2021 - 2022 CETL Activity Report

CETL

Activity Report 2021 - 2022

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

We cultivate a community of academics pursuing scholarly, flourishing professional lives at KSU.

Table of Contents Introduction Welcome Message from the Executive Director

04

Mission

05

Year at a Glance

06

CETL Scholarly Teaching Scholarly Teaching Summary

08

Learning-Centered Teaching

10

Graduate Student Professional Development

14

Scholarship of Teaching and Learning

16

It’s About Engagement

18

Other Institutional and USG Teaching and Learning Initiatives

20

CETL Faculty Success Faculty Success Summary

22

Onboarding

24

Mutual Mentoring Groups

26

Scholarship and Productivity

28

Promotion, Tenure & Review

30

Kathryn Epps Conference

31

Leadership Development

32

Recognition

36

CETL Leadership in the Profession Leadership in the Profession Summary

40

Scholarship of Teaching and Learning Summit

42

Grants, Publications, and Presentation

44

Leadership Roles

47

CETL Staff CETL Staff Summary

48

Meet the CETL Staff

50

Students at CETL

52

Appendix: Workshops and Other Trainings Offered

53

Welcome Message from the Executive Director Friends and colleagues, It feels a bit surreal to remember how things were just a year ago. I remain proud and amazed of all the faculty did to support our students, and all the CETL team did to support the KSU community.

As the university kept moving forward, CETL too could not fall back on business as usual.

Familiar tasks had to be re-envisioned in light of the evolving university priorities and safety practices. As an example, as we started returning to campus, we had to re-imagine New Faculty Orientation as a hybrid event. NFO is a presidential-level three-day event, with 300 invitees and virtually all units on campus engaging with it to share their resources with new faculty. The event was executed seamlessly, with rave reviews from the attendees.

In the area of Graduate Student Professional Development, we experienced a staggering growth in enrollment for the self-paced course “Introduction to Scholarly Teaching” we launched in 2021, as we passed 100 students, more than double from last year. As we keep tweaking our offerings to continuously improve them, I am proud that we have been able to expand our reach with graduate students and add value to their graduate KSU degree.

Once again, we partnered with the University System of Georgia to offer the 2nd Leadership Developers Institute and advance leadership development across the state. And beyond Georgia, we moved our SoTL Summit conference online and experienced tremendous growth in participation, more than double from our previous record and with significant representation at the national and even international level.

But we didn’t just revamp old initiatives. CETL has continued to embrace its role of incubator of innovations in pedagogy and educational development. For instance, we were asked by President Schwaig to create a Year Two program for the Provost Faculty Leadership Fellows who aspire to a formal leadership position, which we centered around mentorship by senior administrators and 360 reviews and feedback.

Beyond KSU, the University System of Georgia tapped 2 CETL staff to design courses for their new initiative Momentum U. One of the courses is on inclusive teaching and the other on the Scholarship of teaching and learning. We are pleased to lend our expertise to advance excellence in teaching not only at KSU but through the state of Georgia.

With gratitude,

Michele DiPietro, Executive Director

04

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, and related fields. Our offerings invite colleagues to apply research-based practices to their own contexts to support institutional goals.

CETL Scholarly Teaching Enacting scholarly teaching practices supports improved student learning, a core mission of the university and higher education. We believe scholarly teachers are better teachers, and every teacher has room for improvement.

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

Our initiatives and programs support the following areas: learning-centered teaching; course design, facilitation, and assessment; and the scholarship of teaching and learning. We also provide 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, we are always happy to work with individuals and groups of instructors to bring a scholarly approach to addressing specific teaching and learning questions they have. We do this while respecting their autonomy and their goals for growth and development and leveraging the strengths of the interdisciplinary instructional community at KSU.

OUR 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

“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. You have an incredible staff! I hope I get to learn with you for many more years.”

- Dr. Wendy Sanchez,

Professor, Department of Secondary and Middle Grades Education

09

Learning-Centered Teaching CETL Scholarly Teaching values the implementation of pedagogies that are research-based and inclusive. We encourage faculty to place learning at the center of their teaching and to consider the variety of ways they can enhance and sustain this learning throughout all of their courses. Ultimately, we contribute to student success by sharing the research on teaching and learning with faculty and helping them apply it in their courses. Our programs and services emphasize the value of these learning-centered pedagogies that result in deep, significant learning experiences in all modalities (face-to-face, hybrid, synchronous online, and asynchronous online).

WORKSHOPS AND WEBINARS CETL staff develop and facilitate a variety of research-based workshops and webinars that cover timely and relevant topics related to teaching. We provide opportunities for faculty members to see the connections between the science of learning and the art of teaching.

These opportunities are provided in multiple formats to enhance access to educational development for faculty. We offer face-to-face events held both at CETL and in various departments and colleges. We also offer virtual synchronous experiences facilitated through Teams or via Zoom. Each semester, CETL staff plan their workshop and webinar topics based on institutional and USG strategic initiatives, current themes in higher education teaching, and in consideration of feedback and faculty requests. In addition, CETL Scholarly Teaching honors departmental, college, and program requests for topicspecific workshops as needed throughout the academic year.

In 2021-2022, CETL Scholarly Teaching events were attended by almost 500 faculty members and graduate students from all academic colleges and three other KSU divisions.

Satisfaction Rate

47

100% 494

10

291

CONSULTATIONS CETL Scholarly Teaching offers a comprehensive consultation program to provide oneon-one support to KSU faculty. Our consultations are collaborative, constructive, and confidential. We work with faculty to assist them in defining their needs and goals, then supporting them with evidence-based resources they can apply to achieve those goals.

Top 5 Most Common Consultation Themes 1. SoTL 2. Grad Student Professional Development 3. Pedagogical Approaches 4. Classroom Management 5. It’s About Engagement

CLASSROOM OBSERVATIONS AND STUDENT FOCUS GROUPS CETL Scholarly Teaching conducts classroom observations to collect data for faculty and offer feedback based on the data. The observation process includes at least three steps: a pre-observation meeting in which we define the parameters and goals of the observation, the observation itself, and a follow-up meeting in which we look over the data and develop a plan for acting on insights gained during the observation process.

Faculty may also request SGIDs (Small Group Instructional Diagnoses), in which a CETL staff member meets with students without the 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.

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 2022, the Academy was offered in an online format that featured both synchronous and asynchronous sessions. This was the third year for the online academy which was created in response to COVID-19, but remained a popular option for part-time faculty who found the remote format more convenient while maintaining a rigorous and valuable learning experience.

Teaching Academy for Part-time Faculty: 2022 Edition 18 Participants

reported they were very likely to attend another CETL event

13 Departments Represented

12

JUST-IN-TIME PROGRAMS FOR ACADEMIC UNITS CETL Scholarly Teaching creates 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 2021-2022, 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.

This chart highlights some of this year’s custom presentations and programs.

