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Director and Associate Provost of Teaching, Learning, and Academic Innovation; Professor of History
Professor Kathi Kern is Professor of History and an Endowed Professor in the Chellgren Center for Undergraduate Excellence at the University of Kentucky. Her research centers on the women's rights movement in America and focuses particularly on the ways in which politics, gender, and religion have mixed to create new ideological positions and social change in the United States. As a faculty member at UK, she has won the Chancellor's Award for Outstanding Teaching, the Alumni Great Teacher Award, and twice won the College of Education’s “Teachers Who Make a Difference” Award. Professor Kern served as the 2009-10 Stanley Kelley Jr., Visiting Associate Professor for Distinguished Teaching at Princeton University, and has authored several grants funded through the Teaching American History program of the U.S. Department of Education, with awards totaling nearly 4 million dollars. As the director of CELT, she has worked to establish the University of Kentucky as a center for international faculty development, with awards totaling nearly 3 million dollars to develop faculty training programs for universities in Afghanistan, China, Iraq, Japan, and Pakistan. [View Dr. Kern's full bio].
email@example.com | (859) 218-3612
Trey came to CELT from the The Ohio State University, where, among other roles, he served as the graduate associate director of the Digital Media and Composition (DMAC) Institute. His research and teaching focus on texts, markup language, digital scholarly editing, and digital humanities pedagogy; he is the director of the Breckinridge Correspondence and Digital Texts Project at UK. At CELT, Trey collaborates with faculty or larger campus groups on issues related to student engagement and success, technology use, inclusivity and equity, course design, and more. In his role as CELT's Associate Director he is eager to support a culture of innovative teaching, inclusive learning, and instructional support. Off campus, Trey practices hot yoga and completed a vinyasa teacher training program in 2016. When he thinks about teaching and learning, he often comes back to Cavafy's "Ithaka."
firstname.lastname@example.org | (859) 218-3913
Dr. Jill Abney leads the Presentation U tutoring center and works as a faculty instructional consultant at CELT. In both roles, she provides support and training for students and faculty seeking to create meaningful learning opportunities through peer-to-peer tutoring and active learning methods. Jill is a British historian and former high school history teacher whose research and interests include gender and social power, rhetoric, and inclusive forms of pedagogy. She received her Ph.D. in history from the University of Kentucky in 2016. Prior to joining CELT, Jill worked at the University of Southern Mississippi as an Assistant Teaching Professor of History and the Coordinator for Social Studies Licensure.
email@example.com | (859) 562-2444
Dr. Shauna M. Morgan leads the development and implementation of efforts to promote equitable and inclusive pedagogies in and beyond the classroom. Aligned with her own pedagogical ethic, in this role, Dr. Morgan works to foster an environment that is conducive to shaping transformative academic experiences through interdisciplinary faculty development, community engagement, and innovative collaborative practices with academic and administrative units, including community-wide education for expanding the network of equity and inclusivity practices. Dr. Morgan comes to UK from Howard University where her creative and scholarly work is focused on the African Diaspora, particularly representations of womanhood, Neo-anticolonialism in 21st-century literature, and global intersections of Black cultural productions. Before joining the professoriate, Dr. Morgan worked in higher education administration focusing on, among other things, student and staff development around matters of diversity in Housing and Residence Life, Admissions, and Student Activities. [View Dr. Morgan’s CV]
Senior Faculty Instructional Consultant
firstname.lastname@example.org | (859) 257-8039
Bill has been at the University of Kentucky since 1995 working in the field of educational development. He is also adjunct faculty in the Biology Department where he teaches large enrollment UK Core courses. Bill came to UK from the University of Hawaii at Manoa where he worked for 23 years teaching biology and directing faculty development programs. He was awarded the University of Hawaii President's Award for Outstanding Teaching. Bill’s primary focus is working with new faculty by overseeing the New Faculty Teaching Academy and mid-semester course feedback service and assisting with assembling teaching portfolios to document instructional activities.
