More About Executive Director Peter Felten
Peter Felten is a professor of history, assistant provost for teaching and learning, and executive director of the Center for Engaged Learning at Elon University. His books include the co-authored volumes: The Undergraduate Experience: Focusing Institutions on What Matters Most (Jossey-Bass, 2016); Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014); Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014); Transformative Conversations (Jossey-Bass, 2013); and the co-edited book Intersectionality in Action (Stylus, 2016). He has served as president of the International Society for the Scholarship of Teaching and Learning (2016-17) and also of the POD Network (2010-2011), the U.S. professional society for educational developers. He is co-editor of the International Journal for Academic Development and a fellow of the John N. Gardner Institute for Excellence in Undergraduate Education.
Select Recent Publications
- Felten, Peter, John Gardner, Charles C. Schroeder, Leo M. Lambert, and Betsy O. Barefoot. The Undergraduate Experience: Focusing Institutions on What Matters Most. San Francisco: Jossey-Bas, 2016
- 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.
- Felten, Peter. “Writing High-Impact Practices: Developing Proactive Knowledge in Complex Contexts.” In Understanding Writing Transfer and its Implications for Higher Education, ed. by Randy Bass and Jessie L. Moore, Stylus (2017), 49-58.
- Cook-Sather, Alison and Peter Felten, “Ethics of Academic Leadership: Guiding Learning and Teaching.” In Cosmopolitan Perspectives on Academic Leadership in Higher Education, ed. by Frank Su and Margaret Wood, Bloomsbury (2017), 175-191.
- Felten, Peter. “Institutionalizing Inclusion in the In-Between.” Liberal Education 103:3/4 (2017), 30-33.
- Miller-Young, Janice, Peter Felten, and Patti H. Clayton. “Learning about Learning – Together.” Michigan Journal of Community Service Learning 23:2 (2017), 154-158.
- Felten, Peter. “Engagement, Disability, and ‘Hard-to-Reach’ Students.” Journal of Educational Innovation, Partnership and Change 3:1 (2017).
- Cook-Sather, Alison and Peter Felten. “Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging.” Student Engagement in Higher Education Journal 1:2 (2017), 3-11.
- Felten, Peter. “Emotion and Partnership.” International Journal for Students as Partners 1:2 (2017).
- Lambert, Leo M. and Peter Felten. “Making College Matter.” The Conversation (August 2016).
- Felten, Peter. “On the Threshold with Students.” In Threshold Concepts in Practice, ed. by R. Land, J. Meyer, & M. Flanagan. Sense (2016), 3-9.
- Felten, Peter. “The Missing Piece: Connecting SoTL and Student Learning.” Teaching and Learning Inquiry 4:2 (2016).
- 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 (2016).
- Felten, Peter. “Principles of Good Practice in the Scholarship of Teaching and Learning.” Teaching and Learning Inquiry 1:1 (March 2013), 121-125.
Edited collections and special issues:
- Barnett, Brooke, and Peter Felten, editors. Intersectionality in Action: A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms and Institutions. Sterling, VA: Stylus (2016).
- Bovill, Catherine, and Peter Felten, editors. “Special Issue: Engaging Students as Partners in Learning and Teaching: Implications for Academic Development.” International Journal for Academic Development 21:1 (2016).
- Little, Deanda, Peter Felten, and Chad Berry, editors. Looking and Learning: Visual Literacy Across the Disciplines: New Directions for Teaching and Learning 141. (2015).
- Keynote, The Undergraduate Experience: What Matters Most for Student Success? Teaching for Learning Conference, University of Tartu (Estonia), January 2018.
- 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, Doing SoTL in Context, SoTL-Asia Conference, National University of Singapore, 2017.
- Scholar-in-residence, Ostfalia University, Wolfenbuttel (Germany), 2017.
- Keynote, What Matters Most in the First Year? European First-Year Experience Conference, Birmingham (U.K.), 2017.
- Keynote, Humanities Teaching and Humane Inquiry, (Re)imganing Humanities Teaching: Innovations in Course Design, Kansas City, 2017.
- Keynote, The Undergraduate Experience: What Matters Most for the Student Experience? QAA Scotland Enhancement in Higher Education Conference, Glasgow (Scotland), 2017.
- Keynote, Learning, Belonging, and the Power of Partnership, Danish Network for Educational Development in Higher Education Conference, Vingsted (Denmark), 2017.
- Keynote, The Purposes of Partnership, Pennsylvania Consortium for the Liberal Arts Conference, Philadelphia, 2017.
- Keynote, Valuing Teaching: What Matters Most? Towards a Culture that Values Teaching Conference, University of Windsor (Canada), 2017.
- Keynote, Can We Teach Curiosity? Teaching and Learning Conference, University of Waterloo (Canada), 2017.
- Keynote, Reacting and Reimagining the Undergraduate Experience, Reacting to the Past Winter Conference, University of Georgia, 2017.
- Keynote, What Drives Student Success, University of East London (U.K.), 2016
- Keynote, Learning to Change, Dalhousie Conference on University Teaching and Learning, Halifax (Canada), 2016.
- Keynote, Mind the Gap: Pedagogical Intention, Student Perception, and the Power of Active Student Participation, 9th Annual University of Glasgow Learning and Teaching Conference (U.K.), 2016.
- Keynote, Students as Partners in Learning and Teaching: Perspectives from the United States, Student Engagement for Quality Assurance of University Education Conference, Tsukuba University, Tokyo (Japan), 2016.