Keynote Presentation
Date: 21 May 2021
Time: 10:00 am – 11:00 am (HKT)
Venue: Conducted via Zoom
Speaker: Professor Peter Felten, Executive director of the Center for Engaged Learning, Assistant Provost for Teaching and Learning, and Professor of History, Elon University
Abstract
The disruptions of the past year underscore the difficulty of teaching in higher education. We aspire to challenge students to learn deeply in our disciplines, and to develop the knowledge, skills, and capacities that will enable them to thrive in a dynamic and complex world. Yet even in the best of circumstances – and the past year certainly has not been the best of circumstances – we struggle to understand how and why our teaching and assessment practices are, or perhaps are not, helping our students to learn. The Scholarship of Teaching and Learning (SoTL) offers us a flexible set of tools for beginning to understand our teaching and our students’ learning. In this talk, I will explore how SoTL inquiries that are designed for specific goals and contexts, and conducted in partnership with students, provide the kinds of evidence and insights that allow us to enhance our teaching.
Biography of the Speaker
Professor Peter Felten, Executive director of the Center for Engaged Learning, Assistant Provost for Teaching and Learning, and Professor of History, Elon University
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. In his teaching, Peter aims to help students think critically and write clearly about the connections between the lives of individual people and larger themes in history. As a scholar, he has published six books about undergraduate education including most recently (with Leo Lambert),
Relationship-Rich Education: How Human Connections Drive Success in College (Johns Hopkins University Press, 2020). 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, on the advisory board of the
National Survey of Student Engagement (NSSE), and a fellow of the
John N. Gardner Institute for Excellence in Undergraduate Education, a foundation that works to advance equity in higher education.
Learn more about Peter’s scholarship.
