annual report: 2014-2015...• implementing a faculty learning community on brain-based learning....

Annual Report: 2014-2015

Faculty Development

Academic Affairs

Southern Connecticut State University Engleman B 106 Phone: 203.392.5358 Fax: 203.392.5355

E-mail: [email protected] http://www.southernct.edu/faculty_development/

Dr. Bonnie Farley-Lucas

Director, Faculty Development and Professor, Communication

[email protected], 203.392.5488

Ms. Jennifer A. Hudson

Associate, Faculty Development


Ms. Michele Salamone

Secretary, Faculty Development


mailto:[email protected]




Faculty Development Annual Report 2014-2015

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OFD 2014-2015: Transitions and Collaborations

Mission

The mission of the Office of Faculty Development is to provide faculty with resources and

experiences that enhance teaching and learning. The interaction between Office of Faculty

Development (OFD) personnel and the faculty is confidential and separate from any formal

assessment process of the university. Faculty Development partners with other campus units to

create innovative programs, maximize resources, and positively impact teaching and scholarship.

Office of Faculty Development Highlights

2014-2015 was a year of transition and change for the Office of Faculty Development. In an

environment of system-wide uncertainty and several administrative leadership transitions, OFD

continued to provide professional development opportunities, contribute to university

functioning, and impact morale positively. Our faculty were continually encouraged to innovate

curriculum and pedagogy, engage students, and contribute to the Scholarship of Teaching and

Learning (SoTL). OFD highlights for the year include the following.

• Maintaining a robust array of workshops, Forums, and Teaching Academies to support

organizational development and professional development.

• Expanding new faculty mentoring and one-on-one consultations for faculty.

• Continuing research into best practices in STEM and Nursing Education and SoTL

• Serving on the Information and Library Science Task Force and assisting ILS faculty with

curriculum mapping, program re-alignment and curriculum design processes.

• Working with Nursing Educators at SCSU and the CT Community Colleges on curriculum

alignment and enhancing nursing curriculum and pedagogy throughout Connecticut.

• Forging new collaborations with Binod Pokhrel, Academic Technologies to assess, and meet,

faculty needs for instructional technology and scholarship support.

• Implementing a Faculty Learning Community on brain-based learning.

• Launching 3 Faculty Writing Circles to assist with creative activity and scholarly writing.

• Collaborating with 4 different groups to develop external grant proposals for unique programs

that benefit SCSU faculty and students (AAC&U STEM – TIDES grant proposal, “The First in

the World,” Davis Foundation, and a group-in-progress on STEM education).

• Assisting Michael Ben-Avie, Office of Assessment and Planning, in advancing SCSU’s role in

the Multi-State Collaborative on Assessment of Student Learning.

• Researching best practices and existing seminar offerings, and conducting a needs assessment

to create a Leadership Development Series to institute in Fall 2015.


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Faculty Development Organization and Personnel

• Dr. Bette Bergeron, Provost and Vice President, Academic Affairs

Dr. Marianne Kennedy, Associate Vice President, Academic Affairs (retired 7/15)

Dr. Bonnie Farley-Lucas, Director, Faculty Development/Professor, Communication

Ms. Jennifer A. Hudson, Associate, Faculty Development

Ms. Michele Salamone, Secretary II, Faculty Development

Ms. Taylor Scott, Student Worker

Faculty Development Advisory Committee

The Faculty Development Advisory Committee (FDAC) members are elected positions filled

through the Faculty Senate nomination and election process. Elected faculty serve three-year

terms. As Director of Faculty Development, Dr. Farley-Lucas serves as Chair.

The Faculty Development Advisory Committee for 2014-2015 consisted of Siobhan Carter-

David (HIS), Klay Kruczek (MAT), Auje Lamonica (EXC), Lisa Rebeshi (NUR), Elizabeth

Rhoades (CSP), Meg Sargent (COM), Winnie Shyam (Library Services), Carol Stewart (MGT),

and Christine Villani (EDU). FDAC members brainstormed potential workshops and reviewed

and ranked Curriculum Related Activities Grants and Faculty Development Grants, meeting to

select projects. Committee members also provided suggestions for process improvement.

The 2014-2015 Annual Report enumerates OFD’s various programs and initiatives. Appendices

provide details on the diverse programs designed, developed, and promoted by OFD.

Assisting Faculty in their Teaching Effectiveness:

Forums, Workshops, and Working Groups

Faculty Development plays an active role in developing, facilitating, and monitoring a wide

array of university-wide conferences, forums and working groups. The schedules for Faculty

Development events for Fall, 2014 and Spring, 2015 appear in Appendix A.

University Forums

This years’ Forums were designed to address faculty needs and specific requests for a focus on

student writing, assistance with enhancing faculty’s scholarly writing and productivity, and to

feature SCSU’s local talent. Based on faculty feedback, we accomplished those three goals.

Forum LII

Forum LII on “Living Writing” was held on August 27, 2014 in Engleman A 120, beginning

with a continental breakfast at 8:30 and followed by a luncheon at 1:00pm in ENB 121. Our

keynote speaker was Tim Parrish, SCSU Professor of English and author of, “Fear and what

follows: The violent education of a Christian racist.” The memoir was selected for the SCSU

Common Read and has been nominated for numerous national literary awards. Parrish offered an

overview of differences in college students writing abilities and productive ways to offer

feedback for improvement. For the second part of the workshop, a more controversial and lively

exchange occurred when Parrish read from his memoir and faculty explored covert and overt

forms of racism in the classroom and across campus.


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The event was attended by 100 faculty and administrators and was very well received. Written

evaluations indicate that faculty rated the event as “excellent,” “thought provoking,” and 10/10

for a wonderful book and speaker.” The top 3 learning outcomes reported by participants include

“describe some of the intellectual and literacy struggles that SCSU students likely experience,”

“explain differences between ‘novice learners’ and ‘intellectually expert’ teachers,” and “reflect

on one’s own experiences as a novice learner.”

The program for this event is presented as Appendix B.

Forum LIII

The Spring 2015 Forum was held on January 9, 2015 in ENA 120 beginning with a continental

breakfast and followed by a luncheon. Our keynote speaker was Danielle D. Stevens on

“Demystify the Language of the Academic Tribe and Join the Conversation.” Stevens is a

professor of curriculum and instruction at Portland State University. In her role as Faculty-in-

Residence in the Office of Academic Innovation, she created the Jumpstart Academic Writing

involving over 60 faculty. She is author of three books that assist faculty in their complex roles.

The workshop explored common academic writing forms and offered several practical

suggestions for enhancing scholarly writing and productivity, including daily writing, using

templates, and employing writing circles for support and collegiality.

Despite the severe winter snowstorm that tackled New Haven that morning, 35 faculty attended

the Forum. Written evaluations indicated the session was “excellent, “worthwhile,” “outstanding,

one of the best offered,” and “more worthwhile than anticipated.” The presenter provided lots of

practical suggestions, including templates, for enhancing faculty’s scholarly writing. The top

four learning outcomes reported by participants were “cite advantages of belonging to a small

writing group,” “describe how both text and context contribute to building a sustainable writing

practice,” “describe one context that contributes to writing improvement,” and “identify my own

writing blocks and make a plan to address them.”

The program for this event is presented as Appendix C.

Teaching Academy The 2015 Teaching Academy, held May 11 and 12, was a success. A total of 77 faculty

participated in the half-day workshop on “Mindfulness in Higher Education.” The session was

led by Mirabai Bush, senior fellow and founding director of the Center for Contemplative Mind

in society whose mission is to encourage contemplative awareness in American life to create a

more just, compassionate, and reflective society. She is co-author of Contemplative practices in

higher education: Powerful methods to transform teaching and learning (2014, Jossey-Bass) and

she is teaches in the clinical practice program at the Smith College School of Social Work.

In addition, a variety of workshops on teaching with technology, writing-across-the-curriculum,

and pedagogy were presented. The 2015 Teaching Academy benefitted from the largest number

of faculty presenters to date to volunteer to serve as master teachers and mentors. In sum, 30

SCSU faculty and administrators presented this year.


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Written evaluations from the overall event evaluation were positive. While the keynote presenter

was not rated highly, participants rated the SCSU presenters and the workshops very highly. For

the keynote presentation, the two items with the highest ratings were “cite benefits for enhancing

mindfulness in higher education,” and “implement a variety of new instructional techniques,

tools, or technologies in one’s own courses.” Regarding the overall Teaching Academy

experience, the majority of respondents indicated an effectiveness level of “effective” or “very

effective” in meeting their professional development needs. The items receiving the highest

ratings were: “providing me with training in classroom facilitation techniques,” “helping to build

a culture of teaching excellence,” and “enhancing student engagement.”

The complete evaluation report, along with participants’ written comments for the 2015

Teaching Academy, appear in Appendix D

Workshops to Promote Teaching Excellence

In 2014-2015, the Office of Faculty Development offered 36 events, for a total of 44 hours of

professional development opportunities.

Workshop topics are devised after consulting data gained through the Office of Assessment and

Planning, SCSU’s institutional leaders, and the Faculty Development Advisory Committee.

Workshops are also developed in response to faculty requests or from faculty who volunteer to

offer sessions based on their particular expertise. Key workshop topics include: advising and

mentoring students, using emerging instructional technologies, employing a variety of classroom

assessment techniques, supporting writing and critical thinking across the curriculum, applying

universal design principles to reach all learning styles, collaborative learning, and enhancing

student engagement.

During Fall, 2014 and Spring, 2015, Faculty Development supported a number of programs

designed to retain new faculty, enhance teaching and learning outcomes, and increase

interdisciplinary collaboration and community building. In all, 69 individuals participated in

workshops throughout the academic year.

Workshop sessions for the 2014-2015 semester included:

Successful Academic Advising: LEP (4 sessions)

Successful Academic Advising Using Banner Web (4 sessions)

Community Engaged Learning

Multi-State Collaborative Assessment Initiative

Outstanding Teaching: Advice from Award-Winning Faculty

Multi-State Collaborative for Assessment of Student Learning

Spearheaded on the SCSU campus by Dr. Michael Ben-Avie, Director of Assessment and

Planning, a self-selected group of faculty teaching senior-level courses has joined together to

promote the Multi-State Collaborative for Assessment of Student Learning. So far eight states,

including Connecticut, are contributing faculty expertise to help assess student learning in the

common core areas of written communication, critical thinking, and quantitative reasoning.

OFD assisted Dr. Ben-Avie with the initial communication campaign and faculty recruiting

process. As part of the 2014 Teaching Academy, a full introduction to the scope of the project


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was offered to nearly 20 participants. SCSU faculty participated in the formal training for

Connecticut faculty at Eastern CT State University in August, 2014. In May, 2015, an

assessment “norming and rating” session for participating SCSU faculty was held. The event was

led by Michael Ben-Avie and Wes O’Brien (MDS), and facilitated by Chelsea Harry (PHI) and

Liz Kalbfleish (ENG). OFD assisted with event planning.

New Initiative: Strengthening Nursing Education

2014-2015 marked continued support for strengthening Nursing curriculum and pedagogy. In

May, 2014, Dr. Farley-Lucas facilitated a curriculum retreat for the SCSU Nursing Department.

From this, she was referred to the Connecticut Community College Nurse Educators (CCCNE)

association. She volunteered to provide a curriculum workshop for CCCNE in June, 2014 at

Manchester Community College. Upon request, she volunteered to provide another workshop.

In November, 2014, she presented “Getting Jazzed: Transformation to Integrated Curriculum

Design” Curriculum Retreat for the Connecticut Community College Nurse Educators at

Naugatuck Valley Community College. Future collaborations with the Nursing Department will

focus on inter-disciplinary collaborations and exploring the role of free on-line quizzes (Quizlet)

in nursing education.

New Initiative: Strengthening Curriculum in Information and Library Science

As an appointed member of the ILS Reaccreditation Task Force, Dr. Farley-Lucas assisted the

group with a number of tasks. In July of 2014, she facilitated a retreat for defining the

department’s mission and vision. In the Fall semester, she lead a workshop on curriculum

mapping, and another workshop on Integrated Course Design. She participated in meetings and

provided feedback on drafts as requested throughout the process. She also provided related

references and materials on enhancing on-line instruction, all in the interest of strengthening ILS

course offerings and instructional design.

Strengthening STEM Curriculum and Pedagogy

Our new state-of-the art science building, recent endowment for student research, and strong

programs for community and student engagement in STEM all point to targeted professional

development in STEM education and student advising. Institutional research associated with

student success at SCSU also confirms that curriculum and pedagogy in STEM-related courses,

especially those offered to first year students and/or as part of the Liberal Education Program,

need strengthening. In 2013-2014, OFD began its tangible focus on STEM education, and this

focus will continue for the next several years.

In Spring of 2014, working with Dr. Marianne Kennedy and Dr. Winnie Yu (Computer Science)

Dr Farley-Lucas served as PI for a grant proposal for the AAC&U/Helmsley Foundation

“Turning Tides in STEM” project aimed at enhancing learning climates and promote STEM

education and careers to women and minorities. Although the proposal was not selected for

funding, a campus-specific plan to increase diversity in STEM education and support students

and faculty in creating a more inclusive and engaged learning environment was created. In

addition, research conducted for this grant proposal will be useful in seeking other external

funding sources, planned for 2015 and beyond.


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OFD programming was added to focus on STEM education. A 2013 Faculty Development

Grant supported a keynote workshop on enhancing teaching and learning STEM across

disciplines as part of the 2014 Teaching Academy. In the past 3 years, other OFD workshops and

interest groups intentionally featured STEM high school teachers and SCSU specialists as master

teachers. Creative collaboration and programming on STEM is planned for 2015-2016.

