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CETL

Activity Report 2019 - 2020

MISSION

The Center for Excellence in Teaching and Learning (CETL) supports the integrated professional development of KSU graduate students, full- and part-time faculty, and administrators throughout their careers. Our three groups—Faculty Success, Scholarly Teaching, and Digital Learning Innovations—offer programs and services rooted in learning science, process education, human development, organizational development, and assessment theory. We work to cultivate a data-driven, institution-wide culture of progressive improvement in support of student success.

Table of Contents Introduction

04-07

Welcome Message from the Executive Director

Vision

Year at a Glance

06-07

CETL Scholarly Teaching Scholarly Teaching Summary

08-19

Graduate Student Professional Development

08-09 10-13 14-15

Scholarship of Teaching and Learning

16-17

Institutional and USG Teaching and Learning Initiative

18-19

Learning-Centered Teaching

CETL Faculty Success

20-33

Faculty Success Summary

20-21

Onboarding

22-23

Scholarship and Productivity

24-25

Promotion, Tenure & Review

26-27

Identity, Community & Well-Being

28-29

Leadership

30-31

Recognition

32-33

CETL Digital Learning Innovations

34-43

Digital Learning Innovations Summary

34-35

Online/Hybrid Support

36-37

eCore and eMajor Programs

38-39

College Online Quality Initiatives

40-41

Academic Web Accessibility

42-43

Professional Leadership

44-51

Professional Leadership Summary

44-45

Grants, Publications, and Presentation

46-48

Leadership Roles

ISSOTL

50-51

CETL Staff

52-62

CETL Staff Summary

52 -53

Current Staff

54-56

Transitions

Students

Appendix; workshops and other trainings offered

59-62

Welcome Message from the Executive Director Friends and colleagues, what a year it has been! Even though the COVID pandemic has only covered 4 months out of the whole year, it has become the lens by which we will look back on this year. The pivot to online instruction, the strain that it put on students trying to learn and progress through their degree, the anxiety it placed on faculty scrambling to recreate important aspects of their courses virtually, the stress from keeping us and our families safe, the ongoing work to nurture our mental health through lockdown and isolation—each one of these was so daunting that I hope we are all proud of ourselves for just finishing the school year and making it this far. Maybe 2020 is the year we learn to let go of perfectionism and treat ourselves with kindness! The need was deep, and I am proud we could support our amazing faculty in the fast-paced transition. For example, just during the 2 days of suspended activities, CETL organized a webinar that was attended by 200 faculty, who sorted themselves into the areas they needed support on: rapid online setup, effective online pedagogy, and wellbeing for us and our students. I am unendingly grateful to my CETL colleagues for their dedication, which made this and much more possible. I am especially grateful because the additional effort that this time demanded came at a time of changes for CETL. In the past year, we receive a mandate from the Provost to expand our support beyond pedagogy to integrated professional development for faculty, chairs, and deans. To realize this request, we created two units within CETL Scholarly Teaching and Faculty Success. In addition, we welcomed the former Distance Learning Center as a third unit of CETL focused on online and hybrid support, under the name Distance Learning Innovations. We hit the ground running with this new structure in the Fall, immediately creating new programs and improving on the existing ones. Our faculty have affirmed the quality of CETL’s offering with their repeated participation, as this year we have registered thousands of participants at our events. I hope you will enjoy reading about the impact CETL is making on campus as well as nationally and internationally, but, of course, our programs would amount to nothing without the faculty who take what they learn at CETL and use it to create excellent learning experiences for our students. We at CETL are always inspired by the dedication and the creativity of the great educators at KSU.

With gratitude, Michele DiPietro, Executive Director

VISION

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

CETL Scholarly Teaching CETL Scholarly Teaching promotes and advances research-based pedagogies that foster student academic engagement, learning, and success in all delivery modalities (e.g. face-to-face, hybrid, online). Our programs empower all educators at KSU to pursue excellence in their teaching within a scholarly, evidence-based framework. We are always glad to support educators with any teaching and learning questions they have, but we focus our programmatic efforts in the following areas: Learning-centered teaching; Course design, facilitation, and assessment; and the Scholarship of Teaching and Learning. In addition, CETL Scholarly Teaching provides support to university-wide programming in two areas of critical importance to KSU’s accreditation from SACSCOC: our It’s About Engagement! quality enhancement plan programs and our Graduate Student Professional Development programs. We are pleased to be able to offer the following services, which have continued virtually through the pandemic: ∙ Workshops, webinars, and book chats ∙ Custom services for academic units ∙ Consultations on teaching and learning practices ∙ Consultations on teaching-related grants and research projects ∙ Classroom observations and student focus groups ∙ Faculty learning communities ∙ Credit-bearing graduate course “College and University Teaching” GRAD 9001 ∙ Orientations and intensive multi-day programs ∙ Online pedagogical resources ∙ Teaching journal and conference directories

“My manuscript… would not have been possible without your initial guidance. I am greatly [appreciative] for the workshops that have been offered and the time you were willing to share through consultation to personally help me transition to a line of SoTL research. It was a difficult transition that was eased by your guidance.” - Dr. Tiffany Esmat,

Assistant Department Chair & Associate Professor of Exercise Science

Learning-Centered Teaching As part of KSU’s commitment to be a student-centered institution, CETL Scholarly Teaching encourages pedagogies that contribute to deep, significant learning experiences for students in all modalities (face-to-face, hybrid, and online) through a variety of program and service offerings.

WORKSHOPS, WEBINARS, AND BOOK CHATS CETL workshops and book chats are interactive, face-to-face events held on both the Kennesaw and Marietta campuses. Webinars are held virtually. CETL staff develop these research-based programs to cover a variety of timely and relevant topics aimed at providing opportunities for faculty members’ educational development. In 2019-2020, CETL Scholarly Teaching events were attended by faculty members and graduate students from 10 academic colleges and 9 other KSU divisions.

erings Off

rticipants a P

676

96%

ONE-ON-ONE CONSULTATIONS CETL Scholarly Teaching offers confidential, collaborative, and constructive consultations to all KSU faculty members. CETL consultations are conducted at the request of the faculty member and may be focused on any aspect of teaching and learning. Top 5 Most Common Consultation Themes

Number of Unique Faculty Served Total Number of Consultations

318 10

162

Number of Colleges Served

1. SoTL

3. Grant Writing Support

2. Pedagogical Approaches 4. Online Teaching/Pedagogy 5. Course, Syllabus, and Assignment Design

FACULTY LEARNING COMMUNITIES Faculty Learning Communities allow 5-7 faculty to come together as a group to study teaching and learning topics of interest and apply their learning in their courses in ways that might lead to documentable changes in student learning. In 2019, CETL funded five open-theme FLCs which had 35 faculty participants.

