Peter Felten is the 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 Associate Professor of History at Elon University.
As a teacher, he 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 widely on the scholarship of teaching and learning, including most recently 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: A Guide for Faculty
The Keynote Address:
Toward mindful assessments:
Inquiry in and as practice
Purposes matter. As Arthur Zajonc reminds us, our aims for student learning and development are “too important to be left to chance.” Having intentions, however, is not enough. Practices matter. As scholars we inquire into the results of our work. Are our students reaching our goals? Are we supporting and challenging our students along the way? In this interactive session, we will explore how our intentions and methods can inform the ways we assess our students, our pedagogies, and our programs. We also will consider whether assessment practices truly can be mindfully aligned with our goals.