2017-2018 Research-Based Teaching Series Call for Proposals

UNG faculty and teaching staff are invited to submit a proposal to conduct a teaching workshop as part as the 2017-2018 RBTS. Workshops must feature activities and approaches founded in research on teaching and learning.

Co-sponsored by the Department of English and the Center for Teaching, Learning, and Leadership (CTLL), Research-Based Teaching Series (RBTS) seeks to support the work of faculty from all disciplines, colleges, and campuses by offering faculty presentations and workshops on best practices in teaching and learning. These workshops not only provide information and resources for faculty seeking to enhance their own pedagogical practices, but also give faculty an opportunity to present their work to peers.

As a partnering institution for the Association of American Colleges & Universities’ (AAC&U) Liberal Education and America’s Promise (LEAP), we encourage submissions that support the principles of this initiative. These include, but are not limited to, the following:

Please use the link below to submit your proposal. Your proposal should include the following information:

  • Name, contact information, primary campus, and A/V requirements
  • Title, 300-word abstract, list of 3-5 sources in the citation style of your choice
  • Date(s) available (from the list below). You can choose more than one.
  • Wednesday, October 25, 2017, 12-1pm
  • Wednesday, January 17, 2018, 12-1pm
  • Wednesday, February 21, 2018, 12-1pm

Applicants can submit their proposal here.

Submission deadline is August 1, 2017 at 5 p.m. Applicants will be notified of the committee’s decision by August 21, 2017.

For questions, please email Diana Edelman at diana.edelman@ung.edu.

Research-Based Teaching Series 2016-2017

The Research-Based Teaching Series (RBTS) had its final workshop for the 2016-2017 academic year. Co-sponsored by the Department of English and the Center for Teaching, Learning, and Leadership (CTLL), RBTS seeks to support the work of faculty from all disciplines, colleges, and campuses by offering faculty presentations and workshops on best practices in teaching and learning. These workshops not only provide information and resources for faculty seeking to enhance their own pedagogical practices, but also give faculty an opportunity to present their work to peers.

Because the University of North Georgia (UNG) is a partnering institution for the Association of American Colleges & Universities’ (AAC&U) Liberal Education and America’s Promise (LEAP), we encouraged submissions that support the principles of this initiative. These included, but were not limited to, the following:

The 2016-2017 RBTS programming included five workshops offered to all campuses.

The 2017-2018 Call for Proposals is now available. Applicants can submit their proposal here.

Past RBTS Events 2016-2017:

September 7, 2016 – Literature is an Ally:  Reading War in the Classroom and Community

Kristin Kelly, Associate Professor of English, discussed “Talking Service,” a national reading and discussion program for servicemen and servicewomen coming back to civilian life from the war zone.

October 5, 2016 – Statistics: It’s Not Just for STEM Anymore! Conduct Research in ANY Discipline Using Statistical Analysis

Gina Reed, Professor of Math, led this workshop designed to support the research of all faculty and provided important methods and tools for conducting quantitative research in the classroom. This research can, potentially, develop into publishable scholarship in the areas of teaching and learning.

January 18, 2017 – Everyone Can Teach Writing: Three Constructs to Engage Students in Deep Learning

Jim Shimkus, Assistant Professor of English and Director of Faculty Fellows, and Anita Turlington, Associate Professor of English, explained the relevance of the three constructs (and associated practices/activities) that engage students in learning beyond a simple quantity of writing (i.e. number of pages written) as high-impact teaching practices that help to enhance student learning and development. Their presentation used results from a recent research project, “The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-institutional Study” which identified the three constructs as Interactive Writing Processes, Meaning-Making Writing Tasks, and Clear Writing Expectations. These practices are helpful not only for those college teachers who are focused on teaching writing, but teachers in any discipline who are interested in strategies to enhance student learning.

Molly Daniel, Assistant Professor of Rhetoric and Composition, presenting at the Effectively Responding to Student Writing workshop.

