Maureen Vandermaas-Peeler (@MVandermaas) is Professor of Psychology and Director of the Center for Research on Global Engagement at Elon University. Her research focuses on learning in sociocultural contexts, and the developmental processes of inquiry in early childhood as well as college student development. She studies adult guidance of children’s discovery and college students’ inquiry in the high-impact practices of undergraduate research and study away. She co-led the Center for Engaged Learning Excellence in Mentoring Undergraduate Research Seminar from 2014-16 and was recognized with the 2011 Ward Family Excellence in Mentoring Award in support of her mentoring of Elon undergraduates in research.

Paul C. Miller (@PaulMiller61) is the assistant provost for operations and communications, and a professor of Exercise Science at Elon University. He previously served Elon University as the director of the Undergraduate Research Program from 2008-2017. His scholarly interests include investigation of the impact of nutritional strategies on muscle function and recovery; recovery strategies from acute muscle injury; the application of novel exercise modalities to enhance exercise quality; and undergraduate research mentoring. He chaired the Health Sciences Division of CUR between 2010-2014 and co-led Elon’s Center for Engaged Learning’s multi-institutional, international research seminar on Excellence in Mentoring Undergraduate Research between 2014-2016. In 2014, he received Elon University’s Ward Family Excellence in Mentoring Award in recognition of his work mentoring students in undergraduate research.

Jessie L. Moore (@jessielmoore; Professional Website) is director of the Center for Engaged Learning and professor of Professional Writing & Rhetoric at Elon University. She leads the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016) and Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017).

Elizabeth Ackley (Salient Practices Website), Brian H. Thornhill Associate Professor of Health and Exercise Science at Roanoke College (Roanoke, VA), has received accolades for her mentorship and scholarship from the Virginia Foundation for Independent Colleges. As Director of the Roanoke Valley Community Healthy Living Index, Ackley is keenly interested in undergraduate mentoring practices involving translational research approaches to systems-level change in mid-sized communities. Her work has been funded by the Robert Wood Johnson Foundation, Reinvestment Fund, and the Virginia Foundation for Healthy Youth.

Vicki L Baker is a professor of economics and management at Albion College and an instructor in business administration at the Pennsylvania State University’s World Campus. Baker studies the role of relationships (mentoring and developmental) in professional and personal development, with a particular focus on graduate students and faculty members. Her current work explores the faculty experience in liberal arts colleges. She has published nearly 60 peer-reviewed journal articles, books, book chapters, and essays on these topics. Baker consults with corporations and higher education institutions in the areas of leadership development, change management, mentoring programming, and faculty development. She is cofounder of Lead Mentor Develop, LLC (www.leadmentordevelop.com).

Shannon N. Davis received her B.A. in sociology from University of North Carolina at Asheville and her M.A. and Ph.D. in sociology from North Carolina State University. She is currently Associate Professor of sociology at George Mason University. Her research focuses on how family members negotiate the intersection of paid and unpaid work in their daily lives, how gender inequality is reproduced in families, and on the construction and maintenance of gender ideologies.

Pamela W. Garner received her Ph.D. in Educational Psychology with a specialization Human Development and Learning from Texas A&M University. She is currently Professor of Childhood Studies in the School of Integrative Studies at George Mason University. Her research focuses on identifying the factors associated with individuals’ ability to positively adapt to or achieve success in both social and academic settings, especially given significant adversity. She is a past Associate Editor for the Early Childhood Research Quarterly and on the Editorial Boards of Social Development and Merrill Palmer Quarterly

Heather M. Fitz Gibbon is a Professor of Sociology at the College of Wooster. Her published research focuses on social inequality, definitions of motherhood within the welfare system, rural poverty, and child care systems. She is an active community-based research, evaluating anti-poverty and family literacy community programs. Recently she served as the Dean for Faculty Development at The College of Wooster, focusing on enhancing the campus environment for teaching and learning, and providing faculty with the resources they need to be successful in their work.

