2014 - 2016 Activity Report

Supporting Educators 2014 - 2016 ACTIVITY REPORT

Mission The Center for Excellence in Teaching and Learning produces research-based high quality programs, services, and resources that enhance, document, and recognize teaching effectiveness.

Table of Contents

Introduction

Welcome Message from the Executive Director CETL at a glance

4-9 4-5 6-7

Transforming Teaching and Learning: QEP and more

8-9

Learn

Workshops

Teaching Academy for Part-time Faculty

Faculty Learning Community

New Faculty Orientation

Certifications to Support Online Teaching

Early Career Full-time Faculty Retreat

Graduate Student Support for Teaching

10-21 12 13 14-15 16 17 18-19 20-21

Grow

22-27 24 25 26-27

Create

28-35 30-31 32-33 34 35

External Recognition

36-57 38-39 40-47 48-49 50 51 52 53 54 55

CETL Staff

56-60 58 59 60

Commitment to Change Consultations

Course Design Institute

SoTL Programs

Undergraduate Research SPACE

Travel Awards

Our Publications

Our Presentations

Professional Leadership and Service

Research Studies

ICED Conference

Research on Teaching and Learning Summit

SETOP Conference

National Conference on Undergraduate Research Awards

Curent Staff

Faculty Fellows Transitions

Welcome Message from the Executive Director Looking back over the past two years—the timespan covered by this activity report—our institution has gone through momentous changes, and CETL has adapted accordingly. We have strengthened our usual offerings such as workshops, book clubs, and faculty learning communities, by offering them on both campuses and even virtually in order to facilitate access for all faculty. In addition, we have initiated several new programs. For instance, we have built an intentional consultation program for faculty, offering targeted deep work contextualized to individual courses. We have revitalized programs for early career faculty. We have expanded initiatives to support part-time faculty, including SPACE, a conference designed to showcase their accomplishments. Finally, we have initiated tailored programs in many colleges to respond to specific needs.

Thanks to the work of the indefatigable CETL team, we have supported the teaching mission of the university by providing 239 workshops, book clubs and webinars, as well as 16 yearlong Faculty Learning Communities and 19 special events.

These were attended by 834 unique faculty members. In addition, CETL submitted a proposal for the next QEP focusing on experiential learning, which was selected as one of the 3 finalists currently being merged into a single plan. The QEP will transform the undergraduate experience for all our students for the next 10 years, and CETL is excited to contribute to that transformation. Undergraduate Research has been a big part of this focus, culminating into CETL’s successful bid to host the National Conference on Undergraduate Research, which will bring 6000 undergraduate researchers to KSU from around the nation in 2019 and will enrich KSU’s national standing.

I hope you will enjoy reading about the impact CETL is making on campus as well as nationally and internationally, but, of course, our programs would amount to nothing without the faculty who take what they learn at CETL and use it to create excellent learning experiences for our students. We at CETL are always inspired by the dedication and the creativity of the great educators at KSU. With gratitude,

Michele DiPietro, Executive Director

Vision The Center for Excellence in Teaching and Learning will be a nationally prominent center, recognized for excellence and innovation in programming, scholarship, and leadership.

834

Unique Participants

440

Repeat Participants

of participants gained knowledge

of participants plan to apply knowledge

Transforming Teaching and Learning: QEP and more

Throughout this activity report, you will read about CETL’s impact, organized in sections according to the data and evidence we collected. You will discover how we help educators Learn about teaching innovations, Grow in their teaching by implementing best practices, and Create pedagogical products to represent their work to the KSU and national community. There is, however, one crucial initiative that we have heavily invested on in the past year but that does not fit into any of these sections, because it hasn’t generated data yet, and yet it is perhaps the initiative that encapsulates CETL’s ethos more than anything else—our Quality Enhancement Plan (QEP) topic proposal.

DISCOVERY

Plan and Reflect

REFLECTION

Demonstrate Transformative Learning

STUDENTS

APPLICATION

As the current QEP draws to a close, KSU put forward a call for proposals for the new QEP in Fall 2015. The QEP is intended to be a ten-year strategic initiative that will transform the culture on campus around teaching and learning. We were excited to jump onboard for this challenge. Stephanie Foote had just joined CETL as Faculty Fellow for High Impact Practices (HIPs) in our effort to promote HIPS on campus and we saw this as a golden opportunity. HIPs are thus named because of their proven, empirically measured impact on learning.

Students who engage in these practices have better educational outcomes in critical, analytical, and integrative thinking, and this is particularly true of underserved and underprepared students. The deep learning outcomes and the compensatory effects motivated us to write a QEP proposal for EXPERIENCE incorporating Develop Skills and HIPS in the Knowledge and Reflect curriculum in intentional, systematic ways, and for documenting the impact on

Apply Skills and Knowledge and Reflect

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a select group of students. Dr. Foote took the lead and, with the support of Amy Buddie, CETL Associate Director for Undergraduate Research (one of the 10 HIPs) and Michele DiPietro, CETL Executive Director, co-authored “Discover, Experience, and Explore: Engaging in Transformative Learning at KSU.�

The QEP selection process unfolded in Spring 2016 and included a review by a 43-person QEP Selection Committee that recommended the top three proposals that were presented to KSU faculty, staff, and students online and in person through town hall presentations, on the Kennesaw and Marietta campuses, in March. The presentations were recorded and posted online, and faculty, staff, and students were invited to view the presentations and provide feedback through an online survey.

data documenting its effectiveness in deepening student learning and transforming the campus culture. While all these phases will be shepherded by the QEP steering committee, key CETL staff will of course continue to be involved in the development phase and in providing faculty development opportunities around transformative learning in the implementation phase.

It is our pleasure and our mission to contribute our expertise to enhance learning for all students.

Following this process, the committee reviewed all feedback and recommended three proposals to be merged into one powerful amalgam, incorporating transformative learning, community engagement, and STEM Literacy. This led to the QEP Concept Development phase during Summer 2016, and will lead to further phases developing the full plan, piloting it, expanding it to all our students, and collecting

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Learn

As we reflect on our impact with educators in all disciplines, we have several goals in mind. First, we want our faculty to gain valuable knowledge about teaching and learning. The prevalent assumption in higher education is that a strong content knowledge (guaranteed by the advanced degree) is enough to teach the subject to students. Usually what that means is that most faculty teach the same way their professors taught them. At CETL, we break that cycle. We move from cutting edge, researchbased evidence about how students learn and what pedagogical methods foster the kind of deep learning we wish to see in our students. We add to that theory and best practice about assessments that extend learning, new technologies that enable student engagement, generational insights about new cohorts of students, and techniques to foster inclusion for all students.

We have worked with 834 unique educators. They have commented that the knowledge and skills they learn at CETL from our facilitators and from each other goes beyond the factual. Our workshops and book clubs raise awareness of issues they had not considered before, and create a new vision of the possible. They become inspired. Often this inspiration leads to changes in their courses, and sometimes to tangible products of scholarship documenting the new experiences. This section documents the gains in knowledge, and the next two highlight pedagogical changes and the scholarly products created.

Learn “The Teaching Academy for PartTime Faculty was an exceptional experience that taught me how to be not only a better educator, but a better father.�

- Alessandro Gasparini, Part-Time Instructor Foreign Languages

Learn

Workshops

CETL understands the ever-growing demands on faculty. We know that our faculty genuinely care about student learning but do not have the time to keep up with advances in the complex, interdisciplinary field of learning sciences. We act as a bridge, distilling the knowledge, research, and best practices and bringing them to our faculty. The primary way in which CETL disseminates pedagogical knowledge to the faculty and creates awareness of topical issues in teaching and learning in higher education is through our workshops, book clubs, webinars, and discussion groups. Each workshop includes solid learning theory and empirical research, as well as opportunities for participants to reflect on how the

information being presented can inform their teaching.

Over the years CETL has created several workshop series to address enduring issues as well as emerging strategic priorities. For instance, our most recent series, Studying Students, focused on the learning needs of various student subpopulations so that instructors are better prepared to teach LGBT students, students from other cultures, students with disabilities, veterans, and so on.

Many of the 622 participants have offered us comments about what they have learned from CETL workshops. Out of 396 comments, these are the most commonly cited topics:

Topic

N

%

92

23%

Assessment, creating and grading assignments, giving helpful feedback, promoting academic integrity

76

19%

Course and syllabus design, aligning learning outcomes with instruction and policies

56

14%

50

13%

39

10%

Inclusive teaching, engaging all students

Innovative pedagogies, e.g. Flipped classroom, High-Impact Practices, Contemplative Pedagogy, TechnologyEnhanced Teaching CETL and other institutional resources, such as for the Scholarship of Teaching and Learning

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Teaching Academy for Part-time Faculty Comparable to national trends, there are about 1200 part-time faculty members at KSU. As a group, these instructors are qualified to teach in their field and know their subject matter well, but many have no training in pedagogy. In addition, these faculty members do not feel as well connected to the institution or their department, and crave developmental opportunities that make them feel integrated into the fabric of the institution. Part-time faculty teach a great percentage of all KSU courses, and impact the lives of tens of thousands of students; therefore, it is vital that they be instructed in the current research on learning and relevant, effective teaching strategies.

Part-time faculty are welcome to the workshops, book clubs, and webinars CETL offers. In addition, since 2013, CETL offers a Teaching Academy for Part-time Faculty, a two-day workshop held each year over the week of spring break. Following a competitive application process, and thanks to the generosity of the provost, we were able to accept 50 and 44 participants in 2015 and 2016, respectively.

Academy participants attended interactive sessions delivered by CETL faculty on relevant topics

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including students’ prior knowledge and knowledge organization, student motivation, the development of expertise, practice and feedback, student development, classroom climate, and metacognition. These sessions provided participants with theoretical knowledge as well as practical techniques.

In addition to learning the content of the sessions, participants developed an individualized plan to apply this information in their own classes. Academy participants were overwhelmingly satisfied with their experience as evidenced by evaluation feedback received.

