The Editors

James E. Groccia is director of the Biggio Center for the Enhancement of Teaching and Learning and professor of higher education in the Department of Educational Foundations, Leadership, and Technology at Auburn University. He was a Fulbright Scholar in the Institute for Edu cational Sciences at the University of Tartu in Estonia in 2011. 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 received his EdD in educational psychology and guidance from the University of Tennessee. He is the coauthor with Mary Stuart Hunter of The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning And Success: Volume 2-lnstructor Train ing and Development (2012), and author of The College Success Book: A Whole-Student Approach to Academic Excellence (1992). He is coeditor with Mohammed Alsudairi and Bill Buskist of The Handbook of College and University Teaching: A Global Perspective (2012); with Bill Buskist of Evidence-Based Teaching (2011); 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 may be reached at [email protected].

Laura Cruz is associate professor of history and director of the Coulter Faculty Commons at Western Carolina University, a large and productive teaching and learning center that won a national award in 2010 from Campus Technologies magazine. In addition to publications in her dis cipline (European history), she is the author of articles on faculty devel opment, educational technology, history pedagogy, graduate student development, peer review, and (especially) the Boyer model of scholar ship. She currently serves as editor-in-chief of MountainRise, the inter national journal of the scholarship of teaching and learning. She has won multiple teaching and engagement awards and is the principal organizer of an annual nationwide retreat on the Boyer model of scholarship. She regularly participates in professional organizations including POD, Southern Regional Faculty and Instructional Development, International Scholarship of Teaching and Learning, and those related to her discipline of history. She is frequently invited to present, provide workshops and invited sessions, and consult on the topics of SOTL, the Boyer model of scholarship, and faculty center organizational models. She may be reached at [email protected].

The Contributors

Praise Agu, a Posse Scholar alumna, graduated from Bryn Mawr College in 2012. She majored in economics, was an active member of Bryn Mawr’s African and Caribbean Students’ Organization and the Student Finance Committee, and served as a mentor and tutor for elementary school students in Philadelphia. Between her sophomore and senior years, she worked through the Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College as a student consultant with a range of faculty members across disciplines to develop, teach, and assess their courses. She may be reached at [email protected].

Terre H. Allen is professor of communication studies and director of the Faculty Center for Professional Development at California State Univer sity, Long Beach. Her PhD is in interpersonal communication and cogni tive psychology, and her research includes theoretical and applied work in communication in higher education. She has received several research awards from the National Communication Association, where she has served as a member of the assessment council, general education advisory board, and several journal editorial boards. She has published numerous articles and book chapters on group communication, communication in instruction, interpersonal communication, instructional technology, and faculty development. Her current research is on STEM-specific culturally responsive pedagogy. In addition, she has facilitated meetings and retreats for more than one hundred groups in business, nonprofit, and higher education. She is codeveloper and coauthor of USAFunds Life Skills, a twenty-four-book series on student success and student finance manage ment. She may be reached at [email protected].

Roger G. Baldwin is a professor of higher, adult, and lifelong education at Michigan State University (MSU). His scholarship focuses on academic career issues, faculty professional development, and changing conditions in the academic workplace. His research with colleagues from MSU on midcareer faculty won the Robert J. Menges Award at the 2007 POD conference. Currently he is studying senior professors in a research uni versity context, focusing on their challenges, contributions, and profes sional development needs. He may be reached at [email protected].

Kathleen M. Brennan is associate professor of sociology (PhD, Kent State University) at Western Carolina University. Her research focuses on the sociological study of stress processes and mental health. She is studying college student perceptions and experience of mental illness, as well as how the university context may advance the educational experiences of students with mental illness. She has served in administrative positions and been selected for various teaching and engagement awards. She may be reached at [email protected].

Warren E. Christian is a PhD candidate in the School of Education at the University of North Carolina at Chapel Hill. He teaches in the Preparing International Teaching Assistants Program. He has worked with Latina/o and Burmese employees, international graduate students, and visiting scholars who wish to improve their English and has taught English in Japan and Saudi Arabia. He currently researches the relationships between international teaching assistants and undergraduates in the United States. He may be reached at [email protected].

