Teaching Scholars | Kent State University

Teaching Scholars

Teaching Scholars

The Teaching Scholars Program promotes shared scholarly inquiry into teaching and learning. Those interested in conducting scholarly examinations of strategies designed to enhance student learning are encouraged to apply. This program continues to be built around collaborative relationships with interdisciplinary faculty colleagues engaging in the scholarly examination of learning. The primary goal of this program is to support faculty in the design, implementation, and assessment of scholarly projects that identify and create significant learning environments.

The broad aims of the program include:

  • Assessing, developing, and enhancing student learning
  • Building an interdisciplinary community of scholars around learning and teaching
  • Building strategies for the scholarly study of student learning
  • Identifying, through research, elements of significant learning environments

The benefits of the program for participants include:

  • Participating in a year-long program that focuses on the scholarship of learning and teaching
  • The development of collegial relationships across disciplines
  • Participation at one funded conference on learning, teaching, and SoTL
  • A one-course load reallocation in teaching during either the fall or spring semester of the program year up to $3,000.00.
  • Developing methods for studying, documenting, and assessing learning and teaching.
Application questions of no more than 200 - 400 words each include:
  • Briefly state your philosophy regarding teaching and student learning
  • What experiences, interest, knowledge, and skills might you contribute to colleagues in this learning community

Community is a key element in the Teaching Scholars Program.  Our goal is to foster a learning community where scholars support one another in the design, implementation, and assessment of scholarly projects that examine student learning.

  • Describe innovative teaching activities in which you have been involved that have made a difference in your students' learning

e.g., efforts to improve teaching, development of curricular materials, etc.

  • Indicate how your participation in this program will contribute to our professional goals
  • At this time, what are the research question(s) that you are proposing for your project (no more than 400 -600 words)

Each Teaching Scholar will be expected to develop a scholarly examination into one or more areas of student learning.  In particular, scholars will examine how particular teaching strategies influence student learning.  These projects might be linked with a specific course or process designed to improve student learning (such as cooperative learning, active learning, technology implementation)

Applications will be accepted from all full-time Tenure Track and full-time Non-Tenure Track faculty members.

Applications for 2019-2020 will be available in January 2019

 

2017-2018 Teaching Scholars

Yijing Chen
  • Yijing is an Assistant Professor of Biological Sciences at Kent State University - Trumbull.  She received her PhD in Cell and Molecular Biology from the University of Wisconsin at Madison.  She completed her postdoctoral training in the field of Developmental Genetics at the University of North Carolina Chapel Hill before joining the faculty of Kent State University.  Yijing has a long-standing interest in understanding molecular genetic mechanisms that control tissue morphogenesis during embryonic development and stem cell differentiation using genetically modified animal model systems.  She has trained undergraduate, Master and Doctoral students through research programs supported by private and federal funding agencies.  At Kent State University - Trumbull, Yijing mainly teaches gateway and foundational courses that serve science and health profession students.  Her background as an experimental scientist has always motivated her to bring to teaching the same rigor, creativity and spirit of critical thinking that define research.  Through participation in the Teaching Scholars program, Yijing hopes to become better versed in the best of modern educational theories and practices and to adopt evidence based scientific teaching methods in classrooms to improve student learning.

Rebecca Chism
  • Rebecca Chism is an Associate Professor of Foreign Language Pedagogy.  She is responsible for the Teacher Education program in Modern and Classical Language Studies (ODE teacher licensure and endorsement) and she teaches graduate and undergraduate courses in second and foreign language teaching methods and approaches.  Since she herself is a former high school teacher of French and English, she likes to say that she once was a player, and now she's a coach.  Her research is centered on teacher preparation and best practices, particularly in the use of computer-mediated communication.  She is one of the original co-PI's for Kent State's Foreign Language Academy and is a recipient of the Alumni Distinguished Teaching Award in 2014.

Dawn Ensminger-Stokes
  • Dawn is a Lecturer in Nursing Technology at Kent State, Regional Academic Center in Twinsburg, Ohio.  Prior to starting at Kent as a non-tenure faculty in January 2012, she received her RN to BSN and MSN with Clinical Nurse Specialist tract from the University of Akron with focus on Adult Health. Her nursing career has included long term and acute care, with the last 15 years in Critical care.  She taught 2 years of Critical Care Nursing prior to closing of Huron School of Nursing, then came to Kent where she teaches second level Med/Surg courses.  In the classroom she has developed different approaches to critical thinking and problem solving, using the flipped or scrambled classroom teaching strategies. Her focus has been on improving student outcomes in the nursing program, in passing the NCLEX nursing licensure exam and in the transition to the role of RN.  It’s no longer enough for nursing students to learn practical skills and memorize information.  They need to have the basic skills to think critically, develop clinical reasoning and problem solve; then be able to use these tools to manage any situation in resolving patient problems and improving patient outcomes.  Dawn wrote “Incivility and Bullying in Nursing” 2016, coauthored “Ohio Law Rules and Responsibilities of the Nursing Preceptor” 2015 – both approved for Contact hours for ADN Nursing Practicum Preceptors.