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Faculty Learning Communities Content based FLCs CETL has sponsored eight FLCs to learn about a specific topic, all suggested by faculty. The table summarizes outcomes in the final reports from facilitators of FY15 FLCs.

The CETL Faculty Learning Communities (FLC) program brings together teams of 5 to 7 faculty members interested in investigating a particular teaching and learning issue for a full academic year. Several national studies have documented the effectiveness of this faculty development format, which leads to an increase in knowledge for faculty, often translating into course revision according to best practices, and documentable student learning. In addition, faculty participation in FLCs often leads to the production of scholarship (presentations and publications) that disseminates teaching innovations. Finally, studies have found that FLC participants report a sense of belonging to the institution and connection with each other, both correlated to faculty morale and retention.

Cohort Based FLCs CETL has sponsored two cohort based FLCs. One, Millennial Faculty in the classroom, was suggested by a faculty member, following the realization that Millennial students have now become faculty but there is no literature on their needs as they develop along their professional trajectory. The QuickStarters FLC was initiated by CETL in 2014 in order to share with new faculty the research on the traits of the faculty who position themselves for longterm success from the very beginning. This FLC has been so successful that we renewed it and doubled it in size following popular demand, admitting 14 faculty representing 12 departments in 9 colleges. In addition, we created an FLC for part-time faculty and went through the application process, with activities starting in the fall. The table below summarizes outcomes for the first two FLCs. We will share data about the part-time faculty FLC as it becomes available.

In FY15 and FY16, CETL supported 72 faculty members in 10 FLCs. CETL runs two kinds of FLCs. The first kind is content based, faculty coalescing to learn more about emerging or enduring topics in their field, or in an interdisciplinary fashion. The second kind is cohort based. Those FLCs group faculty according to their common characteristics.

Both content and cohort based FLCs can be proposed by faculty or initiated by CETL staff when we see a specific need to address.

Cohort-Based Faculty Learning Community Millennial Faculty in the Classroom Facilitator: Nyasha M. GuramatunhuCooper, Department of Leadership & Integrative Studies QuickStarters Facilitator: Esther Jordan, CETL

Outcomes Participants designed a research study on Millennial faculty, obtained IRB approval, conducted focus groups, and transcribed data, with ongoing work to publish the article Participants reviewed the literature on early career faculty, received mentoring, designed a guide for new faculty and organized an early career faculty retreat

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Content-Based Faculty Learning Community

Outcomes

Promoting a Student Centered Learning Environment in Undergraduate STEM Courses Facilitator: Belinda Edwards, Department of Mathematics

Participants incorporated student-centered activities into Spring 2015 courses

Creating High-Impact Teaching and Learning Experiences: The HIP 7 Facilitator: Stephanie Foote, Department of FirstYear and Transition Studies

Participants incorporated high-impact practices (e.g., student learning communities, intercultural competence assignments, information literacy modules to support undergraduate research) into their teaching

Exploring the mind-body connection in human conflict: Learning from neuroscience and physiological psychology Facilitator: Sherrill W. Hayes, Department of Political Science & International Affairs

Participants created a conflict management lab to support research by faculty, undergraduates, and graduate students (http://www.kennesaw.edu/pols/ mscm/cmlab.php)

Shared-knowledge of Teaching Mathematics with Each participant delivered a Tech Talk on technological Technology through Faculty Learning Community tools that can enhance the skills of students preparing to Facilitator: Woong Lim, Department of Secondary be mathematics teacher educators and Middle Grades Education FY15: Interdisciplinary Understanding of Needs of English Language Learners Facilitator: April Munson, School of Art and Design

Participants created a virtual space to share ideas and developed submissions to national and regional conferences on teaching English as a second language

Re-visioning the Department of Foreign Languages Curricular Framework: Exploring a Multiliteracies Participants developed Teaching / learning multiliteracies Approach modules (lessons, tasks, assessments) and submitted Facilitator: Kristin Hoyt, Department of Foreign them for departmental review Languages Design and Assessment of Mathematics Methods Course Assignments Facilitator: Wendy Sanchez, Department of Mathematics

Participants performed an interdisciplinary literature review, developed surveys and conducted action research into math education courses, with the long-term goal of disseminating the scholarship

Creating Discipline Specific Undergraduate Honors Programs in Psychology and Nursing using High Impact Practices Facilitator: Sharon Pearcey, Department of Psychology

Participants designed an undergraduate honors program for interdisciplinary scholars in nursing and psychology

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New Faculty Orientation

As KSU welcomes a new cohort of incoming faculty each year, CETL facilitates a series of events to support them as they arrive.

The transition to a new campus can be overwhelming, for those who have recently graduated from graduate school to those making a change late in their careers. The goals of the orientation are to ensure our new colleagues feel welcome as they join the KSU family, orient them to KSU students, culture and policies, connect them to the resources they need to begin the semester successfully in the classroom and beyond, and provide them with strategies that will help them realize their teaching, research and service goals in the short and long term.

The orientation events began with a Welcome BBQ for incoming faculty and their families, hosted by the Alumni Association in 2014 and by the President in 2015. This was followed by one day of orientation workshops on learning centered teaching as well as sessions that featured guest speakers, including the President, Provost and a panel of students.

Full time, tenure track, and clinical faculty, as

well as librarians and lecturers were invited to attend a second day of workshops on surviving and thriving throughout the tenure and promotion process at KSU, featuring faculty panels and senior administrators. In addition, all incoming faculty were provided with the opportunity to view a series of videos featuring various academic units on campus, which CETL created to help faculty put faces and names to many of the support services KSU provides. In 2014, the orientation concluded with the President’s New Faculty Reception at the Jolley Lodge.

In all, the 2014 and 2015 New Faculty Orientations were very well received. This was evidenced by consistently high feedback from attendees on the event evaluation forms and by the many faculty who returned to CETL for teaching development programs and consultations in the semesters that followed, including competitive applications for the Quick Starters early career faculty learning community, workshops, book clubs, institutes and consultations.

Attendance

Full-time

Part-time

Total

2014

33

42

75

2015

52

45

97

Total

85

87

172

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Certifications to Support Online Teaching CETL is committed to providing professional development for online teaching through the delivery of the Online Course Development workshop and the KSU Peer Reviewer workshop.

The award-winning Online Course Development workshop, which certifies faculty to teach online internally at KSU, is one of four pathways for online teaching certification.

CETL is involved in each of the other pathways by facilitating two hour workshops on Quality Matters and the internal review process.

The Online Course Development workshop is delivered as both a blended or an online course to faculty who desire to be certified to teach online for KSU. By the end of the multi-week workshop, faculty will: • Identify the underlying principles & essential standards of the QM rubric • Use the Quality Matters rubric to develop and pre-review their online course • Recognize and integrate effective practices in their online course design and delivery • Identify the KSU groups that support online learning • Describe the KSU online course submission and peer review processes.

• Outline a potential module to use in their course

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Colleges and units represented since 2014: • Bagwell College of Education • Coles College of Business • College of Humanities and Social Sciences • College of Science and Mathematics • College of the Arts • University College • Wellstar College of Health and Human Services • College of Architecture and Construction Management • Southern Polytechnic College of Engineering and Technology • Distance Learning Center • College of Computing and Software Engineering • Siegel Institute for Leadership, Ethics & Character Additionally, CETL offers a certification opportunity for KSU faculty to become internal peer reviewers of online courses through the KSU Peer Reviewer Certification workshop. This workshop is facilitated as both a blended and an online workshop. During this workshop, faculty will examine the KSU review process, delve deeper into the Quality Matters General Standards, practice writing recommendations and reviewing a sample course.

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Early Career Full-Time Faculty Retreat

As part of our revamped early career development program, CETL hosted a retreat for early career full-time faculty in the spring of 2015 and 2016. The retreat agendas were designed in collaboration with the members of the Quick Starters Faculty Learning Communities. Each year, the Quick Starters were asked which topics and types of speakers they would want to see at the retreat, based on what they perceived to be the greatest needs among early career faculty at KSU. Each year, retreat attendance exceeded capacity, with more registrants than seats. In addition, feedback from participants on the evaluation forms and in followup thank you notes

Y L R A E

R E E R CA

You are invited to a retreat for early career faculty. This day-long event will feature conversations about bringing out the best in our students as we blend teaching, research and service. The retreat will close with a social mixer and refreshments.

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indicated that the workshops in the retreat were perceived to be highly valuable. Each faculty member identified multiple new strategies and/or tools they learned from the retreat that they would use to respond to the challenges of teaching, efficiently balance their many responsibilities, and prepare their applications for promotion and tenure. Faculty from all academic colleges and the library have participated in the retreat.

Topics & Speakers The workshop topics in 2015 included how to handle problematic student behavior, juggling responsibilities, research support at KSU, and undergraduate research. The workshop topics in 2016 included bringing out the best in our students (in terms of participation, preparation and motivation); blending teaching, research and service through the scholarship of teaching and learning and undergraduate research; funding for research and global initiatives; and preparing compelling narratives for promotion and tenure. The speakers at both retreats included successful mid to late career faculty, administrators and CETL faculty.

