. She may be contacted at [email protected].

Allison Boye is director of the Teaching Effectiveness And Career enHancement (TEACH) program for the Teaching, Learning, and Technology Center at Texas Tech University in Lubbock. Her work also includes consulting with faculty and leading pedagogical seminars. She holds degrees in English from William and Mary, Bowling Green, and Texas Tech University. Her recent publications focus on patterns of instructor response to feedback and the adaptation of active learning across the disciplines; she also presents on millennial students, classroom management, and teaching writing. She may be contacted at allison. [email protected].

Thomas M. Brinthaupt is professor of psychology at Middle Tennessee State University (MTSU) in Murfreesboro. He has published several papers related to teaching with instructional technologies. He currently serves as associate editor for the MERLOT Learning Objects Psychology Board. During his time at MTSU, he has received several awards, including the Tennessee Board of Regents Award of Excellence for Online Teaching and Learning, the MTSU Distinguished Educator Award in Distance Learning, and the MTSU Foundation Outstanding Achievement in Instructional Technology Award. He may be contacted at [email protected].

Carl E. Brown Jr. earned a B.S. in human resources development, an M.Ed. in counselor education, and an Ed.S. in family counseling at the University of Florida. At the University of Florida, he worked as a program coordinator in the Office of Academic Support and as the assistant director for technology application in the Career Resource Center. Currently, he is the assistant director in the Center for Excellence in Teaching, Learning, and Assessment at Howard University in Washington, DC. He may be contacted at [email protected].

Tom Carey is professor of management sciences at the University of Waterloo in Ontario, currently on leave to lead collaborative projects across higher education institutions and systems. In Canada, he is visiting senior scholar at the Higher Education Quality Council of Ontario, leading a research program in knowledge mobilization for exemplary teaching and learning. In the United States, he is visiting senior scholar at San Diego State University, leading the FACCTS program across California community colleges, and the ELIXR program. He may be contacted at [email protected].

Andrew N. Carpenter, professor of philosophy and director of the Center for Teaching and Learning at Ellis University, received his Ph.D. from the University of California at Berkeley and also has degrees in philosophy from the University of Oxford and Amherst College. His academic specialty is the history of early modern philosophy; he also has significant expertise in faculty self-governance, assessment of student learning, institutional and program accreditation, continuous, quality improvement, and online learning. He may be contacted at acarpenter@ ellis.edu.

Nancy Van Note Chism is professor of higher education and student affairs at the Indiana University School of Education in Indianapolis. She has worked in professional and organizational development for twenty-five years at both The Ohio State University and Indiana University-Purdue University Indianapolis. Her interests include professional and organizational development, the faculty profession, and college teaching and learning. She may be contacted at [email protected].

Bob Cole is director of the Teaching and Learning Collaborative at the Monterey Institute of International Studies in Monterey, California. He has taught English as a second language and trained language teachers to integrate technology. His professional work explores the intersections of emerging technologies, constructivist pedagogy, educational and organizational innovation, and reflective practices. He may be contacted at [email protected].

Alison Cook-Sather is professor of education and coordinator of the Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College in Bryn Mawr, Pennsylvania. Her research interests include student roles in collaborative approaches to teaching and learning within undergraduate secondary teacher preparation and college faculty development. She has published over fifty articles, chapters, and books, including Education Is Translation: A Metaphor for Change in Learning and Teaching (2005) and Leaming from the Student’s Perspective: A Sourcebook for Effective Teaching (2009). She may be contacted at [email protected].

Linda Coughlin, associate provost for academic affairs at St. Mary’s College of Maryland (SMCM) in St. Mary’s City, is responsible for coordinating faculty development, teaching and learning activities, and cross-disciplinary programs. She oversees new-faculty orientation, teaching workshops offered each fall, and sponsored research activities and is currently chair of both the Academic Planning and Strategic Planning committees. She holds a Ph.D. in neuropharmacology and has taught neuroscience, cell biology, and immunology at SMCM for sixteen years. She may be contacted at [email protected].