February 1, 2017 – Effectively Responding to Student Writing

Matthew Boedy and Molly Daniel, Assistant Professors of English, shared principles for giving effective feedback. These principles are grounded in composition theory but also includes particular strategies, practices, and “marks” by instructors. Many in the English Department teach First Year Composition on a regular basis, but faculty in other departments also teach writing-intensive courses. Much research in composition theory has been devoted to developing best practices for giving feedback to students in these types of courses.

March 27, 2017 – Is Blended Learning a Viable Option?

Jennifer Schneider, Assistant Professor of Accounting, addressed how to use an interactive approach to reach students. Educators and students are interested in positive learning experiences. Making the change to a blended learning structure might achieve the goal for both groups. “Flipping the Classroom” is a blended learning method that is being used to disrupt the passive learning pedagogy.

GALILEO database: Artstor

This article is the third part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016. Please note: login required for off-campus access to some links

Pictorial Quilt; Harriet Powers (1837-1910); United States; 1895-98; Textiles: Cotton plain weave, pieced, appliqued, embroidered, and quilted; 175 x 266.7 cm (68 7/8 x 105 in.

Pictorial Quilt; Harriet Powers (1837-1910); United States; 1895-98; Textiles: Cotton plain weave, pieced, appliqued, embroidered, and quilted; 175 x 266.7 cm (68 7/8 x 105 in.)  This image was provided by Museum of Fine Arts, Boston. All rights reserved. (see footnote)

“One picture is worth ten thousand words.

~ Chinese proverb

Images are powerful communication tools and the UNG Libraries subscribe to a fabulous collection, Artstor Digital Library. Artstor Digital Library shares almost 2 million images in the arts, architecture, humanities, and sciences from museums, photo archives, photographers, scholars, and artists for teaching and educational use.  Any UNG student, faculty, or staff member can immediately start searching and using images through the Libraries’ link to Artstor on campus. You can also opt to create an account to save and organize images into collections and write personal annotations. Faculty and staff may also request “instructor privileges” that allow additional folder rights and the ability to upload your personal images (Login, click My Profile, then click Instructor Privileges tab). The tools within Artstor allow you to easily export images directly into PowerPoint or use their offline presentation tool (OIV) to zoom in to see minute details of a work for presentations.


Apples; Thomas Worthington Whittredge (1820-1910); United States; 1867; Oil on canvas; 38.73 x 30.8 cm (15 1/4 x 12 1/8 in.) This image was provided by Museum of Fine Arts, Boston. All rights reserved. (see footnote).

Looking for ideas on how to integrate images in your teaching? This collection is more than “fine art” to be used to teach Art History. Check out Artstor’s case studies and curriculum guides! You can find them at the Teaching Resources link under the Browse section in the Digital Library homepage. (If you’re visiting Artstor on your phone or tablet, you’ll find the case studies under Global Folders.) Artstor’s curriculum guides are broken down into topics or themes, each composed of approximately ten images that illustrate or support the subject. Artstor’s case studies describe the innovative ways subscribers in a variety of disciplines are using the Artstor Digital Library in their teaching, research, and scholarship.

Looking for images for your own publications? Select images in Artstor are part of the Images for Academic Publishing (IAP) program. Initiated by The Metropolitan Museum of Art in 2007 to help address the challenges of scholarly publishing in the digital age by providing free images for academic publications through an automated Web-based service, the Images for Academic Publishing (IAP) program makes available publication-quality images for use in scholarly publications free of charge. All IAP contributors are Artstor image contributors and you can use Artstor to search for IAP eligible images.

  1. Login to Artstor with your username and password
  2. Use the Keyword Search and add IAP to your search criteria.
  3. Click (the IAP icon) to download a high resolution file for publication. A new window will open explaining the process. If you are eligible for the program, click Proceed. In the next window, click Download.
  4. In the next window, review the IAP Terms and Conditions of Use. You may also print this window for reference with the print link at the end of the document. Check the box indicating that you have read and accept these terms before clicking Continue.
  5. Provide the information requested in the space provided. Click Download.
  6. Two windows will open. One warns this download will take some time. The other shows your computer’s directory, where you can choose a place to save this file and continue to download as usual.
CreatorMade by, Ma Yuan, Chinese, active ca. 1190-1225 Culture China Title Scholar Viewing a Waterfall; Guanpu tu Period Southern Song dynasty (1127-1279) Date late 12th-early 13th century Material Album leaf; ink and color on silk Measurements 9 7/8 x 10 1/4 in. (25.1 x 26 cm)