Senior Faculty Instructional Consultant
email@example.com | (859) 257-4011
Dr. Ashley Sorrell splits her time as a Senior Consultant at CELT and as the Assistant Director of Graduate Student Professional Enhancement for the Graduate School. In both capacities, she provides instructional support for graduate teaching assistants and coordinates the pedagogy track of the "Grad Degree +" program, which offers credentialing in thematic areas of teaching and learning. Her work with teaching assistants has expanded to include workshops on career diversity for graduate students considering positions outside of the academy. Ashley also consults with faculty on inclusive teaching pedagogies, student engagement strategies, and collaborative pedagogies. Before joining CELT, Ashley was a teaching assistant for UK’s Department of History, where earned her PHD and was awarded the campus-wide Provost Outstanding Teaching Award. Ashley continues to teach courses in history, civic engagement, women's and gender studies, and in the Preparing Future Faculty program. [View Ashley's CV]
Faculty Instructional Consultant
Dr. Hannah Ruehl has worked with faculty and graduate students to strategize on the use of technology in the classroom, online course development, inclusion and equity, curriculum and course design, classroom management, and more. She completed her PhD in UK’s English Department, where she researched cultural aging as it applied to women in the Victorian period and taught classes on writing, rhetoric and film. Before joining CELT, Hannah led educational development programs for graduate TAs in the Department of Writing, Rhetoric, and Digital Studies, and for faculty in the College of Public Health. Outside of her academic work, she is runner, reader, yogi, baker, and prolific photographer of her dog, Sylvia.
Faculty Instructional Consultant
Dr. Mike Wallace has worked with faculty across the disciplines to transform classes into active and collaborative learning environments; to evaluate and implement technology-enhanced learning tools and teaching techniques that fit their needs; and to explore ways that emerging research can be deployed to enhance learning for student success. Prior to joining CELT, Mike worked in the Faculty Innovation Center at the University of Texas-Austin, and before that, he taught at Morehead State University, where he transformed his courses from lecture-based into active-collaborative learning environments. Beyond work, he loves playing disc golf; adventuring outdoors with his dog, Harley; learning about story as he creates a children’s book; and exploring urban art and graffiti.
Universal Design Consultant
Jennifer Pusateri comes to CELT from the Kentucky Department of Education, where she served as an education consultant and specialist in differentiated learning and Universal Design for Learning (UDL). During the 2017-2018 school year, she created and implemented a year-long UDL pilot program where she presented regular training and instructional coaching to a cohort of eight middle school teachers. Prior to her work at KDE, Jennifer taught at a nationally-recognized school for students with specific learning disabilities (SLD) in Louisville, Kentucky where she implemented the UDL framework with students in grades K-8. She is currently pursuing her Ph.D. in Curriculum and Instruction from the University of Kentucky where she plans to focus her research on the impact of universally-designed instruction on students with ADHD.
David Cole found his way to CELT after graduating from the University of Kentucky in 2017. He started listening to radio dramas when he was a kid and started making them not too long after. Since then, that hobby has grown into a career creating audio and video projects to further organizational missions. At CELT, David is focused on making media to promote a culture of teaching and learning on campus and to support the center's initiatives. He consults with instructors on the production and post-production of media content, and serves as the go-to for field recording for UK’s online learning initiatives. David’s research and creative work have seen him in the roles of diplomat, disc jockey, poet, teacher, and journalist, but his heart has always remained in the Bluegrass. View David’s portfolio and website here.
Faculty Instructional Associate
Kate Collins is a graduate of the University of Kentucky and has previously served as a student intern at the CELT (working on projects such as the UDL Read&Write Gold initiative) and later as the Center's Operations Manager, coordinating resources and organizational support. She has been a participant and leader in on-campus initiatives to encourage women and girls’ involvement in STEM fields, and continues to strive for more support of underrepresented students. In her role as a Faculty Instructional Associate, Kate contributes to CELT's central mission of fostering a culture of innovative teaching and inclusive learning at UK by working with instructional stakeholders across the disciplines. Moreover, Kate contributes to the management of team-based learning in a large-enrollment UK Core civics course; serves as a mentor for CELT's teacher training partnership with China's University of Mining and Technology, and assists with the campus-wide Culture of Conversation project, which encourages students to explore issues that affect campus climate and student success.