Kennesaw State University
Graduate College
Magazine
growing rapidly recognized nationally
Spring 2013
1
contents Building Bridges for the Arts 4
Doctoral Journey: Personal Perspectives 6
STEM: Transforming Institutional Growth 14 The Maya 24 Studying Abroad in Thailand
28
Student Services 30 GSA 32 University Place II 33 Graduate Library 35
GRA Juan Trejo on the Year of Peru 36
Kim Moulton: transforming her classroom 38 Programs of Study 39 2
Picture
3
Building Bridges for the
Arts
by Heather Cook
Passionate words spill off the digital page in Amy Johnson’s blog, Artful Artsy Amy. By reading one post, it becomes evident that Johnson has a deep passion for the arts and for instilling the arts in her students. She writes of recent projects and of projects she’d like to do, of the wonders of teaching sixth to eighth graders, and of her experience as a teacher.
Her blog is picture-rich and showcases projects that she has done with her students, which reveals the array of personalities that she teaches. “Art is unlike any other school subject in that there is a highly emotional conversation between students and the teacher occurring at all times,” Johnson says. “My students have so much to say about themselves, their world, and their future. It is very rewarding to be the person who helps a Johnson began her blog in 2009 as part of a student find his/her voice.” Johnson teaches project in her MAT in Art Education program 6th, 7th, and 8th grade Art at Cooper Middle at Kennesaw State. The blog has stuck ever School, a Title I school in the Cobb County since and has become a platform to share School District. inspiration and collaborate on art projects.
4
Johnson began KSU’s MAT in Art Education program during her fifth year of teaching and is now a student in the Educational Specialist program. Her studies in the MAT program prepared her to pair teaching with research and provided a natural progression toward a Specialist degree. “I always tell people I entered the MAT Art Education program to earn a degree to make more money and came out wanting to be a scholar. I was taught to think less about the final grade and more about researching and creating content that is meaningful to both me and my
immediate community.” Johnson plans to continue towards a doctorate upon graduation from the EdS program. “Art is sometimes mysterious,” Johnson says. “It often gets relegated to the area of unnecessary in education, but nothing could be further from the truth. My plan is to find a way to help art educators build bridges to the rest of education so we can protect the arts as a necessary and highly valued part of the educational experience.”
art is sometimes mysterious
5
6
Doctoral Journey Personal Perspectives by Tamara Hutto
Completing a doctoral degree while working full-time sounds a bit daunting, but that is exactly what KSU’s Doctorate in Business Administration has set out to offer. This is just one of the features which attracts many seasoned business professionals to pursue their DBA at KSU - because it is a program designed with them in mind.
demand by working professional who want to broaden their knowledge and perspectives in their particular fields of interest. Whether graduates plan to pursue professorships or expand their expertise in their industry, the DBA program is set out to be innovative and unique in order to facilitate students in achieving their career goals.
Since the DBA admitted it first cohort in 2009, applications have increased each year, establishing that KSU’s DBA program is indeed in
Most doctoral programs expect students to commit 100% of their time to their program. KSU’s DBA is flexible enough with weekend
7
and online schedules that dedicated full time professionals can work on their course work and dissertation in between their trips to campus. The application process simulates working full time while also committing to an academic journey. Dr. Ruben Boiling, who was part of the first DBA cohort to graduate May 2012, explains that “the application process is set up to help you decide if you really want to do it or not. Part of the process is writing a research proposal. It forces you to work very hard and work similar hours as in the program and ask similar questions of yourself in order to be successful. The process gives you an idea of what it is like to be in the program and research your interests in-depth, while juggling your work and family life.” It is often difficult for graduate students to balance personal, professional, and academic pursuits- but KSU’s DBA graduates all agreed- KSU does a superb job of supporting its doctoral students along the way, even past graduation. While interviewing some DBA alumni and a current DBA candidate, they all spoke very enthusiastically about the support and encouragement they received from KSU faculty, the administration, and particularly their fellow classmates. Although students met one weekend a month, social events are structured into the program. This is not only to expand networking circles and engage students and faculty in learning beyond the classroom, but these events add a significant personal dimension that is critical to balancing life while in a demanding doctoral program. The weekends that students are on campus, global scholars from around the world lecture and socialize with DBA students. There are also many opportunities to get to know each other over dinner and such, as most student are from out of town. The personal and professional contacts made during the program have potential to be lifelong connections. Carl Bishop, a current DBA
8
candidate set to graduate in May 2013, explains “just last week I was on the phone with four classmates, each one for over an hour at a time. I found they are the people that really understand what I am going through. They are my support team. When I have a question, personal or professional, they are the ones I turn to. That is one of the things I have really enjoyed about this program”. Boling, had similar sentiments, “It felt like we could talk about everything with each other, if I ran into a problem, I could rely on my classmates to help me out. That is the beauty of a cohort. It allows you to learn more and receive greater support”. Director of the DBA program, and also recent DBA graduate, Dr. Juanne Greene agreed, “getting a terminal degree is a very individual journey. But the support that is built into this program, even if it’s just to bounce idea off of them, has a significant impact on a student’s experience.”
