Issuu

WISE

Communities of Teachers & Learners Spring 2017 � Volume I � Issue I

A Note from the Director

The Center for Excellence in Teaching and Learning is delighted to present TeachingWISE, a brand new publication on teaching and learning. Our goal is to create community by centering conversations about innovative practices happening at KSU. We aim to feature remarkable educators and students in their own words, sharing what motivates them. Too often teaching becomes a private act, but sharing our stories opens the door to dialogue upon which ongoing enhancement is founded. My heartfelt thanks go to the educators, and CETL staff involved in producing the newsletter, our student reporters and designers.

Michele DiPietro, Executive Director

Table of Contents Forging Community

Kennesaw State’s Coming Out Monologues “Let You In”

Insights

The Brain Lab

HIPs Don’t Lie

Introducing Dr. Smith McKoy

Thank-a-Teachers

Forging Community Kennesaw State’s Coming Out Monologues “Let You In”

n two nights in early October, The Fourth Annual Coming Out Monologues project was produced at KSU’s Onyx Theater to coincide with the same weekend as Atlanta Pride and National Coming Out Day (October 11). The event is a collaboration between KSU’s Gay, Lesbian, Bisexual, Transgender, Intersex, Queer, and Questioning (GLBTIQ) Student Programs and the Department of Theatre and Performance Studies (TPS). The Coming Out Monologues are a series of stories written by members of the Lesbian Gay Bisexual Transgender (LGBT) communities and performed by TPS students. The event created a sense of community, while providing education for non-LGBT individuals and giving a voice to LGBT members.

of KSU, was determined to bring The Coming Out Monologues to KSU. As the former President of KSU Pride Alliance, Duvall has played a leadership role on campus by creating office space for GLBITQ Student Retention services in the Student Center and managing the Safe Space Initiative on campus.

Kennesaw State’s Coming Out Monologues were first performed in 2013. The first year The Coming Out Monologues were held at KSU, the program was scheduled for one night only. However, the popularity of the event caused it to be expanded into three performances stretched over two nights. Inspired by Eve Ensler’s The Vagina Monologues, an Off-Broadway performance about female experiences based on interviews Ensler conducted all over the world, students at the University of California Riverside created a national Coming Out Monologues project in 2007.

“Jessica found out about the project and wanted to do it at KSU,” Robinson explained, “Students at UC Riverside were interested in telling stories that people don’t often get to hear or share in a theatrical context.” She continued, “I thought it was right up our alley because much of what we do in the Department of Theatre and Performance Studies is develop personal stories through the art of storytelling and solo performances.” In addition, Robinson observed, that part of the TPS mission is “to honor and celebrate diverse voices and to be inclusive with the material that we put on our stage so that it represents a lot of different groups of all different backgrounds, orientations, and ethnicities.”

Jessica Duvall, the Director and Program Coordinator for KSU’s GLBTIQ Student Programs and an alumna

In seeking campus space to present the monologues, Duvall talked to TPS Professor Karen Robinson. Their initial discussion lasted for over two hours and began what would become a long-term, productive collaboration. Duvall recalled, “[Robinson] threw the whole weight of the Theatre program behind it. She ran with it and did a beautiful job.”

In addition to Robinson’s vision, Duvall wanted to ensure the monologues represented a broad spectrum of the LGBT community. Referencing the “broad strokes” of the media’s portrayal of coming out archetypes, Duvall stated, “We take this generic idea of coming out and complicate it; we get into the depth of the uniqueness of each of our stories. I think that’s one of the things that I’m most proud of in this project: intentionally looking for a diverse array of experiences, identities, and backgrounds so we can view the complexity of the coming out process.” Auditions for the monologues were held during the first week of school for all of the TPS productions in the fall semester. Professor Robinson selected performers to match the original narratives that are submitted in September. Staging, costuming, and design decisions reflected both the individuality of each performance and the community of actors. For instance, all of the actors were dressed in black accented by one color of the rainbow to symbolize the LGBTQ flag. The lighting reinforced the theme with vivid rainbow colors playing against a black backdrop. The program featured eleven performances by twelve actors. Topics included bullying, low self-esteem, empowerment, acceptance, questioning, community, and diversity. Kennesaw State alumna Jennifer Butler contributed five of the monologues: “Manhattan

