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Fellowships Archive

Service-Learning Fellowships

Faculty Strategy Fellowship in Service-Learning

Participating faculty will learn more about service-learning theory and successful programs and engage in activities they can implement in their own courses. Participants also will learn about available resources to support them.

Requirements:

Complete the Service-Learning Training

    • Three-week synchronous online summer institute

OR

    • Asynchronous online Blackboard course

Application process and details: There is no application process for enrollment in the Service-Learning Training.

    • 30-person capacity for the Synchronous Online Summer Institute
    • Enrollees are admitted on a first-come, first-served basis
    • Unlimited capacity for the Asynchronous Online Blackboard course

Stipend: $150 and six professional development hours, with an additional $150 available after one semester of project implementation.

Completion of the Faculty Strategy training places candidates in the selection pool for the Faculty Research Fellowship.

Faculty Research Fellowship in Service-Learning

Participants in the Service-Learning Faculty Research Fellowship will implement at least one service-learning section to better understand the virtues and challenges of service-learning pedagogy and practice. Participants also will deepen their understanding of contemporary service-learning issues through professional development.

Requirements:

  • Implement one service-learning section.
  • Participate in one Office of Experiential Learning (OEL)-sponsored service-learning professional development opportunity.
  • Draft a research proposal by the end of the first year focused on a contemporary issue, theory, or method in service-learning to examine further on the path to the Senior Faculty Research Fellowship.
  • Meet with the service-learning coordinator for check-ins every other month.

Length: One year
Start date/semester: spring 2023
Prerequisites: Applicants must have completed the Service-Learning Online Training.
Stipend: $1,200

Applications

Applications are not being accepted at this time.

Completion of the Faculty Research Fellowship places candidates in the selection pool for the Senior Faculty Research Fellowship.

Senior Faculty Research Fellowship in Service-Learning

Year one

In the first year of the Senior Faculty Research Fellowship, faculty are required to:

  • Participate in another Office of Experiential Learning (OEL)-sponsored service-learning professional development event, travel to a relevant conference or service-learning event, or implement another service-learning section.
  • Meet with the service-learning coordinator for check-ins every other month.
  • Draft and submit a bibliography for use in the final literature review.

Year two

In the second year, faculty are required to:

  • Implement another service-learning section, present a professional development event on their research topic, or travel to a relevant conference or service-learning event.
  • Mentor attendees of the Service-Learning Training course.
  • Meet with the service-learning coordinator for check-ins every other month.
  • Present on their research with a clear plan of action for how ACC might address their chosen topic.

Final Presentation

To complete their Service-Learning Fellowship, faculty fellows will have to submit and present their completed literature review on their research topic.

Length: Two Years

 

Start Date/Semester: Applications due by December 1 annually

Application Process/Details: Applicants must have completed the Faculty Research Fellowship Program

Stipend: TBD

For any questions about the Service-Learning Faculty Fellowship, please contact Dr. Linda Cox, Service-Learning Coordinator: lcox@austincc.edu.

Internship Fellowships

Internship Strategy Faculty Fellowship

The Internship Strategy Faculty Fellowship focuses on implementing internship best practices in the classroom. Training is delivered through the Internships Best Practices Institute via Blackboard. The institute includes a review of support available to faculty from the Office of Experiential Learning and internship practices considered the gold standard for ACC students, faculty, and employers. Additionally, resources available to students and faculty, such as Career Services, also will be reviewed. Faculty participants are invited by the internships coordinator, Kathryn Naughton.

Requirements: Implement internship best practices in a course.

Start date: Launched summer 2022

Length: Three weeks

Platform: Online via Blackboard

Content: Readings, videos, and online discussion boards

Stipend: $200 and 10 hours of professional development credit

Completion of the Internship Strategy Faculty Fellowship places candidates in the selection pool for the Internship Research Faculty Fellowship.

Internship Research Faculty Fellowship

The Internship Research Faculty Fellowship focuses on researching a problem related to internships. Once the research topic is approved, faculty will spend seven to 10 months writing a literature review. The review should identify trends, common themes and gaps in research. Faculty will present the literature review to colleagues in a colloquium.