Dr. John Riggs of Starke, Florida completed his Bachelor’s degree in Health Science Education at the University of Florida. He worked as an EMT for several years and later embarked on a career in pharmaceutical sales and marketing. He received his Executive MBA from KSU in 2000, where he first heard of plans for a DBA at KSU. He did not revisit the idea until 2008 when the DBA was approved. After 20 years of working as an executive in the corporate world, he wanted to change careers, get into a classroom, and do research. Dr. Riggs is currently consulting, writing a book in sales management, collaborating with other scholars on various projects, and leading workshops for the business community in South Florida. He is also a speaker at many engagements around the country.
“The DBA is very theory-oriented, so it forced us to step back, not be a doer, but sit back and think. We had to relearn how to think. After considering many options, Dr. Scott Widmier, sat me down with a blank sheet of paper and asked a very basic question. ‘John, when in practice as a sales and marketing executive, can you think of one issue that impacted how you did your job?’ Basically, what kept you up at night? That’s all it took. I immediately landed on a very interesting area of research in marketing and sales. The process of writing the dissertation was very different. There was a lot of I had to learn how to gather data, and I had to learn how to work with the data, assess, and evaluate it. collaborating with external scholars and my committee members, all culminating to ultimately defending my dissertation. The exciting part is that now I have three to five publications in the works that will be developed out of my dissertation research, which is extremely rewarding.” 9
“My accounting background, and the fact that I am married to a lawyer, led me to my dissertation topic. I am looking into fraud. I had always been curious as to why some people behave poorly and commit accounting fraud. The writing process was a long process. Every time I went down one path, I discovered five more. I had to pull back and make it manageable. I was dreading the idea of doing a dissertation. But once I got into it, I really enjoyed it, and I surprised myself—it was a lot of fun. It’s a lot of hard work, but it is very much worth it—particularly if you want to teach at the college level. Although I thought it would help me teach, it really has had a great impact on my insight on the accounting field that I didn’t expect that it would. My classroom is a much richer place now.”
Carol Bishop, originally from Albany, Georgia, is a Certified Public Accountant. She received her Bachelor of Accounting from Valdosta State University and her Master of Accounting from the University of Georgia. She has worked in the accounting field for 25 years in multiple capacities. After her children left for college, she wanted to start teaching. In 2006, she began teaching accounting courses at Albany State University. Later the next year, she started teaching at Georgia Southwestern State University. It was there that one of her colleagues encouraged her to pursue her DBA at KSU. A DBA was important for her because although she was already professionally qualified to teach in a business school, she was not academically qualified according to standards of the Association to Advance Collegiate Schools of Business (AACSB.) As her colleague pointed out, if she wanted a career in higher education administration, she would need the academic credentials to go along with her work experience. Bishop remembers her journey through the program.
10
A Forsyth county native, Dr. Ruben Boling received his Bachelor in Civil Engineering Technology from Southern Polytechnic State University and later earned his Master of Business Administration from the Georgia Institute of Technology. After working in engineering at Georgia Power and as a management consultant for Arthur Andersen for several years, he started looking into several different doctoral programs, but the fulltime course loads and expectations of being a traditional doctoral student were not conducive to his family and work commitments at that time. He put off his doctoral pursuits and started his own consulting firm and later built a specialty electronics company with a friend. During that time Boling continued to be drawn to the idea of being a university professor. He began to ask around about the steps needed to realize his dream. He found that if he wanted to teach at a university long term, he needed a doctoral degree. He caught wind of KSU’s DBA program and the fact that it was designed for working professionals like him. Knowing that he would be able to work and complete the program at the same time was what propelled Boling to finally pursue his DBA. Boling reflects on key moments in his journey through the DBA program.
