CENTER EXCELLENCE TEACHING LEARNING FOR
IN
AND
Supporting educators, fostering student learning.
2010 -2014 Activity Report cetl.kennesaw.edu
Table of Contents
I. Introduction........................................................................................................................................................... • Message From the Executive Director.......................................................................................................... II. Professional Support............................................................................................................................................. • Overview of All Programs.............................................................................................................................. • Faculty Learning Communities.................................................................................................................... • Graduate Student Support for Teaching....................................................................................................... • New Faculty Orientation............................................................................................................................... • Part-Time Faculty Support............................................................................................................................. • Scholarship of Teaching and Learning........................................................................................................ • Technology Enhanced Learning.................................................................................................................... • Tenure and Promotion.................................................................................................................................... • Undergraduate Research and Creative Activity.......................................................................................... • Workshops on Teaching Effectiveness and Beyond................................................................................... II. Institutional Support............................................................................................................................................. • Academic Program Support.......................................................................................................................... • Department Chairs.......................................................................................................................................... • Faculty Fellows............................................................................................................................................... III. Partnerships / Collaborations / Campus Networks........................................................................................... • Partnerships / Collaborations / Campus Networks.................................................................................... IV. Publications and Presentations............................................................................................................................. • Staff Publications............................................................................................................................................ • Staff Presentations.......................................................................................................................................... V. External Visibility.................................................................................................................................................. • Research on Teaching and Learning Summit.............................................................................................. • Southeastern Conference on the Teaching of Psychology (SETOP) ...................................................... • Institute for New Faculty Developers........................................................................................................... • Leadership....................................................................................................................................................... • Awards and Recognitions............................................................................................................................... VI. Website.................................................................................................................................................................... • Website Statitstics........................................................................................................................................... VII. About CETL........................................................................................................................................................... • CETL Staff....................................................................................................................................................... • Transitions.......................................................................................................................................................
4 4 6 7 9 10 12 14 16 18 20 22 26 29 30 31 32 34 35 36 37 39 48 49 50 51 52 54 55 56 57 58 59
3
Message From the Executive Director
As I reflect on the four years since I joined The Center for Excellence in Teaching and Learning, I am awed by the outstanding work that is happening on the KSU campus that CETL has the good fortune to facilitate. The educators who propose Faculty Learning Communities, engage in the Scholarship of Teaching and Learning, design hybrid courses, engage their students in Undergraduate Research & Creative Activity, and come together as a community to learn about teaching innovations and advances in the learning sciences are nothing short of amazing. It has been an honor to work with them to promote student learning on campus. Of course, the credit for most of the work that CETL does goes not to me but to the indefatigable CETL staff. The Associate Directors, the Instructional Designers, the Faculty Fellows, the Office Staff, and even our Student Assistants all bring their unique talents to create engaging and innovative development opportunities. In light of the upcoming consolidation, Academic Affairs has been reorganized, and CETL with it. Our mission has been clarified as having a laser-sharp focus on teaching excellence. To fulfill this mission, we will be starting new programs to provide faculty with even more support, and we will be offsetting some programs to other areas in Academic Affairs. Therefore, this is a great time to look back and take inventory of what CETL has accomplished in the 4 years I have been with it. In this period, CETL has developed an internal strategic plan to support the university in achieving its educational mission, focusing on providing outstanding research-based educational development opportunities that advance learning-centered teaching; providing professional development, resources, and recognition across the career span; advancing and support institutional priorities that promote excellence and innovation in education; and raising CETL’s profile in the field of educational development. To foster these goals, in the years 2010-14 CETL has run 334 workshops, with 1365 attendees (818 unique participants not counting New Faculty Orientations). In addition to the one-off workshops and the year-long Faculty Learning Communities, we have started a variety of multi-day events, such as SoTL retreats, Teaching Academies and Course Design Institutes. We have initiated or revamped
4
Introduction
programs to serve our audiences for the specific needs at certain professional junctures, such as new faculty, graduate students, part-time faculty, tenure-track faculty and lecturers, and department chairs (tenure and promotion and chair support are some of the programs that will move to Academic Affairs). We have supported specific strategic initiatives such as Assurance of Learning, Comprehensive Program Review, Online/Hybrid Learning, and Undergraduate Research & Creative Activity. In addition, we have run 4 Fellowships (Diversity, Community Engagement, Creativity and Innovation, and Part-Time Faculty Support), which have supported a variety of programs. Finally, this has been an exciting period for CETL on the national and international scene. We have renamed our Georgia Conference to the Research on Teaching and Learning Summit, because it has grown well beyond the state and the South East. In addition, we won bids to host prestigious international institutes to train new professionals worldwide on how to do CETL work. After a thorough redesign, our website has generated over 100,000 unique page views. Moreover, CETL staff have been elected to a number of national and international professional boards, and they have also won awards and have been selected to give plenaries at several conferences. Finally, CETL has stayed active in scholarship, generating 16 invited and peer reviewed publications and 82 presentations, with some of the publications being translated into Chinese and Korean. I hope you will enjoy reading the details of the impact that CETL is making on campus as well as nationally and internationally. As we look forward to new opportunities to enhance teaching and learning on campus, my heartfelt thanks go to the talented CETL staff and to the extraordinary community of KSU educators. With gratitude,
Michele DiPietro, Executive Director
Introduction
5
Professional Support
6
Overview of All Programs
Total Number of Workshops from 2010-2014 Engagement 6 Program Review 4
Teaching Effectiveness 65 Undergraduate Research and Creative Activity 12
Tenure and Promotion 37
GTA Training 60
Technology 88 SoTL 2
7
Overview of All Programs
Total Workshop Attendance from 2010-2014 Number of Attendees
600
509
500 400 300
360
312 184
200 100
2010-11
2011-12
2012-13
2013-14
Academic Year
1365 total attendees 334 total workshops 8
Faculty Learning Communities
Faculty Learning Communities (FLCs) are a special kind of “community of practice” that engages in “a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done” (Wenger 1988; McGill & Beaty, 2001). They have become one of the primary modes of providing
development opportunities for educators. Each FLC is comprised of up to 6 members and a leader. They suggest their own topics and texts to use as resources. They set their goals for their own yearlong learning experience, with a provision to percolate what’s learned into each participant’s teaching.
Several FLCs have led to conference presentations and publications. In addition to cosponsoring the ‘Year of’ FLC run by the Division of Global Affairs, in the past 4 years CETL has funded 24 FLCs, with a total of 168 faculty involved.
“My work with the SoTL Faculty Learning Community has resulted in two peer reviewed journal publications and two international conference presentations that would not have happened otherwise. The FLC on Yoga and Contemplative Pedagogy has helped me integrate a healthy, holistic awareness that continues to influence my students and the powerful material we explore together.” Harrison Long, Interim Associate Dean, College of the Arts and Associate Professor of Theatre and Performance Studies
Sample Faculty Learning Communities Academic Year 2013-2014 2013-2014 2012-2013 2011-2012 2011-2012 2010-2011 2010-2011
Professional Support
Title Creating a Model Technology Integration Plan for Lower Level Courses Prison & Pedagogy: Interdisciplinary Inquiries in Incarceration Beyond the Post-Colonial: Toward Coloniality and the Decolonial Option Creating Safe Schools for LGBTQIQ K-16 Learners Global Learning across the General Education Curriculum Connecting Pedagogy to Mind, Body, & Spirit Through Yoga Intercultural Competence in the Foreign Language Curriculum and Beyond
Faculty Leader Joe Terantino Tanja Link Jesse Benjamin Jillian Ford Linda Treiber Jane Barnette Sabine Smith
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Graduate Student Support for Teaching
CETL is committed to supporting graduate students who wish to learn about teaching and started a Graduate Teaching Assistant Program in Fall 2010. The program ensures that undergraduate students are taught by well trained teaching assistants, keeps us compliant with accreditation standards, and adds value to the KSU graduate degree. The program offer a number of services for graduate students, such as classroom observations, feedback on teaching materials, and consultations
A series of 7 workshops on teaching is offered to all of the incoming graduate students in the International Conflict Management (INCM) program.
with graduate students about teaching issues. Our signature program is a one-credit course entitled College and University Teaching, offered every semester and available to any graduate student at KSU. Topics include understanding how students learn, facilitating student motivation, creating active learning environments, designing assessments, grading, promoting academic integrity, handling problematic student behavior, responding to student diversity, designing courses and syllabi, and
After a national search, Dr. Amy Buddie is hired as the CETL Associate Director for Graduate Student Support and Undergraduate Research/Creative Activity.
All incoming graduate students at KSU are personally invited to attend a one-day GTA Orientation in August.
Three separate August GTA Orientations are held (INCM, Statistics, and Chemistry)
SUMMER 2013
SUMMER 2014
SUMMER 2012
FALL 2010
FALL 2012 SUMMER 2011 A two-day GTA Orientation is developed and offered for incoming graduate students in INCM.
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creating teaching philosophies. In addition, CETL offers specialized programming that can be tailored for any individual graduate program. For example, we’ve offered full-day or multi-day teaching workshops/orientations for graduate students in the DBA program, the Statistics MS, the Chemistry MS, and the International Conflict Management PhD. Finally, we offer workshops for faculty supervisors of graduate teaching assistants on research-based mentoring strategies.
The GTA workshop series is transformed into a one-credit course entitled “College & University” (GRAD 9001), open to all graduate students at KSU.
FALL 2013 CETL co-hosts a Saturday morning “Grad 101” workshop for any interested graduate student at KSU (e.g., time management, professionalism, reading, and writing in graduate school, resources at KSU for graduate students)
Professional Support
Number of Respondents Who Gave the Highest Rating
Attendee Feedback on Graduate Teaching Assistant Training Workshops 2013-2014 97%
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
97% 85%
80%
76%
75%
To what To what To what To what To what extent was extent was extent were extent was extent were the the the the time the activities workshop workshop handouts managed useful? well well valuable? effectively? orgranized? presented?
How much did you learn from attending this workshop?