Rooftop,” “The Breakfast Club,” “One Little Kiss,” “Helmets, Not Bows,” and “Normal,” four of which were transcribed and edited from interviews with members of the GLBTIQ community outside of KSU. Although some of the monologues had comedic moments, others were more serious. Theatre student

Jackie Lenz performed the last piece, called “Violet Crowns: Part II.” The monologue revolved around a daughter talking to her mother who was unable to “accept” her daughter’s sexuality. Her last line to her mother: “I’m not coming out, I’m letting you in.” “I was hoping to get a comedic monologue,” actor Lenz said, “Then, I got my assignment [to perform “Violet Crowns,”] and thought, ‘This is something I’ve never dealt with before, because I’m straight. So, it was tough at first to find that within myself but the last lines of the poem are what pulled me in. It was such a beautiful thing to me and I felt so honored that I got to perform that message for everybody.”

returned to the theater for a talkback, an informal discussion between the cast and the audience members, facilitated by the director. The talkback served as a platform for the actors to discuss their perspectives on their characters and the process of preparing for their roles. Several of the performers admitted that although they were not part of the LGBTIQ community, they found a way to relate to their characters. “The theme that I noticed this year was empowerment and acceptance,” an audience member mentioned.During the talkback, several performers spoke of their experiences.

“Part of the Theater and Performance Studies mission is to honor and celebrate diverse voices”

“When I was told I was going to be doing a two person scene, I thought, This is going to be interesting,” actor Caryn Achaibar explained. However, she felt an instant connection with her scene partner, Leydi Morales, and said that the performance began to feel natural. “I’m not a lesbian but I felt that it was important to have a connection with Caryn,” Leydi Morales said, “So, on one of the first days of rehearsal, I was really nervous and hoped Dr. Robinson didn’t regret casting me. But after opening up to Caryn and developing a really good connection, it became more natural. “ After the monologue performances, the audience was invited to a reception for drinks and desserts. They

“With every piece there was something inside that piece that you could connect to,” TPS student Josiah Edwards explained. “The part where my character is facing rejection in middle school, it’s something that’s so universal. There’s always something that you can connect to with that human experience in your character.” “That’s one of the things I love about the monologues and this project is that throughout the LGBT community, coming out is a central thing,” one of the audience members pointed out.” This year was TPS student Gabriella Gordon’s second time performing in The Coming Out Monologues. “I was in it my freshman year and it changed my whole outlook on the LGBT community,” Gordon said. “It opened up my eyes to all the different types of people out there and it changed my family’s per-

spectives as well. After watching the monologues, my dad realized that being gay wasn’t a choice and that people are who they are. The project is so wonderful because it’s supportive and creates allies. I hope that more people who don’t understand or agree with the LGBT community can change their minds.” “What’s really beautiful is to see the community that’s created among the audience members, the people come to the event who have a vested interest in GLBTIQ identity and stories and the student performers who share the stories,” Professor Robinson said. “We often talk about the power of theater and performance to foster community and to honor those stories that are invisible, to make them visible and heard. The talkback is an indispensable part of the evening. So, the dialogues that happen as a result of the audience members hearing and experiencing these stories are emotional, intimate, and moving. Some people actually come out publicly during the dialogues because they feel so empowered and affirmed and celebrated. They feel like it’s a safe space to speak to who they are. They feel like the stories that the students are performing reflect their realities, so they want to share how they’ve connected.” The Coming Out Monologues’ success has paved the way for more GLBITQ Student Programs and TPS collaborations in the future. In fact, Professor Robinson has more plans for the students. She says, “What we want to do this spring is to have some workshops to support the process of developing a story and increase the input of stories that come from the community. I think there may be opportunities in the future to create intersections between this project and other places in Atlanta. It’s amazing what happens when you can forge larger communities.”

(Front Row, L to R: Caryn Achaibar, Jackie Lenz, Austin Erke, Gabriella Gordon, Natalie Wheeler, L’Oréal Roaché, Sophie Steele. Back Row: Jalen Davidson, Leydi Morales, Michael Risacher, Abigail Brown, Josiah Edwards)

Insights “Teaching and learning is worthwhile work. In humanities, we try to impart skills and knowledge that, on the one hand, will make our students desirable on the job market and, on the other, prepare them to be active, intelligent, and engaged citizens. Being able to write well, to articulate ideas with clarity, to think and read critically are all skills that have practical, real-world applications. These tools can set students up to be successful in their future careers and to have an engaged and intelligent relationship with the world around them.” Ashley T. Sheldon

