CEI Recognition Booklet

CEI Recognitions AY 21-22 Innovative Teacher Excellence in Inclusive Teaching Innovation in Assessment Dean’s Teaching Certificate Mastery of Teaching Certification Community

INNOVATIVE TEACHER RECOGNITION The Innovative Teacher Recognition honors a faculty member who demonstrates a pattern of teaching practice defined by active inquiry into those techniques and strategies that enhance cadet learning. Such individuals demonstrate a scholarly understanding of a broad array of pedagogies, a history of experimenting with new approaches in the classroom, and a willingness to adapt these approaches based on reflection and assessment. This year, we were fortunate enough to consider three outstanding sets of finalists, all of whom have exerted a pronounced and positive influence on their students and their departments. This year’s winner, Dr. Sara Castro, is an assistant professor in the Department of History. Dr. Castro has incorporated a unique array of research-based assignments into her classes; these assignments are deliberately scaffolded to help students hone their research skills, but the final products allow students to utilize diverse modalities (including video, performance, and various forms of digital or traditional artwork). In addition Dr. Castro has combined both asynchronous and synchronous discussion techniques to create what she refers to as a “multi-synchronous” approach. Also nominated this year was Major Cameron Cunningham, who teaches in the Department of Astronautics. Major Cunningham has taken an innovative approach to revising the astronautics curriculum, specifically through the use of videos and other forms of online content. After assuming responsibility for his department’s YouTube channel, Major Cunningham began posting instructional videos that are currently being used, not only by USAFA cadets, but by students and professors all over the world. Finally, Majors Patrick Hussey, Joel Matthews, and David Martin — all instructors in the Department of History — have taken an innovative approach to the study of historic battles. Through a live action game (complete with Nerf weapons), the majors have had their students stage engagements such as the Battle of the Atlantic, during which German U- Boats clashed with Allied ships. These nontraditional activities were used to set up analytical discussions and historical debates. You can find out about their innovative practices by reviewing the contents of this program. If you would like to learn more, please follow up with the Center for Educational Innovation and/or the finalists. It is important that we continuously adopt and adapt innovative practices that promote meaningful learning. Turning to colleagues for inspiration in this regard is both a “best practice” and a genuine pleasure. Congratulations to all of our finalists on their outstanding work.

Dr. Sara Castro, Dept. of History Dr. Sarah Castro specializes in global history, specifically, the history of China and East Asia; she also has a background in intelligence analysis and national security history. In addition to bringing these practical experiences to bear on her courses, Dr. Castro has revolutionized the use of research projects in her courses (and in the Department of History as a whole), emphasizing creativity and flexibility, as well as active learning and scaffolding. This approach has allowed diverse groups of students to carve out their own niche in her classes. Dr. Castro’s approach to student research is defined by a careful and insightful balance between creativity and structure. She helps her students navigate the early steps in the research process through a series of scaffolded assignments; each subsequent assignment requires students to take greater ownership of their research process. Dr. Castro’s students invariably compose a diverse array of research projects, including videos, infographics, podcasts, works of art, live performances, et cetera. Her ability to create a linear scaffold that is simultaneously flexible enough to accommodate different modalities and approaches underscores her innovative approach to cadet research. Subsequently, the History Department Academic Director has adopted Dr. Castro’s research project and integrated it into HIST 260; moreover, several students from her class have applied to present their projects at CSURF. In addition to her innovative work regarding her students’ research projects, Dr. Castro has explored innovative new practices re: class discussions. During the height of the pandemic, whilst teaching online, Dr. Castro experimented with multi-synchronous methods of holding class discussions, engaging Sample student infographic in Q&A with her students, et cetera. Ultimately, Dr. Castro’s care for her students, and her desire to provide them with the most positive learning experience possible, is palpable; as one of her pupils recently stated, “Dr. Castro was amazing, she was honestly the best professor I have had at the academy. You could tell she cared for every single student she had (and from what I understand she has quite a few). [. . .] She is an incredible part of the Air Force Academy family and one of the reasons I am excited to put on my uniform every day.” [email protected] 719-333-0865

