November 21-24, 2002

Marcum Conference Center
Miami University
Oxford, Ohio

LYNN ANDERSON has been in the department of Teacher Education at the National University for the past ten years. Prior to that she was a math/science teacher and high school administrator in California and Minnesota schools. Her Doctorate of Philosophy is from the University of Minnesota. Research and teaching areas center about effective teaching and learning. For the last nine years, he has worked closely with his colleague, John Carta-Falsa, developing the theoretical framework for teaching/ learning effectiveness.

TOM ANGELO is Associate Provost, Director of the Institute for Teaching & Learning, and Professor of Education at the University of Akron. He has also served as faculty member, administrator and/or researcher at The University of Miami, the American Association for Higher Education, Boston College, California State University Long Beach, University of California Berkeley, Harvard University, and DePaul University. His publications include Classroom Assessment Techniques: A Handbook for College Teachers, with K. Patricia Cross (1993), Classroom Research: Early Lessons from Success (1991), and Advances in Classroom Research (1998).

JEANNE BALLANTINE is a Professor of Sociology at Wright State University. She has written books, articles and teaching materials in her specialty areas of Sociology of Education and Faculty Development. As an active member of the American Sociological Association’s Teaching Projects and founder and former Director of the Center for Teaching and Learning (including instructional technology) at Wright State, she has initiated faculty development workshops and programs and serves nationally as a consultant, workshop leader, and evaluator. She has received numerous teaching awards at the local, regional and national levels. Her experience is global, with teaching in Ghana, Japan, England, Spain, on Semester at Sea, and in other international venues.

MARCIA BAXTER MAGOLDA is Professor of Educational Leadership at Miami University. She received her master’s and Ph.D. in College Student Personnel/Higher Education from The Ohio State University. She teaches student development theory and inquiry courses in the College Student Personnel masters program. Her scholarship addresses the evolution of epistemological development in college and young adult life, the role of gender in development, and pedagogy to promote epistemological development. Her books include Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development (Stylus Press, 2001), Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy (Vanderbilt University Press, 1999), and Knowing and Reasoning in College (Jossey-Bass, 1992). She serves on the Board of Contributors of About Campus, served as a member of the ACPA Senior Scholars, and was named as one of 40 young leaders in academe by Change magazine. She recently received NASPA’s Robert H. Shaffer Award for Excellence as a Graduate Faculty Member and Miami University’s Benjamin Harrison Medallion.

PETER G. BEIDLER is a 20-year veteran of Lilly, ever since he was named CASE National Professor of the Year in 1983. He teaches Chaucer, Native American literature, and many other courses at Lehigh University, where he has won a number of teaching awards. He was a Fulbright Professor of English at Sichuan University in China in 1987-88, and was named the Robert Foster Cherry Visiting Distinguished Teaching Professor at Baylor University in 1995-96. His essay WHY I TEACH was published in spring 2002 in a gift-book format. He and his wife Anne are four-time parents and four-time grandparents.

SPENCER BENSON, Ph.D., is an Associate Professor in the Department of Cell Biology and Molecular Genetics at the University of Maryland College Park. His educational research focuses on student learning in K-16 science. He is past chair of the Undergraduate Education Committee of the American Society of Microbiology (ASM), chair of ASM’s Div-W (Teaching), a consultant to Quality Undergraduate Education (QUE), a University Lilly Teaching Fellow, and a 2001 Carnegie Fellow in the Carnegie Academy for the Advancement of Scholarship in Teaching and Learning (CASTL).

RONALD A. BERK, Professor of Biostatistics and Measurement and Assistant Dean for Teaching at the School of Nursing, The Johns Hopkins University, was the recipient of the University’s Alumni Association Excellence in Teaching Award in 1993 and the Caroline Pennington Award for Teaching Excellence in 1997 and was inducted as a Fellow in the Oxford Society of Scholars in 1998. Since that date, he has been in the Federal Witness Protection Program living in Maryland under the name Britney Spears. He has destroyed scores of trees and shrubbery by publishing more than 110 journal articles and chapters and six “serious” books on educational, psychological, and healthcare measurement. He has written a monthly humor column, “Ask Mister Humor Person,” for health professionals in the newsletter MedWorldNEWS (http://www.medcareers.com). The quality of his publications reflects his lifelong commitment to mediocrity and his professional motto: “Go for the Bronze!” He is a past president of the National Council on Measurement in Education, but he was recently excommunicated from the Council for “not being serious.” He must complete 100 days of community service at a local comedy club before review for reinstatement.

