Faculty Teaching Fellowships

University Faculty Teaching Fellows

University Faculty Teaching Fellowships support faculty who demonstrate a strong commitment to teaching who are actively participating in the scholarship of teaching and learning research. The fellowship includes funds for a teaching release, travel, research supplies, and a GRA/GTA line. Three to five awards will be made depending on the budget.

Direct questions to Laura Carruth (CETLOE Director) at lcarruth@gsu.edu

There are two tracks. Please clearly indicate your track in your application materials:

  • Scholarship of Teaching and Learning (SoTL)
  • College to Careers

Requirements:

  • Be a full-time faculty member
  • Serve as a teaching fellow by leading a Faculty Teaching & Learning Community (Faculty-TaLC)
  • Conduct research in the area of teaching and learning or college to career
  • Demonstrate a commitment to excellence in college teaching
  • Participate in a scholarship of teaching and learning conference

Applications are submitted via the CETLOE Faculty Fellows Applications iCollege page and are due May 7, 2021 by 5pmYou may submit applications beginning on March 15.

Nominees should submit:

  • A CV that highlights teaching and research in the scholarship of teaching and learning or strong commitment to teaching.
  • A 1250-word project description that focuses on teaching and learning research
  • A budget for the year (including any expected travel, summer support, student assistants, equipment, teaching release time, etc.)
  • A letter from your chair approving the application (this can be a saved pdf of an email exchange or a scanned letter)
  • A copy of your teaching philosophy

Submit your materials via the iCollege “CETLOE Faculty Fellows Applications” course page. You can search for this course in your list of iCollege courses. Go to the “Assignments” tab and click on the “2021-22 CETLOE Teaching Fellows Applications” folder.


2020 Faculty Teaching Fellows

College to Careers Faculty Co-Fellows

Victoria Rodrigo
World Languages & Cultures (CoAS)

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Neill Prewitt
Art & Design (CoA)
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Serie Leamos: Students Applying Design and Language Curriculum to Create a Multilingual Reading Library
Our College to Career Fellowship entails an interdisciplinary collaboration of faculty from two colleges (Rodrigo from World Languages and Cultures, and Prewitt from Ernest G. Welch School of Art & Design), and collaboration of students from two disciplines (Spanish and Art & Design). Students in Spanish and Art & Design courses have collaborated to write and illustrate original stories. The stories are used as reading material for inexperienced student-readers of Spanish in Lower Division courses. The final product becomes part of Serie Leamos, an online library for language acquisition through reading, which is accessible to teachers and students worldwide.This experiential learning project raises students’ awareness of their career readiness by allowing them to connect the work they do in their major to career competencies. Furthermore, it allows students to demonstrate their proficiency in career-transferable skills by using those skills to create real value for audiences within the University and far beyond. In this project, our students learn by doing, which will prepare them to face the challenges they can encounter when working in the real world.

College to Careers Faculty Fellow

Elizabeth Strickler
Creative Media Industries Institute (CoAS)
Director, Media Entrepreneurship and Innovation
Director, Blockchain Lab, ENI, Robinson College of Business

Bio >
The purpose of this project is to develop design principles and technological infrastructure for distance learning in immersive reality. The goal is to discover best practices, best experiences, and best content when using virtual spaces as a teaching and training environment. While studying the innovations in the media industry, I will apply them to teaching and learning in a design thinking process of discovery. I will focus on the question - How might we redesign education both spatially and cognitively for students to participate fully in distance learning where the experience is more uniquely engaging than in-person learning? The tangible outcomes will be public discourse in the immersive learning landscape and a refined course prototype.

Scholarship of Teaching and Learning

Melissa McLeod
Department of English
Bio >
 
Sites of Discussion: Teaching the Humanities Online through Discussion Forums and Place-based Pedagogy
I propose a SoTL project that examines how discussion forums and mapping technology benefit online teaching in the humanities. Using research in online learning communities and place-based pedagogy theory, I will use an online discussion forum and a digital mapping tool in my fall 2020 Victorian novel class and assess the results. I will develop and use rubrics that assess the technologies’ effectiveness of building a learning community and for student learning outcomes for the course..

Scholarship of Teaching and Learning Co-Fellows


 
Natasha Johnson
Department of Criminal Justice and Criminology, AYPS
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Ellen Ballard
Department of Criminal Justice and Criminology, AYPS
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Our project: Criminal Justice and Criminology Sophomore Learning Community
The sophomore year creates some unique challenges that, for many, results in the “sophomore slump” (Virtue, Wells, & Virtue, 2017). Historically, campus resources have focused on first-year student efforts rather than on sophomore needs. The creation of a Sophomore Learning Community model can help address concerns regarding sophomore attrition. While managing the logistics of a sophomore LC can be difficult, with proper faculty, staff, and administrative support, positive results can be produced. Further, creating SLCs that relate to specific majors or career paths improves the likelihood that courses will fill and that students, as well as faculty, will have a positive Learning Community experience (Gahagan & Stuart Hunter, 2006; Virtue et al., 2017).Modeled after the FLC program (Dabney, Green, & Topalli, 2006), this SLC program draws upon a cohort model to foster student belonging, connections to the university, and student success. At the core of the program is a newly created course Proseminar in CJ (CRJU 2010). This 3-credit course will count as an CJ Area I elective. It will be a WAC designated class with the support of a graduate writing consultant. The content of the course is designed to orient students to the CJ major, enhance their connections to the faculty and subject matter, provide remedial support in the areas of social science writing and statistics, and serve as a first step in the college-to-career progression.Students will participate in coordinated trips and field experiences, collaborate to identify and propose solutions to real-world challenges, consider the impact of their proposals, identify errors in reasoning, set goals, prioritize tasks, and meet deadlines. Additional course modules will expose students to department policies and support programs (i.e. AYSPS Office of Academic Assistance and AYSPS Career Services), introduce them to faculty members, and prepare them for the job and graduate school prospects that follow. This course will serve as a valuable second-year extension for native students who participated in the FLC program. Importantly, it will serve as a vital orientation and remediation course for first-year transfer students who historically struggle to keep pace with the rigors of a research university program.

Previous Faculty Teaching Fellows

2019 Faculty Teaching Fellows

2019 CETLOE Quality Enhancement Plan (QEP) Fellows

2018 Faculty Teaching Fellows

2017 Faculty Teaching Fellows

2016 Faculty Teaching Fellows

2015 Faculty Teaching Fellows