Peter Felten is Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning, and Professor of History at Elon University. 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). He is a co-editor of the International Journal for Academic Development, and a Vice President of the International Society for the Scholarship of Teaching and Learning.

Jacqueline Dewar, PhD, is Professor Emerita of Mathematics, having retired in 2013 after 40 years at Loyola Marymount University (LMU). A 2003-04 Carnegie scholar, she led LMU’s work as coordinating institution for the Carnegie Affiliates program during 2007-09. She has co-authored collegiate level mathematics textbooks and is co-editor and contributor to the book, Doing the Scholarship of Teaching and Learning in Mathematics, published by the Mathematical Association of America (2015). She received the Mathematical Association of America’s national teaching award in 2006. Her work, undertaken with two LMU colleagues, to incorporate civic engagement in a quantitative literacy course was supported by a 2004 SENCER (Science Education and New Civic Engagements and Responsibilities) grant and led to her being named led a 2008-09 SENCER Leadership Fellow.

Post-retirement she continues to lead workshops and mentor SoTL scholars on campuses across the country, edit the Education Column for the Association for Women in Mathematics Newsletter, and pursue a number of scholarly projects related to faculty development, scholarship of teaching and learning, K-12 math/science teacher preparation and professional development, and gender equity in mathematics education.

Her own SoTL work has explored student understanding of mathematical proof, what mathematics contributes to a liberal education, future teachers’ understanding of mathematics, the effects of adding a civic engagement component to a quantitative literacy course, and how an undergraduate course on “women and mathematics” later influenced teachers’ classroom practice relative to gender equity.

Curtis Bennett, PhD, is Professor of Mathematics at Loyola Marymount University (LMU). A 2000-01 and 2003-04 Carnegie scholar, he helped start the SoTL initiatives at LMU, has authored over 40 papers on mathematics, professional development, and the scholarship of teaching and learning. He is co-editor and contributor to the book, Doing the Scholarship of Teaching and Learning in Mathematics, published by the Mathematical Association of America (2015). He received the Mathematical Association of America’s national teaching award in 2010).

His own SoTL work has explored student understanding of mathematical proof, what mathematics contributes to a liberal education, and a course portfolio for a capstone course on mathematics for future secondary school teachers.