Faculty & Staff

Our dedicated faculty and staff are committed to fostering creativity, critical thinking, and scholarly excellence. Explore the directory to find detailed information about our team. To view additional details about an individual, simply expand the rows in the table.

Directory

Button HTML	Email Address	Scholars Profile or Faculty Profile Link	Name	First Name	Last Name	Title	Phone Number	Office Location	Campus	College(s)	Department(s)	Brief Bio	Teaching Philosophy	Education & Academic Qualification #1	Research Interests #1	Research Lab and Centers
Brandon Harris on Georgia Southern Scholars	bharris@georgiasouthern.edu	https://scholar.google.com/citations?hl=en&user=IgWEstIAAAAJ&view_op=list_works&gmla=ALUCkoUmIjSE846MJ8ZpETrZ8pfgVRsN0NEyTybJLcoMzbAut6WWejAp-MbgRffSi0qDPtW4GCfYhxQE4EUSI2Na	Brandonn Harris	Brandon	Harris	Professor of Sport and Exercise Psychology	912-478-7900	Hollis Building 1103C	Statesboro Campus	Waters College of Health Professions	Department of Health Sciences & Kinesiology	Dr. Brandon Harris is a Certified Mental Performance Consultant (CMPC), a Licensed Professional Counselor (LPC), a National Certified Counselor (NCC), is listed on the United States Olympic and Paralympic Committee’s (USOPC) Sport Psychology Registry and Mental Health Registry, and was named a Fellow for the Association for Applied Sport Psychology (AASP) in 2022. Brandonn enjoys maintaining a very active involvement in various sport psychology professional communities. During his 21 years as a member of AASP, he has served on the Certification Council and was Chair for 2 years of his 5-year term in that group. He also served on AASP’s Ethics Committee for 9 years and as Chair for 4 of those years, in addition to serving as the former coordinator of the Youth Sport Special Interest Group. He also previously taught the AASP-sponsored ethics course. Brandonn is a Past-President for Division 47 of the American Psychological Association: The Society for Sport, Exercise, and Performance Psychology and served in two other executive committee roles for this organization prior to his term as President. At Georgia Southern, he has taught undergraduate and graduate courses in the areas of ethical issues in sport psychology, psychological aspects of peak performance, sport and exercise psychology interventions, team dynamics in sport, and supervised graduate students’ practica and internships in sport and exercise psychology. Brandonn is a founding member of the Georgia Southern Athletics Mental Performance Team, which is comprised of practitioners and administrators in sports medicine, counseling services, and sport psychology with the goal of providing comprehensive, holistic, and collaborative mental health and optimal mental training services to student-athletes and athletic department stakeholders. He currently serves as the Co-Director of Mental Training for South Georgia Tormenta FC, a team in the USL1 professional soccer league. As a practitioner, he utilizes an integrational approach to mental skills training and clinical mental health work drawing from various frameworks to ensure his clients receive the care and support that best suits their interests and needs. He continues to consult and serve numerous professional and collegiate athletes and teams, youth athletes, parents, and coaches on a variety of sport psychology-related topics. As a researcher, he has conducted and published several book chapters, peer-reviewed publications, and delivered numerous national and international presentations.	Teaching Philosophy I have spent considerable time and effort developing my longstanding commitment to excellence in teaching. I have taught numerous undergraduate and graduate courses in the areas of sport and exercise psychology, research methods, and statistics. For all of my courses, I integrate a balance of theory, research, and applied/practical components to provide students with a multifaceted classroom experience. My teaching experiences have included “traditional” classroom formats, online courses, and an integration of both formats within individual courses. In my continued effort to create a dynamic course environment while addressing the various types of learning styles that students prefer, I strive to utilize a variety of teaching practices and assessment procedures in each of my courses. These include small group discussions, in-class activities, videos, readings from current texts or relevant articles, lectures, exams, reaction/reflection papers, presentations, case studies, and article critiques. In addition to these varied teaching approaches, I have made a point to incorporate technology in my courses to develop creative and innovative teaching methods that enhance the learning environment and classroom experience, whether an online or on-campus course.	Ph.D.; Sport and Exercise Psychology; West Virginia University M.S.; Sport and Exercise Psychology; West Virginia University M.A.; Counseling; West Virginia University B.S.; Exercise Science; Truman State University	Research Interests Professional and Ethical Issues in Sport and Performance Psychology Provision of Sport Psychology Services to Youth Sport Participants Coach and Athlete Burnout Mental Health and Wellness in Collegiate and Professional Athletes
	bmelton@georgiasouthern.edu		Bridget Melton	Bridget	Melton	Professor of Exercise Science	912-478-1973	Hollis 1127	Statesboro Campus	Waters College of Health Professions	Department of Health Sciences & Kinesiology	Dr. Bridget Melton, EdD, ACSM EP-C, NSCA CSCS, FMS-2, is a distinguished Professor of Exercise Science at Georgia Southern University, boasting over two decades of dedicated service to the field. With a focus on promoting physical activity among diverse populations, particularly within tactical contexts, Dr. Melton has authored over 100 peer-reviewed publications and delivered over 200 presentations worldwide. Her impact extends beyond academia, as evidenced by her collaborations with local and state-level fire service and law enforcement agencies, aiming to enhance health and wellness outcomes. Notably, she has led groundbreaking initiatives, including a FEMA grant with the University of Kentucky to evaluate embedded providers in fire service and collaborations with esteemed institutions like the Georgia Public Safety Training Center and the Federal Law Enforcement Training Center. Dr. Melton's leadership extends to her affiliations with prominent organizations such as the American College of Sports Medicine (ACSM), the National Strength and Conditioning Association (NSCA), and the National Association of Kinesiology in Higher Education, solidifying her reputation as a leader and influencer in her field.	Teaching Philosophy My teaching philosophy is surrounded by the idea that everyone needs to be equipped with both the knowledge and skills to make healthy behavioral choices. One’s personal health is the summation of one's own health choices. I try to instill this philosophy in my students, essentially educating them on how their choices (positive or negative) will directly impact their overall health. I also try to use my philosophies to inspire my graduate teaching assistants to help guide them as they educate others on health topics.	Ed.D., Specialization: Curriculum Studies, 2005 M.S., Kinesiology, Specialization: Exercise Physiology, 2000 B.A., Major: Movement and Sport Science, 1997 Fellowship, Physical Activity and Public Health, 2008	Research Interests First Responder Health and Wellness Physical Activity Promotion Human Performance	Center for Rehabilitation and Independent Living, Human Performance Lab
	abigailcjohnson@georgiasouthern.edu		Abigail Johnson	Abigail	Johnson	Lecturer of Anatomy and Physiology	912-478-0133	Hollis Building 1119A	Statesboro Campus	Waters College of Health Professions	Department of Health Sciences & Kinesiology	Abigail C. Johnson is a Double Eagle alum of Georgia Southern University and Lecturer of Anatomy and Physiology in the Department of Health Sciences & Kinesiology. Ms. Johnson teaches undergraduate anatomy and physiology courses.	Teaching Philosophy My philosophy is that the educator has the understanding and desire to create an environment that allows students to be held accountable while supporting their growth and educational development. I believe that the educator is responsible for more than just supplying knowledge relating to the coursework in a field of study. Rather, it is their moral obligation to be a guiding hand in the development of the young minds who will continue to shape the future in a positive manner. My philosophy can be broken down into three descriptive categories of Conceptualizations, Relations and Applications. As an educator, my goal is to continually create an environment that is host to four essential elements. This can be accomplished through Guidance, Autonomy, Reflection & Discovery. As an educator, I value communicative relationships and believe this cannot be achieved without Communication, Empathy & Acceptance. As an educator, it is important that I am Informed, Aware & Prepared. This combination allows me to create an encouraging environment where students have autonomy in their educational experiences but also understand that they have someone in their corner to support them along the way.	M.S., Georgia Southern University, 2020 B.S.K, Georgia Southern University, 2018	Research Interests Biomechanics Sport Performance Student Success Motivation and Perception
Vishakha Rawool on Georgia Southern Scholars	vrawool@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/vishakha-rawool	Vishakha Rawool	Vishakha	Rawool	Associate Dean for Research	912-478-1158	Ashmore Hall, Room 131-A, Armstrong; Hollis 1121-B, Statesboro	Armstrong Campus, Statesboro Campus	Waters College of Health Professions	Department of Clinical Sciences, WCHP Office of the Dean	Vishakha Rawool, Ph.D., CCC-A is the author of two widely used textbooks, numerous funded research publications, and an expert guest speaker at national and international conferences. She is a trilingual and highly experienced clinician. Her experiences include serving as a faculty member, department chair, journal section editor, and associate dean. She is the recipient of the Outstanding Researcher Award from the College of Education and Human Services, at West Virginia University. She was presented with the Dr. S. R. Chandrasekhar (Dr. SRCISH) Travel Fellowship of the Indian Speech-Language-Hearing Association (ISHA), in 2016 in recognition of excellent contribution, talent & service in the field of audiology.	Teaching Philosophy Most students can rise to the challenges posed by their professors although not all students are initially fully aware of this capability. Keeping this in mind, I challenge, motivate, and guide students to master the relevant concepts. I engage students in the learning process through text, journal articles, case studies, case simulations, probe questions, and collaborative discussions to promote comprehension of the material and the ability to apply the information to real-life scenarios. I also provide personal feedback to students to meet any individual needs and to ensure the success of all students. I maximize the use of current technological tools to ensure learning efficiency.	Postdoctoral Fellow: Research fellow: Department of Neurology, Johns Hopkins University Doctor of Philosophy. Purdue University, 1989 M.A. in Speech-Language Pathology. University of Texas at El Paso, 1984 Diploma in Education for Deaf Children. University of Bombay, India Bachelor of Science. Audiology and Speech Therapy, Topiwala National Medical College, University of Bombay	Research Interests Remote Collaborative Communication Hearing Conservation Auditory Processing Deficits Developmental Disabilities Aging	Institute for Water and Health