Lead Faculty Member

Evelina Sterling

FLC Title

Engaging in Undergraduate Research: Faculty and Student Experiences

Participants

Willard, Rongkai Rongkai Guo, Guo, Jennifer Willard, Yuri Feito, Feito, Tsai-Tien Tsai-Tien Tseng, Tseng, Yuri Angela Sarah Holmes Holmes, eng, Angela Farr Farr Shilling, Shilling; Sarah & Amy Buddie & (non-funded) Amy Buddie (non-funded)

Elizabeth Giddens

Teaching Sustainability Across Colleges: Designing and Innovative Certiﬁcate for All Students

Ed Akins, David Glassmeyer, Amy Gruss, Maria Kalamas Hedden, Vanessa Slinger-Friedman, Matt Weand

Nyasha GuramatunhuCooper

Teaching from a Third Space: Experiences of International Faculty

Darlene Rodriguez (co-coordinator), Sabine Smith, Luc Guglielmi, Uttam Kokil, Zaya Rustamova, Pindar e Naidu

Karen Graf

Social Justice in the Language Classroom

Robert Simon, Federica Santini, Jaime Cruz-Ortiz, Neysa Figueroa, Allison Webb, Renata Creekmur, Alan Watts

Bill Diong

Enhancing Engineering Students' Troubleshooting Skills

Craig Chin, Sandip Das, Ayse Tekes, Walter Thain

TEACHING ACADEMY FOR PART-TIME FACULTY The Teaching Academy for Part-time Faculty is an annual professional development event dedicated to KSU part-time faculty. Selected through a formal application process, participants attend interactive sessions that introduce them to the research on teaching and learning through the framework of the “Seven Principles of Learning” taken from the book, How Learning Works: 7 Research-based Principles for Smart Teaching. The Teaching Academy aims to equip KSU’s part-time faculty with the skills they need to manage their classrooms effectively while incorporating research-based methods into their teaching. Throughout the two days of the academy, participants reflect upon their learning and develop plans for revising their courses and integrating their new knowledge into their teaching. In 2020, the Academy was converted from the planned face-to-face format, which was to be held at CETL, to an online format that featured both synchronous and asynchronous sessions. This change, precipitated by COVID-19, was completed in two weeks in order to accommodate the needs of KSU part-time faculty and also aimed to model and address best practices in distance learning.

Teaching Academy for Part-time Faculty: 2020 Online Edition 100% of respondents reported they were very likely to attend another CETL event

25 Participants

9 Colleges Represented

CLASSROOM OBSERVATIONS AND STUDENT FOCUS GROUPS CETL Scholarly Teaching conducts classroom observations to collect data for faculty and offer feedback and consultations based on the data. Faculty may also request SGIDs (Small Group Instructional Diagnoses), in which a CETL staff member meets with students, sans instructor, to collect anonymous feedback about the course. This feedback is then reported back to the faculty member who can use this information to address any issues that emerge, revise course materials, and enhance pedagogies.

Observations

SGIDs

JUST-IN-TIME PROGRAMS FOR ACADEMIC UNITS CETL Scholarly Teaching creates custom programming at the requests of colleges, departments, and programs seeking teaching and learning support surrounding a specific topic or to fulfill a particular need. In 2019-2020, we developed and delivered custom programming for 12 different initiatives, ranging in complexity and involvement from a 30-minute informational webinar to a semester-long hybrid Faculty Learning Community. These custom services are performed at the request of faculty or administrators and developed in conjunction with the requester to fulfill their group’s specific needs. (see select examples in the table below) Date

Audience

Fall 2019

College of Humanities and Social Sciences

November 2019

Honors Faculty

January 2020

Chancellor’s Learning Scholars

Transparency in Learning and Teaching

75-minute face-to-face workshop

March 2020

PhD in Business Administration

Teaching and Learning Part 1

16-hour hybrid workshop/webinar

April 2020

Learning Communities Program

Creating Integrative Assignments

4-hour interactive webinar

May 2020

College of Science and Math

Course ReDesign Institute

4 days of 8-hour interactive webinars

Topic Course ReDesign for Student Success Developing Critical Thinking During Discussion

Format Year-long Faculty Learning Community 75-minute face-to-face workshop

Graduate Student Professional Development CETL’s Graduate Student Professional Development (GSPD) program offers evidence-based, teaching and learning support for all graduate students who are currently teaching or interested in teaching in the future. Participants in this program often aver that teaching and learning principles apply not only to the classroom, but to industry and other professional contexts as well. GSPD is designed to align seamlessly with KSU’s R2 Roadmap goals, in particular that of providing an excellent graduate education. In 2017, CETL made the strategic decision to dedicate an entire position to graduate student professional development with excellent outcomes, including but not limited to: an increase in the range of programs and services offered, significant growth in program participation, and extraordinary positive feedback from graduate students. The GSPD program currently offers: • • • •

A full-day Graduate Student Teaching Orientation each fall A one-credit hour online course GRAD 9001, “College and University Teaching” Customized just-in-time events for departments and colleges A workshop series for graduate and international graduate students interested in teaching • One-on-one consultation services • Classroom observations From a compliance standpoint, GSPD programs keep KSU in compliance with Standards 6.2.a of SACS-COC and policy 8.3.5.2 of the University System of Georgia, both aimed at ensuring that graduate students who are in contact with undergraduate students in an educational role receive adequate training.

duate S Gra tu d Overall Course

4.0

Overall Instructor

GRAD 9001 Ratings

ultation ons s tC en

4.0

99%

97%

96%

98%

100

Percent of Respondents that Gave the Highest Rating

Attendee Feedback on Graduate Teaching Workshops 2017-2019

Was the event well presented?

How much did you learn from the event? Overall, how satisfied are you with this event?

How likely are you to attend another CETL event?

Evaluation Form Questions

83 32

32 12

Graduate Student Teaching Orientation

Students Programs

2017

2018

2019

Scholarship of Teaching and Learning In keeping with the University System of Georgia’s definition, CETL defines the Scholarship of Teaching and Learning (SoTL) as systematic inquiry into student learning and/or one’s own teaching practices in higher education which is situated in context and involves methodologically sound application of appropriate research methods, peer review, and distribution as scholarly work. CETL provides numerous programs and resources to support faculty in this work, including:

• A new SoTL Scholars Program, in which faculty are supported through engagement with the SoTL literature, peer review, and mutual accountability as they complete a SoTL project over the course of one year.

• The Research on Teaching and Learning Summit, an annual SoTL conference which draws participants from KSU and nationwide.

• SoTL Travel Funds, which supported ten faculty in ten different departments and five colleges prior to the COVID-19-related travel restrictions.

• SoTL Workshops and Webinars, including those offered campus-wide and those that were specially requested by groups, such as the Chancellor’s Learning Scholars. • Individual SoTL Project Consultations with 32 faculty in 2019-20, representing 7 colleges.

• A new KSU-SOTL Listserv with 210 subscribers, which provides updates and resources, helps faculty build interdisciplinary connections, and promotes SoTL programs.

• A SoTL Journal and Conference Directory that continues to be one of the most referenced directories of its kind, driving up views for the entire CETL website.

• Numerous web resources on topics such as disciplinary approaches to SoTL, measures and scales, and IRB review for SoTL studies.

Finally, in conjunction with the university’s R2 Roadmap goals, CETL established a partnership with the Office of Research this year to support faculty seeking grants and producing scholarship in this area. The two offices have collaborated on web resources, cross-promoted programs and events, and co-hosted a guest speaker from the Research Corporation for Science Advancement, who facilitated a workshop on securing funding for SoTL projects.

2019 - 2020 INAUGURAL SOTL SCHOLARS Name

Department/School

Project Title

Diana Gregory

School of Art and Design

Performance Art: Self-Discovery, Creativity, and Self- Motivation

Duanping Hong

School of Accountancy

The Effect of Pre-Exam Quiz Wrappers on Student Learning in an Introductory Accounting Course

Troy Mutchler

Ecology, Evolution, and Organismal Biology

Comparing Student Learning in Online and Face-to-Face Instruction in STEM Courses

Teresa Neal

Psychological Science

Efﬁcacy of a Problem-Based, Literature Circle Approach to Teaching Lifespan Development

Shane Peterson

Foreign Languages

The Efﬁcacy of a High-Frequency Vocabulary Approach to Foreign Language Learning

Kate Schaab

Leadership and Integrative Studies

Improving Learning Outcomes in an “Interdisciplinary” Classroom

Peter St. Pierre

Health Promotion and Physical Education

Behavior Change in Approaches to Physical Education through Reading the Voices of "Others"

Kei Tomita

Technical Communication and Interactive Design

Learning by Explaining: An Invention of a Mini Presentation Generative Learning Strategy

Katherine White

Psychological Science

Highlighting Utility Value in Psychology Courses to Boost Student Interest and Performance

Amanda Wolfe

Psychological Science

The Effect of Gamiﬁcation Elements in a Research Methods Course

Institutional and USG Teaching and Learning Initiatives Beyond supporting individual educators and courses, CETL is proud to support college and university wide initiatives that move KSU’s pedagogical agenda forward and align us with the priorities of the University System of Georgia.

