Jennifer Blue, Physics, CELTUA Faculty Assessment Associate. She teaches physics and astronomy to science majors and non-scientists alike. She also works with the graduate students as they teach laboratory courses. Her research is in physics education, in the areas of student skill and concept acquisition, laboratory courses, underrepresented students, and K-12 science education.

Kent Bradshaw, Communication, CELTUA Faculty Teaching Associate. Kent is a Middletown Organizational Communications adjunct instructor. He has followed the brain dominance/cognitive localization research since 1975. He is certified by the Whole Brain Corporation to use the brain dominance research and instrumentation created by Ned Herrmann and has access to rare videos of the pioneering split-brain experiments and to the Herrmann psychometric instrument for measuring brain dominance and cognitive style. He has tested 500+ people, contributing to the data base for the Herrmann Brain Dominance Instrument (HBDI). He has created, and used simulation/experiential exercises extensively in various learning environments to resonate with different cognitive styles.

Marianne Cotugno, English, Faculty Assessment Associate. She teaches a range of courses in composition, literature, and film, with emphasis in both twentieth century literature and technical writing. Her current area of research is police report writing. She conducts workshops to help police departments improve their writing practices. She has published in the areas of police report writing, twentieth century American literature, and book history. She actively and enthusiastically incorporates assessment into all aspects of her teaching, and looks forward to working with her colleagues to develop and learn from their assessment practices.

Milt Cox, Director, Lilly Conference on College Teaching, is Editor-in-Chief of the Journal on Excellence in College Teaching, and facilitates the Hesburgh Award-winning Teaching Scholars Faculty Learning Community. Milt also is project director of a FIPSE grant establishing faculty learning community programs on other campuses. He is recipient of the C. C. MacDuffee Award for distinguished service to Pi Mu Epsilon, the national mathematics honorary, and a certificate of special achievement from the Professional and Organizational Development Network in Higher Education in recognition and appreciation of notable contributions to the profession of faculty, instructional, and organizational development. He is the facilitator of the Alumni Teaching Scholars Community for Early-Career Faculty.

Teresa Faber, CELTUA, Program Associate. Suport staff for the center. She coordinates and assists with the planning of the Center's events/seminars/workshops, room reservations and hositng. Assists with CELTUA's programs, GSTEP, PEP, NFTEP, FLC, and FLINGS, supports the CELTUA website, calendar and brochures. Assists with the planning and organization of the annual Lilly Conference on College Teaching.

Joyce Fernandes, CELTUA Faculty Teaching Associate, Zoology. She teaches undergraduate and graduate courses in Developmental Biology, Cell Biology and Neurobiology. She is particularly interested in interdisciplinary approaches to learning and teaching science, and has facilitated a learning community on that topic. Joyce is facilitating the 2007-08 Faculty Learning Community on Enhancing Academic Success of Under-Represented Student Groups in STEM Disciplines. Joyce's research laboratory conducts projects in the area of neuromuscular development, which are funded by the National Institutes of Health and the National Science Foundation.

Suzanne Gord, Advanced Learning Technologies, CELTUA Faculty Teaching Associate. She has experience developing fully online and hybrid courses on the regional and main campuses. She is knowledgeable in sound pedagogical practices and excited by the possibilities that course design coupled with the appropriate technology can offer teaching and learning. Suzanne is a certified Quality Matters Peer Reviewer and has facilitated Learning Communities on the regional campuses for the Saturday Select and Nursing Bachelors Completion programs.

Joseph Johnson, Psychology, CELTUA Teaching Associate. He is involved in a number of university initiatives such as Top 25, and has been active in both curricular revision and outcomes assessment in his department. He is especially interested in learning technologies and quantitative literacy (QL), and served on a College subcommittee that developed the QL core competency requirement. He also redesigned his department's disciplinary statistics course with an inverted structure and a focus on hands-on learning, and chairs an ad hoc committee that is completely redesigning his department's two-course statistics and methods sequence.

Tom Kopp, Teacher Education, CELTUA Faculty Teaching Associate. Formerly with the Syracuse University Center for Instructional Development, Tom has for the past 25 years been a member of the Teacher Education Department faculty. Concerned about the high school-college transition, he coordinates the multi-section course, EDT 190 "An Introduction to the Teaching Profession, and acts as a First-Year Honors Mentor. A campaigner for active learning, he has developed and delivered over twenty-five different courses and seminars for educators. Underlying it all is his work in the dynamics of human motivation, specifically how curiosity affects learning.

Stephen Lippman, Sociology and Gerontology, CELTUA Faculty Assessment Associate. He has participated in several FLCs, and teaches the department's introductory sociology course, in addition to courses on the sociology of work, organizations, social stratification and theory. His research focuses on the emergence of new organizations and institutions, and on labor market dynamics and reemployment patterns of displaced workers.

