Witt Salley is Clemson University’s founding Director of Online Education. He has served the field of online teaching and learning in various administrative, instructional, and service capacities since 2003. Salley’s administrative posts have included Executive Director of Online Learning at a private career university and chief officer of the online campus at Ozarks Technical Community College.
Since 2008, Salley has been graduate faculty at California State University, East Bay, in the M.S. in Online Teaching and Learning program — the same program he completed in 2005. Additionally, he has taught face-to-face and online courses in English studies, professional communication, instructional technology, teacher education, and political science. At Clemson, Salley teaches online sections of English 315: Scientific Writing and Communication.
Salley has presented at international, national, regional, and state conferences — including the Missouri Community College Association, Oklahoma Association of Community Colleges Conferences, United Stated Distance Learning Association, Distance Learning Administration Conference, and Conference on College Composition and Communication. Salley has acted as the South Central Representative of the Instructional Technology Council (ITC) and as Vice President, President, and Past President of the Missouri Distance Learning Association (MoDLA). For two years, Salley was an eLearning Consultant for the Sloan Consortium (Sloan-C).
Salley is a graduate of the Pennsylvania State University and Sloan-C’s Institute for Emerging Leadership in Online Learning as well as ITC’s Distance Learning Leadership Academy. He, too, holds All But Dissertation status toward an Ed.D. in eLearning and Online Teaching at Northcentral University. Complementing his advanced degrees in online education are 22 graduate hours in technical and professional writing as well as a B.S. in Professional Writing, summa cum laude, all from Missouri State University.
Jared Colton has been involved with online higher education since 2010. He has taught multiple composition courses at Clemson University, including online sections of ENGL 315: Science Writing and Communication. He has presented original research at regional and national conferences and has received multiple awards for his scholarship, including a visiting scholar’s award to the prestigious European Graduate School in Saas-Fee, Switzerland. In addition to his scholarship, Colton has served in various administrative positions. Most recently, he was the president of the graduate student body in Clemson's cutting-edge Rhetorics, Communication, and Information Design (RCID) doctoral program.
Colton is particularly interested in using interdisciplinary approaches with various online composition practices, including screencast technologies and digital sampling, for pedagogical and community engagement. Both face-to-face and online pedagogies inform his scholarly pursuits, and he has published review articles in both traditional and online journal venues. Currently, Colton has original scholarship on interdisciplinary and digital composition pedagogies under review in multiple peer-reviewed academic journals.
In 2014, Colton will complete his Ph.D. in RCID, which encourages creative communication practices through various online technologies, in and out of the classroom. His dissertation explores the ethical, political, and rhetorical considerations of community construction and practice in traditional cultural contexts and virtual spaces.
Melanie Shaw has over 15 years of educational experience, ranging from classroom teaching to counseling and administration. She has vast experience in online education, including faculty training, course development, instructional supervision, online teaching, and dissertation advising. Melanie has served as a Student and Faculty Ombudsperson, Foundation Course Faculty, Curriculum Director, Lead Research Faculty, and Director of Faculty Development. Melanie is also an Educational Consultant and Executive Editor for the eLearning Institute.
Melanie is the author of two books: Alternative Teacher Certification: A Remedy for Teacher Shortages and The Essential 10 Guide to APA Formatting. She has also written numerous articles and chapters, such as “Evaluation of Adjunct Instructor Workload and Employment Conditions in Higher Education,” “Activities to Integrate Internet Usage in College Foreign Language Classes,” “Want to Teach Online? Seven Things You Should Know,” “Distance Learning Course Activities: Best Practices for Asynchronous Delivery of Online Course Content,” and “A Tale of Two Courses: A Case Study of Transition from a Traditional to an Online Course.” She is currently working on several research projects, including an analysis of instructional approaches in the online classroom.
In addition to her publications, Melanie has presented at the United States Distance Learning Association Conference, the Sloan Consortium International Conference on Online Learning, the Ubiquitous Learning Conference, and the International Conference on Learning. Melanie also serves on the Editorial Board of Sage Open; on the Board of Directors for Set4College; as a Peer Reviewer for the Journal of Educational Research and Review; as an Associate Editor for The International Journal of Diversity in Organizations, Communities, and Nations; and as the Counselor of the Alpha Delta Epsilon Chapter of Kappa Delta Pi. She was awarded Teacher of Honor by Kappa Delta Pi and won the Teaching Excellence Award at Colorado State University – Global Campus.
Melanie received a Ph.D. in Education with a specialization in Curriculum and Teaching from Northcentral University, a M.Ed. in Education Administration from Grand Canyon University, and a M.S. in School Counseling from University of West Alabama. She received her B.S. in Liberal Studies and Music from Excelsior College. She holds teaching certificates in online teaching, elementary education, and guidance counseling. Melanie lives near Colorado Springs with her husband and two daughters.
Growing up, Cynthia Taylor-Denes was always interested in how things worked. That led her to study physics. Cynthia earned a B.S. in Physics from Carnegie Mellon University. She also holds an equivalent to an M.S. in Physics from the University of Geneva in Switzerland. Back in the U.S., Cynthia obtained an M.S. in Education with an Option in Online Teaching and Learning from California State University, East Bay.
Research is an integral part of physics. Accordingly, Cynthia has worked in particle physics research, which examines the basic building blocks of matter and the first moments after the Big Bang. She has also participated in biomedical physics research aimed at improving the surfaces of medical implants to minimize rejection in patients.
Experimental research is not done alone; collaboration with fellow scientists is essential to the process. In particle physics, Cynthia worked in a very large international collaboration at the European Laboratory for Particle Physics (CERN). Her biomedical physics research depended on interdisciplinary cooperation, bringing together physicists, engineers, and medical doctors. As a member of the American Association of Physics Teachers and the National Science Teachers Association, Cynthia remains interested in the latest physics-education research.
Cynthia has served the field of education since the late 1980s — her work specifically in online teaching, course development, and faculty training starting in 2008 and continuing today. From 2002 to 2008, Cynthia focused on high-stakes online assessment. She served first as Chief Reader and Scoring Leader for the California High School Exit Exam and then as Chief Trainer and Mentor Scoring Leader for both the California State University Early Assessment Program and the California State University English Placement Test.
Clearly, Cynthia’s background makes her the ideal candidate to help develop, evaluate, and revise online courses in STEM, and STEM-related, disciplines at a university of Clemson’s caliber. She says, “In online courses, we have to collaborate while learning, and I look forward to working with all university constituents to enhance the quality and quantity of online teaching and learning at Clemson.”
Sara Turansky has worked in education since 1986, when she graduated with a B.A. in Education, Mathematics, and English as well as a M.A. in Teaching Elementary School, both from Western Michigan University. Sixteen years later, in 2002, she took her first online course and immediately knew that online teaching and learning were the next frontier of education. A year later, wanting to be an active participant in this learning revolution, Turansky completed a second master’s degree: a M.S. in Education with an Option in Online Teaching and Learning from California State University, East Bay.
Turansky’s teaching career has spanned Grade 1 through the university level, the Rio Grande Valley of Texas to different locales in the small Middle Eastern nation of the United Arab Emirates, where she was based for 17 years. After earning her second master’s, Turansky began working for the University of Wisconsin–Stout, designing and teaching online professional development courses in mathematics education for graduate students. Upon repatriation to the U.S. in 2009, Turansky also began working for Ozarks Technical Community College, teaching and adapting online courses in business technology, college reading strategies, and developmental English.
A career-long student advocate, Turansky welcomed the opportunity to help Clemson University's Office of Online Education maximize student engagement and success in the online learning environment.
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