Scholar Viewing a Waterfall; Guanpu tu; Southern Song dynasty (1127-1279); late 12th-early 13th century; Album leaf; ink and color on silk This image was provided by The Metropolitan Museum of Art. All rights reserved. (see footnote)


Want to learn more about Artstor? Artstor offers a webinar series that cover both the general usage and Artstor tools as well as subject specific sessions such as “More than Just Art: Image of Psychology” and “The Do’s and Don’ts of Image Copyright and Image Use”. Also, their support center has a wealth of learning aids in a variety of formats for just in time learning.



*All images provided are available for uses permitted under the ARTstor Terms and Conditions of Use, such as teaching and study, as well as for scholarly publications, through the Images for Academic Publishing (IAP) initiative. Please review the IAP Terms and Conditions of Use.

GALILEO Database: ProQuest Historical Newspapers: The New York Times™

This article is the second part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016. Please note: login required for off-campus access to some links.

CTLL Blog - Hist NYT - Image

The ProQuest Historical Newspapers: The New York Times™ database offers researchers full coverage of the New York Times from 1851 to the recent past*. This invaluable resource provides a record of over 160 years of significant historical events. It also gives students and researchers a glimpse into changing social perspectives and values over the decades.

Teaching with this Database

The ProQuest Historical Newspapers: The New York Times™(listed in GALILEO as: Historical New York Times (via ProQuest)) database is a fantastic resource for primary sources in history. In addition to articles by staff writers, this database includes documents like satirical cartoons, letters to the editor, classifieds, and advertisements. History classes could read feature articles about significant historical events, then look at related cartoons, editorials, and letters to the editor to examine the social response to the historical event.

Sociology classes might use ProQuest Historical Newspapers: The New York Times™ to compare current and historical attitudes toward groups of people. For example, this 1904 classified ad page features job applicants openly discussing their own religion, ethnicity, physical appearance, and disabilities. This could spark a class discussion about whether these attributes are a factor in modern-day employment.

Political science classes might use this database to examine the evolution of current hot-button political topics. The immigration debate didn’t originate with the 2016 Presidential election, after all! Students can search for “immigration” or “immigrant” within an assigned decade, then compare and contrast the issues discussed in historical articles versus current articles.

In the field of journalism and media studies, students might analyze how newspaper layouts have changed over the course of time. The “Browse this issue” feature shows an entire original page at a glance, including advertisements and images, and allows navigation to other pages within the issue. This retains all the original context and allows users to experience the newspaper much as the original reader would have.

Searching and Navigating

Like many databases, ProQuest Historical Newspapers: The New York Times™ can search through articles’ full text by keyword and narrow by publication date. Search refinements allow users to search for terms specifically within articles’ title, author, dateline, section, and more. Users can also search for a term anywhere outside of the article full text, which is helpful for common terms that appear frequently in irrelevant articles.

proquestsearchProQuest Historical Newspapers: The New York Times™ can also search according to document type. Since this database offers full coverage, search results cover far more than just feature stories. Users can search for specific item types like advertisements, birth notices, classified ads, real estate transactions, obituaries, fire losses, soldier lists, and many more.

Some item types, including advertisements and comics, lack descriptive labels that would allow users to search for specific topics. Instead of keywords, you can select “advertisement” as the document type, select a date range of interest, and leave the keyword search box empty. This will bring back all advertisements from the specified date range.

Users can browse entire issues and experience them in their original layout. If you’re already reading an item in this database, click “Browse this issue” at the top or at the right of your page. If you’re starting from the Advanced Search page, click “Publications” and navigate to your desired issue based on its publication date.

For more tips on searching within this database, see this guide from ProQuest.