IT’S ABOUT ENGAGEMENT The It’s About Engagement! (IAE) initiative is an ambitious 10-year project aiming to increase capacity at the university for High Impact Practices focused on experiential learning—Undergraduate Research, Service Learning, and Internships/ Co-ops. This initiative constitutes KSU’s Quality Enhancement Plan, which is mandated by SACS-COC for accreditation purposes. We at CETL are proud to have designed the original proposal for what eventually became IAE, and that it was selected among the 11 other proposals submitted. Our role is now to support the faculty development arm of the initiative. CETL Scholarly Teaching’s programming for the It’s About Engagement! initiative is designed to boost and expand existing faculty capacity supporting undergraduate research, service learning, and internships/co-ops. Programming elements include: ∙ ∙ ∙ ∙ ∙

IAE Workshop series: 7 workshops per year on a 5-year plan Online resources Custom programming on demand for colleges and other units Engagement-focused individual consultations Funded programs ▷ Travel Grants to attend conferences on the 3 pillars ▷ Faculty Learning Communities (year-long development opportunities in partnership with the IEA steering committee) ▷ Course ReDesign Institutes (this year we offered a week-long Service-Learning Course ReDesign Institute and we funded an additional one focused on Undergraduate Research) ▷ Reflection Ratings Norming Session (training sessions for faculty who will be scoring student reflection narratives to quantify the learning happening in IAE courses)

INCLUSIVE EXCELLENCE INITIATIVE

CHANCELLOR’S LEARNING SCHOLARS

The Inclusive Excellence initiative, spearheaded by the College of Science and Mathematics, is a 5-year $1,000,000 grant funded by Howard Hughes Medical Institute, focused on increasing retention and graduation rates across all groups of students. CETL is proud to support this initiative at various levels. The CETL Executive Director is a Co-PI on the grant and sits on the steering committee. In the trenches, CETL-Scholarly Teaching offers, in partnership with the CSM Dean’s Office, a yearlong Faculty Learning Community culminating in a Course Redesign Institute.

The USG has launched a very ambitious, cross-institutional faculty development program, called the Chancellor’s Learning Scholars (CLS). The Scholars, nominated by each USG institution, undergo statewide training, then recruit other faculty on campus for a semester-long Faculty Learning Community on pedagogical issues. This year, KSU has six Chancellor’s Learning Scholars. CETL is proud to support this system-wide program in two ways, by designing and delivering parts of the statewide training and by providing workshops for the Faculty Learning Communities.

CHANCELLOR’S LEARNING SCHOLARS (CLS) CLS Name

Department/School

FLC Topic

Course Design

Michelle Head

Chemistry and Biochemistry

Alison Hedrick

First Year and Transition Studies

Stephanie Miller

School of Accountancy

Transparency in Teaching and Learning

Sarah North

Computer Science

Small Teaching

Margaret Pendergrass

Theatre and Performance Studies

Inclusive Teaching

Wendy Sanchez

Secondary and Middle Grades Education

High-Impact Practices

Scholarship of Teaching and Learning

CETL Faculty Success CETL Faculty Success (CFS) was established by the Provost in 2019 as a unit of CETL dedicated to faculty development beyond teaching. CFS uses research-based educational and organizational development practices to support KSU faculty and faculty leaders in their pursuit of career success and recognition. Our programs help these groups onboard, uncover strengths, and grow competencies. We support career integration and progression in alignment with faculty goals and KSU’s strategic initiatives in five areas. These include: 1. Onboarding 2. Promotion, Tenure, and Review 3. Scholarship and Productivity 4. Leadership and Recognition 5. Community, Identity, and Wellbeing CFS facilitates academic orientations, mutual mentoring groups, workshops, webinars, book chats, faculty learning communities, faculty success institutes, early career institutes, faculty success coaching, and tenured faculty enhancement leave funding. We coordinate the USG awards process for the university. We also offer custom services for academic units such as facilitation of difficult dialogues, custom workshops, and group coaching. We support leadership development, through the Orientation for Chairs and Deans, the Chairs and Deans Retreat, a workshop series each for emerging leaders and chairs and deans, and leadership coaching for chairs and deans. In 2020 we partnered with the University System of Georgia Center for Leadership Excellence to facilitate the inaugural Leadership Developers Institute.

I hope you know that you make real impact on faculty. I have always told you that CETL was the best thing at KSU. I mean that! You gave me support at a time when I really needed it. And the many book studies/FLCs I have done through CETL have affected who I am as a teacher, and more importantly, who I am as a human being. Thanks for being such an awesome faculty advocate and arranging for us to have all of the professional learning opportunities CETL offers. You have an incredible staff! I hope I get to learn with you for many more years. - Wendy Sanchez, Interim Chair, Department of Secondary and Middle Grades Education

Onboarding Each year CETL Faculty Success hosts a variety of onboarding programs for faculty to connect them to the university and each other, and to build a foundation for success at KSU. This year CETL’s onboarding programs were redesigned to more intentionally facilitate community-building and establish near-peer mentor networks. In addition to annual orientations and institutes, additional programs were launched in 2019 that allow faculty to engage throughout the year.

all r ve

Satisfation

Ra ti

NFO 2019

92%

for

New Faculty Orientation (NFO); is held each year in August during the week preceding classes. It provides an opportunity for full and part-time faculty to develop an understanding of KSU’s mission and culture, and complete essential onboarding activities in one place. NFO connects faculty to the many resources KSU offers to support them in achieving their professional goals. Additionally, new faculty have the opportunity to begin to develop relationships with colleagues across both campuses as they launch their careers at KSU. This year, we hosted 154 new faculty from all 12 colleges.

NEW FACULTY ORIENTATION

2020 TENURE TRACK FACULTY SUCCESS LEARNING COMMUNITY AND 2019-2020 LECTURER SUCCESS LEARNING COMMUNITY

In Spring 2020, these two Faculty Learning Communities were launched to take the place of CETL’s Quick Starters. These two new funded faculty learning communities were redesigned -- based on feedback received from previous participants -to build community within a cohort of tenure track faculty and within a cohort of lecturers. Each cohort met monthly in the spring semester to participate in workshops and dialogue tailored to their particular needs and interests, within the areas supported by CFS. The tenure track cohort focused on professional development related to research, teaching, service, departmental relationships, and promotion and tenure. The lecturer cohort focused on professional development related to community, identity, well-being, and departmental relationships.

2020 EARLY CAREER FULL-TIME FACULTY INSTITUTE This Is a capstone event open to all full-time faculty in each of their first three years at KSU. The Institute provides a place to reflect on the previous year and celebrate successes. This year the Institute was re-envisioned from a face-to-face event to an online offering due to COVID-19. The virtual institute included two webinars focused on flourishing in times of uncertainty and on developing individual and collective faculty narratives as a means to celebrate success together and prepare for writing promotion and tenure portfolio narratives.