Spring 2015 Topics

Speakers

Handling Problematic Student Behavior

Michael Sanseviro, Associate Vice President and Dean of Student Success

Timothy Hedeen, Professor of Conflict Management and KSU Ombuds Conversations with Successful Faculty Members about LeeAnn Lands, Associate Professor of History and Juggling Responsibilities Interdisciplinary Studies Kadian Callahan, Associate Professor of Mathematics Education Blending Teaching and Research Opportunities and Support at KSU Undergraduate Research at KSU

Charles Amlaner, Vice President for Research, Dean of the Graduate College Amy Buddie, Associate Director, CETL

Attendance

37

Spring 2016 Topics Bringing out the Best in Our Students

Speakers Esther Jordan, Associate Director, CETL Kadian Callahan, CETL Fellow and Associate Professor, Mathematics Education

The Scholarship of Teaching and Learning

Tom Pusateri, Associate Director, CETL

Undergraduate Research at KSU

Amy Buddie, Associate Director, CETL

Overview of Internal KSU Funding: Research Funding and Global Initiatives Funding

Carolyn Elliott-Farino, Executive Director, Office of Research Saundra Rogers, Coordinator of Academic and African Initiatives

Preparing Compelling Narratives for Multilevel Reviews

Michele DiPietro, Executive Director, CETL Roxanne Donovan, Assistant Chair, Interdisciplinary Studies Department and Professor of Interdisciplinary Studies and Psychology

Attendance

25 (capped for individualized mentoring)

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Learn

Graduate Student Support for Teaching

We offer a number of teaching-related services for graduate students, including consultations, classroom observations, workshops, and a creditbearing course on college and university teaching (GRAD 9001). The course is offered every semester face-to-face and was delivered as an online course for the first time in Spring 2016. As part of the course, students learn about effective pedagogy, write a teaching philosophy, create a syllabus for a course they might teach in the future (or are currently teaching), and engage in microteaching (teaching an introductory concept to the class for 5-7 minutes and receiving constructive feedback).

CETL takes the mentoring of graduate students and their teaching very seriously. We separate our programs by audience to better target our offerings, but we provide the same depth of professional development to graduate students as we do to our faculty. CETL helps ensure that graduate students who are in contact with undergraduates in a teaching role have the appropriate mentoring and training. Our programs also increase the value of their KSU graduate degree as they can demonstrate on their transcript their teaching development efforts. And finally, the GTA training keeps the university compliant with SACS-COC standards.

Course modules • Understanding how students learn • Active learning techniques • Student motivation • Assessment and grading • Becoming a learning-centered teacher • Designing courses and syllabi • Helping students to become selfdirected learners • Understanding and responding to student diversity • Academic integrity and problematic student behaviors • Creating a teaching philosophy • Microteaching

Disciplines represented in GRAD 9001 • Exercise Science (11) • Applied Statistics (9) • International Conflict Management (8) • American Studies (3) • Professional Writing (2) • Creative Writing Grad Certificate (1) • Information Technology (1) • Construction Management (1)

*Highest possible score = 4.00

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Grow

The committed educators we work with have many goals, broad and specific. They want to learn more about teaching and learning because they want to grow and change some aspect.

Maybe they want to restructure the format of the course, or become more learning centered, or try their hand at one of the High-Impact Practices. According to our data, only 11 faculty out of the 629 who filled out our evaluations, or 1.7%, say they do not plan to change anything.

Often, we are lucky to observe the changes ourselves. That is the case for the dozens of faculty we have collaborated with in our one-on-one consultation program. We observe their teaching at the onset of the consultation and again after they implement the changes we suggest. It is very rewarding to see their relationship with their students deepen and the student experience benefit as a result.

Additionally, it is very rewarding for us to witness entire courses being transformed during our Course Redesign Institutes. We have found that this intensive, concentrated experience is very productive, and that the faculty enjoy the format, so we have increased the number of offerings during the year. We are proud to contribute to the adoption of proven pedagogical practices that improve student learning and retention.

Grow “At all my previous institutions, the Teaching Center was the place to avoid, the place you got sent to when you messed up in your teaching, but here at KSU the center has been the place that consistently has nurtured productive dialogue about race.�

- Seneca Vaught, Associate Professor History

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Commitment to Change

It all starts with a spark. Faculty attend a workshop where they learn about new technologies to support learning, or the power of High-Impact Practices. They participate in a Faculty Learning Community, where they share energizing ideas with each other. They travel to a conference using the Teaching Conference Travel funds, where they see an interesting teaching demo. They participate in multi-day intensive academies, where they start to connect the dots between learning science and pedagogy. When their vision of the possible is expanded, inspiration often strikes, and the wheels start turning.

We’ve seen the lightbulb go off many times in our workshops, and we became curious about it, so we decided to document what faculty

are inspired to change in their teaching.

Of course, the inspiration does not always result in revolutionary changes in somebody’s teaching, but it is the first and necessary step. We always invite workshop participants to follow up in one-on-one consultations or institutes where they design and implement their changes with the support of a CETL consultant (see the rest of this section for details on those). Of the 622 workshop participants, less than 2% say they do not plan to make any changes. 372 left us comments articulating the changes they intend to make to their teaching based on what they have learned. These are the changes most often mentioned (percentages do not add to 100% because many indicated multiple changes).

Topic

N

%

Strategies to engage students (flipping courses, using latest technologies, group work in large classes, etc)

104

28%

Techniques to be inclusive to all students (e.g., ground rules, inclusive language, preferred names and pronouns, strategies to handle hot moments in the classroom, increasing accessibility)

97

26%

Incorporating authentic assessments and techniques to increase fairness and consistency in grading (rubrics, scoring guides, measurable criteria)

78

21%

Course redesign (to make course objectives more learning-centered, align them with assessments and instructional strategies, changing formats to online or hybrid)

62

17%

Strategies to promote academic integrity, appropriate collaboration, and idea attribution

51

14%

High-Impact Practices and experiential learning (community engagement, undergraduate research, mini and multi HIPs)

42

11%

Using wrappers and other metacognitive and contemplative strategies to promote reflection

38

10%

Strategies to promote intellectual development (evaluating sources, providing evidence, valuing multiple perspectives, critiquing)

38

10%

Consultations CETL launched a new teaching consultation program in the Fall of 2014, at the request of the Provost. Through this program, CETL staff provide confidential, collaborative and constructive consultations to faculty who request them. These consultations may take two forms. The first is when faculty approach CETL with an idea for a change in their course that they would like to implement, usually one that they have heard about in the literature or from colleagues. The other is when faculty ask CETL to help them create a plan for development in their teaching, usually as part of their own continual commitment to teaching improvement, and every once in a while at the request of a department chair.

CETL takes an evidence and research based approach to consultations, emphasizing description rather than evaluation. In keeping with this commitment, CETL offers to review course syllabi, review teaching evaluations from students and administrators, conduct Class Observations, and/or conduct Small Group Instructional Diagnoses. In a Class Observation, the CETL consultant documents what they observe during a class session. In a Small Group Instructional Diagnosis, the CETL consultant spends 20 minutes alone with the educator’s students. During this time, the students are asked to report on the aspects of the class that help them learn and what changes they think might improve their learning, in addition to any specific questions the educator adds. The CETL consultant then provides the educator with a report on the Class Observation and/or Small Group Instructional Diagnosis. The consultant uses this data and their expertise in researchbased effective practices in teaching and

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learning to help faculty create their own plan for development, one that responds to the data and meets the faculty member’s needs and interests.

The major teaching and learning themes discussed during the consultations included: • Research design for the scholarship of teaching and learning • Active learning best practices, activities, and assessment • Assessment design, grading, rubrics and feedback • Clickers • Course design, alignment and scaffolding • Course organization • Creating an inclusive and/or positive class environment • Difficult conversations • Engaging students • Facilitating discussion • Flipping the class • Negative student feedback • Sensitive issues in the classroom • Syllabus review • Teaching large classes

During the period of July 1, 2014 to June 30, 2016, CETL conducted 289 consultations to 137 unique faculty members, across all 10 academic colleges.

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Grow

Course Design Institute

E

ach year CETL designs, hosts, and facilitates Course Design Institutes.

Course Design Institutes provide space and time for faculty to make changes to an existing course or create a new course with the support of CETL Instructional Designers and consultants.

During each institute, mini-workshops are offered on topics like enriching courses with instructional strategies, implementing technology into courses, creating authentic and aligned assessments, and exploring new and active learning techniques. In addition to discussing the theory and research behind these practices, participants have ample time to apply these to the design or redesign one of their courses. This Institute provides time for individual, dedicated work and reflection time, as well as group-share discussions that leverage the varying levels of experience of the participants and interdisciplinary nature of the institutes.

Institute for Course (re)Design across Modalities

College of Science and Math Student Success Initiative Course (re)Design Institute

This institute was offered in May 2015.

Over the course of 3 days, faculty focused their efforts on redesigning courses to be delivered in any modalities, face-to-face, blended or online instruction. Deliverables for the institute included a course syllabus, 4 weeks of course planning with objectives, assessments, activities, instructional materials and technology.

This four-day institute in May and June of 2016 focused on: (a) creating environments that support student learning (b) classroom assessment techniques and holding students accountable for learning

HIPs (re)Design and Enhancement Institute

(c) teaching and reaching first year and marginalized students

In May of 2016, accepted applicants attended a 4-day HIPs (re)Design and Enhancement Institute. This Institute focused on designing, redesigning, or enhancing courses or programs to incorporate one or more of the High-Impact Educational Practice (HIPs). Deliverables for the HIPs institute included a course syllabus, institute reflection on HIPs and an outline of how one or more HIPs were incorporated into the course along with a rubric for assessment.

(d) technology for teaching and learning (e) grading and course alignment (f) pursuing scholarly teaching and the scholarship of teaching and learning In addition to discussing the theory and research behind innovative instructional practices, participants had dedicated work and reflection time to work individually or in small groups to create or modify course materials. By the end of the institute, participants produced several major components of a redesigned course (including syllabi, unit plans, assessments, and rubrics) and developed a research plan for analyzing the impact of their instructional innovation on teaching or learning in the upcoming semester.

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Create

At KSU, we treat teaching as a scholarly activity. That means that we approach teaching from a well developed philosophy of teaching, put in place instructional strategies consistent with it, evaluate the effectiveness of our instruction relative to our goals, and reflect and revise as appropriate, refining our performance at each iteration of the cycle. In addition, some of us might transform this scholarly approach into actual scholarship of teaching and learning (SoTL), one of the forms of scholarship highlighted in the Boyer model that KSU follows. That means documenting our teaching successes with tangible products, such as presentations and publications, to engage the national dialogue on teaching innovations. CETL is proud to support faculty in their SoTL endeavors and to help them document their teaching successes.