Margaret W. Cohen, PhD, is associate provost for professional develop ment and founding director of the Center for Teaching and Learning, University of Missouri-St. Louis, where she supports the professional success of faculty, graduate assistants, peer tutors, and academic leaders. Her faculty appointment in the Department of Educational Psy chology, Research and Evaluation includes teaching a campuswide doctoral seminar, Teaching for Learning in the University. She is a coauthor of The Course Syllabus: A Learning Centered Approach (2008). She may be reached at [email protected].

Bob Cole is the director of the Digital Learning Commons 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 inno vation, and reflective practices. He may be reached 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. She has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members and has published over sixty articles and book chapters and four books on this work. Engaging Students as Partners in Teaching and Learning: A Guide for Faculty, coauthored with Catherine Bovill and Peter Felten, is forthcoming from Jossey-Bass. She may be reached at [email protected].

Mary E. Dankoski, PhD, is associate dean for faculty affairs and pro fessional development at Indiana University School of Medicine, where she also serves as vice chair for faculty and academic affairs in the Department of Family Medicine and associate professor and Lester D. Bibler Scholar in family medicine. Her scholarly interests include the advancement of women faculty, the study of faculty vitality in the health professions, and the policies that shape faculty life. She may be reached at [email protected].

Patricia Marten DiBartolo is a professor and chair of psychology at Smith College. She teaches courses in child clinical psychology, advanced research methods, and child and adolescent anxiety disorders. Her research investigates the phenomenology of perfectionism and its clinical and learning correlates in both adult and youth samples. Recently her writing has focused on teaching and learning in psychology. She may be reached at [email protected].

Carolyn L. Dufault is assistant director of the Teaching Center and lec turer in the Department of Psychology at Washington University in St. Louis. Her work is focused on developing and delivering professional development programs to graduate students and postdoctoral fellows. These programs include workshops on effective teaching, as well as mentoring on the design of educational research projects. She teaches experimental psychology and coteaches Introduction to Teaching as Research. She may be reached at [email protected].

Glenn W. Ellis is a professor of engineering at Smith College who teaches courses in engineering science and STEM education. His research focuses on developing idea-centered learning environments in the field of engi neering that engage learners’ imaginations and help them develop a pro ficiency in working innovatively with knowledge. In particular, his work is now centered on middle school informal educational settings and under graduate engineering education. He may be reached at [email protected].

Bret Eynon, a historian and associate dean for academic affairs at LaGuardia Community College (CUNY), oversees LaGuardia’s Center for Teaching and Learning and the Making Connections National Resource Center. An AAC&U senior faculty member, he co-led the Vis ible Knowledge Project (with Randy Bass), a scholarship of teaching project that produced The Difference That Inquiry Makes: A Collabo rative Case Study on Technology and Learning. Widely published, he was named 2011 Distinguished Humanities Educator of the Year by the Community College Humanities Association. He may be reached at [email protected].

Peter Felten is assistant provost, executive director of the Center for the Advancement of Tcaching and Learning, director of the Center for Engaged Learning, and associate professor of history at Elon University.

His research interests and recent publications focus on faculty peer mentoring and student-faculty partnerships in teaching and learning. He may be reached at [email protected].

Beth A. Fisher is director of academic services at the Teaching Center and lecturer in the women, gender, and sexuality studies program at Washington University in St. Louis. Her work focuses on training and mentoring graduate students in their teaching and on collaborating with faculty to develop effective teaching methods, especially those involved in the teaching of writing. She teaches courses in American literature and gender studies. She may be reached at [email protected].

Regina F. Frey is the Florence E. Moog professor of STEM education in the Department of Chemistry, executive director of the Teaching Center, and codirector of the Center for Integrative Research in Cog nition, Learning, and Education at Washington University in St. Louis. Her courses include General Chemistry, Women in Science, and Introduction to Teaching as Research. She conducts research on active learning approaches in STEM and works with faculty across the dis ciplines on developing effective teaching. She may be reached at [email protected].

Laura M. Gambino is a founding faculty member of the New Community College (NCC) at City University of New York, which opened in August 2012. As the assessment and e-portfolio leader for NCC, she is respon sible for implementing e-portfolio pedagogy throughout the curricular and cocurricular areas of the college, as well as developing, implementing, and evaluating NCC’s assessment plan. She also serves as the research coordinator for LaGuardia’s Connect to Learning project. She may be reached at [email protected].