Curriculum Innovation Program

In June, 2010, the Davis Educational Foundation awarded SCSU a generous grant for $270,300

over three years to support a Curriculum Innovation Program (CIP). The CIP advanced two

institutional goals. Goal 1 was to provide faculty development and support in curriculum design

that harnessed emerging technology and advanced inter-disciplinary approaches. Goal 2 was to

develop innovative curriculum to advance the newly revised Liberal Education Program,

including Senior capstone courses. The four key components supporting organizational change

were CIP Fellowships, CIP Workshops, a Curriculum Retreat, and Curriculum Innovation

Exchanges. OFD continues to support the aims of CIP through curriculum development

workshops and numerous one-on-one consultations with faculty developing new and revised

courses. We promote Dee Fink’s Integrated Course Design process for consistency and quality.

Writing Support Workshops

In 2014-2015, the Writing Across the Curriculum Program (WAC) was co-chaired by Deb

Carroll (Psychology) and Karen Burke (Media Studies). Faculty Development collaborated

closely with WAC leaders to ensure that adequate support and development on topics such as

developing writing intensive courses, creating and using grading rubrics, efficient methods for

assessing and commenting on student writing, and instructional technologies that support student

writing. Training and individual consultations are offered for all faculty during the SCSU

Teaching Academy, the FYE Academy, and throughout the academic year.

Sponsored Programs and Research /Faculty Development Partnerships

The Office of Faculty Development benefitted greatly from consultations and workshops that the

Office of Sponsored Programs and Research (SPAR) offered for faculty in 2014-2015. In

addition to regular consultations, SPAR hosted a well-attended and well-received workshop

featuring a Program Officer for the Fulbright Program. A luncheon reception for SCSU

administrators and academic leaders also provided more informal, and targeted exchange on the

grant seeking, writing, and award process.

New Initiative: Faculty Writing Groups and Learning Communities

Based upon Dr. Danielle D. Stevens’ presentation during the January Forum, on “Demystify the

Language of the Academic Tribe and Join the Conversation,” three voluntary faculty writing

groups were established. The three groups were formed based on key interests and meeting time

availability. One group was comprised of faculty teaching graduate students, another group was

comprised of faculty in the humanities, and the other was faculty in the sciences. Of the three

groups, two continued to meet throughout the semester, and the third group maintained e-mail

connections as a means of accountability and motivation.

Another group of three faculty formed to read and discuss the book, How Learning Works:

Smart Teaching: 7 Research-Based Principles for Smart Teaching (2010). The group met twice

to discuss the key concepts and ways to integrate the material into our teaching. Due to the


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excessive number of snow-cancellation days, the group agreed to meet in the next semester.

20-Minute Mentor

The 20-Minute Mentor series provides a variety of high quality training materials related to

teaching effectiveness to all faculty. The top reasons cited by faculty for not participating in

professional development workshops are lack of time and scheduling conflicts. The 20-Minute

Mentor CD series is accessible at all times via the Faculty Development website, is time-

effective, and is an inexpensive method for providing resources aimed at enhancing teaching.

Each of the 20-Minute Mentor CDs includes a recorded program (audio and visual), 3-8 pages of

supplemental materials, a copy of the PowerPoint presentation, and a complete transcript. A

campus access license allows all faculty to have access for an unlimited amount of time.

Magna Commons

As of August, 2011, SCSU began subscription to Magna Commons, which provides free, 24-

hour access to training seminars on CDs on more than 100 topics related to pedagogy,

scholarship, and assessment. New topics are added monthly. Magna Commons also provides e-

newsletters and regular articles on all topics related to SoTL, pedagogy, and the academic career.

The Faculty Lounge SoTL Discussion Group

SCSU is a Carnegie Campus affiliate, and has a small but committed group of faculty pursuing

the goals and objectives of the Scholarship of Teaching and Learning (SoTL). Based on feedback

from participants in Teaching Academies, faculty were interested in keeping the discussions

moving forward. In order to foster networking and informal discussion related to SoTL, starting

in Fall 2012 an informal discussion group, “The Faculty Lounge” was scheduled. This Brown

Bag Lunch Series meets on the first Friday of each month in the Faculty Development Office.

The session encourages collegial discussion in a structure-free environment.

Promoting and Recognizing Excellence in Teaching, Learning, and

Scholarship: The Faculty Awards Programs

J. Philip Smith Outstanding Teaching Award Committee

The J. Philip Smith Outstanding Teaching Award Committee members are recruited through the

Faculty Senate nomination and election process. Elected faculty serve three-year terms.

Committee members monitor the process, and review and rank nomination portfolios for the J.

Philip Smith Outstanding Teaching Award, the Technological Teacher of the Year Award, and

the Outstanding Academic Advising Award. Their recommendations are forwarded to the

Provost and Vice President for Academic Affairs for final approval.

The 2015 J. Philip Smith Outstanding Teaching Award Committee consisted of: Scott Ellis

(ENG), Helen Marx (EDU), Erin Larkin (WLL), Aukje Lamonica (EXS), and Frances Viggiani

(MGT). The three undergraduate students serving on the selection committee were: Alicia

DiVito (SGA President), Meredith Peterson (SGA Vice President), and Taylor Scott (Student

Worker for Faculty Development). The graduate students serving on the selection committee


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were Zac Merritt (GSAC Chair), and Mike Tweedie (GSAC Co-Chair). As Director of Faculty

Development, Dr. Farley-Lucas served as Chair.

J. Philip Smith Award for Outstanding Teaching

The J. Philip Smith Outstanding Teaching Award recognizes exceptional instruction among our

full and part-time faculty. The award is conferred to one full-time faculty and one part-time

faculty each year. Awardees receive a $2500 stipend, a commemorative plaque, and a pin.

Candidates are nominated by a student, faculty member, by an alumnus using an on-line process

or they may self-nominate. The Director of Faculty Development acknowledges the nominees

and convenes the Selection Committee, which is an elected body of faculty as well as two

undergraduate and two graduate students. Nominations occur in January and February,

supporting portfolios are submitted in March, and a selection is made by May.

2015 J. Philip Smith Outstanding Teachers: Julia Irwin, Psychology

Jess Gregory, Educational Leadership

Technological Teacher of the Year Award

In March, 2009, an anonymous donor made a generous gift to Southern in order to create an

award for Technological Teacher to recognize the importance of effective use of technology in

the classroom and the faculty who embrace it. One awardee each year receives a $1000 stipend,

a plaque stating the achievement, and public recognition. Full-time and part-time faculty at all

ranks who are currently employed at SCSU are eligible to apply.

Faculty who have created innovative instructional technology, harnessed new and emerging

technology in the interest of teaching and learning, developed courses to take advantage of

existing resources, improved communication or collaboration using technology, contributed to

scholarly research into teaching with technology, and/or mentored colleagues in the effective use

of digital teaching resources are especially good candidates for the Technological Teacher of the

Year Award. Nominations are originated by deans, directors, department chairs, academic

administrators, individual faculty members, students, or self-nominations.

Nominations are reviewed by the Outstanding Teaching Award Committee, an elected

committee of faculty that represents all of the SCSU schools. The Committee invites their top

ranked candidates to submit an application portfolio, which is evaluated according to the

significance of the innovation, its positive effect on teaching, creative activity, or student

learning outcomes, expertise and previous experience, and evidence of innovation. The

Committee makes their recommendations to the Provost and Vice President for Academic

Affairs, who announces the award.

2015 Technological Teacher of the Year: Elizabeth Lewis Roberts, Biology

Outstanding Academic Advisor Award

In 2011, in response to assessment data gained during the NEASC reaccreditation process, the

Office of Faculty Development instituted the Outstanding Academic Advisor Award to

recognize the integral links between excellent academic advising and student retention and


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success, and to reward faculty who provide exceptional academic advising and mentoring to

undergraduate or graduate students. Awardees receive a $1000 stipend, a plaque stating the

achievement, and public recognition. One award is granted each year. Full-time faculty at all

ranks who are currently employed at SCSU are eligible to apply.

Faculty who work collaboratively with students in charting their academic direction, display

knowledge of discipline and department specific academic programs, university degree

requirements, registration procedures, and university resources supporting student success, and

who provide exemplary professional guidance to students are especially qualified for

nomination. Nominations may originate from: students, alumni, department chairs, academic

administrators, individual faculty members, or self-nominations.

Nominations are reviewed by the Outstanding Teaching Award Committee and top ranked

candidates are invited to submit an application portfolio. The Committee uses three criteria to

rate the quality of the achievement: knowledge of the advising process, positive impact on

student retention and success, and evidence of positive, professional guidance to students. The

Committee makes recommendations to the Provost and Vice President for Academic Affairs,

who announces the award. Each year, Dr. Farley-Lucas contacts the National Academic

Advising Association (NACADA) so our SCSU Outstanding Advisor receives national

recognition on the NACADA website, along with a personal congratulatory e-mail.

2015 Outstanding Academic Advisor: Marie Basile McDaniel, History

Joan Finn Junior Faculty Fellowship

The Joan Finn Junior Faculty Fellowship is a one-time award of nine hours of reassigned time

for an academic semester. Award of the fellowship releases the untenured junior faculty member

from all committee, advisement, and office hour responsibilities. The faculty member is required

to pursue research or other activity leading either to a publishable article or a scientific or

creative equivalent, and is further required to make a public presentation either at Southern

Connecticut State University or another site within the CSU system. Administrative and financial

support for the Fellowship is provided by Faculty Development through the Provost and Vice

President for Academic Affairs.

The 2015 Jr. Faculty Award was selected by members of the Research and Scholarship Advisory

Committee, which are appointed positions by the Provost. Upon the untimely passing of Joan

Finn, who assisted in creating the fellowship and led the Committee for many years, the

Fellowship was named in her honor in 2012. Dr. C. Michele Thompson served as chair for the

2014-2015 selection process.

2015 Joan Finn Junior Faculty Fellows: Michael Fisher, Biology and Elyse Zavar, Geography

Jirsa Service Award

The Jirsa Service Award was instituted in 2012 by Faculty Senate members in honor of Professor

Robert Jirsa and his tremendous commitment to department, university, and community service.

One (or two) faculty members are selected to receive the award each year. Members of the Jirsa

Award are elected via the Faculty Senate election process and serve 2 year terms. For 2014-2015


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members were: Louisa Foss-Kelly (CSP), Kalu Ogbaa (ENG), Chair, Jacqueline Toce (BUL),

Daniel Swartz (EXC), Marie Basile McDaniel, (HIS), and Xiaomei Yang (PHI). Kalu Ogbaa

(ENG), served as Chair. OFD provided logistical support for the committee.

2015 Jirsa Service Award: Debra Weiss, Communication Disorders

2014 Faculty Scholar Award

The Faculty Scholar Award recognizes a single piece of scholarship of exceptional quality by a

full-time SCSU academician. Nominated works can be a book, monograph, article, invention, or

work of art that has appeared in a public forum during the five years preceding the award. Its

value must be recognized by the scholar's peers, and the social merit of the work, extent of

advancement of knowledge, and/or its creative contribution must be established by outside

evaluators. 2014-2015 committee members, elected through the Faculty senate election process

were Julian Madison (HIS), Kalu Ogbaa (ENG), Kimberly Lacey (NUR), Eric Cavallero (PHI)

and Rex Gilliland (PHI).

2014 Faculty Scholar Award: Troy Paddock, History

CSU Board of Regents Awards

Although not administered by OFD, two important awards are sponsored by the CSU Board of

Regents. One full-time faculty member and one part-time faculty member are selected from

each campus to receive the BOR Award for Teaching Excellence and one full-time faculty at

each campus is selected for the BOR Award for Excellence in Scholarship. At SCSU, the

Research and Scholarship Advisory Committee (RSAC) selected the 2015 Awardees.

2015 BOR Teaching Excellence Awards: Marie Basile McDaniel, History (full-time)

Donald Brechlin, Mathematics (part-time)

2015 BOR Scholarship Excellence Award: Charlie Yang, Management

Celebration of Excellence

At the suggestion of President Papazian, the awards receptions for all of the above awards were

enveloped into one event, starting in April 2014. The Celebration of Excellence reception offers

a public forum for celebrating and recognizing outstanding teaching, research, advising, and

service. The event honors recipients of the J. Philip Smith Outstanding Teaching Award, the

Technological Teacher of the Year Award, the Outstanding Academic Advising Award, the Jirsa

Service Award, the Joan Finn Junior Faculty Research Fellowship, the Mid-Level Faculty

Research Fellowship, the SCSU Faculty Scholar Award, and the BOR Awards for Excellence in

Teaching and Research.

On Wednesday, April 15, 2015 more than 100 faculty and SCSU leaders participated in the

event, held in the ASC Ballroom. President Papazian and Provost Bergeron officiated. In 2015,

we began the tradition of having the last award recipient present the award to the current

recipient, creating symbolic connections among the awardees. Committee members were

Marianne Kennedy, Margaret Huda, Linda Robinson, Michele Salamone, and Bonnie Farley-

Lucas.


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The event program appears in Appendix E.

New Initiative: Annual Panels on Successful Service and Outstanding Teaching

With the institutionalization of the Celebration of Excellence Event, the need arose for providing

a forum for outstanding faculty to share their expertise with other faculty. Starting in Spring,

2015, OFD scheduling includes an annual panel discussion consisting of our award-winning

faculty and targeted to all faculty, new faculty in particular, to focus on teaching, scholarship,

service, and advising.

