CTL Newsletter

The Center for Teaching and Learning (CTL) at Georgia College & State University is excited to bring to you Elevate to Celebrate, our bimonthly newsletter dedicated to recognizing and honoring the incredible instructors at GCSU.

In each issue, we’ll highlight faculty achievements, innovative teaching practices, and the impactful work happening across campus. We believe that celebrating excellence in teaching fosters a strong academic community and inspires continued growth.

Stay tuned for stories of dedication, creativity, and collaboration. We invite you to join us in uplifting and applauding the instructors who make GCSU a place of transformative learning!

This past summer, faculty came together for the 7th Annual-High Impact Practices Summer Institute, working alongside experienced mentors to develop transformative learning experiences and explore ways to integrate these practices into their courses. We are so proud of our instructors and their dedication to completing the 7th Annual HIPs Summer Institute.

2026 HIPs Summer Institute Completers & Mentors

Community-based Engaged Learning (CbEL) Completers:

• Christine Mutiti - Department of Biological & Environmental Sciences
• Madison Gannon - Department of Professional Learning & Innovation
• Whitney Ginder - Department of Management, Marketing & Logistics

Mentor: Liz Speelman - Department of Health & Human Performance

Integrated Writing Completers:

• Jennifer Flaherty - Department of English
• Linda Bradley - Department of Professional Learning & Innovation

Mentor: Roberto Leon - Department of English

Leadership Completer:

• Scott Bassett - Department of Health & Human Performance

Mentor: Chelsey Brantley - Leadership Programs

Mentored Undergraduate Research and Creative Endeavors (MURACE), Humanities & Social Sciences Completers:

• Alex Berglund - Department of Professional Learning & Innovation
• Caley Smith - Department of Philosophy, Religion & Interdisciplinary Studies

Mentor: Tsu-Ming Chiang - Department of Psychological Science

Mentored Undergraduate Research and Creative Endeavors (MURACE), STEM Completers:

• Kelly Massey - Department of Health & Human Performance
• Matt Milnes - Department of Biological & Environmental Sciences

Mentor: Kasey Karen - Department of Biological & Environmental Sciences

If you are interested in participating in the 8th Annual HIPs Summer Institute next year, please contact Dr. Simeco Vinson at 478-445-1253 or email simeco.vinson@gcsu.edu.

Dr. Chad Whittle

Meeting Students Where They Are

For Dr. Chad Whittle, Assistant Professor of Communication, effective teaching is built on a simple principle: students learn best when they know their instructor is invested in their success.

Through the Center for Teaching and Learning's Active Learning 102 course, Whittle found practical ways to strengthen that connection. One of the most meaningful changes has been shifting feedback from after an assignment is submitted to during the writing process. By meeting with students one-on-one in class, he helps them identify areas for improvement before they turn in their work. "They seem to appreciate that," he said. "I think it's more beneficial than just typing up comments after the fact."

A Foundation of Compassion

Whittle's approach reflects a broader teaching philosophy grounded in compassion. While maintaining high expectations, he believes students also need grace, encouragement, and the assurance that their instructors are on their side. Whether helping students navigate a challenging semester or encouraging them to build skills beyond the classroom, he strives to see each student as an individual rather than "just a number."

His willingness to refine his teaching extends beyond Active Learning 102. Drawing on his background in radio broadcasting, Whittle structures longer class sessions much like a radio show, intentionally planning lectures, discussions, and activities to create a steady rhythm that keeps students engaged.

Learning from Colleagues

The peer collaboration component of Active Learning 102 reinforced that spirit of continuous improvement. Observing a colleague from another discipline gave Whittle fresh ideas that translated easily into his own classroom while affirming that effective teaching practices often transcend subject matter. He also appreciated the reciprocal nature of the experience, noting that both instructors left with strategies they could apply in their own courses.

Whittle's experience is a reminder that active learning is not about reinventing teaching overnight. It is about making thoughtful, intentional changes that help students feel supported, challenged, and empowered to succeed.

Dr. Sujani Kariyawasam Gamage

A Turning Point in the Classroom

For Dr. Sujani Gamage, Lecturer of Chemistry, active learning began with a simple realization: students were not learning as deeply from lectures as she had hoped.

"Early on...I explained the concepts...and I believed students understood them," she reflected. "After...[the] first exam, I found out that wasn't the case."