SUZANNE BURGOYNE is Professor of Theatre at the University of Missouri - Columbia and a 2000/2001 Carnegie Scholar. As Vice President for Professional Development for the Association for Theatre in Higher Education, she is promoting the Scholarship of Teaching and Learning in her field. Suzanne’s Carnegie project involves working with an interdisciplinary team to study the impact of Theatre of the Oppressed on students’ understandings of oppression; she also has a short piece included in Pat Hutchings’s forthcoming Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. With Kellogg fellowship classmate Bill Timpson, Suzanne is co-author of Teaching and Performing: Ideas for Energizing Your Classes.

ELINOR L. BROWN, Ph.D. is an Assistant Professor at the University of Kentucky, where she teaches secondary teacher preparation, multicultural education, and writing for publication to graduate students. Her research focuses on multicultural teacher education; cultural diversity pedagogy; the relationship between self-concepts and cultural diversity sensitivity; and the influence of social class structure on the academic and social development of children.

JOHN CARTA-FALSA, has been in the department of psychology at National University for the past 17 years. He holds a California license in psychotherapy and in language and speech pathology. For the last nine years, he has worked closely with his colleague, Lynne Anderson, developing the theoretical framework for teaching/ learning effectiveness.

PHILIP COTTELL, Professor of Accountancy at Miami University, has conducted workshops and presentations on college teaching at regional and national meetings of the American Institute of Certified Public Accountants and the American Accounting Association, the annual Lilly Conference on College Teaching, the annual conference of the Professional and Organizational Development Network, and numerous colleges and universities. His articles on college teaching have appeared in Issues in Accounting Education, the Journal of Accounting Education, The Journal of Cooperation and Collaboration in College Teaching, New Directions for Teaching and Learning, Journal of Education for Business, and To Improve the Academy. He and Barbara Millis have written the book Cooperative Learning for Higher Education Faculty, and an instructor's resource guide that accompanies several text.

MILTON D. COX is University Director for Teaching Effectiveness Programs at Miami University, where he founded and directs the annual Lilly Conference on College Teaching. He also is founder and Editor-in-Chief of the Journal on Excellence in College Teaching. He directs the 1994 Hesburgh Award-winning Teaching Scholars Faculty Learning Community for Junior Faculty and oversees the other faculty learning communities at Miami. For the past 30 years he has taught mathematics, designing and teaching courses that celebrate and share with students the beauty of mathematics. He incorporates the use of student learning portfolios and Howard Gardner's concept of multiple intelligences in his mathematics classes. Cox has developed programs to enable the presentation of undergraduate student papers at national professional meetings. In 1988 he received the C. C. MacDuffee Award for Distinguished Service to Pi Mu Epsilon, the National Mathematics Honorary Society.

DON DAIKER teaches courses in composition, American literature, the short story, travel literature, and the teaching of writing at Miami University. He has been named a Distinguished Educator by the College of Arts and Science, and he has won an Outstanding Teacher Award from Miami?s Associated Student Government. He has edited books on sentence combining, teacher research, portfolio assessment, and composition studies, and he has published essays on Poe, Melville, Hurston, and Hemingway. He sometimes thinks that he IS Jake Barnes.

NEIL DAVIDSON is a frequent presenter at national and international conferences and a consultant on cooperative learning for many school districts, colleges, and universities. His most recently edited books include Cooperative Learning in Mathematics: A Handbook for Teachers, Enhancing Thinking Through Cooperative Learning (with Toni Worsham), Professional Development for Cooperative Learning: Issues and Approaches (with Celeste Brody), and Cooperative Learning in Undergraduate Mathematics: Issue That Matter and Strategies That Work (with Elizabeth Rogers, Barbara Reynolds, and Tony Thomas). He served for five years as President of the International Association for the Study of Cooperation in Education. Neil’s professional specialty areas include mathematics education, teacher education, and faculty and staff development. He is Professor Emeritus of Curriculum and Instruction, University of Maryland, where he directed a doctoral program in professional development. He leads numerous faculty development workshops for the University Center for Teaching Excellence, and he developed the Faculty Consultation Program. He also served as Associate Dean for Undergraduate Studies. He is currently active as a Senior Scholar in the University’s K-16 Partnership Development Center and in the Academy for Excellence in Teaching and Learning, which he co-founded.

HELEN DEINES is in the School of Social Work at Spalding University.

