Faculty Mentoring Faculty

“Thinking About Teaching Together”

The members of our mentoring group listed below have demonstrated interest and ability in teaching and are skilled in helping you think about, plan, conduct and self-assess your own teaching. Our goal is to help you be the kind of instructor you wish to be; we do not promote any single model of teaching. The relationship is collegial and assistive; you control the direction and amount of effort invested in your teaching.

As a group we also have a great deal of knowledge about the university’s structure and resources available to faculty.  We meet regularly to discuss current issues, plan events and identify new mentors.  We sometimes also refer interested faculty to past members of our core group who still offer expertise in mentoring to interested faculty.

To establish contact with a mentor from our group, please complete our "Request for Mentoring & Observation" form and return to ctl@csus.edu. You can expect to receive a response within a week. If you need more immediate assistance, please call our Administrative Coordinator Laura Romo at 278-5945.


EunMi Cho photo

EunMi Cho
Special Education
eunmicho@csus.edu
8-7547

"Having my first name as EunMi, which means “the beauty of sharing” in Korean, mentoring relationships come naturally to me. Through the Faculty Mentoring Faculty program, I would like to share my time and expertise within two dimensions. First, I will work with newer faculty regarding their interests in scholarship activities. Second, I will facilitate in planning their career paths. If I practice the meaning of my first name right, then they will become more familiar with our university culture, increase their potential, use our campus resources effectively, and succeed as professors. Sharing is the key to our success as a team."


Dennis Dahlquist photo

Dennis Dahlquist
Electrical Engineering
dahlquid@csus.edu
278-6185

"I have taught for 20 years in face to face, hybrid, and online formats, synchronous and asynchronous—sometimes in multiple formats at once—and served as the engineering lead for the Chancellor's Office Course Redesign program for several years.  I am available to help with various teaching techniques, student engagement and effective use of technology in online courses; flipped courses; course compressing to teach in summer sessions or workshops or short courses; various technology tools; summative and formative assessment, online testing; online automated practice problems; and other technology related issues."


Kimberly Gordon photo

Kimberly A. Gordon Biddle,
Child Development
kagordon@csus.edu
8-4831

"I like to listen to your concerns and then reflect them back to be sure I understand them. Then I can provide support or suggestions or strategies, whatever you need. Being a good teacher is not a place where you finally or suddenly arrive. Being a good teacher means constantly growing, learning, changing, and adapting."





Jennifer Lundmark photo

De-Laine Cyrenne
Department of Psychology
278-6552
de-laine.cyrenne@csus.edu

"As part of a peer community, I feel we are all passionate about reaching our students and helping them transition successfully through university.  Along the way, we also learn how to be more effective educators by collaborating with colleagues, sharing tools, techniques and strategies that help engage students in learning. By mentoring each other, we can build the community and make both ourselves and our students lifelong learners."




Todd Migliaccio

Todd Migliaccio
Sociology Department
278-7573
tmigliac@csus.edu

"As a new faculty mentor, I look forward to getting to interact with faculty who desire to grow as educators, helping them in anyway I can, while at the same time, having the opportunity to learn from them and their experiences. I see mentoring as a collaborative experience and hope to develop my pedagogy alongside any faculty with whom I get the opportunity to work."


Gerri Smith

Gerri Smith
Communication Studies
smithg@csus.edu
8-6711

"For me, mentoring relationships are reciprocal in nature.  It has often been the case that I have begun the relationship as the mentor and at some point both of us become mentors and mentees simultaneously.  These relationships have been highly satisfying by enriching many aspects of our professional lives.  The life of a professor can be alienating and lonely, so engaging in conversations about academic life with one another serves to enhance our otherwise isolated existence."