Evaluation Form Questions "The GTA training I received from CETL has been invaluable to me as I launched into instructing my own class as a PhD candidate. I want to commend the highly competent Drs. Michele DiPietro and Amy Buddie whose expertise, effective teaching methodology, and enthusiasm for ensuring the success of graduates as effective instructors are self-evident. Their availability and ease of access post-training speaks to their continued interest in ensuring the success of all graduates who complete their training with them. I am a much more effective instructor today thanks to CETL!" -Edward Mienie, Research Teaching Assistant, International Conflict Management Program
Graduate Students Enrolled in the College & University Teaching Course/Workshop Series, 2011-2014 8
SPRING 2014
50
7
FALL 2013 5
7
SPRING 2013 6
FALL 2012
10
SPRING 2012 8
FALL 2011
15
SPRING 2011
2
4
6
8
10
Students Enrolled
Professional Support
45 40
Number of Students
SUMMER 2013
0
Graduate Students Who Attended Longer, Program-Specific Orientations/Workshops on Teaching 2011-2014
12
14
16
40 30 20 11
10 0
2011-2012
2012-2013
2013-2014
Academic Year 11
New Faculty Orientation
Being a new faculty member is stressful. New hires are trying to figure out how to integrate into the KSU family, set themselves up for long-term success, while at the same time getting ready for meeting their students on Monday. Therefore, it is vital that they feel adequately supported. In the last 4 years, CETL has restructured New Faculty Orientation according to the following goals: help new faculty develop an understanding of KSU’s Mission & Culture; connect them with available resources to achieve their professional goals; network them with other faculty & staff across campus; and lay the groundwork for an energizing, productive, and successful career at KSU. To that end, we shot videos with information about relevant
resources on campus. Faculty are invited to watch these videos beforehand, and we collectively answer questions about them during the event. This has eliminated the parade of talking heads, and we have used the extra time to go deeper in matters of pedagogy and expectations, and engage the faculty in active exercises. We have also established a resource fair during orientation, so that new faculty still have the opportunity to meet the people they watched in the videos and ask them individualized questions. We have continued with the well-received panels of Students, Part-Time Faculty, Junior Faculty, and Senior Faculty, all of whom provide valuable perspectives on the university. The President and the
Provost also provide a welcome and an overview of KSU. We also attend to affective dimensions, and we bookend the intense two days with an informal barbeque (spouse and families invited) and a presidential reception at the Jolley Lodge. Full inclusion of part-time faculty is another significant change we have implemented, integrating two previously separate events and inviting part-time faculty to the barbeque. All new faculty are personally invited to the orientation by the Provost in the hiring packet; therefore over 4 years this event has impacted the academic lives of the new generation of KSU academics.
“Transitioning into a new academic position can be an overwhelming experience, especially when it is accompanied by a move across the country, an expanding family, buying a first home and working through the classic two-body problem. New faculty orientation at KSU helped me manage many of the stresses and challenges associated with the academic aspects of this transition throughout my first year of employment. The folks at CETL did a fantastic job of highlighting and addressing some of the most important and most stress-inducing aspects of faculty life without completely engulfing me in too much new information. And if there was anything they didn’t cover I knew I could always look to them for more information.” –Dr. Susanna Molitoris Miller, Assistant Professor of Mathematics Education
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Professional Support
Attendee Feedback on Each Section (scale of 1-4)
Attendee Feedback on The 2013 New Faculty Orienation 4.0 3.5
3.5
3.67 3.33
3.43
3.53
3.73
3.87
3.04
3.0
2.46
2.5
1.96
2.0 1.5 1.0 0.5 0.0
Calubrating Conversaion Intentional CETL your with KSU Introduction Instructional teaching for students Design success at KSU
Resource Fair
Conversations KSU Promoting Survival Tips: KSU with Expectations Success: Perspectives Expectations Part-Time/ of Faculty I: Perspectives of Recently of Faculty II: Temporary Academic of Senior Hired Faculty Faculty Faculty Policies and Faculty Evaluation Resources
Presentation Sections
Professional Support
13
Part-Time Faculty Support
In his job interview, Provost Harmon emphasized supporting part-time faculty as one of his top priorities. CETL lent its support to this initiative. With special funds set up by the Provost’s office a fellowship was set up in 2012 with a dedicated budget for this initiative. The Fellow for Part-Time Faculty Support ran a series of focus groups which fed into a campus wide survey triangulated with national data to determine the needs of this population and how to best serve them. This led to a series
Provost Harmon names Part-Time Faculty as a priority
Focus groups with Part-Time Faculty
November 2011
July 2012 CETL hires the inaugural Faculty Fellow for PartTime Faculty Support, Dr. Braden
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of workshops for part-time faculty, addressing pedagogy as well as general work-life balance and success strategies. In addition, the Fellow started convening administrators in the colleges who manage parttime faculty, because while they all face similar issues, they had never coalesced as a group. These efforts led to the pilot Teaching Academy for Part-Time Faculty in 2013, a two-day event with a focus on conflict and classroom management comprised of interactive workshops and
Campuswide needs assessment survey
October 2012
Conference presentation at the POD Network conference of the KSU model for faculty support
Maymester 2013
November 2013
February 2013
Spring 2013 Meetings of Directors and Coordinators of Part-Time Faculty convened
Pilot PartTime Teaching Academy (18 participants)
dedicated working time with the CETL consultants. The pilot was attended by 18 participants. Following the creation of the Part-Time Faculty Council, CETL started collaborating with that body, we held a second academy in 2014, with a focus on constructive alignment, where participation skyrocketed to 75 faculty.
Spring 2013 Part-Time Faculty workshop series starts
Fall 2013 Part-time Faculty Council created
Maymester 2014 2nd Teaching Academy for Part-Time Faculty (75 participants)
Professional Support
Teaching Academy for Part-Time Faculty “CETL’s Teaching Academy for Part-Time Faculty opened the dialogue between part-time faculty and the university.” – Joanne Lee, Part-Time Assistant Professor, Secondary and Middle Grades Education
“The foundation for success provided by CETL for part-time faculty at KSU is immeasurable. Participants in the 2014 Part-time Teaching Academy came away with a renewed sense of accomplishment and confidence in their ability to perform as productive members of KSU's faculty.” –Yvonne Wichman, President, Part-Time Faculty Council
Attendance at The Teaching Academy for Part-Time Faculty Between 2013 and 2014
4
3.98 3.56
3.91
3.75
3.77
3.65
2 1 0
75
80
3
Number of Attendees
Attendee Average Rating on a Scale of 1-4
Attendee Average Rating on a Scale of 1-4
Attendee Feedback on The 2014 Teaching Academy for Part Time Faculty
To what extent was the workshop well orgranized?
How much did you learn from attending this workshop?
To what extent was the workshop well presented?
To what extent were the handouts valuable?
To what extent was the time managed effectively?
To what extent were the activities useful?
60 40 20
18
0
2013
2014 Year
Evaluation Form Questions
Professional Support
15
Scholarship of Teaching and Learning
KSU follows the Boyer Model, recognizing several categories of scholarship, including the Scholarship of Teaching and Learning (SoTL). Accordingly, CETL provides multiple opportunities to foster reflection and experimentation of faculty teaching, with the ultimate goal of leading to scholarly presentations and publications. Our SoTL programs are managed by the Associate Director for the Scholarship of Teaching and Learning.
The Scholarship of Teaching and Learning Teams program brings together faculty from a variety of disciplines to work on their teaching project and to write up the outcome for publication. Following faculty feedback, this program was revised in 2012 to make it more responsive to their needs, resulting in a pilot SoTL Faculty Learning Community. The SoTL FLC functions as both a mentoring group for faculty who are not accustomed to carrying out educational research and to
writing in the genre of SOTL publications, as well as an accountability group to keep participants on task. The pilot was very successful and the SoTL FLC has become embedded in our regular offerings. We should note that all our other learning communities directly or indirectly support SoTL (see page 9).
“CETL was instrumental in helping me get my new line of SOTL research off the ground. In fact, their assistance led to the eventual publication of my first empirical article in the new area and in a top journal in the field!” – Jeffrey Helms, Professor, Psychology
16
Professional Support
SoTL Retreat
The SoTL Retreat Group of 2014
Each May since 2012, CETL sponsors a multi-day SoTL retreat. The retreat brings together a group of faculty with experts on the project they are working on for intensive, tailored mentoring. During the retreat, faculty work and receive help on conceptualizing their SoTL projects with appropriate theoretical frameworks, analyzing their data with the best suited statistical techniques, and preparing drafts of articles for publication with consultation from CETL staff.
“The SoTL retreat provided me with professional and financial support for my own research project as well as knowledge about SoTL work on campus and in the larger profession. Thanks to concentrated work time, consultation with CETL staff and interdisciplinary discussions among attending faculty, I left with a completed manuscript that I submitted for publication immediately upon my return.” –Hillary Steiner, Assistant Professor of Educational Psychology, Department of First-Year and Transition Studies
Professional Support
17
Technology Enhanced Learning
Technology Enhanced Learning focuses on effective use of technology and instructional design principles that promote successful student outcomes in traditional (face-to-face), blended (hybrid), or online courses. The instructional designers at CETL support faculty in the areas of course design and course facilitation, blended and flipped courses, syllabi reviews, active learning strategies, and technology engagement for the learning environment.
CETL is committed to providing professional development for online teaching through the delivery of the Online Course Development workshop, which certifies faculty to teach online internally at KSU. Additionally, we offer training opportunities for KSU faculty to become peer reviewers of our online courses. Beyond these two commitments, the instructional design staff offers research-based workshops, and consultations, centered in pedagogically sound practices
to improve student learning. This academic year we offered two competitive, intensive pilot programs, the Institute for Online Teaching and Learning (in partnership with the Distance Learning Center), and the Institute for Blended Teaching and Learning. Over the course of 2 weeks, 20 faculty worked with CETL staff to learn about blended, flipped, hybrid, and online pedagogies and to design new courses or convert face to face ones.
Other
Number of Technology Enhanced Learning Workshops Held 2010-2014 32
2013-2014 2012-2013
Full Time
284
14 10
15
20
25
Number of Workshops Per Year
18
173
19
2010-2011 5
Part Time
23
2011-2012
0
23
30
35
Number of Technology Enhanced Learning Workshop Attendees 2010-2014
Professional Support
Institute for Online Teaching and Learning The Institute for Online Teaching and Learning is a partnership between the Center for Excellence in Teaching and Learning and the Distance Learning Center, with further assistance from Information Technology Services. Grounded in research and effective practices, the institute included workshops and tutorials as well as dedicated time for participants to design their courses. Following a competitive selection process, 10 faculty participated in the pilot Institute in December 2013.
“Thank you so much for the course. After participating in this training I can see how much work you put into developing and delivering this course. I learned many important aspects of online teaching and I hope I am going to develop my own courses soon.” -Elena Gheorghiu, Research Teaching Assistant & Graduate Teaching Assistant of Sociology, International Conflict Management Program
Institute for Blended Teaching and Learning Designed for experienced faculty (both full-time and part-time), this Institute featured workshops and tutorials as well as dedicated time for participants to design or redesign their courses. Course formats included technology enhanced courses, flipped classrooms, as well as hybrid courses. Following a competitive selection process, 10 faculty participated in the pilot Institute in May 2013. The Institute for Blended Teaching and Learning was run with additional support from the Distance Learning Center and Information Technology Services.
“All the “backwards design“ planning and tips from the CETL Blended Learning series and the companion book paid off in a smooth semester. CETL completely changed my view of what online learning could look like and be.” –Shannon Howrey, Associate Professor of Reading and Literacy Education, Department of Elementary and Early Childhood Education
Professional Support
19
Tenure and Promotion
Up until this year, CETL has offered support to faculty in preparation for their tenure and/or promotion multilevel reviews. This function will now be moving to other areas in Academic Affairs; therefore this is an ideal time to take stock. The CETL Associate Director offered workshops to inform
faculty of the guidelines and policies for these reviews, almost always to a full room. Faculty reported benefiting from having advice and mentoring from someone outside of the direct chain of review with experience at all levels of reviewing faculty. In addition to the portfolio
workshops held in the spring, CETL offered confidential individual consultations to faculty who were preparing portfolios, faculty who were in the process of writing response letters, and even reviewers who had questions about policies or procedures.
