Michele DiPietro is the President of the Professional and Organizational Development (POD) Network in Higher Education, the premiere professional society of CETLs in North America. He is the director of the Georgia Conference on College & University Teaching and of the POD/KSU Institute for New Faculty Developers. His book, "How learning works: Seven research-based principles for smart teaching," co-authored with former Eberly Center colleagues, distills the research on learning into 7 principles and provides pedagogical strategies for educators, has been translated into Chinese (forthcoming) and Korean. Dr.DiPietro was the recipient of the POD Innovation award in 2008. His scholarly work includes learning sciences, academic integrity, diversity and inclusivity in the classroom, statistics education, student evaluations of teaching, Millennial students, the consultation process in faculty development, and teaching in times of tragedies. He received his Ph.D. in Statistics from Carnegie Mellon University in 2001. His statistical research has been in the areas of cladistic analysis in genetics and interest rate models in finance. His course "The statistics of sexual orientation" has been featured on The Chronicle of Higher Education and in other publications.

Tom Pusateri is a recipient of the 2012 Felton Jenkins, Jr. Hall of Fame Faculty Award from the Board of Regents of the University System of Georgia. Tom received his Ph.D. in social psychology from The Ohio State University in 1984. From 1984 through 2003, he taught at Loras College, Dubuque, Iowa, where he attained the rank of Professor. While at Loras College, he served as Chair of the Psychology Department, Assessment Director, and founding member of the Steering Committee for the annual Iowa Teachers of Psychology workshop. From 2003 through 2006, he served as Assessment Director at Florida Atlantic University, where he received the 2005 President's Leadership Award for administrative service to the institution. In 2006, he was appointed Associate Director for the Scholarship of Teaching and Learning in the Center for Excellence in Teaching & Learning at Kennesaw State University. On behalf of KSU, he submitted successful applications for the 2008 Council of Higher Education Accreditation's Award for Institutional Progress in Student Learning Outcomes and NAFSA's 2011 Senator Paul Simon Award for Campus Internationalization. From 2000 through 2007, he served as the first Executive Director of APA Division Two (Society for the Teaching of Psychology, STP) and received recognition in 2007 from the STP President for "sustained significant contributions to the Society." Tom has numerous presentations and publications related to teaching pedagogy and assessment. He is an external consultant for the STP Undergraduate Departmental Consulting Service and he regularly participates as a Faculty Consultant for the College Board's Advanced Placement Psychology Test.

Amy M. Buddie, PhD
Associate Director for Graduate Student Support and Undergraduate Research and Creative Activity
Associate Professor, Department of Psychology
Email: abuddie@kennesaw.edu

Dr. Buddie earned her MA in 1998 and her PhD in 2001 in social psychology from Miami University in Oxford, Ohio. She completed two years of postdoctoral training at the Research Institute on Addictions at the University of Buffalo before joining Kennesaw State University in 2003. As a faculty member in the psychology department, she conducted research on alcohol and risky sexual behavior, attitudes about rape, consenting to unwanted sex, and attitude change resulting from coursework. Before becoming a full-time CETL Associate Director in 2011, she was the Associate Coordinator of Gender and Women’s Studies (GWST) and the CETL Faculty Fellow for Advancing Undergraduate Research/Creative Activity. She currently coordinates the Southeastern Conference on the Teaching of Psychology (SETOP) as well as KSU’s Symposium of Student Scholars. She also manages the funding awards for undergraduate research and supports graduate teaching assistants through workshops, classroom observations, and individual consultations. She is currently the editor of the Kennesaw Journal of Undergraduate Research. In 2010, she won the Kennesaw State University Distinguished Teaching Award.

Traci Stromie earned a Master’s Degree in Instructional Design and Technology from Georgia State University in 2009. As an Instructional Designer for CETL, Traci designs and facilitates workshops about technology enhanced learning issues and consults with individuals about integrating emerging pedagogy into the curriculum. She also helps online and hybrid teaching faculty plan and storyboard their courses and co-facilitates the CETL Quality Matters Online Teaching certification workshop. In addition to her duties at CETL, Traci teaches a hybrid section of KSU 1101- First-Year Experience each fall which provides her with valuable firsthand experience with Kennesaw’s students. Traci is an advocate for lifelong learning and is passionate about integrating technology into the classroom to improve instruction. She enjoys combining her experience in the classroom with her knowledge of Instructional Design theory to help faculty enhance the learning experience for students.

Josie Baudier
Instructional Designer
email: jbaudier@kennesaw.edu

Josie Baudier is an Instructional Designer at the Center for Excellence in Teaching and Learning at Kennesaw State University. Josie supports faculty through workshops and consultations focusing on enhancing instruction and interactions in their classes. Most of her workshops focus on the design and delivery of instruction in online, hybrid and, face-to-face classes.  Josie is a certified national reviewer of online courses for the Quality Matters Program.  She trains faculty to become Certified KSU Online Teachers and KSU/Quality Matters Peer Reviewers. She supports the Graduate Assistant Teaching Training program in the areas of course design and academic integrity.  In addition, Josie teaches education majors in the Bagwell College of Education.  She has taught in the K-12 setting, both traditional and non-traditional, and enjoys seeing all students develop into autonomous learners.