Faculty Retention and Development

New Faculty Luncheon and Resource Fair

While New Faculty Orientation was traditionally a 3-day event, the CSU calendar shifted to

allow just two days for professional development at the start of the Fall 2014 semester. To meet

this schedule challenge, a new faculty luncheon reception, combined with a “need to have now”

cast of supporting staff was planned and enacted.

Hosted in ASC Ballroom on August 19, the event supported 27 new faculty. President Papazian

and Provost Bergeron officially welcomed faculty to campus. Representatives from Human

Resources were on hand to assist with essential paperwork, Tonya Nelson from Campus Police

assisted with SCSU parking pass distribution, and Rob Carpentier and his staff worked with new

faculty on computer deployment and assistance. Student volunteers from Admissions were on

hand to provide a short campus walking tour to all interested faculty.

Feedback from the event centered on the welcoming climate, the feeling of support from campus

services, and gratitude for meeting other new faculty. Most importantly, faculty felt that they had

taken care of essential tasks before the official start of the semester.

New Faculty Orientation The annual New Faculty Orientation was held August 25 and 26 and welcomed 32 participants.

The orientation included an introduction for new faculty members to Southern’s faculty and

administration, resources, policies and governance, as well as some practical suggestions for

enhancing pedagogy. As part of the program, faculty were introduced to our Learning

Management System, and were given a hand-on demonstration of our varied classroom

technologies. All new faculty are provided with a copy of the best-selling book, How Learning

Works: Seven Research-based Principles for Smart Teaching, along with a brief Faculty

Guidebook and other helpful resources for navigating SCSU.

Written evaluations indicated that sessions were rated as “excellent” overall and participants

received useful information. They were particularly thankful for the sessions on SCSU

institutional data, instructional technology, and pedagogy. Many commented on the overall sense

of belonging and welcome they felt throughout the event.

The 2014 New Faculty Orientation Schedule appears as Appendix F.


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New Faculty Orientation Continuing Training

To follow up on the August orientation, training sessions offered throughout the year were

designed to provide new faculty with continuing orientation and education regarding Southern.

They also served as an opportunity for new faculty to dialogue with colleagues on important

issues. Most sessions were held on Wednesdays from 1:10 to 2:00 pm (SCSU Academic

Community Hour) in locations across campus. All SCSU faculty, particularly faculty within their

first 3 years at Southern, were invited to participate in New Faculty Orientation workshops.

Part-Time Faculty Reception and Orientation

The ninth annual Southern Connecticut State University Part-Time Faculty Reception and

Orientation was held on Thursday, August 20, 2014 from 5:30 to 8:00 pm in the ENB 121

The event began with a reception with hors d’oeuvres and dinner hour snacks. Dr. Bette

Bergeron provided welcoming remarks that stressed the importance SCSU places on our adjunct

faculty and Dr. Tracy Tyree, Vice President, Student Affairs provided a brief introduction to our

campus and its caring community focus. Dr. Farley-Lucas provided a brief overview of effective

pedagogy practices in higher education and Karen Musmanno, from Academic Technologies,

provided an introduction to MySCSU and e-Learning VISTA. Other highlights included an

overview of the Part-Time Faculty Mentoring Program and an Interactive Resource Fair with

representatives from Faculty Development, AAUP, Human Resources, Counseling Services,

Disability Resource Center, Buley Library and numerous Student Supportive Services areas.

More than 45 part-time faculty, administrators, and campus leaders participated in the event.

Participants’ evaluations indicated that they rated the session as excellent and worthwhile.

New Faculty Mentoring Program

Southern’s New Faculty Mentoring Program helps newly appointed professors navigate the

daunting path to acceptance as full-fledged members of a community of scholars. The New

Faculty Mentoring Program is a voluntary one. Experienced SCSU faculty who are

knowledgeable about campus and academic life are matched with new faculty to orient them to

the University, inform them of campus support services, and assist them in the early stages of

their academic careers. Mentors are invited each year via a call for volunteers, and several

mentors participate on a regular basis. Mentees are invited to participate during the New Faculty

Orientation program. The program supplements existing departmental mentoring by adding an

interdisciplinary element to both the mentor–mentee relationship and to campus dialogue.

In 2014-2015, the Faculty Development Mentoring Program established 31 mentor–mentee

relationships between new and senior faculty mentors from different departments. Mentors and

mentees were encouraged to meet weekly on an informal basis to discuss the challenges and

opportunities facing the new faculty member. The Faculty Development web site posts

information regarding mentoring to assist both mentors and mentees in establishing mutual

expectations for the content and process of mentoring meetings.

All faculty in their first three years at SCSU are invited to participate in Mentoring events and in

New Faculty Orientation Continuing Training. In September, a kick-off luncheon was held for

the Mentoring Program. Mentors and mentee pairs got acquainted and planned their follow-up


13

meetings. A mid-semester meeting was held in October, and the end-of-semester mentoring

connection luncheon was held in December. In the Spring, events again included beginning-of-

semester, mid-semester and end-of semester gatherings, which were all well attended and well

received. In addition, a panel discussion of previous winners of the Jirsa Service Award (Maria

Diamantis, Mike Shea, Bill Faraclas) was held on February 11 to provide new faculty with an

introduction to our role models in faculty service and to discuss expectations and opportunities.

Minority Recruitment and Retention Committee (MRRC)

With members of the committee appointed by the President and working in conjunction with the

Office of Diversity and Equity, the committee endeavors to make itself available in any way it

can to achieve the university's goal of recruiting and retaining minority faculty. According to the

Collective Bargaining Agreement, the role of the Minority Recruitment and Retention

Committee is to assist search committees in their recruitment of minorities and other protected

groups, as well as support departments in the retention of said individuals. See (Art. 3.4.1; 3.4.2;

3.44; 12.10.3) Collective Bargaining Agreement section on MRRC.

MRRC Co-Chairs for 2014-2015 were Gladys Labas (EDL) and Doris Marino (EDU).

New Initiative: Support for Chairs and Leadership Development Series

In recognition of the difficult, and often unrecognized, work that Department Chairs perform,

OFD offered a Chair’s Brunch each semester starting in Spring 2014. Although attendance

reached the peak of 12 participants, Chairs were truly grateful for the opportunity to connect

socially, and they were appreciative of the simple reward. Subsequent conversations with Chairs

and Deans brought to light needs for formalized leadership development, support, and mentoring

for Chairs, Program Coordinators and Directors, and others who currently assume leadership

roles. Succession planning also would be smoother with leadership development opportunities

offered on a regular basis.

To that end, Dr. Farley-Lucas focused on building a Leadership Development Series to meet

SCSU needs and SCSU culture. Based on consultations with Faculty Development Professionals

at AAC&U, POD Network, and Lilly Teaching and thorough a review of existing resources, she

selected The Essential Department Chair: A Comprehensive Desk Reference (2nd. Ed) as a

common reference book for Chairs. These were distributed to all new Chairs in early July so,

ideally, they could refer to them before the semester started. Current Chairs were invited to

borrow from a number of desk copies available in OFD. At least 4 current Chairs took advantage

of the offer. To date, 6 Chairs have sent letters of gratitude for having received the book.

In April through July of 2015, existing academic leadership programs were evaluated (which

ranged from $1000 - $2000 per day plus travel expenses per participant), scanned literature on

best practices were reviewed, and an informal needs assessment among Department Chairs and

Deans was conducted. The overall design for SCSU points to an ongoing series of mentoring,

institutional data, helpful advice from university staff and leaders, and skill development in a

collegial environment. For Fall 2015, webinars, Chair’s brunches, and workshops are planned

and invitations will be extended to program directs and coordinators. An informal mentoring

program is also being planned.


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Support for Scholarship, Research and Professional Development

Faculty Senate Creative Activity Research Grants The Faculty Creative Activity Research Grant fund was created by the Faculty Senate Resolution

S-10-03 “Proposal Concerning University Support of Creative Activity.” The program supports

proposals that enhanced the educational mission, visibility, and research stature of Southern

Connecticut State University. Dr. Aaron Clark (MAT) chaired the committee that is charged with

proposal review. Funding for summer research projects was granted to 37 faculty members, for

a total of $85,000.

Faculty Development Grant Program

Every year the Faculty Development Advisory Committee (FDAC) invites proposals from the

faculty for activities that "...enhance their ability to be productive and innovative professionals..."

as specified in Article 9.6 of the CSU-AAUP/BOT Collective Bargaining Agreement. Proposals

are encouraged from schools, departments, officially recognized interdisciplinary programs,

affinity groups, and individuals. All full- and part-time faculty members are urged to develop

proposals that enhance their professional abilities in the areas of instruction, research, and

creative endeavors. Proposals are reviewed by FDAC members.

In Fall, 2014, 11 of 12 faculty proposals were funded at a total of $24,300. In Spring 2015, 19 of

22 proposals were funded at a total of $41,232. Recipients for the 2014-2015 academic year are

presented in Appendix G.

Curriculum Related Activities Committee (CRAC) Grant Program

In accordance with Article 10.6.5 of the CSU/AAUP Collective Bargaining Agreement, the

Faculty Development Advisory Committee provides recommendations to the Provost and Vice

President for Academic Affairs on curriculum related activities performed by faculty members

during the summer. The Committee reviews proposals received and makes funding

recommendations to the Vice President for Academic Affairs. Individual awards may range up to

$2,500, and collaborative proposals involving the work of two or more faculty members will be

funded at a maximum of $4,000 to be shared by the applicants. Proposals that address writing

intensive “W” courses, on-line course development, and that advance the goals of the newly

established Liberal Education Program are especially encouraged.

For 2014-2015, 31 of 41 proposals were funded at a total of $76,433. This is the most

competitive grant cycle recorded for CRAC funding. Award recipients are presented as

Appendix H.

Connecticut State University (CSU) Research Grant Program

The CSU/RGP was established "…to provide faculty with research opportunities that will

enhance the educational mission, visibility and research stature of Connecticut State University."

Full-time faculty members including faculty planning sabbatical leave during the grant period are

encouraged to apply, but not faculty who will be on unpaid leave during the grant period.

Proposals for funding written by SCSU faculty are scored by readers at Eastern and Central State

Universities. The local faculty committee uses these scores to determine which proposals will be


15

recommended for funding. Jennifer Hudson served as local coordinator for the SCSU committee

reviewing proposals from the other CSU campuses for 2014-2015.

In 2015, 83 out of 108 faculty proposals were awarded funding based upon comparative scores at

a total of $287,556. Recipients are presented in Appendix I.

Minority Recruitment and Retention Committee (MRRC) Grant Program

In order to achieve the university's goal of recruiting and retaining minority faculty, the Minority

Recruitment and Retention Committee assists search committees in their recruitment of

minorities and other protected groups, and supports departments in retaining a diverse faculty.

Funds are allocated according to the Collective Bargaining Agreement (Art. 3.4.1; 3.4.2; 3.44;

12.10.3).

In 2014-2015, 16 awards were made, at a total of $23,715. Recipients are presented in Appendix

J.

The Yale University Library Card Program

This program allows full-time faculty access to the resources of Yale University’s extensive

research library through non-borrowing library privileges. The program aims to stimulate and

encourage research that will lead to publication in a refereed journal or publication in a scholarly

book. A total of 48 cards are available every academic year, or twelve cards for each of four

three-month quarters: December, January, February (Quarter 1); March, April, May (Quarter 2);

June, July, August (Quarter 3); and September, October, November (Quarter 4).

For FY 2014-2015, 26 applications were submitted by 15 SCSU faculty. All 15 faculty were

supported by the Yale Library Card program. Focus group data, informal discussions, and e-

mail messages attest to the usefulness of faculty who were awarded library access. Faculty in

English, History, Art, and Philosophy, and World Languages and Literature report the card to be

particularly helpful to their scholarship. The list of recipients is presented as Appendix K.

Individual Consultations

Throughout the academic year, Dr. Farley-Lucas conducts several informal one-on-one

consultations regarding professional development, collegial relationships, conflict management,

balancing scholarship and teaching, student advising, and pedagogy. First-year faculty often

receive the most direct contact in order to help acclimate them to the SCSU culture and to

personally invite them to take an active role in internal professional development activities.

In 2014-2015, one-on-one consultations designed to meet faculty requests for the Fall included

“Creating a Caring Classroom,” “Writing a Teaching Philosophy,” “FDAC and CRAC Grants:

Assistance and Feedback,” and “Collegiality 101.” For the Spring semester the topics were

“Demystifying Teaching Evaluations,” “Enhancing Out-of-Class Communication,” “FDAC and

CRAC Grants,” and “Work-Life Balance Strategies.” These consultations are scheduled between

11:00am and 4:00pm on alternating week days.


16

Ms. Hudson consults on internal grants and meets in person with almost every faculty member

awarded CRAC, FDAC, Minority Recruitment, CSU Research Grants or Faculty Senate Creative

Activity Funds, this year totaling approximately 250 faculty.

As Secretary for the Office of Faculty Development, and the Curriculum Innovation Program,

Ms. Salamone handles updating brochures, Faculty Guidebook, Orientation Guides, event

programs and handouts. She assists with meetings and event planning, complies and organizes

all data for SCSU Teaching Awards and ensures quality programming for the Forums and

Teaching Academy.

E-mail communication with faculty remains constant throughout the year, and a fairly steady

stream of faculty stop in to inquire about grant proposals and paperwork, discuss research

projects and conferences, and talk through plans for curriculum innovation projects.