Donna Ellis is interim director of the Centre for Teaching Excellence at the University of Waterloo in Ontario. She cochaired the 2004 POD conference and served on POD’s Core Committee as chair of the Finance and Audit Committee from 2005 to 2008. She has also received two POD Menges awards for her research. Her research interests include the professional development of graduate students and educational developers, organizational development strategies, and students’ responses to innovative instructional methods. She may be contacted at [email protected].

Sarah M. Ginsberg is an associate professor and program coordinator of the speech-language pathology program at Eastern Michigan University in Ypsilanti, where she is also a faculty consultant supporting adjunct lecturers. Her research focuses on university teaching and faculty classroom communication. She has published in the Journal of Scholarship of Teaching and Learning, the Journal of Cognitive Affective Learning, and the Journal on Centers for Teaching and Learning. She is codirector of the annual SOTL Academy conference. She can be contacted at [email protected].

Joe Grimes was director of faculty development and founder of the Center for Teaching and Learning at California Polytechnic State University in San Luis Obispo. At Cal Poly, he has been a consultant to government agencies and industry, director of campus computing services, and director of computer engineering. He has publications and presentations in the areas of computer science and scholarship of teaching and has hosted three faculty participant conferences with more than 150 participants at each. He may be contacted at [email protected].

Mikaela Huntzinger holds a Ph.D. in ecology. She is an academic developer in the teaching resources center at the University of California, Davis, where she served as a graduate fellow and coordinator in the teaching assistant consultant program. Her areas of interest include inclusive teaching, the unique needs of international instructors, teaching science effectively, and communities of practice. She teaches undergraduate courses on ecological conservation, the land art movement, and student preparedness. She may be contacted at [email protected].

Jonathan Iuzzini is assistant professor of psychology and an affiliate of the interdisciplinary program in public policy studies at Hobart & William Smith Colleges in Geneva, New York. He teaches courses in social psychology, political psychology, and the psychology of prejudice, discrimination, and intergroup relations. His current research focuses on the social psychology of group privilege and disadvantage. He may be contacted at [email protected].

Sally Kuhlenschmidt has been the director of the Faculty Center for Excellence in Teaching at Western Kentucky University in Bowling Green since 1994. She received her Ph.D. in clinical psychology from Purdue University. Kuhlenschmidt’s current research interests include assessment of faculty development and using technology to enhance development. She may be contacted at [email protected].

Virginia S. Lee is principal and senior consultant of Virginia S. Lee & Associates, a consulting firm specializing in teaching, learning, and assessment in higher education. She is a former president of the Professional and Organizational Development Network in Higher Education. She edited Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors (2004), based on the inquiry-guided learning initiative at North Carolina State University, which she led from 2000 to 2004. She may be contacted at [email protected].

Deandra Little is associate professor and assistant director of the Teaching Resource Center at the University of Virginia in Charlottesville. Her research interests include teaching consultation techniques, graduate student professional development, student and faculty writing, and teaching with images across the curriculum. She received a Ph.D. in English from Vanderbilt University and teaches courses on science and gender in U.S. literature. Her publications include articles focused on using critical theory to examine educational development and on visual learning. She may be contacted at [email protected].

Whitney Ransom McGowan is a social growth analyst at FamilyLink and the editor of more than 140 industry publications. In her academic career, she has authored several journal articles and has presented at a variety of conferences. McGowan received her Ph.D. in instructional psychology and technology at Brigham Young University, where she developed a system to identify contributing factors for improved teaching and learning and established a model for midcourse evaluations. She may be contacted at [email protected].

Flora McMartin is the founder of Broad-based Knowledge, LLC (BbK), a consulting firm focused on assisting educators in higher education to evaluate the use and deployment of technology-assisted teaching and learning. BbK specializes in building organizational and project-level evaluation capacities and integrating evaluation into management activities. Current research projects focus on relationships among technology, student learning, and faculty roles; development of collaborative faculty work groups; and the institutionalization of educational innovations. She may be contacted at [email protected].