TOM DERRICK, Professor of English at Indiana State University, was coordinator of faculty development for the University’s “Lilly Project for Enhancing the First-Year Experience,” from 1997-2001. An affiliate of the Center for Teaching and Learning, Tom worked on a task force report on the Assessment and Improvement of Teaching (http://www.indstate.edu/ctl/rept/) and contributed to the Teaching Tips series (http://web.indstate.edu/ctl/ctl1/tips/tip4_2.html). In the English department he teaches courses in Renaissance literature. He is the author of a critical edition of a 16th-century rhetorical text, Thomas Wilson’s The Arte of Rhetorique (Garland, 1982), and a casebook on Shakespeare’s Julius Caesar (Greenwood, 1998).

PETER E. DOOLITTLE is an Assistant Professor in the Department of Teaching and Learning at Virginia Polytechnic Institute and State University in Blacksburg, Virginia. His vocational background includes 14 years teaching students from fourth grade through graduate school, in public schools and private schools, and across several subject areas, including mathematics, computer science, statistics, and educational psychology. He is the recipient of the Phi Delta Kappa Innovative Teacher Award and the Teacher-as-Researcher Award for his work in constructing interactive educational psychology Web sites. Currently, his professional focus involves synthesizing cognitivism, constructivism, and complexity theory within a framework that integrates educational theory into practice.

JIM EISON is a psychologist who made teaching and learning in higher education the focus of his professional career. From 1990 to August 2002, Jim served as the founding director of the Center for Teaching Enhancement at the University of South Florida. Starting in January 2003, Jim will be teaching in USF?s Doctoral Program in Higher Education and coordinating the Masters in Junior College Teaching Program. Jim has been the recipient of the first national ?Teaching Award for Community/Junior College Teachers of Psychology? given by Division Two of the American Psychological Association; the founding director of Southeast Missouri State University?s Center for Teaching and Learning; President of the Professional and Organizational Development Network in Higher Education (POD); and Editor of the Journal of Staff, Program, and Organization Development. Jim has coauthored with Charles Bonwell a widely read text entitled Active Learning: Creating Excitement in the Classroom (1991, ASHE-ERIC) and has made invited presentations to faculty groups on over 75 different campuses. In addition, during the first 12 years of Jim?s leadership, USF?s Center for Teaching Enhancement has had over 250 faculty participate in an intensive 10-day summer workshop examining ways to incorporate active learning strategies in university classes.

ALEX FANCY is Director of Drama and Professor of French Studies at Mount Allison University in Sackville, NB, Canada. Author of This Hour Has Too Many Minutes, he is founder-director of Tintamarre, a bilingual touring theater troupe.

L. DEE FINK has served as director of the Instructional Development Program at the University of Oklahoma since he established it in 1979. He has published articles and books on college teaching, evaluating teaching, programs for new faculty, and instructional development programs. At the present time he is writing one book on Designing Courses for Higher Level Learning and co-editing another book on Team Learning. His Web site is http://www.ou.edu/idp/dfink.htm 

LINC. FISCH has retired from 40 years of teaching, program development, and administrative assignments in Ohio, Michigan, and Kentucky, but he continues to stir the educational pot through writing, conducting workshops for faculty, and designing cases and films to trigger discussion. The Chalk Dust Collection (1996) is a compilation of 35 of his short educational articles and columns. He edited and contributed to Ethical Dimensions of College and University Teaching (1996). He writes the regular "Ad Rem" column for the National Teaching & Learning Forum and the occasional "Chalk Dust" column for the Journal of Staff, Program, & Organization Development. Among writings in progress is a multi-authored collection of essays on values in college teaching and the teaching of values. He dabbles in photography, outdoor sculpture, and choral music (Lexington Singers, American Spiritual Ensemble). He lives in Lexington, Kentucky.

NEIL D. FLEMING is first and foremost a teacher. He has taught in universities, teacher education centers, and high schools. Before working for 11 years in faculty development at Lincoln University, he was for nine years a senior inspector for over 100 high schools in New Zealand. This involved being a critical observer of over 9000 "lessons." He has presented at two recent IDEA Conferences and in November 2001 is the guest workshop presenter at the University of Trinidad-Tobago international faculty development week. His most recent workshop tour of the USA and Canada included presentations at a number of colleges and universities

FOLLY THE DOG is the Associate Director of Canine Studies at Lycoming College in Williamsport, Pennsylvania. She received her UDX from the Youngstown Dog Training Club in 1998, and currently serves as a registered Therapy Dog and first-string Tee Receiver on the Lycoming College football team. She plans to begin her critical biography Lassie: A Life pending development of Microsoft Opposable Thumb.

