The Editors

Judith E. Miller is executive director of assessment at the University of North Florida. 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 (Anker, 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 may be contacted at [email protected].

James E. Groccia is 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 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). He is the coeditor (with Judith Miller and Marilyn Miller) of Student-Assisted Teaching: A Guide to Faculty-Student Teamwork (2001) and (with Judith Miller) of On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality (2005) and Enhancing Productivity: Administrative, Instructional, and Technological Strategies (1998 ). He may be contacted at [email protected].

The Contributors

Terre H. Allen is professor of communication studies and director of California State University Long Beach’s Faculty Center for Professional Development. She has published articles and book chapters on group communication, communication in instruction, interpersonal communication, and instructional technology, and facilitated meetings and retreats for groups in business, nonprofit, and higher education. Terre is a consultant and instructional designer and has coauthored USAFunds Life Skills, a book series on financial literacy and student success. She may be contacted at [email protected].

Julianna V. Banks is a scholar of higher education leadership and policy studies. She has conducted research on social and educational issues with private, nonprofit, and government organizations. Her research focuses on access and equity in education, and faculty and student socialization. A research fellow with the Center for Urban and Multicultural Education at Indiana University-Purdue University Indianapolis, she was recently recognized for her contributions to equity for women in higher education. She may be contacted at [email protected].

Jeffrey L. Bernstein is professor of political science at Eastern Michigan University. He is coeditor (with Michael Smith and Rebecca Nowacek) and contributing author of Citizenship Across the Curriculum (2010). His work has appeared in the Journal of Political Science Education, Journal of the Scholarship of Teaching and Learning, Political Research Quarterly, Politics and Gender, and numerous edited volumes. He has served as secretary of the International Society for the Scholarship of Teaching and Learning. He may be contacted at jeffrey.bernstein@ emich.edu.

A. Jane Birch is assistant director for faculty development at Brigham Young University. Among other programs, she directs an eighteen-month new-faculty program and a semester-long workshop on schol­ arly productivity. She helps faculty make connections between their religious faith and professional work, and develop a broad vision of their work and assist students in making meaning, finding purpose, and connecting to what is important. She may be contacted at jane_birch@ byu.edu.

Krishna K. Bista is a doctoral student at the Center for Excellence in Education, Arkansas State University. His interests are global and comparative education, learning styles, and English as a Second Language (ESL). His writings appear in the Journal of English for Specific Purposes, The Educational Forum, and Journal of ESL. He holds master’s degrees in postsecondary education, English, and teaching English as a Second Language. He may be contacted at [email protected].

Allison P. Boye is director of the Teaching Effectiveness And Career enHancement (TEACH) program at Texas Tech University. Her work includes graduate student and faculty development as well as leading pedagogical seminars and faculty reading groups. Her recent publications focus on peer observation, instructor response to feedback, and adaptation of active learning; her other research interests include millennial students, teaching writing, and gender. She may be contacted at [email protected].

Beth L. Brunk-Chavez is an associate professor of rhetoric and writing studies at the University of Texas at El Paso, where she is the director of first-year composition and an associate dean in the College of Liberal Arts. Her research interests are writing with technology, digital collaboration, grading and assessment, and course and program redesign. Her work has appeared in a number of journals and edited collections. She may be contacted at [email protected].

Dannielle Joy Davis is an associate professor of educational leadership, policy, and law at Alabama State University and has studied and conducted research in Ghana, South Africa, Egypt, Germany, the Netherlands, and Belgium. Her interdisciplinary K-20 research examines the experiences of marginalized groups in educational settings and the role of organizational policy and practice in the promotion or inhibition of egalitarian academic and occupational outcomes. She may be contacted at [email protected].

Shelda Debowski is Winthrop Professor of Higher Education Development and the director of organizational and staff development services at the University of Western Australia. Her past roles include president of the International Consortium for Educational Development and the Higher Education Development Society of Australasia. Widely published in faculty development, she has extensive experience in leading teaching and learning centers and in supporting academic leadership, research, and organizational development. She may be contacted at [email protected].