	dbotnaru@georgiasouthern.edu		Diana Botnaru	Diana	Botnaru	Professor, Human Anatomy and Physiology	912-478-5456	Armstrong 154J	Armstrong Campus	Waters College of Health Professions	Department of Health Sciences & Kinesiology	Dr. Diana Botnaru is a professor of Human Anatomy and Physiology with over 20 years of teaching experience. Specializing in the Scholarship of Teaching and Learning (SoTL), Dr. Botnaru mentored numerous faculty helping to design, implement and disseminate their SoTL projects both individually and within Faculty Learning Communities. She is actively engaged in a plethora of collaborative SoTL projects that have resulted in over 100 peer-reviewed presentations and 24 scholarly publications. Dr. Botnaru chairs the SoTL Commons Annual Conference (2013-present) and the SoTL Advisory Board at the Faculty Center (2023-present). She is the recipient of the GS SoTL Fellowship (2012), GS SoTL Award (2012), GS Award for Excellence in Instruction (2020), Wates College of Health Profession Excellence in Teaching Award (2009, 2018 and 2024), University System of Georgia Chancellor’s Learning Scholar (2019-2021) and University System of Georgia Regents’ SoTL Award (2014).	Teaching Philosophy Learning theorists have provided us with a set of ideas about how people learn. Since learning is dynamic and students are different, all of these theories intertwine to achieve optimal learning. Research has found that the brain plays a role in learning; the way the learning environment is constructed makes a difference; that learning is based on the associations or connections we make; learning occurs in particular social and cultural environments, and finally, that the different ways people think and feel about their own learning affects their development as learners. We, as teachers, can use learning theories to guide us in our teaching practice and to facilitate learning by using a variety of strategies. I believe that students are central in my career as a teacher, and my goal is to promote student learning and see my students succeed. I teach a foundational class for allied health majors, which is reported as “difficult” and “very difficult” by students. However, Human Anatomy and Physiology classes are also building blocks for future clinical decisions in nursing, athletic training, nutrition, community health and exercise science careers. I follow the best teaching practices and provide my students with well-defined learning outcomes for each topic, align assignments to support the learning outcomes, provide study guides to facilitate learning and communicate often to keep them on track. Diana Laurillard claims in her book Rethinking University Teaching (1993) that “teachers need to know more than just their subject. They need to know the ways it can come to be understood, the ways it could be misunderstood; they need to know how individuals experience the subject”. I realize that all my students are different and I use multiple teaching strategies in the classroom. Most importantly, I strive to help students learn new and often difficult material by explicitly discussing learning strategies, providing them with opportunities for retrieval and application of knowledge and by modeling these strategies in the design of my courses. My hope is to serve as a role model for learning and reflection on teaching and impart my dedication for life-long learning to students and other faculty.	MD, State Medical and Pharmacy University, Chisinau, Republic of Moldova Master of Public/Health Policy and Management, University of Southern Maine, Portland, ME9	Research Interests Scholarship of Teaching and Learning Motivation Growth of SoTL Grand Challenges in SoTL
	rterry@georgiasouthern.edu		Robert Terry	Robert	Terry	Associate Professor	912-344-3606	Gamble 239	Armstrong Campus	College of Arts & Humanities	Department of English	Robert Terry teaches primarily technical and professional writing at Georgia Southern, drawing from his first career in information technology (1994-2002) and his training at the University of Louisville as well as his ongoing research into evolving professional communication strategies. He also teaches courses in digital storytelling, sequential storytelling/comics, and other areas.	Teaching Philosophy I believe that the best method for learning how rhetorical genres operate is to try to simulate their context in which they operate, so whenever possible, my courses use a project-based learning approach that feed into projects that can develop in stages over an entire semester.	Ph.D., Rhetoric and Composition, University of Louisville	Research Interests Professional and Technical Writing Scholarship of Teaching and Learning Games Studies Gender Studies
Brent Feske on Georgia Southern Scholars	bfeske@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/brent-d-feske-2	Brent Feske	Brent	Feske	Interim Associate Vice President of Research and Economic Development	912-344-3210	SC 1505	Armstrong Campus	College of Science & Mathematics	Department of Biochemistry Chemistry & Physics	Brent D. Feske is a professor of Chemistry at Georgia Southern University, where he specializes in bioorganic chemistry in the Department of Biochemistry, Chemistry and Physics. With a strong commitment to research, he has contributed significantly to the field of biocatalysis and the asymmetric synthesis of pharmaceutical precursors. Feske is dedicated to fostering student engagement and promoting innovative learning practices in his courses. He is also very active in the American Chemical Society and currently serves as chair elect for the Southeastern Region of the American Chemical Society. Dr. Feske currently serves as the Interim Associate Vice President of Research and Economic Development at Georgia Southern.	Teaching Philosophy Feske is dedicated to fostering student engagement and promoting innovative learning practices in his courses.	BS Chemistry Ph.D. Chemistry	Research Interests Biocatalysis Asymmetric Synthesis Pharmaceutical Synthesis	COSM Core Research Lab
	sksmith@georgiasouthern.edu		Solomon Smith	Solomon	Smith	Associate Professor	912-478-5742	2002, Interdisciplinary Academic Building	Statesboro Campus	College of Arts & Humanities	Department of History	Solomon K. Smith is an Associate Professor of Early American History and the American Revolution at Georgia Southern University since 2005. He teaches the U.S. Survey class as well as courses on Colonial America, First Contact, Military History, The Global Seven Years War, The Golden Age of Piracy in the Americas, the American Revolution and The History of Baseball. A native of Texas, he earned his Ph.D. in the history at the University of Georgia in 2009 and has authored several journal articles on both teaching and historical subjects.	Teaching Philosophy My role as a teacher and a scholar are interdependent with my service to the university and the community. I put great value on the development of critical thinking skills amongst my students. Ultimately, I hope to teach my students to understand and make persuasive arguments about complex issues that are relevant to present conditions as well as those in the past. I have found that students are able to improve their analytical skills to their highest potential when they are actively engaged in a wide range of classroom and outside exercises that call on their reading, writing, listening, analytical, and verbal abilities. I constantly try to push the boundaries of my students’ knowledge and comfort levels on a wide range of subjects in the hopes of giving them the ability to see subjects and complex issues from a multitude of angles. I seek to instill a sense of wonder in my students and hope to awake in them a love of learning, a striving for knowledge. Simultaneously, I seek to create an atmosphere of trust and respect in the classroom to enable students to ask questions about a variety of historical perspectives and methodologies.Primary readings, scholarly essays, and monographs form the core of my course readings and classroom exercises. I have found that students reflect more thoroughly on these texts when they develop questions about the materials while completing the reading. I organize my class discussions around themes so that the students and I are better able to develop a context for the readings; helping the student make sense of them in their own time-frame as well as our own. By immersing students in primary sources, I have found that they are better able to form their own opinions about the issues being raised in textbooks and lectures. But I do not think it is enough just to peruse the documents, I want my students to understand how they were created, to know what historians do with them, and why? Regardless of class size, I try to make group discussions a centerpiece of my teaching style. My students have consistently responded positively to discussion, claiming it encourages them to take in consideration the views of their classmates as well as to think more precisely about the course materials. I routinely require students to carry out debates and to present primary documents, scholarly essays, and books to their classmates. During these presentations, students must provide their own interpretations of the materials and they are responsible for leading the subsequent classroom discussions. I provide additional contextual information when necessary during these exercises, but I mostly encourage the students to engage in debate on their own. During lectures, I frequently ask questions and solicit opinions from students so that they are engage with the learning process. My students often comment that this style keeps them more involved in lectures as well as encouraging them to feel more comfortable with debate and discussion as a basic fact of the course.	B.A. in History, College of William and Mary, 1998 M.A. in History, Virginia Commonwealth University, 2000 Ph.D. in History, University of Georgia, 2009	Research Interests American Colonial and First Contact Atlantic History American Revolution Piracy During the Golden Age US Military History