Requirements:

  • Choose a problem or issue to research related to internships.
  • Gather existing research and data from reputable publications.
  • Develop a thesis statement and position on the issue.
  • Write and present a literature review.

Length: One year
Start date/semester: Spring 2022
Prerequisites: Applicants must have completed the Internship Strategy Faculty Fellowship.
Stipend: $1,200 and professional development hours
Application deadline: Currently closed. To receive a reminder for faculty fellowships, please subscribe here.

Schedule: Faculty are expected to complete monthly check-ins with the internships coordinator:

Month one: Select a problem or issue
Month two: Submit a thesis statement
Month three: Submit research
Month four: Outline due
Month five: Draft of introduction
Month six: Draft of body
Month seven: Draft of conclusion
Month eight: Peer review
Month nine: Final draft due

Applications

The application deadline has passed.

Acceptance notifications will be sent no later than 5 p.m. Friday, Dec. 9, 2022.

Completion of the Internship Research Faculty Fellowship places candidates in the selection pool for the Senior Internship Research Faculty Fellowships.

Senior Internship Research Faculty Fellowship

The Senior Internship Research Faculty Fellowship focuses on conducting research on a problem related to internships beyond a literature review.

Duration: Two years

Application:

  • Submit a letter of intent or interest.
  • Develop a hypothesis or research question to answer, based on prior work in the Internship Research Faculty Fellowship.
  • Participate in a minimum of three additional professional development opportunities at or outside ACC.
  • Share the research through conferences, Spring Development Day presentations, or community discussions and events.

Conduct research at ACC

Year one should primarily serve as data collection.

Year two includes analysis and drawing conclusions.

  • Set a goal to present findings for at least one of the required three professional development hours.
  • Prepare publication-quality research.
  • Write a graduate-level research paper that could be published within or outside ACC.
  • Present findings at a colloquium.

Schedule: Faculty are expected to complete monthly check-ins with the internships coordinator:

Month one: Select a problem or issue
Month two: Submit a thesis statement
Month three: Submit research
Month four: Outline due
Month five: Draft of introduction
Month six: Draft of body
Month seven: Draft of conclusion
Month eight: Peer review
Month nine: Final draft due

Contact

For any questions about the Internship Faculty Fellowships, please email internships@austincc.edu.

Culturally Responsive Teaching Fellowships

Overview

The Culturally Responsive Teaching Fellowships support faculty in redesigning courses with culturally responsive best practices and strategies that promote equitable student success.

Introduction to equity-mindedness

Participating faculty will engage in self-examination and critical reflection to implement evidence-based, equitable teaching and learning strategies. Participants also will learn about available support resources.

Requirements:

  • Complete the Equity Certificate Series — a series of three workshops offered monthly, synchronously online via Zoom,
  • or complete the Becoming an Equity-Minded Instructor course — a six-week hybrid course with five asynchronous learning modules and two-hour synchronous meetings once per week.

Application process:

  • Visit the Equity Certificate Series website and the Becoming an Equity-Minded Instructor course website for details.
  • 15-person capacity for the Becoming an Equity-Minded Instructor course.
  • Enrollees are admitted on a first-come, first-served basis.
  • Unlimited capacity for the Equity Certificate Series.

Stipend: $300 and 10–30 professional development hours

Faculty Research Fellowship in Culturally Responsive Teaching

Participants in the Culturally Responsive Teaching Faculty Research Fellowship will conduct research in implementing at least one change in their coursework to address equity gaps in their classroom. They will also deepen their understanding of contemporary Equity issues through professional development.

Requirements:

  • Implement one change in their work with students to address equity gaps at the college.
  • Participate in one Office of Faculty Development–sponsored, equity-focused professional development opportunity.
  • Draft a research proposal by the end of the first year focused on a contemporary issue, theory or method in culturally responsive teaching to examine further on the path to the Senior Faculty Research Fellowship.
  • Meet with the Faculty Development coordinator for check-ins every other month.

