Faculty Teaching Fellowships
About the Fellowship
The fellowship includes $15,000 that can be used for a teaching release (with departmental approval), summer support, travel, research supplies, and/or a GRA/GTA line.
Direct questions to Laura Carruth (CETL Director) at firstname.lastname@example.org
Awardees must 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, demonstrate a commitment to excellence in college teaching, and participate in a scholarship of teaching and learning conference.
Nominees submit s curriculum vitae that highlights teaching and research in the scholarship of teaching and learning and an online application that includes information on project design and budget. Applicants must apply for one of two tracks:
- Scholarship of Teaching and Learning
- College to Careers
2019 Faculty Teaching Fellows
Culturally Responsive Teaching and Learning
The focus of this project is to explore in depth how faculty can create equitable, culturally responsive teaching and learning (CRTL) experiences for students. Using an exploratory and collaborative research-based approach, I aim to convene faculty across my department, college and GSU interested in engaging in teaching, learning and research focusing on culturally responsive teaching and learning (CRTL) in higher education. Drawing upon my expertise in preparing culturally responsive pedagogues and also conducting translational science and collaborative research, this project will represent a culturally constructive process, intentionally building and drawing upon the experiences, skills and knowledge of participating faculty. The following are the overall aims of the project:
• Examine how faculty create a culturally responsive environment for undergraduate and graduate students. The focus will address individual processes within teaching and learning that may negatively impact CRTL (i.e. implicit and explicit bias when interacting with students; the need to decolonize our coursework and the theories we use; lack of diverse perspectives within course assignments/ readings; beliefs and values that counter a culturally responsive ethos, etc.).
• Identify a focus area within CRTL and develop a plan of action in teaching, learning and research individually or collectively.
• Critically reflect upon lessons learned and ways to advocate and support other faculty members across the department, college and university to implement a culturally responsive environment for students and to inform policy at the individual, department, college and university levels that are racially equitable and dismantle those that are not.
Rachel Gurvitch Gurewicz
The focus of the current project is to build on an earlier investigation in the area of preferred pedagogical practices in online learning environment. In specific, the focus of this project is the evaluation of the instructor (and the instructional behaviors) in online learning environments. The research project has 3 phases. Researcher will start with a descriptive study focusing on instructors and instructional behaviors in online courses. The researcher will examine several online courses for identifying substantial variables of teaching and learning in online environment. In the second phase of this project, the researcher will focus on the development of a specific instructor and instructional behaviors in online courses rubric. This rubric will allow administrators, colleagues (or even self-observations) to measure the effectiveness degree on specific instructional behaviors in online settings. The third phase of this research project will include the validation of the evaluation system developed in phase 2. A panel of experts in online education or instructional design and technology will be recruited to share their opinions regarding the evaluation system (from phase 2) via a Delphi methodology (Content validity). In addition, researcher will conduct a correlation study between instructional behaviors and SEI in online course (Construct validity). The hope is that this research will help to establish the preferred pedagogical practices in the online teaching environment.
Security Requirements Engineering: A Hybrid Learning & Teaching Approach
Insecure software is threatening our financial, healthcare, defense, energy, education, and other critical infrastructure. Software Security Requirements Engineering (SRE) provides systematic mechanisms to address security issues early in software development process. SRE mechanisms are critical because building security into the early phases of the software development process is cost-effective and create more secure software. Number of systematic mechanisms have been proposed by security experts and researchers for tackling software security issues early at the requirement phase. However, learning and teaching SRE using those mechanisms is challenging for software developers, students and educators.
First, finding a mechanism for learning and teaching SRE that is pedagogically usable is challenging because SRE mechanisms designers focus mainly on capturing the technical aspects of security such as confidentiality, integrity, and availability and often neglect the inclusion of the pedagogical usability aspects such as the learning theory used, usage situation, learning goals, and learning situation. Second, how to effectively learn and teach SRE is difficult because software requirements are a type of problem that does not have a well-defined single solution and hence difficult to represent by teaching methods such as a lecture or a lap. Third, the provided common known security vulnerabilities knowledge such as the Common Weakness Exposure (CWE) and Common Attack Patterns Enumeration and Classification (CAPEC) that recur during requirements are critical for requirements engineers and systems analysts (let alone students) who often lack security experience. However, their use or adaptation during SRE is overwhelming because of the vast amount of security information provided, and this fact was evident while teaching Csc-4226/6226 introduction software security class at Georgia State University in Fall 2018.
In this project, we propose to address the learning and teaching SRE challenges by examining the effectiveness of using combinations of learning and teaching approaches including: Mini Case Studies, Security Requirements Antipatterns and Gamification, and in class Workshop Model. First, case studies, as an active learning tool, offer an effective approach to understanding a system or a phenomenon that is too large or too difficult to represent in a lecture or a lab setting. Second, the use of security requirements Antipatterns during security requirements development could reduce the security requirements knowledge’s overwhelmingness and thus bridge the gap between security experts and software developers (especially junior developers) and educators (instructors or trainers in universities, colleges, or industry). As Gamification learning method has shown success in motivating, engaging, and assessing and acquiring knowledge, using it to develop a self-teach method could help ease learning Antipatterns. Third, workshop model is an effective technique in conveying scenario-specific materials to participants.
We will assess the effectiveness of the hybrid approach by using Concept Mapping and Pedagogically Meaningful Learning Questionnaire (PMLQ). The resource materials delivered by this project will help train 180 undergraduate students who take software engineering class every academic year and 50 undergraduates and graduate students who take software security class once every academic year by providing them an opportunity to learn critical software security skills.