13

Graduate Student Professional Development In alignment with KSU’s R2 Roadmap goals and the SACSCOC accreditation principles, CETL’s Graduate Student Professional Development (GSPD) supports scholarly graduate student teaching on all KSU campuses. Its programming includes courses on evidencebased, effective teaching and learning pedagogies and practices; a fall orientation; a robust consultation program; a workshop series; and custom programming for all graduate programs. 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. To boost the value of our teaching services, the GSPD program is currently developing micro-credentials for its courses, events, services, and custom programming.

GRADUATE COURSES 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 noncredit, online asynchronous, self-paced course that consists of eight modules and 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.

4.0

Overall Course

4.0

Overall Instructor

GRAD 9001 Ratings

14

GRADUATE STUDENT TEACHING ORIENTATION The Graduate Student Teaching Orientation was delivered online again to be more accessible to graduate students, particularly International Graduate Students. All respondents said they would apply what they learned, specifically naming diversity, creating engaging activities, using summative feedback, and being inclusive.

IMPACT The success of the GSPD program 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.

Attendee Feedback on Graduate Teaching Workshops 2021-2022

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.

100

Percent of Respondents that Gave the Highest Rating

80

60

40

20

0

01

02

03

04 15

Evaluation Form Questions

15

Scholarship of Teaching and Learning In keeping with the University System of Georgia definition, which KSU CETL helped develop, we define 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. This year, CETL provided numerous initiatives and resources to support KSU faculty in this work, including:

16

•

The Scholarship of Teaching and Learning Summit, an international conference focusing on SoTL research and innovative teaching (see page 42).

•

The SoTL Scholars Program, a year-long online faculty development course that supports faculty as they design, conduct, and publish a SoTL study.

•

Numerous web resources on topics such as disciplinary approaches to SoTL, measures and scales, and IRB review for SoTL studies. An external review of the SoTL website was published in Teaching and Learning Inquiry, the leading SoTL international journal, where it was praised as a “trustworthy and professionally designed site” that is “extremely useful” (external review available at https:// journalhosting.ucalgary.ca/index.php/TLI/article/view/74050).

•

The Hopscotch 4-SoTL research design webtool, developed in fall 2021 in partnership with Dr. Iván Jorrín Abellán of the Interactive Research Methods Laboratory in KSU’s Bagwell College of Education. It can be used as a self-guided tool or during a SoTL consultation, and has been accessed by 846 users in 20 countries.

•

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 55 faculty in 2021-22, representing 8 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 initatives.

•

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.

•

Partnerships with the Office of Research and the KSU Library to support faculty seeking grants and producing scholarship in this area. The offices have collaborated on web resources, cross-promoted programs and events, and cofacilitated workshops.

SOTL SCHOLARS PROGRAM A signature initiative is the SoTL Scholars online faculty development course, 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 2021-22 SoTL Scholars and their projects are:

Name

Department

17

It’s About Engagement 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. CETL was instrumental in the process to develop this initiative. 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, servicelearning, and internships/co-op experiences for students.

2021 - 2022 PROGRAMMING ELEMENTS •

IAE Workshop series: Seven workshops per year on a 5-year plan

•

Six additional workshops targeting reflective practice for learning

•

Online resources for IAE course design

•

Custom programming on demand for colleges and other units

•

Engagement-focused individual consultations

FUNDED PROGRAMS •

Travel Grants to attend IAE-related conferences (not funded in 2021-2022 due to COVID-19)

•

Three Faculty Learning Communities (year-long development opportunities)

•

Course ReDesign Institutes - This year, we offered a week-long Service-Learning Course ReDesign Institute with 13 participants. We were able to fund (again) an additional institute focused on Undergraduate Research.

•

Reflection Ratings Norming Session (training sessions for faculty who score student reflection narratives to quantify learning in IAE courses)

•

Scholars for Reflective Practice in Learning Program (inaugural cohort with seven faculty completing all aspects of the program and four additional faculty fulfilling a subset of activities)

18

The inaugural group of CETL Scholars for Reflective Practice in Learning began their work late last year developing a deeper understanding of the research and theory that supports reflective practices in learning. This year they extended that work, in collaboration with their IAE college liaisons, to develop custom supports and online resources for their colleges.

2021-2022 REFLECTIVE SCHOLARS •

Megan Adams - Bagwell College of Education

•

Sara Evans - Radow College of Humanities and Social Sciences

•

Richard Halstead-Nussloch - College of Computing and Software Engineering

•

Ali Keyvanfar - College of Architecture and Construction Management

•

Rebecca Shi and Julianne Vega - College of Science and Mathematics

•

Kei Tomita - Radow College of Humanities and Social Sciences

ATTENDEE FEEDBACK ON IAE WORKSHOPS

100

Percent of Respondents that Gave the Highest Rating

80

60

40

20

15

0

01

02

03

04

Evaluation Form Questions

19

Other 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 in the previous page, we have supported a number of other initiatives. Here are a few examples.

MOMENTUM UNIVERSITY AT THE USG In summer of 2021, the University System of Georgia developed plans to create self-paced professional development courses for USG faculty on a variety of topics related to the Momentum Approach to student success. MomentumU@USG courses are written by faculty developers within the system who have expertise in the area the course supports.

KSU CETL’s Hillary Steiner and Mandy McGrew were among the first group of eight selected as content developers for MomentumU@USG. Their courses on the Scholarship of Teaching and Learning (SoTL) and Inclusive Teaching, respectively, were the first two courses to be completed for this emerging program.

CHANCELLOR’S LEARNING SCHOLARS AT THE USG The USG has just concluded a very ambitious, cross-institutional faculty development program, called the Chancellor’s Learning Scholars (CLS). The Scholars, nominated by each USG institution, underwent statewide training, then recruited other faculty on campus for a semester-long Faculty Learning Community on pedagogical issues. In the final year of this program, KSU had three Chancellor’s Learning Scholars. CETL is proud to have supported 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.

CLS Name

20

Department/School

FLC Topic

SUSTAINABILITY FACULTY LEARNING COMMUNITY IN PARTNERSHIP WITH GEORGIA TECH In the Fall of 2021, the Center for Serve-Learn-Sustain (SLS) and the Center for Teaching and Learning (CTL) at Georgia Tech collaborated with Kennesaw State University’s Center for Excellence in Teaching and Learning (CETL) to facilitate a multi-institutional Faculty Learning Community (FLC) focused on teaching with the United Nation’s Sustainable Development Goals. CETL’s Educational Specialist Mandy McGrew, along with GeorgiaTech co-facilitators Carol Subiño Sullivan, assistant director for Faculty Teaching and Learning Initiatives with CTL, and Rebecca Watts Hull, a service-learning and partnerships specialist with SLS, supported five instructors at Georgia Tech and four at KSU in the integration of sustainable development practices in their courses. Members of the group then presented their work at the 2022 USG Teaching and Learning Conference in a workshop titled “From HIPs to SDGs: Why the UN Sustainable Development Goals should be in your course and how to get started.”