Length: One year
Start date/semester: Spring 2023
Prerequisites: Applicants must have completed either the Equity Certificate or the Becoming an Equity-Minded Instructor course.
Stipend: $1,200

The application deadline has passed.

Acceptance notifications will be sent no later than 5 p.m. Friday, Dec. 9, 2022.

Completion of the Faculty Research Fellowship in culturally responsive teaching places candidates in the selection pool for the Senior Faculty Research Fellowship.

Senior Faculty Research Fellowship in Culturally Responsive Teaching

Year one

In the first year of the Senior Faculty Research Fellowship, faculty are required to:

  • Shadow the facilitator of the Becoming an Equity-Minded Instructor course or the facilitators of the Equity Certificate Series, attend a relevant conference or equity-focused event, or implement one change in their work with students to address equity gaps at the college.
  • Meet with the Faculty Development coordinator for check-ins every other month.
  • Draft and submit a bibliography for use in the final literature review.

Year two

In the second year, faculty are required to:

  • Implement one change in their work with students to address equity gaps at the college,
  • or present a professional development event on their research topic,
  • or apply for a DEI mini-grant and write a white paper on the results.
  • Facilitate the Equity Certificate or Becoming an Equity-Minded Instructor course.
  • Meet with the Faculty Development coordinator for check-ins every other month.
  • Present their research with a clear plan of action for how ACC might address the chosen topic.

Final presentation

To complete the Culturally Responsive Teaching Fellowship, fellows must submit and present a completed literature review on their research topic.

Length: Two years
Start date/semester: Applications open each December
Application process: Applicants must have completed the Faculty Research Fellowship in culturally responsive teaching (CRT).
Stipend: To be determined

For any questions about the Culturally Responsive Teaching Faculty Fellowship, please contact Chelsea Biggerstaff, Interim Manager, Faculty Development: facdev@austincc.edu.

iPads in the Classroom Fellowships

Overview

The 2023 iPads in the Classroom Fellowship is a yearlong opportunity for ACC faculty to learn alternative teaching methods that increase student engagement and success through the use of iPads.

Time commitment and expectations

During the spring semester, fellows must attend three in-person meetings at HLC and two virtual meetings, and complete lab activities. Meetings may take up to four hours each. Lab assignments include subject-matter articles and tasks designed to guide fellows toward their course redesign proposal due in early May. Fellows also are expected to work with a TLED instructional designer while developing their proposals.

The summer term provides time for faculty to work with a TLED instructional designer to redesign the proposed course according to the submitted proposal. There are no predetermined meetings during the summer.

The fall semester focuses on teaching the redesigned course, integrating iPads into the curriculum, and implementing the redesign plan. This includes using iPads as a delivery platform and teaching tool during the course. Fellows will collect quantitative and qualitative data to present in a white paper and an optional publication.

Fellows are expected to navigate the iPad independently before the start of the fellowship, including:

  1. Create an Apple ID and sign in, and know iPad basics (e.g., connecting to Wi-Fi and using Bluetooth).
  2. Have intermediate experience with an iPad before the fellowship or attend/watch the Teaching Through Technology Series.
  3. Conduct academic research, including a literature review, data collection, and a course redesign proposal.

Required meeting dates for spring 2023:

  • Jan. 11 (in person)
  • Feb. 10
  • March 3 (in person)
  • April 14
  • May TBD (in person)

Stipend

For the time and efforts of our Fellows, faculty will receive:

1. A TLED owned iPad – to be checked out to the faculty member for continued use during their employment at ACC.

2. $1,200 stipend – to be paid at the end of the Fellowship (December/January).

Applications

The application deadline has passed. Acceptance notifications will be sent no later than 5 pm on Friday, December 9, 2022.

Teaching Through Technology series

Academic Technology has created a series of workshops for faculty interested in the Adobe Creative Campus and iPads in the Classroom course redesign fellowships. Faculty who view or attend these workshops will explore pedagogical approaches to integrating technology into their courses, be introduced to Adobe Express, Adobe Cloud and other applications that support teaching and learning, and learn more about the fellowship process from Academic Technology instructional designers who facilitate these programs.

Note: The workshops are complete; recordings are available at the links below.