Maj Cameron Cunningham, Dept. of Astronautics Major Cameron Cunningham has worked to revolutionize instructional techniques in the Department of Astronautics. He has incorporated innovative practices regarding flipped learning into astronautics courses, specifically, the core astronautical engineering course, Astro Engr 310. Major Cunningham’s success in creating videos with Final Cut Pro led to his being given responsibility for managing the Astro Dept’s YouTube channel in March 2020. Under his guidance, this YouTube channel has evolved to allow for continuous presentation of Astro 310 remotely. The Astro Dept’s YouTube channel is now a hub for online teaching/learning re: astronautical engineering. Along with his innovative efforts with flipped practices/creating videos, Major Cunningham has leveraged his space warfighting background with his experience training new airmen in Air Education & Training Command to create an entirely new experience, exposing rising third-class cadets to deployed applications of space power, mission planning, and real- world threats. The unprecedented success of this new program led to its being featured in the USAFA Association of Graduates magazine Checkpoints, which, in turn, led to Major Cunningham receiving a coin from General John Raymond, Chief of Space Operations. In addition to his work with the Space Force, Major Cunningham has promoted collaboration between the service academies. While participating in the American Astronautical Society Guidance & Navigation Conference, Major Cunningham led a team consisting of a second-class midshipman from the US Naval Academy Sample student infographic and a second-class cadet from the US Coast Guard Academy, both of whom were elated to accomplish space-warfighting research during their exchange semester at USAFA. Major Cunningham and his naval research team. Major Cunningham continues to take pride in breaking pedagogical paradigms and moving the educational ball forward in service of learning. [email protected] 719-333-8485

Major Patrick Hussey, Major David Martin, and Major Joel Matthews, Department of History Majors Hussey, Martin, and Matthews all teach in the Department of History. Their work with the department’s much loved trench-ex activity has given way to new variations on the same theme, including the aviation-ex and sub-ex activities. During these activities, students engage in imaginative physical recreations of key battles or situations from various historical wars, including the First and Second World Wars. The Sub-Ex activity involved dividing students into Axis and Allied forces, delineating specific “sea lanes,” and having students “fire on” one another with Nerf weapons. Accompanying each game is a detailed slide deck that breaks down the game itself, as well as the historical situation surrounding the game and the deeper, more philosophical questions raised by the incident (e.g., could Germany have won World War II based on its effective use of the U-Boat to disrupt Sample slide from the majors’ .ppt Allied supply lines?) Moreover, the images in the slides were colorized and animated via the technology at Deoldify.ai and MyHeritage.com; these colorized, moving pictures of historical commanders are another way in which the majors make history “come alive.” The response to these activities has been positive, with one student asserting, “The activities like Trenchx helped me retain more information about various aspects of historical events. I think the physical engagement made it easier to remember things.” Through their innovations, the majors have helped ensure that their pupils see history as a vital, active discipline. [email protected]; [email protected]; Joel. [email protected]