Commitment to Technological Innovation and Support

Collaborations with Academic Technologies (Formerly Teaching and Technologies Group)

The Office of Faculty Development has a long history of collaboration with the Teaching and

Learning Technologies Group (TLT). The TLT Group contributed significantly on a yearly basis

to the SCSU Teaching Academy, New Faculty Orientation, and Part-Time Faculty Orientation.

Dr. Farley-Lucas serves on the Teaching and Learning Technologies Committee, which centers

on assessing and meeting faculty needs for training and technology use.

With the auspicious arrival of Binod Pokhrel as Director, and the renaming of the area to

Academic Technologies, new collaborations are in progress. In Spring 2015 OFD and AT

partnered to launch a faculty technology needs assessment, which will drive professional

development and faculty involvement efforts for the next few years.

Future collaborations for 2015-2016 center on tapping the expertise of our more technologically

adept faculty. Awardees and nominees for the Technological Teacher of the Year Award will be

approached to provide mentoring, instructional assistance, and generally serve as role models for

other faculty. In addition, for Fall 2015, a series of four-hour blocks of “drop in consultations”

for AT will be scheduled. All faculty, particularly new faculty will be welcome.

Tech Tables

Based on a suggestion made by faculty member, Laura Bower-Phipps, SummerTech Tables are

scheduled for the first Thursday of each month to facilitate discussion among faculty interested

in teaching with technology. Faculty meet informally in the Faculty Dining Room of

Connecticut Hall.

Large Format Poster Assistance Program In an effort to assist faculty with creating “poster sessions” for professional associations and

conferences, Faculty Development links faculty to the Large Format Poster Assistance Program.

Originally spear-headed by Marianne Kennedy and funded by the VPAA, the program provides

funding for designing and printing of large format posters.


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Miscellaneous Technology Support for Faculty

Faculty Development has facilitated the use of technology in instruction by providing faculty and

staff with a variety of links to professional development resources and conferences. Faculty

Development continues to expand its offerings as new technologies develop, and plays an

important role in the ongoing process of studying and evaluating the uses of technology in

teaching and learning.

Communicating with Faculty

Weekly Calendar

Faculty Development publishes the Weekly Calendar to inform faculty and administrators of

forums and workshops as well as other cultural, scholarly, and intellectually enriching seminars

and events. Of particular interest are those events which have received funding through the

Faculty Development Advisory Committee grant program. All faculty are invited to submit

potential items for inclusion to Ms. Hudson, Editor.

Southern Dialogue

Southern Dialogue, Faculty Development’s official newsletter, went on hiatus this year due to a

lack of submissions. Ms. Hudson, who edits Dialogue, plans on reformulating the newsletter to

an interactive blog. The new format will forward the original purpose and vision: to recognize

and reward faculty professional accomplishments, to encourage interdisciplinary exchange, and

to keep faculty informed of current trends in teaching and learning.

Past issues of Southern Dialogue can still be viewed at: http://www.southernct.edu/faculty-

staff/faculty-development/southerndialogue.html.

Faculty Development Web Page

The Faculty Development web page (http://www.southernct.edu/faculty-staff/faculty-

development/index.html) offers links to a variety of useful resources, including descriptions of

Faculty Development programs, schedules, publications, and frequently used forms. The page

provides SCSU faculty and staff convenient access to immediately relevant resources and

advertises Faculty Development services. In order to provide faculty with greater opportunities

for professional development beyond the Southern campus, the Faculty Development web page

includes upcoming conferences on pedagogy and instructional technology.

The website features a faculty wall of fame, contributions from faculty experts, the SCSU

Teaching Academy, the New Faculty Mentoring Program, resources on curriculum mapping,

designing courses for significant learning, as well as articles and useful links related to teaching

and learning.

All Campus List

Faculty Development maintains communication with the SCSU community via the All-faculty

list, which electronically transmits news of upcoming events sponsored by Faculty Development,

the Curriculum Innovation Program, or FDAC grants.

http://www.southernct.edu/faculty-staff/faculty-development/southerndialogue.html

http://www.southernct.edu/faculty-staff/faculty-development/southerndialogue.html

http://www.southernct.edu/faculty-staff/faculty-development/index.html

http://www.southernct.edu/faculty-staff/faculty-development/index.html


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Faculty Guidebook

For six years, the SCSU Faculty Handbook was updated annually and distributed to all new

faculty at the New Faculty Orientation in August via a thumb-drive. The updated version was

also available on the Faculty Development web page. A hard copy of the Handbook was placed

on Reserve in Buley Library and a copy was housed in the Office of Faculty Development. Upon

request, Faculty Development supplied faculty with a hard copy of the Faculty Handbook.

Starting in August of 2013, the Office of Faculty Development began offering a Faculty

Guidebook via thumb-drive. This document blends the essential information currently offered

via the Faculty Handbook and the Orientation Guide for New Faculty. This move avoids

duplication of effort related to materials provided on Southern’s official website and clarifies the

expectation that this is not a legally-binding document, but a helpful resource for faculty. Faculty

are referred directly to the website, and particularly to the Employee Handbook issued by Human

Resources, for all official organizational information.

Faculty Development Professional, Service, Presentations and Activities

Dr. Farley-Lucas, Ms. Hudson, and Ms. Salamone represented Faculty Development and

Southern through a variety of professional presentations, services and activities during 2014-

2015. They also enlarged the scope of their expertise in faculty development, pedagogy, and

organizational skills in order to better serve our faculty and students.

Sharing OFD Expertise Beyond SCSU

Dr. Farley-Lucas actively participated in regional, national, and international professional

associations. Her 2014-2105 accomplishments included Treasurer for the Advisory Board of the

Improving University Teaching Global Conference, Reviewer for the International Journal for

Academic Development, Reviewer for the Lilly International Conference on College and

University Teaching (4 locations/events), and Reviewer for the Professional and Organization

Development Network. As part of her professional development, she participated in the January,

2015 AAC&U Conference on Liberal Education, Global Flourishing, and the Equity Imperative

in Washington, DC. She also participated in the January Connecticut Academy of Arts &

Sciences annual lecture on “Women of the Avante Garde featuring SCSU’s Erin Larkin.

In July, 2014, Dr. Farley-Lucas served as a keynote panelist on “Engaged Learning and

Teaching” for the Global Conference on Improving University Teaching in Vancouver, British

Columbia. In February, 2015, she shared “It Takes a Village to Launch a Grant Proposal” for

The Scholarly Teacher: Applying Evidence-Based Strategies to Enrich Student Learning

(ScholarlyTeacher.com). In May, Dr. Farley-Lucas presented a 90-minute workshop on

”Enhancing faculty-student communication: Out-of-class connections” for the Lilly

International Conference on College and University Teaching, Bethesda, MD.

As part of her professional development, Ms. Hudson completed DCF School Employee

Mandated Reporter Training, and Sexual Assault Reporting Training in May, 2015, Security

Awareness Training on January 16, 2015, and a state in-service training session on “WordPress

for Beginners” at Capital Community College on May 15, 2015, in order to begin translating the

Southern Dialogue newsletter, published by the Office of Faculty Development, into an


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interactive blog. She co-presented with Ms. Winnie Shyam, Reference Librarian and Director of

the New Faculty Mentoring Program, at the Mentoring 360 Conference at Goodwin College on

November 7, 2014, where SCSU’s program served as a model.

In anticipation of research projects regarding teaching excellence awards, Ms. Salamone

completed the National Institutes of Health (NIH) Office of Extramural Research on-line

certification for “Protecting Human Research Participants.”

Invited Presentations for SCSU

In August of 2014, Dr. Farley-Lucas was invited to present on “Change and Transitions” for the

Library Services Staff as they neared organizational and process change. In October, she

presented a workshop on “Teaching and Promoting Social Justice” for the inaugural SCSU

Social Justice Week. In March of 2015, Dr. Farley-Lucas presented an invited workshop on “De-

escalation Communication: Keep Calm and Assist On,” for the SCSU and You Cross-Campus

Initiative for Student Success. The session for 20 staff and administrators focused on common

student transition stressors, disconnects in the student-university exchange, and specific

strategies for managing positive student relations in tough times. In June of 2015, Dr. Farley-

Lucas contributed to the New Student Orientation Mock Classroom Faculty process by creating a

collective group quiz for classroom reading activity. She also led an NSO Mock Classroom that

introduced students to SCSU and college classroom practices.

Campus Engagement

In 2014-2015 Dr. Farley-Lucas Chaired the Search Committee for the new Student Affairs

position, Director of Center for Academic Success. She was a Lead Initiative for the CSU

system-wide Transform 2020 Road Map for Professional Development. She was a member of

the Task Force for the Master of Library and Information Science Reaccreditation and is a

Committee Member for the SCSU Faculty and Staff Campaign for Student Giving. She served as

a Member of the Honors Thesis Committee for Mackenzie Hurlburt, English.

In October, 2014, Dr. Farley-Lucas served as Faculty Organizer for a Communication student

field trip to the taping/production and tour of “Who Wants to be a Millionaire” at the

Connecticut Film Center in Stamford, CT. Students filled the network-sponsored bus and

enjoyed a hands-on experience with the production process. Also, in October, Dr. Farley-Lucas

served a volunteer/mentor for the SCSU Alumni Professionals Day.

In December, 2014, Dr. Farley-Lucas worked with several SCSU units to organize a showing of

“Wishin and Hopin,” a Lifetime Original movie and a discussion featuring New York Times

Best Selling Author and Connecticut native, Wally Lamb, as well as the SCSU alumni producers

and writers from Synthetic Cinema International. The event at Lyman Auditorium benefitted the

SCSU Karen Sortito Memorial Scholarship Fund and the SCSU Student Emergency Fund.

Ms. Hudson continued serving on the Outstanding Teaching Award Committee. She also served

as a Member of the Honors Thesis Committee for Lauren Ericson, History.

Ms. Salamone served on the Celebration of Excellence Faculty Award Luncheon Committee and

the SCSU Faculty and Staff Campaign for Student Giving.


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Community Engagement

Faculty Development staff aim to enhance SCSU and our local communities. In November,

2014, Dr. Farley-Lucas presented “Getting Jazzed: Transformation to Integrated Curriculum

Design.” As part of the Curriculum Retreat for Connecticut Community College Nurse

Educators at Naugatuck Valley Community College.

Since 2008, Dr. Farley-Lucas, Ms. Hudson and Ms. Salamone have donated two full boxes of

non-perishable food items as part of SCSU’s yearly Adopt-A-Family community food drive. Ms.

Salamone contributed to the Random Acts of Kindness Bake No Sale and the Friends of Rudolph

Toy Drive. Dr. Farley-Lucas and Ms. Salamone donated to the Faculty and Staff Campaign for

Student Success fund.

Ms. Hudson rode in the Folks on Spokes 10-mile bike tour to benefit Bridges, a community-

based provider of mental health services, in Milford, CT, on September 14, 2014, as well as

volunteered a half day to staff Pride in the Park in Norwalk, CT, on June 13, 2015. She continued

to be an active member of St. Paul’s on the Green Episcopal Church in Norwalk, CT, and took

on a leadership role as Clerk of the Vestry starting in January, 2015. Ms. Hudson made

contributions to Integrated Refugee and Immigrant Services (IRIS) in New Haven, Forward

Movement, and the American Heart Association.

SCSU Partnerships

Thanks to contributions from a wide variety of SCSU faculty, administrators, staff, and students,

Faculty Development enjoyed an extremely successful year. Ultimately, all SCSU faculty

contribute to the success of faculty development efforts and help to foster a climate of continual

learning and professional growth. During 2014-2015, the following individuals contributed their

talents, expertise, and leadership for the benefit of their SCSU colleagues through committee

service, presentations, consultations, and mentorships for new faculty. Many thanks to:

Goldie Adele, Disability Resources

Elaine Allen, Counseling Services

Sousan Arafeh, Educational Leadership

Jay Bailey, Chief of Staff

Jim Barber, Student Supportive Services

Christina Baum, Director, Buley Library

Betsy Beacom, Public Affairs

Michael Ben-Avie, Assessment and Planning

Steven Breese, School of Arts and Sciences

Dian Brown-Albert, Multicultural Affairs

Lise Brule, University Controller

Sandra Bulmer, School of Health and Human Services

Karen Burke, Media Studies; Co-Director, WAC Program

Mary Jo Caputo, Public Affairs

Deborah Carroll, Psychology; Co-Director, WAC Program

Darci Carson, Human Resources

Siobhan Carter-David, History

Vincenzo Cassella, Sponsored Programs and Research

Christopher Catching, Student Affairs


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Dawn Cathey, School Health Education