In this section, you can read about the many ways we do so, such as the travel grants for faculty to present at SoTL conferences, the SoTL retreats to mentor faculty conducting and publishing their SoTL studies, the GTA training course where Graduate Teaching Assistants hone their teaching skills and produce teaching artifacts, the Symposium of Student Scholars where undergraduate researchers who work with KSU faculty present their results, other artifacts produced by students as evidence of their undergraduate research work (one of the High-Impact Practices CETL has supported up until this year), and SPACE, our new conference for part-time faculty to present their teaching and research innovations.

Create “I came in with coded data that had only loosely been analyzed. I now have a completed 27 page manuscript. That amount of progress is really exciting.�

- Melissa Driver, Assistant Professor Inclusive Education

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SoTL Programs

CETL provides several programs that support faculty pursuing the scholarship of teaching and learning (SoTL, scholarly inquiry into how students learn and how teaching affects student learning): • Annual faculty learning communities of SoTL scholars who meet regularly to share progress reports on SoTL projects and support each other’s research.

• An annual multi-day SoTL Retreat for both novice and established SoTL scholars who work intensively and receive consultations on their SoTL projects.

• Teaching Conference Travel Funds to support faculty who are presenting their SoTL research.

• Online directories of SoTL journals and teaching conferences.

• Two annual SoTL conferences: The Research on Teaching and Learning Summit and the Southeastern Conference on the Teaching of Psychology.

All five participants in the FY15 SoTL Faculty Learning Community presented their research projects at regional or national conferences, and four of the nine participants in the May 2015 SoTL Retreat presented or published their research.

There were 11 participants representing 10 departments in 7 colleges who attended the May 2016 SoTL Retreat.

Presentations by participants (w/ asterisk) in the FY15 SoTL Faculty Learning Community Martha Bowden* Title: Using the I-Search essay to teach research methods in a writing-intensive class Research on Teaching and Learning Summit, Kennesaw, GA, October 2015 Kadian M. Callahan* and Anne Marie S. Marshall Title: Professors learning to use online discussion blogs with visual components in an undergraduate classroom International Society for Exploring Teaching and Learning Conference, Savannah, GA, October 2015 Joe DeMaio* Title: Cycling undergraduate students through graph theory research Joint Mathematics Meetings, San Antonio, TX, January 2015 Angela George* Title: The teaching of requests: A comparison of three different teaching methods, American Council on the Teaching of Foreign Languages Convention, San Diego, CA, November 2015 Belinda Edwards, Hillary Steiner, David Glassmeyer*, and David Rosengrant Title: Using student-centered teaching strategies in STEM courses: Challenges and successes Research on Teaching and Learning Summit, Kennesaw, GA, October 2015

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Presentations/Publications by participants (w/ asterisk) in the May 2015 SoTL Writing Retreat Sonia Toson and Cristen Dutcher* Title: Student perceptions of adaptive textbook technology in a legal studies classroom Southern Academy of Legal Studies in Business Annual Conference, Atlanta, GA, November 2015 Manuscript submitted to the Journal of Legal Studies Education on December 16, 2015 Susanna Molitoris Miller* Title: A framework for using concept maps as a tool for lesson study Research on Teaching and Learning Summit, Kennesaw, GA, October 2015 Kay Traille* Title: What students think history is for Research on Teaching and Learning Summit, Kennesaw, GA, October 2015 Charles T. Wynn*, Richard S. Mosholder, and Carolee A. Larsen Title: Promoting postformal thinking in a U.S. history survey course: A problem-based approach Published in the Journal of College Teaching and Learning

May 2016 SoTL Retreat Participants NAME

DEPARTMENT

PROJECT TITLE

Adams, Megan

Secondary and Middle Grades Education

Incorporating Culturally Relevant Pedagogy Into Online Courses

Bailey, Bill

Systems and Industrial Engineering

Converged Courses: Eliminating the Difference between Online and Face to Face Learning

Bohannon, Jeanne

Digital Writing & Media Arts

Doing Critical Pedagogy Online: A DIY for Nurturing Collegial Writing Workshops in Graduate Level Courses

Burton, Tyra

Marketing and Professional Sales

Multiple Course Project Coordination: Increasing Student Engagement Utilizing a Multi-stage Real World Project

Das, Sandip

Electrical Engineering

Improving Student Learning by Implementation of Instructional Designed Interactive Simulation Tools in Electrical Engineering

Driver, Melissa

Inclusive Education

Using Virtual Simulation to Teach Collaboration to Teacher Candidates

Edwards, Belinda

Mathematics

Transformative Change in STEM Education Through Student Centered Teaching

Rodriguez, Sanjuana

Elementary and Early Childhood Education

Preparing Pre-Service Teachers for the Diversity Imperative: Critical Encounters with Multicultural Literature

Stephenson, Sandria

School of Accountancy

Understanding cognition and “Big Data” analysis in traditional accounting students

Wynn, Charles

History and Philosophy

Secondary History Pre-service Teachers’ Perception of Factors that Affect the Use of Problem/DecisionBased Activities

Zimmer, Kate

Inclusive Education

Preparing Teacher Candidates to Design Behavior Intervention through Virtual Simulations

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Create

Undergraduate Research

For years, CETL has been committed to supporting undergraduate research and creative activity at KSU. We have been so successful in growing this strategic initiative that an Associate Director was no longer sufficient to support it, and, starting July 1 2016, the Office of Undergraduate Research was created. Until then, CETL offered a variety of programs to support this HighImpact Practice, focusing on deliverables for the institution, such as conference presentations and peer-review articles. Here is a description of the undergraduate research programs portfolio: • Symposium of Student Scholars – The Symposium is an annual event designed to showcase undergraduate scholarship conducted over the last year. The event grows every year. For example, in 2016, 324 students and 110 faculty mentors were listed in the program as having worked on 214 different undergraduate research/creative activity projects during the past year. This represents a 38% increase in students, a 47% increase in faculty, and a 41% increase in total projects from the previous year.

• Travel Awards for Students – CETL sponsors a limited number of URCA (Undergraduate Research and Creative Activities) travel awards for students to present at conferences ($500 maximum per student). In 2016, there were 35 submissions, with 29 of them funded (an 83% acceptance rate).

• Undergraduate Research Grants for Faculty Mentors – CETL sponsors a limited number of CARET (Creative

Activities and Research Experiences in Teams) awards to faculty who mentor teams of undergraduate researchers ($7500 maximum per project). These grants have become extremely competitive; for instance, in 2016, there were 16 applications from 13 different departments; only three were able to be funded (a 19% acceptance rate).

• Kennesaw Journal of Undergraduate Research (KJUR) – KJUR is an online journal for KSU undergraduates to publish their scholarship. Articles from KJUR have been downloaded collectively over 24,000 times from people in 123 countries and 1,287 institutions.

• Find Undergraduate Researchers Website – In 2015, CETL began a website for faculty to post undergraduate research opportunities for students. By the end of the academic year, 11 studies posted to this website.

• Undergraduate Research Club (URC) – URC is a registered student organization at KSU dedicated to advancing undergraduate research. The club hosts events dedicated to undergraduate research and conducts research projects in teams. The club currently has 70 active members listed in Owl Life. In 2016, both teams were accepted to present posters at the National Conference on Undergraduate Research in Asheville, NC. • Undergraduate Research Faculty Advisory Council – In Fall 2015, we began an Undergraduate Research Faculty Advisory Council composed of at least

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one faculty member per college. The purpose of this council is to help CETL better serve undergraduate researchers and their mentors in each college and to facilitate cross-college dialogue about undergraduate research.

• Undergraduate Research Newsletter – Each semester, CETL creates a newsletter dedicated to promoting the work of undergraduate researchers at KSU. It features stories about cutting-edge researchers, profiles of students and mentors, and information about upcoming events. The newsletter has evolved from its first two-page issue to its current form as a glossy, professional, 20-page document.

• Workshops and Book Clubs on Undergraduate Research – We have facilitated several workshops and book clubs on undergraduate research over the last two years, mostly focused on mentoring undergraduate researchers.

Faculty from 5 academic colleges and the library participated.

• National Conference on Undergraduate Research (NCUR) Funding – We funded 61 students and 11 faculty mentors to present at the 2016 conference, held in Asheville, North Carolina. KSU ranked in the top 10 institutions in the country in the number of presentations at NCUR this year (46 posters and oral presentations).

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Create

SPACE

SPACE: The Symposium for Part-time, Adjunct, and Contingent Educators, is the first event of its kind in the nation.

This conference, chaired by Mandy McGrew, the CETL Faculty Fellow for Part-time Faculty Support, gives part-time faculty the opportunity to present their own teaching innovations in the classroom or their disciplinary scholarship in a peer-reviewed, professional setting. SPACE also seeks to provide a literal space for part-time faculty to engage in the academic community.

faculty member.

SPACE was held at the Crown Plaza Ravinia in Atlanta, Georgia, on June 18, 2016. The conference was open to all non-permanent faculty from all institutions of higher education, and was attended by 100 participants from 21 institutions in 7 states. The keynote speakers, Letizia Guglielmo and Lynee Lewis-Gaillet, spoke about their book “Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations.�

To make the conference more accessible to KSU part-time faculty, CETL provided scholarships that covered the complete cost of registration. This enabled 56 KSU parttime faculty to present at or attend SPACE. The response from attendees was overwhelmingly positive.

SPACE was also created to provide an opportunity for contingent faculty to present their disciplinary scholarship at a peer-reviewed conference. We sought proposals that demonstrated the variety and quality of scholarship being conducted by part-time and contingent faculty throughout the United States, emphasizing the role of adjuncts beyond classroom teaching. We had 31 sessions across both the Teaching and Research tracks.

With the creation of this conference, KSU has become a national leader in creating a space for part-time faculty to share their expertise with one another and experience community with their peers.