EXCELLENCE in INCLUSIVE TEACHING Air Force Instruction 36-7001, dated February, 2019, defines diversity as, “… a composite of individual characteristics, experiences, and abilities consistent with the Air Force Core Values and the Air Force Mission. Air Force diversity includes but is not limited to: personal life experiences, geographic and socioeconomic backgrounds, cultural knowledge, educational background, work experience, language abilities, physical abilities, philosophical and spiritual perspectives, age, race, ethnicity, and gender”. Further, this same document defines inclusion as “… the process of creating a culture where all members of an organization are free to make their fullest contributions to the success of the group, and where there are no unnecessary barriers to success.” As proponents of inclusive excellence and diversity at the United States Air Force Academy, the Center for Educational Innovation and the Making Excellence Inclusive Committee have collaborated to recognize faculty members who pursue excellence in the area of diversity and inclusion. The Excellence in Inclusive Teaching Recognition honors one faculty member for their outstanding commitment to diversity and inclusion in and outside the classroom. Such individuals demonstrate actions that enhance a sense of inclusivity in the classroom, encourage diverse perspectives, foster awareness of diversity issues and promote cultural competence and a global perspective. They advance a classroom climate that is collaborative, welcoming, respectful, and supportive of cultural differences. This year’s winner is Dr. Joseph Currin. As one of his students noted in their end of course survey, “He validates our opinions and creates an welcoming environment.\" Another student added, “He asks as a variety of questions, and is very patient with everyone. He seeks answers from many students before we move on, assuring we are engaged with the material and that we feel valued.\" You can find out about our finalists’ inclusive practices by reviewing the contents of this booklet. If you would like to learn more, please follow up with the Center for Educational Innovation and/or the finalists. It is important that we continuously adopt and adapt inclusive practices that promote meaningful learning, and turning to colleagues for inspiration in this regard is both a “best practice” and a genuine pleasure. Congratulations to all of our finalists on their outstanding work.

Dr. Joseph Currin, Department of Behavioral Sciences an Leadership Dr. Joseph Currin’s scholarly work in LGBTQIA+ studies has significantly shaped his work with cadets in his sections of Beh Sci 231/332 while simultaneously allowing him to make a distinctive and vital contribution to the larger USAFA community. His ability to integrate research, teaching, and academic service along this trajectory has granted him the unique opportunity to exert a holistic and helpful effect on the Academy. Recently, Dr. Currin was sought out by USAFA’s Chief Diversity Officer to help USAFA with climate and respect issues connected to LGBTQ cadets. He has also partnered with the CW Purple Ropes to develop training that aids cadet leaders in addressing micro-aggressions in their squadrons. In his classes, Dr. Currin expertly scaffolds his lessons in such a way as to help his students become more comfortable discussing and considering alternative viewpoints. These lessons frequently involve “perspective taking” exercises, during which students “try out” new perspectives and consider how people’s viewpoints develop based on their experiences. Discussions of micro- aggressions are similarly scaffolded so that cadets can gradually develop an understanding of the topic (and the confidence to speak about the topic). Dr. Currin has developed unique activities for discussing controversial topics such as discrimination. In Beh Sci 110, his students play a creative version of the Parker Bros. game Monopoly; undergirding the game is a lesson on how different types of privilege impact what is supposed to be a level playing field. As cadets play the game, they become aware of where it is “rigged,” and that awareness prompts discussions about the differences between equality and equity, as well as the importance of justice systems to helping prevent inequities from becoming cemented in our society. Dr. Currin’s students have responded enthusiastically to his work, noting that he expertly models the values that he seeks to help them cultivate: inclusivity and open-mindedness. Moreover, his efforts to ensure that they feel comfortable discussing discomforting topics have yielded strong results; as one student wrote, “I feel very comfortable [. . .] hav[ing] discussions that may have been uncomfortable otherwise. This environment really helped me grow as a person and a leader this semester, and I really appreciate that.” [email protected] 719-333-9982