Department of English

“Participating in fieldwork or research with students as a method of learning is a lot easier than many people think. The key is to develop a strong student research team, which includes recruitment and training which starts in the classroom. I love exposing my students to real-life situations as much as possible, and I feel like I benefit as well by seeing the research project or program through their eyes and going in directions that I might not have explored alone.” Evelina Sterling

Department of Sociology and Criminal Justice

“When teaching online courses, I want the overall learning experience to be as similar to a face-to-face course as possible. One way to do this is through a strong instructor’s presence. Students love to see and hear their professors, and this is sometimes more difficult in an online setting. I would highly recommend for instructors to put as much of themselves in the course as possible. This can be through audio lectures, video lectures, video updates, podcasts, or any other method where students can see and/or hear you. When I first started teaching online, I would often get hung up on small mistakes and missteps during a video or audio lecture. It is hard to hear and/or see yourself on a recording stumbling over a word or two. But, I would urge professors to not aim for perfection in these recordings. When we give lectures in class, we sometimes stumble; it is just part of being human. Plus, such minor missteps make the recording appear more real and relatable.” Charity Butcher

Department of Political Science and International Affairs

“I have always believed that if students can grasp the elegance of the mundane, if I can make the familiar seem strange, or if I can kaleidoscope their worldview just a few degrees, they will ignite--loving the subject with a wonder that will get them through the hard times. In short, my teaching recipe is like my life recipe: pragmatism with a dash of poetry, and sometimes poetry with a dash of pragmatism. Because I believe learning is iterative, when I have students ‘do’ or first practice something, i assign the grade for the assignment a lower percentage. This allows students to ‘fail forward’ without fear of jeopardizing their overall grade. With students’ approval, I also showcase examples of their works so the class can identify their strong and weak points. From there, students complete the higher percentage of the task on their own, while having benefitted from the peer review process and any additional instruction that their peers, others, or I might provide.” Darlene Xiomara Rodriguez

Department of Social Work & Human Services

“Teaching needs constant revision. I prefer to make notes fresh for every course, every semester. You will rely on what you did in the past, but you need to adjust every year based on the students and what worked and did not work last time.” Marina Koether

Department of Chemistry and Biochemistry

The Brain Lab T

ake the elevator to the fourth floor in the Burruss Building and you will meet Dr. Adriane Randolph, an Associate Professor of Information Systems and the Executive Director of the BrainLab in the Coles College of Business. Dr. Randolph established the BrainLab upon her arrival at Kennesaw State University in 2002. Dr. Randolph explained, “The original impetus for the BrainLab was to able to improve the design of brain-computer interfaces.” In the BrainLab, Dr. Randolph works with students from multiple disciplines to research brain-computer interface systems through hands-on approaches to technology. According to the website, researchers in the BrainLab “work to align computer technology with the human neurological system. Through our research we create meaningful applications for brain-computer interfaces by studying how users respond to and control brain-based devices.” While research conducted in the BrainLab focuses on a range of topics, Dr. Randolph stressed the importance of inclusivity in brain-computer interfacing, “We call this the ‘Curb Cut Effect’, where the dip in the sidewalk is. It is there to make sidewalks accessible for someone who is in a wheelchair to travel safely to the sidewalk. But for people with a rolling bag, stroller, cart, and bicycle, they’re using that Curb Cut too. It broadens the use and applicability . . . and that’s a similar principle I’m trying to share with our future systems designers: there is more than one type of user, and if you expand your notion and design for inclusivity, then it’s better for everybody.” Dr. Randoph explained, “I created a course called Neuro Information

Systems for students to have an appreciation for people of varying cognitive and physical abilities and how we design systems for different individuals.”

research brain computer interfaces and to develop inclusive systems to control technology using neurophysiological input.

In that course, one marketing research study examined how novice and expert salespeople interpret sales calls. Dr. Randolph explained that electroencephalograms (EEG) are often used in marketing studies. In the experiment, one salesperson was a novice and the other was an experienced sales competition winner. Student researchers found a difference in brain activities: the novice’s cognitive load was working to process the sales approach, while the expert’s language production was working more because they were focused on listening to the customer’s dialogue. Dr. Randolph elaborated on the significance of the cognitive load in processing information. She stated, “For example, if you’re a car fan and I ask you to look at a bunch of different cars, you as a car fan will have a different level of activation response to those cars compared to someone who is not.” An expert’s brain will be more efficient than a novice. In recent years, the BrainLab has acquired a number of new technologies including Google Glasses and mobile eye tracking devices, which tracks where the eye looks along with the video and sound. According to Dr. Randolph, the BrainLab has applied for a patent related to controlling glass technology that matches the user to the device. Much has changed in the BrainLab in the last nine years, from new equipment to a different location. However, their purpose and mission statement has remained the same—to