“We started right away talking about theory. In the practitioner world, we know things happen in a certain way because we have experienced it. We did it for a living and did not consider the theory behind our actions. So it was a change of mind set. The first week was their attempt to break us of our practitioner thought process and to mold us into scholarly thinkers. The program allows students to put together a dissertation committee made up of experts in their field. We were exposed to many experts throughout the program as they visit the classroom to lecture on different theories and research methods. Nobody tells you where you should focus. They let you go through the journey and experience different ideas to ensure your chosen area of focus is something you enjoy because it is what you will build your career upon.� 11
STEM
Transforming Institutional Growth by Tamara Hutto
On August 15, 2012, Dr. Daniel Papp announced KSU’s Five Year Strategic Plan, which centers on a defining vision, “Kennesaw State University will be a nationally prominent university recognized for excellence in education, engagement, and innovation.” Part of Dr. Papp’s plan to achieve this is by way of supporting and expanding research and graduate programs at KSU. Escalating research is a relatively new objective for KSU, and with these strategic initiatives, much has been done and much is left to do to bring this vision to fruition. Dr. Charles Amlaner, Vice President for Research and Dean of the Graduate College explains, “We are constantly in a seeking mode for new sources of funding to support graduate education, and it is both exciting and daunting. It is exciting to look for new money, but daunting to realize if you don’t find it, ideas won’t get off the
ground. It is fair to say we have many more good ideas then money to support them. [We] just have to align our good ideas with industry, state, and federal needs, as well as follow national and international trends in disciplines and research questions.” Advancement in this direction of graduate education, engagement, and innovation is already evident on campus: five new graduate programs were approved in the past two years; two major teaching and research infrastructures were erected: Prillaman Hall and the Lab Science building; from FY11 to FY12 the number of graduate assistants increased by more than 50%; and stipends budgets increased dramatically from $150,000 to $750,000. As word spreads about the exciting endeavors KSU graduate students, alumni, and faculty are engaging in, high-quality
12
A major part of KSU’s progression in graduate education in science, technology, engineering, and mathematics (STEM) is the addition of three master degree programs in Computer Science (MSCS), Integrative Biology (MSIB), and the Chemical Sciences (MSChS). These three new programs will join our already very successful M.S. in Applied Statistics (MSAS) program as the graduate offering through the College of Science and Mathematics. These additions have positioned KSU to strengthen STEM education and research beyond its undergraduate and teacher education programs. One of the defining characteristics of KSU’s graduate programs is that they are being designed today. Graduate students at KSU are trained in programs of study that consider the expectations and needs of today and tomorrow’s job markets. The MSIB and the MSChS were designed as faculty in the Sciences witnessed an evolution in biological and chemical research. The MSCS was designed to better meet the needs of students and industry. Even as far back as 2006 when the MSAS was established, the faculty uniquely structured the program to meet industry needs based off recommendations made from their active advisory board. All four programs are advantageously structured to train professionals in their fields, giving them the skills and ability to take advantage of employment opportunities. Amlaner enthusiastically remarked, “As a professional scientist, I am excited when a graduate program in science gets approved. The fruits of graduate education are in solving the world’s problems. Kennesaw needed these programs. They are the next big steps in our graduate evolution to develop a solid set of degree programs based in the basic sciences. Looking to the future, I see this mere stepping stone to developing new PhD programs.”