CETL FELLOWSHIP FOR ASSESSMENT IN PARTNERSHIP WITH THE OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT CETL partnered with the office of Curriculum, Instruction, and Assessment (CIA) to enhance the role of assessment on campus. We jointly designed a fellowship position housed in CETL but collaborating with CIA to support the integration of assessment practices with curriculum design and instruction at KSU. Following a successful search, Dr. Kim Cortes, Associate Professor in the Department of Chemistry and Biochemistry, was appointed as the CETL Faculty Fellow for Assessment of Teaching and Learning.

The vision for the position includes supporting the development of faculty and campus leaders who understand assessment as a comprehensive, integrated, scholarly teaching process and who can work across disciplines with other faculty on projects that build assessment skills and help them share data-driven stories of continuous improvement in teaching and learning.

INCLUSIVE EXCELLENCE GRANT WITH THE COLLEGE OF SCIENCE AND MATHEMATICS 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 in partnership with the CSM Dean’s Office offers a yearlong Faculty Learning Community culminating in a Course Redesign Institute. This year, the faculty learning community transitioned to support course coordinators in a “train the trainer” model to expand potential impact.

21

In 2019, then-provost Kat Schwaig established Faculty Success as a unit within CETL to provide integrated faculty development in all areas of faculty professional life. So far, we have organized our work in 6 key areas: •

Onboarding

•

Scholarship productivity

•

Preparing for annual and multi-level reviews

•

Community and well-being

•

Leadership development

•

Awards and funding

We approach this work as a team of formally trained professional coaches who work with faculty one-oneone and in groups to help them identify professional goals that draw upon their strengths and values, develop plans informed by the literature on educational and organizational development, and reflect on progress.

We are proud of the programs we adapted, expanded, and built this year, based on formal assessments of our units’ first two years. We piloted a hybrid New Faculty Orientation to adapt to the university’s evolving pandemic needs. We also piloted a second level of the Provost’s Faculty Leadership Program at the request of the provost. We expanded our Mutual Mentoring Groups and Faculty Success Coaching programs to advance the new Community pillar of the R2 Roadmap.

We revamped the Tenure Faculty Enhancement Program to better support the Research pillar of the R2 Roadmap. We also returned for a second year as co-directors of the USG’s Leadership Developers Institute. Overall, our participation rates increased and participant satisfaction across programs was exceptionally high.

22

Onboarding CETL supports the onboarding of new faculty and administrators through mutual mentoring groups and orientations. This year, we facilitated our second summer Online Orientation for New Chairs, Deans, and Directors. We learned from offering online orientations in the previous pandemic year that faculty appreciated the convenience of Online options for orientation. With this in mind, we responded to the call to return to campus by redesigning our Fall New Faculty Orientation (NFO) as a 3-day hybrid event with one day of face-to-face community building and teaching workshops, one day of Online concurrent sessions pertaining to logistics and resources, and a half-day of Online workshops regarding promotion and tenure and research. We also piloted two new programs, a condensed face-to-face Spring New Faculty Orientation and a Reflect, Connect, and Learn webinar series for Early Career Faculty.

In this area of focus, we were most proud to bring together a community of representatives of 35 units from across the university to accomplish our orientations’ goals, which were to, 1) help new faculty and administrators to develop an understanding of KSU’s mission and culture; 2) provide them with an overview of available resources and policies that can help them achieve their professional goals; 3) provide an opportunity for new faculty to complete essential onboarding activities in one place; 4) facilitate connections with faculty and staff across both campuses; and 5) lay the groundwork for an energizing, productive, and successful career at KSU. Overall, the attendance and satisfaction ratings for the orientations were outstanding. The early career webinar series that we offered throughout the year did not attract enough registrants, so we look forward to redesigning our ongoing early career offerings next year.

For details on how we support faculty at all career points, including early career, through Mutual Mentoring Groups (MMGs), see the MMG section of this report.

24

ORIENTATION FOR NEW CHAIRS, DIRECTORS, AND DEANS Featured Speaker(s)

NEW FACULTY ORIENTATION FEATURED UNITS • • • • • • • • • • • • • •

American Association of University Profressors Academic Affairs Academic Affairs & Mathematics Burruss Institute Campus Services – Card Services, Parking, Textbooks CARE Services Center for Excellence in Teaching and Learning Counseling and Psychological Services Department of Career Planning and Development Department of Public Safety and University Police Digital Learning and Innovation Division of Diverse and Inclusive Excellence Division of Global Affairs Faculty Senate

• • • • • • • • • • • • • • • • •

Human Resources Legal Affairs Library System Office of Research Office of Sustainability Office of the Ombudsman Office of the President Office of the Provost Office of the Registrar Office of Undergraduate Research Part-Time Faculty Council Student Athlete Student Success Services Student Conduct and Academic Integrity Student Disability Services Teacher Resource and Activity Center Travel - Office of Fiscal Services University Information Technology Services

25

Mutual Mentoring Groups In support of the new KSU R2 Roadmap Community pillar, we expanded our mutual mentoring group (MMG) options to meet faculty demand. We offered our first MMG at the request of department chairs in 2018, added a group at the request of assistant and associate deans in 2020, and then increased the number of groups offered to ten in 20212022, based on numerous requests we received from faculty expressing specific mutual mentoring needs.

The expansion of this program is based on research that finds MMGs provide an opportunity for faculty to build community and support each other while achieving goals within a particular area of focus. This literature also finds that mutual mentoring is an important part of faculty inclusion, retention, progression, and well-being.

In our MMG program, each group has a lead faculty mentor who is an expert in the group’s theme based on their previous roles at KSU and/or their research expertise.

Members participate in monthly or bimonthly meetings based on their preference. They have access to CETL resources, shared Teams content, including literature shared within the community as well as some selected by KSU subject-matter experts, along with coconstructed reflection and discussion prompts. Participants in the groups highlighted how beneficial the MMGs have been in supporting their scholarly and professional goals as well as increasing their well-being and sense of community.

26

MUTUAL MENTORING GROUPS AND LEAD MENTORS

27

Scholarship and Productivity With the Rsearch with Relevance initiative, KSU has set ambitious goals for itself with the R2 roadmap, particularly in the area of scholarship and creative activity. CETL is proud to have continued supporting faculty scholarship productivity this year. We provided support in several ways, including offering workshops, webinars, and communities of practice.

WEBINARS AND WORKSHOPS The focus of our workshop series in this area is increasing scholarship productivity, as distinct from the support that the Office of Research (OR) provides for securing and implementing funded research. Our workshop topics are, however, selected in partnership with the Office of Research based in part on the barriers to scholarship productivity reported to their office.