Bonnie S. Farley-Lucas is director of faculty development and professor of communication at Southern Connecticut State University, where she also directs the Curriculum Innovation Program. Her research includes faculty-student communication, gender in the workplace, work-family processes, organizational development, and interpersonal conflict. She earned a Ph.D. in organizational communication from Ohio University and an M.S. in organizational behavior from the University of Hartford. She is co-owner and executive producer for Synthetic Cinema International. She may be contacted at [email protected].

Beth A. Fisher is the associate director of the Teaching Center and a lecturer in women, gender, and sexuality studies at Washington University in St. Louis. Her work at The Teaching Center focuses on helping graduate students improve their teaching and prepare for academic positions and on developing teaching methods that can help students improve their writing skills. She teaches courses in American literature and gender studies. She may be contacted at [email protected].

Ernetta L. Fox received her M.A. in costume history and design and M.F.A. in costume shop management from the University of South Dakota, and her M.L.S. from Southern Connecticut State University. She serves as the director of disability services at The University of South Dakota. She may be contacted at [email protected].

Regina F.Frey is the director of The Teaching Center and a professor of the practice in chemistry at Washington University in St. Louis. She teaches general chemistry and a first-year course on women in science. Her research focuses on group-oriented, student-centered STEM pedagogy. She collaborates on scholarship projects with departments (chemistry, education, and psychology) and other Washington University centers (Science Outreach and Cornerstone: The Center for Advanced Learning). She may be contacted at [email protected].

Tara Gray is associate professor of criminal justice and the founding director of the Teaching Academy at New Mexico State University (NMSU). She has been honored at NMSU and nationally with seven awards for teaching or service. She has published three books, including Publish and Flourish: Become a Prolific Scholar (2005). Gray has presented faculty development workshops in more than thirty states and in Mexico, Guatemala, Thailand, Saudi Arabia, and the United Arab Emirates. She may be contacted at [email protected].

Laura Henderson is the evaluation specialist in the Office of Academic Planning and Assessment at the University of Massachusetts Amherst. She designs, executes, and manages evaluation processes for a variety of campus initiatives, employing qualitative social research methods in support of evidence-based decision making. She holds master’s degrees in applied anthropology from Oregon State University and cultural anthropology from University of California, Santa Barbara. She may be contacted at [email protected].

Anne Herrington is distinguished professor of English and site director of the Western Massachusetts Writing Project at the University of Massachusetts Amherst. With Kevin Hodgson and Charles Moran, she coauthored Teaching the New Writing: Technology, Change, and Assessment in the 21st-Century Classroom (2009); with Charles Moran, she coedited Writing, Teaching, and Learning in the Disciplines (1992) and Genres Across the Curriculum (2005). With Marcia Curtis, she wrote Persons in Process: Four Stories of Writing and Personal Development in College (2000). She may be contacted at anneh@ english.umass.edu.

Susan R. Hines is the director of faculty development at Saint Mary’s University of Minnesota, Twin Cities, where she also teaches in the Ed.D. leadership program. Her research interest for the past five years has focused on faculty development program evaluation. She holds an Ed.D. in leadership and has been a college teacher for twenty-six years. She may be contacted at [email protected].

Mark A. Hohnstreiter serves as the advancement officer for the Teaching Academy at New Mexico State University. He assists the academy in seeking philanthropic funds and helping to create better awareness for the academy. He has been a professional fundraiser (certified fundraising executive) since 1982, including major roles at the University of Chicago, Northwestern Memorial Hospital, Saint Louis University, Presbyterian Healthcare Foundation, and the University of New Mexico. He may be contacted at [email protected].

David A. Horne is professor of marketing and director of M.B.A. programs at California State University Long Beach. His research has been published in the Journal of Consumer Affairs, International Journal of Service Industry Management, European Journal of Innovation Management, Research in Consumer Behavior, Psychology and Marketing, and Current Issues in Research and Advertising. He coedited Earth, Wind, Fire, and Water: Perspectives on Natural Disasters, a book about consumers’ recovery from disasters. He may be contacted at [email protected].

Teresa A. Johnson is instructional consultant for assessment and the scholarship of teaching and learning in the University Center for the Advancement of Teaching at The Ohio State University. She is a lecturer in education policy and leadership and teaches a course on college teaching. Her current research interests are course and curriculum design, articulation of learning outcomes, and evaluation of teaching strategies. She may be contacted at [email protected].

