Articles by Peter Felten
Page 8 of 15
August 24 – Student Dialogues on Diversity, Teaching and Learning
August 15, 2011
McKinnon, Moseley Center
noon - 1:00 p.m.
August 23 – New Full-Time Faculty Orientation
August 15, 2011
Belk Pavilion room 208
10:15 a.m. - 3:00 p.m.
Peter Felten publishes and presents about student-faculty partnerships and faculty development
July 28, 2011
Peter Felten, assistant provost and director of CATL, co-authored the article “Students as co-creators of teaching approaches, course design and curricula: Implications for academic developers.”
Faculty and students present on collaborative course design
June 13, 2011
In the past month Elon faculty and students have been featured twice nationally describing and analyzing student-faculty partnerships in course design.
Peter Felten joins editorial board
May 13, 2011
Peter Felten, assistant provost and director of CATL, has accepted an invitation to join the editorial board of the International Journal for Academic Development. IJAD is the premier international journal in its field, and is published three times per year by Taylor & Francis. The twelve member editorial board includes scholars from nine countries. Felten will serve a 3-year term.
Festle named Associate Director of CATL
May 2, 2011
Mary Jo Festle, Professor of History, has been named the new Associate Director of the Center for the Advancement of Teaching and Learning.
April 18
April 13, 2011
Student Perspectives on Social Media in Teaching and Learning
12:15-1:15 pm, Belk Pavilion 208
12:15-1:15 pm, Belk Pavilion 208
Summer Teaching Renewal Retreat for Mid- and Late-Career Faculty
April 13, 2011
Mid-career and late career faculty members are invited to join faculty from Wake Forest University, Davidson College, North Carolina A&T, and UNC Greensboro for a four day early summer retreat (June 6-9, 2011).
Sustainability Faculty Scholars – applications due April 22
April 13, 2011
The Sustainability Faculty Scholars Program will identify, support and recognize faculty who are interested in incorporating or enhancing a focus on sustainable principles and practices in their courses, and exploring a range of pedagogies to develop this theme.