SPACE is a place where contingent faculty members are highlighted for their innovative teaching strategies. We encouraged presentation submissions on any topic related to teaching and learning in higher education, particularly how it relates to being an adjunct

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Travel Funds

Create

Departmental funds for travel are unfortunately tight. For years, CETL has been supplementing them with funds dedicated to teaching conferences, prioritizing those who are accepted to present the outcomes of their Scholarship of Teaching and Learning. The Teaching Conference Travel Funds Program is among the most popular and competitive of CETL’s programs. Faculty apply to this program to obtain funds to deliver presentations or participate in conferences specifically related to teaching and student learning. From July 2014 to June 2016, CETL received 80 applications and approved 34% of them, awarding over $25,000 to support travel for 27 faculty members to present their research and participate in their disciplinary conferences. Travel fund recipients have been carrying KSU’s name to conferences all over the United States and as far as Australia.

SPACE: The Symposium for Part-time, Adjunct, and Contingent Educators, is an accessible, affordable conference option for part-time faculty to build their CVs and experience community with their peers (see previous page). It is often difficult for part-time faculty to access opportunities such as presenting at conferences because of a lack of travel funding or high registration fees. CETL aimed to lessen these barriers by keeping SPACE registration costs low (early registration was $75 and increased to only $95). CETL was able to provide scholarships that covered the full cost of registration to all KSU part-time faculty members who applied to present at or attend SPACE.

External Recognition

Since KSU became a comprehensive university, our community has been tasked to strive to become a world-class institution. We are proud to say that CETL is doing its part to help realize this mission!

CETL staff members publish in respected journals and present or keynote at national conferences or on other campuses. We also hold leadership positions on several national and international boards and have won some of the top awards in faculty development and related fields. The conferences we sponsor have grown over the years from a mainly Kennesaw audience to a statewide to a regional reach, and continue to grow. In addition, we have been successful in winning bids to host prestigious national and international conferences that will bring luster to our institution, such as the National Conference on Undergraduate Research and the biennial meeting of the International Consortium for Educational Development.

Finally, we have initiated several research studies, in various degrees of completion. They aim to document the innovative work we do and its effectiveness, and they will help CETL and KSU join the national conversation on faculty development. You can read about all these accomplishments in this section.

External Recognition “The International Institute for New Faculty Developers, that CETL organized, has received national recognition from colleagues in educational development, and has even been adopted as an international model in Japan, where Kennesaw State’s unit was invited to replicate it.”

- Leslie Ortquist-Ahrens, Berea College, former President of the POD Network

External Recognition

Our Publications

CETL is actively engaged in disciplinary teaching, SoTL, and scholarship of educational development communities. Our books, articles, book chapters, and proceedings have influenced other practitioners in the United States and abroad.

Books

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2014) 大学における 「学びの場」 づくり: よりよいティーチングのための7つの原理, Japanese translation of “How Learning Works: Seven Research-Based Principles for Smart Teaching.” Tamagawa Press.

Peer-Reviewed and Invited Articles

Stromie, T. & Baudier, J. (in press). Assessing Student Learning in Hybrid Courses. In K. Linder and D. Fontaine-Rainen (Eds.), New directions in teaching and learning: Blended learning.

Keleher, M., Mixson-Brookshire, D., Foote, S. M. (2016). Global Gateways: A Pilot Learning Community for First-Year International Students. E-Source for College Transitions.

Stewart, L. (2015) Come On In! Stepping into DMAC to become a digital media dweller. Computers and Composition 30th anniversary issue (online and print).

Kranzow, J., Foote, S. M., Hinkle, S. (2015). Supporting students in transition: An examination of sophomore, transfer, and senior transitions and opportunities for residence life and housing professionals. Journal of College Student Housing, 42(1).

Stewart, L. (2015) A Catalyst for Change: Staging Dramatics for Preservice English Teachers through Improv, Role-play and Collaborative Reflection. English Education Journal. January 2015.

Boyd, D. E., Baudier, J., & Stromie, T. (2015), Flipping the Mindset: Reframing Fear and Failure to Catalyze Development. To Improve the Academy, 34: 1–19. doi: 10.1002/tia2.20028 Buddie, A. M., Hill, K. W., & Poskus, P. M. (2015). Using research to examine global challenges. eJournal of Public Affairs. Retrieved from http://ejournal.missouristate.edu/2015/03/article-usingresearch-to-examine-global-challenges/ Paracka, D. J., Buddie, A. M., & Dumas, D. S. (2015). Global scholarship: From service learning to community engagement. The Michigan Journal of Community Service Learning. Retrieved from http:// globalsl.org/global-scholarship-from-service-learning-to-community-engagement/ DiPietro, M. (2014) Tracing the Evolution of Educational Development through POD’s Institute for New Faculty Developers. Invited and peer-reviewed article, To Improve the Academy, 33(2), 113-130, 2014.

DiPietro, M., & Norman, M. (2014) Using learning principles as a theoretical framework for instructional consultations, International Journal for Academic Development, 19(4), 281-292.

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Book Chapters

Pusateri, T. P. (in press). A demonstration of random assignment that’s guaranteed to work (95% of the time). In J. R. Stowell & W. E. Addison (Eds.). Activities for Teaching Statistics and Research Methods in Psychology, Washington DC: American Psychological Association.

Marshall, A. M. S., & Callahan, K. M. (2016). Mathematics Teacher Educators’ TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs. In M. L. Niess, S. Driskell, and K. Hollebrands (Eds.) Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. (pp. 353-380). Hershey, PA, USA Foote, S. M., and So, C. J. (2015). Fostering self-authorship in the transfer student experience through the development of a learning community.

Foote, S. M., Kranzow, J., Hinkle, S. (2015). Focusing on the forgotten: An examination of the influences and innovative practices that affect community college transfer student success. In S. J. Jones and D. L. Jackson (Eds.) Examining the Impact of Community Colleges on the Global Workforce.

Pusateri, T. P. (2015). How SoTL can contribute to faculty development and institutional decisions. In R. A. Smith & B. M. Schwartz (Eds.), Using SoTL to enhance your academic position. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/ Steiner, H. H., Dean, M. L., Foote, S. M., & Goldfine, R. A. (2015). The targeted learning community: A comprehensive approach to promoting the success of first-year students in general chemistry. In L. Chism and J. Graziano (Eds.) Building synergy for high-impact educational initiatives: First-year seminars and learning communities.

Foote, S. M., & Dyer, A. (2015). Think DEEP: A critical inquiry program for first-year students. In T. Bers, M. Chun, W. T. Daly, C. Harrington, B. F. Tobolowsky, & Associates (Ed.) Foundations for critical thinking.

Refereed Conference Proceedings

Callahan, K. M., (2016). The nature of mathematical conversations among prospective middle school teachers’ in a mathematics content course, Proceedings of the 43rd Annual Meeting of the Research Council on Mathematics. (pp. 75-82). Orlando, FL, USA Marshall, A. M. S., & Callahan, K. M., (2015). Design considerations for visually-aided discussion prompts: emphasizing mathematical reasoning in teacher education. In D. Brown and J. Hall (Eds.), Proceedings of the 8th Annual Meeting of the Georgia Association of Mathematics Teacher Educators. (pp. 15-27). Eatonton, GA, USA

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External Recognition

Our Presentations

CETL staff is often invited to share our scholarship at other institutions. We are proud to have been invited to present at such prestigious venues as Ivy League universities, the American Council on Education, and the Bill and Melinda Gates foundation.

Invited Presentations

DiPietro, M. Moving Your SoTL Project Forward, Invited retreat workshop at Providence College, Providence, RI, June 2016.

DiPietro, M. How Learning Works: Creating Inclusive Learning Environments, invited seminar at Yale University, New Haven, CT, April 2016.

Baudier, J., & Stromie, T. Technology Whirlwind. The Unconference: Online Learning at Kennesaw State University, March 2016.

DiPietro, M. How Learning Works: 7 Research-Based Principles for Smart Teaching, invited keynote at Hartford University, CT, March 2016.

Selingo, J., Bailey, T., and DiPietro, M. The Future of The Future of the Academic Enterprise, Invited panelist at the American Council on Education annual meeting, San Francisco, CA, March 2016.

DiPietro, M., and McGrew, A. Building our professional identity as educators, Invited Anchor Session at the 28th South Eastern Conference on the Teaching of Psychology, Atlanta, March 2016.

Foote, S. M. Making teaching and learning in the first-year seminar real, relevant, and inspired. Plenary address to be delivered at the Annual Conference on The First-Year Experience. Orlando, FL, February 2016.

DiPietro, M. How Learning Works: Creating Inclusive Learning Environments, invited plenary at Columbia University, NY, February 2016.

DiPietro, M. The classroom climate for LGBTQ students: How does it impact learning?, invited workshop at Columbia University, NY, February 2016.

DiPietro, M. Cultivating Faculty Development with a Center for Teaching and Learning, Invited presentation at Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca, Roma, Italy, February 2016.

DiPietro, M. and Rando, W. Identity Matters, Invited workshop, University of Chicago, January 2016.

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DiPietro, M. Fault Lines & Strategies, Invited workshop, University of Chicago, January 2016.

DiPietro, M. Teaching in Times of Tragedies, Invited webinar for the University System of Georgia Faculty Development Series, January 2016. Archived online at https://www.youtube. com/watch?v=aXv6cJJ1WG0 DiPietro, M. How Learning Works: Creating Inclusive Learning Environments, Invited workshop at State University of New York, Oneonta, January 2016.

DiPietro, M. How Learning Works: 7 Research-Based Principles for Smart Teaching, invited workshop at Scuole Malpighi, Bologna, Italy, December 2015.

DiPietro, M. Professional renewal using the Chakra system, Invited workshop at Dalton State College, November 2015.

Johnson, T., Iuzzini, J., DiPietro, M., and Felten, P. Getting Started in Faculty Development, Invited presenter at a POD-sponsored pre-conference workshop, 40th Professional and Organizational Development Network in Higher Education Conference, San Francisco, November 2015.