Chris Hanna on Georgia Southern Scholars	channa@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/christan-hanna	Chris Hanna	Chris	Hanna	Associate Professor of Sport Management	912-478-8013	Hollis 2118A	Statesboro Campus	Waters College of Health Professions	Department of Health Sciences & Kinesiology	Dr. Hanna was one of the sport industry’s most accomplished sport marketing professionals prior to earning his Ph.D. in Sport Administration from the University of Louisville then joining Georgia Southern University. His 15 years in intercollegiate athletics make him one of the most industry experienced Sport Management professors in the field. Among Dr. Hanna’s top accomplishments in Sport Marketing are leading the University of Illinois to the most National Association of Collegiate Marketing Administrators (NACMA) Awards over a five-year stretch in which Illinois led the Big Ten Conference in NACMA Awards in four of five years. He helped Illinois double season ticket sales, attendance, and football revenue in just two years—the only time this is believed to have been accomplished at any school in Big Ten Conference history. He helped Illinois sell out four games in consecutive seasons for the first time in 20 years and helped Western Michigan University sell out three games in one season for the only time in WMU history. He created some of the most memorable events in Illinois history including the pink shirt Illini Madness event that established a school record, hosted more than 50,000 fans for the World’s Biggest Basketball Practice, and worked with Bruce Weber to create A Night of Legends featuring two Illinois Final Four teams separated by more than a decade. Dr. Hanna is entering his ninth year at GSU, having earned tenure and promotion to Associate Professor. He has taught 17 different SMGT courses, teaching at both undergraduate and graduate levels. Dr. Hanna enters the 2024-25 academic year with 12 publications and others working their way through the system. His peer-reviewed work is published in the International Journal of Sport Communications, Communication and Sport, Legal Aspects of Sport, Journal of Contemporary Athletics, Journal of Sport Behavior, Journal of African American Studies, and Quinnipiac Law Review among others. Dr. Hanna has 32 peer-reviewed oral academic conference presentations to his credit entering 2024-25. He is a regular presenter at the North American Society of Sport Management (NASSM) Conference where he has presented on nine occasions while also serving as a NASSM abstract reviewer three times. Hanna’s college practical sports background and academic research interests have led him to present at College Sport Research Institute (CSRI), the top college sport conference, 11 times. His Sport Law research interests have led him to present at the Sport and Recreation Law Association (SRLA) conference 6 times.	Teaching Philosophy I believe the faculty member has an obligation to prepare all students as if they are going to need the information shared in the classroom in their professional career. While I am interested in helping the students achieve their academic goals, I am equally or more interested in making sure that when they leave my classroom the student has been given and assessed on their knowledge of information they will need to succeed in the field. This is a point of emphasis in my classrooms and something my students appreciate. I believe the faculty member should respect each student and provide a forum that allows for a comfortable exchange of ideas. Rather than talking at the students for the full course time in session after session, I strongly encourage and receive participation from the students. This creates a more lively and comfortable classroom which leads to the sharing of diverse thought and opinion. This creates a well-rounded classroom experience that more closely mimics the team environment found in the Sport Management industry.I believe the faculty member has an obligation to enter the classroom prepared and ready to pass on important information. I prepared myself by working in the field for 15 years prior to earning my Ph.D. in Sport Management. That preparation continues as I follow current events related to Sport Management, review journal articles, and conduct peer-reviewed research. All of this contributes to my ongoing education, which makes me a better teacher. I believe the faculty member should make notes during the course of each semester that can improve the class in future offerings. Seemingly small refinements to the syllabus and/or the presentation of class material can make a big difference. My students have noticed changes I have made from one semester to the next. They appreciate the fact I take their feedback seriously.I believe the faculty member should bring the material to life with real world examples when possible. Semester after semester my high teacher evaluation scores and positive comments from students are the result of the fact I bring current events to the classroom which brings the textbook material to life and adds life to the classroom. While it takes additional time for me to recreate significant portions of a class from one semester to the next to account for current events, the students notice and appreciate the effort.Finally, I believe the faculty member should focus first on teaching the students the information they need to successful in industry before being concerned about student grades. This includes making sure students have the writing experience and understanding of proper writing that is required for success in business. Therefore, I will always make sure my courses emphasize the most critical topics students will practically utilize in their careers in order to best prepare them to obtain a job and keep a job.	Ph.D - Sport Administration - University of Louisville MBA - Marketing - Western Michigan University BBA - Management - Nazareth College	Research Interests Sport Communication Sport Law College Sports Sport Policy Pro Sports
	cherringer@georgiasouthern.edu		Carol Engelhardt Herringer	Carol Engelhardt	Herringer	Professor of History	912-344-3349	IAB 3094	Statesboro Campus	College of Arts & Humanities	Department of History	Carol Engelhardt Herringer is Professor of History at Georgia Southern University. She has served as chair of that department (2019-2024) and as chair of the Department of History at Wright State University, Dayton, Ohio (2010-2016). She is the author of Victorians and the Virgin Mary: Religion and Gender in England 1830-85 (Manchester UP, 2008) and a number of articles and essays on Victorian religion and culture, as well as the co-editor of Edward Bouverie Pusey and the Oxford Movement (Anthem, 2012). She is currently working on a book project on the cultural significance of debates over the Eucharist in the Victorian Church of England. She teaches HIST 1112: World History II, undergraduate courses on British history and vampires in history and culture, as well as graduate courses on the Decorative Arts and 19th century British history.	Teaching Philosophy My teaching philosophy is simple: to give students, at whatever level, the appropriate tools and skills to discover, analyze, and use historical information. This means that I ask them to read closely, to understand historical debates, and to know the major discussions and thinkers in the area we are studying. I also ask students to write frequently, so that they can work out their ideas and present a convincing argument to others. While few of my students will choose a career as a professional historian, all will benefit from knowing how to research, read carefully, think critically, and write cogently and persuasively.	Ph.D., Indiana University - Bloomington, 1997 A.M., Literature and History, Washington University (St. Louis), 1990 A.B., English and History, Boston College, 1984	Research Interests 19th Century British History Religious History Gender History Cultural History
Bill Allison's Website	billallison@georgiasouthern.edu	https://www.profbillallison.com/	Bill Allison	Bill	Allison	Professor of Military History	912-541-3172	IAB 3006	Statesboro Campus	College of Arts & Humanities	Department of History	Bill Allison is a scholar of American military history, specifically the Vietnam War. He is a Professor of History at Georgia Southern University, joining the faculty there as Chair of the Department of History in 2008. After earning a BA and MA in History at East Texas State University in 1989 and 1991, he completed his Ph.D. in history at Bowling Green State University in 1995. He then taught at the University of Saint Francis (Indiana) before joining the History Department at Weber State University from 1999-2008. During the 2002-2003 academic year, he was Visiting Professor in the Department of Strategy and International Security at the USAF Air War College and later served as Distinguished Professor of Military History at the USAF School for Advanced Air and Space Studies from 2010-2011. He also served two years as the General Harold K. Johnson Visiting Chair in Military History at the US Army War College (2012-2014). He is author of The Gulf War (Palgrave Macmillan, 2012), My Lai: An American Atrocity in the Vietnam War (Johns Hopkins University Press, 2012), Military Justice in Vietnam: The Rule of Law in an American War (University Press of Kansas, 2007), and American Diplomats in Russia: Case Studies in Orphan Diplomacy, 1917-1919 (Praeger, 1997), and is co-author with Janet Valentine and the late Jeffery Grey of American Military History: A Survey from Colonial Times to the Present (Routledge, 2020), among other works. He has presented and lectured at numerous conferences and universities, including Oxford, Cambridge, the University of Zurich, the University of Edinburgh, the University of Amsterdam, the Australian Defence Force Academy, the US Army Heritage and Education Center, and the USAF Air Command & Staff College. In addition to recent essays on war remembrance and commemoration, his current research includes book projects on the Tet Offensive and America in 1968.He is a former Trustee and Vice-President of the Society for Military History and was awarded the Society for Military History's Edwin Simmons Distinguished Service Award. He has served on the editorial board of the Journal of Military History and is editor for Routledge’s Critical Moments in American History series. He serves on the Department of the Army Historical Advisory Subcommittee and was awarded the Army’s Outstanding Civilian Service Medal in 2014. Since 2019, he is the series editor for Modern War Studies at the University Press of Kansas, and since 2023 is the Program Director for the Society for Military History Summer Seminar in Military History. He co-hosts with Prof. Brian Feltman (Georgia Southern University) the podcast Military Historians are People, Too!. Allison is a member of the Guild of Battlefield Tour Guides and is a guide with The Cultural Experience (Vietnam), a UK-based battlefield tour company. In 2023, he was elected a Fellow of the Royal Historical Society.Born and raised in Sulphur Springs, Texas, he lives in Spartanburg, South Carolina with spouse Jennifer and black lab Tucker.	Teaching Philosophy I like to teach.	Ph.D., Bowling Green, 1995 MA, East Texas State Univ, 1991 BA, East Texas State University, 1989	Research Interests Military History War and Society Vietnam War
