More About Executive Director Peter Felten
Peter Felten is executive director of the Center for Engaged Learning, assistant provost for teaching and learning, and professor of history at Elon University. He works with colleagues on institution-wide teaching and learning initiatives, and on the scholarship of teaching and learning. In his teaching, Peter aims to help students think critically and write clearly about the connections between the lives of individual people and larger themes in history. As a scholar, he has published six books about undergraduate education including most recently (with Leo Lambert), Relationship-Rich Education: How Human Connections Drive Success in College (Johns Hopkins University Press, 2020). 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, on the advisory board of the National Survey of Student Engagement (NSSE), and a fellow of the John N. Gardner Institute for Excellence in Undergraduate Education, a foundation that works to advance equity in higher education.
Select Recent Publications
- Felten, Peter, and Leo M. Lambert. Relationship-Rich Education: How Human Connections Drive Success in College. Baltimore: John Hopkins University Press, 2020.
- 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.
- 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.
- 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.
- 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). https://doi.org/10.1080/1360144X.2019.1594235.
- 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.
Special Issues Edited:
- Moore, Jessie L., and Peter Felten, editors. “Special Issue: Academic Development in Support of Mentored Undergraduate Research and Inquiry.” International Journal for Academic Development 23:1 (2018).
- 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).
- Felten, Peter, editor. Teaching and Learning Together in Higher Education 9 (2013, Spring).
- King, Catherine and Peter Felten, editors. Journal of Faculty Development: Special Issue, Threshold Concepts in Educational Development 26:3 (2012, September).
- Keynote, GeoLearning Forum, University of Tromsø, Norway (online), October.
- Workshop, Learning and Relationships in (and Beyond) Our Courses, Simon Fraser University, Vancouver, Canada (online), September 2020.
- Keynote, University of Missouri Teaching Scholars Virtual Conference, Columbia, University of Missouri System (online), September 2020.
- Faculty, AAC&U Institute on Integrative Learning and Signature Work, Washington, American University (online), July 2020.
- Panelist, The Future of Undergraduate Education, Universities Canada (online), June 2020.
- Keynote with Paul Anderson, Writing Teaching Concepts at Universities, Bielefeld University, Germany (online), March 2020.
- Keynote with Michele DiPietro, The Heart of Educational Development, Educational Developers Caucus, Dalhousie University, Halifax, Canada, February 2020.
- Workshop, Making Relationship-Rich Experiences the Heart of Undergraduate Education, Maple League/Acadia University, Canada, February 2020.
- Faculty, AAC&U Institute on Integrative Learning and Signature Work, Atlanta, Emory University, July 2019.
- Keynote, SACSCOC Institute on Quality Enhancement and Accreditation, Dallas, July 2019.
- Keynote, Conference of the Higher Education Research and Development Society of Australasia, University of Auckland, New Zealand, July 2019.
- Keynote, Latin American Conference of Teaching and Learning in Higher Education, University del Norte, Colombia, June 2019.
- Keynote, European Conference of the Scholarship of Teaching and Learning: EuroSoTL, University of the Basque Country, Spain, June 2019.
- Keynote, Learning and Teaching Conference,University of Edinburgh, Scotland, June 2019.
- Invited speaker, Times Higher Education Teaching Excellence Summit, Western University, London, Ontario, June 2019.
- Keynote with Sophia Abbot, Opening the Curriculum: Educational Innovation in the Liberal Arts, Brown University, May 2019.