Workshop Title Writing Compelling Internal Award and Funding Narratives Meaningful Intersections: Balancing Teaching, Scholarship, and Service for Success in Promotion and Tenure

28

Facilitators Letizia Guglielmo, CETL Faculty Fellow & Professor of English & Interdisciplinary Studies Letizia Guglielmo, CETL Faculty Fellow & Professor of English & Interdisciplinary Studies

Resilience, Responding to Rejection and Reviewer Feedback

Letizia Guglielmo, CETL Faculty Fellow & Professor of English & Interdisciplinary Studies

Scholarship Productivity: Identifying Challenges and Overcoming Barriers

Este Jordan, CETL Director for Faculty Success and Professor of Political Science

Giving and Receiving Feedback, A Workshop for the Office of Research Summer Research Fellows

Este Jordan, CETL Director for Faculty Success and Professor of Political Science

COMMUNITIES OF PRACTICE FOR WRITING Also in support of the roadmap’s research pillar, CETL-Faculty Success offered, for the second year, two writing-focused communities of practice to foster progress on individual writing projects: Writing Your Journal Article in 12 Weeks and Write Here, Write Now.

Write Here, Write Now CETL continued to offer 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 and celebrate accomplishments at the end of the session. All participants made progress or completed a scholarly project by the end of the semester in which they participated.

Writing Your Journal Article in 12 Weeks This program, modeled after a best-selling 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. All participants completed an article for submission by the end of the semester in which they participated.

29

Promotion, Tenure, & Review CETL provides support for faculty in the area of promotion, tenure, annual reviews, and multi-year reviews through workshops, webinars, mutual mentoring groups (MMGs), and coaching. Our goals in this area are to orient faculty to the review process, help them take a scholarly approach to preparing for it, and make strategic decisions about their whole body of work that align with the strategic priorities of the university and their academic units, while also prioritizing their strengths, interests, and values.

We are very careful to take a coaching approach to this work, due to its high-stakes implications in terms of faculty retention and progression and variations in expectations across colleges and departments. To that end, we do not give advice, but engage faculty in reflective activities through which they identify their own priorities and plans, and then assess them over time. Our work in this area supports all four pillars of the R2 Roadmap as it brings faculty together in community to help them better manage their time and make strategic decisions about their work commitments in the areas of research and creative activity, teaching, service, and leadership.

Workshops in support of promotion and tenure begin at New Faculty Orientation (NFO) and are offered throughout the year at key points in the review cycle. CETL draws upon the expertise of administrators across campus to do so, including from Academic Affairs, Faculty Affairs, and the Office of Research. Starting with NFO, we offered workshops throughout the year. We also facilitated MMGs to bring faculty together as they prepared their portfolios for submission. (See MMG section of this report.)

30

Kathryn Epps 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 complexities of navigating the pandemic and the world at large. With the additional support of the Division of Diverse and Inclusive Excellence, and under the theme of “Sustaining Our Sisters (SOS)” we have been able to consistently attract nationally recognized keynote speakers and workshop facilitators.

This year’s speaker was Dr. Stephanie Y. Evans who is the Professor of Black Women’s Studies in the Institute for Women’s, Gender and Sexuality Studies at Georgia State University. The theme was “MY CUP RUNNETH OVER: Applying Lessons of #HistoricalWellness found in Black Women’s Memoirs.” The conference examined the history of Black women’s writing in discovering self-care and stress management strategies with the following primary aims: ∙

To examine the history of five self-care and stress management strategies found in Black women’s life writing.

∙

To evaluate the possible positive use of tea traditions and self-care practice in six types of health.

∙

To posit personal practices of inner peace through silent meditation and journaling.

∙

To reinforce and apply historical lessons by identifying personal plans of action.

31

Leadership Development CETL Faculty Success was created by then provost-Schwaig in 2019 in part to provide leadership development training for current and emerging leaders at KSU. The provost asked us to expand our previous programs from a summer orientation and retreat to a more robust set of trainings. Each year we have grown our offerings in this area. In 2019, this included a series of workshops and a mutual mentoring group for department chairs and directors. In 2020, this included a one-year cohort program for emerging leaders (the Provost’s Faculty Leadership Fellows). And then in 2021, it included mutual mentoring groups for assistant and associate chairs and deans, coaching for chairs, as well as a second level of leadership development for the Provost’s Faculty Leadership Fellows who were most interested in taking on more advanced formal leadership roles.

Our accomplishments in this area have been recognized and showcased by the University System of Georgia as members of our team have been invited to serve for a second year in a row as USG Leadership Fellows and as co-directors of the USG Leadership Developers Institute.

PROVOST’S FACULTY LEADERSHIP FELLOWS This was the second year that we facilitated the Provost’s Faculty Leadership Fellows, at the request of the Office of the Provost. This program was designed to develop the leadership capacity at KSU and demonstrate the university’s commitment to developing future leaders through training, mentoring, and coaching. This year, we expanded the program to offer a second level for the previous year’s fellows who expressed interest in formal leadership roles at KSU. According to participants, both levels’ programs achieved their goals and individuallevel outcomes. All program assessment respondents indicated that they were overall satisfied or very satisfied with their experience.

Featured Speakers at Cohort Meetings: •

Ivan Pulinkala, Interim Provost

•

Michael Rothlisberger, Assistant Vice President for Fiscal Operations and Fiscal Strategy

32

•

Mark Byrd, Chief Institutional Research Officer

•

Adrien Epps, Dean of Bagwell College of Education

•

Trisha Chastain, Vice President of Administration

•

Eric Arneson, Vice President for Student Affairs

•

Este Jordan, CETL Director for Faculty Success

•

Traci Stromie, CETL Faculty Developer and Faculty Success Coach

2021-2022 PROVOST’S FACULTY LEADERSHIP FELLOWS Faculty Member

33

WEBINARS AND BOOK CHATS: THE LEADERSHIP DEVELOPMENT SERIES CETL Faculty Success hosted a series of stand-alone webinars and book chats that were open to faculty with an interest in leadership, chairs, assistant and associate chairs, deans, and assistant and associate deans. Collectively, the series provided an overview of the literature on best practices in leadership in higher education and featured a variety of faculty experts from across campus.

2021-2022 WEBINARS AND BOOK CHATS

34

Satisfa

CHAIRS AND DEANS’ RETREAT

ct

i

on

ting Ra

We offered a virtual orientation for new chairs, directors, and deans in July. This event also included assistant and associate chairs and deans. It provided participants with an opportunity for discussion with the Interim Provost, Assistant Vice President for Faculty Affairs, and an experienced panel of faculty administrators. It also included webinars on transitioning into an administrator role and leading from the middle, as well as an overview of campus systems, an annual timeline of work, and the support Faculty Affairs provides to administrators.

100%

Note: We also facilitated an orientation for new chairs, directors, and deans, as well as leadership coaching for them. For detailed information on these programs, please see the Onboarding and Coaching sections of this report.