DiPietro, M. How Learning Works: 7 Research-Based Principles for Smart Teaching, Invited workshop at Teach to Reach Summit, The Bill and Melinda Gates Foundation, Seattle, WA, November 2015.

Baudier, J., & Stromie, T. Designing Online Courses USG Faculty Development Monthly Series, November 2015.

Baudier, J., & Stromie, T. Flipping the Mindset Research on Teaching and Learning Summit Conference Anchor Session, Kennesaw State University, October 2015.

DiPietro, M. Structure, roles and management of Teaching Learning Center, invited paper, 2nd PRODID conference, University of Padova, Italy, October 2015.

DiPietro, M. How Learning Works: Seven Research-Based Principles for Smart Teaching, Invited keynote, 24th Teaching Effectiveness Conference, Associated Colleges of the St. Lawrence Valley, Canton, NY, October 2015.

Foote, S. M. Find your “Why?� and follow it: Making learning, real, relevant, and inspired.

Invited presentation. Parent Family Weekend at Kennesaw State University, Kennesaw, GA, September 2015.

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External Recognition

Our Presentations (continued)

DiPietro, M. Understanding the Learning Paradigm. Invited presenter at the International symposium “The Future of Post-Paradigm Shift - Discussion on Teaching, Learning and University Organization in 21st Century,” University of Teikyo, Japan, September 2015.

DiPietro, M. and Plank, K. Planning, Managing, and Evaluating Faculty Development Initiatives, Institute for New Faculty Developers, Teikyo University, Japan, September 2015.

DiPietro, M. and Plank, K. Instructional Consultations, Institute for New Faculty Developers, Teikyo University, Japan, September 2015.

DiPietro, M. and Plank, K. Planning Memorable Faculty Development Events, Institute for New Faculty Developers, Teikyo University, Japan, September 2015.

Plank, K. and DiPietro, M. Assessing Faculty Development Programs, Institute for New Faculty Developers, Teikyo University, Japan, September 2015.

Foote, S. M. Reframing our thinking about first-year student success. Keynote address.

Opening of school at Jacksonville State University. Jacksonville, AL, August 2015.

DiPietro, M. How Learning Works: Seven Research-Based Principles for Smart Teaching, Invited keynote at Missouri State University, August 2015.

DiPietro, M. Creating a Graphic Syllabus, Invited workshop at Missouri State University, August 2015.

DiPietro, M. Building our professional identity as educational developers, Invited master class at 9th Institute for New Faculty Developers, Asheville, NC, June 2015.

Yee, K., and DiPietro, M. Culture and Technology, Invited workshop at 9th Institute for New Faculty Developers, Asheville, NC, June 2015.

DiPietro, M. Three Learning Principles, Invited keynote at the President and Provosts’ Teaching and Learning Summit, Ohio State University, May 2015.

DiPietro, M. How Learning Works: Encouraging Intellectual Development, Critical Thinking, and Metacognition, Invited workshop at Ithaca College, Ithaca, NY, April 2015.

DiPietro, M. “How Learning Works: Faculty Voices,” Invited workshop at Ithaca College, Ithaca, NY, April 2015.

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DiPietro, M. Cultivating Faculty Development via a Teaching Center, Invited presentation at Carthage College, Kenosha, WI, February 2015.

DiPietro, M. How Learning Works: Seven Research-Based Principles for Smart Teaching, Invited workshop at Carthage College, Kenosha, WI, February 2015.

Baudier, J., & Stromie, T. Before you Flip Out: Tips on Flipping the Classroom. Dalton State University Faculty Development Series, February, 2015.

DiPietro, M. Taking stock with the Chakra System, Invited remarks at 2nd Faculty Development Conference, Chapman University, Orange, CA, January 2015.

DiPietro, M. How Learning Works: Seven Research-Based Principles for Smart Teaching, Invited keynote at 2nd Faculty Development Conference, Chapman University, Orange, CA, January 2015.

Johnson, T., Iuzzini, J., DiPietro, M., and Bhavsar, V. Getting Started in Faculty Development, Invited presenter at a POD-sponsored pre-conference workshop, 39th Professional and Organizational Development Network in Higher Education Conference, Dallas, November 2014.

Pusateri, T. P. Getting started with classroom assessment techniques. Invited Webinar, Magna Webinar Series, September 2014. Retrieved from http://www.magnapubs.com/onlineseminars/getting-started-with-classroom-assessment-techniques-11967-1.html DiPietro, M. Millennial Students: Insights from Generational Theory and Learning Sciences, Invited workshop at Elgin Community College, Elgin, IL, September 2014.

DiPietro, M. Fostering metacognition and intellectual development in Millennial students, Invited workshop at Elgin Community College, Elgin, IL, September 2014.

Pusateri, T. P. SoTL overview. Invited workshop presented at the SoTL Institute, Georgia Gwinnett College, Lawrenceville, GA, August 2014.

Peer-Reviewed Conference Presentations

Buddie, A. M., & Johnson, S. K. Assessing undergraduate researchers’ conference experiences: What do students learn? Oral presentation at the Council on Undergraduate Research Biennial Conference, Tampa, FL, June 2016.

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External Recognition

Our Presentations (continued)

Webster, S. K., Chiang, T. M., & Buddie, A. M. How to advance undergraduate research: Lessons learned from different types of institutions. Oral presentation at the Council on Undergraduate Research Biennial Conference, Tampa, FL, June 2016.

Pollard, K., Crawford, E., Bauguess, S., McWhirter, S., Adams, J. O., Watlington, J., Ransom, R., & Buddie, A. M. Factors associated with perceived fear of crime on a college campus.

Poster at the annual National Conference on Undergraduate Research, Asheville, NC, 2016, April.

Smithson, T., & Buddie, A. M. What is clean water? Poster at the annual National Conference on Undergraduate Research, Asheville, NC, 2016, April.

Marshall, A. M. S. & Callahan, K. M. Using Online Discussion Blogs to Complement InClass Mathematics Learning Experiences. 28th International Conference on Technology in Collegiate Mathematics (ICTCM); Atlanta, GA, March 2016.

Callahan, K. M., Prospective Teachers’ Generalizing Actions as They Reason about Algebraic and Geometric Representations in an Undergraduate Mathematics Content Course. American Mathematical Society Special Session on Active Learning in Undergraduate Mathematics; Athens, GA, March 2016.

Foote, S. M. Focusing on the forgotten: An examination of practices affecting community college transfer students. Concurrent research presentation made at the Annual NASPA Conference. Indianapolis, IN, March 2016.

Foote, S. M., & Gross. J. Developing an online orientation to integrate, connect, and engage new students. Concurrent presentation made at the Annual NASPA Conference. Indianapolis, IN, March 2016.

Buddie, A. M. Controversy in the diversity courses: Turning hot-button issues into teachable moments. Oral presentation at the annual Southeastern Psychological Association (SEPA) conference, New Orleans, LA, March 2016.

Foote, S. M., & Buddie, A. M. Taking high-impact practices to scale to increase student engagement and success. Half-day pre-conference workshop presented at the Annual Conference on The First-Year Experience. Orlando, FL, February 2016.

Foote, S. M., & Mixson-Brookshire, D. An examination of student transition in an online first-year seminar. Research poster presentation at the Annual Conference on The First-Year Experience. Orlando, FL, February 2016.

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Steiner, H. H., & Foote, S. M. Using metacognition to reframe our thinking about learning styles. Concurrent trends session presented at the Annual Conference on The First-Year Experience. Orlando, FL, February 2016.

Keleher, M., Mixson-Brookshire, D., & Foote, S. M. Outcomes Associated with a Learning Community for International Students. Research poster presentation at the Annual Conference on The First-Year Experience. Orlando, FL, February 2016.

Foote, S. M. An examination of the practices that affect community college transfer students.

Concurrent research presentation at the Annual Conference of the National Institute for the Study of Transfer Students. Atlanta, GA, February 2016.

Callahan, K. M., The Nature of Prospective Middle School Teachers’ Responsiveness.

Research Council on Mathematics Learning Conference; Orlando, FL, February 2016.

Marshall, A. M. S. & Callahan, K. M., Mathematics teacher educators’ TPACK and MKT: Designing coursework on geometric measurement for prospective elementary teachers.

American Mathematics Teacher Educators Conference; Irvine, CA, January 2016.

Baudier, J., Durham, G., & Stromie, T. Destined to be Different: Alternative Models for Faculty Development Opportunities. Professional and Organizational Development Conference. San Francisco, CA. November 2015.

DiPietro, M., and McGrew, A. Mapping our professional identity: Cultivating uniqueness, consolidating achievements, constructing possibilities, 40th Professional and Organizational Development Network in Higher Education Conference, San Francisco, November 2015.

Clarkson, K., and DiPietro, M. Aligning the website with the center’s mission, 40th Professional and Organizational Development Network in Higher Education Conference, San Francisco, November 2015.

Stewart, L., Whose classroom is it anyway? Imagining, acting, and talking back. Paper presented at Professional and Organizational Development (POD) Conference. San Francisco, CA, November 2015.

Garner, M. L., & Buddie, A. M. Learner-centered teaching: Intention vs. practice. Oral presentation at the annual conference of the International Society for Exploring Teaching and Learning (ISETL), Savannah, GA, 2015, October.

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External Recognition

Our Presentations (continued)

Stewart, L., Walking the Walk: Why College Students Should Investigate their Campus Landscape with Questions and Cameras. Paper presented at Research on Teaching and Learning Summit, Kennesaw, GA, October 2015.

Callahan, K. M. & Marshall, A. M. S. Mathematics Teacher Educators Learning to Use Online Discussion Blogs. International Society for Exploring Teaching and Learning Conference; Savannah, GA, October 2015.

Foote, S.M., & Coleman, D. Telling our story: Using self-authorship to advance our practice.

Educational session presented at the NODA Conference. Denver, CO, October 2015.