That experience reshaped her approach to teaching. Since joining Georgia College in 2023, Gamage has intentionally designed her courses around active engagement, recognizing that students learn best when they have opportunities to practice, discuss, and apply concepts. In her chemistry courses, students work through problem-solving activities, think-pair-share exercises, formative assessments, and Kahoot reviews. She also uses molecular model kits to help students visualize the three-dimensional structures that are essential to understanding organic chemistry.

Building on a Foundation

After establishing these active learning practices, Gamage enrolled in Active Learning 102, where faculty build on the foundations introduced in Active Learning 101 by investigating a teaching question, gathering evidence from their own classrooms, and refining their practice through scholarly inquiry.

The course's flexible structure allowed her to pursue questions most relevant to her discipline. One strategy she explored was the "muddiest point" technique, asking students to identify the concepts they found most confusing after each chapter. Their responses revealed clear patterns across multiple sections of organic chemistry and provided valuable insight into where students needed additional support.

Those findings became the foundation for a new project. Gamage successfully pursued an Affordable Learning Georgia grant to develop open-access instructional videos, worksheets, and assessments focused on the concepts students identified as most challenging. The project aims to reduce reliance on costly online homework platforms while providing targeted resources that help students succeed.

Continuing the Cycle of Improvement

For Gamage, effective teaching depends on more than content expertise – it requires listening to students, creating opportunities for meaningful communication, and continually refining instruction based on their experiences. Through office hours, anonymous feedback, and classroom dialogue, she seeks to understand where students are struggling and how she can better support their learning.

Her work exemplifies the progression from Active Learning 101 to Active Learning 102. The first course equips faculty with practical strategies for creating engaging, student-centered classrooms. The second encourages them to investigate the impact of those strategies, use evidence to inform instructional decisions, and contribute to a culture of continuous improvement. Gamage's journey demonstrates how thoughtful reflection and classroom-based inquiry can transform both teaching and student learning.

This month, we're highlighting a few instructors who are engaging with assessment and reflecting on its role in supporting student learning. Their reflections offer a glimpse into how instructors are using assessment in their courses to better understand student learning and inform their teaching. We are pleased to share their perspectives and experiences as part of a our ongoing celebration of faculty work.

Dr. Brandon Samples

Assessment Philosophy

For Dr. Brandon Samples, Associate Professor of Mathematics, assessment is about much more than assigning grades. His approach encourages students to think critically about their own learning, reflect on their progress, and take ownership of their growth throughout the semester.

Reflection as a Learning Tool

A central part of Dr. Samples' assessment strategy is student reflection. Rather than viewing assignments as tasks to complete and forget, he asks his students to identify what they did well, where they can improve, and how they plan to continue developing their skills. This process helps students move beyond a focus on points and begin engaging more deeply with their learning.

"Reflection is inherently valuable," Dr. Samples explained. "When students take the time to identify their strengths and areas for improvement, they're developing habits that can help them long after they leave the classroom."

Looking Beyond Grades

These reflective practices also support a greater sense of responsibility for learning. By regularly evaluating their own work, students become more aware of the connection between effort, growth, and achievement. Instead of asking only, "What grade did I earn?" students begin asking, "What did I learn?" and "How can I improve?"

Building Student Connections

Beyond assessment techniques, Dr. Samples places a strong emphasis on building connections with students. He intentionally takes time to learn students' names and create opportunities for meaningful interactions throughout the semester. These small but impactful efforts communicate to students that they are valued as individuals, not simply names on a roster.

Dr. Samples shared, "I want students to know they matter," he said. "They're not just a number."

Supporting Continuous Growth

Dr. Samples believes these relationships create a stronger learning environment where students feel comfortable reflecting honestly on their work and seeking opportunities for improvement. When students know their instructor is invested in their success, they are often more willing to engage in the learning process and embrace challenges as opportunities for growth.

Advice for Fellow Instructors

Through his thoughtful approach to assessment, Dr. Samples demonstrates that evaluation can be more than a measure of performance. It can be a pathway to self-awareness, reflection, and continuous improvement. By helping students examine their own learning, he is equipping them with skills that extend far beyond mathematics and into their future academic, professional, and personal lives.

Final Thoughts

As conversations about innovative assessment practices continue across campus, Samples' work highlights the power of reflection and meaningful faculty-student connections in creating impactful learning experiences.

Dr. Linda Bradley

Assessment Philosophy

For Dr. Linda Bradley, Reading, Literacy, and Language Program Coordinator, assessment is about much more than evaluating a finished assignment. Rather than focusing solely on grades, products, and measurable outcomes, she encourages students to reflect on their learning, examine their experiences, and develop the skills they will need as future educators.