Series workshop recordings:

For any questions about the iPads in the Classroom Fellowship, please contact Richard Palmer, TLED Instructional Designer: rpalmer@austincc.edu.

Digital Fellowships

In the 2018-19 academic year, the Office of the Provost is made available Digital Fellowships to full-time and adjunct faculty. The goal of the program was to research and apply mobile technology through the use of iPads® and digital resources to improve student learning outcomes, student persistence, and completion.

Digital fellows conducted research and were trained in the use of iPads in the classroom. iPads were provided.

The fellows then assessed the impact of the digital intervention upon student learning in at least one of the Texas core objectives:

    • critical thinking
    • communication
    • teamwork
    • quantitative reasoning
    • personal responsibility
    • social responsibility

The assessments utilized a common rubric design based on the VALUE rubrics of the American Association of Colleges and Universities. (http://www.aacu.org/value/rubrics)

2018-2019 DIGITAL FELLOWS

 

Digital Fellows Participants

Background

The Office of the Provost made Digital Fellowships available to full-time and adjunct faculty in the 2018–19 academic year. The goal was to research and apply mobile technology using iPads and digital resources to improve student learning outcomes, persistence and completion.

Program outcomes

  1. Implement instructional strategies for delivery of content, practice, interaction or assessment.
    • Research and select a digital product, strategy or tool/resource.
    • Implement the selected digital product, strategy or tool/resource in a gateway or core course.
    • Assess the impact of the digital intervention on student learning in at least one of the Texas Core Objectives.
  2. Design and deliver a faculty summer institute related to the digital intervention and findings.

Below are the digital fellows followed by an overview of the program activities.

Program activities

Overview

Digital fellows researched and trained in the use of iPads in the classroom. iPads were provided.

The fellows assessed the impact of the digital intervention on student learning in at least one of the Texas Core Objectives:

  • critical thinking
  • communication
  • teamwork
  • quantitative reasoning
  • personal responsibility
  • social responsibility

The assessments used a common rubric design based on the VALUE rubrics of the American Association of Colleges and Universities.

Fall 2018 – 30 hours

Compensation: $1,000 stipend

Research, development and training
The program included monthly in-person meetings and online interaction in Blackboard totaling 30 hours.

  • Aug. 24 – Welcome and program launch; iPad basics; Texas Core Objectives
  • Sept. 21 – Overview and research examples of successful iPad initiatives
    • Apple Austin Campus, 5505 W. Parmer Lane (12:30–4 p.m.)
  • Oct. 19 – Instructional strategies for mobile learning with iPads
    • HBC 411 (1–4 p.m.)
  • Nov. 9 – Digital resources for iPads
    • HBC 301 (1–4 p.m.)
  • Dec. 7 – Finalize project plans and logistics for spring courses
    • Apple Austin Campus, 5505 W. Parmer Lane (12:30–4 p.m.)

Spring 2019 – one course release or equivalent

Compensation: 3 LEH release time for full-time faculty or equivalent stipend for adjunct faculty

Implement intervention, gather data on effect, analyze results and develop improvement plan
Online interactions and web conferences were scheduled as needed.

  • Jan. 11 – Project and semester kick-off meeting
  • February – Monitor student progress
  • March – Monitor student progress
  • April – Gather preliminary data on implementation, student outcomes and Texas Core Objective outcomes; post findings in Blackboard
  • May – Gather final data on implementation, student outcomes and Texas Core Objective outcomes; post findings in Blackboard; meet to plan faculty institute and develop corresponding Blackboard site
  • June – Host faculty summer institute led by the Digital Fellows

Summer 2019 – 30 hours

Compensation: $1,000 stipend

Presentation of faculty summer institute (June 2019)
June 24–28, 2019

Meet the 2018-2019 ACC Digital Fellows

Samantha Ackers, Liberal Arts — English (RVS)

Adjunct associate professor, English; Student Development; and Adult Education

samantha.ackers@austincc.edu

Research proposal
Research report

Attorney Ackers is a family law lawyer specializing in cases involving children in state care, child-custody disputes, divorces with spousal and child support, business division, retirement division and real property rights.

