LINKS

GERARD ALOISIO is Professor of Music in General Studies at Minnesota State University and an unashamed "specialist" in classes for the masses. A musical "jack of all trades," Aloisio has, at different times, been an orchestral trombonist, nightclub disc jockey, salsa band leader, and creator/presenter of programs for senior citizens. His first love, however, remains the teaching of large classes for non-majors, a topic about which he is frequently asked to speak. Within two academic years of his arrival at MSU, enrollment in his general education courses increased tenfold. Total enrollment in his classes now averages 2,000 students each year, with over 60 percent of the MSU student body taking one of Aloisio's classes before they graduate. Teaching evaluations from students, colleagues, and administrators rank him in the highest category for his work teaching large classes.

KRISTIN BRANSFORD is an Associate Professor of Psychology and Chair of the Student Policies Committee at Concordia University – St. Paul. Her scholarly interests include service-learning, first-year student success, and engaged learning strategies. Her participation in a professional learning community focusing on engaged learning strategies has allowed her to continue in the scholarship of effective pedagogy and present at several national conferences in this area. Kris Bransford earned a Ph.D. from the University of Wisconsin-Madison in Rehabilitation Psychology. She served as a rehabilitation counselor and psychologist before joining Concordia University.

MIRIAM ROSALYN DIAMOND holds a Ph.D. in Educational Processes and has more than 15 years' experience in faculty and curriculum development. She is currently Coordinator of the Religion and Public Life Project through the Society for Values in Higher Education and is on the editorial board of the international journal Active Learning in Higher Education. Her publications include Chalk Talk: E-Advice from Jonas Chalk, Legendary College Teacher (New Forums Press, 2004) and Encountering Faith in the Classroom: Turning Difficult Discussions into Engaged Learning (Stylus Press, 2008). In addition to conducting programs and consulting in higher education, she teaches courses in Adult and Ethical Development, Education, and Religious Studies.

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TERRY ECKMANN, Ph.D. is an Associate Professor in the Department of Teacher Education and Human Performance at Minot State University. Eckmann received the 2007 MSU Regents Award for Research and Scholarship and the 2007 North Dakota Association of Health, Physical Education, Recreation and Dance University Instructor of the Year. Eckmann presents internationally on a variety of topics related to teaching, learning, and health/fitness. She recently authored the pedagogy chapter for the 2007 American College of Sports Medicine Personal Training Book. Eckmann has more than 25 years of experience teaching and training in a variety of settings with populations from pre-school to older adults.

TIMOTHY EWEST is Assistant Professor of Business Administration at Wartburg College. He has over nine years experience in service-learning, economic development, community development and organizational consulting. He as served as an instructor of economics and organizational behavior at the University of Alaska and currently at Wartburg College. Wartburg College is recognized as a premier college for service by numerous foundations, including the Carnegie Foundation. Ewest holds a Masters Degree from Wheaton College, a Masters degree from Regent University, an M.B.A. from George Fox University, is an ordained minister, and is completing his Ph.D. in Management and Education at Fox University.

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TAMMY FAUX has over twelve years of experience teaching Social Work, diversity and adult learning courses in higher education. She has been incorporating Service-Learning into her courses for over 10 years. She has presented sessions on Service-Learning at national conferences and was the recipient of the 2007 Iowa Campus Compact Faculty Service-Learning Award. She was awarded a State Farm Service-Learning grant for 2007-2008. Faux holds three degrees in Social Work, a BA from Luther College, an MSSW from University of Wisconsin Madison and a Ph.D. from the Union Institute and University in Cincinnati, OH.

JEFF FORD is Assistant Professor of Teacher Education at Johnson C. Smith University, a historically Black college in Charlotte, North Carolina. Ford received a B.A. in English Education from Furman University, an M.Ed. in Secondary Education from the University of Oklahoma, and an Ed.D. in Reading Education from the University of Georgia. He led the Teacher Education initiative for creating student electronic portfolios and co-chaired the committee on assessment of student electronic portfolios at Johnson C. Smith University. He is also an experienced workshop facilitator on electronic portfolios.

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MARK FRYDENBERG is Senior Lecturer in the Computer Information Systems Department at Bentley College in Waltham, Massachusetts, where he teaches an introductory Information Technology course illustrating IT concepts through the lens of Web 2.0. Frydenberg was a pioneer of student-created podcasts as a tool for learning. He has spoken at national and European conferences on integrating emerging technologies in the classroom. He has published widely on learning and teaching with new technologies.