13
14
M.S. in Integrated Biology Dr. Joseph Dirnberger, an aquatic ecologist, is the MSIB program coordinator and has been a biology professor at KSU since 1990. “I’ve had an interest in science since I was quite young,” Dirnberger explained. “I think it might be due to Spock on Star Trek. I was attracted to biology by the pattern and complexity of living things. When I figured out that I could do biology and be outside on the water, I knew aquatic ecology was the thing for me.” Dirnberger received his Ph.D. in 1988 from the University of Texas, where he spent a lot of time doing research off the gulf coast. His dissertation explored how planktonic larval invertebrates settle onto seagrass blades, a topic that emerged because of his interest in the importance of this event on the subsequence distribution and abundance of later life stages. The most unique aspect of the MSIB program is the fact that it is called “Integrative” Biology. Dirnberger explains, “In modern biology, students need to be trained in multiple ways of thinking.” There is a significant distinction between an M.S. in Biology and an M.S. in Integrative Biology, and it stems from the “recognition that big discoveries occur because [scientists] go outside of their sub-disciplines,” broadening their tools, methods, and concepts, which results in cross-disciplinary, innovative research.
departments in Integrative Biology in efforts to promote “this kind of integrative thinking,” noted Dirnberger. The idea is not to eliminate study in biological subdisciplines. The MSIB wants their students to specialize in a subdiscipline. The intent is to expose students to additional techniques and theories outside the scope of their subdiscipline in order to stimulate problem-solving skills from a multi-dimensional approach. For example, Eric Duncan, who is a part of the MSIB’s first cohort (Fall 2012), plans to do research in his subdiscipline of plant ecology, while also approaching his research from a geographic information system (GIS) perspective. There are seven MSIB students who make up the first MSIB cohort. Six of the seven are working as teaching assistants in lab sections of biology classes. They are responsible for running the lab and teaching undergraduate students. In exchange for this experience, students receive tuition waivers and stipends of $12,000 per year. For more information about the MSIB program visit http://science.kennesaw. edu/biophys/ms-integrative-bio.
In the past decade, biologists have acknowledged that in order to keep up with the pace of modern biology research, the biological sciences need to integrate perspectives between its subdisciplines, such as ecology and microbiology. At the same time, there needs to be an incorporation of perspectives across scientific disciplines, such as physics and chemistry. Scientific communities and organizations, such as the National Science Foundation, support this increase in interdisciplinary study. There is also a trend of prominent research universities, such as the University of California at Berkeley and Yale University, who are creating new
15
M.S. in Chemical Sciences
16
17
18
M.S. in Computer Science Another new addition to KSU’s STEM graduate programs is the MSCS. Dr. Ying Xie, who has been a computer science professor at KSU since 2005, is the MSCS program director. When first asked to describe the program, Xie simply said, “novel. The program has a lot of unique features that blend theoretical foundations of computer science with state of the art computer technology.” Xie received his PhD in Computer Science from the University of Louisiana at Lafayette. His dissertation explored the technological side of search engines. He continues to work towards building new models of information retrieval and language modeling technology. Data mining, bioinformatics, and computational intelligence are also his research areas of interest. With three degree models, the MSCS program allows students to structure their degree to meet their needs. For those who want to focus on the research side, there is a thesis option. If one would rather explore a broader perspective of the field, they can choose the non-thesis option and pursue additional electives or participate in an internship, co-op, or study abroad opportunity. The third model allows students to incorporate an interdisciplinary perspective by taking classes within KSU’s M.S. in Applied Statistics and M.S. in Information Systems degree programs. This interdisciplinary model allows students to meet industry demand for employees whose skills go beyond computer science. Picking up proficiencies in other disciplines, particularly in statistics and management, will give graduates of KSU’s
MSCS program an edge over other computer science professionals in the job market. This program also offers flexible full-time, part-time, and an accelerated bachelor/master study plan. In addition to the choices of program models and study plans, the MSCS program incorporates state of the art distance learning technology. This important feature offers students a variety of class attendance options, making the program flexible for people who work full-time as they pursue their master’s degree. With only a two-month lead-time from the moment the Board of Regents approved the program to when the Fall 2012 semester started, the MSCS was able to competitively review applicants and admit eight highly qualified students. Three of them received teaching assistantships that include tuition waivers and monthly stipends. One of the graduate teaching assistants is working with Dr. Xie in the cloud computing lab toward building a “cloud platform that supports teaching, education, and research.” The lab is still in the beginning stages, but through the employment and efforts of graduate students, the lab’s progress will accelerate. The Computer Science department has hired two new research and teaching faculty to support the MSCS and computing research: Dr. Hossain Shahriar in computing and software security, and Dr. Selena He in wireless networking. For more information about the MSCS program, visit http://cs.kennesaw.edu/MSCS/.