Contact Information www.coles.kennesaw.edu/coles-overview/centers-and-institutes/brainlab/ brainlab@kennesaw.edu 470-578-6083

HIPs Don’t Lie

igh Impact Practices (HIPs) are pedagogical approaches that have been researched and tested to benefit college students across disciplines. Examples include senior capstones, internships, writing-intensive classrooms, and student learning communities. In 2013, Kennesaw State created their own HIPs team to establish a plan to integrate HIPs to improve student learning and boost retention. Since that time, KSU faculty have included HIPs into their curriculum in a variety of ways: from student learning communities to collaborations with other faculty members. The following questions were posed to professors from various departments: Dr Kimberly Cortes from the Deparment of Chemistry and Biochemistry, Dr. Brendan Callahan from the Department of Ecology, Evolution, and Organismal Biology, Dr. Carola Mattord from the Department of English, and Dr. Hillary Steiner from the Department of First-Year and Transition Studies.

Q: How did you hear about HIPS? I have been a mentor to the College of Science and Math (CSM) Students Success Initiative Faculty Learning Community. In the Success Initiative, we place incoming freshmen with declared CSM majors into a series of learning communities, in which they take general chemistry in their first semester. I’m an instructor in five of the six learning communities and I teach general chemistry for those students. -Dr. Kimberly Cortes

At my previous university, we had educational researcher Arthur Chickering come in and talk about HIPs and that was the first time I ever heard of it. Then, two or three years ago, I attended a luncheon on HIPs that was offered by Valerie Whittlesey and I was interested in finding out what practices are designed to help students perform better in college. -Dr. Brendan Callahan

Q: How do you implement HIPS into your classes? My class is writing intensive; I demand that students produce good amount of writing. My lecture tests are all writing and free response. [Students] don’t get to do multiple choice except for the final exam. I try to incorporate HIPs as a ‘here’s a model for good teaching’ without

giving students too much of the theory behind it. So I try, in my teaching practice, to do a number of things where students can be inspired to use something they learned in class for their future teaching as well. HIPs is not only important to KSU students but to college students as a whole. A number of the HIPs speak to the competencies beyond what you might need for your class, being more culturally aware, study abroad, writing-intensive classes—those are the skills that translate across jobs. They are skills that we hope every well-educated citizen would have. -Dr. Brendan Callahan

All of the students in CSM1101 are learning study skills and they are supposed to develop quantitative reasoning. They do a research project in that course that they can apply to any other CSM course. For two sections, they are not only taking courses in math and chemistry but also biology. -Dr. Kimberly Cortes

I used to teach in the STEM learning communities and my first-year seminar was paired with a chemistry class. They would do a big project in my class on how to study for a chemistry test. You take content from one course and link it to another course. That helps students see the relationships between all of their courses. So,

you might have a learning community with lots of different types of courses in it and the faculty have intentionally made sure that there are connections between all of those courses. Then students can see that they are working on big issues and big learning outcomes that cross over different boundaries and that is what mainly makes it a high impact practice. -Dr. Hillary Steiner

Q: What do you hope students gain from HIPS? Hopefully, they will learn that everything is connected - that biology and chemistry are connected. All of the courses within CSM are, for the most part, very integrated. -Dr. Kimberly Cortes

I’m hoping that the students will be more interested in science, having the opportunity to do more authentic science. I think one of the issues we have is that school science is very different from real life science. Many times, the school science labs are very prescriptive. High Impact Practices let the students have a little more choice in what they do which improves creativity. -Dr. Brendan Callahan

Q: Do you have a favorite HIPs assignment? In terms of learning communities, one of the things instructors like to do are the interactive assignments where both of us participate in some way. One of our biggest concerns is that students tend to study courses too much in isolation and they don’t get a synthetic idea of being able to pull information, knowledge, and ideas between different courses. So, one of the reasons I love learning communities is that it helps students early in their academic careers start thinking on a much more synthetic level, rather than looking at each of their courses individually or in isolation. -Dr. Carol Mattord

