Regan A. R. Gurung is Ben J. and Joyce Rosenberg Professor of Human Development and Psychology at the University of Wisconsin, Green Bay. Born and raised in Bombay, India, Dr. Gurung received a B.A. in psychology at Carleton College (MN), and a Masters and Ph.D. in social and personality psychology at the University of Washington (WA). He then spent three years at UCLA as a National Institute of Mental Health (NIMH) Research fellow.
He has received numerous local, state, and national grants for his health psychological and social psychological research on cultural differences in stress, social support, smoking cessation, body image and impression formation. He has published articles in a variety of scholarly journals including Psychological Review and Personality and Social Psychology Bulletin, and Teaching of Psychology. He has a textbook, Health Psychology: A Cultural Approach, relating culture, development, and health published with Cengage (third edition in preparation) and is also the co-author/co-editor of eight other books (see CV). He has made over 100 presentations and given workshops nationally and internationally (e.g. Australia, India, Saudi Arabia, New Zealand).

Dr. Gurung is also a dedicated teacher and has strong interests in enhancing faculty development and student understanding. He was Co-Director of the University of Wisconsin System Teaching Scholars Program, has been a UWGB Teaching Fellow, a UW System Teaching Scholar, and is winner of the CASE Wisconsin Professor of the Year, the UW System Regents Teaching Award, the UW-Green Bay Founder’s Award for Excellence in Teaching as well as the Founder’s Award for Scholarship, UW Teaching-at-its-Best, Creative Teaching, and Featured Faculty Awards. He has strong interests in teaching and pedagogy and has organized statewide and national teaching conferences, is a Fellow of the American Psychological Association and the Association for Psychological Science, serves on the Div.2 (Teaching of Psychology) Taskforce for Diversity and is Chair of the Div. 38 (Health Psychology) Education and Training Council. He is also Past-President of the Society for the Teaching of Psychology.

When not helping people stay calm, reading, and writing, Dr. Gurung enjoys culinary explorations, travel, time with his two children, and avoiding political discussions of any kind.

VoelkerDavid Voelker is an Associate Professor of Humanistic Studies and History at the University of Wisconsin-Green Bay. He arrived at UWGB after completing a Ph.D. in U.S. history at the University of North Carolina at Chapel Hill in 2003. He teaches primarily early American history, including introductory, upper-level, and online courses. Since 2005, he has engaged in UWGB’s First Nations Studies Fusion program, which focuses on the integration of American Indian history, culture, and pedagogy into courses across the curriculum. He was a Wisconsin Teaching Fellow (WTF) in 2006-2007 and twice participated in UWGB's Teaching Scholar program, which he currently co-directs.  He documented his WTF project in an August 2008 article in The History Teacher. As a participant in the OPID-sponsored Signature Pedagogies project, he co-authored with Joel Sipress (UW-Superior) an essay on the impact of the Scholarship of Teaching and Learning (SoTL) on history pedagogy. He and Sipress went on to publish an essay in the March 2011 Journal of American History that combined historical analysis with SoTL research to suggest an alternative to the dominant coverage model of teaching introductory history.  (This article won the 2012 Maryellen Weimer Scholarly Work on Teaching and Learning Award.)  His current SoTL project is an assessment of how effectively his argument-based introductory American course improves students’ understanding of historical thinking and the work that historians do.  He shares SoTL resources at

Morning Seminar: Going Behind the Scenes of the Learning Process: The Scholarship of Teaching & Learning

The Scholarship of Teaching and Learning (SoTL) offers an exciting opportunity for higher educators to integrate teaching and research. SoTL scholars systematically inquire into their students' learning using the tools of their own disciplines and other accessible methods. Participants in this interactive workshop, co-led by Professors David J. Voelker and Regan A. R. Gurung, will engage in an open discussion of the goals, challenges, and basic steps of pedagogical research. Participants should be prepared to discuss student learning and learning problems in a specific course, for which they will formulate a possible research question and will begin considering research methodologies. Attendees will learn about a range of research designs and methods to analyze findings that will complement their own disciplinary styles. In addition to improving their understanding of SoTL research methods, participants will discuss strategies for fine-tuning course learning goals and evaluation techniques.

Gurung and Voelker will guide participants through a step-by-step exploration of the process of doing SoTL research, with emphasis on the importance of developing a meaningful research question that focuses on a student learning problem, is informed by existing pedagogical literature, and can be approached with an effective methodology. In break-out sessions, participants will work with small groups from various campuses and disciplines to consider examples of learning problems that they might want to study in their own courses, including problems posed by students' prior knowledge and challenges associated with teaching disciplinary "moves" or threshold concepts. Attendees will also discuss and evaluate evidence-based pedagogical strategies and review literature that systematically investigates how pedagogical strategies can impact their own students' learning. The workshop will conclude with a consideration of how SoTL scholars can improve their own teaching practice, as well as contribute to pedagogical knowledge more generally through presentations and publications.