SIERRA E. GITLIN was one of Pete Beidler's students in his Chaucer course at Lehigh University in the fall of 2001. She is now finishing out her undergraduate degree at the University of Nevada, Reno. She lives in Carson City. She is majoring in English. She does free-lance writing and thinks she just might like to be an English professor someday.

TONY GRASHA is a Social Psychologist and Professor of Psychology in the Department of Psychology at the University of Cincinnati. He is an Executive Editor of the cross-discipline journal College Teaching and was the first person awarded the title of Distinguished Teaching Professor at the University of Cincinnati. Tony is well known nationally for his work across disciplines over the past 25 years on aspects of enhancing the teaching-learning process, teaching styles and student learning styles, and curriculum and organizational issues in higher education. During this time period, he served as Director of the University of Cincinnati’s Institute for Research and Training in Higher Education and the University of Cincinnati’s Faculty Resource Center. He has been a consultant on educational issues and workshop leader for over two decades, and his sessions have been attended by administrators and faculty representing more than 1200 institutions of higher education. His publications on educational issues include more than 40 articles, six book chapters, and four books. His books include A Practical Handbook for College Teachers (with Barbara Fuhrmann); Assessing and Developing Faculty Performance; Adult Outpatient HIV Care: A Clinical Teaching Manual (with Susan Montauk, MD); and his most recent work, Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Along with several colleagues at UC, he participated in an award-winning videotape titled Making Large Classes Interactive and has conducted two international videoconferences titled Teaching With Style and How to Become an OSCAR-Winning Teacher.

 LEN GUSTHART has taught at the University of Saskatchewan for the past 26 years. His main interest currently is in strategies for instructional improvement of university teaching. He has served extensively on campus-wide programs to improve the quality of university teaching. He has been recognized by the University of Saskatchewan and received the Master Teacher Award. The International Association has also recognized him for distinguished achievement in Sport Pedagogy for Physical Education in Higher Education. Students consistently nominate him for the University of Saskatchewan Students? Union Teaching Excellence Award.

JIM HAMMONS is a father, grandfather, university professor, speaker, author, and consultant. For the last 25 years he has resided at the University of Arkansas main campus, where he teaches graduate courses with titles like "Design and Evaluation of College Teaching,""Instructional Strategies,""The Professoriate,""Trends, Issues and Problems in Higher Education,""Individual and Group Management Skills," and "Management Concepts Applicable to Higher Education." He is a regular featured presenter at Lilly and other conferences and has authored 100 books, articles, and research reports. He has also chaired more than 70 dissertations, several of which have won national recognition. At last count, he had provided consulting assistance to over 200 colleges and universities in 40-plus states and Canadian provinces.

CAROLYN HAYNES is an Associate Professor in the School of Interdisciplinary Studies and Director of the Honors Program at Miami University. Since 1993, she has taught in the Western College Program, a team-taught, interdisciplinary undergraduate program. Currently, she serves as President of the Association for Integrative Studies (a national organization for the advancement of interdisciplinary learning), and she is the editor and author of Innovations in Interdisciplinary Teaching (Greenwood Press, 2002).

SHARON HOLLANDER is a Child Psychologist and Director of Graduate Special Education at Georgian Court College in Lakewood, New Jersey. She publishes articles on topics such as short-term study abroad, formal presentation of student research, and teaching with memoirs. Outside the classroom, Sharon writes and reviews grants, designs instructional materials, consults at local public schools, and serves on the Editorial Board of the Journal on Excellence in College Teaching.

ALAN KALISH is the Director of the Office of Faculty and TA Development at The Ohio State University. He comes to Ohio State from California State University, Sacramento, where he was Director of the Center for Teaching and Learning for two years. Dr. Kalish was previously Associate Director of the Teaching Resources Center at Indiana University, Bloomington, where he also earned his Ph.D. in English. His research interest is how people negotiate the transition from graduate school to faculty lives.

