Jessie L. Moore (PhD, Purdue University) is director of the Center for Engaged Learning and professor of English: Professional Writing & Rhetoric. She leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines engaged learning practices (including high-impact pedagogies), transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, and the writing lives of university students. 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), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017), and Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, fall 2018). Jessie’s professional service to the scholarship of teaching and learning was recognized with the 2019 International Society for the Scholarship of Teaching and Learning (ISSOTL) Distinguished Service Award. She currently serves as Co-Chair of the ISSOTL Publications Committee. She previously served as the elected Secretary (2015-2019) for the Conference on College Composition and Communication (CCCC); as U.S. Regional Vice President (2016-2018) for the ISSOTL; and on the CCCC Executive Committee (2010-2013).
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.