Expanding Beyond ProQuest Historical Newspapers: The New York Times™

Many more newspapers, both current and historical, are available through the UNG Libraries. Explore more current and historical newspapers through GALILEO, including the current New York Times.


*Coverage ends three years prior to the current year. Right now, coverage ends on December 31, 2012. Coverage of 2013 will become available in 2016.

GALILEO Database: History Reference Center

This article is the first part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016.

A comprehensive and multi-faceted history database, History Reference Center® is an essential student resource for historical research with full-text journals, reference tools, and primary resources, all in one search.

History Reference Center® offers the full text of more than 2000 reference books, encyclopedias and non-fiction books from leading history publishers, and includes full text for articles from more than 150 leading history journals and periodicals combined with thousands of primary research documents.

Excellent as a “first stop” research tool for most topics in history, History Reference Center® results display basic overview sources alongside the texts of research documents.  The Browse by Topic feature lets students browse, refine and explore selected topics in either U.S. History or World History.  For many topics, the database includes related videos and images: over 80 hours of historical videos and 40,000 historical maps and images.

CivilrightsUsing History Reference Center® in the Classroom

Like other EBSCO databases, History Reference Center® offers all the basic features of an EBSCO resource including emailing, printing, citing, or saving, but there are still other features which help students explore and use content.

For instance, students may create a personal My EBSCOhost account which allows them to create customized folders to which they may permanently save their search results. EBSCO’s folder feature allows students to collect results from different searches, store them in the session folder, and manage the folder contents — printing, emailing, or saving them.  Folders created in one EBSCO database are visible in all EBSCO databases and remain accessible to the user indefinitely.

Additionally, the “shared folder” feature in the History Reference Center® database allows students and instructors to create and share their custom folders with others.  Shared folders make it is easy for students to share materials within the database for classroom projects and support the collaborative process as students work together in groups to search, review and save journal articles, reference materials and primary resources.  For more about using folders for any of the EBSCO databases, select the Help link at the top of the page of the database and Yaltasearch for “folders”.

As it has for many of its databases, EBSCO has created and offers to users a student “Scavenger Hunt” activity for the History Reference Center®.  By using the “Scavenger Hunt” for History Reference Center®  instructors help their students become familiar with the topics and content covered in the database, explore database features and create effective search strategies.

Creating Search Alerts

Instructors can keep the most up-to-date materials and resources for their classes handy by setting up an EBSCO search alert in the History Reference Center® database.  Search alerts locate relevant materials based on a prescribed topic without having to craft the search string over and over again. Once instructors set up a search alert, they will receive automatic notification by email whenever new search results become available. Instructors can also retrieve those alerts and search immediately, instead of waiting for the alert to run.   In the same way search alerts work, journal alerts can be set up to provide automatic email notifications whenever a new issue of a particular journal becomes available in the EBSCO database.  For more information about setting up journal or search alerts for any of the EBSCO databases, select the Help link at the top of the page of the database and search for “search alerts”.

For more information about History Reference Center® or any of the EBSCO databases in UNG Libraries’ collection, please call us at Gainesville, x3915, Dahlonega, x1889, Oconee, x6238, or Cumming x3840, or email UNG Libraries at askus@ung.edu. Students — and faculty — may also find the “Ask a Librarian” chat window on the UNG Libraries home page a useful tool for assistance finding resources and working through searches.

Faculty + Librarians: Collaborating for Student Learning

Similar to writing a research paper, conducting research is a cyclical process.  Many times, however, the research process consists of myriad baby steps with stops and starts that may or may not feel like progress. Thankfully, a variety of people are more than willing to assist the student along the research path. These partners in research–faculty, librarians, writing tutors–provide instructional assistance to the student at key moments in the research process. Deliberate and purposeful collaboration between these various people may help the student with both their research goals and the development of their information literacy skills.

At the most basic level, faculty members and librarians share the same goals and values of encouraging students to discover and evaluate information and create new knowledge during the process. Both parties have an opportunity and desire to teach information literacy skills because it benefits the students. With these shared goals, it makes sense for faculty and librarians to spend more time intentionally collaborating on approaches and strategies to information literacy instruction. A wonderful literature review by Mounce (2010) offers an array of methods and examples.