Holly Harbinger has served as associate vice president for faculty affairs at California State University, Long Beach (CSULB), since March 2008. Prior to that, she was associate dean of the College of the Arts at CSULB, as well as the director of graduate studies and a tenured professor in the Theatre Arts Department. She received a BA in English from the Uni versity of California, Santa Cruz, and an MFA in dance from New York University, Tisch School of the Arts. She has been a performer, chore ographer, and fight master in theater, dance, and opera companies in New York and throughout the rest of the United States and Europe. She was a contributing author of a textbook on university actor training, a conference presenter on applications of Laban movement analysis for actor training programs, and a specialist in historical dance and move ment. She may be reached at [email protected].

Krista Hoffmann-Longtin is the program and evaluation director in the Indiana University School of Medicine Office of Faculty Affairs and Professional Development, where she develops programs, policies, and research to increase the awareness and effectiveness of faculty. Since 2002, she has served as an associate faculty member in the IUPUI Department of Communication Studies. She is a doctoral candi date in education leadership at IU. Her research interests include orga nizational change and teaching and learning. She may be reached at [email protected].

Freya B. Kinner is an instructional developer (MA in educational psy chological studies, University of Colorado at Boulder) in the Coulter Faculty Commons at Western Carolina University. Her research interests include best practices in instructional development and evaluation and assessment strategies for classes and programs in higher education. She may be reached at [email protected].

Suzanna Kia( is the associate director of the Center for Academic Excel lence at Fairfield University in Fairfield, Connecticut. She received her BA and MA from Binghamton University and her PhD from Ohio State University. Though trained in the social sciences, she considers herself a generalist. She brings her interdisciplinary interests and eleven years of teaching experience to her faculty development work on course design, active learning strategies, integrative teaching and learning, and assess ment of student learning. She may be reached at [email protected].

Murali Krishnamurthi is professor of industrial and systems engineering and director of the Faculty Development and Instructional Design Center at Northern Illinois University. Along with teaching and pursuing research in database systems and project management in the Department of Industrial and Systems Engineering, he is responsible for planning, budgeting, reporting, and managing personnel at the center. He may be reached at [email protected].

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

Thomas F. Nelson Laird, PhD, is an associate professor of higher edu cation 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 reached at [email protected].

Paula Kay Lazrus is assistant professor in the Institute for Core Studies at St. John’s University. She has been using the Reacting to the Past peda gogy since 2002 and has been an active member of the Reacting com munity since then. In order to introduce fellow faculty to Reacting, she has run several on-campus workshops and is currently developing two new game ideas for the Reacting community. She may be reached at [email protected].

Kathryn E. Linder is the director of the Center for Teaching Excellence at Suffolk University in Boston. She received her PhD from Ohio State University. Her research interests include cultural studies of education, academic writing development, and faculty development. Some of her recent articles may be found in Discourse: Studies in the Cultural Politics of Education and the Journal on Centers for Teaching and Learning. She may be reached at [email protected].

Deandra Little is associate director and an associate professor in the Teaching Resource Center at the University of Virginia, where she also teaches nineteenth- and twentieth-century US literature. Her research interests and publications focus on teaching consultation techniques, navigating the middle ground of educational development work, graduate student professional development, student and faculty writing, and teaching with images across the curriculum. She may be reached at [email protected].

Gail M. McGuire is associate professor of sociology at Indiana University South Bend. She teaches courses in research methods, statistics, and gender. Her research focuses on race and gender stratification in the workplace, but she has also has published on faculty mentoring and undergraduate research. She may be reached at [email protected].

Gretchen Kreahling McKay is associate professor of art history and chair of her department at McDaniel College. Since being introduced to Reacting to the Past in 2006, she has helped many faculty adopt it at her institution as director for the Center of Faculty Excellence. She is also a member of the Reacting Consortium board. In addition to using games in many of her classes, she has two games of her own in development on late-nineteenth-century French art and Byzantine iconoclasm. She may be reached at [email protected].

Gwendolyn Mettetal is professor of education and of psychology at Indiana University South Bend, where she was the founding director of the University Center for Excellence in Teaching. She teaches courses in developmental psychology, educational psychology, and research meth ods. Her research focuses on faculty development for K-12 and higher education teachers through action research, mentoring, and leadership development. She may be reached at [email protected].

