2020 - 2021 Activity Report

CETL

Activity Report 2020 - 2021

MISSION The Center for Excellence in Teaching and Learning supports the integrated professional development of KSU full and part-time faculty, administrators, graduate students, post-doctoral scholars, and other academic colleagues throughout their careers. Through our work, we intentionally catalyze and support reflective, inclusive, and flourishing academic communities.

Our two units—Faculty Success and Scholarly Teaching— are comprised of nationally recognized experts in the interdisciplinary field of Educational Development. We develop and offer programs and services rooted in the literature of the learning sciences, diversity and inclusion, organizational development, assessment, adult learning, coaching, leadership, and related fields. Our offerings invite colleagues to apply research-based practices to their own contexts to support institutional goals.

Table of Contents Introduction

04-07

Welcome Message from the Executive Director

04

Vision

05

Year at a Glance

06-07

CETL Scholarly Teaching

08-25

Scholarly Teaching Summary

08-09

Learning-Centered Teaching

10-13

Graduate Student Professional Development

14-15

Scholarship of Teaching and Learning

16-17

Institutional and USG Teaching and Learning Initiative

18-19

Online Pedagogy

20-21

It’s About Engagement

22-23

Custom Programs

24-25

CETL Faculty Success

26-43

Faculty Success Summary

26-27

Onboarding

28-29

Scholarship and Productivity

30-31

Promotion, Tenure & Review

32

Coaching

33

Thriving

34-35

Leadership Development

36-39

Recognition

40-43

Professional Leadership

44-49

Professional Leadership Summary

44-45

Grants, Publications, and Presentation

46-48

Leadership Roles

49

CETL Staff

50-59

CETL Staff Summary

50-51

Current Staff

52-53

Students

54

Appendix; workshops and other trainings offered

55-59

Welcome Message from the Executive Director Friends and colleagues, what a year it has been!

The pandemic has certainly demanded a lot of all of us this year. We were challenged to grow and stretch when sometimes we wanted to retreat and collapse. I have everlasting admiration for all my CETL colleagues who were lionheart models of resilience and passion as they supported the amazing educators at our institution.

Faculty were asked to expand their teaching formats to keep our students safe while still finding ways to engage them, promote critical thinking, and foster inclusion. I am grateful to my CETL colleagues who rose to the occasion to deliver excellent programming. CETL did not cancel any of its offerings and found alternative ways to continue to reach the faculty in every single instance. Faculty, in turn, realized the treasure trove of resources available to them and engaged with CETL in ways never seen before. For instance, we experienced a tenfold increase in attendance for webinars through July 2020.

We undertook monumental tasks, such as moving our New Faculty Orientation online.

This is a three-day event with 150 faculty participants, with the president and provost in attendance, and with virtually all units on campus coming to share their resources with new faculty. The event was executed seamlessly, with rave reviews from the attendees.

The university’s It’s About Engagement Initiative rests on the pillars of internships, undergraduate research and community engagement, High-Impact Practices that are easily disrupted by social distancing and safety measures. Yet we are still accountable for the initiative, to our students first and to our accrediting agency as well. We are proud that we were able to adapt our plans to continue to support the initiative at the same level of our pre-COVID years.

As we continue to pursue our R2 goals, supporting graduate education is a key priority.

CETL launched a self-paced, asynchronous, non-credit, course for graduate students and postdocs to support their pedagogical development.

On the faculty success side, under the aegis of the Provost’s office we launched the Provost Faculty Leadership Fellows, a year-long leadership development program designed to grow capacity for leadership at KSU. Participants’ leadership journeys were so compelling that then-Provost Schwaig asked us to extend the program for a second year for cohort 1 even as we launch cohort 2!

Wanting to send a message of inclusion after the racial injustices of summer 2020, we brought back the Kathryn Epps Faculty Wellness Conference, with superlative keynotes.

Participants praised the inspirational and healing power of the conference. And these are just some of the highlights of the year.

With gratitude, Michele DiPietro, Executive Director

04

VISION CETL leads in the field of educational development by promoting an inclusive, holistic, integrated, and research-based approach.

We cultivate a community of educators and leaders pursuing scholarly, flourishing professional lives at KSU.

05

CETL Scholarly Teaching CETL Scholarly Teaching promotes and advances research-based pedagogies for faculty and graduate student teachers in all delivery modalities (e.g. face-to-face, hybrid, online). Programs empower all educators at KSU to pursue excellence in their teaching within a scholarly, evidence-based framework.

Our programmatic efforts are designed to support the following areas: learning-centered teaching; course design, facilitation, and assessment; and the scholarship of teaching and learning. In addition, CETL Scholarly Teaching provides university-wide programming in two areas of critical importance to KSU’s accreditation from SACSCOC: the It’s About Engagement quality enhancement plan and Graduate Student Professional Development. Finally, beyond these areas we are always happy to work with individuals and groups of instructors on specific teaching and learning questions they have. ∙ We are pleased to offer the following services: ∙ 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

08

Thank you for the many ways that you and all of the CETL faculty and staff support us. The KSU community is lucky to have such a robust teaching and learning center.

- Dr. Corrine McNamara,

Chair of the Department of Psychological Science and Professor of Psychology

09

Learning-Centered Teaching 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.

ONLINE WORKSHOPS Due to the constraints and safety protocols of the COVID-19 pandemic, all CETL workshops were held virtually in 2020-2021. CETL staff developed these researchbased programs to cover a variety of timely and relevant topics aimed at providing opportunities for faculty members’ educational development. In 2020-2021, CETL Scholarly Teaching events were attended by over 500 faculty members and graduate students from all academic colleges and three other KSU divisions.

% 10

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. This year, we experienced a 50% rise in consultations.

Top 5 Most Common Consultation Themes

1. SoTL

1. Online Learning

Number of Unique Faculty Served Total Number of Consultations

2. Pedagogical Approaches 2. SoTL

3.

Grant Writing Support 3. Grad Student

4.

Online Teaching/Pedagogy Professional Development 5.

Course, Syllabus, and 4. Grant Writing Support Assignment Design

5. Pedagogical Approaches

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 2020, CETL funded two open-themed FLCs which had seven faculty participants each.

Lead Faculty Member

FLC Title

Participants

11

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 2021, the Academy was offered in an online format that featured both synchronous and asynchronous sessions. This was the second year for the online academy due to the COVID-19 pandemic.

Teaching Academy for Part-time Faculty: 2021 Online Edition 2020

reported they were very likely to attend another CETL event

Participants

Colleges Represented

12

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. In 2020-2021, in keeping with COVID-19 guidelines set by the university, all course observations were conducted virtually. Furthermore, to maintain the integrity of the process, we did not conduct SGIDs in the remote environment, but will resume this service in Fall of 2021.