DAVID GHERE is an Associate Professor in the College of Education and Human Development at the University of Minnesota. He has taught American and World History at the college level for twenty-three years and has a variety of publications on Native American history, education, and teaching methods. He has created fifteen classrooms simulations and conducts teacher workshops on active learning teaching methods. He received his Ph.D. in History from the University of Maine.

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SUSAN GIBSON is Director of Enrollment Services and Student Retention at Clark Atlanta University, where she oversees the university-wide retention and advisement programs. She earned an M.A. in Education, with a focus on counseling and psychological services, from Clark Atlanta University. She previously served as Director of Enrollment and Retention at Bennett College in Greensboro, North Carolina. Gibson also serves as a retention consultant and a speaker at many state and national conferences.

DARLENE VANSELOW HABANEK has recently retired after 20 years of full time work in post secondary education. She has held positions in the College of Education at the University of Wisconsin-Whitewater, Cardinal Stritch University and the University of Wisconsin-Milwaukee. She holds a B.S. and an M.S. from the University of Wisconsin-LaCrosse and a Ph.D. in Urban Education from the University of Wisconsin-Milwaukee. She has presented over 20 workshops on assessment and cooperative learning.

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EUGENE HERMITTE is Associate Professor of History, Dean of Freshman-Sophomore Learning, and Director of Liberal Studies at Johnson C. Smith University, a historically Black college in Charlotte, North Carolina. He received an A.B., with majors in both Economics and History from Stanford University and a Ph.D. in History from Northwestern University. Hermitte led the team that developed the critical thinking component of Johnson C. Smith's Learning Across the Curriculum Program, which he now directs. He also led a faculty learning community that developed faculty and students electronic portfolios. He has conducted numerous workshops and training sessions on electronic portfolios, critical thinking, visual learning, and the use of information technology to support learning.

KATHERINE HIRSH is a partner in HirshWorks, LLC, a writing, educational leadership, and management consultancy based in St. Paul, Minnesota. She has worked as a psychology instructor at Cambridge University, Cardiff University, and Macalester College, and as a faculty developer at the University of Minnesota-Twin Cities in the Center for Teaching and Learning. She is the author of three books on the Myers-Briggs Type Indicator® (MBTI) and serves on the faculty of the Association for Psychological Type International, as well as on the faculty of University of Minnesota College of Continuing Education’s Complete Scholar and LearningLife Programs. Hirsh earned a D.Phil in Experimental Psychology from York University (U.K.).

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KAREN HOELSCHER, Ed.D., Harvard University, is Professor of Elementary Education in the Woodring College of Education at Western Washington University. Hoelscher’s co-authored Managing Diversity Flashpoints in Higher Education (Praeger, 2007) aimed at growing the skills of college and university faculty, staff, and administrators in recognizing and responding to difficult interpersonal situations based on student identity differences. Since 1992 Hoelscher has led teacher preparation courses focused on anti-bias education, culturally appropriate teaching practices, and effective interaction with diverse families. She is the 2001 recipient of Western Washington University’s Diversity Achievement Award.

KIMBERLY JOHNSON is Assistant Professor in the Center for Second Language Teaching and Learning at Hamline University in St. Paul, Minnesota. She holds a B.A. in English from the State University of New York at Brockport, an M.A. in Teaching English as a Second Language (ESL), and a Ph.D. in Curriculum and Instruction from the University of Minnesota. As a teacher educator, her work focuses on preparing teachers for adult and postsecondary ESL, and on professional development for faculty working with linguistically diverse learners. She is a frequent presenter and workshop facilitator, working to raise awareness about the experiences of diverse learners and the multiple ways that faculty can facilitate learning for all students.

PHYLLIS KARASOV joined Moore, Costello and Hart, P.L.L.P. after having worked for the National Labor Relations Board in Minneapolis, Minnesota. She received her B.A. from the University of Rochester and her J.D. from Emory University. Karasov previously served on the Executive Committee of the Minnesota State Bar Association and is a past president of the Ramsey County Bar Association. She is a past co-chair of the National Association of College and University Attorneys’ (NACUA) Employment Law Section, has been a member of several NACUA committees, and has spoken at numerous NACUA conferences. She has served on the faculties of several continuing legal education programs and also has written legal articles on education, labor, and employment law. Karasov’s practice includes representation of private colleges and universities and other tax-exempt organizations.

