Peter Felten is professor of history, executive director of the Center for Engaged Learning, and assistant provost for teaching and learning at Elon University. During the 2022-2023 academic year, he has been named Fulbright Canada Distinguished Chair in the Scholarship of Teaching and Learning, at Carleton University in Ottawa. Peter has published six books about undergraduate education including (with Leo Lambert), Relationship-Rich Education: How Human Connections Drive Success in College (Johns Hopkins University Press, 2020). His next book, a student guide to relationship-rich education, is co-authored with Isis Artze-Vega, Leo Lambert, and Oscar Miranda Tapia, will be published by Johns Hopkins in 2023 (with an open access online version free to all readers). He has served as president of the International Society for the Scholarship of Teaching and Learning (ISSOTL) and also of the POD Network, the U.S. professional society for educational developers. He is on the advisory board of the National Survey of Student Engagement (NSSE) and is a fellow of the Gardner Institute, a foundation that works to advance equity, justice, and upward social mobility through higher education. Contact Peter at

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  • Chick, Nancy, and Peter Felten (2020). “Slow: Liberal Learning for and in a Fast-Paced World.” In Redesigning the Liberal Arts, ed. by Rebecca Pope-Ruark, Phillip Motley, and William Moner. Johns Hopkins University Press, 254-265.
  • Felten, Peter (2020). “Critically Reflecting on Identities, Particularities and Relationships inStudent Engagement.” In A Handbook for Student Engagement in Higher Education: Theory into Practice, ed. by Tom Lowe and Yassein El Hakim. Routledge.
  • Cook-Sather, Alison, Sophia Abbot, and Peter Felten (2019). “Legitimating Reflecting Writing in SoTL: ‘Disfunctional Illusions of Rigor’ Revisited.” Teaching & Learning Inquiry, 7:2 (14-27).
  • Felten, Peter, Sophia Abbot, Jordan K. Kirkwood, Aaron Long, Tanya Lubicz-Nawrocka, Lucy Mercer-Mapstone, and Roselynn Verwoord (2019). “Reimagining the Place of Students in Academic Development.” International Journal for Academic Development, 24:2 (192-203).
  • Felten, Peter, Jessie L. Moore, and Tim Peeples (2019). “Multi-Institutional SoTL: A Case Study of Practices and Outcomes.” In Conducting and Applying the Scholarship of Teaching and Learning beyond the Individual Classroom Level, ed. by Jennifer Friberg and Kathleen McKinney. Indiana University Press, 149-161.
  • Matthews, Kelly, Lucy Mercer-Mapstone, Sam Lucie Dvorakova, Anita Acai, Alison Cook-Sather, Peter Felten, Mick Healey, Ruth L. Healey, and Elizabeth Marquis (2019). “Enhancing Outcomes and Reducing Inhibitors to the Engagement of Students and Staff in Learning and Teaching Partnerships: Implications for Academic Development. International Journal for Academic Development, 24:3 (246-259). DOI: 10.1080/1360144X.2018.1545233.
  • Moore, Jessie L., and Peter Felten (2019). “Understanding Writing Transfer as a Threshold Concept across the Disciplines.” In Threshold Concepts on the Edge, ed., by Julie A. Timmermans and Ray Land. Brill, 341-352.
  • Felten, Peter, Kristina Meinking, Shannon Tennant, and Katherine Westover (2019). “Developing Learning Partnerships: Navigating Troublesome and Transformational Relationships.” In Building Teaching and Learning Communities: Creating Shared Meaning and Purpose, ed. by Craig Gibson and Sharon Mader. Association of College and Research Libraries/American Library Association.
  • Little, Deandra, David A. Green, and Peter Felten (2019). “Identity, Intersectionality, and Educational Development.” In Educational Development and Identity: New Directions for Teaching and Learning, ed. By Lindsay Bernhagen and Emily Gravett. Jossey-Bass, 11-23. DOI: 10.1002/tl.20335.
  • Felten, Peter, Margy MacMillan, and Joan Ruelle (2019). “SoTL Difference: The Value of Incorporating SoTL into Librarian Professional Development.” In The Grounded Instructional Librarian: Participating in the Scholarship of Teaching and Learning, ed. by Melissa Mallon, Lauren Hays, Cara Bradley, Rhonda Huisman, and Jackie Belanger. Association of College and Research Libraries/American Library Association.
  • Felten, Peter (2019). “Student Engagement in the United States: From Customers to Partners?” In Student Engagement and Quality Assurance in Higher Education: International Collaborations for the Enhancement of Learning, ed. by Masahiro Tanaka. Routledge, 46-56.
  • Matthews, Kelly, Alison Cook-Sather, Anita Acia, Sam Dvorakova, Peter Felten, Elizabeth Marquis, and Lucy Mercer-Mapstone (2018). “Theories, Constructs, and Metaphors: Conceptual Frameworks for Students as Partners in Higher Education.” Higher Education Research and Development, 38:2 (280-293). DOI: 10.1080/07294360.2018.1530199.
  • Knight-McKenna, Peter Felten, and Alexa Darby (2018). “Student Engagement with Community.” In Student Engagement: New Directions for Teaching and Learning 154, ed. by James E. Groccia and William Buskitt. Jossey-Bass, 65-74.
  • Felten, Peter, and Nancy Chick. “Is SoTL a Signature Pedagogy of Educational Development?” To Improve the Academy 37:1 (2018), 4-16.

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