Faculty Fellows | Center for Teaching and Learning | Kent State University

Faculty Fellows

Faculty Fellows

The Center for Teaching and Learning Faculty Fellows Program is designed to give individual faculty members the opportunity to serve in a leadership role in a professional development area of her/his choosing. Such issues may include: online teaching and learning, researching teaching and learning, effective techniques for large lecture classes, adjunct faculty support, peer review, teaching strategies for difficult courses, mid-career faculty development, etc.

The expectation of the program is that the selected fellows will serve as a mentor/support for other faculty within their chosen topic, create a university-wide workshop on their topic, create a deliverable (article, white paper, learning module) for future faculty use and participate, as much as possible, in the broader workings of the center. Faculty Fellows, if selected, are eligible for workload equivalency to complete the project.

All Faculty Fellow project resources are housed in the Center for Teaching and Learning Blackboard Learn course. You can request access to the course to view these resources.

Applications for the 2018-2019 academic year will be accepted from all full-time Tenure Track and full-time Non-Tenure Track faculty members.

Applicants must submit a current vitae as well as a letter signed by her/his academic unit administrator (department chair, school director, college dean or regional campus dean) which indicates support for the faculty member’s application to the Center for Teaching and Learning at (ctl@kent.edu). 

If selected, the faculty member would receive 3 to 6 hours workload equivalency for one semester to work in the center within their proposed leadership area. 
CTL Faculty Fellow support is for course load equivalency only. Other project funding must be obtained by the Faculty Fellow prior to participation in the program.

For more information or to discuss your application, please contact CTL director, Dr. Jennifer Marcinkiewicz at jmarcink@kent.edu. You may also contact the Center for Teaching and Learning at 330-672-2992 or ctl@kent.edu.

application questions limited to no more than 300 - 600 words each include:
  • Proposed project identifying goals of the project, relevance to the university or discipline and expected product.
  • What will the impact of this leadership experience by on your own professional development and/or why are you interested in participating?

Applications for the 2018-2019 Faculty Fellows Program are now being accepted from all full-time faculty of any rank.

Applications for the 2019-2020 Faculty Fellows will be available January 2019

2017-2018

Ed Dauterich, English, Kent Campus
  • Ed is a Professor of English (NTT) and teaches undergraduate literature and writing courses. He also works part-time with the Division of Diversity, Equity and Inclusion. He was previously a Teaching Scholar in the Center for Teaching and Learning.
  • Project Description:  Adjunct faculty are increasingly joining the workforce in higher education. Unfortunately, they are not always offered the same level of support and recognition as their full-time counterparts. I would like to draw on the experience and expertise of adjunct faculty and those who support them to consider new strategies at Kent State University to promote individual and collective development for our adjunct faculty. Over the course of the project, I hope to find out the following:
    • The composition of our adjunct faculty at Kent State
    • What best motivates adjunct faculty
    • What most concerns them about ongoing support and recognition at Kent State
    • Best practices for building sustainable frameworks for the development and support of adjunct faculty
Eric Taylor, Geology, Stark Campus
  • Eric is an Assistant Professor of the Department of Geology and has been teaching at the Stark campus since 2012. He has served on the Faculty Advisor Council for the Stark campus in recent years and has been teaching undergraduate Kent CORE as well as major-specific courses in physical and historical geology, scientific methods, natural hazards and disasters, and earth materials.  Eric received his Master’s and doctoral degrees from The Ohio State University and investigated the interface between biology and geology on the microscale level in the hopes of answering the questions “How can bacteria cause acid mine drainage?” and “Why is asbestos so potent a carcinogen?”  Eric loves being outdoors and often drags his wife and children along with him to field sites and other places of geological significance. Non-academic interests or hobbies include music, jogging (especially on trails) and religion. His interests in teaching and learning deal mostly with online and outdoor education as suitable alternatives and or supplemental strengths to traditional teaching. Last year he participated in the Teaching Scholars program facilitated by the Center for Teaching and Learning to begin his long-term pursuits of the science of teaching and learning in traditional and online geology education.
  • Project Description:  Eric’s focus for the Faculty Fellow program is to investigate the means by which online science laboratory exercises have been produced among Kent State University’s science disciplines to successfully transition from traditional to online instruction and learning. He aims to compile these investigations into an accessible reference and workshop for new and current faculty and administrators to help them overcome similar challenges that other disciplines have faced in preserving academic rigor in the transition from face-to-face to online distance teaching and learning. Pertinent challenges he hopes to address are: electronic accessibility, meeting standards of safety and academics, and preserving the camaraderie and benefit of group learning and face-to-face student-instructor dialogue beneficial to laboratory courses