“Going through the tenure process was the most anxiety-producing moment of my professional life. The stakes were obviously high and my research is unique enough that I worried how it would be received in the various levels of review. Working with Meghan turned the experience around. Her advice assuaged my anxiety and I even started to appreciate the process of organizing my contributions strategically to make the best case possible for myself in the narrative. This retrospective look at my career was very rewarding, as out of the initial chaos came order. Thank you CETL!” – anonymous feedback
“I always tell our faculty that the CETL portfolio preparation workshops are a must for their to-do lists. Not only have I seen firsthand the difference these workshops make in the quality of a portfolio, but I have heard the faculty who attended the workshops proclaim how beneficial they were and how they really do take a great deal of the stress and guesswork out of the process.” -Marla Bell, Associate Dean for Student Success in the College of Science and Mathematics and Professor of Mathematics
20
Professional Support
Attendee Feedback on Tenure and Promotion Workshops, 2013-2014
97%
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
100%
97% 82%
88%
74%
To what To what extent was extent was the the workshop workshop well well orgranized? presented?
To what extent were the handouts valuable?
To what To what extent was extent were the time the activities managed useful? effectively?
How much did you learn from attending this workshop?
Evaluation Form Questions
Number of Tenure and Promotion Workshop Attendees Per Year
100 Number of Attendees
83
80 60 40 20
53
46 39
2010-11
2011-12
2012-13
2013-14
Academic Year
Professional Support
21
Undergraduate Research/Creative Activity
According to the American Association of Colleges and Universities (AAC&U), highimpact educational practices are those that engage students in meaningful education and that deliver deep learning outcomes for students (Kuh, 2008). The AAC&U has identified several high-impact practices, including first-year seminars and experiences, learning communities, communitybased learning, internships, and capstone projects. Undergraduate research is one of the prominent high-impact practices. According to the
Council on Undergraduate Research (CUR), it is defined as “an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.� There are numerous benefits associated with undergraduate research, including improvements in understanding scientific findings, public speaking, analyzing literature critically, and acquiring information independently. CETL has been committed to supporting undergraduate
The Kennesaw Journal of Undergraduate Research (KJUR) launches its first issue.
The Symposium of Student Scholars and the Undergraduate Research Reception are combined into one large half-day event.
22
CETL places a bid to host the National Conference on Undergraduate Research (NCUR) and is selected as a finalist.
The Undergraduate Research Newsletter launches its first issue.
SPRING 2014
SUMMER 2012
SPRING 2011 SPRING 2010
research. A half-time Faculty Fellow position was created in 2006, and in 2011, an Associate Director position was created to focus on both undergraduate research and graduate student support. CETL funds are used each year to support the Symposium of Student Scholars as well as to provide funds for undergraduate researchers and their faculty mentors.
FALL 2012 SUMMER 2011
CETL hires an Interim Associate Director for Graduate Student Support and Undergraduate Research/Creative Activity, changing undergraduate research from a half-time Faculty Fellow position to a full-time position
A Faculty Learning Community (FLC) entitled Publishing Undergraduate Research/ Creative Activity is created, the first FLC to involve undergraduate collaborators with faculty.
Professional Support
Faculty Funding for Mentoring Undergraduate Research./Creative Activity 2011-2014 Academic Year 2013-2014 2012-2013 2011-2012
Number of Applications from Faculty 12 11 13
Number of Projects Funded 4 3 6
Total Amount Allocated to Faculty $30,000 $16,000 $30,000
*Faculty funding mechanisms for undergraduate research/creative activity have evolved over time in an effort to best meet faculty needs. In the past, funds have been earmarked for global projects and summer stipends; the current model is to allow faculty to create their own budget for any projects that involve a team of undergraduates, up to $7,500 per project.
Student Funding for Undergraduate Research./Creative Activity 2011-2014 Academic Year 2013-2014 2012-2013 2011-2012
Number of Applications from Students 52 55 33
Number of Students Total Amount Allocated to Funded Students $14,379 38 $15,737 35 $12,660 28
*These student funding awards are designed to help undergraduates complete their research primarily through travel to present at conferences. These awards are capped at $500.00 per student per year.
Professional Support
23
Undergraduate Research/Creative Activity
Symposium of Student Scholars The Symposium of Student Scholars is an event to showcase student scholarship conducted at KSU during the past year. In past years, we have had a wonderful diversity in the projects presented, including readings of new works by budding authors, performance of new compositions by the musically inclined, explanations of curricular innovations by prospective educators, innovative business models by future entrepreneurs, urban landscape analysis by potential geographers, and scientific research papers.
24
Professional Support
2013 and 2014 Symposium Winners Poster Winner 2014 • Title: The Relationship Between Blood Pressure, Cardiovascular Endurance, and Executive Function in Older Adults • Student: Ashlyn Schwartz, Courtenay Hicks, Sara Morris, Jon Garrett, and Elizabeth Thomas • Faculty Mentors: Tiffany Esmat and David Mitchell
Oral Presentation Winner 2014 • Title: Atlanta Parks - Online Mapping and Site Suitability Analysis • Student: Matthew Williams • Faculty Mentor: Nancy Hoalst-Pullen
Poster Runner-Up 2014 • Title: Improving Existing Tumor Growth Models • Student: Victoria Awokunle • Faculty Mentor: Philippe Laval
Oral Presentation Runner-Up 2014 • Title: Casting Lines and Casting Spells: Southern Mysticism in Lake Horton • Student: Brittany Higginbotham • Faculty Mentor: Elizabeth Giddens
Poster Winner 2013 • Title: Toward the Synthesis of Novel Bi- and Tridentate Carbenes and Their Transition Metal Complexes • Student: Zachary McCarty • Faculty Mentor: Daniela Tapu
Oral Presentation Winner 2013 • Title: Cave Spring Oral History Project • Student: Sharifa Potter • Faculty Mentor: Julia Brock
Poster Runner-Up 2013 • Title: Prevalence and Perception of Mental Health at KSU • Students: Ken Trickey, Courtney Collins, and Darya Sipeykina • Faculty Mentor: Daniel Rogers
Oral Presentation Runner-Up 2013 • Title: A Work of Art • Student: Anterior Leverett • Faculty Mentors: Margaret Baldwin, Karen Robinson, and Jamie Bullins
“I just wanted to tell you how impressive the talks were at the symposium last night. I heard amazingly intellectual presentations. I always thought I had been a good student as an undergrad ;) but I honestly don’t think I was anywhere near as put together as these students are. I am so glad that there is a forum honoring them and allowing them to blossom as scholars.” -Anne R. Richards, Ph.D. Associate Professor of English, Kennesaw State University
Professional Support
25
Workshops on Teaching Effectiveness and Beyond
Through all our programs, supporting student learning, retention and graduation remains the core of CETL’s work. Our primary mission is to “promote researchbased pedagogies that foster student academic engagement, learning, and success.” CETL acts as a bridge, disseminating advances from the learning sciences, a complex interdisciplinary field, to educators teaching students
in the gamut of disciplines and formats on campus. CETL promotes Learning-Centered Teaching with a variety of workshops. 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. Some series are tailored for groups of faculty with specific needs. In addition we have run workshops to help faculty represent their teaching for tenure and promotion purposes, and to support chairs in creating productive and collegial teaching and learning environments in their departments.
”Today’s workshop made me a better teacher, administrator, and will make me a better husband, father and grandfather.” – anonymous feedback
Number of Teaching Effectiveness Workshops Held 2010-2014 2013-2014
23 17
2012-2013
23
2011-2012 2010-2011
0
26
5
15
10 15 20 Number of Workshops Per Year
25
Professional Support
Attendee Feedback on Teaching Effectiveness Workshops, 2013-2014
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
98%
100% 89%
93%
93% 80%
To what To what extent was extent was the the workshop workshop well well orgranized? presented?
To what extent were the handouts valuable?
To what To what extent was extent were the time the activities managed useful? effectively?
How much did you learn from attending this workshop?
Evaluation Form Questions
“The CETL programs I took were key parts of my success early on in teaching in the Coles College of Business at KSU, and were an important part of my teaching portfolio when I was recently selected to become a permanent lecturer”. -Joshua Salisbury, Lecturer, Department of Economics, Finance and Quantitative Analysis
Sample Workshop Topics • • • • • • • •
Blended Learning Book Club Series Classroom Assessment Community Engagement Creativity and Innovation Department Chairs Support Engaging Teaching Graduate Teaching Assistant Training
Professional Support
• • • • • • •
How Students Learn Myths about Teaching New Faculty Success Series Online Course Development Promotion and Tenure Portfolio Workshop Teaching, Learning, Completing Teaching workshops for Part-Time Faculty
27
28
Institutional Support
29
Academic Program Support
CETL’s Associate Director for the Scholarship of Teaching and Learning provides invaluable expertise and support for faculty in KSU’s academic degree programs responsible for assessing program outcomes (e.g., degree productivity, program quality) and for documenting the level of achievement of student learning outcomes by each program’s majors. This support contributed to KSU’s success in maintaining its institutional accreditation with the Southern Association of Colleges and School’s
Commission on Colleges (SACS-COC), and has assisted several degree programs in obtaining or maintaining accreditation from their disciplinary associations. The staff at CETL also contributed greatly to the development, implementation, assessment, and success of KSU’s 2008-2012 Quality Enhancement Plan (QEP), Global Learning for Engaged Citizenship. CETL staff helped develop the criteria for student applications for Global Engagement Certification, offered workshops and
funding to support faculty in incorporating more global learning opportunities into their courses, analyzed assessment data on global learning across degree programs, and contributed to the writing of the midterm and final reports submitted to SACS-COC on the institution’s achievement of the Quality Enhancement Plan and to a successful application for NAFSA’s 2011 Senator Paul Simor Award for Campus Internationalization.