Lieutenant Colonel Taren Wellman, Department of Law Lt Colonel Taren Wellman serves as the chief of the Department of Law’s Faculty Development Team, a role which has given her unique opportunities to contribute to her colleagues’ growth as inclusive educators. In this position, she has advocated for her peers to address issues of race, specifically as the topic relates to overarching concepts in her discipline, including the concepts of Equal Protection, criminal procedure, and command discretion. She has also organized workshops for her colleagues on the subject of initiating and facilitating difficult discussions in the DFL classroom. In addition to this departmental service, Lt Colonel Wellman contributes to the larger USAFA community by serving as an Officer in Charge of the Schulte Assembly, a gender-inclusion focused cade affinity club. In this role, she has mentored the cadets in the club and helped to supervise meaningful activities (including a guest-speaker series). Similarly, during NCLS, she created an opportunity for a panel of cadets to serve as speakers so that they might highlight the work they have done to dismantle barriers to diverse service. Through her efforts with the Schulte Assembly, Lt Colonel Wellman has had the opportunity to partner with other cadet affinity groups, including the Spectrum Club and the Way of Life Committee, thus initiating activities and dialogues between students with very diverse backgrounds and experiences. In her classroom, Lt Colonel Wellman employs a variety of inclusive teaching strategies that are designed to promote equity. These strategies include anonymous grading, a wide range of assignment options, the use of Socratic discussion methods to draw out opposing or critical viewpoints, and the encouragement of EI. Notably, Lt Colonel Wellman’s classroom revolves heavily around the concept of “learning communities,” with students engaging in personal reflection and community-building through the creation and sharing of videos. She has likewise structured her major assessments to include opportunities for collaborative learning and role-playing, specifically, between diverse individuals with different backgrounds and perspectives. These activities have helped to ensure that Lt Col Wellman’s classroom is dynamic, engaging, and respectful. [email protected] 719-333-9154

Major Kelly Atkinson, Department of Political Science Major Kelly Atkinson — like Lt Col Wellman — serves as an Officer in Charge of the Schulte Assembly, and her work with this organization reflects her commitment to promoting equality and equity throughout USAFA and the larger Air Force. She has served as a liaison between USAFA and the Air Force Women’s Initiatives Team (WIT), a working group that engages in “barrier analysis.” The goal of the group is to identify and dismantle barriers to diversity in both the Air and Space Forces. She has likewise devoted time to the WIT Child Care Line of Effort and authored a white paper on DoD child care challenges, which was delivered to the White House Gender Policy Council. Major Atkinson’s commitment to diversity, equity, and inclusion is likewise reflected in her teaching. She seeks to establish a learning environment that is conducive to the sharing of disparate beliefs, the expression of different viewpoints, and the synthesis of different worldviews. Like many educators who wish to help ensure respectful engagement with DE&I-related topics, Major Atkinson includes a statement on her syllabus outlining her expectations for her students: “I expect everyone to maintain professionalism and respect during our classroom discussions and throughout this course. Maintaining a respectful, inclusive atmosphere is critical. I will not tolerate any behavior that is bigoted, racist, sexist, prejudiced, or generally disrespectful to your peers.” From a curricular standpoint, she has partnered with Dr. Danielle Gilbert in the Department of Military and Strategic Studies to redesign the Social Science 311 syllabus and integrate theoretical and application-based lessons on how feminist and Marxist theories can be applied to the topic of race; 550 students are enrolled in the core course. As her Department Head has noted, “Maj Kelly Atkinson does not promote inclusion to check a box. [. . .] [S]he is passionate about inclusion, as characterized by her constant efforts to make everyone feel like they belong in her classes, in the Political Science Department, at USAFA, and in the Air Force.” [email protected] 719-333-8251

Mr. Spencer Thomas, Academic Success Center Mr. Spencer Thomas served in the military for twenty-five years; over the course of that time, he worked with a wide range of people representing different demographics, cultures, and nationalities. His time serving with this diverse group of people instilled in him a potent respect for what makes people different, and also, for what makes them similar. In regard to the latter point, his years of service taught him a powerful lesson that he seeks to impart to his students: “All humans endeavor to learn, laugh, think, feel, love, be loved, and create value for the universe.” Mr. Thomas takes a holistic approach to getting to know his students, framing his work with them not solely in their capacity as his pupils, but also in their capacity as sons, daughters, friends, siblings, et cetera. By focusing on the intersection of their various identities and social roles, Mr. Thomas is better able to frame learning experiences in a way that is personalized and meaningful for all of his students. Similarly, Mr. Thomas embraces the opportunity to discuss challenging topics in the hope of helping his students break down barriers and confront negative stereotypes (both within the Cadet Wing and within the larger Air Force.) Mr. Thomas’s openness has resulted in his pupils inviting peers who are not taking his classes to participate in both formal and informal dialogues on inclusivity. Ultimately, Mr. Thomas works hard to make sure the learners in his Learning Strategies classes do not see themselves as lacking or as lesser. He warmly greets them at the door when they come to class and makes certain that they know they are welcome. He has discovered that one of the most potent strategies for helping students overcome inhibitions or feelings of impostor syndrome is to engage them in open and genuine conversations about these feelings and issues. In addition, Mr. Thomas and his pupils discuss the many challenges and nuances associated with leading an organization made up of people who do not look like them, have the same sexual orientation as them, et cetera. [email protected] 719-333-8656