UNIVERSITY SYSTEM OF GEORGIA LEADERSHIP DEVELOPERS INSTITUTE

• • • • • •

100%

Rating

•

sfa

ion ct

In 2021, Este Jordan and Traci Stromie were invited back to co-direct the USG Leadership Developers Institute, LDI, in partnership with the Department of Leadership and Institutional Development from University System of Georgia. This two-day institute was designed to educate, connect, and develop individuals across the University System of Georgia who provide leadership development training and coaching for leaders on their campus, including administrators, staff, and faculty. Sample speakers included:

Sati

Stuart Rayfield, Vice Chancellor of Leadership and Institutional Development, University System of Georgia Wendi Jenkins, Assistant Vice Chancellor, Leadership and Institutional Development, University System of Georgia Kat Schwaig, Provost and Senior Vice President of Academic Affairs, Kennesaw State University T. Ramon Stuart, Provost, Fort Valley State University Melva Robertson, Director of Communications, Laney Graduate School at Emory University LaTrese Ferguson, Director of Workplace Learning & Professional Development, Georgia Institute of Technology Michele DiPietro, Executive Director for Faculty Development, Recognition and CETL, Kennesaw State University

35

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.

36

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. Currently, our program recognizes up to 12 winners in 9 categories.

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 recommend the winners to the administration.

37

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. This year, we completely redesigned the program with guidance from the Office of the Provost and from the Office of the Vice President for Research to align it with the R2 roadmap. We are pleased that we were able to accept the following proposals:

CETL Leadership in the Profession CETL is proud to support the work of our faculty internally on our campuses, but the trajectory toward becoming a top R2 institution passes through joining national and international 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, members of CETL 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 has contributed to secure millions of dollars in grants from external agencies.

In addition to participating in existing national activities, CETL is also an active catalyst in fostering research-based discourse around teaching and learning.

Our SoTL Summit conference, formerly the Georgia Conference on College and University Teaching, has a rich tradition of celebrating research on teaching and learning and has expanded far beyond Georgia to a national and even international audience.

When it comes to educational development, KSU’s reputation is sterling! This section records and documents our accomplishments in educational development and related fields.

40

Scholarship of Teaching and Learning Summit Since 1993, thousands of educators in colleges and universities from across the country and globe have participated in this interdisciplinary conference to share results from their Scholarship of Teaching and Learning (SoTL) projects and to discuss innovative teaching techniques.

Originally known as the Georgia Conference on Teaching and Learning, then the Research on Teaching and Learning Summit, the conference was rebranded as the Scholarship of Teaching and Learning Summit to better reflect the movement and growth of the SoTL field.

In 2021, CETL offered the first virtual SoTL Summit. The new format, along with a shift in focus to help participants at all levels of SoTL experience grow as teacher-scholars, attracted triple the number of participants from previous years, bringing significant worldwide attention to CETL. Offering “how-to” interactive workshops, SoTL Brief sessions on individual and collaborative research projects, and Innovative Teaching Talks on cuttingedge topics in pedagogy and student learning.

PLENARY WORKSHOPS BY LEADERS IN THE SOTL FIELD Advancing Inclusive Teaching: The Power

Building Institutional Capacity for

of Student Partnership in SoTL

SoTL through Advocacy

Tracie Marcella Addy

Jennifer C. Friberg

Associate Dean of Teaching and Learning Director for Center for the Integrating of Teaching, Learning & Scholarship Lafayette College

SoTL: What It Is, How You Do It,

Playing Hopscotch to Generate

and Why You Should

Well-Informed SoTL Research Designs

Laura Cruz

42

2021-2022 KEYNOTE ADDRESS: CULTIVATING MORAL IMAGINATION THROUGH REMEMBRANCE PEDAGOGY

Dr. Mays Imad Assistant Professor of Biology, Connecticut College Senior Fellow, American Associate of Colleges and Universities Fellow, Gardner Institute

Abstract: In this session, we will consider how we can help ourselves and students cultivate a healthy relationship with the past—using a “pedagogy of remembrance”-so we better understand our shared humanity and move forward to forge a path for a better future. I argue that this cultivation of students’ moral imagination involves what the Brazilian educator and philosopher Paulo Freire calls “Conscientization”–the process of becoming conscious of problems and taking action against oppressive elements in our culture. What utility does an education that centers moral consciousness offer us individually and collectively? How can we enact a pedagogy of remembrance, of conscientization within our courses and at our institutions? Together, we will examine the pivotal role educators can play to help their students develop a healthy and guiding relationship with the past in order to forge a pathway for an equitable and just future.

BY THE NUMBERS

43

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 current grants and scholarship.

GRANTS AWARDED ∙ Improving Student Learning in Mechanical Engineering Using Low Cost 3D Printed Laboratory Devices in Active Learning Experiences, Ayse Tekes (PI), Tris Utschig (CoPI). National Science Foundation, Improving Undergraduate STEM Education (IUSE), $297,262, 2020-2023. ∙ Recruiting, Graduating, and Transitioning Undergraduates into Successful Engineering Careers, Lori Lowder (PI), Renee Butler, Valmiki Sooklal, Chan Ham, Tris Utschig (Co-PIs), National Science Foundation, Scholarships in STEM, $997,704, 2019-2024. ∙ Building an Inclusive STEM Culture at KSU through Faculty Development, Community Building, and Metacognitive Strategies, Mark Anderson (PI), Marla Bell, Adrian Epps, Michele DiPietro, Scott Reese (Co-PIs), Howard Huges Medical Center, $1,000,000, 2018-2023. ∙ Nuclear Energy, Science, and Engineering Laboratory (NESEL), Eduardo Farfan (PI), Tris Utschig, Jungkyu Park, Andrew Hummel, Dal Hyung Kim, Yizeng Li, and Tien Li (Co-PIs), KSU Vertically Integrated Projects, Office of Undergraduate Research, $5000, 2021-2022. ∙ Usefulness Of Hopscotch 4-Sotl: An Open-Source Framework and Web Tool for Generating Well-Informed Research Designs, Iván M. Jorrín Abellán (PI), Hillary Steiner, Olga Koz (Co-PIs), Education Economics Center, Kennesaw State University $15,000, 2022-23.

BOOK CHAPTERS ∙ DiPietro, M., and Steiner, H. H. (2022) “Foreword.” In N. Chick and J. Friberg (Eds.) Going Public Reconsidered: Engaging With the World Beyond Academe Through the Scholarship of Teaching and Learning, ix-xi. (I)

44

∙ Stewart, L. (2021) “Teaching American Studies One Word at a Time.” American Studies Pedagogy: Resources for Teaching American Studies. Editors, Duclos-Orsello, E., Entin, J., & Hill, R. University Press of Kansas. (I)

PEER REVIEWED PUBLICATIONS ∙ Guglielmo, L., McNamara, C., and Raczek, T. (2022). Collaborative Mentoring and The Interim Department Chair: Feminist Administrative Models and Leadership for Change.

The Researcher. ∙ Whittlesey, V. & Steiner, H.H. (2021). The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology course. InSight: A Journal of Scholarly Teaching, 16, 69-87. ∙ Pena, P., Utschig, T., & Tekes, A. (2022) Reinforcing Student Learning by Matlab Simscape GUI Program for Introductory Level Mechanical Vibrations and Control Theory Courses, International Journal of Mechanical Engineering Education. ∙ Jain, C., & Utschig, T. (2021) A Comparative Assessment of Collaborative vs. NonCollaborative Learning. Virginia Social Science Journal, 55, 48-62.