“CETL hosted a 3-day workshop for faculty with college-level assessment responsibilities. Tom Pusateri developed a relevant, engaging, and meaningful learning experience for these faculty who came away with more confidence, a better overall understanding of the academic assessment initiative at KSU and a desire to work with others in their college to support academic assessment efforts. It was affirming to see and hear the individuals express how much they got from this session and how motivated they were to use what they had learned.” -Leigh Funk, Special Assistant to the President for Accreditation & SACS Liaison, Professor of Special Education & Technology, Office of Institutional Accreditation
26 Programs reviewed for CPR 88 participants for the new Academic
Program Assesment Plan Prep workshop All 30
84 Programs reviewed for AOL
27 Programs supported for the Retrospective Report
39 Faculty projects funded in the area of global learning
Institutional Support
Department Chairs
In the past 4 years, CETL has supported Department Chairs in a variety of ways. This function will now be moving to other areas in Academic Affairs; therefore this is an ideal time to take stock. The most important work we have done with chairs is in assisting their development. In recent years, CETL reinvigorated the New Chair Orientation session held every fall to include not only budget and software training, but also leadership development, conflict management, departmental advocacy, and opportunities for mentoring by experienced chairs. In addition, CETL has offered
summer workshops for chairs based on a needs-assessment. CETL staff have offered their own expertise in some areas, and have coordinated workshops by others to bring the chairs the information and development that they need in a timely manner. CETL supported Chairs in a variety of other ways. For instance, we have supported the work of the Chairs Council (now the Chairs and Directors Assembly) and its electronic communications. The CETL Associate Director for Mentoring for Faculty and Student Success took minutes at the Chairs meetings and maintained a website with
these minutes, the agenda, and the full membership list. CETL also maintained a wellfrequented listserv for chairs and any assistants or Associate Chairs. Finally, CETL has sponsored a cohort learning community where new chairs attended a national conference for new chairs and received just-in-time mentoring from two experienced chairs on campus around the issues they are all experiencing (e.g., annual reviews in January), which has lead to scholarship in the form of a conference presentation on the experience and on the KSU model in general.
“As a new department chair moving from a different state to KSU, the “New Chair” orientation and the “New Faculty” orientation were very helpful.” -Monica Nandan, Interim Dean of WellStar College of Health and Human Services and Professor of Social Work and Human Services “I was grateful for the CETL orientation for new chairs. It was particularly helpful to compare experiences with other people as those of us new to Kennesaw learned more about the culture of the campus.” -Robbie Lieberman, Chair, Interdisciplinary Studies
Institutional Support
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Faculty Fellows
CETL uses the Faculty Fellow program to support certain strategic initiatives. Faculty members are recruited for a half-time, two-year fellowship on a specific initiative and they support that initiative in a variety of appropriate ways.
Traditionally, these fellowships have served as leadership incubators, as in the case of the eLearning fellowship spawning the Distance Learning Center, or the Diversity fellowship spawning the Office of Diversity and
Inclusion. The most recent fellowships have included: Diversity, Community Engagement, Creativity and Innovation, and Part-Time Faculty Support (see page 14).
Diversity Through workshops, panels, book clubs, and discussion groups, the goal of this fellowship was to create awareness of how dimensions of difference can affect students’ learning experience and faculty’s working environment and to stimulate campus conversations about strategies to ensure everybody feels included and valued. In addition, the Diversity Fellow initiated a partnership with the office of Diversity and Inclusion to gather data about attitudes and perspectives on campus, which ultimately flowed into the current campus climate study.
“During my tenure as interim CDO, a partnership was formed between the Office of Diversity & Inclusion and CETL to support literature reviews and analyses for the campus climate study. This foundational effort was instrumental towards the development of the final climate study, which took place in Spring 2014, and demonstrates another aspect of CETL’s work at KSU.” – Linda Lyons, former Interim Chief Diversity Officer
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Institutional Support
Community Engagement & Creativity and Innovation The Fellowship for Community Engagement was established to respond to Goal 3 of the KSU Strategic Plan “Become more engaged and prominent in the local community, Georgia, the nation, and the world”. The fellow for Community Engagement partnered with the KSU Engage group to support faculty working with pedagogies of engagement. The Fellowship for Creativity and Innovation was established to support those faculty who explicitly teach their students creativity as part of their learning outcomes. The fellowship focused on the key pedagogical areas of Defining, Teaching, and Assessing creativity, as well as supporting faculty whose own creativity is blocked. In addition, the two Fellows partnered in order to look for creative, innovative models for engagement pedagogies, developing a Faculty Learning Community on the concept of InnoGagement. Their work culminated in an edited book proposal showcasing the engagement work of KSU faculty across several colleges, currently under review by a leading publisher in faculty development.
“Innogagement” is, by definition, the fusion of innovation and engagement and combines best practices in post-secondary pedagogy with resourceful creativity and community engagement. CETL funding has sustained the research by seven KSU faculty who are in the process of co-authoring a scholarly essay collection. With the assistance of the CETL grant, faculty colleagues have crafted a prospectus, solicited external peer review, presented on the subject at a regional conference, and are revising final drafts of their chapters. CETL has been a lifeline for me since the beginning of my career as a KSU part-time instructor almost two decades ago.” -Sabine Smith, Professor of German, Department of Foreign Languages
Institutional Support
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Partnerships / Collaborations / Campus Network
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Partnerships / Collaborations / Campus Network
Educational development is a collaborative effort. CETL takes this philosophy to heart and is always happy to partner in order to serve campus needs optimally. We are thankful for the collegiality of the units with whomwe have collaborated.
• AAUP campus chapter • A. L. Burruss Institute of Public Service & Research • Behavioral Response Program • Campus Bookstore • Card Services • Career Services Center • Copy/Print Services • Counseling and Psychological Services • Culinary and Hospitality Services • Department of Parking and Transportation • Department of Student Athletes Success Services • Student Disability Services • Distance Learning Center • Division of Global Affairs • Division of Legal Affairs • Engage KSU • Foundations of Excellence Task Force • Horace W. Sturgis Library • Information Technology Services • Institute for Global Initiatives • Institutional Review Board • Learning Assistant Program • KSU Foundation • Office of Diversity and Inclusion • Office of Institutional Accreditation
• • • • • • • • • •
Office of the Registrar Office of Research Ombuds Office Part-Time Faculty Council President’s Emerging Global Scholars Program (PEGS) Presidential Commission for Gender and Work Life Issues Presidential Commission for LGBTIQ Initiatives Strategic Security and Safety Sustainability ‘Year of’ Program
Partnerships / Collaborations / Campus Network
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Publications and Presentations
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Staff Publications
Buddie, A. M. (in press). What do psychology departments expect of new assistant professors. In J. Busler, B. C. Beins, & W. Buskist (Eds.), Preparing the new professoriate: Helping graduate students become competent teachers (2nd edition). Buddie, A. M., Hill, K. W., & Poskus, P. M. (in press). Using research to examine global challenges. eJournal of Public Affairs. Paracka, D. J., Buddie, A. M., & Dumas, D. S. (in press). Global scholarship: From service learning to community engagement. The Michigan Journal of Community Service Learning. Pusateri, T. P. (in press). How SoTL can contribute to faculty development and institutional decisions. In R. A. Smith & B. Schwartz (Eds.). Using SoTL to enhance the academic job. Scheduled to appear on the Society for the Teaching of Psychology web site in mid-2014: http://www.teachpsych.org/ebooks/index.php. DiPietro, M., & Buddie, A. M. (2014). Graduate teacher training in the U.S.: Snapshots from the landscape. Revista de Docencia Universitaria, 11(3), 41-52. http://red-u.net/redu/index.php/REDU/article/view/731 DiPietro, M. (Winter 2013). Teaching in times of tragedy. POD Network News, The Professional and Organizational Development Network in Higher Education. Baudier, J. (September 2013). Institute for New Faculty Developers. Technology Enhanced Teaching and Learning Online Newsletter, TALON Tips. Kennesaw State University. DiPietro, M., & Norman, M. (2013). Using learning principles as a theoretical framework for instructional consultations. International Journal for Academic Development, 19(4), DOI:10.1080/1360144X.2013.837826, 2013. DiPietro, M. (Ed.) (2013). Theory • Research • Praxis: Institute for New Faculty Developers Resource Book. Center for Excellence in Teaching and Learning, Kennesaw State University. DiPietro, M. (2013). Organizational development using the Chakra system. Invited article, Higher Education Research and Development Society of Australasia News, 35(1), 24-25. Pusateri, T. P. (2013). Contributing psychological expertise to institutional outcomes assessment initiatives. In D. S. Dunn, S. C. Baker, C. M. Mehrotra, R. E. Landrum, & M. A. McCarthy (Eds.). Assessing teaching and learning in psychology: Current and future perspectives (pp. 131-146). Belmont, CA: Wadsworth. DiPietro, M. (Fall 2012). Making headlines. POD Network News, The Professional and Organizational Development Network in Higher Education. DiPietro, M. (Spring 2012). Vision quest. POD Network News, The Professional and Organizational Development Network in Higher Education. Updated by: Baudier, J., & Stromie, T. (2012). Idea Note #8: Stimulated students to intellectual effort beyond that required by most courses. The Idea Center. Baudier, J. (June 2012). Increasing instructor presence in distance learning courses. Technology Enhanced Teaching and Learning Online Newsletter, TALON Tips. Kennesaw State University. Baudier, J., & Stromie, T. (2012). Redesigning traditional faculty development: A hybrid approach to online teaching certification. Distance Learning Administration Annual & Conference Proceedings. Buddie, A. M. (2012). Instructor’s Manual and Test Bank for The Psychologist as Detective: An Introduction to Conducting Research in Psychology (6th Edition). Upper Saddle River, NJ: Prentice Hall.
Publications and Presentations
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DiPietro, M. (2012). Millennial students: Insights from generational theory and learning science. To Improve the Academy, 31, 161-176. DiPietro, M. (2012). Training graduate students to conduct peer classroom observations. Invited chapter in K. Brinko (2nd ed.), Practically speaking: A sourcebook for instructional consultants in higher education (pp. 246-253). Stillwater, OK: New Forums Press. DiPietro, M. (2012). Cross-cultural consultations. Invited chapter in K. Brinko (2nd ed.), Practically speaking: A sourcebook for instructional consultants in higher education (pp. 187-191). Stillwater, OK: New Forums Press. DiPietro, M. (2012). Applying the seven learning principles to creating LGBT-inclusive classrooms. Diversity and Democracy, 15(1), 5-7. Association of American Colleges and Universities. Accessible online at http://www.diversityweb.org/DiversityDemocracy/vol15no1/ DiPietro.cfm Pusateri, T. P. (2012). Teaching ethically: Ongoing improvement, collaboration, and academic freedom. In R. E. Landrum & M. A. McCarthy (Eds.). Teaching ethically: Challenges and opportunities (pp. 9-19). Washington, DC: American Psychological Association. Williamson, A. L., Buddie, A. M., & Pearcey, S. M. (2012). Creating and cultivating a successful undergraduate research conference: Tips from the trenches. Council on Undergraduate Research Quarterly, 32(4), 39. Stromie, T. (June 2011). Template for hybrid transition. Technology Enhanced Teaching and Learning Online Newsletter, TALON Tips. Kennesaw State University. Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010) “How Learning Works: Seven Research-Based Principles for Smart Teaching.” San Francisco: Jossey-Bass. Translated into Chinese by Ecnupress, 2013, as 聪明教学 7 原理: 基于学习科学的教学策略 Translated into Korean by Sigma Press, 2012, as 학습은 어떻게 이루어지나 - 연구에 기반한 현명한 수업원리 일곱 가지 Landrum, R. E., Beins, B., Brakke, K., Bhalla, M., Briihl, D. S., Curl-Langager, R. M., Pusateri, T. P. , & Van Kirk, J. J. (2010). Desired outcomes of an undergraduate education in psychology for students, society, and departments. In D. Halpern (Ed.), Undergraduate education in psychology: Blueprint for the discipline’s future. Washington, DC: American Psychological Association.