I use the “Strategy Project” in all of my learning communities. It asks students to take the things they learn in first-year seminar and apply them to studying for a test in another class. So, I work closely with the faculty member I’m paired with to discuss the best ways a student can prepare for a test in this class, and I make sure to incorporate those practices into the “Strategy Project.” Students work on the absolute best strategies to study for a test in their other class. For the project, they also have to talk to the professor, which forces them to get to know a professor in a large class section and get advice from that professor on some of the best ways they can study and manage their time. We also have an event every fall called the Academic Extravaganza. This event allows students to showcase the work that they have done in their learning communities. The faculty members ask them, “How did your courses cross curricular boundaries?” and “How did this integrative experience happen for

you?” Students don’t really know that they are having this experience when it is happening, but they start to make these connections when they are talking about their work. They begin to understand how all these things are linked together and that becomes evident at this Academic Extravaganza where they have to talk to people about their work. -Dr. Hillary Steiner

Q: How have students responded to your HIPs assignments? Last year, we went to the Carlos Museum at Emory University and having to coordinate and to get over to the museum was rough for them. Another year, they went to the KIA car factory for the Thrive Leadership Learning Community. We give students reflective questions that they think about while they are on site. They are assigned a reflective writing piece that asks questions such as “How does this experience impact your thinking in relation to other courses that you might want to take?” or “Does this change your thinking on your career path?” or “Did it challenge you to think about what you want to with your life?” -Dr. Carol Mattord

Q: What is the most rewarding thing about being a professor? Making a difference to students. Seeing students come back to you several semesters later and saying that my course or learning communities made a difference for them. Students tend to say that they can tell that I care about them, which makes me really happy because I do and I’m glad that it shows. They also say that I’m enthusiastic. I get really excited about

the subjects that I love, so I always like it when students recognize my enthusiasm for teaching and that I care about them. -Dr. Hillary Steiner

Q: Do you have any advice for faculty who want to use HIPs? Don’t try to change the world all at once. You can take small pieces of different things and implement them slowly. A lot of times, faculty are overwhelmed with the thought of completely revamping every bit of their course. If they want to participate in a learning community, then apply for one and get colleagues involved. -Dr. Kimberly Cortes

Start slowly. It can be overwhelming to try to incorporate a whole bunch of great ideas into a course, so start with one thing that is manageable and build on it with each semester. It is difficult to redesign a whole course from scratch. It requires a lot of planning and forethought. Start small and don’t be afraid to ask for help. -Dr. Brendan Callahan

Do it! Learning communities do take time and effort but in the long run, they are much more satisfying. There is more depth to the classroom instruction and student learning, the conversations have more to do with engaging ideas. Students are more preoccupied with the content of the course than their grades. -Dr. Carol Mattord

Introducing Dr. Smith McKoy In July 2016, Kennesaw State appointed Dr. Sheila Smith McKoy as the Chair of the English Department in the College of the Humanities and Social Sciences. Smith McKoy, an Associate Professor of English, formerly served as the Director of the Africana Studies Program and the African American Culture Center at North Carolina State University (NC State). She states, “When the opening came at Kennesaw, I saw that it was a great fit for me.”

Dr. Smith McKoy sees possibilities for growing the English major at KSU. She states, “KSU is a major powerhouse in northern Georgia and has the potential of having great community engagement outreach for students. There’s a strong international program and I would love to see KSU students take great advantage of that.” Dr. Smith McKoy has worked extensively with HIV/AIDS in Africa and the United States. She currently serves as cochair of the North Carolina Community AIDs Fund, an organization that provides grants for AIDS services. Because Georgia has one of the fastest growing HIV/AIDs infection rates in the country, she is planning to teach a course in 2017 that is “focused on race, gender, and bioethics. Students will have an opportunity to look at health disparities along racial, gender, economic, and national lines.” This bioethics course will “not only raise awareness about health parameters, but what you can do as students here

to change the space and make it a safer world. The work is international in scope.” At NC State, Dr. Smith-McKoy’s students conducted interviews with survivors of nonconsensual sterilization and the eugenics movement “who have been very outspoken about what the state did to them. Many of my students spoke to survivors of the eugenics process and did webbased projects focused on what they learned from that experience. Other students did work with informed consent and why it’s important. We study events like the Tuskegee Syphilis Experiment and the reason we have informed consent now.” At KSU, Dr. Smith McKoy is looking forward to teaching a documentary filmmaking class. She has written, directed, and produced two documentaries,

