Faculty Scholars Program

The Faculty Scholars program reflects the University’s strong commitment to a scholarly approach to teaching and learning excellence by bringing together full-time faculty scholars to discuss and apply seminal and emerging learning science research and use what they learn to evolve their teaching and create deeper learning environments for their students.

Furthermore, this year-long program provides an excellent opportunity for faculty to engage in the scholarship of teaching and learning (SoTL) by treating the learning of their students as an object of scholarly inquiry and by contributing to the published scholarship on university learning and teaching.

The Faculty Scholars is a year-long cohort program, with an application process early in the Spring, acceptance announcement shortly thereafter, a two-day retreat to launch the year in the Summer and monthly meetings during Fall and Spring semesters.

Positioned at the intersection of inquiry and instruction, this work will enrich both faculty and students by supporting faculty as they explore and share evidence-based teaching practices, and pass the benefits of what they learn on to their students.

Meet the 2014-2015 Scholars Cohort

 

QCQinghong (Ann) Cai
Associate Academic Specialist
World Languages Center
College of Professional Studies
 
Proposed project: Using bilingual guided meditation in the foreign language (English/Chinese) classroom

 

LDLeslie J. Day, PhD, CSCS
Assistant Clinical Professor/Associate Chair
Physical Therapy
Bouvé College of Health Sciences
 
Proposed project: Extending flipped classroom pedagogy from her Gross Anatomy lecture into its lab section

 

LGLori Gardinier, MSW, PhD
Director/Associate Academic Specialist
Human Services
College of Social Sciences and Humanities

Proposed project: Assessing academic and developmental benefits, challenges and outcomes of peer-to-peer, project-based community engagement

 

CHCasper Harteveld, PhD
Assistant Professor
Game Design
College of Arts, Media and Design
 
Proposed project: Building gaming into an online course

 

LHLorna Hayward, EdD, MPH, PT
Associate Professor
Physical Therapy
Bouvé College of Health Sciences
 
Proposed project: Pedagogy for promoting student engagement and deeper learning in a large, interdisciplinary health care research course

 

JMLJose Martinez-Lorenzo, PhD
Assistant Professor
Electrical and Computer Engineering
Mechanical and Industrial Engineering
College of Engineering
 
Proposed project: Applying and investigating UNESCO’s “Four pillars of education” in a flipped classroom

 

AMAnn McDonald, MFA
Associate Professor
Design, Interactive Media
College of Arts, Media and Design
 
Proposed project: Exploring framing methods that could shift/slow time, build community and increase experimentation in studio classes; and measuring less tangible competencies acquired in studio assignments

 

MMMissy McElligott, PhD
Assistant Academic Specialist
Biology
College of Science
 
Proposed project: Designing and implementing two new 100-level Biology courses using Team-Based Learning

 

SMShan Mohammed, MD, MPH, FAAFP
Associate Clinical Professor
Health Sciences
Bouvé College of Health Sciences
 
Proposed project: Designing multiple highly engaging online case studies on urban public health issues for use in core population health courses

 

CPCourtney Pfluger, PhD
Assistant Academic Specialist
Chemical Engineering
College of Engineering
 
Proposed project: Injecting active learning into a senior level Chemical Engineering course

 

BRBrian Robison, DMA
Assistant Academic Specialist
Music
College of Arts, Media and Design
 
Proposed project: More carefully exploring the use of text and images to help guide students through complex musical forms

 

KSGKathryn Schulte Grahame, PhD
Assistant Academic Specialist
Civil and Environmental Engineering
College of Engineering
 
Proposed project: Implementing flipped classroom pedagogy in a large engineering class

 

BS

Bridget Smyser, PhD
Assistant Academic Specialist
Mechanical and Industrial Engineering
College of Engineering
 
Proposed project: Improving the pedagogy of lab classes; developing rubrics and mentoring strategies for capstone classes; and using group learning in large classes