Paul McPherron is an assistant professor of linguistics at Southern Illinois University Carbondale (SIUC). He is a former fellow and coordinator in the teaching assistant consultant program at the University of California, Davis. His research interests include reforms of English teaching in China and cross-cultural communication in the language classroom. At SIUC, he teaches courses in language teaching methods and materials, intercultural communication, and language assessment and supervises a student teaching practicum course. He may be contacted at [email protected].

Micah Meixner is a lecturer of voice at the Texas Tech University School of Music at Lubbock. While at Texas Tech, she has worked closely with the Teaching Effectiveness And Career enHancement (TEACH) program at the Teaching, Learning, and Technology Center, where she helped facilitate events, present seminars, and provide consultations to faculty and graduate students. Her research interests include graduate student development, student-teacher immediacy, peer observation, and reflective teaching. She may be contacted at [email protected].

Sal Meyers is director of faculty development and a professor of psychology at Simpson College in Indianola, Iowa, and chair of the POD’s Small College Committee. As Simpson’s first director of faculty development, she has developed an ongoing new faculty orientation program, twenty-minute faculty development sessions, and formats for longer workshops during the summer and immediately before the start of fall classes. She may be contacted at [email protected].

Susanne Morgan retired as associate professor of sociology at Ithaca College in Ithaca, New York, where for many years she also served as the designer and coordinator of faculty development activities. She holds a Ph.D. from Case Western Reserve University and taught medical sociology and research methods. Now an independent faculty development professional, she writes and consults in areas including mentoring and the tenure process, generational transitions, and building community through integrating Web 2.0 environments. She can be contacted at [email protected].

Russell T. Osguthorpe, a professor of instructional psychology and technology, serves as director of the Center for Teaching and Learning at Brigham Young University in Provo, Utah. He has served as chair of his department and associate dean of the David O. McKay School of Education. He has authored five books; has collaborated on educational projects in China, Europe, and Polynesia; and has been a visiting scholar at the University of Toronto and the University of Paris. He may be contacted at [email protected].

Megan M. Palmer is assistant dean for faculty affairs and professional development at Indiana University School of Medicine, director of faculty development in the Health Professions at Indiana University-Purdue University Indianapolis, and visiting assistant professor at Indiana University School of Education. She holds a master’s degree in higher education from Colorado State University and a Ph.D. from Indiana University. Her research focuses on college teaching, faculty development, and the experience of faculty. She may be contacted at [email protected].

Michael S. Palmer is associate professor and assistant director of the Teaching Resource Center at the University of Virginia in Charlottesville. He holds a Ph.D. in chemistry from the University of Wyoming. His educational development research centers on teaching consultation techniques and graduate student professional development. His pedagogy interests include course design, active learning, student motivation, and creativity. He served on the core faculty of the 2009 New Faculty Developers Institute and is the 2010 POD conference program cochair. He may be contacted at [email protected].

Susan M. Pliner is associate dean for teaching, learning, and assessment and assistant professor of education at Hobart & William Smith Colleges in Geneva, New York. She has a certificate of advanced graduate studies in social justice education and an Ed.D. in human development. Her areas of specialty include universal instructional design for teaching and learning, multicultural and social justice education, college student learning and development, and social identity development theory and practice in higher education. She may be contacted at [email protected].

Mark Potter is director of the Center for Faculty Development at Metropolitan State College of Denver, Colorado. He received his Ph.D. in history in 1997 and moved in 2008 from a faculty position at a different institution to establish the newly founded center. He continues to teach European history while developing programs in support of course design and pedagogy, peer observation of instruction for improvement, and early career faculty development. He may be contacted at [email protected].

Christopher Price is the director of the Center for Excellence in Learning and Teaching and instructor for the department of political science and international studies at the College at Brockport, State University of New York. He received his Ph.D. in political science from the State .University of New York at Albany in 2004. His current research looks at how the power-balanced classroom can serve as a means of citizen education. He may be contacted at [email protected].