INVITED EXTERNAL PRESENTATIONS ∙ DiPietro, M. (2022) “Coordinare e Sviluppare un TLS: Profilo di Ruolo, Competenze e Azioni del Responsabile del Servizio alla Docenza e all’Innovazione Didattica.” Invited lecture at Promuovere e Valorizzare le Competenze Didattiche in Universita’ Attraverso il Servizio di TLC, 1st AsdUni Summer School, Bari, Italy (virtual). ∙ DiPietro, M. and Makouz, D. (2022) “How Learning Works: 7 Research-Based Principles for Smart Teaching,” Invited keynote at the International Group of Educational Publishers Symposium, Bologna, Italy (virtual). ∙ DiPietro, M. (2022) “How Learning Works: Knowledge Organization, Student Development, and Course Climate.” Invited keynote at the Teaching and Learning Symposium (virtual), University of Wisconsin–Milwaukee. ∙ Jordan, E. (2021) “Conflict Resolution.” Invited workshop for Lead West Academy, West Georgia University. ∙ Jordan, E. (2022) “Developing Critical Thinkers in the Social Sciences: Tips, Tools, and Strategies.” Invited workshop for the Thinkforward Quality Enhancement Plan, The University of Mississippi. ∙ Jordan, E. (2022) “Constructive Conflict Engagement in Higher Education.” Invited workshop for the Women’s Leadership Insititute, University of Georgia. ∙ Jordan, E. (2022) “Graduate Teacher Training Program” Invited workshop for the International Studies Association Innovative Pedagogy Conference. ∙ Steiner, H.H. (2021) “Theoretical Foundations and Research Questions for SoTL.” Invited workshop for the SoTL Academy faculty (virtual), University of North Georgia.

45

PEER REVIEWED EXTERNAL PRESENTATIONS ∙ Felten, P., Raffoul, Chick, N., and DiPietro, M. (2022) Storytelling and Meaning-Making: Educational Developers in Times of Crisis. Pre-conference workshop at 13th conference of the International Consortium for Educational Development, Aarhus, Denmark. ∙ DiPietro, M. (2022) Mapping our Innovation Praxis to Create a Sustainable Future.

Workshop at 13th conference of the International Consortium for Educational Development, Aarhus, Denmark. ∙ Jordan, E. And Frueh, J. (2022) Pedagogies of Metacognition. Workshop presented at the International Studies Association Innovative Pedagogy Conference, virtual. ∙ Jordan, E., Elue, C., & Howard, L. (2021) Showing Up When We’re Not Really There: Rethinking Resilience Expectations. Workshop presented at the 46th POD Network in Higher Education conference, virtual. ∙ Raffoul, J., Felten, P., Chick, N., and DiPietro, M. (2021) Storytelling and Meaning-Making: Educational Developers in Times of Crisis. Pre-conference workshop at 46th POD Network in Higher Education Conference, virtual. ∙ Guglielmo, L. (2021) Department Chairs Mentoring for Diversity, Equity, and Inclusion.

Workshop at 46th POD Network in Higher Education Conference, virtual. ∙ Steiner, H.H., Cruz, L., Friberg, J., & Nasrollahian, S. (2021) Spread the Word: Building Your Signature SoTL Web Presence. Workshop presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning, virtual. ∙ Gregory, D., Eady, M., Steiner, H.H., Abrahamson, E., & Kelly, T.M. (2021) Galvanizing SoTL for Diversity and Inclusion in ISSOTL. Workshop presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning, virtual. ∙ Watts Hull, R., Subino-Sullivan, C., McGrew, M., Best., M., Halstead-Nussloch, R., Jones, T., Keyvanfar, A., Leavey, J., Pucha, R., Realff, M., Schulz, A., & Smith-Sitton, L. (2022) From HIPs to SDGs: Why the UN Sustainable Development Goals Should be in Your Course and How to get Started. Workshop presented at the USG Teaching and Learning Conference, virtual. ∙ Tekes, A., Utschig, T., Garcia, M., Estrada, B., Lucier, E., and Tekes, C., (2021) 3D-Printed Laboratory Equipment for Vibrations and Control Theory Courses: Pendulum, Cantilever Beam, and Rectilinear System. International Mechanical Engineering Congress & Exposition, an American Society of Mechanical Engineers, virtual. ∙ Utschig, T., Lowder, A., Butler, R., McKlin, T., Sooklal, V., and Ham, C. (2021) Using Motivational Theory to Implement S-STEM Activities Supporting Student Success.

American Society for Engineering Education Conference, virtual. ∙ Whitteck, E., Wacker, T., O’Donnell, C., White, B., Utschig, T., Cardamone, C., and Yasuhara, K. (2021) Collaborative Facilitation of Diversity, Equity, and Inclusion Conversations in STEM. 46th Annual POD Network Conference, virtual. ∙ Utschig, T. (2022) Process Education in a Nutshell. Process Education Conference, Virginia State University, VA.

46

∙ Utschig, T. (2022) How to Make Learning Outcomes Useful: Write Performance Criteria.

Process Education Conference, Virginia State University, VA.

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. Below is a list of all the leadership positions we hold in our fields.

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. (2021-2022). ∙ Guglielmo, L., Mentor, Early-Career and Graduate Student Online Mentoring Program, Coalition of Feminist Scholars in the History of Rhetoric and Composition. (2021-2022). ∙ Guglielmo, L., Member and Proposal Reviewer, CCCC Undergraduate Research Standing Group, Conference on College Composition and Communication. (2021-22). ∙ Guglielmo, L., Career Mentor for Associate Professors, Rhetoric Society of America.

(2021-2023). ∙ 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., Executive Committee Member (Past President), USG Professional and Institutional Development Consortium (2021-2022). ∙ Steiner, H.H., Vice President for United States Region, International Society for the Scholarship of Teaching and Learning (2021-present). ∙ Steiner, H.H., Committee Member, Convenings Committee, International Society for the Scholarship of Teaching and Learning (2021-present). ∙ Steiner, H.H., Editorial and Advisory Board Member, Journal of Effective Teaching in Higher Education. (2020-present). ∙ Stromie. T.R., Leadership Fellow, University System of Georgia. (2020-2022). ∙ Utschig, T., Professional Development Director, Academy of Process Educators (2019-Present). ∙ Utschig, T. Editorial Board Member, International Journal of Process Education.

(2009-Present). ∙ Utschig, T., Chair-Elect, POD NETWORK STEM SIG [Science, Technology, Engineering, and Mathematics Special Interest Group] (2021-present).