Serie Leamos online library: an innovative project to enhance language learning in the Lower Division Language curriculum
Dr. Rodrigo is Full Professor of Spanish, with concentration on Applied Linguistics and Second Language Acquisition, in the department of World Languages and Cultures (https://wlc.gsu.edu/profile/victoria-rodrigo/). Dr. Rodrigo’s project, entitled “Serie Leamos online library: an innovative project to enhance language learning in the Lower Division Language curriculum,” seeks to assess the effectiveness of Serie Leamos as a tool that can facilitate and enhance language learning at the beginning levels of competence in a foreign language. Serie Leamos is a reading project on which advanced students from World Languages and Cultures write stories for their peers at lower levels. The stories, which are based on the students’ personal experiences, are then illustrated by undergraduate students from the Ernest G. Welch School of Art & Design.
Research in the field of Second Language Acquisition has shown that pleasure reading, attained in the form of extensive reading, is a main source of language literacy in L1 and L2. Key to a successful extensive reading program is that readers keep a sustained level of motivation to read. In a pilot study, Dr. Rodrigo found that students at the beginning levels are motivated to read if they enjoy their reading activities. The study found that, for novice and inexperienced readers, enjoyment is reached when students experience a sense of accomplishment resulting from their ability to understand the reading material. These findings suggest that comprehension leads to enjoyment, enjoyment leads to a positive attitude toward reading, and this then leads to motivation to continue to read. If students are motivated to read, they will be ready to develop a reading habit, an essential factor for students to become independent learners and to accelerate language acquisition.
The present study will analyze whether a collection of titles produced by student-authors working together with student-illustrators can provide reading material of a quality that will lead to sustained motivation to read by Lower Division Language learners and whether extensive reading can indeed enhance foreign language instruction. Around 1000 low-proficiency students enrolled in first-year Spanish and inexperienced readers enrolled in second-year Spanish will participate in the study. The findings from this study will contribute to understanding the real impact of Serie Leamos as a learning tool for beginning students and will allow Dr. Rodrigo to implement significant theoretical claims: pleasure reading can and should be implemented starting at the beginning levels of instruction.
A second goal of the present project is to expand and improve the Serie Leamos online library by creating new titles and providing free access to a broader audience of language teachers and learners. In this regard, it is also a goal to make the digital collection accessible to learners of other foreign languages. For this, the stories in the collection will be translated and the experience replicated in several target languages.
2019 CETL Quality Enhancement Plan (QEP) Fellows
The purpose of this project is to develop design principles and technological infrastructure for the scaling of a flexible instructional design to better meet the needs of diverse learners. In courses which serve students from diverse academic backgrounds and with divergent educational goals, creating learning experiences which are relevant to each student and which allow for students to learn in personally optimal ways is a challenge. To address such a challenge, this project focuses on the design and development of a novel instructional design which leverages technology to support a modular, mastery-oriented learning environment. The design affords students the opportunity to pursue their own interests relevant to the course topic while also ensuring that each student develops a set of core competencies based on the course objectives. This project will result in a set of design principles and open source technological supports to support the scaling of this design for use in other courses to meet the needs of diverse learners.
Assessing the Pilot of a New Undergraduate Curriculum at GSU: The EPIC Project
The Experiential Project-based Interdisciplinary Curriculum (EPIC) curriculum redesign project centers on addressing several problems not addressed by the traditional core and undergraduate approach. First, courses offered in the core are not typically well integrated with one another or to disciplinary major content. Second, learning experiences across the four years do not necessarily represent or expose students to authentic real-world problems. Finally, students do not have a university-wide opportunity to exercise and demonstrate skills in the form of a capstone project. Instead, where they exist, capstone options are most often siloed within departments or are only accessible to honors students. Such a curricular context works against needed efforts to develop interdisciplinary thinking skills, to facilitate independent problem-driven work, and to foster digital citizenship required to demonstrate outcomes of solving authentic problems and skill development along the way (e.g., through platforms such as Portfolium). Thus, a team is piloting an undergraduate curriculum that:
- Engages students in project-based cooperative learning led by research faculty advisors
from their first to their final semester;
- Provides opportunities, throughout all four years, for experiential learning that connects
students and the coursework they complete to their communities and the workforce;
- Facilitates interdisciplinary thought, technology skills, innovation, and soft skills;
- Connects students to outside partners in industry and the community; and
- Enables students to create a transferable, living portfolio of experience, skills, and work.
We aim to produce adaptive, creative, tech literate graduates ready to solve the problems of and thrive in our city, state, nation, and world.
Dr. Crystal Garrett will be offering College to Career workshops for Perimeter College faculty. In national surveys, employers across fields indicate concern that many college graduates do not have the career competencies needed to gain employment. Georgia State’s College to Career Quality Enhancement Plan is a university-wide effort to encourage faculty to integrate assignments into their courses that highlight career competencies.
These workshops will provide faculty with information on how initiatives focused around College to Career can be implemented in the classroom and will demonstrate how faculty can help students connect skills learned through coursework to those most needed in the workforce. The workshops will also include information on how faculty and departments can apply in the fall for grants funding College to Career efforts.
Previous Faculty Teaching Fellows
- Hakyoon Lee, World Languages and Cultures
- Samantha Parks, Biology
- Brian Thomas, Physics & Astronomy
- Hae Sung Yang, Applied Linguistics
- Omer Ari, Middle and Secondary Education
- Mourad Dakhli, International Business
- Marni Davis, History
- Ashley Holmes, English
- Robert Maxwell, Biology
- Traci Sims, Nursing
- Toby Bolsen, Associate Professor, Political Science
- Jeremy Brazas, Lecturer, Department of Mathematics & Statistics
- Michael Evans, Lecturer, Political Science
- Betty Lai, Assistant Professor, School of Public Health
- John Weber, Assistant Professor, Georgia Perimeter–Mathematics
- Robin Wharton, Lecturer, English