Karen Lowry Gordon
  • Karen is an associate professor of Nutrition as well as program coordinator for the Nutrition & Dietetics program in the School of Health Sciences within the College of Education, Health & Human Services.  She received her bachelor’s and master’s degrees from The Ohio State University and earned her PhD in Animal Science, Nonruminant Nutrition at the University of Illinois, Urbana/Champaign.   Karen is also a registered, licensed dietitian. She teaches and advises both undergraduate and graduate students in the Nutrition and Dietetics program. In addition, she is involved with the Center of Nutrition Outreach, which provides nutrition assessment, counseling and programming for students, faculty, staff and the Portage County community. Karen is the advisor for the Student Dietetic Association where members network with professionals in the field of nutrition and are involved in community service. Her primary professional interest is community nutrition including health promotion/nutrition education over the life span and hunger/food security issues. As a Teaching Scholar, she is interested in studying the role of experiential/service learning and active student learning approaches on students meeting professional accreditation knowledge and competency requirements as well as the students’ perceptions of the experiences/approaches.

Pamela Takayoshi
  • Pamela Takayoshi is Professor of English at Kent State University where she teaches in the Literacy, Rhetoric, and Social Practice graduate program. Professor Takayoshi researches the ways people use writing in academic and non-academic contexts to make meaning in their lives. She is particularly interested in research methodologies, the digital mediation of written communication, and feminist epistemologies. Current research projects include a qualitative study of the literacy practices involved in knitting, a study of transgendered students experiences with writing in first year composition courses, and an archival project focusing on one nineteenth century woman's memoir of her experiences in the Dayton Lunatic Asylum. She is the co-editor of four edited collections in writing studies and author of articles which have appeared in College Composition and Communication, Computers and Composition, Research in the Teaching of English, and numerous edited collections..

Kimberly Talentino
  • Kimberly is a full time NTT Spanish Lecturer in the department of Modern and Classical Languages.  She received her bachelor’s degree in Spanish and Education from Brigham Young University and Kent State University.  As a certified K-12 Spanish teacher, Kim taught several years in the public high school setting and continues to tutor students who struggle with second language acquisition.  She earned a Master’s degree in Spanish translation and is currently in the M.Ed. program in Curriculum and Instruction at Kent State University with plans to continue in the PhD program.  Kim teaches the elementary and intermediate Spanish courses and the foreign language methods courses as needed by MCLS.  She advises for Spanish education minors and serves as a university supervisor for world language student teachers.  She is an active member of the American Council of the Teaching of Foreign Language (ACTFL) as well as OFLA (Ohio Foreign Language Association) and recently presented “Navigating the edTPA” at the annual OFLA conference.  Kim is the Coordinator for the elementary/intermediate study abroad program in Salamanca, Spain and has lead the month long language acquisition program for the past two summers.  Her interests include current research and methods in pedagogy as well as adult second language acquisition in the classroom and in study abroad programs.

Derek Van Ittersum
  • Derek is an Associate Professor of English and teaches undergraduate writing courses and in the Literacy, Rhetoric, and Social Practice graduate program. Prior to joining Kent State in 2008, he earned his PhD from the democratic University of Illinois at Urbana-Champaign. As a graduate instructor, he is interested in the ways students learn to do empirical research during coursework and how that learning can support their dissertation research. More broadly, his research and teaching often focus on writing technologies and the ways they shape and respond to writing activity. He teaches blogging, web writing, and multimodal composition and is currently working on a multimodal web monograph that investigates how writers adopt and integrate new technologies into their writing processes. His research has been published in Computers and Composition, Technical Writing Quarterly, and Kairos. He currently serves as the Technology Development Editor for Computers and Composition Digital Press, where he works to develop new ways to produce, distribute, and review scholarly work in online environments.