INNOVATION in ASSESSMENT Quality teaching is impossible without quality assessment, and the wide variety of strategies and technologies available to faculty members today make utilizing assessment in the classroom both exciting and insightful. Through assessment, we enhance our commitment to high quality instruction for our cadets, which leads to improved student engagement and increased student learning. The Innovation in Assessment Recognition honors USAFA faculty members, departments, academic programs, or Institutional Outcome teams who demonstrate a commitment to continuous educational improvement through the use of innovative assessment practices and exemplary usage of data. The winners of this recognition employ actions that promote data-informed decision-making, utilize research-based assessment practices, foster responsible use of data in order to improve the cadet academic experience, and enhance the quality of their courses or programs. Using the assessment process effectively and efficiently to improve the student learning experience is the focus of all of this year’s nominees for the Innovation in Assessment Recognition, and the impact of their assessments has extended beyond their personal classrooms. This year’s winner is Major Austin Davis. Major Davis’ innovative use of technology to improve assessment for not only his students, but other instructors’ students as well, demonstrates how combining data into a single platform can make instruction easier, more effective, and more interesting for students. By lessening the administrative burden on faculty members, Major Davis was able to incorporate more innovative teaching strategies and inspire others to do the same. You can find out about our finalists’ innovative assessment practices by reviewing the contents of this booklet. If you would like to learn more, please follow up with the Center for Educational Innovation and/or the finalists. It is important that we continuously adopt and adapt assessment practices that promote meaningful learning, and turning to colleagues for inspiration in this regard is both a “best practice” and a genuine pleasure. Congratulations to all of our finalists on their outstanding work!

Major Austin Davis, Department of Mathematical Sciences Maj Davis recognized that administering large courses presents unique challenges for both instructors and course directors. Specifically, Maj Davis sought to produce a straight-forward method to assess why a student is performing the way they are and to provide these insights to instructors early enough to allow intervention. His solution was the Student Performance Analysis and Reporting System (SPARS). SPARS is an interactive dashboard that bolsters student performance by focusing instructor attention on negative trends before they become problems. This system bridges the gap between grading and Q2i to provide faculty a comprehensive view of their students. SPARS consolidates data from the instructors’ grade books, Alpha Roster, EI requests, and records of student attendance into one place. Individual instructors then can access a dashboard, which shows a comprehensive view of their student’s performance across these datasets. In addition to making record-keeping easier, SPARS provides an early warning report for negative trends; instructors can use this ‘Issue tracker’ to intervene and support struggling students. By consolidating various data sources, SPARS has also become a fantastic aid for completing MPA ratings and comment cards. Course directors can use SPARS’s course-wide dashboard to easily see overall assignment completion and performance metrics on individual assignments. SPARS has allowed Maj Davis to be more innovative with students as well, as the system allowed for a squadron competition where top- performing cadets were able validate their final, based on the collective performance of their cadet squadron. Cadets reported that this program encouraged them to study more and support each other, but this creative approach would have been impossible to use without SPARS, as SPARS reduced the administrative burden to a manageable load. Currently, SPARS is being used by 8 separate courses in 4 departments, serving the needs of over 22 instructors and 791 cadets. [email protected] 719-333-4470