Collaboration between faculty and librarian already occurs during almost every planned library instruction session at UNG. Typically, a faculty member schedules a session with a librarian, discusses the basics of the assignment and any expectations, and then the librarian stops by during one class session and teaches the students. The students’ exposure to this information is vital to their research process and gives them an opportunity to contemplate and develop some of their information literacy skills. Many times the librarian ends the session by encouraging the students to set up a research consultation for additional assistance. After the session, the librarian waits for the student to contact them, and the faculty member simply hopes they reach out to the librarian, which creates a gap between library instruction and research assistance.

A more collaborative approach for faculty and librarian to address this gap is to offer additional in-class guided research sessions that purposefully bring the librarian back into the students’ research process. This additional contact would eliminate the gap or lack of research assistance that may occur between the face-to-face library instruction session and the submission of the final paper. For example, in two courses, English 1101 and 1102, I partnered with the professor to arrange an initial library instruction session covering the broader information literacy concepts,returning for a second, and possibly third, session to hold in-class guided research sessions. The guided research sessions allowed me to talk individually or with groups about specific topics, keywords, search issues, and more but also ensured that the students continued to talk about their research process before submitting their paper.

Since these collaborations take a great deal of time and effort to plan, faculty should reach out to librarians early in the process so that everyone can discuss expectations and options. Early and frequent communication is key.   Ideally, communication should start at the beginning of the semester so that faculty and librarian may discuss the assignment, expected student outcomes or goals, length of instruction sessions, expectations for all session content, as well as the amount of time either party can realistically devote to the process. Continued communication throughout the process not only supports the collaboration but allows both faculty and librarian to remain aware of student progress and struggles.

Second, trust and rapport are extremely important, but they also represent the most difficult conditions to establish since they take time. Many collaborative experiences develop over a number of years, and these relationships can be difficult to sustain given workloads and schedules. Working with faculty repeatedly, nevertheless, helps build rapport and a certain level of trust. With trust comes the ability to discuss the course assignment and content in greater depth, as well as the expectations of the students.

Even with a greater level of trust and communication, it is still important to recognize the natural boundaries, or defined roles, between faculty and librarian. In this particular model, librarians are not embedding themselves permanently in the course, either physically or online. Also, faculty are the content experts and have a broader view of their students’ strengths and weaknesses in relation to the content and will be the ones grading the student work. Librarians are the information literacy skill experts and can help students’ develop and put into practice their developing information literacy skills. I find it extremely important to remind myself and the students of these roles.

Wonderful opportunities exist for faculty and librarians to collaborate and enrich the academic and research experiences of our students. With good communication and extra planning, faculty and librarians can create a richer experience for students that will help them develop the information literacy skills necessary for success in today’s information environment.


Framework for Information Literacy for Higher Education | Association of College & Research Libraries (ACRL). (n.d.). Retrieved March 3, 2015, from http://www.ala.org/acrl/standards/ilframework

Mounce, M. (2010). Working Together: Academic Librarians and Faculty Collaborating to Improve Students’ Information Literacy Skills: A Literature Review 2000-2009. Reference Librarian, 51(4), 300–320. doi:10.1080/02763877.2010.501420

Science and Soul

by: Dr. Laura Ng and Dr. Jim Konzelman

If most people were to create a continuum of subjects within a university, the STEM fields and the Humanities fields would probably be on opposite ends of the spectrum. STEM, with its focus on controlled experimentation seems far from humanist disciplines concerned with the abstract human condition. However, the disparity between these two vibrant areas of study is not the steep divide most imagine. To conceptualize these fields as mutually exclusive overlooks the rich exploration that occurs when these areas are studied together. Using speculative literature as the common ground for illustrating the connection between literature and science makes for a more scientifically and ethically aware citizen. Within fiction students of all fields can begin to explore the ethics of science and the relationship between science and humanity.