	stedders@georgiasouthern.edu		Stuart Tedders	Stuart	Tedders	Professor & Dean	912-478-1922	Hendricks Hall	Armstrong Campus, Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Biostatistics, Epidemiology & Environmental Health Sciences	A native of Perry, Georgia, Dr. Tedders was an original member of the Jiann-Ping Hsu College of Public Health (JPHCOPH) when it was founded on January 1, 2006. Beginning his employment as an Assistant Professor in 2000 at Georgia Southern University, Dr. Tedders is a Professor of Epidemiology and currently serves as Dean of the college. Dr. Tedders earned his BS degree in Biology from Georgia Southern College in 1987. After graduating from Georgia Southern College, he earned a MS degree in Medical Entomology from Clemson University (1989) and a Ph.D. in Public Health from the University of South Carolina (1994). As a former Assistant Professor at Mercer University School of Medical (1994 - 2000), Dr. Tedders developed a keen interest in working with rural Georgia communities and was named Georgia Rural Health Researcher of the Year in 1999 by the Georgia Rural Health Association. As a faculty member in the JPHCOPH, Dr. Tedders has served in numerous faculty and administrative capacities prior to being named the Dean, including service as the Associate Dean of Academic Affairs, the Director for the Center for Rural Health and Research, and the Director of the Office of Public Health Practice and Community Service. Dr. Tedders has worked with rural and underserved communities in Georgia for 30 years. His community interactions have involved the application of epidemiologic principles, including public health surveillance, to more fully understand the complexities of rural population health status. He has considerable expertise conducting Community Health Assessments and working with rural communities to design and evaluate health promotion programs. His research interests involve the social, economic, and educational factors that influence risk and risk perception. Dr. Tedders has served on health-related boards throughout the state including the Georgia Rural Health Association (Secretary, Treasurer), the Statewide Area Health Education Center (AHEC) Advisory Council, Morehouse School of Medicine AHEC Advisory Board, Chair of the Magnolia Coastlands AHEC, and Secretary of the State Office of Rural Health Advisory Board.	Teaching Philosophy I understand that many college students are at a pivotal point in their lives, and even the most simplistic problems tend to be magnified in the eyes of the student. Therefore, my teaching philosophy is one which grounded in empathy for and responsiveness to student needs. I also recognize that my teaching philosophy is a work in progress that is constantly being refined in response to the environment as influenced by the unique blend of student-teacher interactions in a given semester. This environment and these dynamics are ever changing, so flexibility and adaptability as a teacher are essential. These interactions include the evolving nature of the health discipline, personal difficulties experienced by students, preferred learning styles of students, and the uniqueness of every student. This complex interaction of factors that occur every semester serves to present new challenges as teacher. However, these challenges serve as a catalyst for me to perform more effectively and efficiently in the classroom. My teaching philosophy also promotes the importance of communication, both oral and written. In the health field, effective communication is an essential pre-requisite for a successful health professional. I enhance communication skills among students by encouraging them to interact during class through question/answer sessions and oral presentations. Lastly, my teaching philosophy is also one which promotes activities designed to stimulate skills in problem-solving and critical thinking. As a result, I always attempt to integrate a problem-based approach in a didactic setting in order to reinforce the importance of these skills in addressing critical 21st century public health problems.	BS - Biology, Georgia Southern College (1987) MS - Medical Entomology, Clemson University (1989) Ph.D. - Public Health, University of South Carolina (1994)	Research Interests Rural Health Community Health Needs and Assets Assessment Health Program Design and Evaluation Perception of Risk	Center for Public Health Practice and Research
	lcowan@georgiasouthern.edu		Logan Cowan	Logan	Cowan	Associate Professor	912-478-7921	2003 Hendricks Hall	Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Biostatistics, Epidemiology & Environmental Health Sciences	Dr. Cowan received his MPH degree from Brigham Young University and his Ph.D. in Epidemiology from the University of Minnesota. Dr. Cowan is a cardiovascular disease epidemiologist whose research focuses on identifying acute precipitants or triggers of cardiovascular disease. Dr. Cowan has taught epidemiology at both the undergraduate and graduate levels. He particularly enjoys teaching epidemiologic and research methodology to public health students of all levels. Dr. Cowan is a member of several professional organizations including the American Public Health Association (APHA), the Society for Epidemiologic Research (SER), and the American Heart Association (AHA)	Teaching Philosophy Principles of Epidemiology, Research Methods, Cardiovascular Disease Epidemiology	Ph.D. in Epidemiology, University of Minnesota MPH, Brigham Young University	Research Interests Cardiovascular Disease Epidemiology Maternal and Child Health
Hayden Wimmer's Website	hwimmer@georgiasouthern.edu	http://www.ninjaprofessor.com	Hayden Wimmer	Hayden	Wimmer	Professor	912-478-4121	IT 2102	Statesboro Campus	Allen E Paulson College of Engineering & Computing	Department of Information Technology	Hayden Wimmer has a Ph.D. from the University of Maryland Baltimore County in Information Systems based in data mining and artificial intelligence applied to financial data. He also holds an M.S. is in Information Systems from UMBC, an M.B.A. from the Pennsylvania State University, and a B.S.in Information Systems from York College of PA.Prior to academia, he worked in industry for over 10 years in different capacities in Information Technology performing programming, web design and administration, server administration, network configuration, database administration, and of course technical support on all levels. He traveled the world in his professional capacities performing support and integration for a multinational company spending time in various U.S. locations as well as Canada, Mexico, France, Germany, Belgium, and China.Dr. Wimmer has multiple journal publications related to multi-agent systems, artificial intelligence, data science, and I.S. education; and serves in various editorial capacities including co-editor in chief, board member, and reviewer of various journals and conferences and is a member of the Association of Information Systems. He has taught courses such as programming, database management, project management, I.T. infrastructure, and healthcare informatics. His research is published in top journals such as Decision Support Systems (DSS), Expert Systems with Applications (ESwA), Journal of Computer Information Systems (JCIS), Computers and Geosciences, and Computers in Human Behavior. Dr. Wimmer’s research and outreach has been funded for $3 million as PI/Co-PI.	Teaching Philosophy As a student, I observed that professors can make a profound difference in the lives of students and their future careers. Professors should not only be instructors of material but additionally mentors and role models. My philosophy involves being available to students and spending time with them on their academic projects and research. Due to this, I supervise many of our master’s projects and theses. Similarly, I supervise our undergraduate senior capstone students both face to face and online and often students complete projects that help advance my research when applicable. I mentored many students with many accepting top positions in well-respected organizations such as Intel, Robbins AFB, American Express, Microsoft, and Home Depot, and are often hired before graduation. I feel treating students as equals and with respect is the most viable method to engage the student and challenge them to learn. Similarly, each student, regardless of background, race, ethnicity, gender, and nationality brings unique and valuable experience to the classroom and research lab. I maintain an open-door policy with all students and always do everything in my power to be approachable and respectful. I engage students in thought and, as a technology instructor, I attempt to provide hands-on examples and in class lab assignments. I feel this time is beneficial to assist the student and class with the material which enhances their command of – at times – highly complex material. Additionally, I actively engage in research, but I do not permit myself to lose sight of the students with whom I am involved. My student reviews are highly positive employing this approach. I also seek to maintain a high level of academic rigor and excellence along with continually seeking new innovative pedagogical methods of instruction. In the end, I believe my duty is to instill computing knowledge, practices, and certifiable skills so that the students will be successful not only in their future courses, but in their future careers. The high success rates of students who work under my direction indicate that I am fulfilling this duty.	Ph.D. Information Systems MSIS - Information Systems MBA BS Information Systems	Research Interests Artificial Intelligence Data Science Cyber Security Machine learning Computing Education	Data Science Artificial Intelligence and Cyber Security Laboratory (DAC-lab)
	jtatlock@georgiasouthern.edu		Jason Tatlock	Jason	Tatlock	Professor of History	912-344-3126	Hawes 103A	Armstrong Campus	College of Arts & Humanities	Department of History	Dr. Tatlock completed his academic training in Canada, Israel, and the United States, specializing in the ancient world and religious studies. Prior to joining the Armstrong campus faculty in 2007, he was a visiting assistant professor at Morgan State University in Baltimore. He offers courses in world history, the ancient Near East, ritual studies, and Israel-Palestine.	Teaching Philosophy Dr. Tatlock is concerned about student well-being and academic success. Like his colleagues, he believes that the university experience moves beyond career training and the passing along of information. He views academics as a give-and-take endeavor in which there is an exchange of ideas, concepts, and perspectives between faculty and students. He not only guides student learning, but is impacted to view things through different lenses or to consider new questions about the historical subjects he addresses. This is because students bring their questions and understandings into the classroom, helping to create a mutual learning experience.	Ph.D. and MA, University of Michigan MA, Jerusalem University College BTh, Prairie Bible College	Research Interests Ancient Mediterranean History Human Sacrifice Religious Studies Israel-Palestine