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Publications and Presentations
Staff Presentations
DiPietro, M., & Buddie, A. M. (November 2014). Academic bullying: Leveraging existing research to create more civil institutions. Workshop at the annual meeting of the Professional and Organizational Development (POD) Network, Dallas, TX. Webster, S. K., Buddie, A. M., Sexton-Radek, K., & Bates, S. (July 2014). Applications of excellence: Initiatives from COEUR Year 2. Symposium at the annual meeting of the Council on Undergraduate Research (CUR), Washington, DC. DiPietro, M. (June 2014). Cultivating faculty development. Invited presentation at Auburn University, Auburn, AL. Baudier. J., & Stromie. T. (April 2014). Course design strategies for powerful learning. Invited presentation at Tulsa Community College, Tulsa, OK. DiPietro, M. (April 2014). Understanding the learning process as the gateway to better teaching. Invited keynote at the 4th annual Graduate Teaching Assistant (GTA) Pedagogy Conference, Georgia State University, Atlanta, GA. DiPietro, M. (April 2014). The classroom climate for LGBTQ students: How does it impact learning? Invited seminar at the University of Pittsburgh, Pittsburgh, PA. Buddie, A. M. (March 2014). Empowering self-directed graduate teaching assistants. Oral presentation at the annual Southern Regional Faculty and Instructional Development Consortium (SRFIDC) Conference, Dalton, GA. DiPietro, M. (March 2014). How learning works: Seven research-based principles for smart teaching. Invited keynote address at NSF Noyce Northeast Regional Conference, Drexel University, Philadelphia, PA. DiPietro, M. (March 2014). Visiting Scholar at Saginaw Valley State University. Multiple presentations, including but not limited to: Understanding the learning process as the gateway to better teaching Becoming a self-directed learner Writing and learning: What’s the connection? Teachers as learners: Turning the lenses Pusateri, T. P. (March 2014). Using SoTL for faculty development and institutional decisions. Concurrent session at the SoTL Commons, Savannah, Georgia. Pusateri, T. P. (March 2014). Strategies for grading and assessing student work. Invited workshops (one for full-time faculty, one for adjunct faculty) presented at Bainbridge State College, Blakeley and Bainbridge, GA. DiPietro, M. (February 2014). How learning works: Seven research-based principles for smart teaching. Invited workshop at California State Polytechnic University, Pomona, CA. DiPietro, M. (February 2014). Reconceptualizing academic integrity. Invited session at the 26th annual Southeastern Conference on the Teaching of Psychology, Atlanta, GA. Pusateri, T. P. (February 2014). Contributing psychological expertise to institutional outcomes assessment initiatives. Invited session at the 26th annual Southeastern Conference on the Teaching of Psychology, Atlanta, GA. Pusateri, T. P., Lawson, T., Holmes, J., & Buskist, W. (February 2014). Publishing the scholarship of teaching and learning. Invited preconference panel at the Southeastern Conference on the Teaching of Psychology, Atlanta, GA. DiPietro, M. (January 2014). How learning works: Student development, classroom climate, and metacognition. Invited keynote at the 12th annual Conference on Teaching Excellence, Temple University, Philadelphia, PA. DiPietro, M. (January 2014). How learning works: Seven research-based principles for smart teaching. Invited workshop at Georgia Gwinnett College, Lawrenceville, GA.
Publications and Presentations
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DiPietro, M. (July 2014). Fostering deep statistical learning using diversity content: The Statistics of Sexual Orientation course. Oral presentation at the 9th annual International Conference on Teaching Statistics, Flagstaff, AZ. DiPietro, M. (June 2014). How learning works: Seven research-based principles for smart teaching. Pre-conference workshop at the 10th annual international conference of the International Consortium for Educational Development, Stockholm, Sweden. Baudier, J., Boyd, D., & Stromie, T. (November 2013). Flipping the mindset: Reframing fear and failure as development catalysts. Anchor plenary session at the annual Professional and Organizational Development (POD) Conference, Pittsburgh, PA. Brinko, K., DiPietro, M., & Polk, N. (November 2013). Unexpected risks and learning: Thorny issues in instructional consultation. Oral presentation at the annual Professional and Organizational Development (POD) Conference, Pittsburgh, PA. Buddie, A. M., & Pusateri, T. P. (November 2013). Connecting faculty to support publishing SoTL and undergraduate research. Concurrent session at the annual Professional and Organizational Development (POD) Conference, Pittsburgh, PA. Burke, M. A., & Pusateri, T. P. (November 2013). Risky business: Supporting institutional data gathering in faculty development centers. Roundtable session at the Professional and Organizational Development (POD) Conference, Pittsburgh, PA. DiPietro, M. (November 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop at Southern Polytechnic State University, Marietta, GA. DiPietro, M. (November 2013). Cultivating faculty development. Invited presentation at the University of Massachusetts–Amherst. DiPietro, M. (November 2013). Learning our own field, taking risks, and connecting: POD’s INFD. Presentation at the 38th annual Professional and Organizational Development (POD) Network in Higher Education Conference, Pittsburgh, PA. McKendree, A., Shaw, M., DiPietro, M., Kuhlenschmidt, S., & Polk, N. (November 2013). Learning from experience: The crisis management function within teaching centers. Invited panelist at the 38th annual Professional and Organizational Development (POD) Network in Higher Education Conference, Pittsburgh, PA. DiPietro, M. (October 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop at Elgin Community College, Elgin, IL. DiPietro, M. (October 2013). Teachers as learners: Reflective practice for professional renewal. Invited workshop at Elgin Community College, Elgin, IL. DiPietro, M. (October 2013). Teaching through tragedies. Invited keynote at the 19th annual Northeast Conference for Teachers of Psychology, Bridgeport, CT. DiPietro, M. (September 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop, Georgia Regents University, Augusta, GA. DiPietro, M. (September 2013). Academic integrity frameworks. Invited keynote, Georgia Regents University, Augusta, GA. DiPietro, M. (September 2013). How learning works: Seven research-based principles for smart teaching. Invited cycle of workshops, San Juan College, New Mexico. Webster, S. K., Buddie, A. M., Bates, S. C., & Sexton-Radek, K. (August 2013). Using COEUR to improve undergraduate research in psychology. Symposium at the annual American Psychological Association (APA) Conference, Honolulu, HI. DiPietro, M. (July 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop, National Institution for Academic Degrees and University Evaluation, Tokyo, Japan. DiPietro, M. (July 2013). Systematic models for crafting and evaluating teaching portfolios and philosophies. Invited workshop, University of Tokyo, Japan. Kato, Y. (Japan), DiPietro, M. (USA), Plank, K. (USA), Rué, J. (Spain), Uhlin, L. (Sweden) (July 2013). Elements of educational development in higher education: Using the expertise of council members. Invited panelist at the International Symposium on Educational Development in Higher Education, co-hosted by the International Consortium of Educational Development and the Japan Association of Educational Development, Kyoto, Japan.
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Publications and Presentations
Baudier, J., & Stromie, T. (June 2013). Alternative delivery formats for faculty development offerings. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Baudier, J., & Stromie, T. (June 2013). Intentional technology decisions: Choosing tools wisely. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Buddie, A. M. (June 2013). Insights from new developers. Panel moderator at the International Institute for New Faculty Developers, Atlanta, GA. Buddie, A. M., & Llewellyn, D. (June 2013). Graduate teaching assistant training. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Buddie, A. M., & Svinicki, M. (June 2013). Introduction to motivation theory. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. DiPietro, M. (June 2013). How learning works: Seven research-based principles for smart teaching. Invited cycle of workshops, Tennessee State University, Nashville, TN. Hill, K., Poskus, P., & Buddie, A. M. (June 2013). Developing undergraduate research capability: A key component for scholars in Kennesaw State University’s President’s Emerging Global Scholars program. Presentation at the annual meeting of the American Democracy Project, Denver, CO. Llewellyn, D., Baudier, J., & Stromie, T. (June 2013). Course design in a variety of formats. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Palmer, M., & Buddie, A. M. (June 2013). Conducting classroom observations. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Pusateri, T. P. (June 2013). Introduction to assessment. Plenary session at the Institute for New Faculty Developers, Atlanta, GA. Pusateri, T. P. (June 2013). Supporting SoTL. Concurrent session at the Institute for New Faculty Developers, Atlanta, GA. Stromie, T. (June 2013). From learning outcomes to learning objectives. Presentation at the University System of Georgia Adult Learning Consortium Summer Institute. Savannah, GA. Svinicki, M., & Pusateri, T. P. (June 2013). Supporting appropriate interpretation and use of student ratings of teaching at all levels. Concurrent session at the Institute for New Faculty Developers, Atlanta, GA. DiPietro, M. (May 2013). How learning works: Seven research-based principles for teaching millennials. Invited workshop, University of the Incarnate Word, San Antonio, TX. DiPietro, M. (April 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop at Atlanta Metropolitan State College, Atlanta, GA. Ginburg, B., & Buddie, A. M. (April 2013). Undergraduate research experiences and critical thinking in first-year students. Poster presentation at the National Conference on Undergraduate Research (NCUR), La Crosse, WI. Rogers, D. T., Helms, J. L., Buddie, A. M., & Donovan, R. A. (April 2013). The joys and challenges of teaching psychology: Best practices and getting started. Workshop presented at the Georgia Psychological Association Annual Meeting, Stone Mountain, GA. Buddie, A. M., & Kondrad, R. (March 2013). Helping graduate students become effective teachers. Invited presentation at the annual Southeastern Conference on the Teaching of Psychology (SETOP), Atlanta, GA. DiPietro, M. (March 2013). How learning works: Seven research-based principles for smart teaching. Invited daylong faculty development workshop, University System of Georgia. DiPietro, M. (March 2013). Mindful professional development and renewal using the Chakra system. Presentation at the 34th annual Southern Regional Faculty and Instructional Development Consortium conference, Keiser University, Jacksonville, FL.