Opening Doors: The Lives and Legacies of Dr. Lawrence M. Clark and Dr. Augustus M. Witherspoon and St. Agnes: The Untold Story. She is currently developing a documentary focusing on post-civil war Uganda. Dr. Smith McKoy hopes the class will impact her students in a profound way, “In the class, I will ask my students to look at films that perhaps changed the world or addressed a lingering social or international issue. I will have a project-based final, where they’ll go out and make their own documentary film.” In her classes, Dr. Smith McKoy promotes open discussions about current issues in the news. For instance, the “Black Lives Matter” movement was a major topic discussed in her classes at NC State, although getting to a level of comfort with her students is a work-in-progress. She makes it clear from the beginning of the semester that they’re going to have discussions about race and she “build[s] on that— the safety of the space—how to be re-

spectful of other people’s opinions.” She explains to students, “the things that we’re going to read this semester perhaps will challenge some of your points of views.” As a result, she has “seen people really go through a change and not only in these classes.” Dr. Smith McKoy supports her students’ undergraduate research. When she taught her Bioethics class, two of her students researched Ebola and the fear campaign behind it, “I often will have students work on campaigns and try to make the research topical so they can recognize how to make a difference,” Dr. Smith McKoy explained. In the future, she hopes to have her students research the Zika virus and other pandemics, “We can’t just dismiss something because it’s far away because in a few days, we can feel the effects of something anywhere in many cases. We can no longer think that just because it’s happening there, that it won’t affect us and we won’t have to deal with it.”

“I used to focus primarily on African American literature, where the literature in and of itself was the discussion,” Dr. Smith McKoy explained; however, literature also functions to address students’ real life experiences, by situating experiences in “the realm of the imaginary, so it’s easy to talk about what’s happening in the real world.”

Thank-a-Teachers Kennesaw State makes it possible to express gratitude to those professors who have made an impact on your college eductaion. With our thank-a-teacher program, students can select a professor and write a few words about how they aided in their successes. Students submit these letters through cetl.kennesaw.edu. The submissions are approved by a committee, and a letter from CETL is sent to the professor.

Dr. Vogelien,

Professor Halstead-Nussloch, I would like to say thank you for making a true difference in my educational experience during my time at SPSU/KSU. I have taken a number of courses under your instruction during my MSIT program of study. You have always been so helpful to me. You are a very devoted instructor always going above and beyond to help your students succeed. I did not want to leave KSU without letting you know how much your dedication means to students like me. Thank you again for all you do.

I wanted to take the opportunity to let you know how much I loved taking your genetics course in the spring. It’s not often that a professor truly amazes me with their enthusiasm for a course. Not even considering your enthusiastic, friendly and encouraging approach to teaching, your course is top notch in its arrangement and pacing. I want you to know how much I appreciated your efforts in giving us every opportunity to succeed in this difficult course. You even came to lecture once right after a minor surgery and I was so glad you were there to help with some of the more complicated material, something I’ll never forget! Thank you so much for all of your hard work. It was always apparent that you put time and effort into preparing the course behind the scenes, which is helpful in a way that can’t be overstated, and it was such a joy to have a professor that made attending lecture something to look forward to every week. Taking your genetics course was one of the highlights of my time here at KSU and I hope you know how appreciated you are.

Dear Professor Hwang, I just wanted to take the time to personally thank you for such a wonderful semester in your class! I thoroughly enjoyed all of our projects, and thought you did an excellent job as a professor. You were always patient with us as students but were firm when you needed to be. I also appreciated that you have a great sense of humor in dealing with the class. Hopefully I will have another class with you in the future. Keep up the great work! Best wishes and thanks again!

How to Get Involved in Our Next Issue TeachingWISE features teaching and learning stories across disciplines, campuses, and communities at Kennesaw State University. We are interested in campus events, places, projects, and people who are engaged in scholarly teaching and learning. This publication is dedicated to sharing stories, pedagogies, and strategies that improve teaching and learning for all faculty and students at KSU. We invite your suggestions to improve the scope and impact of this publication. Please visit cetl.kennesaw.edu to learn more

Contributing Staff Editor: Ashley Berberich Designer: Morgan Ott

Student Advisor: Linda Stewart

CETL 3211 Campus Loop Road, MD 5400 Kennesaw, GA 30144 Phone: 470-578-6410 CETL@kennesaw.edu cetl.kennesaw.edu