INTS faculty publishes research findings

 

A faculty member in the Department of Leadership and Integrative Studies recently had his research accepted for publication.

 

Michael Keleher, director of Integrative Studies, published “Mixed classes, mixed methods: Writing students’ attitudes about collaborative and intercultural learning." This article presents the findings from an iterative year-long action research study of mixed (native and non-native speaker) composition classes where students worked in pairs and small groups on writing projects.

 

Keleher’s research was published in Networks: An On-Line Journal for Teacher Research.

 

Steiner receives notice of book release

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Hillary Steiner, associate professor of Educational Psychology and associate director for Faculty Development and the Scholarship of Teaching and Learning in Learning Communities, received notification that her chapter, “Targeted LC for CHEM Majors,” was published in the National Resource Center for The First-Year Experience and Students in Transition’s newest publication, Building Synergy for High-Impact Educational Initiatives: First-Year Seminars and Learning Communities.

 

Steiner, along with Stephanie Foote, professor of education and director of the Master of Science in First-Year Studies, Ruth Goldfine, professor of English and interim associate dean of University College, and Michelle Dean, Department of Chemistry, assistant professor of Chemistry, co-authored the chapter.

 

The book explores the merger of two of the most commonly offered high-impact practices on U.S. campuses. Visit bit.ly/B12FYSLC  to read an excerpt.

 

Leven School professor writes about Post-COP21 and the Hospitality Industry

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Willy Legrand, part-time assistant professor of Culinary Sustainability and Hospitality, together with co-writer Philip Sloan and Joseph S. Chen, are finalizing the third edition of their international textbook, Sustainability in the Hospitality Industry: Principles of Sustainable Operations.

 

Those following the climate negotiations in Paris since Nov. 30, 2015, may recognize Legrand’s name – he authored the agreement adopted by 195 countries and the EU on Dec. 12.  That agreement, the result of six years of work, provides a global framework for “holding the increase in the global average temperature to well below 2°C above preindustrial levels and pursuing efforts to limit the temperature increase to 1.5°C” (United Nations, Framework Convention on Climate Change, Adoption of the Paris Agreement, FCCC/CP/2105/L.9/Rev.1,12 December 2015, available at http://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf). The hospitality and tourism industries are directly affected by changes in the environment, with the effects of climate change being felt first-hand at ski resorts in the Alps, at coastal retreats, and at restaurants that source food locally or organically.  Consequently, the agreement has direct implications for the future of these industries.

 

 

 

Purcell invited to review book for the Journal of Community Engagement and Scholarship

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Jennifer Purcell, assistant professor of Leadership Studies, was invited to review the book, Community Effects of Leadership Education: Citizen Empowerment for Civic Engagement by Pigg, Gasteyer, Martin, and Keatings. Journal of Community Engagement and Scholarship (JCES), 9(1) 84-86.

 

Last fall, Purcell received an invitation from the JCES editorial team to select and review a new book that she thought would have significant implications for practice and scholarship related to community engagement within higher education. Community Effects of Leadership Education: Citizen Empowerment for Civic Engagement is a product of scholarship that is traditionally represented in university extension and agricultural leadership literature; however, the volume provides insight for scholars and practitioners in myriad community engagement and development roles.  The interdisciplinary nature of both community engagement and leadership development were prominently featured throughout the book.  The articulation of such intersections was a primary consideration in her selection and positive review of the book.

 

Purcell was also elected to serve as Vice President on the American Association of University Professors (AAUP) Executive Committee.
 

Lyons receives notice of publication from e-Source

 

Linda Lyons, assistant professor of Education in the Department of First-Year and Transition Studies, received notice that her article, "Faculty Collaboration Supports Integrative Education in a First-Year Learning Community," was accepted for publication in eSource, a bi-annual publication of the National Resource Center for First-Year Experience and Students in Transition, on March 24.

 

Lyons writes about KSU's best practices when engaging in the collaborative process with other Learning Community instructors to provide an integrative environment for first-year students.