Publications and Presentations
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Stromie, T., & Baudier, J. (March 2013). Designing blended learning in a systematic and mindful way. Presentation at the 34th annual Southern Regional Faculty and Instructional Development Consortium conference, Keiser University, Jacksonville, FL. Stromie, T., & Baudier, J. (February 2013). Redesigning traditional faculty development: A hybrid approach to online teacher certification. Pennsylvania State System of Higher Education, Online. DiPietro, M. (February 2013). Seven steps to take stock: Professional renewal using the Chakra system. Invited workshop for the SoTL Series at Indiana University, Bloomington, IN. DiPietro, M. (February 2013). The learning sciences rationale for inclusive teaching for LGBTQ students. Invited workshop for the SoTL Series at Indiana University, Bloomington, IN. DiPietro, M. (January 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop for the Lilly Teaching Seminar Series, Michigan State University, East Lansing, MI. DiPietro, M. (January 2013). Fostering metacognition and intellectual development in millennial students. Invited workshop for the Lilly Teaching Seminar Series, Michigan State University, East Lansing, MI. DiPietro, M. (January 2013). How learning works: Seven research-based principles for smart teaching. Invited workshop, Georgia Southern University, Statesboro, GA. DiPietro, M. (January 2013). Fostering metacognition and intellectual development in millennial students. Invited workshop, Georgia Southern University, Statesboro, GA. DiPietro, M. (January 2013). Debunking anti-LGBTIQ ‘research.’ Presentation at the Creating Change Conference, 25th Annual Meeting of the National Gay and Lesbian Task Force, Atlanta, GA. Buddie, A. M. (October 2012). Dealing with difficult student behavior. Invited workshop at Dalton State College, Dalton, GA. Buddie, A. M. (October 2012). High-impact educational practices: Faculty development opportunities. Presentation at the annual Professional and Organizational Development (POD) Network Conference, Seattle, WA. DiPietro, M. (October 2012). Seven steps to take stock. Presidential Address at the 37th annual Professional and Organizational Development Network in Higher Education Conference, Seattle, WA. DiPietro, M. (October 2012). Teaching: assessment, documenting, and scholarly analysis. Invited talk at the 2nd Annual Kennesaw Mountain Undergraduate Mathematics Conference, Kennesaw State University, Kennesaw, GA. DiPietro, M. (October 2012). Careers in academics—Statistics. Invited panelist at the Out to Innovate Career Summit, Ohio State University, Columbus, OH. DiPietro, M. (October 2012). The learning sciences rationale for inclusive teaching for LGBTQ students. Presentation at the 37th annual Professional and Organizational Development Network in Higher Education Conference, Seattle, WA. Foote, S., Baudier, J., & Stromie, T. (October 2012). Balancing blended learning: Creating engagement in and out of the classroom. Presentation at the Sloan Consortium International Conference on Online Learning, Orlando, FL. Groccia, J., Cruz, L., Blumberg, P., DiPietro, M., & Haugnes, N. (October 2012). Getting published in To Improve the Academy. Invited panelist in a POD-Sponsored session at the 37th annual Professional and Organizational Development Network in Higher Education Conference, Seattle, WA. Pusateri, T. P. (October 2012). Promoting the scholarship of teaching and learning on your campus. Invited workshop presented at the SoTL Symposium of the South, Statesboro, GA. Stromie, T., Baudier, J., & Ou, C. (October 2012). Uncovering the truth: The myths of blended learning. Presentation at the Professional and Organizational Development Conference, Seattle, WA. Buddie, A. M. (August 2012). Epic fail! If we’re teaching, why aren’t they learning? Applying the learning-centered approach to enhance achievement of learning outcomes in the introduction to psychology course. Presentation at the annual meeting of the American Psychological Association, Orlando, FL.
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Publications and Presentations
Buddie, A. M. (August 2012). Teaching about teaching: How should universities prepare graduate students to teach? Invited address at the annual meeting of the American Psychological Association, Orlando, FL. DiPietro, M., Hardin, J., Lenth, R., Miller, J., & Gunderson, B. (August 2012). First-year seminars: Alternatives to math and methods. Topiccontributed panel at the Joint Statistical Meeting, San Diego, CA. Pusateri, T. P. (August 2012). The scholarship of teaching and learning. Invited workshop during South Georgia College’s Convocation Week Activities, Douglas, GA. Buddie, A. M. (July 2012). Getting (and keeping) a faculty position at a teaching-centered institution. Presentation at the University of Georgia, Athens, GA. DiPietro, M. (July 2012). Mentoring a global generation of educational developers: POD/KSU’s International Institute for New Faculty Developers. Presentation at the International Consortium for Educational Development, 9th international conference, Bangkok, Thailand. DiPietro, M. (July 2012). How learning works: Seven research-based principles for smart teaching. Pre-conference workshop for the 9th international conference of the International Consortium for Educational Development, Bangkok, Thailand. Stromie, T., & Baudier, J. (June 2012). Redesigning traditional faculty development: A hybrid approach to online teaching certification. Presentation at the Distance Learning Administrators Conference, Jekyll Island, GA. Buddie, A. M. (May 2012). Beginning and sustaining a training program to support graduate teaching assistants. Presentation at the 6th Annual Conference on the Scholarship of Teaching and Learning, Stellenbosch University, Stellenbosch, South Africa. Buddie, A. M., Young, G., & Herman, N. (May 2012). Integrating research in undergraduate teaching. Workshop presentation at the 6th Annual Conference on the Scholarship of Teaching and Learning, Stellenbosch University, Stellenbosch, South Africa. DiPietro, M. (May 2012). How learning works: Seven research-based principles for smart teaching. Invited keynote at the Colloquium on Teaching and Learning, University of Wyoming, Laramie, WY. DiPietro, M. (May 2012). Millennial students: Insights from generational theory and learning sciences. Invited workshop at the Colloquium on Teaching and Learning, University of Wyoming, Laramie, WY. Collins, C., & Buddie, A. M. (March 2012). Psychology students’ experiences with undergraduate research: A comparison across two years. Poster presentation at the National Conference on Undergraduate Research (NCUR), Ogden, UT. DiPietro, M. (March 2012). How learning works: Seven research-based principles for smart teaching. Invited keynote for the Teaching and Learning Conference, Dalton State College, Dalton, GA. DiPietro, M. (March 2012). Academic integrity frameworks: Insights from behind the scenes. Presentation at the 33rd Southern Regional Faculty and Instructional Development Consortium conference, Furman University, SC. Buddie, A. M. (February 2012). Increasing student motivation: An undergraduate research course. Presentation at the annual Georgia Conference on College and University Teaching, Kennesaw, GA. Buddie, A. M., Selagea, F., & Nevels, B. (February 2012). Preparing future faculty in psychology. Invited panel at the annual Southeastern Conference on the Teaching of Psychology (SETOP), Atlanta, GA. Buddie, A. M. (February 2012). Infusing undergraduate research into the curriculum. Presentation at the annual Southeastern Psychological Association (SEPA) conference, New Orleans, LA. Case, K., & Buddie, A. M. (February 2012). Infusing diversity into the psychology curriculum. Invited presentation at the Southeastern Conference on the Teaching of Psychology (SETOP), Atlanta, GA. DiPietro, M. (February 2012). Metacognition: Helping your students become self-directed learners. Invited presentation at the 24th annual Southeastern Conference on the Teaching of Psychology, Atlanta, GA. DiPietro, M. (February 2012). Research issues: Measurement and operationalization, sampling, and data sources. Invited guest-lecture for HBHE 705 / HPM 707, graduate course in Lesbian, gay, bisexual and transgender health: A population perspective, School of Public Health, University of North Carolina–Chapel Hill.
Publications and Presentations
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Fulmer, A., Sharp, B., Miciek, E., & Buddie, A. M. (February 2012). Consenting to unwanted sex: Attachment style and locus of control. Poster presentation at the annual Southeastern Psychological Association (SEPA) conference, New Orleans, LA. Pusateri, T. P. (February 2012). Relighting the fire: Promoting the scholarship of teaching and learning on your campus. Keynote address at the 19th Georgia Conference on College & University Teaching, Kennesaw, GA. Pusateri, T. P. (February 2012). Playing well with others: Contributing to institution-wide outcomes assessment initiatives. Pre-conference workshop at the 24th Southeastern Conference for the Teaching of Psychology, Atlanta, GA. Randall, C., Stromie, T., & Baudier J. (February 2012). Teaching psychology courses online: Challenges and solutions. Invited presentation at the Southeastern Conference on the Teaching of Psychology, Atlanta, GA. Wilson, J., Zinn, T., & Pusateri, T. (February 2012). Excellence in teaching research, and service – A panel discussion. Concurrent session at the 24th Southeastern Conference on the Teaching of Psychology, Atlanta, GA. DiPietro, M. (January 2012). How learning works: Seven research-based principles for smart teaching. Invited workshop for the University of Maryland Eastern Shore, Princess Anne, MD. DiPietro, M. (January 2012). Spiritual renewal for our community using the seven Chakras. Presentation at the Creating Change Conference, 24th Annual Meeting of the National Gay and Lesbian Task Force, Baltimore, MD. Buddie, A. M. (November 2011). Bridging cultures through feminist inquiry: A standpoint methodology project to transform the US academy. Panel moderator at the annual meeting of the National Women’s Studies Association (NWSA), Atlanta, GA. DiPietro, M. (November 2011). Caring for the whole student: Understanding theories of intellectual and social development. Invited workshop at St. Louis University, St. Louis, MO. DiPietro, M. (November 2011). Understanding the learning process as the gateway to smart teaching. Invited keynote at the Focus on Teaching and Technology Conference, University of Missouri–St. Louis. DiPietro, M. (November 2011). ‘A students’ and ‘hamster wheels:’ Teaching metacognitive awareness. Invited workshop at the Focus on Teaching and Technology Conference, University of Missouri–St. Louis. DiPietro, M. (November 2011). Understanding the learning process as the gateway to better teaching. Invited half-day workshop at College of the Desert, CA. Whitlock, R. U., Keltner, S. K., & Buddie, A. M. (November 2011). If you build it, they will come: Visions and challenges for gender & women’s studies program building. Roundtable discussion at the annual meeting of the National Women’s Studies Association (NWSA), Atlanta, GA. Buddie, A. M. (October 2011). How libraries are supporting and promoting undergraduate research. Panel presentation at the annual Georgia Council of Media Organizations (COMO) meeting, Athens, GA. DiPietro, M., & Norman, M. (October 2011). The teacher as student: Applying learning principles to consultations. Presentation at the 36th annual Professional and Organizational Development Network in Higher Education Conference, Atlanta, GA. Norman, M., & DiPietro, M. (October 2011). Creating climate, engaging students: Insights from developmental and inclusivity research. Presentation at the 36th annual Professional and Organizational Development Network in Higher Education Conference, Atlanta, GA. DiPietro, M. (September 2011). How learning works: Seven research-based principles for smart teaching. Online webinar, Magna Publications. Archived online at http://www.magnapubs.com/catalog/7-learner-centered-principles-to-improve-your-teaching/ DiPietro, M. (August 2011). How learning works: Seven research-based principles for smart teaching. Invited workshop, Southern Connecticut State University, New Haven, CT. DiPietro, M. (August 2011). How learning works: Seven research-based principles for smart teaching. Invited plenary at New Faculty Orientation, University of Louisiana, Monroe. DiPietro, M. (August 2011). How learning works: The impact of student development, self-awareness, and course climate on learning. Invited plenary at New Faculty Orientation, University of Virginia, Charlottesville, VA.