Observations

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 2020-2021, we developed and delivered custom programming for several different initiatives, most often focused on student success efforts happening within the various colleges, or in support of the It’s About Engagement Initiative. These custom services are performed at the request of faculty or administrators and are developed in conjunction with the requester to fulfill their group’s specific needs. The chart provides a few sample programs.

Date

Audience

Topic

Format

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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.

Two tiers of the program lead to documented recognition of learning about scholarly teaching: First, we offer the GRAD 9001 one-credit, fully online, 11-week course available to graduate students. Secondly, The Introduction to Scholarly Teaching is a non-credit, online asynchronous, self-paced course that consists of eight modules. It is open to graduate students or postdoctoral scholars. Both of these scholarly teaching opportunities introduce participants to effective, evidence-based teaching and learning practices in online and on-ground environments that are fundamental to undergraduate student success.

The GSPD program also offers a full-day Graduate Student Teaching Orientation each fall, customized events for departments and colleges, a consultation program, classroom observations, and a workshop series for graduate and international graduate students 83 interested in teaching.

Graduate Student Teaching Orientation By the Numbers 32

32

32

Students Programs

14

2017

2018

2019

In alignment with KSU’s R2 Roadmap goals and the SACS/COC Credential guidelines, CETL’s Graduate Student Professional Development programming success over this past year is evidenced in several ways, including but not limited to: the range of services, significant growth in program participation, and positive feedback from graduate students.

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.

Attendee Feedback on Graduate Teaching Workshops 2019-2020

100

Percent of Respondents that Gave the Highest Rating

80

60

40

20

0

02

01

03

04

Evaluation Form Questions

4.0

Overall Course

4.0

Overall Instructor

GRAD 9001 Ratings

15

Scholarship of Teaching and Learning In keeping with the University System of Georgia 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:

16

•

The 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 Scholarship of Teaching and Learning Summit, an annual SoTL conference which draws participants from KSU and nationwide. In lieu of the Summit, which was cancelled due to the pandemic, we offered a virtual keynote address with an internationally recognized speaker that was attended by more than 500 people. Consequently, the 2021 Summit, planned for Oct. 7-8, received triple the number of proposals (120) as the previous Summit, including several from international scholars.

•

SoTL Workshops and Webinars, including those offered campus-wide and those that were specially requested by groups such as the USG Chancellor’s Learning Scholars.

•

Individual SoTL Project Consultations with 85 faculty in 2020-21, representing 7 colleges. Several of these faculty members requested assistance with writing grant proposals and were successful in receiving internal or external funding.

•

A KSU-SOTL Listserv with more than 200 subscribers, which provides 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, increasing viewership for the entire CETL website.

•

Numerous web resources 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.

2020 - 2021 INAUGURAL SOTL SCHOLARS Name

Department/School

Project Title

17

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. In addition to supporting KSU’s Quality Enhancement Plan, It’s About Engagement, which you can read about on the next page, we have supported a number of other initiatives.

Here are a few examples.

UNIVERSITY SYSTEM OF GEORGIA OFFICE OF FACULTY DEVELOPMENT CETL is honored to support the efforts of the Office of Faculty Development for the University System of Georgia. In the spring of 2021, two members of CETL Scholarly Teaching were selected to develop courses for USG’s online series on scholarly teaching (one on conducting scholarship of teaching and learning projects and another on inclusive teaching practices). These courses are planned for release in the Fall of 2021. In addition, Dr. Michele DiPietro offered multiple sessions supporting the 2021 USG Momentum Summit. Finally, in support of USG’s LEAP initiative Dr. Tris Utschig partnered with Ms. Krysta Fry from the Department of Career Planning and Development to deliver a work-based learning workshop as part of a panel delivered system-wide for the USG.

CHANCELLOR’S LEARNING SCHOLARS 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.

18

INCLUSIVE EXCELLENCE INITIATIVE 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 partnership with the CSM Dean’s Office, CETL-Scholarly Teaching offers a yearlong Faculty Learning Community supporting faculty redesigning courses with inclusive excellence in mind. The program features the following elements: •

Monthly workshops on evidence-based teaching practices

•

A 5-day comprehensive summer course redesign institute

•

Interaction with course undergraduate learning assistants

•

Peer coaching among community participants

•

Support for meaningful documentation of teaching effectiveness

CHANCELLOR’S LEARNING SCHOLARS (CLS) CLS Name

Department/School

FLC Topic

19

Online Pedagogy PRESIDENTIAL TASK FORCE SUBCOMMITTEE FOR PROFESSIONAL DEVELOPMENT As a response to COVID-19, KSU established a Presidential Task Force beginning Summer 2020, with various subcommittees. CETL Scholarly Teaching was pleased to participate on the Presidential Task Force Subcommittee for Professional Development, headed by Dr. Pam Cole. Drs. DiPietro and Utschig both served on the committee throughout its existence. Their role was to serve as expert consultants as appropriate regarding content the committee discussed, bring a neutral perspective regarding they types of issues and challenges faculty were facing (due to CETL’s unique position as a non-evaluative, independent unit supporting instruction), and to provide or generate content for the website developed to support faculty. These contributions can be summarized in two main categories.

In the first category, we contributed to data collection and interpretation to assist in decision making in the following ways: Survey distribution on remote instructional needs to representative instructors Interpretation of survey results considering the research on teaching and learning Providing summaries of issues/needs arising in CETL consultations In the second category, we contributed to the website techenhancedlearning. kennesaw.edu in the following ways: •

Alternative forms of assessment page categorized into four areas: • • • •

•

Workshop event offerings: • • •

20

Traditional formats moved online Oral assessments online Collaborative work online Individual creative work online

Share CETL workshop offerings relating to remote instruction Develop and share new offerings based on gap analysis from surveys and focus groups Share additional non-CETL workshop offerings that CETL became aware of through collaboration across campus

•

Review of additional content and suggestions based on input received from KSU instructors including the following: • • •

Syllabus language Modes of instruction Tools for remote instruction

CETL FACULTY FELLOW FOR ONLINE PEDAGOGY In recognition of the urgent and substantive need for faculty development in online pedagogy due to the extended lockdown accompanying the COVID-19 pandemic, CETL advocated for and was granted a fellowship position to serve this need. Dr. David Glassmeyer was hired into this role as a Faculty Fellow for Online Pedagogy and a special summer programming series was developed.

This series made an immediate impact, with hundreds of faculty attending each workshop. Participation rates demonstrated the extent of the developmental need for expertise in online pedagogy, as demand was larger than usual. In addition to designing and delivering workshops supporting the fundamentals of online pedagogy, Dr. Glassmeyer offered consultations and delivered custom programming.