2016-2017

Joanne Kilgour Dowdy
  • Project Description: This project focuses on learning more about how and why efforts to support diversity and inclusive practice are not already more successful given the interest in this topic over the 15 years I have been at Kent State. I plan to interview “key players” and then to analyze their responses to look for trends and ideas that can influence the path of this investigation. At the end of the study, the plan includes creating a workshop, sharing the information with the VP for Diversity, Inclusion and Equity, and then presenting the findings at three conferences beyond KSU in an effort to make public the “lessons learned” from faculty who are active members of their education community. My books on women and education, and diversity issues as they impact students at learning sites are the supports of my choice of method for studying these issues
Kimberly Karpanty
  • Project Description: The proposed project is a study of Faculty Leadership Development, specifically how to effectively prepare full-time teaching faculty for the transition to academic leadership roles such as Chairs and Directors. I will identify and address the different skill sets required of faculty and administrators, and how professional working relationships transform when a faculty peer moves to a leadership or mentorship position. My research will begin by creating a list of questions to interview and/or survey colleagues at Kent State and at comparable universities who have gone through this transition and assess if they were/ were not prepared to successfully fulfill the duties of the new job description. From this knowledge I will develop and deliver a university-wide workshop in Faculty Leadership Development through the Center for Teaching and Learning to support faculty members who wish to pursue these types of leadership roles and learn strategies for acquisition of skills such as day-to-day accountability, communication, civility and empathy, time management, conflict management, realistic action planning, impactful resource allocation, and in developing constructive and progressive relationships with the upper administration. 
John Staley
  • Project Description: Plagiarism is an issue encountered by faculty at all levels in the academic setting, and is a pervasive issue on the undergraduate, masters and doctoral educational levels. During my time as an instructional faculty member, I have utilized various educational approaches to combat this problem on the student level. Yet, in discussions with faculty colleagues, there is also a fundamental disconnect in terms of faculty recognition and understanding of plagiarism. This includes what does/does not constitute plagiarism, how university policy defines plagiarism and the subsequent implications in terms of faculty responsibility, as well as levels of plagiarism severity and corresponding student culpability. Furthermore, there is lack of clarity in terms of when the university plagiarism school is appropriate (in addition to other sanctions), and how and when to use educational tools to address the problem. As such, my CTL Faculty Fellows project is a multi-disciplinary collaborative with key university stakeholders to identify best practices (and perhaps, unrecognized though needed practices/resources) to develop a faculty set of “start to finish” educational sessions/workshops comprised of the following:
    • What constitutes plagiarism (versus cheating), and the nuances of plagiarism across differing academic disciplines and programs
    • How the conception of plagiarism aligns with university plagiarism policy
    • What are faculty and students’ respective responsibilities when a suspected plagiarism case has occurred
    • When the university plagiarism school and/or other sanctions are appropriate
    • What the Safe Assign software program is, including how to read and translate Safe Assign reports into usable information for both faculty and students
    • The purpose and makeup of the academic conduct hearing for a suspected case of plagiarism, including participation in a mock hearing.
2015-2016
Kelly Cichy
  • Project Description: Active involvement of undergraduate students in research provides numerous benefits to individuals and institutions. An important step in providing faculty with the necessary support for involving undergraduates in research is to determine the unique needs of faculty at different levels of career development (e.g., pre-tenure vs. post-tenure faculty). Therefore, the goal of my project is to create a repository of resources that can be utilized to support faculty in their efforts to engage undergraduate students in research. The first phase of the project is to review strategies currently utilized at Kent State as well as best practices in place at other universities. The second phase of the project is to conduct semi-structured interviews with both pre-tenure and post-tenure faculty to collect information about their motivations for involving undergraduates in research and their perceptions of the benefits and barriers to engaging undergraduates in research. Findings from both phases of the project will be used to develop university-wide workshops to provide guidance to faculty on effective strategies for engaging undergraduates in research with attention to the unique needs of faculty at different stages of career development.
Dr. Kathryn A. Kerns
  • Project Description: My fellowship at the CTL is focused on enhancing career development of midcareer (post tenure) faculty, especially those as the rank of Associate Professor. We are launching a series of activities, that includes a workshop for newly promoted Associate Professors on visioning and goal setting; a workshop for more senior Associate Professor focused on working toward promotion to the rank of Full Professor; distribution of a guide to promotion; the launch of a career coaching program for 10 faculty members in AY 15 – 16; analysis of data from the COACHE survey to examine rank differences; and plans to have conversations with Chairs and Directors about ways to facilitate faculty career development.