Alan Kalish is director of the University Center for the Advancement of Teaching and adjunct assistant professor of education policy and leadership at The Ohio State University. He has studied, both qualitatively and quantitatively, transitions from graduate school to faculty life and teaching and learning in higher education. His current interests are peer review of teaching, preparing future faculty, scholarship of teaching and learning, and assessment of academic support units. He may be contacted at [email protected].

Bruce C. Kelley is founding director of the Center for Teaching and Learning at the University of South Dakota, where he also holds faculty rank as an associate professor of music. He received his Ph.D. in music theory from The Ohio State University. He specializes in course design and music of the American Civil War. He may be contacted at [email protected].

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

Thomas F. Nelson Laird is an assistant professor of higher education at Indiana University, Bloomington, where he manages the Center for Postsecondary Research’s Faculty Survey of Student Engagement. His work focuses on improving collegiate teaching and learning, particularly the design, delivery, and effects of student experiences with diversity. He may be contacted at [email protected].

Kathryn E. Linder is the assistant director at the Center for Teaching Excellence at Suffolk University and a former doctoral intern at The Ohio State University’s University Center for the Advancement of Teaching. She received her Ph.D. in women’s, gender, and sexuality studies from The Ohio State University. Her research interests include cultural studies of education, youth studies, and alternative pedagogies. She may be contacted at [email protected].

Amanda E. Major is pursuing an Ed.D. in educational leadership, policy, and law at Alabama State University. She earned certification in professional learning and performance from the American Society of Training and Development Certification Institute, certification as an associate in project management from the Project Management Institute, a master’s degree in industrial and organizational psychology from Louisiana Tech University, and a bachelor’s degree in interdisciplinary studies from the University of Texas at Dallas. She may be contacted at amandamajor@ myasu.alasu.edu.

Ingrid M. Martin is professor and chair of marketing at California State University at Long Beach. Her research has examined issues in the areas of consumer goals and branding, as well as consumer risk and public policy issues around risk communication and risk mitigation behaviors. She has coauthored numerous journal articles, conference proceedings, and four book chapters. She serves as the chair of the college’s M.B.A. program curriculum committee. She may be contacted at [email protected].

Laurie A. Maynell is an instructional consultant at the University Center for the Advancement of Teaching at The Ohio State University and an instructor with the ESL Spoken English Program. Her area of focus is supporting international teachers. Her research interests include issues that international faculty in the United States face, intonation in spoken language, and language processing. She can be contacted at maynell.1@ osu.edu.

Leslie G. McBride is associate vice provost for teaching, learning, and assessment in the Center for Academic Excellence at Portland State University, where she is also an associate professor of community health. Her recent faculty development work and related publications have focused on institutional change and shifting faculty roles, the relationship of campuswide student learning outcomes to institutional change, and building capacity for sustainability through curricular and faculty development. She may be contacted at [email protected].

Bonnie B. Mullinix balances the roles of curriculum coordinator with Greenville Technical College, senior consultant with the TLT Group, and copresident of Jacaranda Educational Development. An adult educator with over thirty years of national and international experience, she has served as faculty, faculty developer, and assistant dean in five higher education settings and established two teaching and learning centers. Her professional work focuses on educational innovation, technologies, evaluation, and participatory, learner-centered approaches. She may be contacted at [email protected].

Yolanda Flores Niemann is vice provost at Utah State University. Her research interests include the effects and social-ecological contexts of stereotypes, the psychological effects of tokenism, and overcoming obstacles to higher education for low-socioeconomic-status group members. Notable book publications include Presumed Incompetent (in press), Black/Brown Relations and Stereotypes (2003 ), and Chicana Leadership (2002). She is working on a book on the experiential differences between white faculty and faculty of color. She may be contacted at [email protected].

Linda B. Nilson is founding director of the Office of Teaching Effectiveness and Innovation at Clemson University, a previous editor of To Improve the Academy (Vols. 25-28), and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (2010) and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (2007). She conducts workshops and gives keynote addresses at conferences, colleges, and universities both nationally and internationally. She may be contacted at [email protected].

