2023 Provost Conference
Relationship-Rich Education: Faculty Thriving and Student Learning
The 2023 Provost Conference focuses on the relationship between faculty thriving and student learning. Keynotes, workshops and panels offer practical tools for connecting the work of faculty to grow as teachers and scholars with students, through mentoring, high-impact practices and more. We’ll also share tools to better understand whether and how students are learning and to approach faculty workloads with an equity-minded lens.
Our guides for this year’s conference are:
Nancy Chick, Director of the Endeavor Foundation Center for Faculty Development at Rollins College
Peter Felten, Professor of history, Executive director of the Center for Engaged Learning, and Assistant Provost for Teaching and Learning at Elon University
KerryAnn O’Meara, Professor of Higher Education and a Distinguished Scholar Teacher at the University of Maryland- College Park
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Nancy Chick, Director of the Endeavor Foundation Center for Faculty Development at Rollins College
Dr. Nancy Chick is a SoTL scholar, scholarly teacher, and faculty developer.
After earning her PhD in American literature from the University of Georgia and eventually Full Professor from the University of Wisconsin Colleges, she left full-time faculty work to focus on the scholarship of teaching and learning (SoTL) and faculty development first at Vanderbilt University, then the University of Calgary, and now at Rollins College in Winter Park, Florida.
She has authored and co-authored numerous articles and book chapters on the results of SoTL projects and on the field of SoTL. She is the editor of SoTL in Action: Illuminating Critical Moments of Practice (Stylus, 2018), co-editor (with Jennifer C. Friberg) of Going Public Reconsidered: Engaging With the World Beyond Academe Through the Scholarship of Teaching and Learning (Stylus, 2022) and (with Regan A.R. Gurung & Aeron Haynie) of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2009) and Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2012), and founding co-editor (with Gary Poole) of Teaching & Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning/ISSOTL (2011-2020).
From 2019-22, she served on the ISSOTL Presidential team and (with Chng Huang Hoon) as ISSOTL Co-President during 2020-21 — at the height of the pandemic
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Peter Felten, Professor of history, Executive director of the Center for Engaged Learning, and Assistant Provost for Teaching and Learning at Elon University
Dr. Peter Felten is professor of history, executive director of the Center for Engaged Learning, and assistant provost for teaching and learning at Elon University. During the 2022-2023 academic year, he has been named Fulbright Canada Distinguished Chair in the Scholarship of Teaching and Learning, at Carleton University in Ottawa. Peter has published six books about undergraduate education including (with Leo Lambert), Relationship-Rich Education: How Human Connections Drive Success in College (Johns Hopkins University Press, 2020). His next book, a student guide to relationship-rich education, is co-authored with Isis Artze-Vega, Leo Lambert, and Oscar Miranda Tapia, will be published by Johns Hopkins in 2023 (with an open access online version free to all readers). He has served as president of the International Society for the Scholarship of Teaching and Learning (ISSOTL) and also of the POD Network, the U.S. professional society for educational developers. He is on the advisory board of the National Survey of Student Engagement (NSSE) and is a fellow of the Gardner Institute, a foundation that works to advance equity, justice, and upward social mobility through higher education.
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KerryAnn O’Meara, Professor of Higher Education and a Distinguished Scholar Teacher at the University of Maryland- College Park
Dr. KerryAnn O’Meara (she/her/hers) is a professor of higher education at the University of Maryland. Her equity-minded and engaged scholarship seeks to advance the full participation of a diverse faculty who learn, teach, and inform practice across a range of epistemologies. She has studied academic careers and reward systems for over twenty years, including how to counteract the effects of documented biases in evaluation practice. KerryAnn has designed, implemented and studied evidence-based interventions to improve equity in faculty hiring, workloads, and retention. Her work is widely published and funded. KerryAnn’s research, mentoring of graduate students, teaching and leadership are highly integrated. She spent 10 years as director of the University of Maryland ADVANCE program, leading hiring, retention, and advancement efforts, and 3 years as associate dean of faculty & graduate affairs in her College of Education. KerryAnn consults with colleges and universities seeking to make equity-minded reforms to their hiring, promotion and tenure, faculty development programs, and workload systems. KerryAnn teaches and learns with students about issues of organizational change and behavior, women in higher education, the academic workforce, and ranking systems. She is a sought-after partner, speaker, and consultant on reforms to make academe equitable and inclusive