Alicia Miller joined the Center in 2006 and is our administrative associate. She holds a Bachelor of Arts in Elementary Education from Purdue University and has worked in many venues, including Social Services, and as the Director of a Nursery School. Alicia is the Lilly Conference registrar, and handles room and catering scheduling/contracts. She helps in creating new ways to advance the knowledge of Faculty Learning Communities and supports the staff in all of their many endeavors.

Marjorie Keeshan Nadler, Communication, CELTUA Top 25 Project Coordinator. She was the team leader for the COM 135 Top 25 initiative, and is Course Director for COM 135. Part of her research and teaching focuses on instructional communication, and she is working on developing new technology to enhance classroom efforts and sharing of resources among faculty as well as inquiry based learning initiatives. She is a resource for those working on Top 25 initiatives and those wishing to build oral communication into their classes.

Lisa Sheard, CELTUA Technical Communications Specialist. She earned her BS in Education at Miami University and taught high school before returning to Oxford to work for the her alma mater. She has a lifelong love of learning and brings a wide range of experience to CELTUA. Her time at Miami includes working for the University Libraries, the University Police, and the Division of Student Affairs. Currently, Lisa hopes to be an agent for change at CELTUA by implementing new technology as well as finding new and exciting ways of using the existing systems.

Cecilia Shore, Director of CELTUA, facilitates CELTUA's New Faculty Teaching Enhancement Program (NFTEP). Her teaching interests include active learning methods, student intellectual development, undergraduate research and graduate students' development as teachers. She has considerable experience in curriculum revision and assessment at the departmental level. She received the Associated Student Government Outstanding Teacher Award in 1990, and the College of Arts & Science Distinguished Educator Award in 2000.

An interview with Dr. Shore was featured in the December 16, 2011 issue of the e-REPORT, News for Faculty and Staff. A copy of the interview is available on their website.

Jerry K. Stonewater, Professor Emeritus, was a faculty member in the Department of Mathematics and later University Director of Liberal Education and Assessment until his retirement in 2009. Currently, he is providing consulting services to CELTUA on assessment and is assisting the university in its preparation for the next accreditation visit. His scholarly interests and publications include work in college student cognitive and psychosocial development, mathematical problem solving, and strategies for assessing student learning.

Theodore C. Wagenaar,Sociology and Gerontology, CELTUA Faculty Teaching Associate. He has received teaching awards from various regional and national professional associations. He is a 1999-2000 Carnegie Teaching Scholar. He has led numerous workshops on curriculum development, evaluating teaching, and effective teaching methods and is available to consult on these topics. He is leading the CELTUA Evaluation of Teaching Seminar Series.

Gregg Wentzell, Assistant to the Director of the Center. He earned his Ph.D. in English at Miami in 1993 and was awarded the Sinclair Fellowship. He is managing editor of the Journal on Excellence in College Teaching, a peer-reviewed international forum for the scholarship of teaching. He has over 20 years of college teaching experience and teaches part-time in the English Department. In addition to providing editing support for various Center projects, including being Lilly Conference Publications Manager, Gregg does faculty consulting on teaching and writing. He presents seminars on the Scholarship of Teaching and Learning both on-campus and at teaching and learning conferences. He has experience with and has participated in faculty learning communities.

Jennifer Blue, Physics, CELTUA Faculty Assessment Associate. She teaches physics and astronomy to science majors and non-scientists alike. She also works with the graduate students as they teach laboratory courses. Her research is in physics education, in the areas of student skill and concept acquisition, laboratory courses, underrepresented students, and K-12 science education.

Marianne Cotugno, Communication, Faculty Assessment Associate. She teaches a range of courses in composition, literature, and film, with emphasis in both twentieth century literature and technical writing. Her current area of research is police report writing. She conducts workshops to help police departments improve their writing practices. She has published in the areas of police report writing, twentieth century American literature, and book history. She actively and enthusiastically incorporates assessment into all aspects of her teaching, and looks forward to working with her colleagues to develop and learn from their assessment practices.

Joseph Johnson, Psychology, CELTUA Teaching Associate. He is involved in a number of university initiatives such as Top 25, and has been active in both curricular revision and outcomes assessment in his department. He is especially interested in learning technologies and quantitative literacy (QL), and served on a College subcommittee that developed the QL core competency requirement. He also redesigned his department's disciplinary statistics course with an inverted structure and a focus on hands-on learning, and chairs an ad hoc committee that is completely redesigning his department's two-course statistics and methods sequence.

Cecilia Shore, Director of CELTUA, facilitates CELTUA's New Faculty Teaching Enhancement Program (NFTEP). Her teaching interests include active learning methods, student intellectual development, undergraduate research and graduate students' development as teachers. She has considerable experience in curriculum revision and assessment at the departmental level. She received the Associated Student Government Outstanding Teacher Award in 1990, and the College of Arts & Science Distinguished Educator Award in 2000.