NFO

FLC

Applications due

Lecture Success FLC meeting Tenure track Faculty Success meeting

SUPPORT THROUGHOUT THE YEAR

Lecture Success FLC meeting Tenure track Faculty Success meeting

Early Career Full Time Faculty Institute

Scholarship and Productivity Since faculty are evaluated in three areas—Teaching, Research, and Service—the next logical step to provide professional development beyond teaching was to support faculty in their research. This became especially crucial since KSU was reclassified as an R2 university and set up an ambitious R2 roadmap with the tagline “Research with Relevance.” We have been able to provide support in several ways.

WORKSHOPS Workshops are the bread and butter of what we do at CETL so it was natural to extend them to Scholarship and Productivity. We have focused on the Productivity aspect, building habits and discipline that ensure that faculty’s scholarly efforts manifest into actual Scholarship products. Topics featured include: developing a growth mindset, powerful habits, identifying and overcoming barriers, best practices for collaborative research, maintaining motivation, and others. 100%

97%

Attendee Feedback on Scholarship and Productivity Workshops

100

80 Percent of Respondents that Gave the Highest Rating

Was the event well presented?

How much did you learn from the event? Overall, how satisfied are you with this event?

How likely are you to attend another CETL event?

Evaluation Form Questions

R2 RESEARCH SUCCESS FACULTY LEARNING COMMUNITIES

In addition to workshops and consultations, CETL Faculty Success partnered with the Office of Research to facilitate four R2 Research Success Faculty Learning Communities, funded by the Office of Research. This program was designed to support faculty in the early stages of conceptualizing, strategic planning, and building partnerships for potential research projects within the four interdisciplinary research themes of the KSU roadmap to R2 success: Biomedical and Health Services, Computing and Technology, Human Development and Well-Being, and Sustainable and Safe Communities.

Forty participants defined each theme in a manner that related to their research agendas and identified the interdisciplinary research opportunities therein. They worked together to think creatively about how their current scholarship could be enhanced through collaboration and funding opportunities. They also explored best practices in conducting interdisciplinary research, building collaborative projects, and securing external funding. They produced white papers and 3-minute videos regarding the collaborative grant-seeking research projects that emerged from the FLC.

Research Success FLCs Spring 2020

01 Human Development and Well-Being

02 03

Technology and Computing

Biomedical and Health Services

Sustainable and Safe Communities

04 25

TENURED FACULTY ENHANCEMENT PROGRAM The Tenured Faculty Enhancement program is a competitive workload reassignment. Faculty apply with a project they intend to carry out over the course of a semester. Those who are selected receive a reassignment whereby 100% of their time is dedicated to the project, free of any other Teaching, Research, and Service obligations. CETL provides funds to their departments to cover replacement costs. In the past, recipients of the program have produced scholarship, presentations, papers, or creative activity, used the time to complete external grant applications, organized conferences, revamped courses, spent time at other universities or research institutes as visiting professors, and much more. See table for this year recipients and their projects.

Faculty Member

Project

Department

Meilin Chang

Motivational Proﬁles of At-Risk Middle Grade, and the Development of Self-Regulation Strategies among High Achieving Urban Students

Secondary and Middle Grades Education

Rebecca Hill

Democracy’s Other: Anti-fascism in American Politics and Culture

Interdisciplinary Studies

Gang Lee

Completion of the Comparative Study of Cyberbullying and Cyber Trolling Behaviors in the U.S. and Korea

Sociology and Criminal Justice

Robbie Lieberman

African American Peace Advocates in the Early Cold War Era

Interdisciplinary Studies

William Thomas Okie

Old Fields: A History of the American South in Five Ordinary Plants

History and Philosophy

Laurence Sherr

Composition of a new choral work on poetry of Primo Levi

Music

Larry Wang

Further Study on Quantization and Frame Construction with New Algorithms

Mathematics

Promotion, Tenure & Review One of the explicit mandates from the administration for CETL-Faculty Success was to support faculty in their reviews, both annual and multilevel. Annual reviews include the Annual Review Document and the Faculty Performance Agreement. We support faculty both in drafting these documents and in thinking intentionally and strategically about the conversations to have with their chairs. We highlight the rules in the faculty handbook, but also encourage faculty to use this as an opportunity to reflect and to take control of their narrative. Multilevel reviews–third year, tenure, promotion, and post-tenure review–are the most anxiety producing moments for many faculty. Because the three areas of faculty performance are Teaching, Research, and Service, CETL has been routinely supported faculty in preparing for multilevel reviews, at least in terms of preparing the teaching portion of the dossier. With the structure of CETL–Faculty Success, however, we have been able to be more intentional and comprehensive in our support of faculty going up for multilevel reviews, and have even added support for annual reviews in the form of workshops and consultations. Topics we cover in workshops include: ∙ Advancing one’s own case for tenure and/or promotion ∙ Writing compelling narratives ∙ Negotiation techniques for annual reviews ∙ Responding to feedback from annual reviews ∙ Technology training within Digital Measures Activity Insight and Workflow ∙ Troubleshooting common issues (outlier student evaluations, rejected papers or grants etc) ∙ Response letters 98%

98%

100%

Percent of Respondents that Gave the Highest Rating

100 80

Attendee Feedback on Promotion, Tenure & Review Workshops

Was the event well presented? 40

How much did you learn from the event? Overall, how satisfied are you with this event?

How likely are you to attend another CETL event? 0

Evaluation Form Questions

Identity, Community, & Well-being CETL has always advocated for a holistic approach. We always remind our faculty that our students are whole persons, not just brains, and that they must attend not only to cognitive dimensions, but also social, emotional, motivational, and so on. So naturally, when we structured a comprehensive support plan for faculty, we also took a holistic approach. We are mindful of faculty multiple intersecting identities. National research and KSU data show that the faculty experience is not uniform, but it is colored by their identities, including but not limited to race, gender, sexuality, ability, nationality, and so on. We have sought to create spaces where all these identities are celebrated and supported. In addition, we know that, just like for students, a feeling of belonging is a predictor of important dimensions, including faculty satisfaction and retention. Therefore, one of our main goals is to create community. In addition, research shows that faculty frequently forget to nurture their body until it can no longer support their brain. Accordingly, we have elevated physical and emotional well-being to the forefront of our programming very explicitly in this area, but as a fil rouge running through all areas of CETL programming. These values are explicitly advanced in our workshops, mutual mentoring groups, and the Faculty Success Institute. Thankfully, our philosophy was well in place when COVID hit. Since then, a conspicuous part of our support for the online pivot has been to help educators find a sense of normalcy, maintain motivation through the disruption, and make reasonable allowances for themselves and their students. The attendance numbers for those workshops alone in the hundreds demonstrate the deep need our programming filled.

100%

95%

100

85%

Percent of Respondents that Gave the Highest Rating

Attendee Feedback on Identity, Community & Well-being Workshops

60 Was the event well presented?

How much did you learn from the event? Overall, how satisfied are you with this event?

How likely are you to attend another CETL event?

85%

Evaluation Form Questions

Leadership Developing and supporting emerging and established leaders on campus is a priority for the Office of the Provost, and as such CETL-Faculty Success has been charged with creating a portfolio of programs. We are proud to be able to support Chairs, Directors, Deans, and other leaders on campus and the evaluation data demonstrate both the need for such programs and our commitment to a quality experience for our participants. Emerging Leaders Workshop Feedback

CETL EMERGING LEADERS WORKSHOPS

Was the event well presented? How much did you learn from the event?

Overall, how satisfied are you with this event? How likely are you to attend another CETL event?

Percent of Respondents that Gave the Highest Rating

This program; launched in Spring 2020 and is open to faculty, chairs, directors, and deans. The series focused on the knowledge, skills and behaviors of effective leaders, facilitated by internal and external experts. The Emerging Leaders workshop series was designed to create leadership development opportunities for faculty who lead in any position and amplify the idea that effective leadership is important at all levels of the organization. From aspiring to experienced leaders, all faculty were invited to participate in order to home their advanced leaderships skills or developing a plan and competencies for becoming a campus leader.