In 2015, Ackers began working at Austin Community College and Huston-Tillotson University as an adjunct professor and legal coach/consultant. She is committed to access-to-justice issues for people who cannot afford legal representation and offers pro se coaching services.

Current roles:

  • Life coach, divorce coach and mediator
  • Adjunct associate professor — English; Student Development; and Adult Education
  • ACC Digital Faculty Fellow, 2018–19
  • Mentor — ACC Ascender Program
  • President — Adjunct Faculty Association, Austin Community College

Education: B.A., philosophy/English literature, Xavier University of Louisiana; M.A., teaching/education–English, Xavier University of Louisiana; J.D., social justice–education reform/family law, Southern University Law Center.

Sherry Blum, Liberal Arts — Philosophy (HLC)

Professor, Philosophy

sblum@austincc.edu

Research proposal
Research report

Blum received a Ph.D. in philosophy from the University of Pennsylvania in 1991 and has taught in ACC’s Philosophy, Religion and Humanities Department since 1995. She leads the department’s Faculty Evaluation and Faculty Development committees and is a lifelong learner whose recent ACC courses include Conceptual Physics I and II and Arabic 1–4.

Arlene Dettman, Health Sciences — Nursing (RRC)

Professor, Professional Nursing

cdettman@austincc.edu

Research proposal
Research report

Dettman has been in nursing for 44 years. She holds a B.S.N. from the University of Texas Medical Branch at Galveston, an M.S. as a family nurse practitioner from the University of Texas Health Science Center at San Antonio and a Doctor of Nursing Practice from the University of Alabama at Tuscaloosa.

She has taught at UT School of Nursing (1988; 1996–2000), Dutchess Community College in Poughkeepsie, New York (1989–91) and ACC since 2001 in the ADN program.

Patricia Dungan, Liberal Arts — Integrated Reading & Writing (RGC)

Professor, Integrated Reading and Writing

padungan@austincc.edu

Research proposal
Research report

Dungan holds a master’s degree in curriculum and instruction from Texas A&M University–Corpus Christi and has taught English for 30 years, including junior high and high school before community college. She enjoys reading about brain-based learning and is inspired by Carol Dweck, Rita Smilkstein and John Medina. She has been married for 33 years and has two cats and a seven-month-old Chiweenie.

Mary Gilmer, SEM — Mathematics (HLC)

Adjunct professor, Mathematics

mgilmer@austincc.edu

Research proposal
Research report

Gilmer has been a math adjunct at ACC for more than 20 years. In this fellowship, she explored how guided notes, note-taking and videos assist students in learning College Algebra. Her findings are useful across departments.

Gretchen Harries, ADMC — Communication Studies (RGC)

Adjunct professor, Communication Studies

gharries@austincc.edu

Research proposal
Research report

Harries has taught communication studies for more than 20 years and has been a longtime faculty member of ACC’s Honors Program, creating and teaching the first Honors distance-learning class. She is a communication consultant and a published writer and poet. Areas of expertise include interpersonal and intercultural communication, public speaking, small-group and organizational communication and international business in the EU. She is from Kansas City, Missouri, and is a loyal Kansas City Royals and Houston Astros fan.

Haydee Suescum, ADMC — Art (NRC)

Professor, Art

hsuescum@austincc.edu

Research proposal
Research report

Originally from Panama, Suescum lives in San Antonio and is a professor of art at ACC. She earned an M.F.A. from the University of Texas at San Antonio and a B.A. from Wellesley College, and attended the New York Studio School and the Wesleyan University Program in Paris.

Her work has been exhibited internationally since 1983 in Colombia, Cuba, Ecuador, Italy, Korea, Panama, Peru, the Dominican Republic and the United States. Highlights include official participation in the 50th Venice Biennale; “Crosscurrents: Contemporary Painting from Panama, 1968–1998” at New York City’s Americas Society; and “Del Centro a la Isla” at Casa de las Américas in Cuba. Honors include a residency at MacDowell. She has served as visiting artist, guest speaker and panelist, and as secretary to the boards of Blue Star Art Space and SAY Sí in San Antonio, Texas.