Dr. Bradley believes some of the most important learning occurs during the process itself. Curiosity, growth, problem-solving, relationship-building, and the development of new perspectives are valuable outcomes that are not always captured by a score on a completed assignment.

Learning Through Family and Community Engagement

One aspect of Dr. Bradley's teaching is helping future teachers develop a deeper understanding of family engagement. She continually explores ways to create meaningful opportunities for students to communicate, reflect, and learn from their interactions with the families and community members of their P-12 students.

Reflecting on a long-standing family engagement project in her course, Dr. Bradley described how she is rethinking the assignment to focus less on whether families respond and more on what students learn through the process of communication and relationship-building. By shifting the emphasis from an outcome students cannot control to a portfolio of required and choice items with reflections on the learning they gain from the experience, the assignment becomes more authentic and relevant to their future work as educators.

These experiences also encourage students to consider multiple perspectives and move beyond assumptions. As Dr. Bradley noted, educators do not always know a family's circumstances or the ways families choose to engage. Recognizing those realities helps future teachers develop a more asset-based understanding of the communities they serve.

"We don't always know a family's reality," Dr. Bradley explained. "People may engage in different ways than we expect, and that's important for future educators to understand and respect."

Measuring What Matters Most

This emphasis on relevance and reflection has also shaped Dr. Bradley's views on assessment more broadly. While she recognizes the importance of accountability and monitoring student progress, she believes education often places too much emphasis on final products and grades. "Given the opportunity, I would change the pressure and emphasis on graded products," she shared.

Preparing Lifelong Learners and Educators

For Dr. Bradley, assessment should help educators understand how students are learning, where they are growing, and what support they need to continue developing. Rather than serving solely as a measure of performance, assessment should provide opportunities for students to reflect on their experiences and make meaning of their learning.

Ultimately, Dr. Bradley wants students to leave her courses with more than content knowledge. She hopes they learn how to engage thoughtfully with others, continue growing throughout their careers, and understand why their learning matters. Her approach serves as a reminder that meaningful assessment is not just about what students produce, but about the knowledge, relationships, and perspectives they develop along the way.

Dr. Scott Butler

Understanding Why Students Choose Georgia College & State University

For Dr. Scott Butler, Professor of Public Health, a question that has lingered for years has become the foundation of a major research project: Why do students choose Georgia College & State University, and what does a liberal arts education mean to them?

Those questions inspired the ongoing GCSU research project, a multi-phase study examining the experiences, perceptions, and goals of students in the College of Health Sciences. Beginning in Fall 2024, the project has engaged hundreds of students through focus groups and surveys, creating one of the most comprehensive examinations of student perspectives on the GCSU experience.

"I've always been interested in why students choose GCSU" Butler explained. "Do they know what liberal arts is? Is that why they're coming here? What do they value about their experience once they arrive?" What began as years of informal conversations with students has evolved into a collaborative research initiative involving faculty and undergraduate researchers from across the College of Health Sciences.

A Student-Centered Approach to Research

Dr. Butler shared that the study was intentionally designed to place student voices at the center of the research process. Initial focus groups explored why students chose GCSU, how they define liberal arts, and what they value most about their educational experience. The findings from those conversations were then used to develop a large-scale survey completed by more than 600 students.

For Dr. Butler, one of the most exciting aspects of the project has been the extraordinary level of student participation. "We've been very fortunate that students are interested in these questions," he said. "They care enough to have open dialogue about what brought them here and what their experiences mean to them." The project has also provided opportunities for undergraduate students to contribute directly to the research process through data collection, analysis, conference presentations, and scholarly writing.

Discovering the Value of Liberal Arts

One of the study's most interesting findings involves students' perceptions of liberal arts education.

When asked why they chose GCSU, only a small percentage of students identified liberal arts as a primary reason for enrolling. However, when researchers asked students about the benefits associated with attending a liberal arts institution, nearly all participants identified multiple advantages. For Dr. Butler, this finding highlights an important distinction.

"Students often value the outcomes associated with a liberal arts education, including critical thinking, communication skills, individualized attention, leadership development, and real-world experiences, even if they do not initially associate those benefits with the term 'liberal arts.'" Dr. Butler noted, "The students clearly see the value. They just may not have been calling it liberal arts."

These findings provide important insights for recruitment, student success initiatives, and institutional messaging by helping the university better understand how students perceive their educational experience.