	batchelo@georgiasouthern.edu		Robert Batchelor	Robert	Batchelor	Professor and Department Chair	912-478-4478	Armstrong 109B, IAB 3013	Armstrong Campus, Statesboro Campus	College of Arts & Humanities	Department of History	I serve as the Chair of the History Department and Director of Digital Humanities at Georgia Southern University. Originally from Oklahoma, I completed my Ph.D. at UCLA and post-doctoral work at Stanford, where I began exploring how digital, experiential, and interdisciplinary methods can transform the humanities. My early research examined globalizing processes through maritime networks, as explored in my book London: The Selden Map and the Making of a Global City (University of Chicago Press, 2014), which traced the influence of East and Southeast Asia on London’s development as a global hub. This work expanded into innovative public history projects, including a board game (Fujian Trader), a digital app, experimental documentaries, and permanent art installations as well as solo shows.Currently, my research focuses on environmental borderlands and the relationship between media and ecology in the Pacific. This evolving interest in how global networks—both historical and contemporary—intersect with media and technology informs my involvement with the AI and the Human Research Network at Georgia Southern. With that group, I explore the history of AI, its implications for Disability Studies, and the regional dynamics of AI development. As Director of the Digital Humanities Lab, I continue to integrate cutting-edge digital tools into humanities scholarship.	Teaching Philosophy I believe that the study of History and the Humanities should go beyond the traditional lecture-based approach to engage students in experiential, hands-on learning. By immersing students in real-world applications of historical research, whether through fieldwork, archival research, exhibitions, or interactive digital humanities projects, we foster a deeper understanding of the past and its relevance to contemporary issues. This approach not only ignites curiosity but also cultivates leadership, professionalism, teamwork, critical thinking, problem-solving, and communication skills that are vital in today’s world.Recognizing the diverse learning needs of students is crucial to creating an inclusive classroom. Neurodiversity and different life experiences play significant roles in shaping how students absorb, process, and engage with material. I strive to create a learning environment where all students feel supported and valued, employing flexible teaching methods that accommodate a range of learning styles. This includes offering multiple avenues for participation and assessment, providing clear and structured guidelines, and encouraging collaboration that allows every student to contribute based on their strengths.Ultimately, my goal is to empower students to become active participants in their own education, fostering a lifelong passion for learning and a nuanced understanding of history that they can carry into their personal and professional lives.	BA Cornell University Ph.D. UCLA	Research Interests Global Environmental Borderlands Ocean History British and Irish History Asian and Pacific History Digital Humanities, AI, and the History of Technology	HUMN: Digital Humanities Lab
William Mase on Georgia Southern Scholars	wmase@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/william-a-mase-2	William Mase	William	Mase	Professor	912-478-6984	2016 Hendricks Hall	Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Health Policy & Community Health	Dr. Mase is an Professor of Health Policy and Management. He holds a doctorate in public health from the University of Kentucky College of Public Health, a MPH from the Ohio State University College of Public Health and a Master of Arts in Sociology from West Virginia University. He brings over 30 years of experience. Funded initiatives included rural hospital stabilization, local public health department accreditation, addiction recovery, and healthcare workforce development. Career grant funding is over $11,500,000 from the Food and Drug Administration, Health Services Research Administration, the United States Department of Health & Human Services, the Robert Wood Johnson Foundation, and Georgia Department of Community Health .	Teaching Philosophy I would define my teaching philosophy as being in dedicated service to the next generation of public health professionals and leaders. As an educator I encourage my students to explore their knowledge of public health, search the foundations of their current understandings, and ultimately bring themselves to a heightened awareness of public health concepts. I endeavor to improve the quality of my courses by learning from suggestions and recommendations received from my students. I regularly make modifications in thecourses I teach.	Dr.PH - University of Kentucky MPH - The Ohio State University MA - West Virginia University BA - Wright State University	Research Interests Public Health System and Services Research Rural Healthcare & Delivery Systems Addiction Recovery Academic Public Health Health Law, Policy & Regulation	Center for Addiction Recovery, Center for Public Health Practice and Research
	chendricks@georgiasouthern.edu		Christopher Hendricks	Christopher	Hendricks	Professor of History	912-344-2725	Hawes 106B	Armstrong Campus	College of Arts & Humanities	Department of History	Christopher E. Hendricks has taught at the Armstrong Campus of Georgia Southern since 1993. He has worked extensively in archaeology, historic preservation, and museum interpretation with many organizations including the Colonial Williamsburg Foundation, Old Salem, Inc., and the Museum of Early Southern Decorative Arts. He is the author of numerous publications, including The Backcountry Towns of Colonial Virginia, Old Southern Cookery, and The Piedmont Towns of Colonial North Carolina. He received his Bachelor of Arts in History and English from Wake Forest University and his Master of Arts and Doctorate in History from the College of William and Mary in Virginia, where he specialized in early American history and material culture.	Teaching Philosophy I approach each of my classes with the basic idea that if you have high expectations, students will rise to meet them. I feel it is important in all of my classes, from freshmen surveys to graduate seminars, not only to present material to the students, but to also train them in skills that will serve them throughout the rest of their lives, i.e., to be able to research thoroughly, evaluate critically, and communicate effectively.	Ph.D. College of William and Mary in Virginia MA with Apprenticeship in Historical Archaeology, College of William and Mary in Virginia BA Wake Forest University	Research Interests Colonial and Early National America Religious History, the Moravian Church Culinary History, Southern Foodways Town Development
James Brawner on ORCiD	jbrawner@georgiasouthern.edu	https://orcid.org/0000-0002-4437-0762	James Brawner	James	Brawner	Professor of Mathematics and Associate Chair, Department of Mathematical Sciences	912-344-3186	University Hall 281A	Armstrong Campus	College of Science & Mathematics	Department of Mathematical Sciences	Jim Brawner is a professor of mathematics on the Armstrong campus of Georgia Southern University, where he has taught since 1997. His research interests include algebraic geometry, combinatorics, and voting theory. In 2001 he received the Carl B. Allendoerfer Award from the Mathematical Association of America for his article, "Dinner, Dancing, and Tennis, Anyone?" in Mathematics Magazine. Since 2005 he has been the organizer of a student/faculty problem solving group, the Eagle Problem Solvers, which has published over 100 solutions, and had over 300 additional solutions acknowledged in mathematical journals. In his spare time he enjoys knitting and running marathons.		Ph.D., University of North Carolina at Chapel Hill, 1992 B.A., Williams College, 1985	Research Interests Algebraic Geometry Combinatoric Apportionment and Voting Theory
	woreilly@georgiasouthern.edu		William O'Reilly	William	O'Reilly	Visiting Instructor of Mathematics	912-478-5390	Math/Physics 2042B	Statesboro Campus	College of Science & Mathematics	Department of Mathematical Sciences	Mr. O’Reilly is a visiting instructor of mathematics on the Statesboro campus . He joined the Georgia Southern University Mathematical Sciences department in 2024.		M.S., Georgia Southern University, 2024 B.S., Georgia Southern University, 2022	Research Interests Graph Theory, Chemical Graph Theory
	heisenreich@georgiasouthern.edu		Heidi Eisenreich	Heidi	Eisenreich	Associate Professor, Mathematics Education		Math/Physics 2310	Statesboro Campus	College of Science & Mathematics	Department of Mathematical Sciences	Dr. Heidi A. Eisenreich specializes in mathematics education for preservice K-8 teachers. Her teaching approach emphasizes collaborative learning, solving problems in multiple ways, and mathematical discourse to foster a deep conceptual understanding of mathematical concepts. Beyond the classroom, Dr. Eisenreich focuses on preparing preservice teachers for professional learning at conferences and supporting families through hands-on mathematics workshops. She holds leadership positions in the Georgia Association of Mathematics Teacher Educators and the Georgia Council of Teachers of Mathematics, demonstrating her commitment to mathematics teaching and learning.		Ph.D., Mathematics Education, University of Central Florida, 2016 M.A., Mathematics, Jacksonville University, 2016 M.Ed., Education, Cardinal Stritch University, 2006 B.S., Mathematics, Carroll University, 2001	Research Interests Deepening Content Knowledge Supporting Preservice Teachers to Present Supporting Parents’ Content Knowledge
	asills@georgiasouthern.edu		Andrew Sills	Andrew	Sills	Professor of Mathematics and Statistics	912-478-5424	Math/Physics 3305 and University Hall 272	Armstrong Campus, Statesboro Campus	College of Science & Mathematics	Department of Mathematical Sciences	Professor Sills joined the Georgia Southern faculty in 2007. His research interests include combinatorial number theory, especially integer partitions, and related topics including all areas of mathematics influenced by Srinivasa Ramanujan. He is the author of the book An Invitation to the Rogers–Ramanujan Identities published by CRC Press in 2017. More recently, he has expanded his research program to include mathematical statistics. He enjoys classroom teaching and individual mentorship of students in mathematics and statistics. Several of his student advisees have gone on to earn the Ph.D. degree.		Ph.D., University of Kentucky, 2002 M.A., Pennsylvania State University, 1994 B.A., Rutgers University, 1989	Research Interests Combinatorial Number Theory	Statistical Consulting Unit (SCU), Center for Discrete Mathematics and Computer Science (DIMACS)
Felix Hamza-Lup on Georgia Southern Scholars	fhamzalup@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/felix-g-hamza-lup-2	Felix Hamza-Lup	Felix	Hamza-Lup	Professor	912-344-2680	Science Center	Armstrong Campus	Allen E Paulson College of Engineering & Computing	Department of Computer Science	Dr. Hamza-Lup research centers on the intersection of Human-Computer Interaction and Artificial Intelligence, with a particular focus on advancing human cognition, haptic systems/robotics, augmented and mixed reality, and interactive 3D web-based simulation and training environments. In addition, he actively explores cutting-edge domains such as distributed ledger technology, ubiquitous computing, distributed sensor systems, and cryptography, applying these innovations to secure, decentralized systems. His ongoing projects include developing multi-modal training and simulation systems in critical areas like medical simulation. Felix is awardee of the Fulbright fellowship for outstanding research.	Teaching Philosophy Dr. Hamza-Lup is deeply committed to professional growth, engaging in numerous development events aimed at refining course design, content delivery, and cultivating dynamic, meaningful interactions between students and instructors. By embracing cutting-edge pedagogical strategies, he ensures knowledge transfer, fostering critical thinking, creativity, and collaboration. He adapts course content to the diverse needs of his students, creating an inclusive, stimulating learning environment. With a strong focus on integrating real-world applications into the curriculum, he empowers students to actively engage with the material, deepening their understanding and preparing them for real-life challenges.	Ph.D. Computer Science	Research Interests HumanComputer Interaction Artificial Intelligence Computer Security