47

CETL Staff Year after year, with their dedication and nationally recognized expertise, the CETL team continues to prove they are truly a 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. He is also a Professor in the Department of Mechanical Engineering. The CETL—Scholarly Teaching team is also composed of Dr. Hillary Steiner, Associate Director for the Scholarship of Teaching and Learning and Professor in the Department of Psychological Science; Ms. Linda Stewart, Assistant Director for Graduate Student Support and Associate Professor in the English Department, and Ms. Mandy McGrew, Educational Specialist and Part-Time Instructor in the Interdisciplinary Studies Department. CETL – Scholarly Teaching recently concluded two Fellowships. Dr. Kim Cortes, Associate Professor in the Department of Chemistry and Biochemistry, served as the Faculty Fellow for Assessment of Teaching and Learning. This fellowship was devised as a partnership between CETL and the office of Curriculum, Instruction, and Assessment to leverage the connection between course assessment and program assessment. Dr. Michelle Head, Associate Professor in the Department of Chemistry and Biochemistry, served as the Faculty Fellow for Reflective Practice in Learning. This fellowship supported the It’s About Engagement initiative.

Dr. Este Jordan continues to serve as Director of CETL—Faculty Success, which provides integrated, holistic faculty development in all areas of faculty performance. She is also a Professor in the School of Government and International Affairs. Dr. Letizia Guglielmo continued to serve as the Faculty Fellow for Faculty Success, running webinars and communities of practice and providing coaching. This year, we also welcomed Dr. Chinasa Elue, Associate Professor in the Department of Educational Leadership, as an Affiliate Faculty, providing coaching and running a mutual mentoring group. In February, we said goodbye to Ms. Traci Stromie who, after serving in multiple roles at CETL and most recently as a Faculty Developer, Coach, and Senior Instructional Designer, was recruited by the University System of Georgia as the Leadership and Institutional Development Manager. Congratulations and happy trails, Traci!

Last, but definitely not least, our Operations team provides behind-the-scenes support from a budgetary, communications, and logistics standpoint. Following a campus search, Ms. Jennifer Figueroa was promoted to Director of Operations and Strategic Initiatives. Congratulations, Jennifer! With the hiring of Ms. Sarah Gilitwala as Operations Coordinator, our Operations Coordinator, the CETL team is finally fully staffed, after a three-year hiatus. Welcome, Sarah!

48

“The accolades and wonderful affirmations of the work you and our colleagues are doing in CETL are a wonderful example of how we advance our R2 reputation nationally.”

- Ivan Pulinkala,

Interim Provost and Vice President for Academic Affairs Professor

Meet the CETL Staff For the 2021-22 academic year, this is the amazing staff of CETL - Scholarly Teaching, Faculty Success, and Operations. Many thanks to this amazing team of dedicated professionals who work tirelessly to support faculty and students!

Tris Utschig, PhD

Mandy McGrew, MA

Director, Scholarly Teaching

Educational Specialist, Scholarly Teaching

Tailored Programs for Marietta Campus Educational Grants It’s About Engagement Initiative

Hillary Steiner, PhD

Michelle Head, PhD

Associate Director for the Scholarship of Teaching and Learning

Faculty Fellow for Reflective Practice in Teaching

SoTL Programming Scholarship on Teaching and Learning Summit Science of Learning

Transformative Learning Support for IAE Initiative Reflective Scholars Program

Linda Stewart, MA, MAT Assistant Director for Graduate Student Support GRAD 9001 College and University Teaching Graduate Student Teaching Orientation Workshops and Consultations

50

CETL Consultation Program Inclusive Teaching Practices Part-time Faculty Support

Kim Cortes, PhD Faculty Fellow for Assessment of Teaching and Learning Liaison with Curriculum, Instruction, and Assessment (CIA) Integration of Course and Program Assessment

Este Jordan, PhD Director, Faculty Success Leadership Development Faculty, Chairs, and Deans Coaching Mutual Mentoring Groups

Traci Stromie, MS Faculty Developer, Faculty Success New Faculty Orientation Provost’s Faculty Leadership Fellows Faculty Success Coaching

Letizia Guglielmo, PhD Faculty Fellow for Faculty Success Chair Mentoring Scholarship Productivity Faculty Narratives

Michele DiPietro, PhD Executive Director, Faculty Development, Recognition, and CETL Learning Sciences Inclusive Teaching KSU and USG Awards

Jennifer Figueroa Director of Operations and Strategic Initiatives Strategic Planning Budget and Compliance Communications & Marketing

Sarah Gilitwala Operations Coordinator Marketing & Graphic Communications CETL’s Digital Identity Development Event Management & Coordination

Chinasa Elue, PhD Affiliated Lead Mentor and Faculty Success Coach BIPOC Faculty Mentoring Faculty Success Coaching

51

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!

52

Brittany Cox

Lydia Alverson

Esra Sharif

Graphic Design Student Assistant

Graphic Design Student Assistant

Graphic Design Student Assistant

Brittany started at CETL in her third year at KSU. She is a Graphic Communications major with a minor in Apparel and Textiles.

Brittany assists with graphic design projects, website design, special events, and the day-to-day operations.

After graduation, Brittany aspires to incorporate her passions for digital graphic design and the fashion industry in a career as an apparel technical designer creating digital fashion flats for apparel companies.

Lydia started at CETL in her fourth year at KSU. She graduated in May with a Bachelor of Fine Arts degree in Digital Animation. She assisted with graphic design projects, website design, special events, and the dayto-day operations at CETL. We had to say goodbye to Lydia this year and wished her luck as she moved to Orlando, Florida. Lydia’s dream job is to work as an animator at Disney Pixar Animation Studios.

Esra started at CETL in her third year at KSU. She is a Textiles and Surface Design major. At CETL, Esra assists with graphic design projects, website design, special events, and day-to-day operations. After graduation, Esra wants to have a creative career in the fashion and textile industry, eventually owning her own business and designing an innovative clothing line that incorporates modest designs with the latest trends.

Appendix WORKSHOPS AND OTHER TRAININGS OFFERED August 12th | KSU Resources for New Part-time and Limited Term Faculty August 16th | KSU Part-Time Faculty Teaching Questions Drop-In Session August 17th | KSU Part-Time Faculty Teaching Questions Drop-In Session August 18th | Preparing for Post-Tenure Review August 18th | Parents in Academia Mutual Mentoring Group Kickoff August 19th | Getting Started with SoTL August 20th | Thriving in Academia with the Chakra System August 20th | Chairs & Directors Mutual Mentoring Group Kickoff August 20th | It’s About Engagement: Faculty’s Role in Transformative Learning August 23rd | Active Learning Techniques That Work in All Teaching Modalities August 24th | Writing Your Journal Article in 12 Weeks Book Club Kickoff August 25th | On Grief and Loss, As We Return to Campus August 26th | Enhancing Inclusion and Equity in the Online Class August 26th | Write Here, Write Now Community of Practice Kickoff August 26th | Active Learning Techniques That Work in All Teaching Modalities August 27th | BIPOC Faculty Mutual Mentoring Group Kickoff August 30th | How to Design Student Learning Activities - A Useful Template August 31st | Tenured Faculty Enhancement Program Application Workshop