As remote instruction wore on, the fellowship was extended through the 2020-2021 school year, where Dr. Glassmeyer developed an innovative workshop approach highlighting the success of a variety of faculty across KSU through video-interviews used to spark conversations in a workshop setting on several salient topics around online pedagogy. The Scholarly Conversations about Online Teaching workshop series also resulted in 45 published videos of KSU instructors emulating researchbased practices in online instruction, showcasing KSU online instruction to a national/worldwide audience. Finally, he developed a comprehensive web resource pulling together the various elements of online pedagogy and highlighting the

21

It’s About Engagement 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.

CETL Scholarly Teaching provides a robust set of professional development opportunities supporting the It’s About Engagement (IAE) initiative. This initiative aims to increase capacity at the university for High Impact Practices focused on three forms of experiential learning—undergraduate research, service-learning, and internships/co-ops. The initiative constitutes KSU’s 10-year Quality Enhancement Plan, which is mandated by SACSCOC 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 IAE is intended to boost and expand existing faculty capacity in designing and facilitating meaningful undergraduate research, service-learning, and internships/co-op experiences for students.

PROGRAMMING ELEMENTS • • • •

IAE Workshop series consisting of 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 • • • • •

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Travel Grants to attend conferences on the 3 pillars (not funded this year due to COVID-19 travel restrictions) Faculty Learning Communities (year-long development opportunities in partnership with the IEA steering committee) Course ReDesign Institutes (this year we offered a week-long Internships and Co-ops Course ReDesign Institute and we again were able to fund 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) New! Scholars for Reflective Practice in Learning Program

During this academic year, CETL has been able to increase its support for this transformative initiative by welcoming a new CETL Fellow for Reflective Practice in Learning, Dr. Michelle Head. Dr. Head started in this position January 2021.

In addition to infusing reflection into multiple existing CETL workshops and supporting ongoing IAE programming, she has conducted consultations with faculty groups across the university, hosted custom workshops to help colleges meet their goals, and designed the new CETL Scholars for Reflective Practice in Learning program.

In May 2021 ,the inaugural group of CETL Scholars for Reflective Practice in Learning began their work developing a deeper understanding of the research and theory that supports reflective practices in learning. This group of 11 faculty, representing 6 colleges, will continue to work closely with their IAE college liaisons through the 2021-2022 academic year to develop custom supports for faculty in their colleges to further meet the goals laid out by the IAE initiative. In addition, this group will work collaboratively to develop materials for the CETL Scholarly Teaching Resource webpage. These resources will include, but are not limited to, examples of critical reflection assignments, examples of scaffolded learning activities to foster reflection throughout a course, and grading/feedback methods for reflective assignments.

INAUGURAL GROUP OF CETL SCHOLARS FOR REFLECTIVE PRACTICES FOR LEARNING Scholar

College

23

CETL Scholarly Teaching Custom Programs JUST-IN-TIME CUSTOM PROGRAMS CETL Scholarly Teaching is pleased to be able to accommodate a variety of requests for just-in-time customized programming tailored to the needs of specific units within the university. These programs range from simple one-hour workshops, to partial-day events, to a series of events. Requests often emerge from our planned program offerings when faculty see content that addresses a specific need for their unit. Interactions with unit leadership and individual instructors also result in many of these requests. Over to the right-hand side is a sampling of custom workshops offered this past year.

Unit

Workshop Title

Coles College of Business

Reflections for Internships

Coles College of Business

Learning Communities Program

Honors Program

Supporting Virtual Learning with KSU Honors Students

Honors Program

Teaching 101: Designing and Delivering a Lesson

Department of Mathematics

Peer Coaching: A Model that Works

College of Science and Mathematics*

Writing Measurable Learning Objectives

College of Science and Mathematics*

Aligning Assessments to Learning Objectives

College of Science and Mathematics*

Creating an Inclusive Climate for Learning

College of Science and Mathematics*

Engaging Students in Your Course in Any Format

College of Science and Mathematics*

An Inclusive Pedagogy for Student Success: Transparent Assignment Design for All Students

College of Humanities and Social Sciences

Fostering Learner Interaction & Engagement

School of Data Science and Analytics**

Connecting Learning Objectives and Assessments

School of Data Science and Analytics**

Completing a Learning Objectives Course Map

* part of a curriculum alignment series ** part of a series for assessing courses with multiple sections

25

CETL Faculty Success CETL Faculty Success (CFS) was established by then-Provost Schwaig 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, including academic administrators, in their pursuit of career success and recognition. We help them uncover strengths and grow competencies to progress their careers. We also provide holistic support to help them identify and achieve their own professional goals in conjunction with organizational priorities.

Our programs are organized in five thematic areas: 1. onboarding; 2. promotion, tenure, and review; 3. scholarship and productivity; 4. thriving; and 5. leadership development and recognition. They include faculty and leadership orientations and retreats, professional coaching, training, early career institutes, mutual mentor groups, learning communities, writing accountability groups, book chats, tenured faculty enhancement leave, coordination of the USG faculty awards process, and custom programs for academic units upon request.

We expanded our offerings in multiple ways this year, to support faculty during the pandemic, to launch a faculty success coaching program and to pivot the Provost’s Faculty Leadership Fellows program in partnership with the Office of the Provost. In 2021, we partnered for the second year with the University System of Georgia (USG) Center for Leadership Excellence to co-facilitate the Leadership Developers Institute. We also co-lead the USG Consortium for Professional and Institutional Development. We are elated that members of our team were appointed as inaugural USG Leadership Fellows and awarded the KSU Excellence in Innovation Award.

26

Onboarding Throughout the year, CETL Faculty Success hosts onboarding events and programs to connect faculty with the university and to build the foundation for flourishing during their time at KSU. The 2020 – 2021 year brought a unique set of challenges for new faculty, chairs, and deans. Many of them would not meet their colleagues face to face for the entire year and many sought our help as they struggled to connect with students, mentors, and potential research partners in the pandemic environment.

We took this opportunity to move all our orientations and year-long onboarding programs online for the first time. We also extended our onboarding support with new online mutual mentoring groups and the Flourishing Faculty Learning Community. The year of onboarding culminated in the Early Career Institute, which brought early career faculty together to build community, reflect on the past year and plan for the year to come. Feedback throughout the year indicated that for many, our programs helped them develop a sense of community and belonging, as well as navigate their new institutional setting in an exceedingly challenging time.

We facilitated a virtual orientation for new administrators and were very intentional about building in structured opportunities for participants to meet, discuss, and engage in Q&A with one another and the speakers, and share stories about their professional journeys. Specifically, it provided participants with an opportunity for discussion with the Provost, Assistant Vice President for Faculty Affairs, and an experienced panel of faculty administrators.