Jane Greer is a professor of English and women’s and gender studies at the University of Missouri–Kansas City, where she is also director of Undergraduate Research and Creative Scholarship. Her work has been published in College English, College Composition and Communication, English Journal and numerous edited collections, and she serves as co-chair of the Committee on Undergraduate Research for the Conference on College Composition and Communication (CCCC). At UMKC, she teaches courses on the literacy practices and rhetorical performances of girls and women in the U.S. since 1800 as well as courses in partnership with local museum professionals.

Eric Hall (@elondochall; Salient Practices Website) is a professor of exercise science at Elon University in North Carolina (USA). His primary research interest is in area of physical activity and mental health and also explores the impact of concussions in student-athletes. Additionally, he is interested in the influence of high impact practices on student development as well as the faculty role of mentorship in high impact practices. He has authored over 70 research articles, 6 book chapters and is the co-editor of book on concussions in athletics. At his institution he has received awards for his mentorship of undergraduate students and scholarship.

Andrea Hunt is an Assistant Professor of Sociology at the University of North Alabama. Her research focuses on gender bias in instructor evaluations, the role of academic advising in student retention, mentoring undergraduate research, effective online pedagogy, and learning experiences that promote information and media literacy. Dr. Hunt has facilitated numerous workshops on academic advising for diverse student populations, preparing high school students for college, best practices for online learning, and techniques for teaching about social inequality. She is also a violence prevention educator and delivers bystander intervention training for students and the community.

Dijana Ihas is an Associate Professor of Music Education at Pacific University, in Forest Grove, OR, where she teaches undergraduate and graduate courses in music education, serves as an applied viola instructor, and supervises student-teachers. She is a Founding Director and Master Teacher of the String Project, the first and only program of its kind in the state of Oregon. Dr. Ihas also serves as Director of Pacific University Philharmonic Orchestra. Dr. Ihas research interests evolve around instructional strategies at all levels of schooling, learning and developmental theories and modes, mentoring undergraduate research and music teachers education.

Rebecca M. Jones (LinkedIn Page) earned a B.A from The Ohio State University, with honors in the liberal arts and with distinction in chemistry, and her M.S. and Ph.D. in inorganic chemistry from the University of Cincinnati. Currently, she is a Term Associate Professor at George Mason University in the Department of Chemistry and the STEM Accelerator and has extensive experience administrating undergraduate research programs. Her research interests include improving STEM education, gender bias, and student development related to undergraduate research experiences. An elected CUR Councilor, she is a divisional editor for Scholarship and Practice in Undergraduate Research, formerly known as CUR Quarterly.

Caroline J. Ketcham is Professor and Chair of Exercise Science at Elon University in North Carolina. Her research interest are in the area of control and coordination of movement across a range of populations, neurological injuries, and neurodiversity. She is also interested in faculty development and mentoring of high impact practices for students and student-athletes including multi-institutional research on capstone experiences. She has co-edited a book on Concussions in Athletics, has over 50 peer-reviewed papers and hundreds of presentations many products of mentored or co-mentored student undergraduate research. She has received university awards related to mentoring, service and scholarship.

Laura Gail Lunsford is the director of the Swain Center in UNC Wilmington’s Cameron School of Business. Previously, she was a tenured associate professor at the University of Arizona and teaches courses in organizational development. Her research and consulting interests are in mentoring and leadership development. She has authored over 40 articles, chapters, and case studies on these topics in addition to writing the Handbook for Managing Mentoring Programs and co-authoring Developing Faculty in Liberal Arts Colleges. Her work has been funded by the Institute of Education Sciences, the Department of Education, and the National Science Foundation. She presents and consults on mentoring and leadership development.

Duhita Mahatmya received her B.S. in Psychology from Drake University and her M.S. and Ph.D. in Human Development and Family Studies from Iowa State University. She is currently an Assistant Research Scientist in the College of Education at the University of Iowa. Her research examines how family, school, and community environments shape the attainment of developmental milestones from early childhood to young adulthood.

Michael Neal (Professional Website) is an associate professor of English at Florida State University, where he explores intersections between composition, writing assessment, and digital technologies. He is the author of Writing Assessment and the Revolution in Digital Texts and Technologies (2011) as well as articles and chapters on writing assessment, digital archiving, undergraduate research, and digital composing. Neal teaches undergraduate courses in the Editing, Writing, and Media major and graduate courses in Rhetoric and Composition. His current research includes assessment technologies, digital archives, undergraduate research, intellectual property and multimodal composition.