Foote, S. M., & Skipper, T. L. Writing for professional advancement: Conducting orientation, retention, and transition research. Educational session presented at the NODA Conference.

Denver, CO, October 2015.

Foote, S. M., & So, C. Forgotten no more: Creating opportunities for transfer students to flourish at your institution. Half-day pre-conference workshop (4 hours) presented at the National Students in Transition Conference. Baltimore, MD, October 2015.

Mixson-Brookshire, D., & Foote, S. M. Faculty training and development: Using the model of student learning and engagement in online and blended courses. Electronic poster presented at the Annual Online Learning Consortium International Conference. Orlando, FL, October 2015.

Buddie, A. M. Integrating multiple high impact practices. Oral presentation at the HighImpact Practices for Engaging and Retaining Students conference, Dalton, GA, March 2015.

Buddie, A. M. Non-traditional careers in higher education. Panel presentation at the Career, Research, and Innovation Development Conference, Atlanta, GA, March 2015.

Pusateri, T., & Buddie, A. M. What have we learned? Oral presentation at the annual Southeastern Conference on the Teaching of Psychology (SETOP), Atlanta, GA, 2015, February.

Callahan, K. M. Fostering Prospective Teachers’ Ability to Engage Future Students in Ambitious Mathematics Learning by Listening Responsively. American Mathematics Teacher Educators Conference; Orlando, FL, February 2015.

Callahan, K. M. & Marshall, A. M. S., Design Considerations for Visually-Aided Discussion Prompts: Emphasizing Mathematical Reasoning in Teacher Education. Research on Teaching and Learning Summit; Kennesaw, GA, February 2015.

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DiPietro, M. Bias in Statistics: Debunking “research�, Creating Change Conference, 27th Annual Meeting of the National Gay and Lesbian Task Force, Denver, February 2015.

Buddie, A. M. The Seven Revolutions. Oral presentation at the SARU conference in Salvador, Brazil, November 2014.

DiPietro, M., & Buddie, A. M. Academic bullying: Leveraging existing research to create more civil institutions. Oral presentation at the annual meeting of the Professional and Organizational Development (POD) Network, Dallas, TX, November 2014.

Baudier, J., Stromie, T., & E. Hassman. Leveraging Campus Collaboration Opportunities for Faculty Development Institutes. Conference for Instructional Designers and Learning Professionals. Gwinnett, GA, August 2014.

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External Recognition

Professional Leadership and Service

CETL is a national leader in educational development and related fields. Many of our staff serve in important national and international roles. This is yet another manner in which we are proud to bring KSU to the national conversation.

Offices in Professional/External Organizations

Baudier, J. Board Member, Southern Regional Faculty and Instructional Development Consortium (2013-2015) Baudier, J., Conference Chair, Southern Regional Faculty and Instructional Development Consortium (2014-2015) Baudier, J., Member, Electronic Communication and Resource Committee, The POD Network (2014-present) Buddie, A. M., Chair of the Psychology Division in the Council on Undergraduate Research (2015-2016) DiPietro, M. Board of Trustees Member, International Consortium for Educational Development (2015-2018) Foote, S. M., Editor, Journal of College Orientation and Transition (JCOT) (2012-present) Foote, S. M., Member, Advisory Board for the National Resource Center for The First-Year Experience and Students in TransitionÂŽ (January 2015-December 2018) Foote, S. M., Committee Member, NODA Research Committee (2013-present) Foote, S. M., Aspen Institute Wye Faculty Fellow (Summer 2014-present) Foote, S. M., Faculty Liaison, International Education Knowledge Community (IKEC), NASPA (2014-March 2016) Foote, S. M., Sponsored Programs Chair, IEKC, NASPA (2014 and 2015) Foote, S. M., Member, Board of Visitors, University College, Coastal Carolina University (2014-present) Pusateri, T. P., Secretary, Society for the Teaching of Psychology (Division 2 of the American Psychological Association) (January 2015 through December 2017)

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Stewart, L., Board President and Chair of Program and Curriculum Committee, Reforming Arts, Inc. (Reforming Arts Incorporated is a not-for-profit 501 (c) (3) corporation formed to provide arts and humanities education in Georgia women’s prison, 2012 - 2014 Stromie, T., Membership Committee Member, the POD Network, July 2015 - Present. Steering Board for committee March 2016 - Present

Professional Consultations

Foote, S. M., External Reviewer, Paul P. Fidler Grant, National Resource Center for The FirstYear Experience and Students in Transition, University of South Carolina (2011-present) Pusateri, T. P. Table Leader, Educational Testing Service College Board’s Advanced Placement Psychology Test, June 2015 and June 2016 Pusateri, T. P. Consultant on Quality Enhancement Plan, Florida Atlantic University Pusateri, T. P. External Program Reviewer, Department of Psychological Sciences, Loyola University of New Orleans, LA Pusateri, T. P. Participant in the American Psychological Association’s Summit on National Assessment in Psychology, June 2016, Green Bay, Wisconsin

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External Recognition

Research Studies

In the last two years, CETL has initiated an ambitious research program. Our empirical studies aim to quantify and articulate the effectiveness of our programs and to highlight areas for improvement. Currently, we have four ongoing studies at various stages of progress.

Learning-Focused Syllabus study In 2015, CETL began a research study that measures learning-focused elements in a syllabus. The goal of the study is to assist faculty with identifying learning-focused elements in their course syllabus and offering ways to improve it through consultations with CETL faculty and staff. The study uses a nationally validated rubric (Palmer, Bach, & Streifer, 2014) that classifies syllabi as content-focused, transitional, or learning-focused. We are still in the data collection stage, but preliminary analysis shows that faculty who consult with CETL start out with transitional syllabi and experience a statistically and practically significant increase in their score and they end up squarely in the learning-focused range.

Contemplative Pedagogy study This research study identifies the impact on faculty participants in a multi-year CETL-funded Faculty Learning Community (FLC) dedicated to Contemplative Practices and Yoga. Through interviews with past participants, the study examines how the FLC transformed or improved their teaching, leadership, or scholarship. Due to the richness of the qualitative data, we are still in the analysis stage, but several themes are emerging, including one of survival. Several participants claim that the Contemplative Pedagogy FLC was essential to their survival in the high-stress academic environment of consolidation and rapid change that KSU has experienced. This study has implications for the holistic development of all faculty on campus.

Junior Faculty study We initiated this study to document the development of early career faculty through their first year on campus, independently of whether they utilize CETL services or not. The study had four main components: (1) a survey on learner-centered teaching practices, (2) an in-person interview about teaching beliefs and practices, (3) a syllabus review, and (4) a classroom observation. The purpose of the study was to examine the extent to which early career faculty have beliefs about learner-centered teaching that are concordant with their syllabi and their teaching practices in the classroom.

The results showed a disconnect between the self-report data (survey and interview) and the actual teaching practices (syllabus and classroom observation). This study is under review with a journal, but it has informed our programs, leading to a bigger emphasis on changing practices rather than knowledge transmission in our offerings.

Part-Time Faculty study This study was initiated to map the terrain of part-time identities and needs following consolidation. Part-time faculty were very pleased that the administration wanted to understand their situation in order to serve them better, and 294 instructors participated in the study. The data revealed a thirst for development opportunities and a desire to feel more connected and integrated with the institution.

The data also revealed a lack of awareness of the opportunities already available to them, and obstacles to participation in those opportunities, such as scheduling. We have reformatted our offerings to allow for increased participation, and we have initiated new programs to cater to the unmet needs. Sharing the results of the study nationally has established KSU as leaders in faculty development for part-time faculty.

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ICED Conference

External Recognition

The International Consortium for Educational Development (ICED) is the consortium of the 22 national professional societies of Centers for Teaching and Learning around the world, and it sponsors a biennial conference. Recent conferences have been held in South Africa, Sweden, Thailand, and Spain. During his tenure as President of the POD Network (the United States professional society for Teaching and Learning Centers), CETL Executive Director Dr. Michele DiPietro represented the United States on the ICED Council in 2012, and initiated a bidding process by which the POD Network and KSU were selected to host the ICED conference in 2018.

The ICED conference brings together over 500 educational development professionals from about 40 nations in the world.

CETL has selected as the conference theme “Institutional Change: Voices, Identities, Power, and Outcomes.” Because educational development around the world is rooted in a multiplicity of philosophical traditions, the conference is a great opportunity for the diffusion of emerging pedagogical knowledge, as well as a global stage on which to showcase KSU’s innovative practices.

University of Cape Town 2016 ICED location

https://commons.wikimedia.org/wiki/File:UCT_Upper_Campus_landscape_view.jpg

External Recognition

Research on Teaching and Learning Summit

Since 1993, thousands of educators in colleges and universities from across the country and globe have participated in the Research on Teaching and Learning Summitan interdisciplinary conference where participants discuss and share innovative teaching techniques. The Summit offers concurrent sessions on cutting-edge issues in pedagogy and student learning in a relaxed, congenial atmosphere. There are also opportunities for participants to network with fellow educators. Participants report that they have learned many new ideas they were able to bring back to campus, and that they have been energized by interacting with a collegial community of educators invested in excellent teaching.

Formerly, the Georgia Conference on College and University Teaching, we

renamed and rebranded the Summit in 2015 to underscore several changes. We have increased the research and evidence base of the accepted sessions; we have embraced a reach far beyond Kennesaw and Georgia, to the regional level and beyond; we have attracted recognized national keynotes; we inaugurated a pre-conference workshop to help participants with their scholarship; and we added a closing anchor session to reflect on participants’ professional identities as educators. Conference evaluations document the high level of appreciation participants had for all these changes. We are proud to add to KSU’s reputation with Summit.

Keynote speakers • 2015 Feb: Derek Bruff, Director of the Vanderbilt University Center for Teaching • 2015 Oct: Regan Gurung, recipient CASE Wisconsin Professor of the Year • 2015 Oct: Pam Marek, recipient University System of Georgia Regents’ Award for Excellence in Teaching

SETOP Conference For nearly three decades, KSU has sponsored the annual Southeastern Conference on the Teaching of Psychology (SETOP), one of the country’s longest-running regional teaching conferences in psychology. SETOP provides opportunities for teachers of psychology at diverse institutions to discuss and share experiences and techniques.