LEE KNEFELKAMP is Professor of Higher & Postsecondary Education at Teacher’s College, Columbia University. She is the recipient of the Carnegie Foundation’s National Faculty Salute Award, the University of Maryland’s Distinguished Scholar-Teacher Award, and Macalester College’s Distinguished Citizen Award, and she has been the University of Michigan’s Martin Luther King, Cesar Chaves, & Rosa Parks Visiting Professor. She has been a Fellow with AAC&U, during which she served on panels for the American Commitments National Project and the Greater Expectations National Project. Her book and article publications include a recent introductory chapter to William Perry’s Forms of Intellectual and Ethical Development in the College Years, “Education for a World Lived in Common With Other” (with Carol G. Schneider), Training Manual for Working With the Measure of Intellectual Development (with Carole Widick; the most widely used instrument to measure student development along the Perry scheme), “Renewing the Community of Scholars: Student Development as a Source of Common Language,” “The Multicultural Curriculum and Communities of Peace,” and the book Applying New Developmental Findings. She is best known for her work in the area of intellectual development, having worked closely with William Perry for over 20 years and developed both the assessment method for his model of intellectual development and a pedagogical model (developmental instruction) based on the work (with Carole Widick).

KIMBERLY LAWLER-SAGARIN, Department of Chemistry, Elmhurst College

DARBY LEWES is in the department of English and Women's Studies at Lycoming College in Williamsport, Pennsylvania, where she chairs the Teaching Effectiveness Committee and co-chairs the biannual Lycoming Conference on Teaching Excellence. She received her Ph.D. from the University of Chicago in 1991 and has since published Dream Revisionaries: Genre and Gender in Women's Utopian Fiction 1870-1920 (University of Alabama Press, 1995) and Nudes From Nowhere: Utopian Sexual Landscapes (Rowman and Littlefield, 2000), as well as several book chapters and journal articles.

GREGORY LIGHT, Searle Center for Teaching Excellence, Northwestern University

JOSEPH LOWMAN is Bowman and Gordon Gray Professor of Psychology and Assistant Dean of Arts and Sciences at the University of North Carolina - Chapel Hill. He has a long-standing interest in the college classroom and the training of college instructors. Since publishing Mastering the Techniques of Teaching (Jossey-Bass, 1984; 2nd ed., 1995), he has been a frequent speaker at national teaching conferences and presenter at faculty development events on individual campuses. An active faculty development consultant, Joe's own teaching has been recognized with teaching awards several times on the Chapel Hill campus, where he regularly teaches undergraduates as well as graduate students.

MELISSA LUNA, Searle Center for Teaching Excellence, Northwestern University

PAM MABROUK is an Associate Professor of Chemistry at Northeastern University. She received her A.B. in mathematics and chemistry from Wellesley College and her Ph.D. in physical chemistry from the Massachusetts Institute of Technology. For the past 12 years, Pam has been a faculty member at Northeastern University. There she has developed nationally recognized research programs in both traditional chemical research (in nonaqueous enzymology and bioelectrochemistry) and in chemical education (in the application of problem-based learning to the teaching of undergraduate analytical chemistry and in the development of a pedagogical framework for undergraduate research experiences). She received an NSF CAREER Award in 1996 in recognition of her achievements in both research and education.

LUZ P. MANGURIAN, Professor of Biology, is the Director of Faculty Development and the Institute for Applied Cognition and Teaching at Towson University. Mangurian’s research uses neuroanatomical methods to investigate the role of lactogenic hormones in controlling maternal behavior. Her publications include articles in neuroendocrinology, science pedagogy, and two Spanish-language textbooks on human anatomy. She teaches Human Anatomy and Physiology, Embryology, Molecular Mechanisms of Development, Biology of Women, and Using Information Effectively in Science. Mangurian gives cooperative learning workshops for faculty, directs two faculty learning communities at Towson, and serves on the editorial board of the Journal on Excellence in College Teaching.

WILBERT J. MCKEACHIE is Professor Emeritus of Psychology and former Director of the Center for Research on Learning and Teaching at the University of Michigan, where he has spent his entire professional career since taking his doctorate in 1949. His primary activities have been college teaching, research on college teaching, and training college teachers. He is Past President of the American Psychological Association; the American Association of Higher Education; the American Psychological Foundation; the Division of Educational, Instructional, and School Psychology of the International Association of Applied Psychology; and the Center for Social Gerontology. He is also Past Chairman of the Committee on Teaching, Research, and Publication of the American Association of University Professors, and of Division J (Psychology) of the American Association for the Advancement of Science. He has been a member of the National Institute of Mental Health Council, the Veteran?s Association Special Medical Advisory Group, and various other government advisory committees on mental health, behavioral and biological research, and graduate training. McKeachie has written a number of research articles and books, the best known of which is Teaching Tips, Strategies, Research and Theory for College and University Teachers (11th ed., 2002, Houghton Mifflin). Among other honors, he has received eight honorary degrees and the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology.