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Publications and Presentations
Pusateri, T. P. (August 2011). The ethics of effective teaching. In B. M. Schwartz (Chair), Teaching psychology: Ethical challenges. Symposium at the 119th Annual Convention of the American Psychological Association, Washington, DC. Pusateri, T. P., & Whittlesey, V. (August 2011). The global engagement certification program at Kennesaw State University. Concurrent session presented at the Association of American Colleges and Universities’ Shared Futures Summer Institute, Ellicott City, MD. Buddie, A. M. (June 2011). Staying on the radar: Year-round activities and deadlines to promote undergraduate research. Poster presented at the Gateways to Best Practices for Undergraduate Research Program Directors Conference sponsored by the Council on Undergraduate Research (CUR), St. Louis, MO. Buddie, A. M. (June 2011). Promoting undergraduate research. Invited address at the International Institute for New Faculty Developers sponsored by the POD Network and CETL, Kennesaw, GA. DiPietro, M. (June 2011). How learning works: Principles to develop critical thinking, metacognition and personal integrity. Invited keynote at Learning in Action: Innovative Pedagogy & Course Redesign IX conference, Fairfield University, CT. Llewellyn, D., Baudier, J., & Stromie, T. (June 2011). Course design in a variety of formats. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Llewellyn, D., Baudier, J., & Stromie, T. (June 2011). Technology-supported teaching. Presentation at the International Institute for New Faculty Developers, Atlanta, GA. Pusateri, T. P. (June 2011). Introduction to assessment. Plenary session at the International Institute for New Faculty Developers, Kennesaw, GA. Schönwetter, D. J., & Buddie, A. M. (June 2011). Graduate Teaching Assistant (GTA) training. Invited address at the International Institute for New Faculty Developers sponsored by the POD Network and CETL, Kennesaw, GA. Zakrajsek, T., & Pusateri, T. P. (June 2011). Staying up-to-date with the field. Concurrent session at the International Institute for New Faculty Developers, Kennesaw, GA. Brookfield, S., & DiPietro, M. (May 2011). Open discussion on critical thinking. Invited panel at the Faculty Institute of Teaching and Learning, Rochester Institute of Technology, Rochester, NY. DiPietro, M. (May 2011). Understanding learning: The key to generating effective teaching strategies. Invited keynote at the Faculty Institute on Teaching and Learning, Rochester Institute of Technology, Rochester, NY. DiPietro, M. (May 2011). How learning works: Seven research-based principles for smart teaching. Presentation at the 8th annual Teaching Professor Conference, Atlanta, GA. DiPietro, M. (May 2011). Diversity content fosters deeper statistical learning: A case study of a ‘Statistics of Sexual Orientation’ freshman seminar. Presentation at the 4th annual United States Conference on Teaching Statistics, Raleigh-Durham, NC. Pusateri T. P. (May 2011). SoTL and assessment. Workshop presented at the Scholarship of Teaching and Learning Retreat, Morehouse College, Atlanta, GA. DiPietro, M. (April 2011). Connecting the dots: Insights into millennial students from learning research. Invited session at Teaching Millennials in the New Millennium: A Conference on the Theory, Challenges, and Opportunities of Teaching College-Age Students in the Twenty-First Century, Trinity College, Hartford, CT. Pusateri, T. P. (April 2011). The ethics of effective teaching. Invited speaker at the Spring Conference of the South Carolina Psychological Association, Myrtle Beach, SC. Buddie, A. M. (2011, March). Faculty challenges in supervising undergraduate research. Paper presented at the Giving Undergraduate Research a Worldwide Voice: Institutional Repositories as Publishers conference, Kennesaw, GA. Buddie, A. M., Collins, C., Gupton, O., Sperry, C., Leath, J., & Myers, M. (March 2011). Attitudes toward gay men and lesbians: Social interaction and rights. Poster presented at the annual meeting of the Southeastern Psychological Association (SEPA), Jacksonville, FL. Buddie, A. M., Anderson, C., Angles, J., Dilbeck, B., Merrifield, J., Sun, Y., & Myers, M. (March 2011). Consenting to unwanted sex: Relationships with personality and depression. Poster presented at the annual meeting of the Southeastern Psychological Association (SEPA), Jacksonville, FL.
Publications and Presentations
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Buddie, A. M., Myers, M., Sperry, C., & Dulaney, S. (March 2011). Consenting to unwanted sex: Effects of gender and relationship type. Paper presented at the annual meeting of the Southeastern Psychological Association (SEPA), Jacksonville, FL. Buddie, A. M. (March 2011). Mentoring and supervising adjunct faculty members [Preparing Future Faculty]. Panel presentation at the annual meeting of the Southeastern Psychological Association (SEPA), Jacksonville, FL. DiPietro, M. (March 2011). Inclusive teaching for our queer students. Invited presentation at the 32nd Southern Regional Faculty and Instructional Development Consortium conference, Auburn University, Auburn, AL. DiPietro, M. (March 2011). How learning works: Seven research-based principles for smart teaching. Two invited lectures at The Ohio State University, Columbus, OH. DiPietro, M., Longstreet, S., & Plank, K. (March 2011). Creating an open and affirming campus: Faculty development toward institutional change. Invited pre-conference workshop at Expanding the Circle: Creating an Inclusive Learning Environment in Higher Education for LGBTQ Students and Studies, San Francisco, CA. DiPietro, M. (March 2011). Understanding the learning process as the foundation to better teaching. Presentation at the 32nd Southern Regional Faculty and Instructional Development Consortium conference, Auburn University, Auburn, AL. Whitlock, R. U., Keltner, S. K., & Buddie, A. M. (March 2011). If you build it, they will come: Visions and challenges for gender & women’s studies program building. Paper presented at the annual meting of the Southeastern Women’s Studies Association (SWSA), Atlanta, GA. DiPietro, M. (February 2011). Millennial students: Insights from generational theory and learning sciences. Invited presentation at the 23rd Southeastern Conference on the Teaching of Psychology, Atlanta, GA. Pusateri, T. P., & Smith, R. (February 2011). Making a ‘silk purse out of a sow’s ear’: Using assessment mandates to improve teaching. Concurrent session presented at the 23rd Southeastern Conference on the Teaching of Psychology, Atlanta, GA. Buddie, A. M. (February 2011). Advancing undergraduate research in psychology. Invited presentation at the annual Southeastern Teaching of Psychology (SETOP) conference, Atlanta, GA. Pearcey, S. M., Brakke, K., Buddie, A. M., Callen, E., & Scott, G. (February 2011). Mentoring and supervising adjunct faculty members. Presentation at the Southeastern Psychological Association Conference, Council on Undergraduate Psychology Programs (CUPP), Jacksonville, FL. Buddie, A. M., & Myers, M. (2010, November). An undergraduate research course: Benefits for students and a time-saver for faculty. Poster presented at the AAC&U Network for Academic Renewal Conference on Creativity, Inquiry, and Discovery: Undergraduate Research In and Across the Disciplines, Durham, NC. DiPietro, M. (November 2010). How learning works: Seven research-based principles for smart teaching. Invited lecture at Georgia Institute of Technology, Atlanta, GA. DiPietro, M. (November 2010). Understanding the learning process as the gateway to better teaching. Pre-conference workshop at the 35th Professional and Organizational Development Network in Higher Education Conference, St. Louis, MO. DiPietro, M. (November 2010). Gateway to the East? Professional renewal using the Chakra system. Presentation at the 35th Professional and Organizational Development Network in Higher Education Conference, St. Louis, MO. McCarthy, M., Marek, P., & Pusateri, T. P. (October 2010). Developing a departmental assessment plan. Concurrent session presented at the STP Best Practices conference: Assessing Teaching and Learning in Psychology, Atlanta, GA. Pusateri, T. P., & Frantz, S. (October 2010). Contributing psychological expertise to institutional outcomes assessment initiatives. Concurrent session presented at the STP Best Practices conference: Assessing Teaching and Learning in Psychology, Atlanta, GA. Whitlock, R. U., Keltner, S. K., & Buddie, A. M. (October 2010). Creating a major in Gender and Women’s Studies: Challenges and solutions. Paper presented at the annual Women and Girls in Georgia conference, Athens, GA. DiPietro, M. (September 2010). Millennial students: Insights from generational theory and learning sciences. Keynote and follow-up workshop at Trinity College, Hartford, CT.
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Publications and Presentations
Pusateri, T. P. (August 2010). Assessment cyberguide – version 2. In R. F. Subotnik & R. Hailstorks (Co-chairs), APA resources for teachers. Symposium at the 118th Annual Convention of the American Psychological Association, San Diego, CA. Whittlesey, V., & Pusateri, T. P. (June 2010). Global learning for engaged citizenship at Kennesaw State University. In C. Olson (Chair). Developing and assessing global learning outcomes: What are your students learning and how do you know? A Webinar for campus leadership. American Council on Education Center for International Initiatives. Buddie, A. M., & Brown, C. (May 2010). Gendered experiences in academia: Faculty salary, workload, job satisfaction, and discrimination. Poster presented at the annual meeting of the Association for Psychological Science (APS), Boston, MA. Finch, R. M., & Buddie, A. M. (May 2010). Self-reported altruism: An analysis of gender and relationship status. Poster presented at the annual meeting of the Association for Psychological Science (APS), Boston, MA. Buddie, A. M. (April 2010). What’s new in Women’s Studies? Invited panel presentation at the annual AAUW Georgia chapter meeting, Kennesaw, GA. Pusateri, T. (April 2010). Assessment 2.0. Workshop presented at Georgia Highlands College, Rome, GA. Buddie, A. M., & McNamara, C. L. (March 2010). Risky business: Saying yes but meaning no. Paper presented at the Emory Risky Sex conference, Atlanta, GA. Beins, B., Smith, R., Brakke, K., & Pusateri, T. (February 2010). The Puget Sound Conference on Undergraduate Education in Psychology: Perspectives on teaching psychology in the 21st century. Concurrent session presented at the 22nd Southeastern Conference on the Teaching of Psychology, Atlanta, GA. Buddie, A. M. (February 2010). Effective mentoring of undergraduate researchers. Symposium presented at the annual Georgia Conference on College and University Teaching, Kennesaw, GA. Buddie, A. M. (February 2010). Thirty-second writing assignments in the introductory psychology course: Benefits and drawbacks. Invited teaching activity presented at the annual meeting of the Southeastern Teaching of Psychology (SETOP) conference, Atlanta, GA. Buddie, A. M. (February 2010). Teaching the psychology of gender: Challenges and solutions. Invited paper presented at the annual meeting of the Southeastern Teaching of Psychology (SETOP) conference, Atlanta, GA.