28

NEW FACULTY ORIENTATION

ion

Rating

97% Tota l

r Pa ticipants

Through the three days, all faculty were provided an opportunity to network, build community, and brainstorm how to connect to the resources they need for success at KSU. They were also able to engage with the President and Provost, visit a virtual resource fair with 20+ campus units, attend concurrent sessions on teaching and learning, learn about policies and procedures and, in the case of full-time non-limited –term faculty, discuss strategies for promotion and tenure.

at

In August 2020 CETL also pivoted to offer its first virtual New Faculty Orientation, NFO. As with the administrators’ orientation, we designed this three-day orientation to be interactive and engaging via the live web conferencing platform we built on our website. We were pleased to find that virtual format allowed us to expand the reach of NFO by including new faculty who might not otherwise be able to attend.

erall Sa Ov tis f

2021 EARLY CAREER INSTITUTE In this year’s Early Career Institute, we wanted to continue the theme of making connections among early career faculty and between them and their more senior colleagues. We also sought to provide an opportunity to process, celebrate, and learn together from our successes and challenges this year .

We kicked off the Institute with Celebrating Faculty Success: Making Art to Pause, Honor, and Come Together, which was facilitated by Dr. April Munson, Professor of Art Education. She led participants through an exercise of painting about and discussing our experiences as academics. This was followed by another session of guided reflection for flourishing in AY 2021-2022. Early career faculty were invited to stay for the Institute’s last two sessions, the first of which provided guidance and opportunities for discussion about making the most out of summer while working toward promotion and tenure.

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Scholarship and Productivity In support of the KSU R2 Roadmap’s research with relevance initiative, CETL has been offering workshops and webinars to support faculty scholarship and creative activity for the past few years and continued to do so this year, with titles such as Writing Compelling Internal Award and Funding Narratives, Meaningful Intersections: Balancing Teaching, Scholarship, and Service for Success in Promotion and Tenure, or Scholarship Productivity: Identifying Challenges and Overcoming Barriers.

Building on this foundation, in 2020-21 CETL-Faculty Success launched two writing-focused initiatives to foster progress on individual writing projects: Writing Your Journal Article in 12 Weeks and Write Here, Write Now. Collectively, these two communities of practice supported the scholarship of seventy participants across the university.

WRITING YOUR JOURNAL ARTICLE IN 12 WEEKS This program, modeled after a best-seller book and replicated nationally, is structured as a joint semester-long book club and writing accountability group supporting faculty in writing a journal article for submission.

Attendee Feedback on Writing Your Journal Article in 12 Weeks Did the program build a mutually supportive community within the writing group?

Did the program demonstrate KSU’s commitment to support faculty in their scholarship?

Were you satsified with the program?

80 Percent of Respondents that Gave the Highest Rating

Did the program increase your confidence in your ability to reach your writing goals?

100

60

40

20

0

01

02

03

Evaluation Form Questions

30

04

WRITE HERE, WRITE NOW CETL offered this program to build community for faculty around regular writing accountability meetings. These weekly drop-in sessions were designed as a synchronous virtual writing space that used the Pomodoro Technique of chunking the time and rewarding work with breaks. To that end, participants were asked in each session to articulate their goals for the writing time, check in half-way through to report on progress, and celebrate accomplishments at the end of the session.

Attendee Feedback on Write Here, Write Now

Did your participation in the program increase your scholarly productivity?

How likely are you to attend another CETL event?

Were you satsified with the program?

80 Percent of Respondents that Gave the Highest Rating

Did the program increase your confidence in your ability to reach your writing goals?

100

60

40

20

0

01

02

03

04

Evaluation Form Questions

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Promotion, Tenure & Review KSU leadership knows that it can be challenging to ready oneself for faculty evaluations, be they yearly or multilevel, especially as we ramp up our activities according to the R2 roadmap. For that reason, CETL has been asked to support faculty in those processes. Annual reviews include the Annual Review Document and the Faculty Performance Agreement. We support faculty both in drafting these documents and anchoring their trajectories in the priorities of our institution and of the University System of Georgia, and in preparing for the conversations they need 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—pre-tenure, tenure, promotion, and post-tenure review—are the most anxiety producing moments for many faculty. Faculty need to articulate their academic story and their value to the university beyond a laundry list of lines on the curriculum vitae, navigate the process for external letters which is still new, and pay attention to the changes in the software KSU uses to submit their portfolio, not to mention write response letters in the case of negative reviews. We support them via workshops and consultations and even partner with Faculty Affairs for support using the software.

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, challenges during a pandemic year, etc)

∙

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Response letters

Coaching In Fall of 2020, CETL Faculty Success launched a 1:1 faculty coaching program that has quickly had deep impact. We offer coaching as part of select cohortbased programs and Faculty Learning Communities, and as a standalone offering for faculty. Faculty Success coaching focuses on flourishing in academia.

Specific coaching topics include, for example, clarifying professional goals, identifying values and strengths, increasing productivity, managing conflict, facing challenges, strategic planning, improving work-life harmony, exploring what’s next at KSU, and developing leadership or other professional skills and competencies.

This is distinct from the teaching consultation program offered by CETL-Scholarly Teaching, which draws upon expertise in the learning sciences and educational development to provide research-based teaching and learning-related advice to faculty. CETL faculty success coaches do not give advice, provide mentorship, provide therapy, or share expertise. Their expertise is in coaching itself: asking powerful questions, listening deeply, challenging assumptions, recognizing insights, and holding the space for the client to identify where they are, where they want to be, and what steps they will take to get there. We provide a carefully designed space for guided reflection and discovery using prompts and assessment instruments from the coaching discipline. We also at times share curated resources from the literature that might clarify the ideas the coachee generates in coaching sessions.

While coaching is not a distinct topical area of focus, it is an innovative program (next to workshops/webinars and mutual mentoring groups) by which we help faculty grow in our five areas of focus. CETL is a national leader in launching an internal faculty coaching program and we have received inquiries by other USG institutions (Georgia College and State University, the University of Georgia, and Georgia Tech).

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Thriving This area of programming rounds out the holistic approach CETL-Faculty Success takes to supporting faculty with a focus on community, identity, and well-being. We know from the literature that healthy, thriving organizations are made of flourishing people. This extends to faculty. Accordingly, we have built this program area around the research on flourishing, which is a combination of five empirically validated elements of well-being: positive emotion, engagement, meaning, positive relationships, and accomplishment. While we keep these elements in mind in every area of programming, we also highlight them in specific offerings, such as the Flourishing Faculty Learning Community and the Kathryn Epps Faculty Wellness Retreat.

