Center for Engaged Learning/Elon University Seminar Leaders


Jessie L. Moore is director of the Center for Engaged Learning and associate professor of English: Professional Writing & Rhetoric at Elon University in Elon, North Carolina (United States). She leads planning, implementation, and assessment of the Center’s research seminars. As a Seminar Leader for the 2011-2013 Elon Research Seminar on Critical Transitions: Writing and the Question of Transfer, she facilitated multi-institutional research on writing transfer. In addition to publishing on transfer of learning, her recent research focuses on multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She serves as the elected Secretary (2015-2019) for the Conference on College Composition and Communication (CCCC) and previously served on the CCCC Executive Committee (2010-2013). Learn more about Jessie’s scholarship.

Peter Felten

Peter Felten is assistant provost for teaching and learning, executive director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning, and professor of history at Elon University in Elon, North Carolina (United States).  His recent publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014). From 2010-2011, he served as president of the POD Network, and in 2015-2016 he is president-elect of the International Society for the Scholarship of Teaching and Learning. He also is a co-editor of the International Journal for Academic DevelopmentLearn more about Peter’s scholarship.


Deandra Little directs the Center for the Advancement of Teaching and Learning and is associate professor of English at Elon University in Elon, North Carolina (United States). Her teaching interests focus on US literature in the 19th and 20th centuries and teaching disciplinary thinking and argument. Her research and publications focus on educational development in higher ed, scholarship of teaching and learning, and teaching with images and visualizations. Deandra is currently serving as president for the POD Network in Higher Education, a North American association for college and university teaching and learning centers. In 2011-2014 she served as associate editor of the International Journal for Academic Development.

International Collaborators/”Hubs” for Regional Teams


David A Green is Director of the Center for Faculty Development at Seattle University in Seattle, Washington (United States), and teaches in the International Studies department. He publishes research on the positioning of educational development, on academic identity, and on academics’ perceptions of both student characteristics and the field of teaching and learning. David is a Trustee and Board member of the International Consortium for Educational Development, was co-editor of the International Journal for Academic Development from 2011–14, and is co-author of Understanding Undergraduates: Challenging Our Preconceptions of Student Success (Routledge).


Katarina Mårtensson is academic developer at the Division for Higher Education Development, within the Department of Educational Sciences at Lund University, Sweden. She has a background in speech pathology. She is also a co-editor of the International Journal for Academic Development and vice-President Europe in ISSOTL, the International Society for Scholarship of Teaching and Learning. Her research interest focuses on the role of teachers’ social, collegial contexts and leadership in professional development of academic teachers (faculty). Recent publications include a PhD-thesis, Influencing teaching and learning microcultures: Academic development in a research-intensive University, as well as a co-authored chapter, Working with networks, microcultures, and communities, in Baume, D. & Popovic, C. (Eds.,2016). Advancing Practice in Academic Development (Routledge).


Beth Marquis is an Assistant Professor in the Arts & Science Program at McMaster University (Canada) and Associate Director (Research) at the McMaster Institute for Innovation & Excellence in Teaching & Learning. She serves as Treasurer of the International Society for the Scholarship of Teaching & Learning (ISSOTL), and is currently Senior Editor of the Canadian Journal for the Scholarship of Teaching and Learning. Beth’s research focuses on the intersections between teaching and learning and questions of equity and justice, developing and supporting SoTL on university campuses, and film and media texts as public pedagogy. She’s also committed to supporting and researching student-staff partnerships in higher education, and currently oversees McMaster’s unique Student Scholars Program.


Torgny Roxå serves as academic developer at the Faculty of Engineering at Lund University in Sweden since 1988. His focus is Strategic Educational Development using a socio-cultural approach. He has won the Lund University award for distinguished pedagogical achievements and been recognized as an Excellent Teaching Practitioner. He has been the external examiner for the Postgraduate Diploma in Learning and Teaching at Oxford University and is currently visiting professor at Ulster University (Northern Ireland) and Distinguished Scholar at McMaster University. 2011 to 2014 he served as Vice President of the International Society for the Scholarship of Teaching and Learning. Recent publications include a co-authored chapter “Developing higher education organisations and evaluating effects,” published in Egger & Merkt (Eds), Teaching Skills Assessments – Qualitätsmanagement und Personalentwicklung in der Hochschullehre, Springer 2016.

Kathryn Sutherland

Kathryn Sutherland is Associate Dean (Students, Learning and Teaching) in the Faculty of Humanities and Social Sciences at Victoria University of Wellington in Aotearoa New Zealand. She is an award-winning teacher and researcher, with a focus on the experiences and development of early career academics. She created and teaches the Bachelor of Arts Internship programme for students, and the Developing Scholarly Habits programme for new academics. Kathryn is co-editor of the International Journal for Academic Development, a current member of the New Zealand branch committee and former Vice-President of the Higher Education Research and Development Society of Australasia.