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MARION HOGAN LARSON is Professor of English and Director of the Honors Program at Bethel University. She served for several years as coordinator of Writing Across the Curriculum and, most recently, as Faculty Development Coordinator. She was the 2000 recipient of Bethel University’s Faculty Excellence Award for Teaching and the 2007 recipient of The Collaboration’s Stewart Bellman Award for Exemplary Leadership for the Advancement of College Teaching and Learning. A graduate of Wheaton College with a Ph.D. from the University of Minnesota, Larson conducts workshops and provides consulting in areas related to faculty development, and has been core faculty for the Collaboration’s Summer Institute for Academic Innovation.

VELMA LASHBROOK is a consultant, researcher, learning designer, and facilitator in the areas of leadership, deep learning, critical thinking, and assessment. She holds an Ed. D. in Communication and Educational Psychology from West Virginia University and currently teaches part-time at Augsburg College and the University of Phoenix Online. She also serves as a consultant/evaluator, and frequent conference presenter with The Collaboration for the Advancement of College Teaching and Learning.

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RUSSELL LEE, Professor Emeritus at Bemidji State University and a Licensed Psychologist, became involved in faculty development and in teaching about college teaching more than 25 years ago, when he helped establish the faculty development center at Bemidji State. Since then he has frequently published and presented on related topics. Noted for his use of humor in teaching, Russ won the first Burlington Northern Foundation Distinguished Teaching Award: Bemidji State University’s outstanding teaching award. He says that caring for and respecting students as co-learners is the key to excellent teaching, and that the more you engage students with interest and humor, the more they will want to learn. His book Crisis and Trauma in Colleges and Universities was published by Chevron Publishing in 2004.

KAREN MOROZ is Assistant Professor of Teacher Education at Concordia University in St. Paul. Her focus areas are literacy and effective pedagogy and she serves on campus leadership teams and as Assessment Council Representative, and. Prior to CSP, Karen spent fourteen years as a seventh grade English teacher and literacy coach in a large Minnesota district. Moroz earned an Ed.D. from Hamline University and an Advanced Literacy Certificate from Wollongong University in Australia.

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ANGIE NIPPERT is Assistant Professor in the Kinesiology and Health Sciences Department at Concordia University, St. Paul. She graduated from the University of Minnesota in 2005 with a Doctorate in Philosophy, emphasis in Sport Psychology. Nippert has been a part of a professional learning community focused on effective pedagogy for the last three years. In addition to her own implementation of engaged learning strategies into the courses she instructs, she has also presented at national conferences related to the effectiveness of engaged learning strategies.

SARAH J. NOONAN, is Associate Professor in the Leadership, Policy and Administration Department at the University of St. Thomas in Minneapolis, Minnesota. She teaches doctoral and masters courses in leadership and organizational theory, intercultural communication, supervision and professional development, and issues and challenges in executive leadership. Noonan previously served as a Superintendent and Assistant Superintendent of Schools, Director of Teaching and Learning, and State Director of Gifted Education before receiving an appointment at the University of St. Thomas. Elected to the Faculty Development Committee, Noonan serves with colleagues to support professional growth of faculty in teaching, scholarship, and service. She recently authored Leadership Through Story: Diverse Voices in Dialogue (2007), illustrating the importance of story in learning, leadership, and cultural diversity. Noonan earned a BA from the University of Minnesota, an MA in Teaching, and Education Specialist degree in Administration from the University of St. Thomas, and Doctor of Education in Educational Leadership from the University of Wyoming

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DEAN PAPE is Assistant Professor of Communication and Director of Special Academic Programs at Ripon College. Pape holds Masters Degrees from California State University-Hayward and Central Missouri State University and a Bachelor’s Degree from Central College (Iowa). In addition, he holds certification in teaching and learning with technology from California State University. A significant component of Pape’s responsibilities involves directing an interdisciplinary communication across the curriculum program which enhances teaching and learning across all divisions and academic programs of the college in the areas of problem solving, critical thinking, and oral and written communication. Pape presents to faculty and administrators from wide-ranging disciplines at conferences and workshops around the state, region, and nation. He brings high energy and a passion for student engagement to his workshops.

PAMELA PINAHS-SCHULTZ is Director of Assessment and Professor in Health Science at Carroll College in Waukesha, Wisconsin. She holds a Ph.D. in Education in the areas of Curriculum and Instruction from the University of Wisconsin-Milwaukee. She has served as a Collaboration Consultant/Evaluator and Traveling Workshop facilitator on curriculum design and evaluation, general education, and assessment of student learning. She also works with K-12 schools helping them design outcomes-based curriculum and assessments. She has published on classroom, program, and general education assessment and curriculum development. Her current area of interest is student retention and engagement.