Jay Chhabra, Budget and Planning

Nikos Chrissidis, History

Aaron Clark, Mathematics

Sue Clerc, Library Services

Marylou Conley, Public Affairs

Greg Crerar, SCSU Foundation

Bob Cuddihee, Academic Technologies

Linda Cunningham, AAUP

Lew DeLuca, Student Financial Literacy and Advising

Katie DeOliviera, Student Affairs

Deb DeSisto, Academic Affairs

Maria Diamantis, Mathematics

Patrick Dilger, Public Affairs

Ellen Durnin, School of Business

Alexis Elder, Philosophy

Scott Ellis, English

Deb Fairchild, Disability Resource Center

Bill Faraclas, Public Health/Faculty Senate

Tom Ferrucci, Student Support Services and English

Jess Gregory, Educational Leadership

Chelsea Harry, Philosophy/FYE/INQ

Rebecca Hedreen, Library Services

Steven Hegedus, School of Education

Patrick Heidkamp, Geography

Nicole Henderson, English; Director, FYE/INQ

Will Hochman, English

Gary Holder-Winfield, AAUP

Michael Honsberger, Psychology

Margaret Huda, President’s Office

Shirley Jackson, Sociology

Brian Johnson, English

Jan Jones, FYE/INQ

Liz Kalbfleish, English and WAC

Bruce Kalk, Associate Dean, School of Arts and Sciences

Klay Kruczek, Math

Frank Ladore, Academic Advising

Aukje Lamonica, Exercise Science

Erin Larkin, World Languages and Literature

Julie Liefeld, Marriage and Family Therapy

Robert McEachern, English

Peter Madonia, Educational Leadership

Helen Marx, Education

Diane Mazza, Human Resources

Joanne Mielczarski, Academic Advising

Jack Mordente, Veteran’s Office


22

Joe Musante, Public Affairs

Karen Musmanno, Academic Technologies

Marie Nabbout-Cheiban, Math

Deborah Newton, Associate Dean, Education

Wes O’Brien, Director, Liberal Education Program/Media Studies

Kalu Ogbaa, English

Tracey Owers, Institutional Advancement

Tim Parrish, English

Greg Paveza, School of Graduate Studies

David Petroski, Communication

Binod Pokhrel, Academic Technologies

Monica Raffone, Academic Advising

Lisa Rebeschi, Nursing

Tricia Regan, Academic Advising

Elizabeth Rhoades, Counseling/School Psychology

Paula Rice, Human Resources

Sal Rizza, New Student and Sophomore Programs

Dyan Robison, FYE/INQ and Communication

Linda Robinson, Academic Affairs

Emily Rosenthal, Student Health and Wellness Center

Linda Sampson, Communication

Meg Sargent, Communication

Mike Shea, English

Winnie Shyam, Library Services; Coordinator, Faculty Mentoring Program

Carol Stewart, Management/MIS

Jules Tetrault, Student Affairs

Antoinette Towle, Nursing

Tracy Tyree, Vice President, Student Affairs

Jeff VanLone, Counseling Services

Lorrie Verplaetse, World Languages and Literature

Frances Viggiani, Management/MIS

Christine Villani, Elementary Education

Ken Warren, Communication/Journalism

Bob Workman, Computer Science

Charlie Yang, Management/MIS

Winnie Yu, Computer Science

Kathy Yalof, Academic Affairs

Denise Zack, Counseling Services

Bo Zamfir, Adaptive Technology

Patricia Zibluk, Sponsored Programs and Research

Inter-Institutional Partnerships

Faculty Development regularly collaborates with a wide variety of institutions and individuals.

Faculty, administrators, and staff with whom Faculty Development has worked in 2014-2015

were affiliated with the following institutions and organizations:


23

1. Center for Contemplative Mind in Society

2. Connecticut Campus Compact

3. Dee Fink and Associates

4. American Association of Colleges and Universities (AAC&U)

5. Carnegie Association - Council for the Advancement and Support of Education

6. Portland State University

7. University of North Carolina, Chapel Hill

8. Central Connecticut State University

9. Eastern Connecticut State University

10. Western Connecticut State University

11. Gateway Community College

12. Manchester Community College

13. Connecticut Community College Nursing Educators

14. The Davis Educational Foundation, Falmouth, ME

15. Yale University

16. Quinnipiac University

17. New England Faculty Development Consortium

18. New England Educational Assessment Network

19. National Communication Association

20. Eastern Communication Association

21. Professional and Organization Development (POD) Network

22. Society for Teaching and Learning in Higher Education

23. Improving University Teaching

24. International Consortium for Educational Development

25. The IDEA Center

26. The National Forum on Teaching and Learning

27. Academy for Academic Leadership

28. National Academic Advising Association (NACADA)

29. McGraw-Hill Higher Education

With Appreciation….

For almost a decade, the Communication Department has supported Dr. Farley-Lucas as Director

of Faculty Development based on disciplinary strengths and university goodwill. Many thanks

are due to the Communication Department for a prolonged “departmental absence” and to Dean

Breese for a “positive, clear presence.”


24

Appendices

Appendix A: Fall 2014 and Spring 2015 Faculty Development Events Schedules

Appendix B: Forum Fall Program

Appendix C: Forum Spring Program

Appendix D: SCSU Teaching Academy Evaluation Report

Appendix E: Celebration of Excellence Program

Appendix F: New Faculty Orientation Schedule

Appendix G: Faculty Development Grant Program Award Recipients

Appendix H: Curriculum-Related Activities Grant Program Award Recipients

Appendix I: Connecticut State University Research Grant Program Award Recipients

Appendix J: Minority Recruitment and Retention Committee Grant Program Award Recipients

Appendix K: Yale Library Card Program Recipients


Appendix A

Fall 2014 and Spring 2015 Faculty Development Events Schedules

SCSU Faculty Development • Fall 2014

New Faculty Orientation and Mentoring 1st, 2nd, and 3rd year faculty welcome! Friday, September 12 9:30 – 11:00 Start of Semester Mentoring Meeting ASC 301 Wednesday, October 8 1:10 – 2:00 Writing Across the Curriculum (WAC) at SCSU ASC 305 Friday, October 31 10:00 – 11:00 Introduction to Sponsored Research ASC 301 Wednesday, November 12 9:30 – 11:00 Mid-Semester Mentoring Meeting ASC 301 Friday, December 5 12:00 – 2:00 End-of-Semester Mentoring Luncheon ASC 301 Faculty Development Events Wednesday, October 15 1:00 – 2:00 Advising for the LEP ENB 111 Wednesday, October 15 3:15 – 4:30 Successful Academic Advising Using Banner Web ASC 309 Thursday, October 16 1:00 - 2:00 Successful Academic Advising Using Banner Web ASC 309 Thursday, October 16 3:15 – 4:30 Advising for the LEP ASC 309 Wednesday, November 19 1:00 – 2:00 Multi-State Collaborative Assessment Initiative ASC 309 Drop by Faculty Development Consultations Tuesday, September 2 11:00 – 3:00 Creating a Caring Classroom ENB 106 Thursday, September 18 11:00 – 3:00 Writing a Teaching Philosophy ENB 106 Tuesday, October 7 11:00 – 3:00 FDAC and CRAC Grants: Assistance and Feedback ENB 106 Thursday, November 6 11:00 – 3:00 Collegiality 101 ENB 106 SCSU Development Opportunities Friday, September 5 1:00 – 2:00 AAUP Promotion and Tenure Workshop ASC Theater Wednesday, September 17 1:00 – 3:00 President’s State of the University Address ASC Ballroom Thursday, September 18 11:30 – 1:00 AAUP Hail and Farewell Celebration ASC Ballroom Friday, September 19 1:00 – 3:00 Town Hall: Graduate Program Reprioritization ASC Ballroom Monday, September 29 1:00 – 3:00 Transform CSCU 2020 ASC Ballroom Friday, October 3 1:00 – 3:00 AAUP – Chair and DEC Workshop ASC 201 Monday, October 6 12:00 – 2:00 Forum: Elections 2014: Polls, Pundits and Popcorn ASC Ballroom Friday, October 10 1:00 – 3:00 University Dialogue ASC Ballroom October 22-29 TBA Social Justice Week TBA Monday, November 10 12:00 – 2:00 Forum: Fall of the Berlin Wall ASC Theater Monday, November 24 4:30 – 7:30 Scholarship & Creative Activity Across the Disciplines ASC Ballroom Tech Tables Brown Bag/Technology Sharing 11:30 – 1:30, Conn Hall Faulty D.R.

September 4 October 2 November 13 The Faculty Lounge SoTL & Collegiality Brown Bag Lunch, 12:00 – 2:00, ENB 106

September 5 October 3 November 14 20 Minute Mentor and Magna Commons On-Line Faculty Development Series Anytime You Want! SCSU Faculty development Website – Teaching and Learning Resources Individual Consultations – Curriculum and Professional Development – Mentoring Bonnie Farley-Lucas, Director, Faculty development • [email protected] • 203-392-5488 Save the Date: January 8, 2015 - SCSU Forum

SCSU Faculty Development • Spring 2015

New Faculty Orientation and Mentoring 1st, 2nd, and 3rd year faculty welcome! Fri, January 23 9:30 – 11:00 Start of Semester Mentoring Meeting ENB 121 Wed, February 11 1:05 – 1:55 Successful Service: Panel Discussion ENA 105 Fri, March 27 9:30 – 11:00 Mid-Semester Mentoring Meeting ASC 308 Fri, April 24 11:30 – 1:30 End-of-Semester Mentoring Luncheon EN B121 Faculty Development Events Wed, February 4 1:05- 1:55 Outstanding Teaching Awardees: Panel Discussion ENA 105 Fri, February 6 9:30 -11:00 Department Chair Appreciation Brunch ENB 121 Wed, February 25 10:05-10:55 Advising for the LEP ENC 132 Wed, February 25 3:15 – 4:30 Academic Advising Using Banner Web ENB 119 Thu, February 26 1:05 - 1:55 Academic Advising Using Banner Web ENA 105 Thu, February 26 3:15 – 4:30 Advising for the LEP ASC 308 Drop by Faculty Development Consultations ENB 106 Wed, January 28 11:00 – 3:00 Demystifying Teaching Evaluations Wed, February 18 11:00 – 3:00 Enhancing Out-of-Class Communication Wed, March 11 11:00 – 3:00 FDAC and CRAC Grants: Assistance & Feedback Wed, April 8 11:00 – 3:00 Topsy Turvy? Faculty Work/Life Balance Tech Tables Brown Bag/Technology Sharing 11:30 – 1:30 (Thursdays) Conn Hall Faulty D.R.

February 5 March 5 April 9 The Faculty Lounge SoTL & Collegiality Brown Bag Lunch, 12:00 – 2:00 (Fridays) ENB 106

February 6 March 6 April 10 Important Dates: April 6 Faculty Development Advisory Committee Grant Proposals Due April 10 Hurdles on the Horizon: Governance and Student Success in the Connecticut State

College and University System at Manchester Community College April 15 Curriculum-Related Grant Proposals (CRAC) Due April 15 Reception for Outstanding Teaching and Scholarship May 11-13 SCSU Teaching Academy & Curriculum Innovation Workshops 20 Minute Mentor and Magna Commons On-Line Faculty Development Series Anytime You Want! SCSU Faculty development Website – Teaching and Learning Resources Individual Consultations – Curriculum and Professional Development – Mentoring

Bonnie Farley-Lucas, Director, Faculty Development [email protected] • 203-392-5488


Appendix B

Forum Fall 2014 Program

FORUM “Living Writing”

Sponsored by the Office of Faculty Development

Southern Connecticut State University

Engleman Hall

August 27, 2014

8:30am to 1:00pm

Seven Principles of Good Practice

Abridged from Gamson & Chickering (1987) 1. Encourage Contact Between Students and Faculty Frequent student-faculty contact in and out of classes is the most important factor in stu-dent motivation and involvement. Faculty concern helps students get through rough times, enhances students' intellectual commitment, and encourages them to think about their own values and future plans. 2. Develop Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. 3. Encourage Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in classes lis-tening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 4. Give Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feed-back on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportu-nities to perform and receive suggestions for improvement. Students need chances to re-flect on what they have learned, what they still need to know, and how to assess them-selves. 5. Emphasize Time on Task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learn-ing effective time management. Allocating realistic amounts of time means effective learn-ing for students and effective teaching for faculty. 6. Communicate High Expectations Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well moti-vated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. 7. Respect Diverse Talents and Ways of Learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

“Living Writing”

8:30 am Registration EN A120

Continental Breakfast/Networking EN B121

9:00 Welcome and Opening Remarks EN A120 Bonnie Farley-Lucas, Director, Faculty Development Bette Bergeron, Provost & Vice President, Academic Affairs

9:15 Keynote Presentation “Living Writing” Tim Parrish, Professor of English, SCSU 10:30 Break EN B121 10:45 “Living Writing”: Closing the Gap EN A120 Tim Parrish, Professor of English, SCSU 12:00 pm Luncheon EN B121

Tim Parrish

Tim Parrish has taught at Southern Connecticut State University since 1994 and is one of the architects of the state's first full-residence Master of Fine Arts in Creative Writing Program. He is the author of Fear and What Follows: The Violent Education of a Christian Racist, a memoir (University Press of Mississippi and first honorable mention for the Louisiana Library Association's Literary Prize 2014); The Jumper, a novel (winner of Texas Review Press's 2012 George Garrett Prize for Fiction); and Red Stick Men, a short-story collection set in his hometown of Baton Rouge, Louisiana.

Parrish’s work has been widely anthologized in places such as Alive and Awake in the Pelican State (LSU Press); Best of LSU Fiction (Southern Review Press), and Rules of Thumb (Writers' Digest Press). He has received a Freund Grant-in-Aid from the Whiting Foundation, two Connecticut Artists Fellowships, a Daken Fellow-ship from the Sewanee Writers' Foundation, and the SCSU Faculty Scholar Award. He has taught developmental reading at Louisiana State University, high school English and math in Baton Rouge, cre-ative writing, composition, and literature at the University of Ala-bama, and is now a Professor of English.

Parrish’s memoir, Fear and What Follows: The Violent Education of a Christian Racist, has been selected the SCSU 2014 Common Read. Thanks to the generosity of Parrish and the University Press of Mississippi, paper-bound editions of the book were produced specifically for the SCSU Common Read at cost.