19
M.S. in Applied Statistics The MSAS program prepares students to use cutting-edge statistical methods to draw valid and meaningful inferences from business, industry, government, and health services data. Dr. Lewis VanBrackle, professor of mathematics and statistics at KSU and director of the MSAS program, discussed that “statistics, especially applied statistics, is used to translate data into information to ultimately support and improve decision-making.” The program focuses on real-world applications and requires students to complete a comprehensive, applied project that is based on a problem from their work, co-op or internship, or research with a faculty member. “We have an emphasis on SAS statistical software,” said VanBrackle. “SAS is heavily used in businesses throughout the world, and a good background in SAS gives our students an edge in the job market. We also emphasize communication. It is not enough to turn data into information, but our graduates must be able to communicate that information to their clients clearly and concisely.” A remarkable feature of this program is its very active Advisory Board. It is made up of representatives from Atlanta Metro area businesses, industries, and government. “The Advisory Board meets with us regularly and helps us stay current with the needs of local employers,” said VanBrackle.
MSAS faculty members have PhD degrees in the fields of Statistics, Mathematics, Decision Science, Educational Psychology, Industrial Engineering, Biostatistics, and Epidemiology. “That’s seven terminal degree areas for 11 faculty members!” VanBrackle enthusiastically noted. Most MSAS faculty members have industrial or business experience in industries such as healthcare, credit, automotive, telecommunications, and electrical utilities. These diverse backgrounds help faculty prepare students to apply statistical techniques in a wide variety of fields. Many great success stories come from the alumni of the MSAS program. One of VanBrackle’s favorite stories is of an alumnus from Savannah, Georgia. “He started as an analyst at a marketing research firm here in Atlanta immediately after graduating in 2008 from our first graduating class,” said VanBrackle. “ He moved up through the ranks to Senior Analyst, Statistical Consultant, and Senior Consultant. He is now the Vice-President of Analytics for a business analytics firm in Philadelphia. He accomplished all this in just four years! He applied his natural abilities, his work ethic and the technical and communication skills we taught him to make himself into a real success.” The MSAS program admits every fall and spring. For more information, visit http://math.kennesaw. edu/academics/grad/MSAS/index.html
20
21
The Maya:
elevate Your graduate journey
with waived tuition and stipends by Tamara Hutto The Maya Heritage Community Project (MHCP) at KSU sponsors four to five Graduate Assistants every semester. Under the guidance of Dr. Alan LeBaron, graduate students are able to engage in service learning while receiving tuition waivers and monthly stipends. While working with and learning from the Maya, graduate students gain real world skills: “flexibility, creativity, the ability to be proactive, work in difficult situations and across different cultures� according to LeBaron.
22
LeBaron describes the MHCP as an “opportunity to discover a people that many people do not know exist. This program is meant to connect students academically and methodologically with an engaged university program, which is achieved through a unique human interaction with the Maya. Our goal is not judgment or ideology, but it is a more intense, more profound level of university learning”.
The Maya
Most people associate Maya culture with the preColumbus Maya civilization and with images of astrology, calendars, mystical pyramids, and brutal human sacrifice. While the Maya have maintained their languages and many of their values and traditions, today’s Maya people are struggling with their place in modern society and how to accommodate without doing away with, and being ashamed of, their Maya heritage. The Maya people have endured Spanish conquests and colonization of the Americas, which has left them to be regarded as second-class citizens and the subjects of racial prejudice. LeBaron explains that “the Maya have been oppressed for the last 500 years.” Mayas first immigrated to the U.S. in the 1980s “primarily because the Civil War in Guatemala targeted and killed several hundred thousand Mayas in a decade. Government forces destroyed about 400 Maya villages, and approximately a million Maya were displaced, with hundreds of thousands fleeing to Mexico and eventually the United States.”
“This program is meant to CONNECT students ...with an ENGAGED university program... through a unique human INTERACTION with the Maya.”
