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. As a teacher and mentor, he regularly writes and presents with Elon undergraduates, and he works with Elon College and Honors Fellows on their research. As a scholar, he is particularly interested in learning and teaching, individual and institutional change, and student experiences and agency in higher education. 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, 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 (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.
- 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.
- McGowan, Susannah, Peter Felten, Joshua Caulkins, and Isis Artze-Vega (2017). “Fostering Evidence-Informed Teaching in Critical Classes: Faculty Development in Gateway Courses.” In Improving Teaching, Learning, Equity, and Success in Gateway Courses: New Directions for Teaching and Learning #180, ed. by A. Koch, Jossey-Bass, 53-62.
- Rouse, Mary, Julie Phillips, Rachel Mehaffey, Susannah McGowan, and Peter Felten (2017). “Decoding and Disclosure in Students as Partners Research: A Case Study of the Political Science Literature Review.” International Journal for Students as Partners, 1:1.
- Franzese, Alexis T. and Felten, Peter (2017). “Reflecting on Reflecting: Scholarship of Teaching and Learning as a Tool to Evaluate Contemplative Pedagogies,” International Journal for the Scholarship of Teaching and Learning 11:1, Article 8. https://doi.org/10.20429/ijsotl.2017.110108.
- 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).
- 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.
- 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.