Appendix C

Forum Spring 2015 Program

DemystifytheLanguageofthe‘AcademicTribe’

andJointheConversation

January 9, 2015 8:30am to 1:00pm Engleman Hall

SevenPrinciplesofGoodPracticeAbridged from Gamson & Chickering (1987) 1. Encourage Contact Between Students and Faculty Frequent student‐faculty contact in and out of classes is the most important factor in student mo va on and involvement. Faculty concern helps students get through rough mes, en‐hances students' intellectual commitment, and encourages them to think about their own values and future plans. 2. Develop Reciprocity and Coopera on Among Students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collabora ve and social, not compe ve and isolated. Working with others o en increases involvement in learning. Sharing one's own ideas and responding to others' reac ons sharpens thinking and deepens understanding. 3. Encourage Ac ve Learning Learning is not a spectator sport. Students do not learn much just by si ng in classes listen‐ing to teachers, memorizing pre‐packaged assignments, and spi ng out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 4. Give Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feed‐back on performance to benefit from courses. When ge ng started, students need help in assessing exis ng knowledge and competence. In classes, students need frequent opportuni‐es to perform and receive sugges ons for improvement. Students need chances to reflect

on what they have learned, what they s ll need to know, and how to assess themselves. 5. Emphasize Time on Task Time plus energy equals learning. There is no subs tute for me on task. Learning to use one's me well is cri cal for students and professionals alike. Students need help in learning effec ve me management. Alloca ng realis c amounts of me means effec ve learning for students and effec ve teaching for faculty. 6. Communicate High Expecta ons Expect more and you will get more. High expecta ons are important for everyone ‐‐ for the poorly prepared, for those unwilling to exert themselves, and for the bright and well mo vat‐ed. Expec ng students to perform well becomes a self‐fulfilling prophecy when teachers and ins tu ons hold high expecta ons for themselves and make extra efforts. 7. Respect Diverse Talents and Ways of Learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands‐on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

DannelleD.Stevens

Dr. Dannelle D. Stevens is a professor of curriculum and instruc on at Portland State University. In her role as Faculty‐in‐Residence in the Office of Academic Innova on, she has created the Jumpstart Academic Wri ng Program involving over 60 faculty prac cing and publishing academic wri ng. She is the co‐author of three books, all framed around different ways to assist faculty in their complex roles as scholars, authors, teachers, and community members.

EventSchedule

8:30am Registra on EN A120

Con nental Breakfast/Networking EN B121

9:00 Welcome and Opening Remarks EN A120

Bonnie Farley‐Lucas, Director, Faculty Development

Be e Bergeron, Provost & Vice President, Academic Affairs

9:15 Keynote Presenta on “Demys fy the Language of the ‘Academic Tribe’ and Join the Conversa on”

Dannelle D. Stevens, Professor of Curriculum and Instruc on, Portland State University

10:30 Break EN B121

10:45 Keynote con nued EN A120

Dannelle D. Stevens, Professor of Curriculum and Instruc on, Portland State University

12:00pm Luncheon EN B121

AfternoonAfternoon

Morning


Appendix D

SCSU Teaching Academy Evaluation Report

Evaluation Results

Teaching Academy May 11, 2015

Years

at

So

uth

ern

Beg Now Change Beg Now Change Beg Now Change Beg Now Change Beg Now Change Beg Now Change

1 11 1Fin

Lit&Adv3 5 2 3 5 2 5 7 2 1 5 4 3 5 2 1 5 4 2.67

2 23 23 5 8 3 7 9 2 8 9 1 8 10 2 7 10 3 9 10 1 2

3 PCH 8 9 1 7 9 2 8 9 1 8 10 2 8 10 2 6 10 4 2

4 10 5 MKT 5 5 0 5 1 -4 8 8 0 9 9 0 9 1 -8 9 1 -8 -3.33

5 8 4 FYE 3 7 4 5 7 2 8 9 1 7 9 2 6 10 4 8 10 2 2.5

6 9 6 COM 4 8 4 6 9 3 3 8 5 7 9 2 7 9 2 7 8 1 2.83

7 19 17 SOC 5 6 1 6 8 2 7 8 1 6 8 2 7 9 2 6 8 2 1.67

8 25 1 NUR 7 9 2 6 9 3 7 8 1 8 10 2 7 10 3 8 9 1 2

9 10 1 NUR 5 5 0 5 5 0 9 9 0 8 8 0 6 6 0 5 8 3 0.5

10 10 4 ENG 6 8 2 8 8 0 8 8 0 7 9 2 6 9 3 8 9 1 1.33

11 29 PUB 7 8 1 7 8 1 7 8 1 8 9 1 7 9 2 6 9 3 1.5

12 10 10 CSC 1 7 6 4 6 2 6 8 2 6 8 2 5 8 3 5 9 4 3.17

13 5 5 HIS 4 4 0 5 5 0 6 6 0 5 6 1 5 7 2 5 7 2 0.83

14 5 5 EXS 7 7 0 9 9 0 8 8 0 8 8 0 7 9 2 6 8 2 0.67

15 36 36 EXS 2 6 4 6 6 0 5 5 0 7 7 0 7 9 2 6 6 0 1

16 10 1 BIO 9 9 0 8 9 1 7 9 2 8 9 1 7 7 0 8 9 1 0.83

17 10 7 CSP 7 8 1 6 7 1 4 7 3 5 6 1 7 8 1 5 5 0 1.17

1.8235 1 1.1765 1.4118 1.4706 1.3529

Avera

ge C

han

ge P

er

Pers

on

Describe

teaching,

learning, and

daily living

challenges that

SCSU students

might

experience

Reflect on one's

own experience

as a teacher and

learner

Implement a

variety of new

instructional

techniques,

tools, or

technologies in

one's own

courses

Engage in

collegial

conversations

and resource

sharing with

faculty and staff

Years

Teach

ing

Cite benefits for

enhancing

"mindfulness" in

higher education

Describe

evidence-based

teaching

strategies that

enhance student

engagementA

cad

em

ic d

iscip

lin

e

Average Change

Per Objective

Evaluation Results


1 2 3

1

Networking with those

whom I did not know

Commitment to

student success by

SCSU

Many partners exist for

enhancing student

financial success

Thanks for allowing me to

present and find others to

enhance student financial

success

My session 40mins was to

short as we didn't start until

10mins in (30min to present

which is usually 45min) Also,

day 2 attendance dropped off

and wish I had a packed

classroom. Maybe next year!

2

The importance of

taking time to re-

evaluate my teaching

methods

Better able to identify

teaching needs and

student learning at

Southern

Work needs to be

done to change the

culture on campus

when it comes to

teaching

As usual, an overall great

experience. Keynote not

as impressive as I

expected

More faculty forums on

meeting the varied needs

of students here. Financial

pressures with academic

expectation. All of us

working together for

students

3

How to practice

mindfulness with a

professional

The level of innovation

of teaching is much

higher than I had

known about or was

aware of before

A greater knowledge of

resources for

incorporating

mindfulness

It was a very satisfying

experience in both the

inspiring challenges that

were presented and the

open collegiality that

existed. More examples or

opportunities of

experiencing mindfulness

practice would have

improved the overall

structure

Do this again with more

experiential opportunities.

More on creativity

A blurb about for objective

statement for each workshop to

aid in selection. Some kind of

regular collegial follow-up

connection around shared

interests. Thank you for the

nurturing environment.

4 Absolutely nothing

Charlie Yang would

have been better

Academy=good,

Keynote=horrible

5

2 possible ways to

change up my

participation grade

ideas for connecting

mindfulness to the

Story Corps book that

can be used in the INQ

classes this fall

I can join the holistic

student success group

This was my first one as a

participant but it was rally

great all throughout. I met

some great new

colleagues too not sure

Perhaps not quite so many

sessions. It was a lot!

6

How to make students

"own" their own

learning by being

higher on meta-

cognition

How to incorporate

gamification and tools

to track participation

How to better

understand/ approach

student developmental

issues that are

disruptive to the class

The teaching academy

was very helpful. I gained

a number of ideas to

improve the way I teach

More pedagogical best

practices

Having a more dynamic

keynote speaker

Can be Improved By:

The three most important things learned are:

#

My overall evaluation of

this event is:

Topics that I would like

to see addressed in the

future are:

Evaluation Results


1 2 3

Can be Improved By:


#


this event is:



future are:

7

Jess Gregory's

classroom techniques

on discussion groups

Adaptive technology

provides students with

lots of assistance

I can use it to motivate

me to do my own

research and use

techniques shared

throughout the two

days

Tit was good when it came

to individual presentations

and food. However, I don't

think the open faculty

discussion format for

second day worked since

no one was there but me

Service learning and

writing across curriculum

presentations and

workshops

Panel format instead of

individual rooms

8 Managing group work

Very good. The 1st

keynote speaker while an

expert was a very

ineffective speaker so the

academy started off poor

9

New director of

Counseling

Perspectives of

Assistant Director of

Student Affairs

I enjoyed Day 2, (unable to

attend day 1)

10

Optimizing classroom

talk

Ideas for how to

develop a sequence

about what it means to

learn

I need to teach

students to be self

learners Positive

11

To practice

mindfulness To share methods

To use outside the box

techniques

Good - I lined the

opportunities for

collegiality

How we inspire students

to create and to teach

others by feeling capable

to do so

More vegan foods, those that

were there were great. Pairing

or grouping attendees to

discuss at the breaks what they

learned

12

Learning model that I

follow in class and

didn't know it exists!

Tools for online

classes A!

Workshops (day training

for interested topics) See above

13

How to incorporate

creativity into my

classes/assignments

How to do online

videos that work

Rethinking discussions

at multiple levels in-

person classes,

especially group work

Great sessions, weak

keynote

More organized panels - each

time slot with their own theme

perhaps?

14

Students do not have

basic writing skills

Student advisement

(the perception of it )

needs to improve

The keynote speaker

was ineffective

Evaluation Results


1 2 3

Can be Improved By:


#


this event is:



future are:

15 Rubrics for w course

Strategies for w course

management Peer evaluation

Guest speaker - not

appropriate for SCSU

students

Flipped Classroom

building

16 About EAB What metacognition is

about adaptive

technology and DRC Good

17

Creative techniques in

classroom

Needs of undergrads

Re: SES +

Generational issues Very Good

Evaluation Results

Teaching Academy Overall 2015

1 2 3 4 5 6 7 8 9 10

I am

In F

all I w

ill T

each

Acad

em

ic d

iscip

lin

e

En

ha

nc

ing

my

kn

ow

led

ge

of

ho

w s

tud

en

ts b

es

t le

arn

Pro

vid

ing

me w

ith

cu

rric

ulu

m d

esig

n

kn

ow

led

ge

En

gag

ing

me in

wo

rksh

op

s

to e

nh

an

ce learn

ing

ou

tco

mes

Su

pp

ort

ing

my e

ffo

rts in

Wri

tin

g A

cro

ss t

he

Cu

rric

ulu

m

Incre

asin

g m

y a

ware

ness o

f

assessm

en

t str

ate

gie

s

Exp

osin

g m

e t

o e

merg

ing

tren

ds in

hig

her

ed

ucati

on

Pro

vid

ing

me w

ith

tra

inin

g

in c

lassro

om

facilit

ati

on

tech

niq

ues

En

co

ura

gin

g c

ross

dis

cip

lin

ary

exch

an

ge

Help

ing

to

bu

ild

a c

ult

ure

of

teach

ing

excellen

ce

En

han

cin

g s

tud

en

t

en

gag

em

en

t

1 Admin INQFin Lit &

Adv 4 3 4 3 3 4 4 4 4 5

2 FT MKT 4 4 5 5 5 5 5 3 5 3

3 FT WAC/FYE 5 5 5 5 5 5 5 5 5 5

4 FT STEM BIO 2 5 5 3 3 5 5 3 5 5

5 FT STEM BIO 4 4 3 3 4 5 4 4 4 3

6 FT FYE COM 4 3 4 2 4 3 5 4 4 5

7 FT WAC SOC 4 5 4 3 3 3 4 3 4 5

8 PT FYE PCH 4 4 4 3 4 4 4 4 4 4

9 FT CSC 4 3 5 3 4 4 4 4 5 5

10 FT FYE HIS 4 4 3 3 3 3 4 4 4 4

11 FT EXS 3 4 5 3 1 4 5 1 4 4

12 FT WAC EXS 3 2 3 5 4 3 4 3 4 4

13 PT PCH 4 4 4 4 4 4 4 4 4 4

14 FT NUR 4 4 4 4 4 5 4 5 5 4

15 PT WAC/FYE ENG 4 4 4 4 3 4 4 4 5 5

16 FT NUR 3 5 3 3 5 4 5 4 3 4

17 FT CSP 3 4 4 3 4 4 4 5 4

3.706 3.941 4.059 3.5 3.647 4.059 4.35294 3.706 4.3529 4.294

Average

Evaluation Results

Teaching Academy Overall 2015

1

Great networking opportunity to spread the word about

student financial success

2

Debbie Carroll was best presenter. Saw her twice.

Student Affairs was fantastic

Breaking down silos between Student Affairs and the

Academy

3

Very good variety of workshops. Really disappointing that

more faculty do not participate

Perhaps there could be workshops where faculty and

administration working together could show their work on

topics

4 Good

5

It was useful but could have used information on online

teaching/large class instruction.

6 This was very helpful. More pedagogy.

7 Good, but speaker could have presented in less time.

Panels, not individual sessions. This is hard for

presenters at end of day when everyone has left.

8 Helpful & Tasty Mentoring partnerships with students

9 Good Job! A! Tech in classroom to facilitate learning

10

I loved the smaller sessions some really good ones on

Journaling and classroom talk. I did not like the Keynote

speaker - disorganized, and unfocused. She didn't seem

to know her own presentation

Maybe less attention on the next "cool" thing and more

attention on applicable and tangible cross-disciplinary

ideas.