Some of those who came to the US in the 1980s and early 1990s were granted refugee status. Now that they are in the U.S., they often ignore their cultural practices for western ideas because they are learning to undervalue their culture in efforts to redefine themselves and better their opportunities, LeBaron explained. “What will happen to them as they rise out of poverty has been a long time question.” (Top) Maya girls in Guatamala in the 1970s, (Bottom) Woman during a Maya faith ceremony at a Maya confrence. Photgraphs provided by the Maya Heritage and Community Project.
LeBaron
LeBaron is the MHCP Director and professor of History and Interdisciplinary Studies at KSU. Over the past decade, he has been instrumental in connecting graduate students from a wide variety of backgrounds to MHCP projects that benefit both the local Maya communities in Georgia, as well as across the nation.
23
When first asked about how he originally got involved with the Maya people, he routinely explained that he was trained as a Latin American historian, and his dissertation was on U.S. relations with Guatemala. This goes to show that the endeavors and topics graduate students engross themselves in during graduate school can very well shape the paths and communities that are part of their future careers. LeBaron received his PhD in Latin American History from the University of Florida in 1988 and started working at KSU in 1991. The MHCP program stemmed from a class assignment LeBaron created for one of his History of Mexico classes. It “started as a small one day meeting with some local Maya to learn from them about their culture” stated LeBaron. As interest grew about the project, more students and faculty volunteered for the program. By 2004, it became a national engagement program hosting national Maya conferences, and in 2007 the MHCP became an approved project connected to the United States Peace Corps, Paul D. Coverdell Fellows Program. Over the years, graduate students increasingly work with LeBaron and the MHCP. He assesses their skills and academic goals to assign them to appropriate projects, always striving to ensure graduate students are having a “living experience- meaning, personal interactions with the Maya people to one degree or another.” An example of a past assignment involved a student that assisted a Maya family with issues their child was experiencing in the public school system. A report was written about policy obstacles and recommendations for real world issues the Maya are facing in today’s society.
McGrew
Another example is the work done by LeBaron’s most recent Graduate Research Assistant (GRA), Mandy McGrew (MAST’11). McGrew worked with LeBaron and the MHCP as a GRA for two and a half years while she worked on her Masters in American Studies. She had been out of school for six years raising her two kids when she decided she wanted to pursue her master’s degree. According to McGrew, she was “randomly assigned” to be LeBaron’s GRA because of her interest and background
Mandy McGrew (above) was a GRA for serval semsters with the MHCP. Part of her assignment was devoted to developing a Maya Health Toolkit.
24
in history. “When I first heard about the Maya project, I was a little intimidated. I didn’t know anything about the Maya people. And I would be one of the only women working with a lot of older established Maya men – I didn’t know what to expect.” She started out doing bibliographies and compiling recent books related to the Maya. Then she had the opportunity to meet and work with the Maya people on a documentary about Maya children speaking many different languages. “The kids really took to me, and everyone was so sweet. It was so casual. I fit right in.” Although McGrew does not speak Spanish or any Maya languages, she worked closely with a Mayan interpreter, Gilberto, who volunteered his time to be a leader for his people. Gilberto wanted to bring his people closer together, and he saw firsthand the difficulties they encountered. In his native country of Guatemala, he was a student leader and is relatively well educated. He moved to Georgia, and his wife later became pregnant. When it came time for their baby’s delivery, Gilberto found it very difficult to communicate with health care professionals, as his wife did not speak English. They did not know what was happening or what their options were during their stay in the hospital. After this experience, Gilberto voiced that there was a need for health care information, specifically prenatal care, to be translated into Mayan languages to assist others who are going through similar experiences. McGrew mentioned that there are many Maya women who are alone in the U.S., and when they go to the hospital, they have no way to communicate their needs. Contrary to common misconceptions, the Maya people are not Latino or Hispanic—they are Native American. For more than 4000 years, they have been living in southern Mexico, the Yucatan Peninsula, and throughout Central America, including Guatemala, Belize, El Salva-
dor and Honduras. They are one of the few Native Americans who continue to primarily use their native languages and practice their ancient culture. There are more than 30 different Maya languages in use today with over 50 different dialects. Women tend to only speak their native Maya language, while it is mostly the men and children who are multilingual in Spanish and English. Along with others, McGrew worked on a national Maya Health Care Tool Kit for health care professionals. The project was funded by a grant awarded from Migration and Refugee Services of the U.S. Conference of Catholic Bishops, because they, too, saw a need for such a tool kit to help both the Maya and health care workers. This project tackles the larger issues of language and culture the Maya face as they try to assimilate to life in the U.S. These issues hold the Maya back from rising above their notoriously underprivileged history and making the best of their futures while maintaining healthy lifestyles. With the success of the tool kit, the MHCP plan to develop additional health care kits in the future. Although McGrew did not start out her master’s program with an interest in the Maya people or even health care, she quickly adapted and became engaged with the program academically and personally. McGrew has already made two professional presentations at a national and regional conference as a result of her work. She was also able to write her master’s thesis on her experience. Now that she has graduated, McGrew considers pursuing her PhD. “The Masters in American Studies program is a serious academic endeavor,” McGrew said. “Although very challenging, I loved all my classes, professors, and classmates. And now that I am thinking about PhD programs, they are willing and able to help me embark on that next journey”. “You have to have a dialogue with your fellow students and become part of the community,” McGrew advises. “Talk with your professor, not to just get though the program, but because you can learn so much from their experiences.”