Madhumitha Rajagopal is a postdoctoral fellow in the division of nephrology at the Stanford University School of Medicine in Palo Alto, California. She served as a fellow in the teaching assistant consultant program at the University of California, Davis while earning her doctorate. Her areas of teaching interest include international teacher training, communities of practice, teaching diverse student populations, and teaching laboratory courses. She serves as a teacher training coordinator for the Stanford Education Services Program. She may be contacted at [email protected].

Teresa M. Redd is a professor of English and director of the Center for Excellence in Teaching, Learning, and Assessment at Howard University in Washington, D.C. A recipient of the Vice President’s Teaching Excellence Award, she holds a Ph.D. in education from the University of Maryland, College Park. Redd has published articles, chapters, and books about teaching with technology, writing across the curriculum, service-learning, and teaching African American students. She may be contacted at [email protected].

Tamara Rosier is the academic dean at Kuyper College in Grand Rapids, Michigan. Prior to her current position, she was assistant director of the Pew Faculty Teaching and Learning Center at Grand Valley State University and founding director of the Center for Excellence in Learning and Teaching at Cornerstone University, where she taught for eight years in the teacher education department. She earned her Ph.D. in leadership in higher education from Western Michigan University. She may be contacted at [email protected].

Dianna Z. Rust is the associate dean of the College of Continuing Education and Distance Learning at Middle Tennessee State University (MTSU) in Murfreesville. She directs distance learning courses and online degree programs, off-campus courses and degree programs, and the evening school at MTSU. She has instructed online courses at the undergraduate and graduate level. Rust has received the Middle Tennessee State University Administrative Employee of the Year award and the TBR Lana Doncaster Innovations Award. She may be contacted at [email protected].

Dieter J. Schönwetter is an associate professor and director of educational resources and faculty development with the Faculty of Dentistry at the University of Manitoba in Winnipeg, Manitoba, Canada. He has cross-appointments with the department of psychology, the Faculty of Education, and the department of medicine 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 and styles as well as different student learning predispositions. He may be contacted at schö[email protected].

Genevieve G. Shaker recently completed her Ph.D. at Indiana University. Her dissertation research, the basis for Chapter Four in this volume, was recognized by the Association for the Study of Higher Education as the Bobby Wright Dissertation of the Year and by the POD Network with the Robert J. Menges Award. Her academic interests center on university employees who are ineligible for tenure, particularly contingent faculty. She is an administrator in the School of Liberal Arts at Indiana University-Purdue University Indianapolis. She may be contacted at [email protected].

Peter Shaw has taught French, English, and Spanish and trained language teachers in Nigeria, Mexico, and Egypt. He is currently professor of educational linguistics in the Graduate School of Translation, Interpretation, and Language Education at the Monterey Institute of International Studies in Monterey, California. His interest in learning-centered pedagogy and faculty development complements his academic and professional work in learning, instruction, and curriculum in language education. He may be contacted at [email protected].

Brian C. Smith is an associate professor of psychology and chair of the Division of Social Science at Graceland University in Lamoni, Iowa. He has served on Graceland’s Faculty Development Committee, and in 2008 he received Graceland’s Excellence in Teaching Award. He earned a J.D. from the University of Texas at Austin and a Ph.D. in social psychology from the University of Minnesota. He may be contacted at bcsmith@ graceland.edu.

Tasha J. Souza is professor of instructional communication, the faculty development coordinator for the Center for Excellence in Learning and Teaching at Humboldt State University in Arcata, California, and the faculty development lead for the ELIXR project. Her specialties include gender, intercultural, and organizational communication; mediation, training, and facilitation skills; active learning pedagogies; and universal design for learning. Souza’s current interests lie in instructional communication, including research on gender and communication and cold-calling in the classroom. She may be contacted at [email protected].

James B. Young was the founding chief information officer at Harrisburg University of Science and Technology in Harrisburg, Pennsylvania. His research interest is interdisciplinary faculty learning collaboration. Previously, he was employed for nine years at George Mason University, where he led initiatives in curriculum development and integration, libraries, learning communities, and assessment. He regularly publishes and presents at professional conferences in the areas of knowledge management, learning communities, alternative assessment, information literacy, technology-across-the-curriculum, and e-portfolios. He may be contacted at [email protected].