JUDITH MILLER is Professor of Biology & Biotechnology and Director of the Center for Educational Development, Technology, and Assessment at Worcester Polytechnic Institute in Worcester, MA. Having published and presented extensively on collaborative learning, group dynamics, active learning, team teaching, and portfolios, and having chaired an institutional assessment committee and served as an accreditation visitor, her approach to outcomes assessment is integrated, learner-centered, and pragmatic. In 1998 she received the Outstanding Undergraduate Science Teacher award from the Society for College Science Teachers and Kendall-Hunt Publishers. She keeps herself in touch with the experience of novice learners by taking a beginning yoga class.

BARBARA J. MILLIS, Director for Faculty Development at the U.S. Air Force Academy, received her Ph.D. in English literature from Florida State University. The former Assistant Dean of Faculty Development at the University of Maryland University College, she frequently offers workshops at professional conferences (AAHE, Association of American Colleges and Universities [AAC&U], Lilly Conference on College Teaching, etc.) and for various colleges and universities. She publishes articles on topics such as cooperative learning; classroom observations (she was a FIPSE Project Director on that topic); the teaching portfolio; microteaching; syllabus construction; program, course, and classroom assessment/research; peer review; focus groups; how people learn; and academic games. ACE/Oryx Press (now distributing through Greenwood Press) published in 1998 her book, co-authored with Philip Cottell, Cooperative Learning for Higher Education Faculty. In 2002 Stylus published Using Simulations to Promote Learning in Higher Education, coauthored with John Hertel. In 1998 she received the U.S. Air Force Academy’s prestigious McDermott Award for Research Excellence in the Humanities and Social Sciences and the Outstanding Educator Award. After the AAC&U selected the Air Force Academy as a Leadership Institution, she began serving in 2001 as a liaison to the AAC&U’s Greater Expectations Consortium on Quality Education.

BARBARA MOSSBERG, is Dean of the College of Arts, Humanitites, & Social Sciences at California State University Monterey Bay and President Emerita, Goddard College president emerita of Goddard College. She advocates thinking of new ideas on how we educate for the 21st century. Her academic experience includes being a tenured member of the faculty of the University of Oregon, where she won the Ersted Award for Distinguished Teaching, as well as the Danforth Associate and the Mellon Foundation Fellowship and other teaching recognition awards. She has received several Fulbright Awards, including the Bicentennial Chair of American Studies at the University of Helsinki, the American Seminar at the University of Rome, and the Senior Fulbright Distinguished Lectureship. Her scholarship awards include Choice's Outstanding Academic Book for her interdisciplinary study of Emily Dickinson (When a Writer Is a Daughter), and grants from American Council of Learned Societies and National Endowment for the Humanities. Dr. Mossberg's academic positions include co-founder and co-director of the American Studies Program at the University of Oregon, Associate and Acting Dean of the University of Oregon, Associate Provost and Director of External Relations at Hobart and William Smith Colleges, and Special Advisor to the President and Interim Dean of the School of Arts and Sciences at National University. She has been a consultant and featured speaker for hundreds of colleges and universities, organizations, and conferences, especially on the subject of global leadership for change and diversity for learning communities. For several years she has served as Senior Fellow at the American Council on Education Office of Women in Higher Education and as Founding Director of its think tank, the Mary Robertson Smith Council of Scholars ("thinking about difference differently"). Dr. Mossberg has been a keynote speaker for the annual Lilly Conference and presented at Lilly-West and Lilly-Northeast.

CRAIG NELSON is Professor of Biology at Indiana University and a Carnegie Scholar. He has taught diverse courses in biology, intensive freshman seminars, great books and other honors courses, several collaboratively taught interdisciplinary courses, and he regularly teaches a graduate course on ?Alternative Approaches to Teaching College Biology.? His SOTL papers address critical thinking and mature valuing, diversity, active learning, teaching evolution, and genres of SOTL. His awards include several for distinguished teaching, the President?s Medal for Excellence (IU), and Outstanding Research and Doctoral University Professor of the Year 2000 (Carnegie/CASE).