11

Informative, inclusive breakout sessions. Poor

participation of faculty who should be here

Don't waste your money on an ineffective keynote

speaker

12

Keynote on Monday - not effective for our culture of

students

How to develop Rubrics. How to flip classroom with

assessment tools

13 Very good

Where to get University services for students with mental

health issues

14

15

16

17 Very good

#

My overall evaluation of this event is:Topics that I would like to see addressed in the future

are:


Appendix E

Celebration of Excellence Program


Appendix F

New Faculty Orientation Program

NEW FACULTY ORIENTATION

Sponsored by the Office of Faculty Development

Southern Connecticut State University

Engleman Hall

August 19, 25, 26 & 27, 2014

EN B121

Seven Principles of Good Practice

Abridged from Gamson & Chickering (1987) 1. Encourage Contact Between Students and Faculty Frequent student-faculty contact in and out of classes is the most important factor in stu-dent motivation and involvement. Faculty concern helps students get through rough times, enhances students' intellectual commitment, and encourages them to think about their own values and future plans. 2. Develop Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. 3. Encourage Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in classes lis-tening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 4. Give Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feed-back on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportu-nities to perform and receive suggestions for improvement. Students need chances to re-flect on what they have learned, what they still need to know, and how to assess them-selves. 5. Emphasize Time on Task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learn-ing effective time management. Allocating realistic amounts of time means effective learn-ing for students and effective teaching for faculty. 6. Communicate High Expectations Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well moti-vated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. 7. Respect Diverse Talents and Ways of Learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

New Faculty Orientation Program

Tuesday, August 19, 2014

11:30 am Welcome Luncheon for New Faculty ASC Ballroom

Monday, August 25, 2014

8:30 am Registration & Continental Breakfast ENB121 Jennifer Hudson, Associate, Faculty Development Michele Salamone, Secretary, Faculty Development

Parking Pass Distribution Tonya Nelson, University Police

9:00 Welcome and Introduction of New Faculty Bette Bergeron, Provost & Vice President, Academic Affairs Bonnie Farley-Lucas, Director, Faculty Development

9:45 Southern Students: A Profile Rick Riccardi, Associate Vice President, Institutional Effectiveness

10:30 Break 10:45 Buley Library Tour Buley Library Sue Clerc and Buley Library Staff 12:00 pm Lunch ENB121 1:00 Getting Started: Introduction to Blackboard Learn9 ENC112 Karen Musmanno, Teaching and Learning Technologies Group 2:30 Break 2:45 New Faculty Mentoring Program & Learning Communities Jennifer Hudson, Associate, Faculty Development 3:00 Success from the First Day of Class: Classroom Strategies Bonnie Farley-Lucas, Director, Faculty Development 3:45 Wrap-up; Questions/Answers

Tuesday, August 26, 2014 8:30 am Registration & Continental Breakfast ENB121 Jennifer Hudson, Associate, Faculty Development Michele Salamone, Secretary, Faculty Development

9:00 Welcome and Introduction

Cindy Stretch, AAUP President/English Gary Holder-Winfield, AAUP Office

9:30 Resources for Teaching and Learning Bonnie Farley-Lucas, Director, Faculty Development/Communication

10:30 Break 10:45 Managing Classroom Technology ENC112 Phil Bryant, OIT Teaching and Learning Technologies 12:00 pm Lunch ENB121 1:00 Student Engagement and Out-of-Class Communication Bonnie Farley-Lucas, Director, Faculty Development/Communication 2:00 Wrap-up/Evaluations

Wednesday, August 27, 2014

University Forum: “Living Writing” 8:30 am Registration ENA 120

Continental Breakfast/Networking ENB 121 9:00 Welcome and Opening Remarks ENA 120 Bonnie Farley-Lucas, Director, Faculty Development

Bette Bergeron, Provost & Vice President, Academic Affairs 9:15 Keynote Presentation “Living Writing” Tim Parrish, Professor of English, SCSU 10:30 Break ENB 121 10:45 “Living Writing”: Closing the Gap ENA 120 Tim Parrish, Professor of English, SCSU 12:00 Luncheon ENB 121


Appendix G

Faculty Development Grant Program Award Recipients

FDAC Fall 2014

Last Name First Name Department Project TitleAwarded Amount

Bower‐Phipps et al Laura Education Southern/New Haven Academy for Professional Development $2,500.00

Hopkins et al Pamela Management Teaching Effectiveness and Research: Surprisingly Compatible $2,200.00Lin Tricia Women's Studies Digital Pedagogies and Gender: Women, Community, Technology $2,500.00Parrish Tim English Teaching and Writing Race $2,500.00

Schmitt ElenaWorld Languages and Literatures Language Across Disciplines: A Visit from Dr. John Mc Whorter $2,500.00

Silady et al Rebecca Biology Biology Department Seminar Series $2,500.00Skoczen Kathleen Anthropology Social Science and Medicine $2,500.00Talhelm MelissaJohnson BrianWebb Jeffrey ChemistryRoberts Elizabeth BiologyZack Denise Counseling ServicesLadore Frank INQ

$24,300.00

Cameron et al

English Rethinking Reading and Writing

Mark Social Work and PsychologyGeoff Colvin Presentation: "Deliberate Practice: Implications for Higher Education in the Professions"

Junior Faculty Forum on Formatting Annual Renewal Files

$2,500.00

$700.00

$1,500.00

$2,400.00Holistic Student Support: Increasing Effectiveness in Working with Students Inside and Outside of the Classroom

FDAC Spring 2015

Last Name First Name Department Project TitleAwarded Amount

Blackmer Corinne English Valuing and Teaching the Humanities: a Brief Learning Community $538.20 Brownell/Slomba Mia/Jeff Art Visiting Artist Lecture Series $2,000.00

Cardone ReshaWorld Languages and Literatures

Celebrating Gabriel García Márquez’s Life and Oeuvre through Translation: a Lecture by Gregory Rabassa $2,500.00

Fisher et al Michael Biology Biology Department Seminar Series $2,500.00 Gallup et al Peggy Public Health Food Systems Affinity Group: Developing New Academic Work at SCSU $2,485.00 Gregory Jess Ed Leadership Implementing Differentiated Instruction in the College Classroom $1,500.00 Harry Chelsea Philosophy Workshop on Online Course Development in the Humanities $1,600.00Howe et al Esther Social Work/Public Health Coping with Trauma: Inside the School House Door XVI $2,500.00

Pelayo RubenWorld Languages and Literatures Literature Across Disciplines: Gabriela Garcia Marquez in Translation $2,500.00

Perumbilly et al Sebastian Social Work Therapeutically Engaging Clients with Dementia and their Families $2,500.00

Schneider et al Dana Social WorkInspiring Each Other: Building Community Through Kindness, Compassion and Cooperation $2,300.00

Skoczen Kathleen Anthropology Grant Writing Workshop for Library Services $2,450.00Tait et al Jim Science Ed/Biology Long Island Seminar Series $2,500.00

Vitale LisaWorld Languages and Literatures

Strong Women, Strong Voices: the Italian Tradition. A Celebration of the Festa della donna (International Women’s Day). $2,500.00

Yang Charlie Management/MIS Management/MIS Colloquium and Speaker Series $2,300.00Smyth AndrewRandall RegineSchmitt ElenaGleason JesseMarsoobian ArmenLevine DavidSkoczen KathleenManzella Joseph

$41,273.20

$2,500.00

$2,500.00World Languages and Literatures

Language Across Disciplines: Visiting Scholars Dr. Tammy Slater and Dr. Han Ye

Literacy, Identity and What Students are Reading: Youn Adult Literature and Its Place in the Academy English/Special Ed & Reading

Anthropology Current Trends in Anthropology Speaker Series $1,600.00

$2,000.00Philosophy/ArtMemory and Catastrophe: Visual Memorialization in the Aftermath of Genocide


Appendix H

Curriculum-Related Activities Grant Program Award Recipients

CRAC 2014 ‐ 2015

Last Name First NameJoint Project Department Project Title

Amount Awarded

Achhpal Beena no Education Online Course: EDU 539‐Child Development for Elementary School Teachers $1,000.00Baraw Charles no English Development of American Studies Program at Southern $1,500.00Carroll DeborahBordner KellyIrwin JuliaStiver KellyChevan DavidStutzman Walter (PT) Colwell KevinHauselt JerryD'Amour Alain MathematicsFluhr Nicole EnglishTalhelm Melissa EnglishPetto Christine History

Dickinson Cheryl no Elementary EducationImplementing Collaborative Learning Communities to Deepen Content Understanding and Promote Communication and Decision‐Making $0.00

Dombrowski Christine no World Languages and Literatures Interdisciplinary German Curriculum $2,000.00Elahi AtaPodnar Hrvoje Ellis Scott no English Flipping the College Classroom $1,000.00Gemme TereseHlavac CraigGill Veronica no Management/MIS Developing a Tier III/Special Topics Course: Intellectual Property Law $1,000.00Goldberg AdamMcVerry Greg

Grubacic Sanja no Economics and FinanceParticipation in Maine Campus Compact's Fusion Project: Integration of Service Learning with Online Learning. Subsequent Improvement in Hybrid/Online Course in Personal Financial Planning $0.00

Heidkamp Patrick no Geography Creating a Community Based Service Learning Component for GEO 403‐‐Applied Sustainability $1,000.00Irving Jonathan no Music Using Global Music to Examine Interdisciplinary Socio‐cultural Perspectives $0.00Jackson Shirley no Sociology Sociology Tier 3 Civic Engagement and Service Learning Course $0.00Kalbfleisch Elizabeth no English Dartmouth Summer Seminar for Composition Research $0.00Karatjas Andrew

yes Psychology Revision of the B.S. Psychology Program and Development

yes Master's Roundtable: Learning and Teaching in the 21st Century Classroom

yes Psychology Psychological Assessment and Data Gathering Initiative

Yes Music Access and Collaboration: Developing a MUS 110/HIS 110 Collaborative

Yes Music BS/MS 4+1 Music Education Program: Program Development

yes Computer Science Security Lab Repository

The Creation of a Master's Program in Digital Teaching and Learning

$4,000.00

$2,397.50

$4,000.00

$0.00

$4,000.00

yes Education

$4,000.00

$4,000.00

CRAC 2014 ‐ 2015


Amount Awarded

Webb JeffreyKearns JamesSolbrig CamilleKerr Audrey no English Creation of a W course titled "Harlem in American Imagination: A Cross‐Disciplinary Study $0.00Kuss MarkRaccio Jesse (PT)Lacey Kimberly Glendon Mary AnnLarkin Erin no World Languages and Literatures About (a) Time: Readings in Italian Literature, a new LEP Tier 2 series $2,000.00Marchant‐Shapiro Theresa Political ScienceAdams Gregory SociologyMorin Gary no Exercise Science Accelerated Master's Degree Program in Athletic Training $2,000.00Mugno Raymond no Mathematics Statistical Decision Making in the 21st Century, a Tier 3 capstone class $1,500.00Nabbout‐Cheiban MarieDeCesare RichardPalma PinaEilderts LukePiemontese LuisaCardone ReshaRauschenbach JimSwartz DanielRoberts Elizabeth Biology

Cusato SusanScience Education & Environmental Studies

Skoczen Kathleen AnthropologyAkpinar Ezgi Geography

Slomba Jeff no ArtImplementation of Computer‐Assisted Design and Laser Cutting Tools in 3‐D Design, Sculpture and Interdisciplinary Curriculums $2,500.00

Stewart Carol no Management/MIS Revising Curriculum for MGT 105W Managerial Communication $1,000.00Talhelm MelissaSinclair MeredithSmyth Andrew

yes Nursing Registered Nurse Baccalaureate in Nursing (RN‐BSN) Program Revision

$2,000.00

$4,000.00

$4,000.00

$2,000.00

$2,000.00

$3,000.00

$3,000.00

World Languages and Literatures Adventures across Languagesyes

yesDeveloping an Interdisciplinary Major for Law Enforcement Officers: A Model for Constituent‐Focused Pre‐Designed Liberal Studies Majors

yes Mathematics Assessment for career readiness for pre‐service Mathematics teachers

yes World Languages and Literatures Creating a New Minor: Medical Spanish

yes English English Education Engine Overhaul

yes

yes

yes Developing a 12‐credit Graduate Certificate in Sustainability

An Interdisciplinary Minor in Global Studies Proposal

Creating a Technological Fluency Course for the Liberal Education Program Exercise Science

yes Music Technology & Music: Training Music Educators for the 21st Century

Design of a Tier 1 Critical Thinking Course in the Chemistry of Cooking

Chemistry Restructuring the Curriculum of Analytical Chemistry (CHE 240) yes

$4,000.00

$0.00

yes Chemistry

$2,000.00

$3,535.00

$3,000.00

CRAC 2014 ‐ 2015


Amount Awarded

Ullian Joseph Communication Forbus Robert MarketingVitale Lisa no World Languages and Literatures Achieving Fluency: Intensive Italian $0.00Weiss Deborah Communication DisordersEren Ruth Special EducationWorkman BobKim Chang SukZipoli Richard no Communication Disorders Interdisciplinary Training in Augmentative & Alternative Communication $1,000.00

$76,432.50

$0.00

$2,000.00

$2,000.00

yes Transmedia Storytelling & Marketing‐‐Media Learning Resources

yes Computer Science Working with Big Data‐Examples and Exercises for Use in Introductory Classes

yesDevelopment of Trans‐Disciplinary Program for Students in Communication Disorders and Special Education