Each year, SETOP regularly draws over 100 participants from institutions in 20+ states.

Approximately 70% of participants teach at universities, 20% at colleges, and 10% at community colleges or technical schools.

Keynote addresses are leaders in the field:

External Recognition

CETL is a proud recipient of 2015 and 2016 American Psychological Association Board of Educational Affairs Grants for Precollege and Undergraduate Teaching Conference that supports funding for keynote speakers at SETOP. For the first time in 2017, SETOP will be offered in collaboration with the Southeastern Psychological Association’s annual meeting, which we expect will increase SETOP’s visibility among teachers of psychology.

At least 90% of participants who responded to the SETOP feedback survey indicated that they were satisfied or very satisfied with key aspects of the conference including the registration process, print materials, keynote speakers, and concurrent sessions. In addition, 95% were satisfied or very satisfied with the conference overall, and 93% would recommend the conference to a colleague.

• 2015: Mark McDaniel (author of over 200 articles and books in human learning and memory) • 2015: Sue Frantz (recipient, Charles L. Brewer Distinguished Teaching of Psychology Award) • 2016: Bryan Saville (recipient, Society for the Teaching of Psychology McKeachie Early Career Award) • 2016: Bill Buskist (recipient, Charles L. Brewer Distinguished Teaching of Psychology Award)

Participants from 25 states participated in SETOP 2015-2016

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External Recognition

National Conference on Undergraduate Research

The National Conference on Undergraduate Research (NCUR) is the largest undergraduate research conference in the nation. Typically, about 4,000 undergraduate researchers present their work as posters, oral presentations, performances, and works of art.

The conference is held at a different campus each year, and Kennesaw State University was selected to be the host site in 2019.

Former CETL Associate Director Dr. Amy Buddie coordinated the efforts to secure the bid with assistance from the other CETL staff members and student assistants. The bidding process to host NCUR is extensive; it involves a proposal of over 100 pages, a site visit to KSU by members of the NCUR Oversight

Committee, and a presentation by KSU faculty, staff, students, and administrators to the entire NCUR committee.

In addition to being a great national honor, hosting the conference will have a tremendous impact on both the KSU and local community.

Thousands of the nation’s undergraduate researchers will visit our campus, and according to past hosts, many will be more likely to choose KSU as a graduate school as a result of the visit. In addition, students at KSU will both present their work and attend sessions in their discipline, which should energize our campus toward undergraduate research. Finally, the conference generates a great deal of revenue for both the host campus as well as the surrounding community due to the influx of so many visitors.

Largely because of this successful bid, the Office of Undergraduate Research has been created within the Office of Research, and Dr. Buddie has been inaugurated as its Founding Director. This move will ensure appropriate resources are dedicated to the NCUR conference in particular and to Undergraduate Research efforts at KSU more broadly. CETL is pleased to have served as the incubator for this important strategic plan initiative, especially in the context of its recent elevation to R3 in the Carnegie classification.

Undergraduate Research is one of the High Impact Practices, therefore CETL will continue collaborating with the Office of Undergraduate Research.

Awards

External Recognition

CETL has an extraordinarily accomplished and nationally recognized staff. We have won awards for ourselves as well as for the Center and for KSU. This is the list of awards received in the past two years.

Individual Awards

Callahan, K. M., (2016) Governor’s Teaching Fellow, Institute of Higher Education, University of Georgia Foote, S. M. (2016). Open SUNY Fellow, Awarded by the SUNY Center for Online Teaching Excellence DiPietro, M., (2015). Bob Pierleoni Spirit of POD Award. This is the highest national award in the field of faculty development.

Foote, S. M. (2015). Excellence in Teaching First-Year Seminars [National Award], McGraw-Hill and the National Resource Center for The First-Year Experience and Students in Transition.

Pusateri, T. P. (2014) Foundation Distinguished Professional Service Award, Kennesaw State University.

Institutional Awards

American Psychological Association Board of Educational Affairs’ Grants for Precollege and Undergraduate Teaching Conferences: Awarded to the Southeastern Conference on the Teaching of Psychology (2015, 2016).

Online Learning Consortium – Excellence in Faculty Development in Online Teaching.

Kennesaw State University, CETL and Distance Learning Center (2015). This national honor was awarded for large-scale effectiveness, excellent use of quantitative data, and flexibility for faculty offering multiple pathways to certification.

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CETL Staff These two years have been a time of transition in our staff. We welcomed Dr. Esther Jordan, our new Associate Director for Faculty Support and Associate Professor in the department of Political Science and International Affairs. We are all deeply grateful to Dr. Mary Garner for holding the position of Interim Associate Director for Faculty Support as we conducted the national search. We also welcomed several new Faculty Fellows. Dr. Kadian Callahan, Mathematics and Prof. Linda Stewart, English, are our Faculty Fellows for Learning-Centered Teaching focusing on STEM and on Contemplative Pedagogy, respectively. Dr. Stephanie Foote, First-Year and Transition Studies, is our Faculty Fellow for High Impact Practices, focusing on institutional initiatives to promote HIPs. And Mandy McGrew is our Fellow for Part-Time Faculty Support, and a Part-Time Instructor of American Studies in the Department of Interdisciplinary Studies. Finally, following a national search, we are excited to welcome Dr. Tris Utschig as the Associate Director for Learning Sciences and Associate Professor in the Department of Mechanical Engineering. He will be dedicated to the faculty on the Marietta campus.

Sadly, this is also a time for good-byes. Alex Gambon, our Operations Coordinator, graduated with his Masters in Information Systems, and joined Emory University as a Marketing Coordinator. And, Dr. Amy Buddy, Associate Director for Graduate Student Support & Undergraduate Research/Creative Activity, is moving to the Office of Research as the inaugural director of the Office of Undergraduate Research.

CETL will retain the graduate student support function, but we are excited at the expansion of undergraduate research on campus. Finally, my heartfelt thanks for their continued service go to Dr. Tom Pusateri, Associate Director for the Scholarship of Teaching and Learning and Professor of Psychology, Traci Stromie and Josie Baudier, our Instructional Designers and part-time instructors in the Department of First Year and Transition Studies, and Kaleem Clarkson, Director of Operations.

CETL Staff “The CETL team is very collaborative and hardworking and willing and eager to help anyone. Their expertise on all things teaching and learning is apparent, yet they are still learning themselves. It is obvious they have immersed themselves in this work 100%.�

- Marla Bell, Associate Dean for Student Success, College of Science and Mathematics

CETL Staff

Current Staff Michele DiPietro, Ph.D. Executive Director mdipietr@kennesaw.edu • Learning Sciences • Educational Development • Inclusive Teaching

Esther Jordan, Ph.D.

Tom Pusateri, Ph.D.

Tristan Utschig, Ph.D.

Kaleem Clarkson

Associate Director for the Learning Sciences tutschig@kennesaw.edu • Workshops and Consultations • Assessment • Tailored programs for Marietta Campus

Director of Operations & Strategic Initiatives kclarks2@kennesaw.edu • Faculty Funding • Marketing & Logistics • Conferences & Special Events

Josie Baudier, M. Ed.

Mandy McGrew, M.A.

Associate Director for the Scholarship of Teaching & Learning tpusater@kennesaw.edu • Faculty Learning Communities • Student Feedback on Teaching • SOTL Programs & Support

Associate Director for Faculty Support ejorda30@kennesaw.edu • Workshops and Consultations • New Faculty Orientation and Early Career Support • Tailored programs for colleges

Instructional Designer jbaudier@kennesaw.edu • Online Teaching Certification • Learning Design & Technology • Learning focused syllabus research

Traci Stromie, M.S.

Instructional Designer tstromie@kennesaw.edu • Hybrid Course Design Support • Online Teaching and Online Course Peer Reviewer Certification • Technology Enhanced Learning Design

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Part-Time Faculty Support alb1724@kennesaw.edu • Events, programs & services for Part-time Faculty • Teaching Academy for Part Time Faculty • SPACE Symposium

Faculty Fellows

CETL Staff

Kadian Callahan, Ph.D.

Faculty Fellow for Learning-Centered Teaching kcallah6@kennesaw.edu • Collaborative Learning • STEM • CSM Student Success Initiative

Stephanie Foote, Ph.D.

Faculty Fellow for High-Impact Practices (HIPs) sfoote@kennesaw.edu • Campus-wide initiatives to enhance student learning & engagement associated with HIPs • Tailored HIPs programs for colleges • QEP Development

Linda Stewart, M.A., M.A.T. Faculty Fellow for LearningCentered Teaching lstewar2@kennesaw.edu • Workshops, book clubs and consultations • Contemplative pedagogy • Qualitative Research

Through 2014 - 2016, CETL has sponsored 3 Faculty Fellowships. Selected through a competitive process, CETL Faculty Fellows receive a halftime release to work on a strategic initiative in teaching and learning for 2 years.

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CETL Staff

Transitions

Thanks for your dedication and commitment to develop KSU faculty.

Best of luck in your future endeavors!

Amy Buddie, Ph.D.

Associate Director for Graduate Student Support & Undergraduate Research/Creative Activity Professor of Psychology 2011 - 2016 • Expanded undergraduate research programs • Won bid for NCUR conference • Created GRAD 9001 College and University Teaching, f2f and online

Alex Gambon, M.S.

Operations Coordinator 2012 - 2016 • Graphic design of promotional materials for CETL events • Conference trailers • Videos of award-winning faculty

Mary Garner, Ph.D.

Interim Associate Director for Faculty Support 2014 - 2016 • Formalized the CETL teaching consultation program • Initiated the QuickStarters Faculty Learning Community • Created the first Early Career Faculty Retreat

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Designed by Lydia Flugum