Focusing on speculative fiction as a way of exploring science is an idea that many professionals see as a natural match. D. Smith, a social science teacher, penned an article, “Bringing Fantasy and Science Fiction into the Classroom,” offering a personal account of how Young Adult Science Fiction led him to reading outside of the classroom (2014). Dr. Aquiles Negrete, of the University of Bath studies fiction as a way to help students remember scientific concepts (2012). Even the New York Times offers articles asking what we can learn about science from fiction (2012). While these works draw scientists further into the study of their field, there are others that debate the effectiveness of using a genre that has limits in transmitting accurate scientific information (Garrett, 2013). These questions are valuable, but only provide half of the picture. The role of speculative fiction should go beyond asking what science can do, to asking what it should do. Scholars need to explore the ethical, social, cultural, and personal relationships of science and humanity found in speculative fiction.

Nunan and Homer were among the first to point out the boundaries and unrealized potential of studying science as a part of culture. In “Science, Science Fiction, and a Radical Science Education,” the authors point out that science is presented as an asocial activity, uninfluenced by the cultures that sponsor scientific advancement, and that this view is inaccurate (1981). While Nunan and Homer call for speculative fiction as way tool for exploring science in the frame of the social sciences, this designation needs to be expanded. When speculative fiction is investigated in a literary context, the exploration becomes more complete, as the work is then not only about how accurately the science is presented, but about how the science is presented, and also the characters’ actions, the social boundaries encountered, the moral issues inherent in the story, and the questions of what all of this means for humans or even what it means to be human.

This is where Dr. Konzelman and I enter the debate. Both of us value the idea of studying works where science is explored as a part of human experience. Dr. Konzelman thinks of it as using literature to find the soul of science. Using my World Literature II class as a testing ground, we have been working to see if we can help students increase their scientific awareness and understand the social, cultural, and ethical question surrounding scientific advancement. We chose three novels to work with through the semester. The first novel was Mary Shelley’s Frankenstein. This work is a wonderful choice for our project as it still resonates with our culture. I introduced the work in the class. Then Jim discussed the scientific context of the time to help students understand the discoveries Shelley was exploring in her text. We repeated this with two other works, H. G. Wells’s Island of Dr. Moreau and Richard Matheson’s I am Legend. These novels addressed the same fundamental cultural, social, and ethical question found in Frankenstein and complicated the issue by bringing in more advancements that students could see as directly benefiting their lives. The works essentially ask the same questions: What does it mean to be human? Should we be taking the steps we are? These are inquiries that are critical in both our fields.

We measured our pilot work through a series of low stakes assignments and a final project. We used a series of discussion posts as a way to assess students’ grasps of the materials in a quick manner. For the final projects, we offered students three different options. They could create an ethical analysis of a scientific advancement, compare and contrast the treatment of one of the advancements from a work in the class to another work outside of the class, or create their own short fiction piece that explores the ethical, social, and cultural implication of a scientific discovery. The results are promising. Students were able to discuss the ethical issue of science and culture. Now that we have completed a first run of the project, we understand how we need to tighten our design to include clearer pre/post captures of learning and a control group. We would like to expand our work to eventually include a section of literature for STEM majors.

Our partnership of scientist and humanist is not an odd collision of two disparate fields. It is about enriching both fields by allowing students to explore subjects of interest to them through different academic lenses. Those that are interested in science have found a way of looking at their field that includes ethical questions that switch the focus from “can we do it” to “should we do it?” Those who are not STEM majors find an avenue for exploring anxieties about the scientific advancements that shape the world in fundamental ways. Focusing on this connection breaks down barriers, and allows students to deal with the complicated issues of human existence, of which science is main ingredient. Also, this focus allows us to dismantle artificial academic walls to show our partnership as a logical extension of inquiry for both of our fields.


Fromme, A., J. Cutraro, and K. Schulten (2012, December 12). Lab lit: writing fiction based on real science. New York Times, p. n.p.

Garrett, P. (2013, November 2). Review. Retrieved from Lab lit: the culture of science in fiction and fact: http://www.lablit.com/article/799

Homer, E. E. (1981). Science, science fiction, and a radical science education. Science Fiction Studies, 311-330.