Tuyin An on Georgia Southern Scholars	tan@georgiasouthern.edu	https://scholars.georgiasouthern.edu/admin/workspace/personal/overview/	Tuyin An	Tuyin	An	Associate Professor of Mathematics Education	912-478-5335	Math/Physics 2320	Statesboro Campus	College of Science & Mathematics	Department of Mathematical Sciences	Dr. Tuyin An has been a dedicated member of the Mathematical Sciences Department at Georgia Southern University since 2017. As a mathematics teacher educator, her research spans several critical areas, including reasoning and proof, geometry for teachers, technology in mathematics education, and teachers’ number sense. Dr. An is recognized as an MAA Project NExT Fellow and an AMTE STaR Fellow, reflecting her commitment to professional development and excellence in mathematics education. She also serves as a co-director of the Georgia Southern University Robert Noyce Teacher Scholarship Program, where she plays a pivotal role in shaping the next generation of STEM educators.		Ph.D., Purdue University - West Lafayette M.A., New York University	Research Interests Reasoning and Proof Geometry for Teachers Technology in Mathematics Education Teachers’ Number Sense
	jgoshorn@georgiasouthern.edu		John Goshorn	John	Goshorn	Associate Professor, Multimedia & Film Production	912-478-0534	Sanford 2007	Statesboro Campus	College of Arts & Humanities	Department of Communication Arts	John Goshorn is an Associate Professor of Multimedia and Film Production and coordinates the BS degree program in Multimedia and Film Production within the Department of Communication Arts. An alum of the University of Central Florida and James Madison University, he also teaches courses in the Interdisciplinary Minor in Film Studies.	Teaching Philosophy My teaching is primarily focused on the skills students need to think critically, think independently, and think creatively about the media arts. In so doing, my students are able to acquire essential tools to effectively participate in the cultural, intellectual, and economic discourse the media arts comprise, the inherent complexity of which lends itself well to such higher-level thinking, which is an asset to students of any academic discipline.	MFA in Film, University of Central Florida BS in Media Arts & Design, James Madison University Professional Acting Certificate in Meisner Technique, Truthful Acting Studios	Research Interests Scripted/Narrative Film & TV Production Screenwriting for Film & Television Directing and Performance for Screen
	Bfeltman@georgiasouthern.edu		Brian K. Feltman	Brian K.	Feltman	Professor of History	912-47'8-5835	IAB 3014	Statesboro Campus	College of Arts & Humanities	Department of History	Brian K. Feltman is professor of Modern European history. He has held research fellowships from the German Historical Institute and the German Academic Exchange (DAAD) and published articles on violence against prisoners of war, relationships between POWs and local women, German-Jewish war veterans, and the prosecution of Nazi war criminals. His first book, The Stigma of Surrender: German Prisoners, British Captors, and Manhood in the Great War and Beyond, received the Society for Military History's Coffman Prize for the best first-manuscript in the field of military history. His current project examines the visual and material culture of mourning in Germany from 1914-1933. In 2023 he was elected a Fellow of the Royal Historical Society.	Teaching Philosophy My teaching philosophy is centered on student/teacher interaction and sharing my enthusiasm for history in a way that encourages students to develop a better understanding of their place in the world. In the process, they improve the communication and critical thinking skills that will benefit them regardless of the career path they choose.	Ph.D. in History, The Ohio State University MA in History, Clemson University BA in Secondary Education, Clemson University	Research Interests Modern Germany War & Society Masculinity Visual & Material Culture National Socialism
Hani Samawi on Georgia Southern Scholars	hsamawi@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/hani-samawi-2	Hani Samawi	Hani	Samawi	Professor of Biostatistics and Interim Chair	912-478-1345	Hendricks Hall 1012	Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Biostatistics, Epidemiology & Environmental Health Sciences	Ph.D. in Biostatistics from the University of Iowa (USA) in 1994. Full Professor of Biostatistics at Yarmouk University until 2006. Currently, I am a tenured Full Professor in Biostatistics and Interim Chair, since July 1, 2019, in the Department of Biostatistics, Epidemiology, and Environmental Health Sciences, at Jiann-Ping Hsu College of Public Health at Georgia Southern University. I served as the Karl E. Peace Center for Biostatistics Director from August 2008 to June 2016. Associate Editor of Frontiers in Child Health and Human Development. A guest editor for a special issue of the Internal Journal of Environmental Research and Public Health. The issue focus is on innovative data and statistical applications in Public Health.	Teaching Philosophy As a Biostatistician, my teaching philosophy focuses on providing students with practical tools and fostering critical thinking for success in Public Health, Medicine, and Engineering. I emphasize hands-on learning and curiosity-driven exploration to enhance understanding. My open-door "coffee hours" create a welcoming environment for discussion, and I promote teamwork through real-world data projects that bridge theory and application. At Georgia Southern University, I have guided theses and dissertations, with many students presenting and publishing their research. I integrate technology using software like SAS, SPSS, and R, and have successfully taught online courses since 2012.	Ph.D., The University of Iowa, 1994. Major: Biostatistics/Epidemiology MS, The University of Iowa, 1991. Major: Applied Statistics MS, Yarmouk University/Jordan, 1986. Major: Statistics BS, Yarmouk University/Jordan, 1981. Major: Mathematics/Statistics	Research Interests Statistical Methods for Medical Diagnostics Resampling Methods, Bootstrap, Simulation, Monte Carlo Methods, Mcmc Methods Inference for Complete and Missing Data Analysis Meditation Analysis for Different Types of Modeling Ranked Set Sampling	Karl E. Peace Center for Biostatistics and Research
	cschachner@georgiasouthern.edu		Casey Schachner	Casey	Schachner	Associate Professor of Art	912-344-2556	Annex II Room 104	Armstrong Campus	College of Arts & Humanities	Betty Foy Sanders Department of Art	Casey Schachner is an Associate Professor of Art at the Betty Foy Sanders Department of Art at Georgia Southern University. Her research activity explores various traditional and contemporary sculptural mediums as well as temporary site-specific installations and permanent public artworks. Her work has been exhibited nationally and internationally and featured in numerous publications. Recent accomplishments include being selected as one of three recipients of the 2022-2023 Georgia Sea Grant for Artists, Writers, and Scholars program for her collaborative research with the Biology department in exploring the Intersection of art, science, and marine conservation using algal biomass waste.	Teaching Philosophy My teaching philosophy focuses on collaboration and inclusivity in the engaging environment of a fine arts studio. I encourage students to think critically in their creative endeavors and be curious with each new artistic medium and technique.	M.F.A., University of Montana, 2019 B.F.A., Baylor University, 2010	Research Interests Sculpture Public Art 3D Foundations Art + Science
Jody Langdon on Georgia Southern Scholars	jlangdon@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/jody-l-langdon-2	Jody Langdon	Jody	Langdon	Professor	912-478-5378	Hollis 1101B	Statesboro Campus	Waters College of Health Professions	Department of Health Sciences & Kinesiology	Dr. Jody Langdon is a Professor of Exercise Science and Coaching Education at Georgia Southern University. Reinforcing the teacher/scholar model, her research focuses on the provision of autonomy support in sport and academic settings. This work has resulted in her being awarded the Georgia Southern University SoTL Scholar Award along with the University System of Georgia Regent’s Award for the Scholarship of Teaching and Learning. She has also earned recognition as a Center for Self-Determination Theory International Scholar and as a National Association for Kinesiology in Higher Education Fellow.	Teaching Philosophy Meaningful learning happens in spaces where students are actively engaged, supported by mechanisms that allow for progress without penalty. Aligned with this idea, I teach students with active learning in mind, utilizing technology and high-impact practices where appropriate. Students are taught in an environment where it is ok to fail and try again, understanding the true process of learning.	Ph.D.	Research Interests Self-Determination Theory Coach Education Scholarship of Teaching and Learning
	jgibson@georgiasouthern.edu		Joshua D. Gibson	Joshua D.	Gibson	Assistant Professor	912-478-7826	2268 Biological Sciences	Statesboro Campus	College of Science & Mathematics	Department of Biology	My research is focused on understanding the genetic and evolutionary basis of phenotypic traits that vary between insects. I’m particularly interested in traits that contribute to speciation by acting as barriers to gene flow, either by stopping mating or reducing the fitness of hybrids. I’m also interested in the mechanisms and evolution of sociality in ants. My work integrates genetics, physiology, and behavior to understand how traits evolve and interact to produce the diversity of life we see today.	Teaching Philosophy My teaching philosophy centers on creating an inclusive and flexible learning environment that accommodates diverse learning styles and backgrounds, fostering a sense of belonging for every student. By combining adaptability with high academic expectations, I strive to challenge students while providing the support they need to achieve their fullest potential.	Ph.D., Arizona State University, 2013 MS, Arizona State University, 2011 BS, Loyola College in Maryland, 2003	Research Interests Speciation Genetics Evolution Sociality MitochondrialPhysiology	James H. Oliver Jr. Institute for Coastal Plain Science
Joanne Chopak-Foss on Georgia Southern Scholars	jchopak@georgiasouthern.edu	https://scholars.georgiasouthern.edu/admin/workspace/personal/overview/	Joanne Chopak-Foss	Joanne	Chopak-Foss	Professor	912-478-1530	1022 Hendricks Hall	Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Health Policy & Community Health	Dr. Chopak-Foss is an Professor and director of the MPH program in the Jiann-Ping Hsu College of Public Health at Georgia Southern University. Dr. Chopak-Foss received her Ph.D. and M.S. from Penn State University in Health Education and a B.S. degree in Physical Education from the University of Delaware. During her academic career, she has been a leader in curriculum development for both undergraduate and graduate education in public health and has developed over 10 different classes for the University.	Teaching Philosophy Throughout my tenure at the institution, my teaching philosophy has evolved into the belief that learning is a process and that students who are active learners will be more successful in individual classes and in their programs of study. I have worked diligently to create original authentic assignments that applied meaningful and relevant skills integral to public health practice. My passion for teaching is expressed in providing an inclusive environment in which the expectation is for ALL students to be successful and continually updating curriculum that contributes to the success of the student beyond the classroom. I have a simple philosophy that has guided my teaching for over 30 years	BSPE University of Delaware MS in Health Education Penn State University Ph.D. in Health Education Penn State University	Research Interests Maternal and Child Health Issues Improving Health Literacy Among Adolescents Improving Breastfeeding Duration and Exclusivity in Low-Income Women Antecedents for Adolescent Pregnancy and Early Pubertal Timing Sexual Health Curriculum Development for K-12	Center for Public Health Practice and Research