Cindy Widuck
  • Cindy is a full time NTT with the College of Public Health. She received her Bachelor of Science in Fashion Merchandising with a minor in Business Management from Kent State University.   This eclectic background comes from a lifelong passion for creativity, health, environment, learning, and service.   She returned to Kent State University in 1992 as an interviewer for various research projects in the field of social health and cognitive psychology.  In 2004 she began working as a project director in psychology.  She returned to school in 2005 taking various courses in research and psychology and discovered the field of public health.  She received her Master in public health in 2010 and shortly thereafter began teaching Research Methods in Public Health.  Her interests include health disparities, online teaching and improving student learning through service learning.   She has developed the Public Health Student Service Learning Endowment to help undergraduates develop and implement interventions in the community.  The endowment allows her to fulfill needs for community service, helping undergraduates learn and excel, and provides an outlet for her creative efforts.  She sells and raffles mosaics, crocheted items, and watercolors to fund the endowment with hopes of creating paid internships to help undergraduates gain valuable experience.  Her area of interest for the Scholarship of Teaching and Learning Program include exploration of strategies to incorporate service learning in the online classroom.

Jeremy Williams
  • Jeremy’s research interests are linked through sedimentary and aqueous geochemistry. He is interested in understanding the geochemistry of sedimentary basins and how their geochemistry can be used to reconstruct paleo-environments. Jeremy is particularly keen on the reconstruction of ocean conditions across the Permian-Triassic Boundary (PTB) to understand the tempo, mechanisms, and severity of the largest mass extinction in Earth’s history.

    Jeremy is equally intrigued by modern weathering impacts on black shales and how it can lead to change in the geochemical cycles within the local watershed to the global ocean.  He approaches  this research focus by linking his expertise in stable isotope and redox-sensitive trace element geochemistry to understand the deposition and lithification of anoxic muds, and how conditions favorable for their deposition are influenced by climate forcing and local environmental impacts. 

    Lastly, the successful development of unconventional oil and gas resources and its importance in the US energy portfolio has led Jeremy to study the depositional and deformational conditions responsible for shale play areas. He approaches this problem by utilizing geochemical techniques in understanding how the paleo-environment and post-deposition process create these resources.

    Much of Jeremy’s research is lab-based using a wide-array of lab instrumentation:

    • Major and minor elements: Energy Dispersive X-ray Fluorescence (ED-XRF)

    • Trace and rare earth elements: Inductively Coupled Plasma Mass Spectrometer (ICP-MS)

    • Carbon, nitrogen, and sulfur and stable isotopes: Elemental Analyzer (EA) and Isotope Ratio Mass Spectrometer (IRMS) 

2016-2017 Teaching Scholars

  • Peña L. Bedesem, School of Lifespan Development and Education Sciences, Kent Campus
  • Edward Dauterich, English, Kent Campus
  • Marie Gasper-Hulvat, Art, Stark Campus
  • Insook Kim, Teaching, Learning and Curriculum Studies, Kent Campus
  • Rui Liu, Architecture & Environmental Design, Kent Campus
  • Ellen Mulqueeny, Mathematical Science, Kent Campus
  • Joan Meggitt, Theatre, Kent Campus
  • Jennifer Metheney, College of Nursing, Kent Campus
  • Gabriella Paar-Jakli, Political Science, Kent Campus
  • Ashley Reed, Health Science, Kent Campus
  • Eric Taylor, Geology, Stark Campus

2015-2016

  • Brian Barber, School of Lifespan Development and Education Sciences, Kent Campus
  • Rachel Blasiman, Psychology, Salem Campus
  • Tatyana Bystrova-McIntyre, Modern Classical Languages, Kent Campus
  • Shawn Golden, Computer Technology, East Liverpool Campus
  • Karl Kosko, Teaching, Learning and Curriculum Studies, Kent Campus
  • Margaret (Ruth) Leslie, Chemistry & Biochemistry, Kent Campus
  • Lawrence (Larry) Nehring, Modern and Classical Languages, Kent Campus
  • Takahiro Sato, Teaching, Learning and Curriculum Studies, Kent Campus

2014-2015

  • Sue Clement, Geology, Geauga Campus and Regional Academic Center
  • Aroon Manoharan, Political Science, Kent Campus
  • Jennifer Mapes, Geography, Kent Campus
  • Carol Robinson, English, Trumbull Campus
  • Mariana Romero, Modern and Classical Languages , Kent Campus
  • James (Jim) Seelye, History, Stark Campus
  • Gregory Tinkler, Biological Science, Kent Campus
  • Maria E. Zaldivar, Modern and Classical Languages, Kent Campus