Dr. Steven Jones, Department of Behavioral Sciences and Leadership In the development of an experimental Behavior Sciences 110 course, Dr. Jones completely redesigned the assessment of cadet knowledge, dramatically shifting the course from a focus on memorization of terms and multiple choice GRs to one of understanding and applying psychological concepts within the context of contemporary problems. The assessment approach allowed cadets very broad freedom to explore topics of interest to them. The preparatory graded events allowed the cadets to choose two of sixteen contemporary topics to research, and to choose the “degree of difficulty” they wish to accomplish. The lowest, passing level project required the cadet to review and summarize a research article on a contemporary problem and present a brief “elevator speech” to peers highlighting what they have learned. The highest level project required cadets to review multiple articles, create an intervention to address the problem, and outline an experiment that would test the effectiveness of this intervention. These efforts were graded on a pass or revise and resubmit basis, mirroring how performance is evaluated in most work settings. These mini-projects prepared the cadets for a larger final project in which they selected their own research problems, identified causes, and developed interventions and experiments that would test these interventions. The final projects allowed cadets to present their work at a research poster session at the end of the semester. In addition to tracking cadet and instructor feedback in both the traditional and experimental courses, Dr. Jones plans to administer standardized assessments of knowledge and problem solving to both courses to enable the department to make data- informed decisions about adoption of the experimental course. Dr. Jones continually strives to improve the assessment processes, not only for his classes, but for DFBL as well. He seeks out new ways to better assess student knowledge even when these may require greater commitment and engagement from instructors. In addition, Dr. Jones led a very valuable assessment workshop over the summer in which he facilitated team brain storming and problem solving to help instructors improve their assessment approaches. [email protected] 719-333-2884

Lt Col Leann Ferguson and Lt Col Jessica Tompkins, Department of Mathematical Sciences Lt Cols Ferguson and Tompkins were inspired to use innovative assessment by a comment made during a conversation on learning-focused instruction. Specifically, these instructors wanted to implement a “redo” activity to encourage student reflection, and enable and empower students to master course content. Students in single-variable and multi-variable calculus courses were given opportunities to “reflect” on certain exams to improve their mathematical understanding and execution skills. For each event, students reflected upon their individual mathematical performance, focusing specifically on their understanding and ability to execute the given tasks, and then demonstrated their understanding and execution skills on a “do-over” activity. These reflective and demonstrative efforts were guided by a framework which is a triad of actions to be completed by the student: (1) identifying all issues in the student’s original work, (2) explaining the correct process/methodology for solving the entire problem, and (3) executing the correct solution. For their competent efforts, students were rewarded with some percentage of the missed points. This reflection was offered outside of class time in order to place the commitment to learning on the student during what is normally “free” time for them and increase accountability on the part of the student. In short, this reflection activity transforms the GR from an assessment of learning into an assessment for learning. After the initial implementation, Lt Cols Ferguson and Thompkins engaged in their own reflective practice. Feedback from students on perceived usefulness of the reflection activity and feedback from the instructors grading the reflections was incorporated into a better version of the reflection activity. Students now come prepared with an “entrance ticket” that identified the issues in their original work and the correct process/methodology needed to complete the entire problem. Then students demonstrate their mastery of the concepts and execution skills by completing a similar problem in a given amount of time. Preliminary analysis shows significant improvement in understanding and execution on tasks conceptually tied to the graded event for which a student successfully completed a reflection. Anecdotally, students “enjoy that [they] can retake tests – at a percentage cut – so that [they] may get a better grasp of the concepts while improving [their] grades” and that they have physical evidence that their “ability to perform in this class has improved a lot.” [email protected]; [email protected]