R becca S. Nowacek is assistant professor of English at Marquette University. She is a coeditor (with Michael Smith and Jeffrey Bernstein) and contributing author of Citizenship Across the Curriculum (2010). She is also the author of Agents of Integration: Understanding Transfer as a Rhetorical Act (2011). Her work has appeared in College Composition and Communication, College English, and Research in the Teaching of English. She may be contacted at [email protected].

Edward B. Nuhfer is faculty developer with tenure at California State University Channel Islands. He thanks Cynthia Desrochers, Steve Fleisher, Mitch Handelsman, Tom Jones, Barbara Millis, Mike Pavelich, Carl Pletsch, James Rhem, and the wonderful staff at his previous institution. These are people of great heart, supporting success and survival daily. His current scholarship includes fractals, science literacy, and a student success guide coauthored with his fellow CSU faculty developers. He may be contacted at [email protected].

Carolyn B. Oxenford was founder of the Marymount University Center for Teaching Excellence in 2006. Prior to directing the center, she was chair of the psychology department and a practicing clinician. Oxenford received her Ph.D. in clinical psychology from Emory University. Her current research interests include performance anxiety and teaching effectiveness. She may be contacted at [email protected].

Megan M. Palmer is an assistant dean for faculty affairs and professional development at the Indiana University (IU) School of Medicine. She holds faculty appointments in general internal medicine at the IU School of Medicine and in educational leadership and policy studies at the IU School of Education in Indianapolis. Palmer has published on student engagement in higher education, college choice, faculty development, and faculty vitality. She may be contacted at [email protected].

Sunay V. Pa/sole is the director of instructional support at the University of Texas at El Paso. A geophysicist by academic training, he has been involved in academic technology for over fourteen years. His research interests are in developing and mapping sociotechnical systems and uses of technology in the service of academic areas. He has presented and published in these areas in a variety of national and international forums. He may be contacted at [email protected].

Kathryn M. Plank is associate director of the University Center for the Advancement of Teaching and adjunct assistant professor of education policy and leadership at The Ohio State University. She received her Ph.D. in English from The Pennsylvania State University. She teaches a graduate course on college teaching and coordinates faculty learning community programs. Her research interests include program assessment, teaching consultation, diversity, educational technology, critical thinking, and team teaching. She may be contacted at [email protected].

Kara Provost is professor of academic enrichment and coordinator of the first-year honors program at Curry College. She teaches composition and interdisciplinary first-year honors seminars, conducts creative writing workshops for adults and children in the community, and leads two creative writing groups with peers. Her poetry has been published in literary magazines. Her first chapbook of poetry, Nests, was published in 2006. A second collection is due out in spring 2011. She may be contacted at [email protected].

Tony Ribera is a doctoral candidate in higher education and student affairs at Indiana University, Bloomington, where he works with surveys of student engagement in his role as project associate for the NSSE Institute. His research focuses on the adoption of a scholarship of teaching and learning among multiple constituencies in higher education, particularly faculty and student affairs professionals. He may be contacted at [email protected].

Elizabeth Roderick is associate director for the Center for Advancing Faculty Excellence at the University of Alaska Anchorage (UAA), where she oversees initiatives for diversity, sustainability, and twenty-first-century trends in higher education. She is director of the UAA/Alaska Pacific University Difficult Dialogues initiative, edited Alaska Native Cultures and Issues: Responses to Frequently Asked Questions (2010), and is an internationally recognized singer and songwriter. She received her B.A. in American studies from Yale University and her M.A. in social psychology from Alaska Pacific University. She may be contacted at [email protected].

Stephanie V. Rohdieck is the assistant director and coordinator for graduate teaching assistant programs in the University Center for the Advancement of Teaching at The Ohio State University, where she earned her master’s degree in social work administration. She is a lecturer in education policy and leadership and teaches a course on teaching support for graduate teaching assistants. Her current research interests are graduate teaching preparation, teaching portfolio development, diversity, teaching awards, and teaching consultation. She may be contacted at [email protected].