 

Naidu and Jones published in the Currents in Teaching and Learning Journal

 

Pinder Naidu, assistant Professor of Mathematics and Tonya Jones, Integrative Studies Advisor and assistant professor of Mathematics, had an article accepted for publication in the Currents in Teaching and Learning Journal.

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“Developmental Mathematics Students’ Experiences of Mathematical Practices in a Summer Learning Community” focuses on expanding the collective understanding of students’ experiences of mathematical practices while enrolled in a 4-week summer learning community using a qualitative approach.

 

Associate director of learning communities receives grant and notice of journal publication

 

Hillary Steiner, associate professor of Educational Psychology and associate director for Faculty Development and the Scholarship of Teaching and Learning in Learning Communities, successfully published an article this month in the Learning Communities Research and Practice (LCRP) journal.

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The publication “An Online, Targeted Faculty Development Course to Promote Scholarly Teaching” describes the design and pilot year of an online faculty development course developed for learning communities’ faculty at Kennesaw State.

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Based on the encouragement from the Washington Center (National Resource Center for Learning Communities) and with the support of a UC Distance Learning Grant, Steiner is developing the course—which will launch in spring 2017-- for a national audience.

 

 

Smith publishes journal article in the Creighton Journal of Interdisciplinary Leadership and accepts invitation as a reviewer

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Debbie Smith, interim assistant director of the Michael A. Leven School of Culinary Sustainability and Hospitality and professor of Higher Education, along with Deborah Roebuck of KSU and Terri Elhaddaoui, recently published an article for the Creighton Journal of Interdisciplinary Leadership.

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The article, “Organizational leadership and Work-life Integration” focuses on working men, specifically those considered Generation X, Generation Y, and Baby Boomers, and how a healthy work-life balance affects organizational leadership.

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Smith has also accepted an invitation to become a reviewer for the International Leadership Association of Leadership Education Academy for 2017.

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​Steiner writes about promoting self-regulated learning through authentic assignment

 

Hillary Steiner, associate professor of Educational Psychology and associate director for Faculty Development and the Scholarship of Teaching and Learning in Learning Communities, was published in the August 2016 issue International Journal of Teaching and Learning in Higher Education, an international, interdisciplinary scholarship of teaching and learning (SoTL) journal.

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​Steiner’s paper, “The Strategy Project: Promoting self-regulated learning through an authentic assignment,” presents a pilot study of an assignment to promote self-regulated learning (SRL), which she developed for the first-year seminar.

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Steiner is currently expanding her research to look more closely at the impact of SRL instruction on students' studying and time management strategies in the first-year seminar. If you would like to use the strategy project assignment (which is adaptable to almost any course), please email her for the most updated version of the assignment. 

 

Mosholder co-publishes, "Promoting Native American College Student Recruitment & Retention in Higher Education"

 

Dr. Richard Mosholder, associate professor of psychology, has had an article he co-authored, "Promoting Native American College Student Recruitment and Retention in Higher Education," accepted for publication.

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Mosholder, in collaboration with colleagues, Bryan Waite, Carolee A. Larsen, and Christopher Goslin, co-authored this research article, which appeared in Multicultural Education.

 

University College faculty co-publish in eSource for College Transitions

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Michael Keleher, director of Integrative Studies, Deborah Mixson-Brookshire, assistant dean of University College, and Stephanie Foote, director of the Master of Science in First-Year Studies, collaborated in the publication of “Global Gateways: A pilot learning community for first-year international students.”  Their article, which appeared in the July 2016 edition of eSource for College Transitions, discusses the Global Gateways learning community for international students at KSU.

 

After describing and providing the rationale for the community, the authors detail the findings of their study and make recommendations for future work with learning communities that target international and international-interest first-year students.

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Foote shares first-year initiative expertise with The Boston Globe

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Stephanie Foote, director of the Master of Science in First-Year Studies, and professor of Education in the Department of First-Year and Transition Studies was contacted by The Boston Globe to serve as a subject matter expert on the topic of the first-year experience.  Foote’s comments regarding a first-year initiative at Amherst College appear in the article “Amherst College program helps new students to adapt” and provide valuable context for the initiative.  Click here to read the entire article.

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