LISA NEWMAN (BA ’81, MA ‘83, Bowling Green State University; Teaching Certification ‘85, University of Iowa) has focused her career on helping others to improve their communication skills. Joining the University of Cincinnati in 1987, she teaches and researches in the areas of Public Relations; Interviewing; and Organizational, Group, Gender, and Nonverbal Communication. Professor Newman is Director of the Department of Communication Undergraduate and Internship Programs and Co-Chair of the UC Just Community Diversity Initiative. She received the 2001 McMicken Dean’s Award for Outstanding Performance and the 1996 University Faculty Achievement Award for excellence in teaching and service. Ms. Newman puts theory to practice as an organizational communication consultant to area businesses on team-building, interviewing and presentation skills. As founder of Tri-State Litigation Consulting, she has helped select juries, prepare witnesses for trial, and write opening and closing arguments for area law firms.

KATHRYN M. PLANK is the Associate Director of Faculty & TA Development at The Ohio State University. She joined Ohio State after several years at Pennsylvania State University, where she was associate director of the Center for Excellence in Learning & Teaching and an affiliate assistant professor of English. Her interests include assessment, teaching with technology, gender issues in higher education, faculty learning communities, and literature and medicine.

STEVEN POLLOCK (BA 1982 MIT; PhD 1988 Stanford) is Associate Professor of Physics at the University of Colorado, Boulder. He has taught a wide variety of undergraduate courses in physics, ranging from introductory classes to upper division quantum mechanics. He is the author of Thinkwell’s Physics I, a next-generation multimedia introductory physics text. He received the Boulder Faculty Teaching Excellence award in 1998. As a 2001/2002 Pew/Carnegie teaching scholar, he is presently investigating student participation in large classes. His website is http://spot.colorado.edu/~pollocks/Home.html.

LAURIE RICHLIN directs the Preparing Future Faculty Program at the Claremont Graduate University. She is also Director of the regional Lilly Conferences on College and University Teaching, Executive Editor of the Journal on Excellence in College Teaching, and President of the International Alliance of Teacher Scholars. She received her doctorate in higher education from the Claremont Graduate University. Her dissertation research on alternative faculty scholarship received the national Gratzke award from the American Association of University Administrators. Her recent publications include Preparing Faculty for the New Conceptions of Scholarship; "Broadening the Concept of Scholarship in the Professions" (with Eugene Rice), in Educating Professionals (Curry & Wergin, eds.); "Preparing the Faculty of the Future to Teach," in Successful Faculty Development Strategies (Wright, ed.); "Using CATs to Shift the Focus From Teaching Survival to Student Learning" (New Directions in Teaching and Learning); and Improving a College/University Teaching Evaluation System (with B. Manning, Alliance Publishers).

KEITH A. ROBERTS is Professor of Sociology at Hanover College in Indiana. He has published rather widely on college teaching, including a small monograph on writing in the undergraduate sociology curriculum. He also serves as an external consultant for sociology and anthropology departments as a member of the American Sociological Association’s Departmental Resources Group. He has received teaching awards at the local, regional, and national levels; in 2000 he was given the Hans O. Mauksch Award for Distinguished Contributions to Undergraduate Teaching by the American Sociological Association’s Section on Teaching and Learning. He is the author of a textbook in the sociology of religion (Religion in Sociological Perspective) and is currently co-authoring an introductory sociology text with Jeanne Ballantine.

DOUGLAS REIMONDO ROBERTSON (Ph.D., Syracuse University, 1978) is Director of the Teaching & Learning Center and Professor of Educational Leadership and Geography at Eastern Kentucky University in Richmond, Kentucky. He has authored numerous journal articles, as well as a well-received book on intentional change in adult life, which has entered its 3rd printing (Self-Directed Growth, 1988). Professor Robertson has helped to start three university teaching and learning centers, serving as founding director at two of them. He is Senior Editor of the Practices in Better Teaching Book Series at New Forums Press. Also, he is on the editorial boards of the Journal on Excellence in College Teaching and To Improve the Academy, as well as providing manuscript reviews for Innovative Higher Education. In addition, he has served on the Awards Committee for the Professional and Organizational Development (POD) Network in Higher Education and chairs its Regional Organizations Subcommittee. Doug is active as a consultant and has given over 100 trainings and consultations to a wide variety of educational, business, governmental, human service, and health care organizations. His current scholarship focuses on building two interrelated theories--a developmental model of professors-as-teachers and a conceptualization college teaching as an educational helping relationship.

BRUCE SAULNIER is Associate Professor of Computer Information Systems at Quinnipiac University and currently serves as the 24th President of the International Society for Exploring Teaching Alternatives (ISETA). His research agenda includes the Scholarship of Teaching and Learning, Teaching and Learning as Spiritual Activities, and the Seven Principles in Cyberspace.