Rosa Vaca, Liberal Arts — Student Development (NRC)

Adjunct assistant professor, Student Development and English

rosa.vaca@austincc.edu

Research proposal
Research report

Vaca is an adjunct professor in the Student Development Department and a 2017 graduate of Project Active and Collaborative Communities (Project ACC). She holds an M.A. in college student development from St. Edward’s University.

Paul Williams, SEM — Physics (HLC)

Professor, Physics

pwill@austincc.edu

Research proposal
Research report

Education: Ph.D., physics, The University of Texas at Austin; B.A., physics, Rice University.

Williams was first hired at ACC in 1987 as an adjunct in mathematics and became full time in 1993. He helped establish the Physics Department at the Northridge Campus in 1994 and served as department head beginning in 1996 until the role was eliminated. He served as collegewide physical science chair in 1998–99, worked for Prentice Hall and at Aims Community College in Greeley, Colorado, and returned to ACC in fall 2004. He is currently a professor of physics.

Outside of work, he enjoys reading, cooking, hiking, skiing and watching movies and football. He and his brother are hiking state high points; he has completed Texas, New Mexico, Arizona, California, Wisconsin, Nebraska and Kansas.

Summer Institute

Collage of people using mobile technologies

View Agenda & Program

Meet the 2019 Digital Fellows Summer Institute Faculty Participants

Aimee Finney: Aimee Finney has been teaching Introduction to Speech Communication (SPCH 1311) for three years at ACC. Aimee has been teaching high school for 21 years, including Professional Communications, Communication Applications, Debate, Logic, and a variety of other courses. Aimee is not even close to being proficient in the world of digital technologies. Aimee is looking forward to learning more about bringing technologies into her classes, as well as what other people are doing in terms of teaching digital citizenship.

Leona Gamerl: I have a bachelor’s in Psychology with a minor in education from UC Davis, an associate’s in nursing from Sacramento City College, and a bachelor’s in nursing and master’s in nursing education from Regis University in Denver. I’ve been a registered nurse for 28 years including over 13 years as a critical care nurse in the ER and over 7 years as a nurse manager for the Austin Diagnostic Clinic. There, I managed the staff and operations of five departments over several sites in and around Austin. In the last 7 1/2 years, I’ve been teaching at ACC in Round Rock in the Professional Nursing department. I teach Level Two students in the classroom, the skills lab, and at Seton Williamson for clinicals. In my free time, I enjoy being the “mother” of three kitties, working out with my personal trainer, and reading a good book. I’m excited for this opportunity to participate in the Digital Fellows Summer Institute this year.

Sharon Goh: For the past ten years, I have been a full time faculty counselor at the Rio Grande and Highland campuses. I have been an adjunct instructor in the Student Development department for twelve years, teaching over 40 sections of Transition to College and Effective Learning. My educational background began in Special Education and I have been fortunate to be able to combine my love of teaching with counseling to help guide students as they navigate the world of college and work. Most recently, I started teaching ESL in the Adult Education department. I am excited to be part of this summer institute and hope to learn how mobile technology can help provide my students more access and opportunities to interact, communicate, and increase social and cultural awareness and community. This sense of belonging to a classroom community will help connect and motivate students to increase success and retention.

Angela Hadlock: Angela Hadlock has been a professor at Austin Community College in the Diagnostic Medical Imaging Radiology department since 2017. She earned a Bachelors of Radiologic Science from Midwestern State and is a former graduate of the ACC Diagnostic Medical Imaging-Radiology program. She is interested in learning new ways to engage students and help them learn. Outside of the classroom, Angela enjoys watching sports and spending time with her husband and three dogs.

Hynek Joe Hejl: My name is Joe Hejl and I am excited about attending the Summer Institute. I grew up in Bryan, Texas and I have been living in Austin, Texas since 1996. For fun I enjoy spending time with my 4 year-old daughter and wife, playing drums in two bands, and exercising. I have been teaching as a full time, 12-month contract faculty in the radiology department since 2011 and my office is at EVC. I hold a Bachelor’s degree in radiologic sciences from Midwestern State University and a Masters degree in Educational Technology from Texas State University. I am acutely aware that students today are attached to their mobile phones and that we as teachers need to know how to reach students through their mobile devices and I am looking forward to expanding my knowledge so that I can better reach my students.