Mastery of Teaching Certification Community Certificate Recipients 21-22 Lt Col Chris Culver is the Director of Education and Assistant Professor in the Department of Political Science. His focus throughout the MTCC program has been trying to mitigate the tension that often exists between academic achievement and deep or genuine learning, especially in situations where students tend focus their effort on activities that are less effective at promoting that deep learning. After implementing several techniques to help students develop self- regulated learning habits through self and peer assessment activities, his MTCC project evaluated a small-scale experiment to assess these peer-assessment practices. It provided evidence that students’ focus on receiving feedback can undermine the genuine learning they can achieve through focusing on assessing their peers’ work in order to better understand how to improve their own. In addition, Lt Col Culver has focused developing his own abilities as a teacher and helping other do the same through leading or serving as a panelist for Faculty Mentoring Circles, CEI reading groups, course director workshops, New Faculty Orientation, and teaching cafés. Dr. Doug Leonard is Deputy Department Head and Associate Professor of History. He teaches courses on colonialism, race, and gender with a primary academic research focus on North and West Africa in the 20th century. He has also studied the effects of scaffolded course design on undergraduate student research and satisfaction in the history major, co-authoring an article on the subject with a former student in 2021. Doug joined the MTCC cohort in 2020 to further his research into the effect of autoethnographic reflection on student learning, a technique with which he had experimented in previous years. His Scholarship of Teaching and Learning (SoTL) research for MTCC has continued that exploration in the Foreign Area Studies-History capstone course, which is focused on a culminating student research project with an added reflective element. Doug’s research study further examines the effect of autoethnographic practices on the development of student empathy, an important component for successful leaders, in the hope of finding a technique that will enhance, enliven, and deepen the experience of students in history capstone courses in the future.

Lt Col Ilea Heft is an Assistant Professor in the Department of Biology and is the current Course Director for USAFA’s Genetics course. Lt Col Heft joined MTCC in order to help her become a better teacher and found the community aspect of MTCC to be the most beneficial and fulfilling. Through engagement with the literature, Lt Col Heft learned that misconceptions about genetics often provide support for racial stereotypes and that the specific way instructors attempt to teach genetics is critical as some approaches are effective while others lead to further entrenchment of misconceptions. Upon learning this, Lt Col Heft designed a SoTL study to implement an evidence-based technique for reducing misconceptions regarding race and genetics in the hope that improved understanding would reduce support for stereotypes. The study is currently ongoing and Lt Col Heft hopes that in the future, this approach can be successfully implemented on a wider scale to empower individuals with accurate knowledge of the relationship between race and genetics.

Dean’s Teaching Certificate Recipients 21-22 Colonel Kris Bauman (DFPS) Dr. Joseph Currin (DFBL) Lt Colonel Tanya Garcia (DFF) Lt Colonel Kayla Georgiafandis (DFMI) Captain Erika Gilts (DFMS) Lt Colonel Jennifer Giovannetti (DFB) Captain Woody Go (DFM) Dr. Brianna Hitt (DFMS) Lt Colonel Daniel Jordao (DFF) Dr. Mark Kaufman (DFENG) Captain Hillary Keltner (DFM) Major Melissa Ken (DFL) Major Jacques Lamoureux (DFM) Captain Gina LeValley (DFBL) Coach Taylor Lorbiecki (AD) Lt Colonel Jeffrey Newcamp (DFSE) Lt Colonel Thomas Niday (DFP) Lt Colonel Lex Parker (DFF) Colonel Tasha Pravecek (DFC) Lt Colonel Trevor Rosenberg (CCLD) Lt Colonel Matthew Ross (DFM) MSgt Bonnie Rushing (DFMI) Major Ryan \"Dutch\" Rutter (CW) Captain Kenneth Sample (DFCS) Lt Colonel Rod Smith (DFBL) Lt Colonel Jesse Somann (DFEC) Captain Allison Trueblood (DFENG) Chief (r) Bob Vasquez (CCLD) Captain Austin Wallerstein (DFMS)

Dr. Robert Flaherty, Associate Dean for Educational Innovation Major Matthew Johnson, Deputy Director of CEI Dr. Lauren Scharff, Director of SoTL Dr. Marc Napolitano, Director of Faculty Development Dr. Calli Holaway, Director of Academic Assessment Dr. Kim Hosler, Director of Instructional Design Dr. Robert Bryant, Director of Educational Technology