Ruth J. Palmer (Professional Website) is an Associate professor of Educational Psychology in the Department of Educational Administration and Secondary Education (EASE) in the School of Education at the College of New Jersey. She is also an Affiliate Professor in the department of African American Studies. She teaches an applied adolescent psychology course, and a First Year College Seminar. Her research interests include identity development and teacher knowledge. Dr. Palmer is the chairperson of the Education Division of the Council on Undergraduate Research (CUR) and a member of the CUR Executive Board for the 2017-2020 term.

Meghan J. Pifer is an associate professor of higher education administration in the Department of Educational Leadership, Evaluation, and Organizational Development at the University of Louisville, where she is the Senior Assistant Director of the Cadre and Faculty Development Course and the Master Educator Course, UofL’s partnership programs with the United States Army. Pifer studies colleges and universities as organizational contexts and is interested in ways in which identity and individual characteristics, as well as interpersonal networks and relationships, in those contexts shape both individual and organizational outcomes. Her current research includes studies of faculty behavior in the organizational contexts of academic departments, faculty experiences in liberal arts colleges, and identity-based experiences in the academy.

Jenny Olin Shanahan (@JennyShanahan; Salient Practices Website) is Assistant Provost for High-Impact Practices at Bridgewater State University (Massachusetts), where she leads Undergraduate Research, the Honors Program, National Fellowships, and a Research Apprenticeship Program. Dr. Shanahan has been a CUR Councilor since 2008 and has served on the Executive Board of the organization. She has co-edited 3 books and authored 13 articles and book chapters on undergraduate research, as well as presented several keynote addresses and faculty workshops at institutions across North America. She speaks most often about ensuring equitable access to high-impact practices; scaffolding research in the curriculum; and supporting excellent faculty mentorship.

Kearsley A. Stewart (Salient Practices Website) is Professor at Duke University with joint appointments in the Duke Global Health Institute and Cultural Anthropology, and is Co-Director of the Duke Health Humanities Lab. She previously taught at Northwestern University, worked at the Centers for Disease Control as a behavioral scientist, and was a post-doctoral fellow at the Harvard Center for Population and Development Studies. Stewart’s research interests include research ethics of HIV/AIDS clinical trials in Africa, global health pedagogy, and global health humanities. She currently teaches both graduate and undergraduate courses in global health research ethics, ethics of infectious disease, narrative methods in HIV/AIDS research, and qualitative global health research methods. Her research is supported by grants from NIH, NSF, and Fulbright.

Helen Walkington (@ProfHWalkington; Professional Website; Salient Practices Website) is a National Teaching Fellow and Principal Fellow of the Higher Education Academy is Professor of Higher Education at Oxford Brookes University. She teaches Geography, researches higher education pedagogy and manages a university-wide student experience project – Get Published! Helen is Co-Chair of the Society for Research in Higher Education’s Academic Practice Network, Associate Editor for Higher Education Pedagogies, co-chair of the International Network for Learning and Teaching, co-editor of the International desk for the journal Scholarship and Practice of Undergraduate Research, editor of GEOverse and editorial board member of the Journal of Geography in Higher Education.

John Willison has twenty five years of experience in formal education, and throughout that time has been most enthralled in how to help students to engage in research-based learning, beginning with Year 8 classes, where he strived to make science laboratories hands-on and minds-on. Dr Willison found that this necessitated a raft of scaffolding and literacy strategies, and resulted in the development of resources called writE Science (writing and reading integrated with talking about experiments). As Dr Willison completed his PhD in Science Education he coordinated an Early Childhood and Primary Science course in a Teacher Education program, then subsequently found himself at the University of Adelaide as the Coordinator of the Graduate Certificate in Higher Education. This shift to students who were academics from all disciplines caused Dr Willison to broaden his research agenda to search for something in common across disciplines: a framework representing how all educators may facilitate their students’ research skills.