Faculty Senate Fellow
Faculty Senate Fellow, Ms. MiHyun Kim
In FY 2022-2023, the Fellow's research project will broadly support the Faculty Senate’s efforts to analyze and address salary equity and compression and the impact on our educational community at Texas State.
The position of Faculty Senate Fellow offers a professional development opportunity for faculty members by providing shared governance and leadership experience at Texas State. Working on a special project with the Faculty Senate and attending meetings with the President and others, the Faculty Senate Fellow will become familiar with the routine and special concerns of the Senate and gain insight into the shared governance process at Texas State University.
The Faculty Senate has chosen Ms. MiHyun Kim as the 2022-2023 Faculty Senate Fellow. MiHyun Kim is a designer, an artist, and an educator. She is currently an Associate Professor of Communication Design at the School of Art and Design at Texas State University. By using digital technology, human experience design, storytelling, and data visualization, her interdisciplinary nature of projects serves to create a sense of belonging to enhance humanity.
Her projects have been recognized by numerous international and national design organizations including Interaction Design, Association, ico-d, Ars Electronica, CAA, Cumulus, AIGA Design Educator Community, UCDA Design Education Summit, and eyeO festival.
Sarah Angulo, Senior Lecturer, Psychology was the 2021-22 Faculty Senate Fellow
My Faculty Senate Fellow project contained two components. First, I created and implemented a collaborative mentorship program for nontenure line faculty in the Psychology Department. In this program, six of our nontenure line faculty colleagues gave presentations about topics related to their teaching expertise. Topics included how to create engaging discussion, tips for teaching large classes, an internship information presentation, and strategies for high-quality online teaching. All nontenure faculty were invited to attend the presentations and offer their own questions and feedback. In this way, all nontenure line faculty were able to fill the role of both mentor and mentee at the same time - we all learned from each other. Two social events were also part of the program. Second, I surveyed nontenure line faculty across the university about their goals for a mentorship program. Faculty reported on the qualities they'd like in a mentor, how to make a mentorship program most successful, and potential obstacles to participation. I gathered both quantitative and qualitative data with a validated mentorship assessment questionnaire. Faculty indicated that they felt mentorship was important and valuable. The felt that honesty, trustworthiness, and the ability to provide feedback were important qualities in a mentor. They also reported that while they were enthusiastic a about the possibility of a mentorship program, they felt overworked already and did not want another task added to their list without support. The Psychology Department collaborative mentorship program discussed above seems to provide an effective way to provide faculty with mentoring experiences without adding a great deal of work to their already busy professional lives.
Tina Marie (Waliczek) Cade, Professor of Horticulture in the Department of Agriculture was the 2020-21 Faculty Senate Fellow.
The purpose of this project was to determine awareness of and attitudes toward current and potential campus sustainability initiatives with the intent of using the information to develop a campus sustainability master plan that included priorities for the campus community. Students, faculty and staff volunteered to participate in a survey and were recruited through the use of a campus-wide email requesting their participation. The Qualtrics survey was developed and included statements relating to sustainability initiatives which were gleaned from documents collected from those institutions deemed as peer or aspirational peer institutions to Texas State University. Based on initiatives at the various peer institutions, statements were categorized into the following relating sustainability categories: buildings and infrastructure, waste diversion/minimization, energy, sustainable transport, water use management, grounds, purchasing, academics and sustainable programs/awards. Respondents responded to survey statements using a Likert-type scale ranging from “strongly agree” to “strongly disagree” or “extremely important” to “extremely unimportant” with the most negative responses scoring the fewest points and the most positive responses scoring the most points.