Appendix I

CSU Research Grant Program Award Recipients

CSU Research Grants 2014‐2015

Last Name First Name Department Project TitleAmount Awarded

Abe JoAnn Psychology Revisiting Emotion and Personality Relations Ten Years Later 3,700.00

Arafeh SousanEd Leadership & Policy Studies

Moving Beyond the Construct "Opportunity to Learn": Extending "Opportunity to Learn to the Educational Teaching and Leading Domains

Marchant-Shapiro Theresa Political ScienceMoving Beyond the Construct "Opportunity to Learn": Extending "Opportunity to Learn to the Educational Teaching and Leading Domains

Baraw Charles English Eustace Bright and the Silent Man in the Little Red House 2,338.70

Barnes Ericka ChemistryAtomic and Molecular Benchmark Energies for Potassium through Krypton using Complete Basis Set Extrapolations 3,800.00

Bernard Stanley Public Health Raising Awareness of Disparities in Healthcare through Film 4,250.00

Bordner Kelly Psychology Molecular basis for social deficits observed in offspring of aging fathers 3,900.00

Bower-Phipps Laura Elementary Ed Preparing Teachers for Urban Schools through Site-Based Teacher Education Courses 3,500.00

Breslin Vincent Science Ed & Envir Studies Grain-Size Effects on Arsenic and Cadmium Concentrations in Connecticut Harbor Sediment 4,450.00

Brown MaryInformation and Library Science

Attitudes Toward Interactions with Underrepresented Groups and the Potential of Using Augmented Realities to Counter Resulting Inequalities in the Workplace 3,550.00

Brownell Mia Art Solo Museum Exhibition at the Housatonic Museum of Art 3,550.00

Cardone Resha World Lang & Lit Chile's Ergo Sum Project from the Pinochet Dictatorship to the Digital Era 3,600.00

Carter-David Siobhan History Issuing the Black Wardrobe: Fashion and Anti-Fashion in Post-Soul Publications 1,605.00

Chandler Jeremy Art Hunting & Hiding 3,500.00

Choi Yunseon Info & Library Sci Identifying the Accuracy of Social Tags by Using Latent Semantic Analysis 3,600.00

Chrissidis Nikolaos HistoryChurch and Community Among the Greek Diaspora of Taganrog in the Second Half of the 19th Century 4,000.00

Coca Adiel Chemistry Synthesis of 5-Substituted Tetrazoles in Water 4,250.00

Coron Cynthia Earth Sciences Volcanism-Induced Climate Change: a Contributory Cause of the End Triassic Mass Extinction 3,521.60

Crawford Sarah BiologyAvian: eggs: a novel pre-clinical tool superior to spheroid culture for assessment of tumor microenvironment and chemosensitivity parameters 4,450.00

Crawford Ilene EnglishEnglish Literacy in a Global Economy: Outcomes of Western Higher Education Models for Vietnamese Undergraduate Women 3,600.00

Dodson Joel English Some newer name than Christian: Confessionalization in Early Modern English Literature 2,467.40

Durwin Cheryl Psychology Remediating Reading Problems in Urban Elementary School Children 3,885.18

Carroll Deborah Psychology Remediating Reading Problems in Urban Elementary School Children 3,885.18

Edgington Nicholas Biology RNA-Seq analysis of Mycobacterium smegmatis and its pahge pathogen during infection 4,000.00

Eilderts Luke World Lang & Lit Linguistic Landscape of Four New Brunswick Cities 3,500.00

Enjalran Matthew Physics Development of Monte Carlo Methods to Study Many-bod Models of Magnetism 3,550.00

Frank Ellen Management/MIS Young Adults' Attitudes Toward Alimony: Is What's Good for the Goose Good for the Gander? 1,775.00

Gemme Terese Music Poems of R.S. Thomas: A Musical Interpretation 3,600.00

Ginicola Misty Counseling & Sch Psy Gender Role Identity, Role Conflict and Consequences in Stay-at-Home and Working Mothers 3,626.00

Smith CheriCounseling & Sch Psy Gender Role Identity, Role Conflict and Consequences in Stay-at-Home and Working Mothers 3,626.00

Gregory Robert Exercise Science Movement Variability: Implications for Running-Related Overuse Injuries 5,000.00

Grossman Elena Art Letters from Zurich 3,646.35

Harris III Frank Journalism The n-Word Project 3,700.00

Harry Chelsea PhilosophyTime in Aristotle's Physics iv 10-14: Manuscript Research and Preparation at the Interdisciplinary Centre for Aristotle Studies 4,000.00

Heidkamp C. Patrick Geography Fair Trade in the Chilean Wine Industry-A Critical Geographical Perspective 3,597.12

Hernandez Rafael World Lang & Lit Portuguese Modernism 3,500.00

3,750.00



Irwin Julia Psychology Neurobiological Signatures of Speech Perception in Children with ASD 3,600.00

Jackson Shirley Sociology Evaluating Civic Engagement in SCSU's LEP Program 1,850.00

Jacobs John Psychology Predicting Smoking Cessation in Men and Women at Fifty 3,500.00

Johnson Brian English Tennis in the Sixties 2,853.89

Karatjas Andrew Chemistry Total Synthesis of (±)-Coerulescine and (±)-Horsfiline 3,650.00

Kwak Lynn Marketing Cultural orientation and prestige brand preference 3,700.00

Larkin Erin World Lang & Lit Benedetta Cappa and the Idea of the Sacred in Italian Futurism 1,750.00

Larocco Steve English The Social Economics and Affective Dimensions of Forgiveness 3,700.00

Levine David Art Ironic Allusion to Classical Sculpture in 17th-Century Dutch Genre Painting: a Political Reading 3,600.00

Liu Yan Info & Library Sci Are US urban library websites accessible to those with disabilities? 4,250.00

Bielefield Arlene Info & Library Sci Are US urban library websites accessible to those with disabilities? 4,250.00

Madison Julian History Patrons of the Harlem Renaissance 2,520.00

Madlock Gatison Annette Communication Body Politics: Women of Color Voice and the Politics of Healthcare 3,000.00

Manzella Joseph AnthropologyStill Seeking Inner Peace: A Comparative Study of Scientology and Transcendental Meditation Centers in the Netherlands and the United States 3,550.00

Marsoobian Armen Philosophy Bearing Witness to a Lost Armenian Home 4,750.00

McBrine Patrick English Biblical Epics 3,900.00

McGinn Jane Communication Increasing Student Engagement in the College Classroom: Use of an Online Social Network to Create a Participatory Culture for Learning 2,146.00

Ogbaa Kalu English Chinua Achebe: His Life and World 3,800.00

Olney Patricia Political ScienceFrom Revolution to Democracy: The Return of the PRI and Mexico's Complex Progress toward Modernity 1,775.00

Palma Pina World Lang & Lit Women at War in the Italian Resistance 3,800.00

Pettigrew David Philosophy Research and Translation at the Intersection of Philosophy and Psychoanalysis 3,800.00

Prince Melvin Marketing An Exploratory Study of Vulnerability to Payday Lending 3,650.00

Purdy MaryCommunication Disorders Multimodal Communication Training for Individuals with Aphasia 4,000.00

Rakfeldt Jaak Social Work Radically-Open Dialectical Behavior Therapy for disorders of overcontrol 3,600.00

Raynolds Laura Special Education Predicting reading skills in young children with music perception tests 3,496.50

Gregory Jess Ed Leadership Predicting reading skills in young children with music perception tests 3,496.50

Risisky Debra Public Health Perceptions of Health among Women Recovering from Sexual Violence 4,250.00

Roberts Elizabeth Biology Mining the Lichens of New Haven County Connecticut for novel antibiotics 4,250.00

Rogers Michael Anthropology Continued Research on the Origins of the Acheulian Cultural Tradition at Gona, Ethiopia 3,750.00

Schmitt Elena World Lang & Lit Role of literacy in first language maintenance and attrition 1,900.00

Schwendemann Todd PhysicsPatterned Deposition of Metal Nanoparticles on Silicon for Growth of Carbon Nanotubes by Chemical Vapor Deposition 3,800.00

Shipley Vivian English

Writing and revising poetry about how women achieved identity from unusual professions such as Revolutionary and Civil War spies, pirates and explorers and researching and writing ekphrastic poetry that has contemporary social relevance 3,800.00

Silady Rebecca Biology Identification of Genes Involved in Vesicle Trafficking 3,700.00

Skoczen Kathleen Anthropology Mothers and Babies: The Cultural Construction of Breastfeeding in France 3,550.00

Slomba Jeff Art New Impressionism in the Digital Age: testing the sculptural limits of current 3-D technologies 4,250.00

Stiver Kelly Psychology The role of individual and life-history variation in cooperation and conflict 4,250.00

Talhelm Melissa English Beyond Silos: a Theoretical Framework for Reading Instruction for College Students 1,950.00

Stretch Cindy English Beyond Silos: a Theoretical Framework for Reading Instruction for College Students 1,950.00



Thompson C. Michele History The Totemic Saola: The Asian Unicorn and the Peoples Who Know It Best 4,250.00

Vrana Heather History "Do Not Tempt Us!": Oral Histories of Guatemalan University Students in Protest 3,800.00

Vu Thuan Art Translating Vietnamese Imagery 4,000.00

Walters Kenneth PsychologyAssessment of Psychosocial Difficulties among College Students with Continuing Symptoms of Attention-Deficit/Hyperactivity Disorder 2,000.00

Weinbaum Jonathan Biology Late Triassic Paleontology Field Work and Collections Research 4,575.00

Weiss DeborahCommunication Disorders Feasibility Study for Collaborative Training of Speech-Language Pathology and Special Education 3,700.00

Eren Ruth Special Education Feasibility Study for Collaborative Training of Speech-Language Pathology and Special Education 3,700.00

Wu Jian World Lang & LitCollaborative and Crowd-Sourced Learning with Mobile and Web-Based Technology in a Foreign Language Classroom 2,219.26

Yacher Leon GeographyVisiting of archival collections in Bolivia to identify, and report on the country's leading geographers 3,650.00

287,555.68


Appendix J

Minority Recruitment and Retention Committee Grant Program Award Recipients

MRRC Fall 2014

Last Name First Name Department Project Title Amount Awarded

Carter‐David Siobhan HistoryFrom Street Fashion to Haute Couture: Race, Gender and Hip Hop Style Politics $585.47

Coca Adiel Chemistry Synthesis of 5‐Substituted 1H ‐Tetrazoles in Water $800.00

Gill Veronica Management/MISIntellectual Property in Higher Education: The Emerging View of "Ownership" $100.00

Kim Hyi‐Gyung (Clara) Biology A role of visualization in undergraduate biology curriculum $2,000.00 Lewis‐Roberts Elizabeth Biology Mining Connecticut Lichens for Novel Antibiotics $2,000.00

Weng MiaoweiWorld Languages &

LiteraturesFranco's Children: Mourning and Allegory in Spain During the Democratic Transition $2,000.00

MRRC Spring 2015

Last Name First Name Department Project Title Amount AwardedMarino Doris EXSShyam Winnie Library ServicesLin Tricia WMS

Carter‐David Siobhan HIS 2014 NWSA Conference $1,196.36

Kwak Lynn MKTMeasurement of Persuasion in Retail Buyers New Product Purchasing $1,000.00

Krol Maria NUR Program Evaluation with Expectant Hispanic Women $2,000.00 Lin Tricia WMS 2015 WMS Conference at SCSU $2,000.00

Pang Yulei MAT 24th International Conference on Matrices and Statistics $1,195.36 Perumbilly Sebastian SWK Treating Substance Abuse Addiction $1,000.00

Torre Carlos EDU Latino & Native American Film Festival $2,000.00

Weng Miaowei WLLThe Chronopolitics of War‐Time Childhood Memories in Post Franco Spain $2,000.00

Wu Jian WLL International Symposium on CALL held in Beijing, China $1,838.00

Exploring Social Justice and Human Rights with Nandita Das $2,000.00


Appendix K

Yale Library Card Program Recipients

Yale Library Card2014-2015

Last Name First Name Department Date Applied Year Quarter

Carter-David Siobhan History 8/6/2014 2014 4Cardone Resha WLL 8/25/2014 2014 4Emery Alice WLL/English 8/28/2014 2014 4Ter-Stepanian Anahit Art 9/3/2014 2014 4Weng Miaowei WLL 9/4/2014 2014 4Blackmer Corinne English 9/8/2014 2014 4Kearney Elizabeth FYE 9/24/2014 2014 4Dodson Joel English 10/1/2014 2014 4Emenyonu Emmanuel Accounting 10/14/2014 2014 4Palma Pina WLL 10/24/2014 2014 YearNwangwu John Public Health 10/31/2014 2014 4Palma Pina WLL 10/31/2014 2014 YearNwangwu John Public Health 11/1/2014 2015 1Levine David Art 11/23/2014 2015 1Dodson Joel English 1/6/2015 2015 1Blackmer Corinne English 1/7/2015 2015 1Gleason Jesse WLL 1/21/2015 2015 1Kearney Elizabeth Edith English 2/3/2015 2015 2Ter-Stepanian Anahit Art 2/18/2015 2015 2Levine David Art 2/24/2015 2015 2McBrine Patrick English 3/23/2015 2015 2Dodson Joel English 3/25/2015 2015 2Dombrowski Christine WLL 5/19/2015 2015 3Blackmer Corinne English 5/19/2015 2015 3Levine David Art 5/29/2015 2015 3McBrine Patrick English 6/2/2015 2015 3

annual report: 2014-2015...• implementing a faculty learning community on brain-based learning....

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