Using Research to Strengthen the Student Experience

While the project seeks to better understand why students come to GCSU, Dr. Butler sees its greatest value in helping the institution continue to improve. Current phases of the research examine how the university can better prepare students for graduate school, careers, and professional success. Future work will also explore faculty perspectives on liberal arts, transformative learning experiences, and the unique characteristics that define GCSU’s educational mission. Ultimately, Dr. Butler hopes the research will serve as a resource for faculty, administrators, advisors, and recruiters as they make decisions that support students and strengthen the university's commitment to liberal arts education.

Looking Ahead

As GCSU celebrates 30 years as the state's designated public liberal arts university, Dr. Butler believes the study offers an opportunity to better understand what makes the institution distinctive.

The findings have already reinforced something he has long believed: students value the opportunities to engage with faculty, participate in transformative learning experiences, develop leadership skills, and grow as engaged citizens. "This research helps us understand not only why students choose GCSU," Dr. Butler said, "but also what they gain from being here."

Through collaborative inquiry and a commitment to listening to student voices, Butler's work continues to provide valuable insights into the impact of a liberal arts education and the experiences that make GCSU unique.

Dr. Butler shared insights from this ongoing research project during a Center for Teaching and Learning workshop, Faculty Research Spotlight: Exploring What Liberal Arts Means to Students, presented on Wednesday, October 21. The session highlighted key findings from the study and encouraged faculty discussion about the role of liberal arts education in shaping student experiences and outcomes. The research will be featured in an upcoming issue of the International Journal for the Scholarship of Teaching and Learning.

Dr. Scott Butler

CTL Director, Dr. Jim Berger was recently invited by Dr. Naomi Norman, Director of the University of Georgia’s Governors Teaching Fellows (GTF) Program, to present at the September 2026 Symposium. Jim presented on “The Engagement Reset: What Today’s Students Actually Need.” The session explored changing student expectations and practical strategies for fostering meaningful engagement in today’s classrooms.

Dr. Liz Speelman, Senior Lecture of Outdoor Education at GCSU also attended the session, representing GCSU and joining educators from across Georgia for this engaging professional development opportunity.

IT Staff Updates

• Brant Wells transitioned from Systems Administrator Advanced to Systems Administrator Manager on September 1, 2026.
• Sai Meghana Atthipalli joined the IT team on September 1, 2026, as a Systems Administrator Intermediate.
• IT will soon post Brant’s former Systems Administrator Advanced position.
• IT is currently in the process of recruiting a Technology Support Specialist III.

GCSU Single Sign-On

The GCSU Single Sign-On page — the page you use to sign into many university services, has a new look. While the sign-in process stays the same, the updated page is more modern, accessible for people with disabilities, and includes a convenient link to get help should you need it.

Service Management

Information Technology is implementing a new service management platform. This new system will help IT enhance the support services already provided while creating new opportunities to better serve the GCSU community. You'll start seeing more information about the new service portal in the coming weeks, including what to expect and how it will benefit you.

Microsoft Copilot

In cooperation with Microsoft, the University System of Georgia (USG) has announced a new role-based webinar series, Copilot Premium for USG, designed to help faculty and staff across every USG institution get the most out of Microsoft 365 Copilot Premium. See the following link for Copilot Premium Licensing costs (department funding required) and training session details: https://frontpage.gcsu.edu/node/25324.

Security and Physical Access Enhancements

GCSU remains committed to maintaining a safe and secure campus environment. As part of our ongoing efforts, we are continuing to improve physical security measures through the installation of security cameras, access control systems, and other enhancements across campus. These improvements help promote the safety of our students, faculty, staff, and visitors while also protecting critical university resources.

Herty Hall Network Upgrades

As part of the Herty Hall renovation, the IT Infrastructure team is upgrading the building network by replacing legacy Cisco switches and wireless access points. These enhancements will improve connectivity, wireless coverage, and overall network performance throughout the building.

Need Assistance? The IT Service Desk is ready to help. Contact us via one of the following methods:

• Submit a self-service ticket at https://askit.gcsu.edu
• Use the “AskIT” tab at the top left of https://my.gcsu.edu
• Call: 478-445-7378
• Email: AskIT@gcsu.edu
• Visit us: Chappell Hall, Suite 100

Gifts to the Center for Teaching and Learning Fund help elevate the quality of instruction at Georgia College & State University. Your support empowers faculty through innovative development opportunities, recognizes excellence in teaching, and fosters a culture of continuous improvement in the classroom.

By contributing to this fund, you are directly investing in the academic experience of every student at GCSU - supporting the educators who shape their journey.

Email: ctl@gcsu.edu
Website: https://www.gcsu.edu/ctl
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