100%

97%

96%

100%

100 80 60 40 20 0

Evaluation Form Questions

CHAIRS AND DIRECTORS MUTUAL MENTORING GROUP The CDMMG provided an opportunity for chairs and directors to build community with like-minded peers and support each other while achieving goals as defined by the group. Members met monthly on each campus to discuss timely topics related to their work. Topics ranged from leading annual reviews to budgeting and merit raise recommendations. The Marietta Campus CDMMG was led by Kevin McFall, Interim Chair of the Department of Mechatronics Engineering. The Kennesaw Campus CDMMG was led by Kandice Porter, Chair of the Department of Health Promotion and Physical Education.

Members

CETL CHAIRS AND DEANS WORKSHOP SERIES

90%

98%

100

Percent of Respondents that Gave the Highest Rating

This series is offered throughout the academic year to chairs, directors, and deans. The series focused on the knowledge, skills and behaviors of effective academic administrators and leaders. Internal and external experts facilitated workshops on topics including taking a developmental approach to supporting faculty at all career stages, best practices for leading annual reviews, leading in complexity, values-based leadership, reciprocal leadership, inclusive leadership, responding to discrimination and harassment notices, the chairs’ role in the QEP leading in a COVID context, and positive academic leadership in the COVID context.

93%

Evaluation Form Questions

CHAIRS AND DEANS RETREAT This retreat brought leaders of academic units together to reflect on the past year, build community with new and returning leaders, engage in Q&A with the provost, and hear her vision for the year. The retreat featured workshops on a panel of experienced chairs and deans on the topic of creating a positive culture. Participants also participated in interactive workshops on constructive conflict engagement, essential legal matters, taking a developmental approach to annual reviews, and advocating for the department/college.

Participation by Administrative Title Deans

Chairs

S rall e v

atisfati

tin

Asst/Assoc Chairs

96%

tr or Re eat gf

61%

Asst/assoc Deans

30%

Recognition Kennesaw State University values the commitment and passion of its faculty, and it is proud to recognize their excellence with awards in several categories. Thanks to the continuing generosity of the KSU foundation, our university prides itself in offering generous faculty awards. In addition, CETL supports faculty and programs in the pursuit of recognition in several areas of focus including awards offered by the University System of Georgia.

KSU AWARDS KSU is incredibly proud of its faculty and their accomplishment. Many of our faculty boast national and international recognition for their leadership and innovation in their teaching, research and creative activity, and other professional endeavors. Thanks to our robust faculty recognition program, we have historically recognized our faculty with awards in several categories. This year, Provost Schwaig convened a faculty task force to examine the existing awards portfolio and to make recommendations to ensure it continues to evolve in tandem with the university mission. The task force suggested modifications to the awards portfolio and tweaks to the application process in order to simplify it for faculty. Moving f rom those recommendations and adjusting them with other university priorities, Academic Affairs implemented the 2019-2020 KSU Faculty Awards, managed by the Center for Excellence in Teaching and Learning. Our rigorous selection process involves an initial selection at the college level, culminating with each Dean nominating their outstanding candidates.

University-wide committees with faculty representation from each college then review the finalists’ nominations and select the winners.

UNIVERSITY SYSTEM OF GEORGIA AWARDS The USG sponsors 6 yearly teaching awards either for individuals or for programs. CETL coordinates the selection, nomination, and mentoring process, anchored by the Deans Council’s ratification. Multiple CETL staff have served on the USG awards selections committee, therefore we understand the system’s priorities thoroughly, and use our knowledge to mentor the KSU nominees. As a result of this robust process, KSU has an excellent track record in receiving USG awards. This year was no exception, and Dr. David Glassmeyer (Department of Department of Secondary and Middle Grades Education) was the recipient of the Regents’ Teaching Excellence Awards for Online Teaching. On the strength of his expertise in online teaching, Dr. Glassmeyer went on to become the CETL Faculty Fellow for Online Pedagogy. Welcome, David!

Award

Name

Department

University Distinguished Professor

Nikolaos Kidonakis

Physics

Outstanding Teaching

Sohyun An

Elementary and Early Childhood Education

Outstanding Teaching

Charles Parrott

Theatre and Performance Studies

Outstanding Online Teaching

Ana-Maria Croicu

Department of Mathematics

Outstanding Part-time Teaching

Vijay Goyal

Mechanical Engineering

Outstanding Professional Service and Community Engagement Outstanding Research and Creative Activity

Jennifer Dicke y

Iván Jorrín Abellán

yHistory and Philosophy

Secondary and Middle Grades Education

Outstanding Research and Creative Activity

Yusun Chang

Electrical Engineering

Outstanding Early Career Faculty

David Buckman

Educational Leadership

Outstanding Early Career Faculty

Meng Han

Information Technology

Madhuri and Jagdish N. Sheth Faculty Award for Distinguished International Achievement

Katya Vladimirov

History and Philosophy

Diversity and Inclusion

Kenneth Williamson

Geography and Anthropology

CETL Digital Learning Innovations Digital Learning Innovations (DLI) is a unit of CETL committed to providing KSU faculty with high-quality resources to support their efforts in online education. Specifically, CETL-DLI supports fully online degree, certificate and non-credit online programs; collaborative programs; eCore and eMajor programs; hybrid or blended course development; and advanced learning models.  Our instructional designers assist in the design, build, and delivery of hybrid and online courses while our digital media specialists help to bring content to life through digital images, animation, video, and audio. They provide hands-on faculty workshops in course design, course development, and online course facilitation. As a result, KSU online and hybrid courses are rooted in evidence-based practices and Universal Design for Learning (UDL). CETL-DLI also supports online students, by advising eCore and eMajor students as well as educating potential KSU online students. Finally, CETL-DLI ensures university compliance with several state and federal policies and regulations, including ∙ maintaining state authorization through NC-SARA, which allow us to enroll online students from outside Georgia ∙ supporting academic web accessibility in alignment with Sections 504 and 508 of the Rehabilitation Act of 1973 and ADA of 1990.

HYBRID COURSE

INNOVATIVE NEW LEARNING MODEL

ECORE

CERTIFICATE

ONLINE PROGRAM FULLY ONLINE COURSE

COLLABORATIVE PROGRAM

EMAJOR

“The support CETL provided was invaluable during COVID. I am grateful to their team for offering webinars and consultations to support me in the transition to online instruction. The resources they provided were so helpful and they were very generous with their time.” - Anonymous,

Survey response

Online/Hybrid Support CETL-DLI facilitates collaboration among all involved in online education at KSU, ensuring that the university delivers high-quality academic experiences and continuous services to faculty and students. We seek partnerships with various college and university-wide program leaders, faculty, and staff. As a result, we offer both individual course development and consultation as well as larger holistic workshop programs dedicated to the design, development, and delivery of online and hybrid courses. The following workshops are offered throughout the year: ∙ Online Course Design In April and May of 2020, 155 faculty registered to learn how to design effective online courses ∙ Online Accessibility Basics From Spring 2019 to Spring 2020, 35 faculty completed the online Accessibility Basics workshop and were awarded a digital badge. This course teaches participants how to write accessible educational materials. ∙ Online Course Facilitation Program From Spring 2019 to Spring 2020, 73 faculty registered to learn how to facilitate instruction from existing courses or master courses.