Linda B. Nilson is founding director of the Office of Teaching Effec tiveness and Innovation at Clemson University and a previous editor of To Improve the Academy (volumes 25-28). She is also the author of Teaching at Its Best, now in its third edition (2010); The Graphic Syllabus and the Outcomes Map: Communicating Your Course (2007); and Cre ating Self-Regulated Learners: Strategies to Strengthen Students’ Self Awareness and Learning Skills (2013). She gives keynotes and workshops at conferences, colleges, and universities nationally and internationally. She may be reached at [email protected].

Leslie Ortquist-Ahrens is director of the Center for Transformative Learning, associate professor of Comparative Literature at Berea College, and president-elect of POD. Her areas of interest include collaborative learning, programming for new faculty members, professional learning communities, and organizational development for supporting change at small colleges and universities. She may be reached at [email protected].

Megan M. Palmer, PhD, is an assistant dean for faculty affairs and pro fessional development at Indiana University School of Medicine, where she also serves as vice chair for education and assistant professor in the Department of Emergency Medicine. Her scholarly interests include the study of faculty vitality, college teaching and learning, and faculty development. She may be reached at [email protected].

Michael S. Palmer is associate professor and associate director of the University of Virginia’s Teaching Resource Center and teaches in the Chemistry Department. His educational development research centers on teaching consultation techniques and graduate student professional development. He was the 2011 POD conference cochair, is a current POD Core Committee member (2013-2016), and has served on the core fac ulty of the New Faculty Developers Institute since 2009. He may be reached at [email protected].

Donald]. Para is provost and senior vice president for academic affairs at California State University, Long Beach (CSULB), responsible for undergraduate and graduate education, research and creative acnv1ty, international education, service-learning, community engagement, service to the profession, and faculty and academic staff development. He served as dean and associate dean of the College of the Arts and twelve years as chair of the Department of Music at CSULB. He received a BM in music education and an MM in music composition from Western Michigan University, and his PhD in music composition from Michigan State Uni versity. He has presented papers and given presentations at numerous meetings of arts education organizations and music theory conferences. He served the National Association of Schools of Music as chair of Region One from 1994 to 1997. He may be reached at [email protected].

Gail A. Rathbun is director of the Center for the Enhancement of Learning and Teaching at the jointly run regional campus of Indiana University and Purdue University in Fort Wayne, Indiana. She received her PhD in instructional systems technology from Indiana University. Her interests include design consulting, the application of activity theory to the workplace of higher education, and the assessment of academic development programs. She may be reached at [email protected].

Michael Reder is the director of the Joy Shechtman Mankoff Faculty Center for Teaching and Learning at Connecticut College, where he teaches contemporary literature and culture. Among his areas of interest are creating cultures of evidence-informed decision making to improve teaching and learning and the creation of faculty teaching and learning programs at small colleges. He also is a Senior Teagle Scholar working with the Wabash National Study of Liberal Arts Education. He may be reached at [email protected].

Michelle D. Repice is research and communication specialist at the Teaching Center and the Center for Integrative Research in Cognition, Learning, and Education at Washington University in St. Louis. She collaborates on educational research, develops the Teaching Center’s database, and serves as the communications expert for both centers. She teaches courses in American history and American culture studies. She may be reached at [email protected].

Jason Rhode is assistant director of Faculty Development and Instruc tional Design Center at Northern Illinois University. He is responsible for overseeing the development and delivery of training programs and sup port on teaching with technology and related topics, providing leadership on technology-related issues, and performing supervisory functions at the center. He may be reached at [email protected].

Amy K. Ribera, PhD, is an assistant research scientist for the Center for Postsecondary Research at Indiana University, Bloomington. Her pri mary role at the center is to provide analytical support for the National Survey of Student Engagement and other related survey projects. Her research focuses on student engagement in higher education, deep approaches to learning, first-generation college students, faculty teaching practices, and faculty vitality in academic medicine. She may be reached at [email protected].

Tony Ribera, PhD, is the director of program evaluation in the Office of Undergraduate Medical Education at the Indiana University School of Medicine. His current research interests focus on faculty and student affairs practitioner engagement in the scholarship of teaching and learn ing and satisficing in the course and instructor evaluation process. He earned his PhD in higher education and student affairs from Indiana University. He may be reached at [email protected].