53

August 31st | How to Assess a Reflection Assignment September 1st | Book Chat: Designing Your Work Life September 1st | Tenured Faculty Enhancement Program Application Webinar September 1st | Designing Your Life Community of Practice Kickoff September 2nd | How to Design Student Learning Activities - A Useful Template September 7th | Introduction to Leadership Theory September 8th | Creating an Inclusive Environment in the Face-to-Face Classroom September 9th | Composing a Teaching Philosophy: Identifying Beliefs, Values, and Purpose September 13th | International FacultyMutual Mentoring Group Kickoff September 17th | Chakra Workshop: Muladhara - Finding Our Grounding September 17th | Assistant & Associate Deans Mutual Mentoring Group Kickoff September 21st | Engaging Students with HIPs September 21st | Writing Compelling Award & Funding Narratives September 23rd | Mapping Identity: Challenges, Obstacles, and Opportunities September 28th | Reflect, Connect, and Learn: One Month In, Q&A With 2nd-Year Faculty October 5th | Designing Discussions to Cultivate Critical Thinking October 5th | Leading With Trust: Values, Transparency, and Emotional Intelligence October 6th | Book Chat: The Racial Healing Handbook October 7th | What is a GPS Mindset?: Setting Students Up for Success October 12th | How Quality Learning Environments Support the GPS Mindset October 14th | Imposter Phenomenon: Discovering Our Beliefs and Perceptions

54

October 15th | Chakra Workshop: Svadhishthana - Nurturing Our Professional Desires October 18th | CETL Fellow for Assessment of Teaching and Learning - Candidate Workshop October 19th | Service-Learning: Engaging Our Students With Our Community October 19th | Check-In: Writing Your Journal Article in 12 Weeks October 26th | Reflect, Connect, & Learn: How Is Your Teaching Going?

October 27th | Developing a Growth Mindset Through Reflective Writing November 2nd | Negotiation and Conflict Resolution for Leaders November 3rd | Deliberate Diversity: Acknowledging the Strengths of Our Students November 5th | Scholarly Conversations About Teaching - Supporting Student Success with a Learning-Focused Syllabus November 9th | It’s a Wrap: Making the Last Class Memorable November 10th | The Annual Review Process and Best Practices for Chairs November 12th | Chakra Workshop: Manipura - Building Our Personal Power November 16th | Meaningful Intersections: Balancing Teaching, Scholarship, and Service for Success in Promotion and Tenure November 17th | Scholarly Teaching Conversation: Embedding the It’s About Engagement Critical Reflection Assignment in Your Course November 18th | Book Chat: Understanding How We Learn: A Visual Guide November 19th | Faculty Mindset and Student Success November 29th | Reflect, Connect, & Learn: How Is Your Research Going?

December 1st | Internships and Co-ops Engaging Students with Potential Futures December 2nd | Book Chat: Grading for Equity

55

December 1st | Internships and Co-ops Engaging Students with Potential Futures December 2nd | Book Chat: Grading for Equity December 6th | Wrap Up: Writing Your Journal Article in 12 Weeks December 7th | Book Chat: The Rise: Creativity, the Gift of Failure, and the Search for Mastery December 8th | Preparing Your Annual Review Submission December 9th | SoTL and the IRB: Ethical and Procedural Considerations for Your IRB Proposal December 10th | Chakra Workshop: Anahata - Finding the Heart December 14th | Reflect, Connect, & Learn: How Is Your Self Care Going?

January 6 | Designing Your IAE Critical Reflection Prompt January 6 | Spring New Faculty Orientation January 6 | KSU Resources for Part-time Faculty January 13 | Active Learning Techniques That Work in All Teaching Modalities January 14 | Assistant & Associate Deans Mutual Mentoring Group January 18 | Designing Your Life Community of Practice January 19 | Kickoff: Writing Your Journal Article in 12 Weeks January 19 | Assistant & Associate Chair/Director Mutual Mentoring Group January 20 | Write Here, Write Now Community of Practice anuary 20 | Preparing for Your Annual Review Conversation - Faculty Workshop January 20 | Book Chat: Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success January 21 | Chakra Workshop: Vishuddha - Growing Our Voice

56

January 21 | BIPOC Faculty Mutual Mentoring Group January 21 | Chairs & Directors Mutual Mentoring Group January 21 | Teaching First-Year Students Who Started in the Pandemic January 24 | Learning from Fall to Thrive in Spring January 24 | Teaching Conversations for Grad Students January 26 | Small Strategies to Improve Teaching Large Classes February 1 | Inclusive Leadership February 8 | Book Chat: Time Management for Department Chairs February 9 | Engaging Students as Scholars: Incorporating Undergraduate Research into Your Course February 10 | Peer Observations of Teaching: A Model that Really Works February 14 | International and Global Faculty Mutual Mentoring Group February 15 | Practicing Transparent Assignment Design: An Interactive Virtual Workshop February 16 | Resilience: Responding to Rejection & Reviewer Feedback February 16 | Parents in Academia Mutual Mentoring Group February 17 | Scholarly Teaching Conversation - Sharing Practices for Incorporating Reflection into Your Undergraduate Research Course February 18 | Chakra Workshop: Ajna - Generating a Fulfilling Vision February 24 | Teaching Students How to Create Accessible Documents February 24 | Teaching Conversations for Grad Students February 28 | 1st Year Faculty Reflect, Connect, & Learn: How is Your Teaching Going?

March 1 | Leading Effective Collaborations

57

March 7 - March 8 | Teaching Academy for Part-time Faculty March 15 | Book Chat: Leading with Dignity: How to Bring about a Culture That Brings Out the Best in People March 16 | Book Chat: Parker Palmer’s The Courage to Teach March 18 | Chakra Workshop: Sahasrara - Building Our Legacy March 21 | It’s About Engagement (IAE) Course Design: Steering Your Course into IAE’s Bold Waters March 23 | Assessing Student’s IAE Critical Reflection Assignment March 23 | Teaching Conversations for Grad Students March 28 | 1st Year Faculty Reflect, Connect, & Learn: How is Your Research Going?

March 28 | Collaborative Common Assessments: Maximizing your Time and Student Learning April 5 | Owning Your Leadership Narrative April 13 | Conducting Peer Observations of Teaching in Online Asynchronous Courses April 14 | Peer Feedback from Teaching Observations – Helping Colleagues Meet Course and Program Learning Objectives April 15 | Chakra Workshop: Bhukti - The Manifesting Current April 20 | Identifying and Overcoming Barriers to Writing Productivity April 21 | Publishing SoTL: How to Select a Journal and Avoid Predatory Publishers April 25 | 1st Year Faculty Reflect, Connect, & Learn: How is Your Self Care Going?

May 3 | Promotion Review Workshop for Full-Time Non-Tenure Track Faculty May 6 | Pre-Tenure, Promotion, & Tenure Review Workshop for Full-Time TenureTrack Faculty

58

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