Margaret M. Sargent is associate professor of communication at Southern Connecticut State University. Specializing in organizational and interpersonal communication, she teaches courses in both theoretical and applied contexts. Her research includes faculty-student interaction, doctor-patient communication, and language and social interaction. She earned a Ph.D. in interpersonal communication from Southern Illinois University and an M.A. in organizational communication from Northern Illinois University. In 2009, she was awarded SCSU’s J.P. Phillip Teaching Award for outstanding teaching. She may be contacted at [email protected].

Joshua S. Smith is professor of educational psychology and director of the Center for Urban and Multicultural Education at Indiana University—Purdue University Indianapolis. His research examines transitions from middle to high school and from high school to college. He works with schools and community-based organizations to evaluate educational programs. He has been principal investigator on over thirty externally funded research grants and has published in the area of student development and educational transitions. He may be contacted at [email protected].

Justin M. Smith recently completed his Ph.D. in human sciences with a focus on leadership in higher education from the University of Nebraska—Lincoln. He currently serves as the coordinator of the Fides Program at the University of South Dakota in the Center for Teaching and Learning. The program is funded by a congressionally directed grant from the Fund for the Improvement of Postsecondary Education with the purpose of identifying and addressing the academic needs of wounded warriors through faculty and staff workshops. He may be contacted at [email protected].

Michael B. Smith teaches history and environmental studies and is coordinator of the School of Humanities and Sciences Community Service Program at Ithaca College. He is a coeditor (with Jeffrey Bernstein and Rebecca Nowacek) and contributing author of Citizenship Across the Curriculum (2010). His work has appeared in Learning and Teaching: The International Journal of Higher Education in the Social Sciences, Environmental History, Feminist Studies, and The Historian. He may be contacted at [email protected].

Michael E. Solt is dean of the College of Business Administration at California State University, Long Beach, where he develops innovative programs and supports the scholarly and creative activities of college faculty. He also serves as director of the Ukleja Center for Ethical Leadership at CSULB. Solt has authored and coauthored numerous national and international publications and has consulted for a variety of businesses and organizations. He may be contacted at [email protected].

Mary Deane Sarcinelli is associate provost for faculty development and professor of educational policy, research, and administration at the University of Massachusetts Amherst. She has served as president of the Professional and Organizational Development (POD) Network in Higher Education. Her research interests include academic career development, mentoring, teaching, and faculty development, both national and international, all of which are integrated in her coauthored (with Ann E. Austin, Pamela L. Eddy, and Andrea L. Beach) book, Creating the Future of Faculty Development (2005). She may be contacted at msorcinelli@ acad.umass.edu.

Martha L. A. Stassen is director of assessment at the University of Massachusetts Amherst, where she supports faculty efforts to design curricular and assessment strategies that enhance student learning. Her research includes the impact of diversity in higher education, engaging faculty in learning assessment, and the student outcomes associated with living-learning community participation. She serves as president of the New England Association for Educational Assessment. She may be contacted at [email protected].

Janelle DeCarrico Voegele is assistant director of teaching and learning in the Center for Academic Excellence at Portland State University. She has a master of arts degree in communication studies and is a doctoral student in the educational leadership program in the Graduate School of Education at Portland State. She is working on her dissertation focused on faculty experiences with blended (hybrid) learning. She may be contacted at [email protected].

Sherree A. Wilson is assistant dean of the faculties at Indiana University—Purdue University Indianapolis, where she focuses on the recruitment and retention of less-represented faculty, collaborates with campus leadership to advance diversity, facilitates dual-career assistance for faculty and staff, and provides career development consultation to graduate students. She is also assistant clinical professor in Indiana University’s Higher Education Student Affairs program. Her research focuses on the advancement of faculty of color in higher education. She may be contacted at [email protected].

Lisa A. Wittenhagen served in the U.S. Marine Corps for six years. While serving, she earned her B.S. in human resource management from Park University. She went on to complete her M.B.A. and is currently pursuing a doctoral degree in organizational management, both from the University of Phoenix. She serves as an instructional designer for the Fides Program, a congressionally directed project funded by the Fund for the Improvement of Postsecondary Education for the purpose of helping faculty better serve student veterans with disabilities. She may be contacted at [email protected].