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800 Hilltop Dr.
Kent, OH 44242

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Teaching Scholars

Explore our Current and Former Teaching Scholars below.

Current Scholars

Tina Bhargava
  • Bio: Dr. Bhargava joined the Kent State College of Public Health faculty in Fall of 2012. She completed her Masters in Education at Stanford University and her doctorate in Public Health in the department of Behavioral and Community Health Sciences at the University of Pittsburgh. While in Pittsburgh, she worked on several US Department of Defense and NIH-funded studies of the effectiveness of an online translation of the Diabetes Prevention Program. She is an Assistant Professor in the Social and Behavioral Sciences department and teaches courses on topics such as health promotion & disease prevention, health behavior theory, and health disparities. She is especially interested in curriculum development, service learning, and online teaching methods. Her research interests include health behavior change and the cognitive limitations that may affect success with behavior change, particularly weight loss, healthy eating, and physical activity.
Belinda Boon
  • Bio: I'm originally from Houston, Texas but have lived in Columbus, Ohio since the summer of 2006. I earned my Bachelor’s of Arts in English (1983), Master’s in Library and Information Science (1987) and Doctorate in Library and Information Science (2006) from the University of Texas at Austin. My career in Library & Information Science has been a varied one, and has taken me places I never expected to go when I entered library school in 1985.

    My first professional library position was as a Children's Librarian in the Harris Co. Public Libraries in Houston, Texas in 1988. What I learned from that first job was (1) I loved working with kids, (2) I loved having my own show (story times) and (3) I believed passionately in the power of the library to change people's lives for the better.

    A few years later I became the library director in Bastrop, a small town about 30 miles east of Austin, Texas. After two challenging but rewarding years there I applied for and got my dream job: a position as a Continuing Education Consultant in the Library Development Division of the Texas State Library and Archives Commission in Austin. I spent 10 years at TSLAC consulting with staff of public, academic, school and special libraries; planning and presenting workshops and workshop series on a variety of topics; and developing an ongoing management training program for directors of small community libraries who did not have an MLIS degree. For two of those years I was also the Children's Services Consultant, which allowed me to plan and coordinate the Texas Reading Club (Texas' version of the summer reading program) and participate in national grant projects with state library consultants from other states. From 2000 to 2003 I was also the Manager of the Continuing Education and Consulting Department.

    By my late 30s I realized I had developed a new passion: teaching librarians. This led me to the doctoral program in LIS at UT Austin. Mid-way through my program I landed Teaching Assistant jobs for Children's Literature classes. I also taught as an adjunct at UT and developed my own consulting business as a library trainer. When Kent State SLIS offered me a job I moved to Ohio and have been teaching in the Columbus program (and loving every minute of it!) ever since. Teaching and mentoring students are my passions. I’ll be exploring more effective ways to do this in the online environment through my research project for the Teaching Scholars program.
Daniel Castaneda
  • Bio: Dr. Daniel Castañeda is an Associate Professor (effective August, 2013) at Kent State University-Stark. He completed his Doctorate in Technology Education from West Virginia University in 2007. He also received a M.A. in foreign languages and a M.A. in secondary education from the same university. He has taught Spanish for undergraduate students since 2001, first as a teaching assistant and then as a faculty member at KSU. Daniel’s research interests include the effects of instruction involving technology on second language learning. Dr. Castaneda plans to continue incorporating his research into his pedagogical practices in his future career as a scholar and teacher at KSU.
Ji Young Cho
  • Bio: Dr. Ji Young Cho is an assistant professor in the College of Architecture and Environmental Design at Kent State University. She received her PhD in Architectural Studies with an emphasis on environment and behavior studies from the University of Missouri, Columbia, and Bachelor and Master Degree in Architecture from Pusan National University, South Korea. She has taught interior design studios, foundation studios, digital graphics and design communication courses, and buildings system courses at Kent and University of Missouri. Prior to USA, She has worked as a project manager and designer for 10 years in Seoul, Korea, and designed more than 50 renovation projects in Korea and overseas. Her research interests include design creativity and cognition in design process, design pedagogy and effective teaching, and measuring aesthetic response to physical environment. She holds a LEED-AP (Leadership in Energy and Environmental Design Accredited Professional) Certificate in the USA and an Architecture Engineer License in South Korea.
Patrick Gallagher
  • Bio: I was born and raised in Minnesota. After graduating from college I taught English while living in Spain for several years and Mexico for one year. When I graduated from college I still felt uneducated, hence, for the next four years I read obsessively trying to make up for what I thought I should have learned as a college graduate. As I was learning Spanish at the same time, I read increasingly in Spanish. 