Matheson, R. (2007). I am Legend. New York: Tor Books.

Negrete, A. (2014). Fact via fiction: Stories that communicate science. Panetaneto Forum, n.p.

Shelley, M. (1994). Frankenstein. New York: Dover.

Smith, D. (2012). Bringing fantasy and science fiction into the classroom. The ALAN Review, 19-24.

Wells, H. G. (1996). Island of Dr. Moreau. New York: Dover.

UNG Faculty Academies for 2014

Faculty Academies

We invite faculty and teaching staff to apply for one or more of the UNG Faculty Academies.  These programs provide a sustained professional development opportunity and, when successfully completed, a certificate to mark this accomplishment. The three Academies for 2014 will focus on:

  1. Grant Writing
  2. High-Impact Educational Practices
  3. Scholarship of Teaching and Learning

These academies run on the calendar year, beginning in January 2014.  Individuals and research teams are invited to apply. The Academies will involve a combination of workshops, online exchanges in D2L, and day-long retreats to explore topics in depth.

Application Deadline for GrantsMonday, December 2, 2013
Application Deadline for High-Impact Practices and for Scholarship of Teaching and Learning: Friday, December 6, 2013.
For applications and further information, please see the CTLL Web site.

This Academy will help participants identify targeted funding sources. They will be guided through a concept paper/proposal with support and feedback by peers and professional staff. The Grants Academy will result in a competitive concept paper or full proposal to support faculty participants’ projects. Prior grant experience is not a pre-requisite. All levels of experience are welcome.

High-Impact Educational Practices (HIPs)
The HIP Academy will offer participants a shared community in which to study and implement research-based educational practices. This Academy will offer a methodical approach to re-visioning courses and assignments in order to implement and/or refine high-impact educational experiences in courses. We will offer enhanced focus on three practices in particular:

  1. Diversity/Global Learning
  2. Service-Learning
  3. Undergraduate Research and Creative Activities

HIP Participants will

  • Gain community and support for implementing and/or refining high-impact practices (HIPs) through workshops and peer sharing
  • Examine and discuss the theoretical and applied features of particular high-impact practices
  • Participate in workshops, retreats, roundtables, and mentoring for deep learning on chosen high-impact practices and implementation of a HIP project
  • Implement backward course design to re-vision learning outcomes and the practices used to achieve these
  • Expand their knowledge of classroom assessment techniques (CAT)

Scholarship of Teaching and Learning (SoTL)
The SoTL Academy grows out of a Presidential Innovation Award and will offer participants a shared community and structured approach to learning about SoTL. Each person or team will develop or refine a research question on an instructional topic of her choosing.  The Academy will offer a guided process of identifying a theoretical frame, gathering evidence, analyzing findings, and preparing for presentation or publication.

SoTL participants will

  • Attend workshops, retreats, roundtables, and mentoring for deep learning on SoTL, implementation of a SoTL project, and dissemination of findings
  • Interact with SoTL scholars
  • Participate in SoTL faculty writing group
  • Learn more strategies for classroom assessment techniques (CAT)

The co-directors, Dr. Mary Carney and Dr. Laura Ng, wish to express their thanks for the Presidential Innovation Award that will partially fund this Academy.

For the HIP and SoTL Academies, please submit the online form and upload curriculum vitae, statement of teaching philosophy, and a statement of interest. These Academies are limited to full-time faculty and teaching staff. Further information about the application requirement can be found at the CTLL site.  The application form for the Grants Academy can be found on the CTLL site.



UNG supports high-impact teaching practices, including broadly-defined undergraduate reesearch.  For information about what’s going on at UNG’s Center for Undergraduate and Creative Activites, check out the CURCA site. The Center for Undergraduate Research and Creative Activities (CURCA) “is committed to supporting faculty and students in their intellectual and creative pursuits,” according to their site.

For other resources, see the Council on Undergraduate Research’s variety of events, scholarships, and institutes.  I encourage you to check out a detailed list on the CUR site.