July 30, 2012
New faculty leadership at the Center for the Advancement of Teaching and Learning
The Center for the Advancement of Teaching and Learning has appointed several faculty members to new leadership roles.
Kimberly Williams, professor of greenhouse management, and Cathie Lavis, landscape management specialist, both faculty members in the department of horticulture, forestry and recreation resources, will be co-chairing the Faculty Exchange for Teaching Excellence.
Advisory board members for the exchange include Pat Ackerman from K-State Salina; Sally Bailey from the College of Arts and Sciences; Deb Canter from the College of Human Ecology; Mick Charney from the College of Architecture, Planning and Design; Jason Coleman from Hale Library; Julia Keen from the College of Engineering; Judy Klimek from the College of Veterinary Medicine; Sanjay Robello from the College of Arts and Sciences; Donita Whitney-Bammerlin from the College of Business Administration; Sally Yahnke from the College of Education; and Jana Fallin, interim director of the Center for the Advancement of Teaching and Learning, in an advisory role.
They will be planning the annual teaching event to be conducted in early spring.
Thomas Gould, associate professor of advertising and new media and editor of the Journal of Rural Research and Policy, will be coordinating the New Faculty Institute at the Center for the Advancement of Teaching and Learning. Gould is currently designing an informative series of events for new faculty members who join the institute. The New Faculty Institute is a universitywide program to introduce newly hired faculty to the K-State missions of teaching, research and service, and to facilitate their success at the university.
Alisa Garni continues her leadership role as coordinator for the Peer Review of Teaching Program. Garni, assistant professor of sociology, matches faculty enrolled in the Peer Review program with mentors from the K-State faculty, who visit, observe and review teaching and learning. Short essays are exchanged between Peer member and mentor. These essays become the basis for a reflective document analyzing their course.