    In graduate school I specialized in modern Spanish “peninsular” literature (European Spanish) and Marxist narrative theory. I taught for four years at Widener University in Chester (Philadelphia) PA before coming to Kent State in 2001.  For a lot of reasons, I  really like Kent State University.
Michele Heron
  • Bio: My work experience began with teaching mathematics in grades 7 - 12 in two different school districts  in Ohio. During my 10 years of high school teaching I became aware that the traditional  method of teaching mathematics seemed  to have consistent outcomes. Students were not interested or motivated and students didn't retain  the information  from year to year.  Because I was one of 3 mathematics teachers in the high school, students were in my class for at least 2 different courses.  I was able to see how the material taught in previous classes did not carry through  to subsequent courses.  The result was a need to understand how to support  student learning in ways other  than the way I was taught and the way my teacher education  program instructed. As I progressed through my master's program and PhD program, my research  interests are related to the interaction  between student and teacher in a classroom to support student motivation, self-regulation and conceptual  understanding.

    The transition from high school teaching to college teaching happened when I took a
    mathematics instructor position at Kent State University at Stark while working on my PhD. Because of my prior teaching experience I was able to teach both mathematics courses as well as mathematics methods courses.  My teaching style has continued to evolve over the years.  My original style was teacher centered and lecture driven. Currently, my style is an equal combination  of student centered and teacher centered structures. My mathematics methods courses incorporate content, pedagogy, assessment, and instructional strategies so students are experiencing the content  in ways that their students will in the future.  Many of my students had very traditional mathematics experiences so the transition to open ended questioning and student centered learning spaces is a challenge.

    My research  reflects these challenges. The project during the last year was a case
    study of a fourth grade classroom teacher's approach  to teaching is primarily student centered. The video and interviews from that research  will be used to generate learning modules for classroom teachers. The transition  from theoretical to practice is extensive. Pre-service teachers agree that student centered  classes are more interesting and that learning is more likely when individuals can take ownership. The agreement is there but the transition to how to create these experiences is what the next level of research will support. The next layers of research  will support  pre-service and in-service teachers  make adjustments to student-centered classrooms that support the current accountability requirements.