Liz Hundley, CMP – Interim Department Chair, Professor – Hospitality Management and Meeting & Event Planning: While receiving her bachelor’s degree from the Hilton School for Hotel and Restaurant Management at the University of Houston, Liz began working in the culinary intern program with Starwood Hotels, giving her a strong background for later work in catering sales, food and beverage operations and conference and event management. Texan born, Liz enjoys activities in the sun – rowing Lady Bird Lake, boating at Lake Travis, biking around town and growing peppers and tomatoes in the garden. Liz has been with ACC since 2004.

Arif Karim: Arif Karim received his B.S in chemistry from the University of California, San Diego in 2000 and his Ph.D in organic chemistry from the University of Zurich in 2007. He joined the faculty at ACC in 2010 and is currently one of the Assistant Deans for planning and assessment.

Andrew Keese: Andrew Keese is an adjunct assistant professor of English at Austin Community College and also a part- time instructor of English at Texas Tech University. He has written two book chapters on D. H. Lawrence, including “Hybridity and the Postcolonial Solution in D. H. Lawrence’s The Plumed Serpent,” which appeared in D. H. Lawrence: New Theoretical Perspectives and Cultural Translation in 2016, and “Engineering Away Humanity: Lawrence on Technology and Mental Consciousness in Lady Chatterley’s Lover and Pansies,” which will appear in D. H. Lawrence and Technology in 2019. He also wrote “Pansies: Lawrence’s Search for the Animal Other in Humans” that was published in D. H. Lawrence Studies in 2012 and “The Myth of the Monster in Mary’s Shelley’s Murder Mystery, Frankenstein” that appeared in the Journal of South Texas English Studies in 2011. For the past three years, Keese has written annual reviews on new Lawrence scholarship for Year’s Work in English Studies and has also written reviews for the Journal of D. H. Lawrence Studies and D. H. Lawrence Review. He has also contributed a short piece on Leslie Stephen for the Routledge Encyclopedia of Modernism and served as an academic advisor for an entry on Mabel Dodge Luhan that appeared in a volume of Twentieth-Century Literary Criticism in 2016.

Talía Loaiza: My name is Talía Loaiza. I am originally from Ecuador. I completed my college degree in my home country and moved to the US when I won a scholarship granted by my school, La Universidad Técnica Particular de Loja. Later, I obtained my Masters in Spanish Linguistics at the University of Colorado at Boulder. Later on, I moved to The University of Texas at Austin where I completed all the PhD courses. My specific training was in Second Language Acquisition. I have taught at a variety of colleges and universities throughout the US from Maine to Texas.I finally settled down in Austin when I was hired as a full-time Professor at ACC. I consider myself very fortunate to have been allowed to join this fine institution and live in this beautiful city.

Veronica Reyna: Since 2002 I have been teaching higher education. I started as adjunct faculty at St. Mary’s University & Our Lady of the Lake University in San Antonio, as well as nearly all the community colleges of San Antonio. In 2005, I began my full-time teaching career with ACC. I have done many exciting things at ACC: I have been an Assistant Dean for the Social Sciences Department, as well as served as a faculty advisor to Southern Poverty Law Center @ACC. I am a co-author for the textbook, Practicing Texas Politics, 16th & 17th edition. I’m currently working on an updated election edition of my textbook which will publish August 2019.

Yam Tolan: William (Yam) Tolan has taught at ACC for 15 years, in both the Department of Professional Photography and now the Art Department. He has been active in the Full-Time Faculty Senate, serving as President FY19. A certified Adobe educator, Yam is looking to use the iPad and Adobe’s mobile apps in his ARTS 1301 Art Appreciation and ARTS 2356 Photography I classes. Yam’s artwork has been widely exhibited and is included in the permanent collections of the Museum of Modern Art, the Museum of Fine Arts in Houston, the Milwaukee Museum of Art, the Fogg Art Museum at Harvard University, and among other private and public collections. Active in the photo/art community, Yam formally served on the Boards of Directors of both the Society for Photographic Education and the Texas Photographic Society. More information about his art can be found on his website williamtolan.com and about his sourdough bread on Instagram @yamtolan.