Image of a youth group roundtable at a Maya conference hosted at KSU.
25
Find out more information about the MHCP and The MAST program by visiting them on the web at commons.kennesaw.edu/maya-project and amst.hss. kennesaw.edu.
Studying Abroad in Thailand: Financing your study abroad experience by Heather Cook
From May 30 to June 13, Sutham Cobkit, of the Master of Science in Criminal Justice program, and a group of graduate and undergraduate students departed for a two-week trip to Thailand. The annual trip, which began in 2003, provides students with a close look of the Thai criminal justice system. Once in Thailand, the group stays in Bangkok, but has excursions to cities outside the capital, such as Nakorn Pathom, Kanchanaburi, and Chonburi. Cobkit noted that the group attended
the prison, Police Academy, and Police Department. Students noted that a highlight of the trip was the half hour elephant ride. Financial aid is available for the trip to Thailand and for other study abroad experiences through the Global Learning Scholarship, which is supported through the global learning fee. All students who have paid the global learning fee and who have enrolled in the study abroad program by that specific program’s deadline
26
are eligible. There is no application process for the scholarship as long as students apply for the study abroad program by the posted deadline. A minimum adjusted cumulative 3.0 graduate GPA is required for consideration. Scholarship recipients are required to provide five hours of volunteer service, which can take the form of essays or classroom visits. Another common way of funding study abroad trips is through personal fundraising. Students will compose what are called beg letters to send to relatives, friends, and coworkers asking for any denomination of money to help them fund their trip. Other times, students will research fundraisers on the internet to raise money that way. Studying abroad is financially doable through the use of the Global Learning Scholarship, various other scholarships, and through personal fundraising. If traveling and studying abroad is a passion of yours, don’t let finances be a hindrance. For more information about the Global Learning Scholarship and the other scholarships Kennesaw offers, visit http://www.kennesaw.edu/studyabroad/financial.html.
27
Student
28
Services
by Heather Cook 29
Graduate Student Association
The Graduate Student Association aims to assist students throughout their college careers as they balance their studies, work, family, and social lives. Through networking events, guest lectures, student conferences, student socials, and community service activities, the GSA provides graduate students an integrated support system throughout their studies to graduation. Events are planned for this spring 2013 semester, such as a networking event at an Atlanta Hawks game. If you find yourself between a rock and a hard place, discover all that they offer at https://clubs.kennesaw.edu/gsa/. “Get involved in your graduate education by participating in activities that expand your learning. Try to create a balanced life between graduate studies and your social life.� Alexander Tai, President of the GSA
30
Graduate Library at the Sturgis Library by Mary Wilson, Graduate Librarian The Graduate Library is located on the 3rd floor of the Sturgis Library. It is being developed to become Kennesaw State University’s primary research collection for social sciences, business, education, sciences, health sciences, and humanities. Dr. Randy Hinds and Dr. David Evans developed the concept of the Graduate Library, which is open to doctoral and master’s students and faculty, and all others, including all students, faculty, staff and members of the public. The Graduate Library supports graduate-level study, and the Library holdings include books, government documents, and electronic resources. The Library offers a number of services designed to meet research needs, including research, circulation services, and interlibrary loans. The Graduate Librarians offer in-class, small-group, and individual instruction to facilitate academic inquiry. In addition to research assistance provided in the Research Clinic on the 1st floor, professional staff are available on the 3rd floor by appointment for graduate research.