FLOURISHING FACULTY LEARNING COMMUNITY This faculty learning community was designed to meet the current careerpoint needs of faculty who seek a community of interdisciplinary near-peers for mutual-support as they take a scholarly approach to flourishing in academia. It was launched in the pandemic context with the intention of building positive relationships among a community of faculty at different points in their careers. This learning community is built on the idea that early career faculty can benefit from the mentoring of more senior faculty outside of their departments and that the high level of engagement and motivation of early career faculty can re-energize more senior faculty who were languishing, especially in the pandemic context.

Participants attended their choice of three faculty development webinars per semester out of a menu of options, partnered with CETL-Faculty Success coaches for 1:1 coaching that included a debrief of a validated assessment of strengths, values, and derailers; engaged in monthly mutual mentoring discussions with a subgroup of near peers; and participated in a virtual capstone webinar at the end of each semester. Webinar topics included: Developing Body of Work or Legacy Narratives, Imagining Future Pathways, Designing the Pathway with Development and Mentorship Plans, Resilience, and Leveraging Strengths and Values for Professional Flourishing.

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KATHRYN EPPS FACULTY WELLNESS CONFERENCE Dr. Kathryn Epps was a beloved Chair of the School of Accountancy, whose premature passing shocked the campus community, and especially the women faculty who had been mentored by her. To honor her passion for mentoring, CETL established the Kathryn Epps Faculty Wellness Conference in 2018, with support from Dean Adrian Epps and the Epps family. In addition to the general wellness theme, this year the conference was an opportunity to support the faculty who were working hard to support our students through the pandemic and the racial strife of summer 2020. With the additional support of the Division of Diverse and Inclusive Excellence, and under the theme of “Support Our Sisterhood,” we were able to attract a nationally recognized keynote speaker and workshop facilitators, Drs. Jessica Lopresti and Tahira Abdullah from BARE Mental Health Wellness and Dr. Shelly Harrell from Pepperdine University. With their “soulful” approach, they have helped our faculty get grounded, and build community to support during this challenging year.

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Leadership Development CETL Faculty Success has continued to build its portfolio of leadership focused programs in line with the Provost Office’s priority of leadership development for emerging and current leaders. This commitment is carried out through a variety of programs. These include the chairs and deans’ retreat, workshops and webinars focused on leadership development, a yearlong cohort-based program for emerging leaders, and mutual mentoring groups for academic administrators.

See the Onboarding section, pg. 28-29, for information about our New Chairs and Deans’ Orientation.

PROVOST’S FACULTY LEADERSHIP FELLOWS The Office of the Provost, in coordination with CETL Faculty Success, launched the Provost’s Faculty Leadership Fellows, PFLF, program in Fall of 2020. This program is an unpaid, professional, and personal development opportunity for full-time, tenure-track faculty interested in moving into formal or higher-level leadership roles at Kennesaw State University. The goals of the Provost’s Faculty Leadership Fellows program are to: • • • •

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Develop leadership capacity at KSU Demonstrate KSU’s commitment to develop faculty into future leaders, including faculty from underrepresented populations Provide personalized leadership training, mentoring, and coaching to a ninemonth cohort of KSU faculty with high leadership potential Facilitate the development of research-based practices, including positive, value-based, inclusive, and reciprocal leadership

Fellows attended several leadership focused workshops, engaged in six one-on-one coaching sessions, reflected on leadership strengths and areas for development, and created a leadership development plan. After 16+ hours together in webinars, other virtual meetings, and 120+ coaching sessions, the program concluded with a moving capstone in which the Fellows shared their leadership journey with the Provost. The pilot version of the program was so successful that the provost not only renewed its funding for next year, but asked us to develop a second year.

Faculty Member

Department

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CHAIRS AND DIRECTORS MUTUAL MENTORING GROUP

to r all Col le rom

s

Ch ai

nd Direc

ge

a rs

sf

In its second year being offered, the Chairs Mutual Mentoring Group was led by CETL Faculty Fellow for Faculty Success, Letizia Guglielmo. The Chairs and Directors Mutual Mentoring Group, MMG, 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 to explore ideas, resources, and research on themes determined by the group.

They included diversity, equity, inclusion, and anti-racism in the Chair/Director role; strategic communication; supporting faculty during COVID-19; and best practices as chairs/directors.

Members had access to supporting CETL Chairs and Directors Mutual Mentoring Group Teams content, including literature shared within the community as well as some selected by KSU subject-matter experts, along with co-constructed reflection and discussion prompts.

DEANS’ MUTUAL MENTORING GROUP The inaugural Assistant and Associate Deans’ Mutual Mentoring Group was facilitated by Este Jordan and led by two mentoring group co-chairs, Associate Deans Harrison Long (College of the Arts) and Susan Dyess (WellStar College of Health and Human Services). This group was launched in response to many requests over several years from assistant and associate deans who made their need for mutual mentoring known (it’s a demanding job to implement all the college things) and we are pleased that we have been able to find an effective format to support them.

This group provided an opportunity for assistant and associate deans to build community with like-minded peers to support one another while achieving goals as defined by the group. Members met monthly to discuss topics related to opportunities and challenges related to their roles, including diversity, equity, inclusion, and anti-racism in the Associate Dean role; conflict management; academic affairs resources; and student success.

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CHAIRS AND DEANS’ RETREAT This virtual retreat was for all chairs, directors, assistant/associate chairs, deans, and assistant/associate deans. The morning sessions included a welcome from the Interim President, followed by a discussion with the Interim Provost regarding his vision for the year and a webinar on implementing it in participants’ leadership roles. The afternoon included a session on hot legal topics at KSU with the Vice President and Chief Legal Affairs Officer, as well as a session on topics related to diversity, equity, and inclusion at KSU, with the Vice President of Diversity and Inclusion.

UNIVERSITY SYSTEM OF GEORGIA LEADERSHIP DEVELOPERS INSTITUTE In June 2020, CETL Faculty Success launched a Leadership Developers Institute, LDI, in partnership with the Department of Leadership and Institutional Development from University System of Georgia. LDI was designed to educate, connect, and develop individuals across the University System of Georgia who work in various Faculty Success settings. Leadership Developers are often charged with supporting current or emerging leaders on their campus, including administrators and faculty.

The Leadership Developers Institute was modeled after the POD Network Institute for New Educational Developers. Institute sessions ranged from presentations that shared foundational knowledge to “leveling up” workshops which drew upon and expanded the expertise within the USG. The LDI was originally conceptualized as a two-day in-person statewide meeting. Even though we couldn’t realize our original vision for it, we are proud that we were still able to offer it by reimagining the Institute as a virtual program which met every other week for webinars for 8 sessions.

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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 recognizes faculty in other ways such as managing the nomination process for the University System of Georgia awards and running the Tenured Faculty Enhancement program.

UNIVERSITY SYSTEM OF GEORGIA AWARDS The USG sponsors 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, many of our faculty have been recognized at the state level. In fact, our process has been so successful that other USG institutions have tried to emulate it.