Former Scholars

  • Wendy Bedrosian
  • Diana Stewart
  • Jakayung Seo
  • Jenny Macinkiewicz
  • Moon-Heum Cho
  • Jeanne Smith
  • Becky Parylak
  • Wendy Bedrosian, Teaching, Learning, & Curriculum Studies
  • James Bolchalk, Economics, Geauga Campus
  • Keiran Dunne, Modern & Classical Languages
  • Jeffery Huston, Health Sciences
  • Uma Krishnan, English
  • Mary Parr, Foundation, Leadership, & Administration
  • Sandra Pech, Early Childhood Education, Tuscarawas Campus
  • Dirk Remley, English
  • Theresa Repicky, Political Science
  • Lydia Rose, Sociology, East Liverpool Campus
  • Scott Tobias, Family & Consumer Studies, Stark Campus
  • Madhav Bhatta,Public Health
  • Sloane Burgess, Special Education
  • Pratim Datta, Management & Information Systems
  • Debarchana Ghosh, Geography
  • Sanna Harjusola-Webb, Lifespan Development & Education Sciences
  • Dandan Liu, Economics
  • Jung-Yeup Kim, Philosophy
  • Manacy Pai, Sociology
  • Xiaoling Pu, Finance
  • John Staley, Health Policy Management
  • Joanna Trzeciak, Modern & Classical Language Studies
  • David Purcell, Sociology
  • E. Owen Carew, Mathematical Science
  • Helen Piontkivska, Biology
  • Hyangsook Lee, Journalism and Mass Communication
  • Jeffrey T. Child, School of Communication Studies
  • Karen Kritzer, Educational Foundation and Social Services
  • Ramona Freeman, Teaching, Leadership, & Curriculum Studies
  • Steve L. Turner, Teaching, Leadership, & Curriculum Studies
  • Susan Iverson, Teaching, Leadership, & Curriculum Studies
  • Wei Li, Accounting
  • Mary Louise Holly, Faculty Professional Development Center - Facilitator
  • Hanbin Mao, Chemistry
  • Robert Logan, College of Technology    
  • Patti Kameya, History
  • Martha Lash, Teaching, Leadership, & Curriculum Studies
  • Karl Idsvoog, Journalism & Mass Communication
  • Clare Stacey, Sociology
  • Linda Hoeptner-Poling, Art
  • Beth Butler, College of Communication and Information
  • Mary Ann Devine, School of Exercise, Leisure, & Sport
  • Chere Doiron, Interior Design
  • Vickie Ellison, Modern & Classical Language Studies
  • Michele Ewing, Journalism & Mass Communication
  • Athena Salaba, Library & Information Science
  • David Smeltzer, Journalism & Mass Communication
  • Mousa Traore, School of Fashion Design & Merchandising
  • Anita Varrrati, Teaching, Leadership, & Curriculum Studies
  • E Sue Wamsley, History
  • Christopher Was, Education Foundations & Special Services
  • David Dees, Education Foundations & Special Services
  • Susan Emens, Technology
  • Meghan Harper, Library & Information Science
  • Gro Hovhannisyan, Mathematical Sciences
  • Koon Hwee Kan, Art
  • Tricia Niesz, Foundation, Leadership & Administration
  • Tsunghui Tu, Teaching Leadership & Current Studies
  • Dwayne Wasson, Music
  • Gina Zavota, Philosophy
  • David Brenner, Modern & Classical Language Studies
  • David Bruce, Teaching, Leadership & Curriculum Studies
  • Mary Ann Devine, Foundation, Leadership & Administration
  • Alison Fletcher, History
  • George Haber, Adult Counseling
  • Clauda Khourey-Bowers, Teaching, Learning & Curriculum Studies- Stark
  • Janice Kroeger, Teaching, Learning & Curriculum Studies 
  • Jaclyn LaPlaca, History
  • Mei-Chen Lin, Communication Studies    
  • Cary McDougall, Art- Stark    
  • Molly Merryman, Justice Studies
  • Eric Mintz, Biological Sciences
  • Ronica Rooks, Finance    
  • Xinlei Zhao, Finance
  • Ginny Horvath, Regional Campuses
  • Alison Bianchi, Sociology
  • Violet Dutcher, English - Stark
  • Tina Kandakai, Adult Counseling, Health, & Vocational Education
  • Molly Lindner, Art - Stark
  • Laurie Moses Hines, Educational Foundation & Special Services - Trumbull
  • Kimberly Peer, Exercise, Leisure, & Sport
  • Steven Riechman, Exercise, Leisure, & Sport
  • David Tuthill, Biological Sciences
  • Sarah Wilcox, Sociology
  • Esook Yoon, Political Science
  • Shawn Banasick, Geography
  • Andrew Barnes, Political Science
  • Jane Beckett-Camaratta, Political Science
  • Jonathan Paul Fleming, Architecture
  • Yuko Kurahashi, Theatre    
  • Argyrios K. Pisiotis, History
  • Scott A. Sherer, Art
  • Jay D. Sloan, English - Stark
  • Mathew Weinstein, Teaching, Leadership, & Curriculum Studies
  • Don A. Wicks, Library & Information Science
  • Kathleen O. Williams, Adult Nursing
  • Marty Jencius, Adult Counseling, Health and Vocational Education
  • Ralph Lorenz, School of Music
  • William Frank Robinson, History - Stark
  • Alexander J. Seed, Chemistry
  • Scott Sheridan, Geography
  • Ferenc de Szalay, Biological Sciences
  • Yin Zhang, Library & Information Science
  • Alison Butler, Economics
  • Jessie Carduner, Modern & Classical Languages
  • Mark Cassell, Political Science
  • Mary Ann Devine, Exercise, Leisure & Sport
  • G. Leticia Gonzalez, Exercise, Leisure & Sport
  • Lisa Holland, Chemistry
  • Lynn Koch, Educational Foundations & Special Services
  • Pam Lieske, English--Trumbull
  • Mandy J. Munro-Stasiuk, Geography
  • Vic Perera, Mathematics-Trumbull
  • Daniel Price, Justice Studies-Trumbull
  • Min Qi, Economics
  • Jeanette Riley, English-Stark
  • Kathryn Wilson, Economics
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