My name is LOUIS SCHMIER. The first name rhymes with phooey, the last name with beer. I am a 62-year-old—in body but not in mind or spirit. I prefer to call myself an “experienced teen-ager.” I currently hold the rank of Professor of History at Valdosta State University. In October, 1991, I stopped historical research and have devoted all my time and energy to the classroom. In April, 1993, I began to share on the Internet statements of my beliefs about the nature and purpose of an education, a commemoration of student learning and achievement, a proclamation of faith in students, and a celebration of teaching. These electronic sharings are called “Random Thoughts.” There are now about 325 of them floating somewhere out there in cyberspace. The first 128 have been published as unedited collections in two volumes, Random Thoughts: The Humanity of Teaching and Random Thoughts II: Teaching From the Heart. If and when I get in the mood, I’ll publish two more volumes.

VICTOR STANIONIS is the Chair of Iona College's Committee on the Art of Teaching. He has been given the assignment of investigating, promoting, and recommending the use of appropriate technology in the classroom to enhance the teaching and learning process at Iona College. He coordinates the Scientific and Technological Literacy program for liberal arts and business students, where he has been active in attempting to improve the teaching of science using multimedia technology. Dr. Stanionis is also Professor of Physics and Chair of the department.

THEODORE WAGENAAR is Professor of Sociology at Miami University. He has received teaching awards from various regional and national professional associations. He is a 1999-2000 Carnegie Teaching Scholar. He has served as editor of Teaching Sociology and has published instructors' manuals and student workbooks in introductory sociology and research methods. His other published works include The Capstone Course in Sociology, various articles on childhood socialization and the transition from youth to adulthood, and articles on teaching sociology. Wagenaar has led numerous workshops on curriculum development, evaluating teaching, and effective teaching methods.

In 1994, MARYELLEN WEIMER returned to the classroom as a full time faculty member after 13 years in administrative and research positions. She teaches communication courses at the Berks Lehigh Valley College of Penn State and is an Associate Professor of Teaching and Learning. Between 1998 and 2000, she served as the college?s chief academic officer on an interim appointment.

Previously she was the Associate Director of the National Center on Postsecondary Teaching, Learning and Assessment, a five year, $5.9 million, U. S. Department of Education research and development center. The Center, a consortium of six universities, was part of the Center for the Study of Higher Education at Penn State University where Dr. Weimer was a senior research associate. She still holds a faculty appointment in the Higher Education Program.

Dr. Weimer has a Ph.D. in Speech Communication from Penn State which she received in 1981. For the next ten years she directed Penn State?s Instructional Development Program.

Dr. Weimer has numerous publications including articles in referred journals, book chapters, books reviews and conference presentations. She has served on the editorial boards of three journals and is currently on the board of a fourth. She has consulted with over 175 colleges and universities on instructional issues. Since 1990, Dr. Weimer has delivered keynotes at eight national meetings and seven regional conferences.

Since 1987 she has edited the Teaching Professor, a monthly newsletter on college teaching with 20,000 subscribers. She edited or authored eight books including a 1990 book on faculty development, a 1993 book on teaching for new faculty, and a1995 anthology edited with Robert Menges, Teaching on Solid Ground. She was primary author of a Kendall-Hunt publication, Teaching Tools, a collection of collaborative, active and inquiry-based approaches to be used in conjunction with Biological Perspectives, an NSF-funded introductory biology text, created by Biological Sciences Curriculum Studies (BSCS). In June 2002 Jossey-Bass published her latest book, Learner-Centered Teaching: Five Key Changes to Practice.

MICHELE WELKENER is Assistant Director of the Center for Teaching and Learning at Indiana State University. Her current responsibilities include designing and implementing professional development programming for faculty and TAs. She received her Ph.D. from the Department of Educational Leadership at Miami University in Oxford, Ohio, where she developed an interdisciplinary research approach to studying creativity and creative identity (utilizing insight from the fields of visual art, art education, educational leadership and higher education, psychology, and human/student development). Creativity and the cognitive, interpersonal, and identity development of college students remain her primary specialty areas in scholarship and practice.

TODD ZAKRAJSEK is the inaugural Director of Academic Excellence at Central Michigan University in Mt. Pleasant, Michigan. Previously, Dr. Zakrajsek was the Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Dr. Zakrajsek has written two introductory psychology instructor’s manuals for McGraw-Hill and a student study guide for Addison-Wesley. He received his Ph.D. in Industrial/Organizational Psychology from Ohio University and currently teaches Learning and Memory, a First Year University Experience course, and a Graduate Teaching Seminar.