2013-2014

  • Tina Bhargava, Social and Behavioral Science, Kent Campus
  • Belinda Boon, Library and Information Science, Kent Campus
  • Daniel Castaneda, Modern and Classical Languages, Stark Campus
  • Ji Young Cho, Architecture and Environmental Design, Kent Campus
  • Patrick Gallagher, Modern and Classical Languages, Kent Campus
  • Michele Heron, Teaching Leadership and Curriculum Studies, Stark Campus

2012-2013

  • Wendy Bedrosian, Teaching, Learning, and Curriculum Studies, Kent Campus
  • Diana Stewart, Nursing Technology, East Liverpool Campus 
  • Jakyung Seo, Theatre, Kent Campus
  • Jennifer Marcinkiewicz, Biological Sciences, Kent Campus
  • Moon-Heum Cho, Educational Foundations and Special Services, Stark Campus
  • Jeanne Smith, English, Kent Campus
  • Becky Parylak, Geography, Kent Campus

2011-2012

  • Wendy Bedrosian, Teaching, Learning, and Curriculum Studies
  • James Bolchalk, Economics, Geauga Campus
  • Keiran Dunne, Modern and Classical Languages, Kent Campus
  • Jeffery Huston, Health Sciences, Kent Campus
  • Uma Krishnan, English, Kent Campus
  • Mary Parr, Foundation, Leadership, and Administration, Kent Campus
  • Sandra Pech, Early Childhood Education, Tuscarawas Campus
  • Dirk Remley, English, Kent Campus
  • Theresa Repicky, Political Science, Kent Campus
  • Lydia Rose, Sociology, East Liverpool Campus
  • Scott Tobias, Family and Consumer Studies, Stark Campus

2010-2011

  • Madhav Bhatta, Public Health, Kent Campus
  • Sloane Burgess, Special Education, Kent Campus
  • Pratim Datta, Management and Information Systems, Kent Campus
  • Debarchana Ghosh, Geography, Kent Campus
  • Sanna Harjusola-Webb, Lifespan Development and Education Sciences, Kent Campus
  • Dandan Liu, Economics, Kent Campus
  • Jung-Yeup Kim, Philosophy, Kent Campus 
  • Manacy Pai, Sociology, Kent Campus
  • Xiaoling Pu, Finance, Kent Campus
  • John Staley, Health Policy Management, Kent Campus
  • Joanna Trzeciak, Modern and Classical Language Studies, Kent Campus

2008–2009

  • David Purcell, Sociology, Kent Campus
  • E. Owen Carew, Mathematical Science, Kent Campus
  • Helen Piontkivska, Biology, Kent Campus
  • Hyangsook Lee, Journalism and Mass Communication, Kent Campus
  • Jeffrey T. Child, School of Communication Studies, Kent Campus
  • Karen Kritzer, Educational Foundation and Social Services, Kent Campus
  • Ramona Freeman, Teaching, Leadership, and Curriculum Studies, Kent Campus
  • Steve L. Turner, Teaching, Leadership, and Curriculum Studies, Kent Campus
  • Susan Iverson, Teaching, Leadership, and Curriculum Studies, Kent Campus
  • Wei Li, Accounting, Kent Campus
  • Mary Louise Holly, Faculty Professional Development Center - Facilitator

2007–2008

  • Hanbin Mao, Chemistry, Kent Campus
  • Robert Logan, College of Technology, Kent Campus
  • Patti Kameya, History, Kent Campus
  • Martha Lash, Teaching, Leadership, and Curriculum Studies, Kent Campus
  • Karl Idsvoog, Journalism and Mass Communication, Kent Campus
  • Clare Stacey, Sociology, Kent Campus
  • Linda Hoeptner-Poling, Art, Kent Campus

2006–2007

  • Beth Butler, College of Communication and Information, Kent Campus
  • Mary Ann Devine, School of Exercise, Leisure, and Sport, Kent Campus
  • Chere Doiron, Interior Design, Kent Campus
  • Vickie Ellison, Modern and Classical Language Studies, Kent Campus
  • Michele Ewing, Journalism and Mass Communication, Kent Campus
  • Athena Salaba, Library and Information Science, Kent Campus
  • David Smeltzer, Journalism and Mass Communication, Kent Campus
  • Mousa Traore, School of Fashion Design and Merchandising, Kent Campus
  • Anita Varrati, Teaching, Leadership, and Curriculum Studies, Kent Campus
  • E Sue Wamsley, History, Kent Campus
  • Christopher Was, Education Foundations and Special Services, Kent Campus

