More About Executive Director Peter Felten
Peter Felten is assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history. His recent publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014). From 2010-2011, he served as president of the POD Network, and in 2015-2016 he is president-elect of the International Society for the Scholarship of Teaching and Learning. He also is a co-editor of the International Journal for Academic Development.
Select Recent Publications
- Johansson, Charity, and Peter Felten. Transforming Students. Baltimore: Johns Hopkins University Press, 2014.
- Cook-Sather, Alison, Catherine Bovill, and Peter Felten. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco: Jossey-Bass, 2014.
- Felten, Peter, Dirksen Bauman, Aaron Kheriaty, and Ed Taylor. Transformative Conversations: A Guide to Mentoring Communities in Higher Education. San Francisco: Jossey-Bass, 2013.
- Bovill, Catherine, Alison Cook-Sather, Peter Felten, Luke Millard and Niamh Moore-Cherry, “Addressing Potential Challenges in Co-Creating Learning and Leaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student–Staff Partnerships,” Higher Education (2015).
- Felten, Peter and Dirksen Bauman, “Engaging Unheard Voices: Insights from Deaf- Gain.” In The Student Engagement Handbook: Practice in Higher Education ed. by Elizabeth Dunne and Derfel Owen, Emerald (2013), 367-378.
- Felten, Peter, Deandra Little, Leslie Ortquist-Ahrens, and Michael Reder. “Program Planning, Prioritizing, and Improvement: A Simple Heuristic.” In To Improve the Academy, edited by James Groccia, Jossey-Bass (2013), 183-198.
- Moore, Jessie L., Peter Felten, and Michael Strickland. “Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative.” In Working with Faculty Writers ed. by Anne E. Geller and Michele Eodice, Utah State University Press (2013), 127-141.
- Felten, Peter, Julianne Bagg, Michael Bumbry, Jennifer Hill, Karen Hornsby, Maria Pratt, and Saranne Weller. “A Call for Expanding Inclusive Student Engagement in the Scholarship of Teaching and Learning.” Teaching and Learning Inquiry 1:2 (Fall 2013), 63-74.
- Felten, Peter. “SoTL Reconsidered: An American Perspective.” Arts and Humanities in Higher Education 12:4 (October 2013), 337-340.
- Felten, Peter, and Ashley Finley. “Motivating Teaching Excellence: Lessons from U.S. Teaching Awards.” In Cases on Quality Teaching Practices in Higher Education ed. by Diane Salter, IGI Global (2013), 228-238.
- Felten, Peter. “Principles of Good Practice in the Scholarship of Teaching and Learning.” Teaching and Learning Inquiry 1:1 (March 2013), 121-125.
- Felten, Peter and Patti Clayton. “Service-Learning.” In Evidence-Based Teaching: New Directions for Teaching and Learning, ed. by William Buskitt and James E. Groccia. Jossey-Bass (2011. Winter), 75-84.
Edited collections and special issues:
- Little, Deanda, Peter Felten, and Chad Berry, editors. Looking and Learning: Visual Literacy Across the Disciplines: New Directions for Teaching and Learning 141. 2015.
- Felten, Peter, editor. Teaching and Learning Together in Higher Education 9 (Spring 2013)
- King, Catherine and Peter Felten, editors. Journal of Faculty Development: Special Issue, Threshold Concepts in Educational Development 26:3 (September 2012).
Feature Interview in About Campus, “Executive Editor Frank Shushok, Jr. Sits Down with Peter Felten and Charles C. Schroeder to Discover What Matters Most for a Meaningful Undergraduate Experience,” March 2017.
Keynote, “Connecting with Students as Partners in the Scholarship of Teaching and Learning,” Symposium on the Scholarship of Teaching and Learning, Banff (Canada), November 2015.
Panel with David Pace (Indiana University), Susannah McGowan (University of West London), and (3 Elon undergraduates) Mary Rouse, Julia Phillips, and Rachel Mehaffey, “Undergraduate students decoding the disciplines: A SoTL partnership studying the political science literature review,” European Conference on the Scholarship of Teaching and Learning, University College Cork (Ireland), June 2015.
Featured session with Desiree Porter (Elon undergraduate), “Engaging Students as Partners in Course Design,” Gateway Course Experience Conference, Charlotte (North Carolina), April 2015.
Keynote, “Mindful SoTL: Inquiry in and as Practice,” OPID Spring Conference, University of Wisconsin System, April 2015.
Keynote, “Engaging Students as Partners in Teaching and Learning: A High Impact Practice for All?” Faculty Development Conference, University of Wisconsin Green Bay, January 2015.
Keynote, “Toward Mindful Assessments: Assessment in and as Practice,” Association for Contemplative Mind in Higher Education, University of Washington, October 2014.
Keynote, “Students as Partners in the Scholarship of Teaching and Learning,” Teaching is Touching the Future: Academic Teaching within and across Disciplines, University of Bremen (Germany), September 2014.
Invited lecture, “Partnering with Students on Teaching and Learning,” McMaster Seminar on Higher Education, McMaster University (Canada), February 2014.