	hongjiewang@georgiasouthern.edu		Hongjie Wang Wang	Hongjie Wang	Wang	Associate Professor History	912-344-3130		Armstrong Campus	College of Arts & Humanities	Department of History	Ph.D. in History from Brown. Research interests include Chinese history, food culture, and US-China relations.	Teaching Philosophy Learning without Thinking is useless, and thinking without learning is dangerous	Ph.D. in History at Brown University	Research Interests Political History of Medieval China Food Culture
Atin Adhikari on Georgia Southern Scholars	aadhikari@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/atin-adhikari-2	Atin Adhikari	Atin	Adhikari	Professor of Environmental Health Sciences	912-478-2289	Hendricks Hall, Room 2025	Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Biostatistics, Epidemiology & Environmental Health Sciences	Dr. Adhikari's extensive research spans critical public health areas, such as environmental air quality, occupational health, and respiratory health. As a Principal Investigator, he has conducted laboratory and field studies on bioaerosol exposures and their impact on respiratory health among farm workers. His work also involves overseeing grants focused on immunomodulator bioaerosols, pesticide residues, and the effects of air pollutants on children's respiratory microbiome. Currently, he is spearheading projects aimed at improving indoor air quality and implementing sustainable methods to reduce pesticide exposures. Additionally, he has actively contributed to US DTRA projects related to inactivating hazardous microorganisms.	Teaching Philosophy I strongly support a curriculum that combines environmental health with basic sciences and emphasizes hands-on experiences. This approach will help students apply what they learn to real health problems. Instructors should clearly communicate the practical aspects of environmental health. An engaging, active learning environment is important for a successful graduate course on environmental health. At the undergraduate level, instructors should introduce students to various environmental and occupational health and safety problems. Teachers should be committed and able to effectively communicate the practical aspects of environmental health through a mix of lectures, discussions, and group activities in classes and online discussion forums.	BSc MSc Ph.D. in Science	Research Interests Environmental Health Air Quality Environmental Microbiology Biodefense	Core Public Health Laboratory
	jajones@georgiasouthern.edu		Jeffery Jones	Jeffery	Jones	Associate Professor	912-478-7422	2005 Hendricks Hall	Statesboro Campus	Jiann-Ping Hsu College of Public Health	Department of Health Policy & Community Health	Dr. Jeff Jones, MA, Ph.D., is an Associate Professor in the Department of Health Policy and Community Health at the Jiann-Ping Hsu College of Public Health, Georgia Southern University.	Teaching Philosophy Engaging students involves building on knowledge they have already mastered and expanding upon it.	Doctor of Philosophy (Ph.D.), University of Kentucky	Research Interests Health Informatics	Center for STEM Education (i2STEMed), Center for Public Health Practice and Research, Institute for Water and Health
	knti@georgiasouthern.edu		Kwaku Nti	Kwaku	Nti	Associate Professor	912-344-2701	108 B Hawes Hall	Armstrong Campus	College of Arts & Humanities	Department of History	Born and raised in Ghana, Kwaku Nti attended University of Ghana, Legon, University of Cape Coast, and University of Ghana, again, where he taught in the Department of History from 2000 to 2003. In 2003, Nti came to the United States. He graduated from Central Michigan, 2005, and Michigan State University, 2011, Nti has been teaching African and World History courses in Georgia Southern University since 2011. He is the author of Maritime Culture and Everyday Life in Nineteenth and Twentieth Century Coastal Ghana: A Social History of Cape Coast (Bloomington, IN: Indiana University Press, 2023).	Teaching Philosophy Always aiming at creating a learning community in every teaching encounter through systematic presentation of facts to enable students confidently do insightful interpretations.	Ph.D., Michigan State University M.A., Central Michigan University M. Phil., University of Ghana P.G.C.E., University of Cape Coast, Ghana B.A. (Hons.), University of Ghana	Research Interests African History African Diaspora History of Ghana Youth, Expectations, and Society in Africa Globalization in World History	Center for Africana Studies
	kharp@georgiasouthern.edu		Kimberly Harp	Kimberly	Harp	Administrative Assistant III	912-478-5195	Hollis 2123C and Ashmore Hall 138	Armstrong Campus, Statesboro Campus	Waters College of Health Professions	WCHP Office of the Dean	I am double eagle currently serving as the communication officer and marketing liaison for the Waters College of Health Professions.		B.S. Child and Family Development, 2007 Certificate in Public and Nonprofit Management, 2013 Master in Public Administration, 2014
Tricia Muldoon Brown on Georgia Southern Scholars	tmbrown@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/tricia-brown	Tricia Muldoon Brown	Tricia Muldoon	Brown	Department Chair and Professor	912-344-3244	University Hall 277	Armstrong Campus, Statesboro Campus	College of Science & Mathematics	Department of Mathematical Sciences	nonw		Ph.D., University of Kentucky, 2009 M.S., University of Kentucky, 2005 B.S., Marshall University, 2003	Research Interests Algebraic Combinatorics Recreational Mathematics
Alina Iacob on Google Scholar	aiacob@georgiasouthern.edu	https://scholar.google.com/citations?user=pf-wvHQAAAAJ&hl=en	Alina Iacob	Alina	Iacob	Professor of Mathematics	912-478-5839	Math/Physics 3323	Statesboro Campus	College of Science & Mathematics	Department of Mathematical Sciences	Alina joined the Department of Mathematical Sciences in 2007. Her research is in Homological Algebra, and applications to Commutative and Noncommutative Algebra, and to Model Category Theory. Her publications include one book, a book chapter, and 40 journal articles. She has advised six Master’s Theses at Georgia Southern so far.		Ph.D., University of Kentucky 2005	Research Interests Homological Algebra Commutative Algebra
Kerry Dunn on Georgia Southern Scholars	KDUNN@GEORGIASOUTHERN.EDU	https://scholars.georgiasouthern.edu/en/persons/kerry-dunn	Kerry Dunn	Kerry	Dunn	Senior Lecturer/Clinical Coordinator	912-344-3352	Ashmore Hall 146	Armstrong Campus	Waters College of Health Professions	Department of Clinical Sciences	Kerry Dunn is the Clinical Coordinator and Senior Lecturer for the Radiography Program at Georgia Southern University in Savannah, Georgia. She teaches didactic, laboratory, and clinical courses within the Radiologic Sciences Degree Program and Radiography Concentration.	Teaching Philosophy My teaching philosophy focuses on clinical leadership and mentoring in medical imaging and radiography in order to provide high-quality medical imaging and patient care.	Ed.D., Georgia State University, 2022 M.Ed., The University of Georgia, 2011 B.S.Ed., The University of Georgia, 2004 A.M.Sc., Emory University, 2006	Research Interests Clinical Leadership Mentoring Medical Imaging Clinical Supervision
	ekartchner@georgiasouthern.edu		Eric Kartchner	Eric	Kartchner	Associate Professor	912-478-5303	IAB 2053	Statesboro Campus	College of Arts & Humanities	Department of World Languages & Cultures	Eric Kartchner is an associate professor of Spanish. For his bachelor’s, he studied French, Spanish, and Philosophy; his master’s studies were in Hispanic literature and Romance linguistics; and his doctoral studies focused on early modern Hispanic literature, with minors in Hispanic linguistics and comparative literature. He enjoys teaching a wide variety of courses in language, literature, and linguistics. His research ranges from the Spanish Baroque to the Latin American Boom to best practices in language pedagogy.	Teaching Philosophy Demonstrate, practice, perform, review, repeat.	Ph.D. Indiana University, Bloomington MA University of Nevada, Reno BA Weber State University	Research Interests Hispanic Literature Hispanic Culture Hispanic Linguistics Spanish Language Foreign Language Pedagogy
	abelzer@georgiasouthern.edu		Allison Scardino Belzer	Allison Scardino	Belzer	Professor of History and Honors Fellow	912-344-3120	Hawes 103B	Armstrong Campus	College of Arts & Humanities	Department of History	Dr. Allison Scardino Belzer, Professor of History at Georgia Southern University, specializes in modern European history, focusing on women’s experiences in Italy and Britain. Her research explores gender, war, and social activism in 19th-20th century Europe. Her book, “Women and the Great War: Femininity under Fire in Italy,” was published in 2010. She regularly contributes to edited volumes and journals and has authored texts for classroom use. A dedicated educator with multiple teaching awards, she’s passionate about undergraduate research and using innovative methods. Her current research examines Jewish women artists in post-Risorgimento Italy and the Ashurst family’s activism in the Victorian era.	Teaching Philosophy I foster student engagement and critical thinking using innovative methods and rigorous coursework, emphasizing primary source analysis. I employ diverse pedagogical approaches, including Reacting to the Past role-playing, to deepen understanding and develop essential skills. My courses balance content with skill development, emphasizing writing, discussion, and collaborative learning. I bring my scholarship into the classroom, modeling historical research methods and involving students in archival work. My goal is to cultivate empathy, critical analysis, and a passion for lifelong learning. I have authored OER projects and published texts for classroom use with Oxford and Pearson.	Emory University, Ph.D. (2002), M.A. (1999) Vassar College, A.B. (1993)	Research Interests Modern Britain & Modern Italy Family Identity & Women's History Cultural History of the Two World Wars
	bsammons@georgiasouthern.edu		Elizabeth Sammons	Elizabeth	Sammons	Administrative Specialist	912-478-1859	Hollis 2124-Statesboro Campus and Ashmore 138-Armstrong Campus	Armstrong Campus, Statesboro Campus	Waters College of Health Professions	WCHP Office of the Dean	20 years of service to Georgia Southern University. Currently the budget manager for the Waters College of Health Professions as well as a Notary Public