2005–2006

  • David Dees, Education Foundations and Special Services, Salem Campus
  • Susan Emens, Technology, Kent Campus
  • Meghan Harper, Library and Information Science, Kent Campus
  • Gro Hovhannisyan, Mathematical Sciences, Kent Campus
  • Koon Hwee Kan, Art, Kent Campus
  • Tricia Niesz, Foundation, Leadership and Administration, Kent Campus
  • Tsunghui Tu, Teaching Leadership and Current Studies, Kent Campus
  • Dwayne Wasson, Music, Kent Campus
  • Gina Zavota, Philosophy, Kent Campus

2004–2005

  • David Brenner, Modern and Classical Language Studies, Kent Campus
  • David Bruce, Teaching, Leadership and Curriculum Studies, Kent Campus
  • Mary Ann Devine, Foundation, Leadership and Administration, Kent Campus
  • Alison Fletcher, History, Kent Campus
  • George Haber, Adult Counseling, Kent Campus
  • Clauda Khourey-Bowers, Teaching, Learning and Curriculum Studies, Stark Campus
  • Janice Kroeger, Teaching, Learning and Curriculum Studies, Kent Campus 
  • Jaclyn LaPlaca, History, Kent Campus
  • Mei-Chen Lin, Communication Studies, Kent Campus
  • Cary McDougall, Art, Stark Campus   
  • Molly Merryman, Justice Studies, Kent Campus
  • Eric Mintz, Biological Sciences, Kent Campus
  • Ronica Rooks, Finance, Kent Campus
  • Xinlei Zhao, Finance, Kent Campus

2003–2004

  • Ginny Horvath, Regional Campuses
  • Alison Bianchi, Sociology, Kent Campus
  • Violet Dutcher, English, Stark Campus
  • Tina Kandakai, Adult Counseling, Health, and Vocational Education, Kent Campus
  • Molly Lindner, Art, Stark Campus
  • Laurie Moses Hines, Educational Foundation & Special Services, Trumbull Campus
  • Kimberly Peer, Exercise, Leisure, and Sport, Kent Campus
  • Steven Riechman, Exercise, Leisure, and Sport, Kent Campus
  • David Tuthill, Biological Sciences, Kent Campus
  • Sarah Wilcox, Sociology, Kent Campus
  • Esook Yoon, Political Science, Kent Campus

2002–2003

  • Shawn Banasick, Geography, Kent Campus
  • Andrew Barnes, Political Science, Kent Campus
  • Jane Beckett-Camaratta, Political Science, Kent Campus
  • Jonathan Paul Fleming, Architecture, Kent Campus
  • Yuko Kurahashi, Theatre, Kent Campus
  • Argyrios K. Pisiotis, History, Kent Campus
  • Scott A. Sherer, Art, Kent Campus
  • Jay D. Sloan, English, Stark Campus
  • Mathew Weinstein, Teaching, Leadership,and Curriculum Studies, Kent Campus
  • Don A. Wicks, Library and Information Science, Kent Campus
  • Kathleen O. Williams, Adult Nursing, Kent Campus

2001–2002

  • Marty Jencius, Adult Counseling, Health and Vocational Education, Kent Campus
  • Ralph Lorenz, School of Music, Kent Campus
  • William Frank Robinson, History, Stark Campus
  • Alexander J. Seed, Chemistry, Kent Campus
  • Scott Sheridan, Geography, Kent Campus
  • Ferenc de Szalay, Biological Sciences, Kent Campus
  • Yin Zhang, Library and Information Science, Kent Campus

2000–2001

  • Alison Butler, Economics, Kent Campus
  • Jessie Carduner, Modern and Classical Languages, Kent Campus
  • Mark Cassell, Political Science, Kent Campus
  • Mary Ann Devine, Exercise, Leisure and Sport, Kent Campus
  • G. Leticia Gonzalez, Exercise, Leisure and Sport, Kent Campus
  • Lisa Holland, Chemistry, Kent Campus
  • Lynn Koch, Educational Foundations and Special Services, Kent Campus
  • Pam Lieske, English, Trumbull Campus
  • Mandy J. Munro-Stasiuk, Geography, Kent Campus
  • Vic Perera, Mathematics, Trumbull Campus
  • Daniel Price, Justice Studies, Trumbull Campus
  • Min Qi, Economics, Kent Campus
  • Jeanette Riley, English, Stark Campus
  • Kathryn Wilson, Economics, Kent Campus