Al Rudnitsky is professor of education and child study at Smith College. He teaches courses in the learning sciences and the design of learning environments. His research focuses on the creation of learning environ ments that support student understanding. His current work is aimed at understanding factors that create high-quality group discourse. His recent publications include "What Happens When a College Teacher Meets the Learning Sciences," International Journal of University Teaching and Faculty Development (with P. DiBartolo) and "Applying Knowledge Building in an Engineering Class: A Pilot Study," International Journal of Engineering Education (with G. W. Ellis, M.A. Moriarty, and B. Mikic). He may be reached at [email protected].

Jennifer L. Russell is senior lead faculty developer at the Academy of Art University in San Francisco, California. She has taught in language and literacy programs at the University of California, Berkeley, Johannes Gutenberg-Universitat Mainz, Mills College, and Concordia Language Villages. She holds an MA in TESOL from the Monterey Institute of International Studies. Current research interests include visual thinking skills, rubrics, the teaching of creativity, and contemplative pedagogy. She may be reached at [email protected].

Brian]. Rybarczyk is the director of academic and professional devel opment in the Graduate School at the University of North Carolina at Chapel Hill. He serves as the director of the Preparing Internat ional Teaching Assistants Program. He works with graduate students and postdoctoral scholars to develop professional skills necessary for a wide range of career outcomes; provides workshops on teaching, learning, and professional development; and is involved in assessing academic and professional support programs. He may be reached at [email protected].

David Sacks has been a faculty/instructional consultant with the Center for the Enhancement of Teaching and Learning at the University of Kentucky since 2008. He received his PhD in educational studies from the University of Cincinnati emphasizing educational psychology. His current research interests include faculty development with instructional tech nology and best practices for assessing faculty instructional practices. He may be reached at [email protected].

Peter A. Shaw has taught English, French, and Spanish and trained lan guage teachers around the world. He is professor of pedagogical magic in the Graduate School of Translation, Interpretation, and Language Edu cation at the Monterey Institute of International Studies in Monterey California. His interest in learner-centered pedagogy and faculty devel opment complements his academic and professional work in learning, instruction, and curriculum in language education. He may be reached at [email protected].

Kevin M. Shea is an associate professor of chemistry and director of the Sherrerd Center for Teaching and Learning at Smith College. He teaches courses in introductory and advanced organic chemistry. His research focuses on using the tools of synthetic organic chemistry to make new molecules, developing new advanced laboratory experiments, and inves tigating the history of organic chemistry. His recent results have been published in the Journal of Organic Chemistry, Journal of Chemical Education, and Accounts of Chemical Research. He may be reached at [email protected].

Marcia M. Tennill, PhD, is an adjunct instructor for the Department of Educational Psychology, Research and Evaluation where she teaches a course on the psychology of learning. She is also a team member of the Partnership for Evaluation, Assessment, and Research at the University of Missouri-St. Louis, where she is facilitating the qualitative component of a program evaluation. Her professional interests are educational program evaluation and research. She may be reached at [email protected].

Judit Torok is the codirector of LaGuardia Community College’s Making Connections National Resource Center, working with its Connect to Learning and the Making Transfer Connections projects; and she leads multidisciplinary faculty development for LaGuardia’s Center for Teaching and Learning. She teaches courses in ethics and critical thinking; edited and published the Project Quantum Leap Sampler, a basic skills math curric ulum resource; and has presented on professional development at inter national conferences. She may be reached at [email protected].

Michael H. Truong is executive director of the Office of Innovative Teaching and Technology in the Center for Teaching, Learning, and Assessment (CTLA) at Azusa Pacific University (APU) in Southern Cali fornia. He provides leadership and direction for APU in the areas of online learning, instructional technology, and faculty engagement. The aim of his office is to engage, enable, and encourage faculty, departments, and schools to explore and employ innovative pedagogy and appropriate technology to transform teaching and learning at the university. He can be reached at [email protected].

Kevin Yee is director of the Academy of Teaching and Learning Excel lence at the University of South Florida. His interests are widespread and include collecting interactive techniques and testing the tidal wave of online apps and programs that might be useful in the classroom. He publishes primarily on new technology tools for teaching, and his interest in gamification is a natural continuation of his one-time career in the video game industry. He may be reached at [email protected].

Michael]. Zeig is a graduate research assistant at Michigan State Uni versity in the higher, adult, and lifelong education doctoral program. He was previously employed in the Michigan Governor’s Office, where he worked with university trustee appointments and represented the governor on the State Board of Education. He has publications on how to support late-career and retired faculty and has also conducted research on the roles and responsibilities of university trustees. He may be reached at [email protected].