Will Lynch on Google Scholar	wlynch@georgiasouthern.edu	https://scholar.google.com/citations?user=G4aIDPEAAAAJ	Will Lynch	Will	Lynch	Professor of Chemistry; Chair, Department of Biochemistry, Chemistry and Physics	912-344-3144	Nursing Chemistry Building, 2003B, Math / Physics Building, 2005, Science Center 2603	Armstrong Campus, Statesboro Campus	College of Science & Mathematics	Department of Biochemistry Chemistry & Physics	Dr. Lynch received his B.A. degree from Kalamazoo College in 1986. He did research with Dr. Thomas Smith studying quadruple bonded molybdenum complexes. His Ph.D. was awarded in 1991 under the direction of Dr. Richard Lintvedt at Wayne State University studying oxygen atom transfer reactions in osmium complexes. Dr. Lynch completed a postdoc at the University of Georgia with Dr. Donald Kurtz on the activation of molecular oxygen using copper complexes. Dr. Lynch joined Armstrong State College in 1993, now Georgia Southern University. Dr. Lynch’s research interests include the use of metal complexes for catalysis and modeling biological systems, coordination chemistry, coordination polymers and halogen bonding interactions.		Ph.D., Wayne State University, 1991 B.A., Kalamazoo College, 1986	Research Interests Materials Science Xray Crystallography Bioinorganic Modeling Coordination Chemistry & Catalysis	COSM Core Research Lab, Center for Advanced Materials Science
	agarrity@georgiasouthern.edu		April Garrity	April	Garrity	Professor	912-344-2864	Armstrong Center 254	Armstrong Campus	Waters College of Health Professions	Department of Clinical Sciences	April Garrity, Ph.D., CCC-SLP is professor of communication sciences and disorders at Georgia Southern University’s Armstrong Campus in Savannah. She teaches courses in neurogenic communication disorders, dysphagia, and research methodology. Her interests include life participation and quality of life among individuals with neurogenic communication disorders, and the scholarship of teaching and learning, specifically service-learning and trauma-informed educational practices. April maintains an active clinical practice and she is also a trained yoga and meditation instructor.	Teaching Philosophy My teaching philosophy is grounded in the development and implementation of engaging, meaningful experiential learning activities for students. I frequently utilize elements of the flipped classroom model so that my students and I can work together in class on activities such as clinical cases, role playing scenarios, and other problem-based and group learning exercises. I also incorporate service-learning and trauma-sensitive teaching and learning strategies to support habits of mind that promote students' resilience and growth mindset.	Ph.D. CCC-SLP	Research Interests Scholarship of Teaching and Learning	National Youth Advocacy and Resilience Research Center
	samanthamcdaniel@georgiasouthern.edu		Samantha McDaniel	Samantha	McDaniel	Assistant Professor, Graduate Program Director	912-344-2786	Armstrong Center, Room 248	Armstrong Campus	Waters College of Health Professions	Department of Clinical Sciences	Samantha L. McDaniel is an educator, clinician, and researcher in the field of speech-language pathology. She has 20 years of clinical experience with patients ranging from neonates to centenarians and has a passion for clinical work, supervision, and research in acquired neurogenic communication disorders. Dr. McDaniel teaches both undergraduate and graduate courses within the Communication Sciences and Disorders program.	Teaching Philosophy My teaching philosophy emphasizes real-world application, interaction, and student-centered learning in speech-language pathology. I believe that students construct knowledge through experience and collaboration, fostering meaningful dialogue and continuous learning. I incorporate experiential learning, problem-based learning (PBL), and guest speakers to enhance critical thinking and practical skills. Additionally, I promote a growth mindset, encouraging students to embrace challenges and view mistakes as opportunities for development.	Ph.D. CCC-SLP	Research Interests Adult Acquired Neurogenic Communication Disorders Cognitive-Communication Cognitive Screening Geriatrics Interdisciplinary Collaboration	Rite Care Center for Communications Disorders
	hrosko@georgiasouthern.edu		Helen Rosko	Helen	Rosko	Assistant Professor of Geography	912-478-8040	Herty, 1113	Statesboro Campus	College of Science & Mathematics	School of Earth Environment & Sustainability	Dr. Rosko is a human-environment geographer whose research program is situated at the intersection of international and domestic development processes, climate change adaptation, and livelihoods (rural). Working with vulnerable populations in the Global South (sub-Saharan Africa) and the United States (the Southeast and Central Appalachia), Dr. Rosko employs a critical lens to understand how wider development processes are conceived, implemented, and intersect the everyday lives of individuals and communities. Her driving research goal is to better understand the individual, community, and institutional contexts of vulnerability, resilience, and adaptation to explore practical pathways for more sustainable and just futures.	Teaching Philosophy Dr. Rosko teaches human geography courses and especially those related to human-environment geographies. Her pedagogical motivation is to disrupt student knowledges, encouraging students to question what they know about various socio-environmental processes in the world (ontology) and how they know about them (epistemology). She welcomes all students, regardless of background, identity, or experience to her courses.	Ph.D., Clark University M.S., University of Tennessee-Knoxville B.A., College of Charleston	Research Interests Human-Environment Geography Development Livelihoods Social Dimensions of Climate Change	Socially Engaged Environment & Development Lab (SEED), James H. Oliver Jr. Institute for Coastal Plain Science, Institute for Vibrant and Engaged Communities
José Jiménez on Georgia Southern Scholars	jjimenez@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/jos%C3%A9-a-jim%C3%A9nez-2	José A. Jiménez	José A.	Jiménez	Assistant Professor	912-478-4051	Nursing/Chemistry Building, Room 3216A	Statesboro Campus	College of Science & Mathematics	Department of Biochemistry Chemistry & Physics	José A. Jiménez earned a Ph.D. in Applied Chemistry in 2009 at the University of Puerto Rico at Mayagüez, focusing on optical properties of doped glasses. Following a post-doctoral stint at New College of Florida, in 2011 he joined the Department of Chemistry at University of North Florida. In June 2015, he joined BASF Corporation (Union, NJ) as materials scientist to develop glasses for solar cells and inorganic coatings for Li-ion batteries. In August 2019 he joined Augusta University and in 2021 received the Visiting Faculty Award at SRNL to study nuclear waste glass simulants. He is currently at Georgia Southern University and also serves as Editorial Board Member for the journals Scientific Reports and Applied Sciences.	Teaching Philosophy I believe teaching science involves communicating information in a clear and straightforward way without sacrificing or compromising reality and accuracy. It also seeks to develop skills in students with the objective of preparing them to become competent and responsible professionals/scientists. I consider critical thinking and a student-centered classroom to be key in the teaching-learning process. It is central to help the students in connecting new knowledge with existing one and integrate it into the cognitive structure to apply it. I believe promoting an environment of respect, trust, and responsibility in the classroom is essential for academic success.	Ph.D., University of Puerto Rico at Mayaguez, 2009	Research Interests Materials Chemistry and Physics Glasses and Thin Films Optical Materials Nanomaterials Luminescence	Center for Advanced Materials Science
Jacque L. Kelly on Georgia Southern Scholars	jkelly@georgiasouthern.edu	https://scholars.georgiasouthern.edu/en/persons/jacque-l-kelly-2	Jacque L. Kelly	Jacque L.	Kelly	Professor of Geology	912-478-8677	Herty 0105	Statesboro Campus	College of Science & Mathematics	School of Earth Environment & Sustainability	Jacque L. Kelly is a Professor of Geology in the School of Earth, Environment and Sustainability. She teaches a variety of undergraduate and graduate courses for the Geosciences Program, where she strives to make complex topics engaging for students of all backgrounds. Her research focuses on using geochemical and geophysical tools to explore a variety of coastal processes. She is passionate about fostering student curiosity and hands-on learning in the classroom and in the field.	Teaching Philosophy My teaching philosophy focuses on fostering active engagement and critical thinking. I incorporate diverse teaching methods, including traditional lectures, flipped classrooms, case studies, and student response systems to accommodate different learning styles. By creating interactive learning environments, I encourage students to take ownership of their education, apply concepts to real-world problems, and develop lifelong skills for inquiry and collaboration.	Ph.D. University of Hawai‘i at Mānoa, 2012 M.S. University of Wisconsin at Madison, 2006 B.S. Northland College, 2004	Research Interests Groundwater Geochemistry Coastal Hydrology Electrical Resistivity Tomography Stable Isotope Geochemistry Radioactive Isotope Geochemistry	James H. Oliver Jr. Institute for Coastal Plain Science
	smccarroll@georgiasouthern.edu		Sarah McCarroll	Sarah	McCarroll	Professor of Theatre	912-478-5615	Sanford Hall 3015	Statesboro Campus	College of Arts & Humanities	Department of Communication Arts	Dr. Sarah McCarroll is a creative scholar whose work centers on the intersection of actors’ bodies onstage and historical costume. She focuses on the theatre and drama of late-nineteenth-century England and Ireland and can often be found showing people pictures of her favorite stage costume – Ellen Terry’s 1888 Lady Macbeth gown, which is embroidered with beetle wings. Dr. McCarroll teaches courses in Script Analysis, Theatre History, Irish Theatre and Costume Design, and is the resident costume designer for the Theatre program. She spends her summers as the Costume Shop Manager and Wardrobe Supervisor for the Tony-Award-winning Utah Shakespeare Festival.	Teaching Philosophy I think a lot about bodies, and to me the body is always the complete person – physical, intellectual, spiritual, and emotional in one place. Bodies are the essential tool of my creative scholarship and are central to my publications. They are ever-present in the students who share classroom space with me and with whom I work on productions. In all of my teaching, whether it’s in a classroom setting, or the lab environment of the costume shop, I hope to metaphorically bring bodies into the space: to support students as they build the skills and confidence to make their own ideas an integral part of the production process, and to provide every student with exemplars who they can recognize in the authors and theatrical practitioners we study.	Ph.D, Indiana University, 2011 MFA, University of Alabama, 2004 B.A., University of Missouri, 1997 A.F.A, Young Harris College, 1995	Research Interests Historical Body Historical Costume Nineteenth Century British Theatre Irish Drama English Renaissance Theatre	Center for Irish Research & Teaching
	skersey@georgiasouthern.edu		Scott Kersey	Scott	Kersey	Professor of Mathematics	912-478-1963

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