JUST-IN-TIME WORKSHOPS CETL-DLI also offers just-in-time workshops to meet specific needs in colleges and departments, such as the Cybersecurity Institute Redesign Workshop and the College of Architecture and Construction Management Redesign Workshop. These programs are offered online and provide faculty with information and guided practice on creating impactful courses for the Bachelor of Science in Cybersecurity online program and emerging online course offerings from the College of Architecture and Construction Management.

Specifically, these workshops focus on integrating accessibility into various forms of multimedia content and strengthening course alignment between content and assessments. Through practical experience, workshop participants get first-hand experience in accessibility implementation. At the end of each workshop, faculty course developers are ready to offer students an array of robust online courses that meet high standards and improve student learning outcomes.

Accessibility Basics (ACB)

Online Course Design (OCD)

Online Course Facilitation (OCFP)

eCore and eMajor Programs CETL-DLI supports KSU’s involvement in the University System of Georgia’s eCampus Collaborative Learning program, eCore, and single-institution eMajor Bachelor of Science in Cybersecurity. The innovative eCore program allow students the flexibility of taking online general education courses delivered via public colleges and universities within the University System. eCore courses are taught by instructors from SACSCOC accredited institutions within the system, and KSU’s eMajor Bachelor of Science in Cybersecurity is taught entirely by KSU faculty. This mix of collaborative and single-institution involvement places KSU in a unique position to support our own students and faculty while also supporting innovative programs offered by the USG. This translates to over 2,000 completed service tickets assisting with eCore questions and guiding students upon completion of the required eCore orientation quiz.

Kennesaw State University’s involvement with eCore began in 2015 with the consolidation of SPSU and KSU. Since then, KSU has grown to become the third largest participant in eCore offerings with 3,144 enrollments in eCore courses, totaling 8.58% of total eCore enrollments for Fiscal Year 2019. Students who register for eCore courses rely on CETL-DLI’s eCampus support for registration concerns, proctored exam questions, issue resolution, and assistance with all matters related to the eCore learning environment. To assist students, DLI partners with eCampus student support to provide the guidance, assistance, and information necessary for student success.

EMAJOR BACHELOR OF SCIENCE IN CYBERSECURITY The eMajor Bachelor of Science in Cybersecurity was introduced by the Institute for Cybersecurity Workforce Development in Fall of 2017 with 47 enrolled students and has grown to include 475 enrolled students and 13 graduates as of the Spring 2020 semester. The eMajor Bachelor of Science in Cybersecurity program has grown in part through the recruiting, promoting, and advising efforts in place at CETL-DLI.

College Online Quality Initiatives Beginning January 1, 2019, KSU discontinued the mandatory Quality Matters (QM) review for online courses that CETL-DLI, in its former incarnation as the Distance Learning Center, used to coordinate. But even without a university wide policy, colleges implemented their own course review processes, some using QM, others using homegrown instruments. We partner with individual colleges to review and rereview online courses in alignment with quality-based rubrics suited to the needs of each college. Our Instructional Designers have each conducted anywhere from 50-60 individual consultations from June of 2019 to May of 2020, and have completed a combined 960 service tickets for issues such as human captioning, immediate D2L course support, requests for course revisions, and other remote learning concerns. In addition to ensuring effective pedagogy, the review process supports academic web accessibility. The review teams at the college level also ensure courses comply with the Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act. Therefore, our instructional designers play a critical role in supporting the content accessibility and quality of online learning at KSU.

On top of the regular review process, CETL-DLI has spearheaded several ad hoc initiatives. For instance, at the request of the Provost, In the Spring of 2020 we undertook a project putting 50 high-demand online undergraduate courses under development and revision. This project was spurred by data showing a rising increase in online enrollment and consistent need for additional online sections of several common general education courses. To help fulfill the demand for these courses, DLI has worked with coordinators from several colleges to adapt online content into single, accessible, well designed and easily facilitated master copies. With these master courses prepared and in place academic colleges can quickly open additional sections of high-demand courses as the need arises, reducing the time it takes to meet the enrollment needs in any given semester.

TOTAL SUM OF CREDIT HOURS 231,012 200,905 170,279

2017

2018

2019

Academic Web Accessibility In partnership with the Student Disability Services Office and UITS, CETL-DLI proudly works to ensure that all digital media and online courses offered at KSU are compliant with Sections 504 and 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. There are multiple factors that must work together to create an accessible environment for all students, beginning with the introduction of Universal Design for Learning (UDL) as the framework for online and hybrid course design.

Because DLI understands the importance of accessibility, our Accessibility Basics online workshop is offered to all KSU faculty and staff. Participants are introduced to KSU’s Web Accessibility Policy, the W3C’s WCAG 2.0 AA standards, Section 508 guidelines, basic tenets of the Americans with Disabilities Act, and principles of Section 504 of the Rehabilitation Act as it informs higher education policy. The workshop includes ch

resources found on both KSU campuses to help with design and development needs. This fully online workshop prepares faculty and staff to fully understand and adopt web accessibility measures in their online course development and instruction. Online courses are incorporating more complex multimedia assets than ever before. This often presents challenges for faculty who want to prioritize accessibility for all students. To ensure that digital media included in online courses are accessible, the DLI provides human captioning services for faculty. Finally, working with UITS, CETL-DLI also spearheaded the upcoming implementation of ALLY, a powerful accessibility product that will be integrated into D2L Brightspace, improving course developers’ ability to measure the accessibility of online course content with ease.

uest req

2019 -

M a y

20 20

CETL Professional Leadership As a Research 2 institution, KSU has set ambitious goals for itself. The trajectory toward becoming a top R2 institution passes through gaining external recognition, joining national conversations, and showcasing our accomplishments on that stage. We are proud to say that CETL is doing its part to help realize this goal! While CETL’s primary mission is internally focused on our own faculty and students, CETL staff members publish in respected journals when appropriate and present or keynote at national conferences or on other campuses when invited. We also hold leadership positions on several national and international boards. In addition, we have been successful in winning bids to host prestigious national and international conferences that have brought luster to our institution, most recently the International Society for the Scholarship of Teaching and Learning. When it comes to educational development, KSU’s reputation is pristine! You can read about our accomplishments in professional leadership in this section.

“This conference — “SoTL Without Borders: Engaged Practices for Social Change,” the one your team organized from theme to closing — was a “threshold moment” that changed the discourse about SoTL.” - Dr. Nancy Chick,

President, International Society for the Scholarship of Teaching and Learning

Grants, Publications, and Presentations Even though CETL is internally focused on supporting KSU Faculty, our work is very innovative and we are leaders in the field of educational development. Over the years we have become a national model by engaging the national conversation and disseminating our innovations through publications and conference presentations. We have also been successful in receiving external funding. Here is a select list of our scholarship:

GRANTS AWARDED ∙ Development of low cost, portable lab equipment design for undergraduate dynamics, vibrations and control courses, Tris Utschig (Co-PI), Ayse Tekes (PI). Kennesaw State University Office of Research. $7,500, 2020-2021. ∙ Recruiting, Graduating, and Transitioning Undergraduates into Successful Engineering Careers, with Lori Lowder PI, Renee Butler, Valmiki Sooklal, Chan Ham, Tris Utschig (Co-PIs), National Science Foundation, Scholarships in STEM, $997,704 for five years, 2019-2024 ∙ Building an Inclusive STEM culture at KSU through faculty development, community building, and metacognitive strategies with Mark Anderson (PI), Marla Bell, Adrian Epps, Michele DiPietro, Scott Reese (Co-PIs), Howard Huges Medical Center, $1,000,000 for five years, 2018-2023.