Award

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Name

Department

KSU AWARDS 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 recognizes faculty in other ways such as managing the nomination process for the University System of Georgia awards and running the Tenured Faculty Enhancement program.

Award

Name

Department

University Distinguished Professor

Outstanding Teaching

Outstanding Teaching

Outstanding Online Teaching

Outstanding Part-time Teaching Outstanding Professional Service and Community Engagement Outstanding Research and Creative Activity Outstanding Research and Creative Activity Outstanding Early Career Faculty Outstanding Early Career Faculty Madhuri and Jagdish N. Sheth Faculty Award for Distinguished International Achievement Diversity and Inclusion

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TENURED FACULTY ENHANCEMENT PROGRAM Faculty interests often lead them to ambitious projects that demand considerable time investment over an extended period of time. CETL runs a competitive program that allows recipients to reassign 100% of their time to their project. Applications are reviewed by a committee with a faculty representative elected from each college.

This year we were able to support 9 faculty members.

Faculty Member

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Project

Department

Art and Design

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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 joining national conversations, gaining external recognition, 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.

And most closely related to the KSU R2 roadmap, CETL staff has contributed to secure millions of dollars in grants from external agencies.

When it comes to educational development, KSU’s reputation is pristine! You can read about our accomplishments in professional leadership in this section.

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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 grants and scholarship.

GRANTS AWARDED ∙ Improving Student Learning in Mechanical Engineering Using Low Cost 3D Printed Laboratory Devices in Active Learning Experiences, Tris Utschig (Co-PI), Ayse Tekes (PI).

National Science Foundation, Improving Undergraduate STEM Education (IUSE), $297,262, 2020-2023. ∙ 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 (CoPIs), National Science Foundation, Scholarships in STEM, $997,704 for five years, 20192024 ∙ 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. ∙ Nuclear Energy, Science, and Engineering Laboratory (NESEL), Tris Utschig (Co-PI) with Eduardo Farfan (PI), Jungkyu Park, Andrew Hummel, Dal Hyung Kim, Yizeng Li, and Tien Li (Co-PIs), KSU Vertically Integrated Projects, Office of Undergraduate Research, $5000, 20212022

BOOK CHAPTERS ∙ Stromie, T.R. (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.

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PEER REVIEWED PUBLICATIONS ∙ Steiner, H.H., & Hakala, C. (2021). What Do SoTL Practitioners Need to Know About Learning? Teaching and Learning Inquiry, 9(1). http://dx.doi.org/10.20343/ teachlearninqu.9.1.7 ∙ Stewart, L. (2021). Teaching American Studies One Word at a Time. American Studies Pedagogy: Resources for Teaching American Studies. Eds., Duclos-Orsello, E., Entin, J., & Hill, R. University Press of Kansas. ∙ D. Apple, C. Leise, W. Ellis, S. Beyerlein, D. Leasure, G. Batchelor, K. Burke, C. Woodbridge, M. El-Sayed, I. Ulbrich, W. Duncan, T. Utschig, & A. Donald (2021). Self-Growth Capability Components and Their Impact on Growth, International Journal of Process Education, 12(1). ∙ A. Van Slyke, T. Utschig, & D. Apple (2021). Improving Performance Using the Methodology for Developing Performance, International Journal of Process Education, 12(1). ∙ D. Leasure, D. Apple, S. Beyerlein, & T. Utschig (2020). A System for Learning by Performance (LxP), International Journal of Process Education, 11(1). ∙ N. Giannakakos, A. Tekes, & T. Utschig (2020). 2 Dof Compliant 3d-PLE System Demonstrating Fundamentals of Vibrations and Passive Vibration Isolation. Proceedings of the International Mechanical Engineering Congress & Exposition, an American Society of Mechanical Engineers conference, Portland, OR, November 16-19.

INVITED EXTERNAL PRESENTATIONS ∙ DiPietro, M. “Developing Mission, Vision, and Values for Units and Departments,” invited session at the 2nd Leadership Developers Institute sponsored by the University System of Georgia, June 2021. ∙ DiPietro, M. and Makouz, D. “How Learning Works: 7 Research-Based Principles for Smart Teaching,” Invited keynote at the International Group of Educational Publishers symposium, Bologna, Italy, June 2021 (postponed to June 2022, due to Coronavirus). ∙ DiPietro, M. “Storying our way through: Making sense of turbulent times,” Invited keynote at the 45th Southern Regional Faculty and Instructional Development Consortium conference (virtual), March 2021. ∙ Cofer, J., DiPietro, M., DuRocher, K., and Reese, S. “Responding to Change in the classroom.” Invited panel at the 4th Momentum Summit, University system of Georgia, February 2021. ∙ Buehrer, D., DiPietro, M., DuRocher, K., and Reese, S. “High Impact Practices: Implementing HIPs for Equity.” Invited panel at the 4th Momentum Summit, University system of Georgia, February 2021.

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∙ Jordan, E.S., USG-KSU Leadership Developers Institute, “Coaching through Conflict: Helping Leaders Manage Conflict. Virtual, presented to webinar participants throughout the University System of Georgia, July 2020. ∙ Jordan, E.S., “Constructive Conflict Engagement in Higher Education,” Webinar presented at The University of Georgia for their faculty and chairs leadership development program, October, 2020. ∙ Jordan, E.S.,“Constructive Conflict Engagement in Higher Education, “Webinar presented at West Georgia University, for their staff development program, May, 2020. ∙ Stromie, T.R. (2020). The EQ leader: What is emotional intelligence? Leadership Developers Institute. Virtual. ∙ Stromie, T.R. (2021). The Nuts and Bolts of Leadership. Great from the Middle Cohort Meeting, University System of Georgia.

PEER REVIEWED EXTERNAL PRESENTATIONS ∙ DiPietro, M. “Mapping Our Innovation Practices to Reclaim Our Innovation Story,” 45th POD Network in Higher Education Conference, virtual, November 2020. ∙ Guglielmo, Letizia. “Reflective Writing, ’Mutt Genres’, and Workplace Writing Courses.”

Conference on College Composition and Communication (CCCC). (national conference).

Spokane, Washington. 7–10 April 2021. (virtual). Individual teaching presentation. ∙ Guglielmo, Letizia. “Public Scholarship: Tenure, Promotion, and Making it ‘Count’.”

Southeastern Women’s Studies Association (SEWSA) Conference. (regional conference).

Atlanta, GA., 11-13 March 2021 (virtual). Workshop presentation. ∙ Guglielmo, Letizia. “Making Workplace Writing Skills Visible: Articulating Transferable Skills in Course Assignments and Design.” Corridors: The Blue Ridge Writing and Rhetoric Conference. (regional conference). Virginia Tech, Blacksburg, 19 Sept. 2020 (virtual).