31
University Place II “After spending so much time in class and then in the library burning the midnight oil, graduate students can take a short walk to arrive at their apartment conveniently located right here on campus.� Jeff Cooper, Director of Housing and Residence Life
32
University Place II, KSU’s latest addition to its on-campus housing, features a mature lifestyle, affording graduate students a new, state-of-the-art option. With Wi-Fi hotspots in every apartment, Wi-Fi connectivity outdoors in the amphitheater and courtyard, and a recently renovated computer lab, UP II provides graduate students with the necessary tools to succeed in their studies. The new housing is also all-inclusive whose monthly rate includes all utilities, cable and Internet. UP II is also furnished. An amphitheater is nestled at the center of UP II and serves as the venue for many exciting events, including painting classes, concerts, talent shows, and open mic nights. Living on campus is about engaging not only with your peers, but with campus life. Many graduate students still desire to connect to their institution, and the ones that don’t, still want a quiet, but exciting, place to call home. Residence Life and University Place II afford those opportunities. Jeff Cooper, Director of Housing and Residence Life
33
GRA Juan Trejo on the Year of Peru by Heather Cook
Juan Trejo worked on the Year of Peru with Dr. Ernesto Silva. He summarized lectures from the visiting professors, interviewed students to see how the lectures improved their understanding of Peru and Latin America, and gave tours and brief lectures on the Machu Picchu exhibit. Trejo’s goal is to earn a Ph.D. in history, and his experience with the Year of Peru has contributed to his knowledge of Peru and Latin America. Trejo said, “The greatest thing that I have received from being a GRA has been more knowledge, and that is the one thing that I can say I would never trade for anything else. In order to be a great person in this world, one has to understand this world. Working on the Year of Peru has improved my understanding of the world I live in.”
34
35
Kim Moulton: transforming Her Classroom through the New Teacher’s Grant by Heather Cook Kim Moulton was the recipient for the Georgia Power New Teacher’s Grant this year. Darren Crovitz nominated Moulton for the award, who didn’t even hear about the grant until she won it. Moulton plans to use a portion of the funds for a document camera for her classroom. She is still brainstorming ideas for uses for the remaining funds. Other teachers have suggested using the money for iPads and for using the money for getting her gifted certification. Moulton said, “I completed my AP Language certification right after I graduated, and I plan to pursue my Gifted certification as soon as possible.”
Moulton (second from right) stands with her family after her graduate commencement.
36
Programs of Study Coles College of Business Master of Accounting Master of Business Administration Master of Business Administration (online) Master of Science in Information Systems Executive Master of Business Administration Doctorate of Business Administration Bagwell College of Education Doctorate of Education Educational Specialist Master of Education Master of Arts in Teaching
Wellstar College of Health and Human Services Master of Applied Exercise and Health Science Master of Science in Nursing Doctorate of Nursing Science Master of Social Work College of Science and Math Master of Science in Computer Science Master of Applied Statistics Master of Science in Integrative Biology
College of Humanities and Social Sciences Master of Arts in American Studies Master of Arts in Professional Writing Master of Public Administration Master of International Policy Management Ph.D. in International Conflict Management Master of Science in Conflict Management Master of Science in Criminal Justice Master of Arts in Integrated Global Communication
Certificate in Leadership and Ethics Dual MBA/MSIS & MBA/MPA
It is in fact a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time. T.S. Eliot 37
Heather Cook
Writer/Designer/Editor Graduate Admissions Counselor
Tamara Hutto
Writer/Designer/Photographer Graduate Admissions Counselor
www.kennesaw.edu/grad
contact us Kennesaw State University Office of Graduate Admissions 1000 Chastain Road, #9109 Kennesaw, Georgia 30144.5591 770.420.4377 Follow KSU 38 Grad on Facebook and Twitter