Dr. Jenny Marcinkiewicz
  • Project Description: Promising pedagogical practices for attracting and retaining STEM students have been identified and include active learning approaches (such as case studies, problem-based learning, cooperative problem solving and inquiry-based learning) and alternative methods of classroom assessment techniques beyond the traditional approach of infrequent high-stakes testing. Despite persuasive evidence of improved learning outcomes, the adoption of these high-impact practices by STEM faculty is relatively low, with many barriers to adoption, such as lack of knowledge about implementation or efficacy, the time demands of research-active scientists and a general distrust of the teaching and learning literature. As a tenure-track STEM faculty member who has participated extensively in faculty development and has implemented evidence-based teaching practices in both large classrooms (primarily freshmen) and small classrooms (upper division/graduate), I have an “insider” perspective on both the challenges and successful implementation of these practices in a variety of settings. I propose to develop and facilitate a STEM-specific workshop for the sciences that focus on practical ways faculty can incorporate active learning within their classes. I also plan to initiate a bi-monthly teaching tips email to STEM faculty.
2014-2015
Dr. Kenneth Cushner
  • Project Description: Dr. Cushner’s project was to develop and facilitate a semester-long program  entitled “Enhancing Teaching and Learning in Kent State University’s Intercultural Classrooms and Community”. Thirteen Kent State University faculty members from eight different colleges and University Libraries completed the eight-session program. The specific goals of this program included preparing faculty members to:
    • Better understand their own, as well as their students’, intercultural competence and development
    • Have greater knowledge of intercultural communication and interaction that are increasingly evident in the classroom
    • Better understand the potential conflict between one’s preferred teaching style and the range of learning styles and experiences international students may bring to the classroom
    • Become knowledgeable and skilled at developing and using a variety of intercultural training methodologies (e.g., simulations and other active instructional activities, critical incident development and use) for use in the education of others
    • Consider culturally-responsive ways to modify and/or enhance their own teaching practice and assessment strategies
  • The faculty members who have completed this program are now able to facilitate dialogue and discussion of critical intercultural issues faced by faculty at the individual and unit level in their respective units.
Dr. Kathryn A. Kerns
  • Project Description: The goal of my faculty fellowship is to develop resources and programs for Kent State midcareer faculty.  The university provides a great deal of resources for newly hired faculty (e.g., annual reviews, research start up funds) to help them launch their careers, but once tenured, many of these resources are no longer available. Post-tenure faculty also face new challenges such as higher service expectations.  This fellowship will examine data on factors related to post-tenure career success at Kent State and propose programs and develop materials for these faculty.
Swathi Ravichandran
  • Project Description: A number of English-language writing challenges faced by international students including issues with grammar, vocabulary, plagiarism, and linguistic fluency and accuracy (Storch, 2009) have been widely reported in literature. Past studies have focused specifically on East Asian and Middle-Eastern studies, a growing population in US educational institutions with whom such barriers are more profound (Longerbeam, DeStefano, & Lixin, 2013; Pyrazli, 2001). As a result of these challenges, international students experience isolation and lack of belonging and unfair perceptions (Longerbeam et al., 2013) or underestimation of their academic ability (Choi, 2006). Instructors have also been faulted for seeming unconcerned about errors in writing of non-native writers (Storch, 2009). Despite there being positive correlation between strong writing skills and academic achievement (Andrade, 2006), the literature with respect to support needed for academic writing for students whose first language is not English is sparse. As Zhou, Frey, and Bang (2011) recommended, schools should survey international graduate students and hear their voices in order to understand their academic needs. Hence, the objectives of this pilot project are three-fold: (a) To determine English-language writing challenges faced by international students in the US whose first language is not English; (b) To determine and summarize strategies that could be utilized to improve English-language writing skills for international students whose first language is not English; and (c) Complete an importance-performance analysis of strategies suggested to improve English-language writing skills of international students whose first language is not English. Findings from this study will result in a more thorough understanding of writing challenges from the perspective of international students and also provide subject-matter instructors with a list of strategies that can be implemented in the classroom to address writing challenges.
Christopher Was
  • Project Description: This study has two main goals. The first is to document and analyze both instructors’ metacognitive awareness and self-regulation in their teaching, and to investigate motivations/deterrents for supporting metacognitive teaching practices. The second goal is to investigate the impact of instructor participation in a semester-long, reflection and journal intervention on a) instructor self-reported metacognitive practices, b) instructor perceptions of teaching confidence and comfort, and c) student perceptions of instructor responsiveness to student engagement and achievement of the learning objectives.