The mentoring process is at the heart of our Institute. With a small cohort of scholars and a personal mentor relationship for each scholar, our Institute creates a community of scholars that support each other in their investigations of teaching and learning.

Our Institute adapts principles and practices developed by the Carnegie Foundation's National Scholars Program (1998-2005), which brought together outstanding faculty, committed to investigating and documenting significant issues in the teaching and learning in their fields, with the explicit purpose of creating "a community of scholars, diverse in all the ways that matter, whose work will advance the profession of teaching and deepen student learning."

Our Institute mentors share that philosophy, and many of the mentors have been National Carnegie Scholars. All Institute mentors are engaged in SoTL and mentoring. During our Institute, each mentors will work with a mentor group of four scholars whose work-in-progress has been accepted through our Call for Projects. Mentor groups will meet four times during the Institute for presentations and discussions of the scholars' projects; each scholar will receive individual feedback on his/her project from the mentor, other scholars, and participants.

Institute mentors will also lead workshops for all participants that support beginning and advanced SoTL scholars as well as encourage the mentoring of and administrative support for campus SoTL work.

2012 Mentors

Curt Bennett Mentor Photo

Curtis Bennett

Department of Mathematics and Associate Dean for Faculty Development, Frank R Seaver College of Science and Engineering, Loyola Marymount University

Curtis Bennett received his Ph.D. in mathematics from the University of Chicago in 1990, and has held positions at Michigan State University, The Ohio State University, and Bowling Green State University in addition to his current position at Loyola Marymount University where he is a Professor of Mathematics and Associate Dean of the College of Science and Engineering. He was both a 2000-2001 and a 2003-2004 CASTL fellow and has been closely involved with Scholarship of Teaching and Learning Initiatives since 2000. He organized a conference on the Scholarship of Teaching and Learning in 2001 at Bowling Green State University. Dr. Bennett has been a co-organizer of the workshop, "A Beginners Guide to the Scholarship of Teaching and Learning" at the annual Joint Mathematics Meetings three times. In 2010, Dr. Bennett received the Deborah and Fanklin Tepper Haimo award for distinguished university or college teaching from the Mathematics Association of America as well as the Fritz B. Burns Distinguished Teaching award from LMU.

Pat Coward Photo

Patricia Coward

Director of Faculty Development, Center for Teaching Excellence, Canisius College

Pat Coward is the Director for the Center for Teaching Excellence and teaches part-time for the Department of English. After earning a PhD in American Literature and Composition Theory in 1990, she held a faculty position at Frostburg State University until 2005, where she founded the University's first Center for Teaching Excellence. She took the full-time position of CTE Director at Canisius College in 2005, where she is committed to bringing the college's Jesuit Mission into the classroom. Pat mentors faculty at all career stages and offers a wide range of faculty support, including the Scholarship of Teaching and Learning; she has sponsored over 20 teacher-scholars from Canisius College at CASTL/IISSAM Institutes since 2006. A frequent presenter at numerous teaching and learning conferences (Lilly, POD), Pat has been an invited speaker at a number of US and Japanese colleges and universities.

Jacqueline Dewar

Jacqueline Dewar

Department of Mathematics, Loyola Marymount University

Jacqueline Dewar, PhD, is professor and former mathematics department chair at Loyola Marymount University, where she also directed faculty development initiatives for five years. A 2003-04 Carnegie scholar, she received a national teaching award from the Mathematical Association of America in 2006. She led LMU's work as coordinating institution for the Carnegie Affiliates program during 2007-09. Her SoTL work has explored student understanding of mathematical proof, 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. She has co-authored collegiate level mathematics textbooks, published articles on mathematics education, SoTL, and faculty development, and presented SoTL workshops at regional and national meetings.

Kathy Perkins Mentor Photo

Kathleen Flecky

Department of Occupational Therapy, Creighton University

Dr. Flecky was a scholar participant at the National Carnegie Foundation for the Advancement of Teaching Summer Institutes in 2008 and 2009. She was a workshop presenter at the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL/IISSAM) at Creighton University in 2011. Dr Flecky earned a B.S in Medical Technology, B.S. in Occupational Therapy and a Doctorate in Occupational Therapy from Creighton University in Omaha, Nebraska. She is an Assistant Professor of Occupational Therapy in the Doctor of Occupational Therapy program in the School of Pharmacy and Health Professions at Creighton University. Dr. Flecky has interdisciplinary experience teaching students from the fields of occupational therapy, nursing and physical therapy. She has published, received external and internal grant funding, and presented research and workshops on the scholarship of teaching and learning (SoTL) in the following areas: service-learning, community partnerships, and health promotion.


Julie Lochbaum

Department of Education, Truman State University

Julie Lochbaum is a Professor of Education at Truman State University where she teaches various Foundations of Education courses. Julie spent 13 years as a faculty development officer in both an osteopathic medical school setting and at Truman, an undergraduate liberal arts and sciences institution. She has mentored SoTL research among faculty, administrators, staff, and student teams. Her own SoTL work has focused on the development of the SoTL career for faculty, including how to gain credit for it in promotion and tenure. She has presented at national and international SoTL venues, and serves as a reviewer for InSight journal. Julie returns as an Institute Mentor for the second year.

Kathleen Perkins Mentor Photo

Kathleen Perkins

Department of Theatre, Columbia College Chicago

She holds an M. F. A. from the University of Minnesota, and was a Professional Theater Program Fellow at the University of Michigan. A freelance actress and director, Kathleen has acted on diverse stages throughout the U.S. and Canada. She is a member of Actors Equity and SAG, and has appeared in several TV and theatrical films including Judgment Night and the Coen brothers' The Hudsucker Proxy. A 1999-2000, Carnegie Foundation Scholar (the first in theater), Kathleen is deeply involved in the Scholarship of Teaching and Learning (SOTL) movement supported by the Carnegie CASTL program. She has presented papers at national and international SOTL conferences and has served as a mentor at the National CASTL Institute for the last six years. She teaches Text Analysis and the senior acting class, coordinates the BFA and Assessment programs, and directs. Her most recent production was Gorki's Summerfolk for the Main Stage season.

David Reichard Mentor Photo

David Reichard

Division of Humanities and Communication, California State University, Monterey Bay

David A. Reichard is a Professor of History & Legal Studies in the Division of Humanities and Communication at California State University Monterey Bay where he teaches courses in U.S. history, politics and law and coordinates the Division's Pre-Law program. During 2003-2004, he was a scholar with the Carnegie Foundation for the Advancement of Teaching and Learning CASTL program and in 2005-2006 served as a Lead Scholar with the final CASTL cohort. His SoTL research has focused on how undergraduates grapple with complex legal concepts, comparing seminar discussion with student authored blogs, as well as how students present historical research through visual means. His chapter (co-authored with Kathy Takayama) entitled "Exploring Student Learning in Unfamiliar Territory: A Humanist and a Scientist Compare Notes" will appear in The Scholarship of Teaching and Learning In and Across the Disciplines edited by Kathleen McKinney and to be published by Indiana University Press.