Lauren (Lola) Watson: Lola Watson is an adjunct professor in English. Her pedagogical work focuses on service learning and creating a learner-centered classroom. Research interests include gender studies, pop culture, and children’s literature. She is a member of the Publicity Committee for the Children’s Literature Association.

Lynne Wiesman: Lynne, a Professor in Austin Community College’s ASL & Interpreter Training Program (ITP), has been educating interpreters for 30+ years both online and in more traditional face-to-face settings. She is the founder of a first-to-market professional development organization specializing in distance education at a time when distance technologies were in their infancy. Signs of Development provides distance mentoring, streaming WWWorkshops for continuing education credits for interpreters, certification preparation, & self- analysis tools and processes. In addition to educating, she also has been a freelance court/legal interpreter for 25+ years. Lynne has previously served as the Director & developer of the Troy ITP (online, on-campus, and hybrid). She is a Master Mentor and has taught in the Master Mentor Program and has extensive experience in developing Mentor Trainers, mentors, and sustainable mentoring projects & relationships. Lynne has been a long-time advocate for animal rights, supporting rescue groups, and enjoys fostering and dog sitting for rescue animals.

Lesson Plans and Assessment

Upon completion of this institute participants will have:

    • Selected a mobile strategy/ies for use in their own courses.
    • Developed a learning resource to address an instructional problem (i.e., a lesson plan, an instructional video, or an interactive assessment).
    • Presented a learning resource that addresses an instructional problem

Participants are expected to use the one hour of online time commitment to:

    • Identify learning outcomes
    • Identify activity
    • Identify appropriate mobile technology/app
    • Develop a lesson plan
    • Develop an assessment

Suggested Timeline

Date Items to Complete Resources to Assist
Tuesday 6/25/19
  • Identify learning outcomes
  • Identify activity
Action verbs for writing outcomes

Adobe Teaching Resources
(To access the Adobe Teaching Resources you will need to login to Adobe Creative Cloud.)

Wednesday 6/26/19
  • Identify appropriate mobile technology/app
  • Develop a lesson plan
  • Develop an assessment
Sample Lesson Plan*

Sample Assessment

Thursday 6/27/19
  • Prepare for Friday Presentation and finish deliverables.
Friday 6/28/19
  • Present Learning Resource (i.e. Lesson Plan)

Create a folder and name it “your last nameProjects” in this team drive, for example “LeeProjects”.

In your name folder add your learning activity, assessment, and any supplemental materials (such as student handouts or graphics). *You may save your own copy of the “Lesson Plan Template.docx” in your name folder. Please do not change the template.

2017-2018 DIGITAL FELLOWS

Faculty Name Area of Study Department Pilot Course
Herb Coleman Public and Social Services Psychology PSYC 2301
Ryan Davidson Liberal Arts English ENGL 1301, 1302
Richard Griffiths Liberal Arts Psychology PSYC 2301
Heidi Juel Liberal Arts English ENGL 1301, 1302
Julienne LeMond Science, Engineering, and Math Physicist PHYS 1401
Katie McClendon Liberal Arts English/Journalism; Adult Education ESL/HSE ENGL 1301, 1302
Susan Meigs Liberal Arts English ENGL 1301, 1302
Lindsey Mikash Arts, Digital Media, and Communications Art/Art History ARTS 1303
Ann Orsinger Liberal Arts Philosophy and Government PHIL 1301, 2306
Kerri Pope Liberal Arts Philosophy, Religion, and Humanities (Humanities Discipline) HUMA 1301
Thomas Samuel Science, Engineering, and Math Biology BIOL 1308, 1309, 2404
Daira Wilson Health Sciences Nursing-Associate Degree BIOL 1308, 1309, 2404