Individual paper presentation. ∙ Hakala, C., & Steiner, H.H. (2020, November). Science of Learning Birds of a Feather Session. Session presented at the annual meeting of the Professional and Organizational Development (POD) Network. Virtual. ∙ Jordan, E. S. & Stewart, L. Narrative Interventions: Power Sharing and Boundary Crossing in Action. Plenary session. Professional and Organizational Development Network in Higher Education (POD). November 2020. ∙ McCoy, T. Quinn, J. Stromie, T.R. (2021). Start with trust: Shifting from pandemic-centered to person-centered leadership. 38th Academic Chairpersons Conference. Virtual.

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∙ McGrew, M. Emphasizing the Assets of Adjunct Faculty to Develop Empowering Programs. Roundtable session. Presented at Professional and Organizational Development Network in Higher Education (POD) 45th Annual Conference. November 11, 2020.

Leadership Roles CETL is a national leader in educational development and related fields. Many of us 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. Committee Member, Bob Pierleoni Spirit of POD Award Committee, POD Network in Higher Education (2018-present).

Guglielmo, L., Mentor, NWSA Graduate Mentoring Program, National Women’s Studies Association. (2020-2021).

Guglielmo, L., Mentor, Early-Career and Graduate Student Online Mentoring Program, Coalition of Feminist Scholars in the History of Rhetoric and Composition.

(2020-2021).

Guglielmo, L,. Member and Proposal Reviewer, CCCC Undergraduate Research Standing Group, Conference on College Composition and Communication. (2021).

Jordan, E.S., Chair, POD Network Subcommittee Chair, Robert J. Menges Award for Outstanding Research in Educational Development. (2019-2021).

Jordan, E.S., Editorial Board Member, International Studies Perspectives (2021).

Jordan, E.S., Leadership Fellow, University System of Georgia. (2020-2022).

Jordan, E.S., Founding Co-Director, Leadership Developers Institute, University System of Georgia (2020, 2021).

Jordan, E.S., Founding Chair, Professional and Institutional Development Consortium, University System of Georgia. (2020-2021).

Steiner, H.H., Committee Member, USG Board of Regents’ SoTL Award Selection Committee (2020).

Steiner, H.H., Editorial and Advisory Board Member, Journal of Effective Teaching in Higher Education. (2020-21).

Steiner, H.H., Editorial Board Member, Learning Communities Research and Practice.

Steiner, H.H., Member, Convenings Committee, International Society for the Scholarship of Teaching and Learning (2020-21).

Stromie. T.R., Leadership Fellow, University System of Georgia. (2020-2022).

Stromie. T.R., Founding Co-Director, Leadership Developers Institute, University System of Georgia (2020, 2021).

Utschig, T., Professional Development Director, Academy of Process Educators (2019-Present).

Utschig, T. Editorial Board Member, International Journal of Process Education.

(2009-Present).

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CETL Staff In the midst of leadership transitions and global pandemics, it is truly special coming to work and feeling that your colleagues are the dream team!

Dr. Tris Utschig continues to serve as Director of CETL—Scholarly Teaching, which enacts the pedagogical mission of CETL, that provides support for educators on campus. Following a successful review, he was recently promoted to Professor in the Department of Mechanical Engineering. Congratulations, Dr. Utschig! Also under Scholarly Teaching, Dr. Hillary Steiner continues on in her role of Associate Director for the Scholarship of Teaching and Learning.

Following a successful review, she was recently promoted to Professor in the Department of Psychological Science, which became her new academic home following the dissolution of University College. Congratulations, Dr. Steiner! The CETL—Scholarly Teaching team is also composed of 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. Following a very well received summer fellowship, Dr. David Glassmeyer, Associate Professor in the Department of Secondary and Middle Grades Education, continued on as the CETL Faculty Fellow for Online Pedagogy throughout the year. His fellowship has now completed. As he returns to his academic home, we are all grateful for his contribution to enhance online teaching during the pandemic and wish him all the best. In January, we welcomed Dr. Michelle Head, Associate Professor in the Department of Chemistry and Biochemistry, as the inaugural Faculty Fellow for Reflective Practice in Learning. This position will support the It’s About Engagement initiative and will be crucial for accountability to SACSCOC and reaccreditation.

Dr. Este Jordan continues to serve as Director of CETL—Faculty Success, which supports faculty in their professional development needs beyond teaching.

Following a successful review, she was recently promoted to Professor in the School of Government and International Affairs. Congratulations, Dr. Jordan!

Also in Faculty Success, Traci Stromie serves in multiple roles as a faculty developer and coach, and she was recently promoted to Senior Instructional Designer. Congratulations, Ms. Stromie! This year, we also welcomed back Dr. Letizia Guglielmo as the Faculty Fellow for Faculty Success. Dr. Guglielmo had started and then suspended her fellowship to serve as Interim Chair of the English Department, but she resumed her role at CETL after her term as chair ended.

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Last, but definitely not least in our current staff, Jennifer Figueroa is indispensable to all our programs as Acting Director of Operations and Strategic Initiatives, from a budgetary, communications, and an operations standpoint.

I LOVE TEAM CETL!!!

The work you all are doing inspires me on many levels--the way you function as a team together and the clear support/respect/care is one that deeply resonates as best practice.”

- April Munson

Professor, School of Art and Design

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Meet the CETL Staff For the 2020-21 academic year, this is the amazing staff of CETL - Scholarly Teaching and Faculty Success. Many thanks to this amazing team of dedicated professionals who work tirelessly to support faculty and students!

Michele DiPietro, PhD

Jennifer Figueroa

Executive Director, Faculty Development, Recognition, and CETL

Acting Director of Operations

Learning Sciences Inclusive Teaching KSU and USG Awards

Este Jordan, PhD

Traci Stromie, MS

Director, Faculty Success

Faculty Developer, Faculty Success

Leadership Development Faculty, Chairs, and Deans Coaching Mutual Mentoring Groups

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

Letizia Guglielmo, PhD

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CETL Conferences CETL Website Event Management

Tris Utschig, PhD

Faculty Fellow for Faculty Success

Director, Scholarly Teaching

Chair Mentoring Scholarship Productivity Faculty Narratives

Tailored Programs for Marietta Campus 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 Scholarship on Teaching and Learning Summit Science of Learning

GRAD 9001 College and University Teaching Graduate Student Teaching Orientation 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

Michelle Head, PhD Faculty Fellow for Reflective Practice in Teaching Transformative Learning Support for “It’s About Engagement” Initative Reflective Scholars Program

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Students at CETL At CETL, we intentionally hire students to help them develop in their professional majors. Whenever possible, we match them to projects related to their areas of study and developing expertise, be it in web design, communications, or graphic design. After graduation, some of our students have found employment at prestigious places such as Emory or Cartoon Network. We are proud of their accomplishments!