Publications and Presentations
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External Visibility
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Research on Teaching and Learning Summit
Formerly the Georgia Conference on College and University Teaching, The Research on Teaching and Learning Summit is an interdisciplinary SoTL conference designed to provide college and university faculty with the opportunity to discuss and share experiences and innovative teaching techniques. It was renamed
in 2013 to underscore CETL’s commitment to the Scholarship of Teaching and Learning, with an emphasis on research and evidence. The renaming also reflects the growth of the conference, which has surpassed the Georgia borders and even the South East, attracting participants from all over the nation and even internationally. In fact, in the
past four years the conference has experienced a 20% growth in the number of participants (up to 174) and has been able to attract eminent award-winning national and international speakers and authors, such as Drs. Peter Seldin, David Green, Daniel Bernstein, and Peter Felten.
“Just wanted to say personally how much I enjoyed the CETL Summit! The presenters were innovative and the conversation stimulating. I love this conference each year as it gives me a chance to talk with others about student learning, which is what we are all here for!” – Jill Williams, Lecturer, Inclusive Education
External Visibility
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Southeastern Conference on the Teaching of Psychology (SETOP)
“Excellent. There are few conferences that I learn so much that I can try to modify my course – this is one of them.” -anonymous conference evaluation Sponsored by CETL and by the Department of Psychology at KSU, the annual Southeastern Conference on the Teaching of Psychology (SETOP) is an opportunity for teachers of psychology to discuss and share experiences and techniques. SETOP began in 1989 and is one of
the longest-running regional psychology SoTL conferences in the nation. SETOP draws about 150 participants from the South East and beyond, and therefore it provides an opportunity for KSU faculty to share their work on a stage with broad visibility. The 1½-day is consistently well
received and has been able to attract eminent awardwinning national speakers and authors, such as Drs. David Myers, Neil Lutsky, Stephen Chew, and Kim Case.
“I love the sense of community this conference fosters.” -anonymous conference evaluation
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External Visibility
Institute for New Faculty Developers
“It was a great experience for the information, networking opportunities, and time to reflect. IINFD gets the ultimate compliment: it changed the way I think.” – April Pierson, Learning Technology Consultant, University of Wisconsin-Eau Claire In 2011, CETL was selected by the POD Network, the premiere professional society for CETLs in North America, to host the 7th International Institute for New Faculty Developers. Because there is no one degree directly qualifying people to work in educational development, the POD network sponsors this biennial week long institute to equip the
next generation of developers with the knowledge and skills they need to be successful in promoting pedagogical change. CETL won the bid, developed a curriculum for the institute, and assembled an impressive set of faculty for the event (our own staff plus eminent international leaders in the field, from the US, Canada, Australia, and Israel).
The Institute sold out with 84 participants from 6 countries beyond the US. The event was so successful that the POD Network awarded CETL the bid for 2013 (unusual event), with the stipulation that CETL leave behind all its materials so that they can be used by future Institute hosts.
“The committee unanimously awarded Kennesaw State University as host again in 2013 with the caveat that Dr. DiPietro’s proposal and post-conference evaluations be used as a legacy and a national model for future hosts of the POD INFD.” – Dr. Suzanne Tapp, Director, Teaching, Learning, and Professional Development Center, Texas Tech University; Chair, POD Professional Development Committee
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Leadership
CETL staff is involved in leadership positions in many professional organizations and has had significant impact in the fields of educational development, SoTL and undergraduate research.
The POD Network CETL Executive Director Michele DiPietro was elected President of the POD Network, the premiere educational development society in North America and served on the Executive board from 2011 to 2013. Under his leadership, the POD Network developed its new strategic plan, focusing on diversity and inclusion and on advancing evidence-based practice.
International Consortium for Educational Development As President of the POD Network, DiPietro represented the US on the International Consortium for Educational Development in Bangkok in 2012, working on strategies to support emerging networks in developing countries. He was invited back as a guest of the Consortium in 2013 in Japan, where he served on a government-sponsored panel to promote faculty development in Japan and in 2013 in Sweden, where he won the bid to bring the ICED conference to KSU in 2018.
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External Visibility
Council on Undergraduate Research CETL Associate Director for Graduate Student Support & Undergraduate Research/Creative Activity Dr. Amy Buddie has been a Councilor for CUR since 2012. In that capacity, she serves as the Associate Editor of CUR Quarterly for the Psychology division. She has also spearheaded an initiative about incorporating Undergraduate Research into for-credit courses, and has created opportunities to showcase KSU Undergraduate Research Initiatives.
Southern Regional Faculty and Instructional Development Consortium CETL Instructional Designer Josie Baudier has been serving on the board of the Southern Regional Faculty and Instructional Development Consortium (SRFIDC) since 2012, working with the other board members to restructure the annual conference and increase its presence in higher education academic development centers.
Society for the Teaching of Psychology CETL Associate Director for SoTL Dr. Tom Pusateri was recently elected Secretary of the Society for Teaching of Psychology a division of the American Psychological Association. Previously, Tom served terms as the division’s first Executive Director, as APA Council Representative, and as Membership Chair. He has also been called upon by the organization to write position chapters in several books, advancing Assessment, SoTL and Ethics in institutional decisions.
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External Visibility
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Awards and Recognitions
Michele DiPietro • Co-author of How Learning Works: 7 Research-Based Principles for Smart Teaching (2010) Jossey-Bass. • Translated into Korean, 2012, as 학습은 어떻게 이루어지나 - 연구에 기반한 현명한 수업원리 일곱 가지 • Translated into Chinese, 2013, as 聪明教学 7 原理: 基于学习科学的教学策略 • Listed as one of the Top 10 books on Teaching and Learning by the Chronicle of Higher Education, 2014.
Meghan Burke • KSU Foundation Distinguished Service Award, 2011
Amy Buddie • KSU Foundation Distinguished Teaching Award, 2010
Tom Pusateri • Principal Author, NAFSA’s Senator Paul Simon Award for Campus Internationalization, presented to KSU in 2011 • University System of Georgia Regents’ Awards for the Scholarship of Teaching & Learning, 2012 • KSU Foundation Distinguished Service Award, Finalist, 2013. • KSU Foundation Distinguished Service Award, Winner, 2014.
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External Visibility
Website
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Website Statistics
In the “Age of the Network” (Sorcinelli 2006), an emerging format to provide faculty development is through online resources. CETL readied itself for this new challenge with a full website redesign. The new website, designed by our web developer Mr. Kaleem Clarkson, has improved navigation and look and feel as well as added functionality. Within it, users can create profiles, upload applications, track their workshop attendance, and search for resources by topic.
Application reviewers can rate and comment on applications. The site has attracted national attention, drawing almost 150,000 views in 2013. In particular, we are extremely proud of our SoTL resources. CETL maintains two searchable Web pages, one listing upcoming teaching conferences and their sponsoring organizations and another listing journals that publish SoTL research. From 2009 through 2012, Web traffic grew nearly three-fold for the teaching journals page and
eight-fold for the teaching conferences page, both in the numbers of pageviews (the number of times individuals visited or reloaded the page) and the number of unique pageviews (the number of unique visits to the sites, aggregating revisits and reloads from the same visitor). These Web pages are the first results in Google searches for the terms teaching conferences and teaching journals and have helped KSU obtain widespread recognition for faculty development in SoTL.
“Thank you Tom for providing a an up-to-date and high quality directory of journals and conferences.” – Patrick Blessinger, President, International Higher Education Teaching and Learning
Teaching Conferences Site Year 2014 2013 2012 2011 2010 2009
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Pageviews 14,471 29,830 39,763 29,873 16,317 5,551
Teaching Journals Site
Unique Pageviews Pageviews 4,538 12,820 8,665 24,552 11,460 26,570 19,518 8,825 8,896 8,355 4,045 2,977
Unique Pageviews 3,960 7,128 7,379 5,531 4,675 2,170
Entire Website Pageviews 70,148 145,730 121,679 101,089 74,547 50,139
Unique Pageviews 54,645 106,215 85,742 72,247 50,740 34,664
Website
About CETL
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CETL Staff
Current Staff Michele DiPietro, Ph.D. Executive Director Associate Professor of Statistics • Executive Director of the Center for Excellence in Teaching and Learning • Former President of the POD Network in Higher Education • Learning Science Research
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Amy Buddie, Ph.D. Associate Director for Graduate Student Support & Undergraduate Research/Creative Activity Associate Professor of Psychology • Graduate Teaching Assistant Training • Undergraduate Research Coordinator • Conference Director
Tom Pusateri, Ph.D. Associate Director for the Scholarship of Teaching & Learning Professor of Psychology • Assurance of Learning • Scholarship of Teaching & Learning • Assessment
Josie Baudier, M. Ed. Instructional Designer • Instructional Course Design • Online Teaching and KSU Peer Reviewer Certification • Technology Enhanced Learning
Traci Stromie, M.S. Instructional Designer • Instructional and Course Design • Online Teaching and KSU Peer Reviewer Certification • Technology Enhanced Learning
Kaleem Clarkson, B.S. Operations Manager • Faculty funds • Operating Budget • Lead Web Developer
Alexander Gambon, B.S. Operations Coordinator • Video Production • Digital Communications • CETL special projects
About CETL
Transitions
Director Transitions Mary Garner, Ph.D. • Interim Associate Director for Faculty Support • Start Date: 2014
Meghan Burke, Ph.D. • Associate Director for Mentoring for Faculty & Student Success • 2009-2014
Bill Hill, Ph.D. • Executive Director from 2002-2010 • Special Projects Fellow from 2010-2013
Chris Randall, Ph.D. • Associate Director for Technology Enhanced Learning • 2007-2011
Former Faculty Fellows
About CETL
Lynn Boettler • Associate Professor of First-Year Programs • Fellow for Community Engagement • 2012-2014
Diana Gregory • Associate Professor and Program Coordinator of Art Education • Fellow for Creativity and Innovation • 2012-2014
Stephen Braden • Director of First-Year Seminars and Assistant Professor of Communication • Fellow for Part-Time Support • 2012-2014
Carlton Usher • Fellow for Diversity • 2008-2011
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Transitions
Student Assistants
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Danielle Ereddia • Office and administrative assistance • Event coordinator • CETL social media coordinator • 2014-Present
Grace Easton • Office and administrative assistance • Event coordinator • CETL social media coordinator • 2013-Present
Teresa Wade • Office and administrative assistance • Event coordinator • CETL social media coordinator • 2013-2014
Daniella Medina • Office and administrative assistance • Event coordinator • CETL social media coordinator • 2012
Cameron Hayworth • Office and administrative assistance • Event coordinator • CETL social media coordinator • 2012
Mallory Brewer • Office and administrative assistance • Event coordinator • CETL social media coordinator • 2010-2011
About CETL
Mission and Vision
Mission The Center for Excellence in Teaching and Learning (CETL) promotes research based pedagogies that foster student academic engagement, learning, and success. CETL supports the integrated professional development of students and faculty throughout their careers. Rooted in learning science and assessment theory, CETL cultivates a data-driven campus-wide culture of ongoing academic program enhancement.
Vision The Center for Excellence in Teaching and Learning (CETL) will be a nationally prominent center, recognized for excellence and innovation in programming, scholarship, and leadership.
About CETL
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