PEER REVIEWED PUBLICATIONS ∙ Cruz, L., Cunningham, K., Smentkowski, B., & Steiner, H.H. (2019). The SoTL scaffold: Supporting evidence-based teaching practice in educational development. To Improve the Academy 38(1), 50-66. ∙ Howton, A., McGrew, M., Liu, L., Staples, L., & Ray, H. (2020). The influence of syllabus tone on student engagement in a wellness course. Journal of Effective Teaching in Higher Education, 3(1): 1-14. ∙ McGrew, M., & DiPietro, M. (2019) Understanding identity: An ecological systems approach. In E. Gravett and L. Bernhagen (Eds.) Educational Development and Identity: Power, Position, and the Profession. New Directions for Teaching and Learning, 159, 11-20. doi:10.1002/tl.20344 ∙ Steiner, H.H., Trivedi, N., & Brown, J. (2019). Bringing a self-regulated learning strategies project to scale in a first-year seminar. Journal of Effective Teaching in Higher Education, 1(2), 27-44. ∙ Steiner H.H. (2019). Promoting metacognition across the institution through our partnerships with faculty: The educational developer’s role. Improve with Metacognition. [web content]. Retrieved from https://www.improvewithmetacognition.com/metacognition_ across_the_institution/ *this is an online journal, editorially reviewed

∙ Stewart, L. (2020). Teaching American studies one word at a time. AMST Pedagogy. Forthcoming from University Press of Kansas. ∙ Stromie, T. (2020). Motivation for learning: If we build it, will they come? In Quinn, J. (Eds.) The Learner-Centered Instructional Designer: Purpose, Process, and Practicalities of Creating Online Courses in Higher Education. Forthcoming from Stylus Publishing. ∙ A. Tekes, T. Utschig, and T. Johns. Demonstration of Vibration Control Using a Compliant Parallel Arm Mechanism, International Journal of Mechanical Engineering Education, November, 2019.

INVITED EXTERNAL PRESENTATIONS ∙ Utschig, T.T., Team-Based Learning in Nuclear Engineering, Engaged Student Learning: Essays on Best Practices in the University System of Georgia, Vol. 1, 2019. ∙ DiPietro, M., and Felten, P. (2020) “The Heart of Educational Development,” invited bookend opening and closing plenaries at the Educational Developers Caucus Conference, Halifax, Canada. ∙ DiPietro, M. (2020) “How Learning Works: 7 Research-Based Principles for Smart Teaching,” Invited pre-conference workshop at the Educational Developers Caucus Conference, Halifax, Canada. ∙ DiPietro, M. (2020) “How Learning Works: 7 Research-Based Principles for Smart Teaching,” Invited workshop at Dalhousie University, Halifax, Canada. ∙ DiPietro, M. (2020) “How Learning Works: Creating Inclusive Learning Environments,” Invited workshop at Manchester Community College, Manchester, CT. ∙ Jordan, E. S. (2019) “Building Global and International Studies Programs: Challenges and Opportunities,” invited presentation at the Atlanta Global Studies Symposium, Atlanta, GA.

PEER REVIEWED EXTERNAL PRESENTATIONS ∙ Steiner, H.H. (2019). Getting Started with SoTL. Invited half-day workshop presented to the faculty of Spelman College. ∙ Baudier, J., Stromie, T., & Utschig, T. (2019) Humanizing Relationships: Building Connections Through a Learning-Focused Syllabus Study, 44th POD Network Conference, Pittsburgh, PA. ∙ Baudier, J. and Stromie, T. (2019). Impact of Instructor’s Growth Mindset: Strategies for Amplifying Student Success. 44th Annual POD Conference, Pittsburgh, PA. ∙ Chaudhury, S. R., Foo, J., McCauley, A., Mercedez, C., Seiler, M., Utschig, T., Wallace, M., White, B, & Yasuhara, K. (2019) Connecting With STEM Educators: Conversations Addressing Challenges and Opportunities, 44th POD Network Conference, Pittsburgh, PA.

∙ Jordan, E.S., DiPietro, M., Eyler, J., Flaming, A., Lamonica, C., Metzker, J., & Whiter, K. (2019) “Responding to Challenges and Opportunities: Years 2 Through 8 as an Educational Developer”, Invited presenter at a POD-sponsored pre-conference workshop, 44th POD Network in Higher Education Conference, Pittsburgh, PA. ∙ Jordan, E. S., & McGrew, M. (2019) “Social Capital Matters: Why Students Succeed When Faculty Work Together,” presented at the University System of Georgia Teaching and Learning Conference, Athens, GA, April 2019. ∙ Khalid, A., & Utschig, T. (2020) Using and Education Ideas Forum to Foster Institutional Innovation Starting from the Grassroots Level. 2020 American Society for Engineering Education Virtual Conference. ∙ Khalid, A., & Utschig, T. (2020) Fostering Institutional Innovation through an Engineering Education Ideas. ASEE Southeastern Section Conference, Auburn, AL. ∙ McGrew, M., Jerolimov, J., McManus, T., Grupp, L., & Oliver, S. (2019). “The new reality: Developing programs to support adjunct faculty.” POD-sponsored pre-conference workshop, 44th Annual POD Conference, Pittsburgh, PA. ∙ Steiner, H.H. (2020). What SoTL practitioners need to know about learning. Workshop presented at the SoTL Commons. Savannah, GA. ∙ Steiner, H.H., & Cruz, L. (2020). SoTL at the research university revisited. Workshop presented at the SoTL Commons. Savannah, GA. ∙ Stewart, L. (2019). Story as pedagogy and inquiry: Crossing boundaries between teaching and research. ISSOTL Conference. Atlanta, GA. ∙ Stewart, L. (2019). Graduate and postdoc development showcase: Diverse approaches, communities, and connections. Co-presenters: Barbeau, L., Ferracuti, A., Theisen, C. H. 44th POD Network in Higher Education Conference, Pittsburgh, PA. ∙ Utschig, T., Leasure, D., & Apple, D. (2019) Learning by Performing (LxP) – A Practical Framework for Authentic Learning, ISSOTL19 - SoTL Without Boarders: Engaged Practices for Social Change, Atlanta, GA. ∙ Utschig, T., Stromie, T. & Baudier, J. (2019) Building Bridges: Connecting Faculty and Students Through Learning-Focused Syllabi, ISSOTL19 - SoTL Without Boarders: Engaged Practices for Social Change, Atlanta, GA. ∙ Van Slyke, A., & Utschig, T. (2020) Developing Tips for Performance Mentoring. Process Education Virtual Conference. ∙ Woldermariam, Y., Garcia, M., Utschig, T., & Tekes, A. (2019) Design, Development, and Implementation of Vibratory Mechanisms to be Utilized in Dynamics and Vibrations Courses, International Mechanical Engineering Congress & Exposition, an American Society of Mechanical Engineers conference, Salt Lake City, UT.

Leadership Roles CETL is a national leader in educational development and related fields. Many of our staff serve in important national and international roles. This is yet another way we are proud to highlight KSU on those stages.

OFFICES IN PROFESSIONAL/EXTERNAL ORGANIZATIONS ∙ DiPietro, M., Past Chair, Regents Advisory Committee on Teaching and Learning (2017-2020). ∙ DiPietro, M., Conference Chair, International Society for the Scholarship of Teaching and Learning (2019). ∙ Figueroa, J. Operations Chair, International Society for the Scholarship of Teaching and Learning (2019). ∙ Jordan, E.S. President, Active Learning in International Affairs Section, International Studies Association (2019-2020). ∙ Jordan, E.S. Vice President and Program Co-Chair, Active Learning in International Affairs Section, International Studies Association (2018-2019). ∙ Jordan, E.S. Committee Member, Professional Development Committee, POD Network (2017-2020). ∙ Jordan, E.S. Subcommittee Chair, Robert J. Menges Award for Outstanding Research in Educational Development, POD Network (2019-2020). ∙ Jordan, E.S., Inaugural Chair, Georgia Consortium of Leadership Developers. ∙ Steiner, H.H., Committee Member, USG Board of Regents’ SoTL Award Selection Committee (2019). ∙ Steiner, H.H., Past Chair and Mentor, POD Network SoTL Special Interest Group (2019). ∙ Stewart, L., Committee Member, Graduate Student and Post Doc (GPPD) Committee, POD Network. ∙ Utschig, T.T., Professional Development Director, Academy of Process Educators (2019-2020). ∙ Utschig, T.T., Editorial Board Member, International Journal of Process Education (2009-2020).