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Paige Bronner

Valeria Diaz

Grant Kennedy

Student Assistant

Student Assistant

Student Assistant

Sarah Gilitwala

Adriana Daves

Student Assistant

Student Assistant

Appendix WORKSHOPS AND OTHER TRAININGS OFFERED August 13, 2020 | KSU Resources for Part-time Faculty Teaching Online August 14, 2020 | KSU Resources for Part-time Faculty Teaching Online August 19, 2020 | Mindfulness: A Pedagogy of Self-Care August 20, 2020 | Book Club: Writing Your Journal Article at Home in 12 Weeks August 21, 2020 | Active Learning Online and in Every Class August 27, 2020 | Motivating Students in an Online Course August 28, 2020 | Getting Started with Research on Teaching and Learning in your Course September 3, 2020 | Teaching to Trespass: A Place for Story in the Online Classroom September 3, 2020 | Thriving in Times of Disruption: Productivity plus Well-Being September 9, 2020 | Post-Tenure Review: Preparing your Portfolio in Digital Measures September 10, 2020 | Contributing to KSU’s It’s About Engagement! Initiative Online September 15, 2020 | Tenured Faculty Enhancement Program Application Webinar September 18, 2020 | TILT Your Class Toward Success: Transparent Assignment Design for Online Classes September 22, 2020 | Learning by Doing Online: An Overview of Three High Impact Practices in the Virtual Classroom September 23, 2020 | Introduction to Leadership September 29, 2020 | Improve online classroom communication using solutionseeking strategies of “Appreciative Inquiry”

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October 1, 2020 | Using Interactive Whiteboards for Student Collaboration, Engagement, and Assessment October 6, 2020 | Peers Supporting Peers: Equity, Affinity, and Thriving October 13, 2020 | Strategies for Responding to Student Writing Online October 14, 2020 | Meaningful Intersections: Balancing Teaching, Scholarship, and Service for Success in Promotion and Tenure October 21, 2020 | Leading with Emotional Intelligence October 23, 2020 | How to Constructively Align Learning Outcomes with Online Learning Tasks and Assessments October 29, 2020 | Partnering with Students to Gather Feedback About Their Learning in Virtual Environments November 5, 2020 | Tailoring Online Instruction - Using Evidence from Learning Research to Reframe November 5, 2020 | Cultivating Relationships within Your Department: Collegiality, Negotiation, and Difficult Conversations November 6, 2020 | Managing your Expert Blindspot to Enhance Presence and Clarity in the Online Classroom November 10, 2020 | Resilience: Responding to Reviewer Feedback November 16, 2020 | Internships and Co-ops Online - Engaging Students with Potential Futures November 18, 2020 | Leadership Ethics December 1, 2020 | Preparing the Annual Review Document in the COVID Context December 3, 2020 | Online Survey Design for SoTL Projects December 15, 2020 | Annual Reviews in the COVID Context: Best Practices December 18, 2020 | Faculty Metacognition: Learning from Fall to Thrive in Spring January 7, 2021 | KSU Resources for New Part-time and Limited Term Faculty

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January 14, 2021 | Book Club and Writing Group Kickoff: Writing Your Journal Article in 12 Weeks January 21, 2021 | The Cognitive Benefits of Failure: How to Integrate “Desirable Difficulties” into Your Course January 22, 2021 | National Center for Faculty Development and Diversity Information Session: What Your free KSU-Membership Provides January 26, 2021 | Preparing for Annual Review Meetings: Communication, Negotiation, and the Faculty-Chair Relationship January 27, 2021 | Engaging Students as Scholars: Incorporating Undergraduate Research into Your Course January 28, 2021 | Writing Compelling Award and Funding Narratives February 1, 2021 | Active Learning Techniques That Work in All Teaching Modalities February 3, 2021 | Write Here, Write Now Virtual Writing Sessions (weekly) February 4, 2021 | Creating an Inclusive Climate for Learning February 4, 2021 | Scholarship Productivity: Identifying Challenges and Overcoming Barriers February 8, 2021 | Resilient Pedagogy: Course Design for Flexible Delivery that can Withstand Disruption February 10, 2021 | Inclusive Change Leadership February 18, 2021 | Designing Your Work Life for Thriving and Flourishing February 22, 2021 | Working with Qualitative Data in the Scholarship of Teaching and Learning February 24, 2021 | Scholarly Conversations about Online Teaching: Community February 25, 2021 | It’s About Engagement Service-Learning: Engaging Our Students with Our Community March 3, 2021 | Leading Effective Collaborations in Times of Conflict and Disruption

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March 17, 2021 | An Inclusive Pedagogy for Student Success: Transparent Assignment Design for All Students March 18, 2021 | Scholarly Conversations about Online Teaching: Small & Large Group Engagement March 22, 2021 | It’s About Engagement Course Design: Steering Your Course into It’s About Engagement’s Bold Waters March 24, 2021 | Cultivating Relationships with External Reviewers, Mentors, & Collaborators March 30, 2021 | Emotional Intelligence and Departmental Relationships in a Virtual Context April 1, 2021 | Working Girl to Wonder Woman: Mothering and Meaning Making as Professors and Researchers During COVID-19 April 8, 2021 | Understanding and Overcoming the Impostor Phenomenon to Improve Graduate Student Teaching April 9, 2021 | Scholarly Conversations about Online Teaching: Assessment April 13, 2021 | Reflective Assignments - a Core Element of High Impact Practice (HIP) Courses April 14, 2021 | Thinking Intentionally about Your Academic Brand April 27, 2021 | Practicing Transparent Assignment Design: An Interactive Virtual Workshop April 28, 2021 | Owning Your Leadership Narrative: Reconciling the Relational and Strategic Dimensions April 29, 2021 | What You Need to Know about Learning to Conduct a SoTL Study May 5, 2021 | Pre-Tenure, Promotion & Tenure Review Workshop for Full-Time Tenure Track Faculty May 6, 2021 | Promotion Review Workshop for Full-Time Non-Tenure-Track Faculty

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May 14, 2021 | Celebrating Faculty Success: Pause. Honor. Come Together.

May 14, 2021 | Flourishing in AY 2021-2022: Working Together to Do and Be Well in Continued Times of Transition and Uncertainty May 14, 2021 | Summer Planning in Early Career for Full Time Faculty: The Importance of Summers in the Marathon of Working toward Promotion & Tenure May 14, 2021 | 1-2 Years after New Faculty Orientation: What Questions Remain Unanswered at this Point in Early Career?

3211 Campus Loop Road, Kennesaw, GA 30144 cetl@kennesaw.edu