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217 Moulton Hall
800 Hilltop Dr.
Kent, OH 44242

Monday - Friday
9 a.m. - 4 p.m.

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FPDC Initiatives

How to Build a Better Student

John Dunlosky, Professor of Psychology and Director of Experimental Training, Katherine Rawson, Associate Professor of Psychology, and Christopher Was, Associate Professor of Educational Psychology have examined the effectiveness of specific learning strategies that are commonly used by students. In the 2013 Fall event, John Dunlosky and Chris Was discussed this research as well as examined specific course structures that will allow faculty to “Build a Better Student” in their classes.
  • Watch a short intro:
  • Resources are available (log in with your Kent State credentials to view)
  • Resources are also available via the FPDC Blackboard Learn course, email us if you'd like access (

Teaching Scholars

The Teaching Scholars Faculty Program promotes shared scholarly inquiry into teaching and learning. Those interested in conducting scholarly examinations of strategies designed to enhance student learning are encouraged to apply. This program continues to be built around collaborative relationships with interdisciplinary faculty colleagues and student associates engaging in the scholarly examination of learning. The primary goal of this program is to support faculty in the design, implementation, and assessment of scholarly projects that identify and create significant learning environments.

The broad aims of the program include:
  • Assessing, developing, and enhancing student learning
  • Building an interdisciplinary community of scholars around learning and teaching
  • Building strategies for the scholarly study of student learning
  • Identifying, through research, elements of significant learning environments
The benefits of the program for participants include:
  • Participating in a year-long program that focuses on the scholarship of learning and teaching
  • The development of collegial relationships across disciplines
  • Participation at one funded conference on learning, teaching, and SoTL
  • A one-course load reallocation in teaching during either the fall or spring semester of the program year
  • Working with a student associate of the participant's choice
  • Developing methods for studying, documenting, and assessing learning and teaching.
View the Current and Former scholars now!

Summer 2013 Sustainability Grant

Sustainability Enhancement--Call for proposals
The Sustainability Enhancement Grant will provide $750.00 for the development of existing and emerging courses that will ultimately contribute to the Sustainability minor.
  • All full-time faculty members at any Kent State University campus are eligible to submit a proposal.
  • The course must contain at least one of the following Learning Outcomes.
  1. Students demonstrate an understanding of the 3 domains of sustainability (social, environmental, and economic) and the interrelationships.
  2. Students apply systems of thinking to analyze sustainability-related issues in an integrated manner, within the academic discipline of the course
  3. Students create integrated sustainability solutions, including technology, and evaluate their merits, with consideration of each sustainability domain as well as the interrelationships among domains.
  • Sustainability-related content must comprise at least 20% of course content in lower division courses, and 50% of course content in upper division courses.

Learning Outcomes

Here, you will find a series of short videos designed to provide a very brief overview of the process associated with learning outcomes. You are encouraged to download the supportive materials prior to watching the videos.

View the videos now!

Past Learning Institutes

Sorry you missed out on one of our awesome Learning Institutes. It is OK though - we have all the resources below! Scroll on through and let us know how we can help!

2013 May Learning Institute

A Mirror to the Mind: Metacognitive Practices to Help Students Learn How They Learn

Commonly described as "thinking about thinking," metacognition is the basis for "self-regulated learning," reflections, and other activities that help students plan, monitor, and evaluate their own learning. By teaching students to learn how they learn, we're engendering a continuously valuable and renewable skill that will help them to succeed in class, in their career, and throughout their lives! To explore this, please join us for our next Learning Institute: A Mirror to the Mind. Take part in discussions, discover case studies, and see LSU's Dr. Saundra McGuire speak on this fascinating subject.

Resources for this event are available for your viewing here!

Team Based Learning

Team-Based Learning is a strategy to help you hold individuals accountable and to develop the extraordinary capabilities of the team. Using a sequence of activities to reach new learning outcomes, Team-Based Learning engages students and allows them to apply their knowledge in an effective and efficient manner.

For more information on Team-Based Learning, check out:

Resources for this event are available for your viewing here!

Decoding the Disciplines

Have you ever noticed that students seem to get stuck at certain points in your class? The decoding the disciplines process, developed at Indiana University, is designed to help faculty identify those “sticking” points and design ways to assist students through these “bottlenecks”. On Thursday February 17 and Friday February 18, 2011, we were fortunate to have several members of this group join us for a series of university conversations and workshops on this process. Mark your calendars and plan on joining us for this two day exploration of student learning through scholarly teaching and decoding the disciplines.

Resources for this event are available for your viewing here!

Ken Bain - February 2010

University faculty and staff met up with one another to enjoy the evening with Ken Bain.They were all engaged as he discussed his book, What the Best College Teachers Do.He discussed his research and findings on the best college teachers and how they are good at teaching.

Resources for this event are available for your viewing here!

Marcia Baxter Magolda - October 2009

Marcia Baxter Magolda's keynote presentation and interactive workshop on October October 15th, 2009 and October 16th 2009 was very well attended. University colleagues got together to spend an evening with Marcia Baxter Magolda. They were engaged in considering implications of findings from her longitudinal (22-year) study of student learning and development.

University colleagues got together to spend an evening with Marcia Baxter Magolda. They were engaged in considering implications of findings from her longitudinal (22-year) study of student learning and development. Engaged learning, she finds, requires transformative learning at all levels of the academy.

Resources for this event are available for your viewing here!

Scholarship of Teaching and Learning

Kathleen McKinney - February 2012

Bio: Dr. Kathleen McKinney received her Ph.D. in Sociology from the University of Wisconsin-Madison. Currently, she is Professor of Sociology and the Cross Chair in the Scholarship of Teaching and Learning (SoTL) at Illinois State University. McKinney is a social psychologist with interests in relationships and college teaching/SoTL. She has been involved in the SoTL movement for more than a decade, including with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), the ASA Section on Teaching and Learning and service as a founding member of the International Society for the Scholarship of Teaching and Learning (ISSoTL). McKinney served three years as editor of Teaching Sociology.She published Enhancing Learning through the Scholarship of teaching and Learning: The Challenges and Joys of Juggling (Jossey-Bass, 2007). Her current project is an edited book titled Scholarship of Teaching and Learning in and across the Disciplines (IU Press, 2012).

On Friday, February 17th, 2012. Dr. Kathleen McKinney, Cross Endowed Chair at Illinois State University, raised expectations of SoTL and helped faculty members and administrators find mutual benefit for student learning outcomes and demonstrated contributions to the academy. The title, “Improving the Culture of Teaching and Learning Through Scholarship” reminded each of us and our colleagues to look at learning environments, teaching styles, and even technology used to enhance the learning of our students. She also helped connect this work to our strategic initiatives and helped us demonstrate the value of teaching in the life of the student and for the University in meeting our mission and living our philosophy.

Resources for this event are available for your viewing here!