ISSOTL A significant trailblazing activity for CETL in the last ten years has been to bid to host prestigious itinerant conferences (e.g., the International Institute for New Faculty Developers, the National Conference on Undergraduate Research, the International Consortium on Educational Development). Last year, we were honored to host in Atlanta ISSOTL19, the conference of the International Society for the Scholarship of Teaching and Learning. CETL has a longstanding commitment to the Scholarship of Teaching and Learning (see pages 16-17), which we see as the culmination of the process of scholarly teaching expected of all educators. SoTL is the last, crucial step, publishing one’s teaching innovations in order to influence the global conversations on effective teaching. We saw this as an opportunity to showcase KSU’s philosophy and practices on an international stage by at the same time focusing the field’s attention for a whole year through the theme we chose, “SoTL without Borders: Engaged Practices for Social Change.” Producing the conference was the culmination of a process started in 2015. This monumental endeavor could not have happened without the effort of everyone at CETL, from the faculty developers who acted as peer-reviewers for the conference submissions to our Graphic Artist student assistants who designed the logo and promotional materials, to Kaleem Clarkson who created the conference website. But most of all, the conference would not have happened without the work of Hillary Steiner, ISSOTL19 Program Chair, and Jennifer Figueroa, ISSOTL19 Operations Chair.

As a result, the conference was extremely successful, totaling 588 registrations from 15 countries, a rigorous contributed program of 280 sessions, 5 invited sessions with acclaimed international presenters, and 3 excellent keynote sessions featuring renowned international scholars, such as Dr. Kasturi Behari-Leak from South Africa, Dr. Nancy Chick from the US and Canada, and KSU’s very own Karen Robinson and her student actors, with a performance and talk back of the “Coming Out Monologues.” The conference was financially successful, and it received very complimentary reviews by participants. But the most humbling affirmation came from Stylus Publishing, one of the top publishers in our field, with the unprecedented commission of a book about the themes of ISSOTL19, particularly that of SoTL as public scholarship, as they believe the conference was “a threshold moment that changed the discourse about SoTL.” 588 Registrations from 15 Countries

CETL Staff This has been a year of exciting transitions for the CETL family. Dr. Tris Utschig stepped into the role of inaugural Director of the Scholarly Teaching group within CETL, which enacts the core mission of CETL, that of providing pedagogical support for educators on campus. He retains his Associate Professor title in the Department of Mechanical Engineering. In addition to Tris, also under Scholarly Teaching, Dr. Hillary Steiner stepped into the permanent role of Associate Director for the Scholarship of Teaching and Learning, after a year as interim. Following the closing of University College, she has stepped into a new role as Associate professor in the department of Psychological Science. The permanent Scholarly Teaching team is also composed of Prof. Linda Stewart, Assistant Director for Graduate Student Support and Associate professor in the English Department, and Mandy McGrew, Educational Specialist and Part-Time Instructor in the Interdisciplinary Studies Department. This team supports faculty and graduate students in all their pedagogical needs. We are also welcoming Dr. David Glassmeyer, from the Department of Secondary and Middle Grades Education, as the CETL Faculty Fellow for Online Pedagogy, starting Summer 2020. In addition, CETL launched the Faculty Success group, which supports faculty in all their professional development needs beyond teaching. Dr Este Jordan was instrumental in creating this group, and she assumed leadership of it, becoming the inaugural Director of Faculty Success. She retains her Associate Professor title in the School of Government and International Affairs. When this group was created, Traci Stromie assumed the function of Faculty Developer for Faculty Success. Dr. Letizia Guglielmo had been selected as the CETL Faculty Fellow for Faculty Success, but she had suspended her Fellowship to step in as Interim Chair of the English Department. We are excited for her to resume her Fellowship in the next Academic Year. And finally, the CETL family grew by welcoming the Digital Learning Innovations group, with Brichaya Shah as the inaugural Director for Digital Learning Innovations. This group is comprised of Denise Robbins, Executive Administrative Associate, Kelley Price, eCampus Programs Manager, our Instructional Designers Stephen Rahn, Sarah Cooper, Jason Rodenbeck, and Robert Swift, and our Senior Instructional Designers Garima Benerjee, Nikki Hill, Ashely Moore, Kathryn Morgan, and Paweena (Nancy) Somjit. Stephen, Sarah, Jason, Garima, Ashely, and Kathryn just joined the team in Spring 2020, while Nikki and Nancy were promoted into their new roles. As a team, they support educators in blended, hybrid, and online courses, and KSU students in the USG eCore, eMajor and eCampus programs.

Last but definitely not least in our current staff, Jennifer Figueroa has been indispensable to all our program as Acting Director of Operations and Strategic Initiatives, from a budgetary, communications, and operations standpoints.

“First of all…THANK YOU! You have all done an enormous amount of work and in such a professional, clear way. Thank you! I am thrilled. And thank you for representing KSU so well! Excited to brag on you and your work! “ - Kathy Schwaig

Provost and Senior Vice President for Academic Affairs

CETL Staff For the 2019-20 academic year, this is the amazing staff of CETL—Scholarly Teaching, Faculty Success, and Digital Learning Innovations. Many thanks to this amazing team of dedicated professionals who work tirelessly to support faculty and students!

Michele DiPietro, PhD

Jennifer Figueroa

Executive Director

Acting Director of Operations

Learning Sciences Inclusive Teaching KSU and USG Awards

Reporting and operational management Marketing and Communications Program and event development

Este Jordan, PhD

Traci Stromie, MS

Director, Faculty Success

Faculty Developer

Faculty Success Leadership Development Faculty, Chairs, and Deans Coaching

New Faculty Orientation Provost’s Faculty Leadership Fellows Faculty Success Coaching

Letizia Guglielmo, PhD

Tris Utschig, PhD

Faculty Fellow for Faculty Success

Director, Scholarly Teaching

Chair Mentoring Scholarship Productivity Faculty Narratives

Tailored programs for Marietta Educational grants “It’s About Engagement” initiative

Hillary Steiner, PhD

Linda Stewart, MA, MAT

Associate Director for the Scholarship of Teaching and Learning

Assistant Director for Graduate Student Support

SoTL programming Research on Teaching and Learning Summit Science of Learning

GRAD 9001 College and University Teaching Graduate Student Teaching Orientations Workshops and Consultations

Mandy McGrew, MA

David Glassmeyer, PhD

Educational Specialist, Scholarly Teaching

Faculty Fellow for Online Pedagogy

CETL Consultation program Inclusive Teaching Practices Part-time faculty support

Faculty support for incorporating research-based online teaching practices CETL consultations for online teaching and scholarly technology use

Brichaya Shah, MEd

Denise Robbins

Director, Digital Learning Innovations

Executive Administrative Associate III

State Authorizations and Compliance Accessibility and Online Course Accommodation Online Program and Project Management

Online Learning Student Support Financial and operational management Project Management

Kelley Price, BA

Garima Banerjee, MEd

eCampus Program Manager

Senior Instructional Designer

Collaborative online program management Student Advising Online Learning Support