An interview with Dr. Shore was featured in the December 16, 2011 issue of the e-REPORT, News for Faculty and Staff. A copy of the interview is available on their website.

Tom Kopp, Teacher Education, CELTUA Faculty Teaching Associate. Formerly with the Syracuse University Center for Instructional Development, Tom has for the past 25 years been a member of the Teacher Education Department faculty. Concerned about the high school-college transition, he coordinates the multi-section course, EDT 190 "An Introduction to the Teaching Profession, and acts as a First-Year Honors Mentor. A campaigner for active learning, he has developed and delivered over twenty-five different courses and seminars for educators. Underlying it all is his work in the dynamics of human motivation, specifically how curiosity affects learning.

Joseph Johnson, Psychology, CELTUA Teaching Associate. He is involved in a number of university initiatives such as Top 25, and has been active in both curricular revision and outcomes assessment in his department. He is especially interested in learning technologies and quantitative literacy (QL), and served on a College subcommittee that developed the QL core competency requirement. He also redesigned his department's disciplinary statistics course with an inverted structure and a focus on hands-on learning, and chairs an ad hoc committee that is completely redesigning his department's two-course statistics and methods sequence.

Cecilia Shore, Director of CELTUA, facilitates CELTUA's New Faculty Teaching Enhancement Program (NFTEP). Her teaching interests include active learning methods, student intellectual development, undergraduate research and graduate students' development as teachers. She has considerable experience in curriculum revision and assessment at the departmental level. She received the Associated Student Government Outstanding Teacher Award in 1990, and the College of Arts & Science Distinguished Educator Award in 2000.

Gregg Wentzell, Assistant to the Director of the Center. He earned his Ph.D. in English at Miami in 1993 and was awarded the Sinclair Fellowship. He is managing editor of the Journal on Excellence in College Teaching, a peer-reviewed international forum for the scholarship of teaching. He has over 20 years of college teaching experience and teaches part-time in the English Department. In addition to providing editing support for various Center projects, including being Lilly Conference Publications Manager, Gregg does faculty consulting on teaching and writing. He presents seminars on the Scholarship of Teaching and Learning both on-campus and at teaching and learning conferences. He has experience with and has participated in faculty learning communities.

Milt Cox founded and directs the Lilly Conference on College Teaching, is Editor-in-Chief of the Journal on Excellence in College Teaching, and facilitates the Hesburgh Award-winning Teaching Scholars Faculty Learning Community. Milt also is project director of a FIPSE grant establishing faculty learning community programs on other campuses. He is recipient of the C. C. MacDuffee Award for distinguished service to Pi Mu Epsilon, the national mathematics honorary, and a certificate of special achievement from the Professional and Organizational Development Network in Higher Education in recognition and appreciation of notable contributions to the profession of faculty, instructional, and organizational development. He is the facilitator of the Alumni Teaching Scholars Community for Early-Career Faculty.

Alicia Miller joined the Center in 2006 and is our administrative associate. She holds a Bachelor of Arts in Elementary Education from Purdue University and has worked in many venues, including Social Services, and as the Director of a Nursery School. Alicia is the Lilly Conference registrar, and handles room and catering scheduling/contracts. She helps in creating new ways to advance the knowledge of Faculty Learning Communities and supports the staff in all of their many endeavors.

Gregg Wentzell, Assistant to the Director of the Center. He earned his Ph.D. in English at Miami in 1993 and was awarded the Sinclair Fellowship. He is managing editor of the Journal on Excellence in College Teaching, a peer-reviewed international forum for the scholarship of teaching. He has over 20 years of college teaching experience and teaches part-time in the English Department. In addition to providing editing support for various Center projects, including being Lilly Conference Publications Manager, Gregg does faculty consulting on teaching and writing. He presents seminars on the Scholarship of Teaching and Learning both on-campus and at teaching and learning conferences. He has experience with and has participated in faculty learning communities.

Marianne Cotugno, Communication, Faculty Assessment Associate. She teaches a range of courses in composition, literature, and film, with emphasis in both twentieth century literature and technical writing. Her current area of research is police report writing. She conducts workshops to help police departments improve their writing practices. She has published in the areas of police report writing, twentieth century American literature, and book history. She actively and enthusiastically incorporates assessment into all aspects of her teaching, and looks forward to working with her colleagues to develop and learn from their assessment practices.

Stephen Lippman, Sociology and Gerontology, CELTUA Faculty Assessment Associate. He has participated in several FLCs, and teaches the department's introductory sociology course, in addition to courses on the sociology of work, organizations, social stratification and theory. His research focuses on the emergence of new organizations and institutions, and on labor market dynamics and reemployment patterns of displaced workers.