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JAY RASMUSSEN has served for 20 years as a teacher-educator. He is currently Professor of Education at Bethel University, teaching undergraduate and graduate courses in literacy education and assessment, and Director of Graduate Programs in Education. Prior to his college teaching experience, he served as an elementary classroom teacher and building principal for eight years. He holds a B.A. in Elementary Education from Florida State University, an M.A. in Educational Administration from the University of Minnesota, and a Ph.D. in Curriculum and Instruction from the University of Minnesota. Rasmussen is a frequent conference speaker and serves as a consultant to schools on a national and international level. In 2003, he received a Fulbright Research Award to conduct literacy research at the University of Oslo.

DAVID SCHODT is Professor of Economics and Director of the Center for Innovation in the Liberal Arts at St. Olaf College. In 1991, he was awarded a Pew Faculty Fellowship in International Affairs from the Kennedy School of Government at Harvard University for a year's study of case-based instruction. Since that time, he has regularly used case learning in his own teaching. Schodt has published articles on case teaching, worked as a case teaching consultant to the World Bank, and has conducted numerous case teaching workshops.

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DEANNA SELLNOW is Gifford Blyton Endowed Professor and Director of Undergraduate Studies in Communication at the University of Kentucky. She has published and presented her scholarship in international, national, regional, and state venues. Her work focuses on problem-based learning, service-learning, experiential education, learning style theory, teacher training, assessment, technology-enhanced learning, and gender issues in the classroom. She has conducted workshops for professional groups and university faculty across the country.

GAIL SUMMERSKILL is Director of the Freshman through the Senior Experience Center and Associate Professor of English at Johnson C. Smith University. Previously, Summerskill was the Director of the Writing Center and Associate Professor of English at the University of Kentucky. Summerskill earned a B.A. in English from Macalester College, an MA in Teaching of English from Columbia University, and a Ph. D. in Rhetoric and Composition from University of Maryland. Experienced in creating, executing, and assessing mentoring and other programs at both small and large institutions, Summerskill writes and gives workshops about program theory, invention, and revision.

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FRANK TUITT is Assistant Professor and Director of the Higher Education Program in the Morgridge College of Education at the University of Denver. Tuitt's research explores a range of topics related to access and equity in higher education; teaching and learning in racially diverse college classrooms; and diversity and organizational transformation. He is co-editor and contributing author of the book Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms. Tuitt is a Ed.D graduate from the Harvard Graduate School of Education.

DANIEL WHEELER is Professor of Leadership Studies and head of the Department of Agricultural Leadership, Education, and Communications at the University of Nebraska-Lincoln. He has degrees from Antioch College, Cornell University, and the State University of New York at Buffalo. He co-authored The Academic Chairperson Handbook (revised 2008) and Enhancing Faculty Development: Strategies for Development and Renewal (1990), and has contributed numerous book chapters and articles on faculty development and department chairs. He is a past president of the Professional and Organizational Development (POD) Network in Higher Education and recipient of the Spirit of POD Award. He is a member of the advisory boards of the Academic Chairperson Conference, Department Chair Newsletter, Council of Independent Colleges, and Effective Practices for Academic Leaders. Wheeler teaches graduate and undergraduate leadership courses. He consults and leads workshops in all of these areas in the U.S. and internationally. 

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MARK WINEGAR is Director of Computer Science at Mount Marty College in Yankton, South Dakota. He has extensive experience in managing international training operations for Zenith Data Systems including distance education and television production. He received a B.S. in Advertising and Public Relations from Michigan State University, an M.S. in Occupational Education from Ferris State University, and an Ed.D. in Adult and Higher Education from the University of South Dakota. He lead international engineering training and software engineering for Zenith Data Systems as well as test engineering and manufacturing automation for Gateway 2000. He has been actively involved in teaching adults how to use technology since 1979.

JOANN YOST is long-time Adjunct Assistant Professor at Bethel University where she teaches graduate students and both traditional and nontraditional undergraduates. She has also taught at a variety of schools, including Ridgewater Community College and St. Mary's University, which gives her insight into diverse student expectations and institutional contexts. Joann presents at national conferences and works for major publishers as a book reviewer and consultant for online products. She holds degrees from Wheaton College and the University of Minnesota.

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