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The JCCTL Department/Program Funding grant is designed to provide support for curriculum development, revision, or innovation carried out by a department or program as a whole. The range of possibilities is broad but the proposed changes should be significant, substantive, and not readily accomplished through ordinary departmental procedures. Proposals may develop out of an external review or other departmental assessment of needs. Department chairs or program coordinators are encouraged to discuss potential projects with the JCCTL Director. Normally, awards will not exceed $2000 but the JCCTL will consider larger requests based on the quality of the proposal and the availability of funds.  Applications from all disciplines are encouraged.

This application can be saved as a Word document for editing.  Type your answers under each heading.  Please provide a detailed budget including funds contributed by the department or other cost sharing. Refer to the Accounts Payable website for reimbursement guidelines. The Department Chair or Program Coordinator should submit this application Paula Baer at by March 31, 2018.

Recipients of a JCCTL fellowship or grant must submit a written report at the conclusion of their project and be willing to make one or more presentations about their work in appropriate on-campus venues.


JCCTL Department/Program Funding Recipients


Josef Brandauer, Associate Professor of Health Sciences, on behalf of the Departments of Health Sciences, Biology, and Chemistry, to organize and implement a day-long workshop targeting science faculty and Peer Learning Associates (PLAs) who predominantly interact with first-year or sophomore life science students who will eventually declare a Biology, Chemistry, or Health Sciences major. This workshop will consist of a discussion based session on the importance of confidence and a “Growth Mindset” for academic success, and an interactive session where through dialogue, role play, and exchange of existing practices, participants will engage with one another in order to devise a plan for creatively incorporating ‘confidence and metacognition’ activities into their courses and advising.

VoonChin Phua, Associate Professor of Sociology, on behalf of the Department of Sociology, to cover stipends for faculty, including one adjunct and one newly hired tenure-track faculty, to take part in a full day retreat. The purpose of the retreat is to address serious issues raised by the last external departmental review relating to the design of the Sociology major and in particular the role of statistics in that major.


The Department of Physics was awarded funding to support the costs of training their faculty in the use of its new SciDome, a digital curved-field projection system designed for use in planetariums that support K-12 and higher education as well as public education and outreach efforts. By providing funds for the training, the JCCTL contributed to the department’s larger efforts to revamp its planetarium and to revise its teaching.

The Department of Health Sciences which wishes to begin developing a minor in Public Health. The requested funds will allow one or two faculty members to attend a conference and initiate discussions with members of other departments.   


The Spanish Department received $2,010 to cover the cost of a workshop addressing the needs of native and heritage speakers of Spanish. Gettysburg College has experienced an increase in the number of students who self-identify as Hispanic over the last several years, and the Spanish department has an increased number of native speakers in their classes. Among the traits that often distinguish this group of students from second language learners are a contrast in their active and passive language skills, lack of exposure to different styles and written texts, and internalized negative attitudes with regard to the value of minority languages and to the absent linguistic purism that stigmatizes the language they speak. The Spanish Department faculty collectively agreed that they could and should do more to revise the framework of existing pedagogical practices and curriculum to meet the needs of heritage speakers. Following the workshop the Spanish Department was able to identify the materials they needed.

The Education Department received funds to organize a small group of faculty to participate in seminar-style conversations about the state of teacher education at Gettysburg College and how it should evolve. With this goal in mind the Education Department was awarded $4,036.20. Professor Powell brought a group of self-selected faculty together at the end of the Fall semester to outline what they wished to do. These colleagues represented, among others, English, History, Biology, Physics, Chemistry, French, German, Spanish, Economics, Environmental Studies, Psychology, Sociology, Mathematics, and Political Science, areas for which Gettysburg College offers teacher certification. Participants received a copy of A Good Teacher in Every Classroom, the report that resulted from a commission charged by the National Academy of Education to synthesize current scholarship on teacher preparation and to make recommendations for teacher education programs. The group met every two weeks over the course of the Spring semester, discussing the challenges of bringing back elementary certification to Gettysburg College, our curriculum in terms of the program we offer or could offer, and how we might use the education program to enhance our relationship with the larger community. One of the key takeaways was that the group would like to strengthen the relationship with the Spanish Department and with the College’s Center for Public Service.


Tim Good and Bret Crawford received $2,608 to support a curricular renewal initiative in the Department of Physics. This initiative was designed to bring together contemporary issues in quantum mechanics, state-of-the-art technology, and innovative teaching methods under the umbrella of a new laboratory course. In the summer of 2011, Professors Good and Crawford worked with two student assistants to develop five experimental exercises that were implemented in this new course, entitled Experiments in Quantum Physics. The initiative responds to external review panel recommendations that called on the department to modernize concepts and technologies in upper-level teaching labs.


Feeling the need for greater cohesion in its Introduction to African American Studies course, the Africana Studies Program held a summer workshop to formalize this introductory class. During this workshop, program faculty also discussed the possibility of expanding this course into a year-long endeavor (AFS 130 in the fall/AFS 131 in the spring), unifying the various sections of this course through the assignment of the same
novel, and reserving one section of AFS 130 for first-year students and sophomores.

The Education Department organized a day-long colloquium on action research for students, faculty—education department faculty as well as Gettysburg College faculty at large—and K-12 teachers from the community. Action research is a process of systematic, intentional self-study during which educators explore complex problems of practice, implement classroom interventions, and analyze qualitative and quantitative data. Ultimately, this practice supports reflective teaching and helps educators adopt a stance of inquiry around their work, which, in turn, informs future pedagogical decisions and improves professional practice. The colloquium included a keynote speaker (a nationally recognized scholar on action research); small-group discussions with students, faculty, and cooperating teachers; and a workshop session where current and former student teachers presented their ongoing action research projects.

The French section of the Department of French and Italian organized two training sessions—one before each semester—for faculty using the new French 101-102 and French 201-202 textbooks. These new texts offer a multi-media approach where students learn grammatical structures naturally through films, audio and visual documents embedded in the textbook, and an accompanying computer software program. For each session, half of the day was devoted to presentations from a publishing house representative who explained the textbooks’ technology supplement, and the other half
was dedicated to faculty workshops for developing ideas, lesson plans, and class projects using these new materials.

The Musselman Library sent Jessica Howard, one of their reference and instruction librarians, to the Association of College & Research Libraries Institute for Information Literacy’s Immersion Program. Before participating, Jessica identified and described a teaching scenario based on the course-integrated information literacy instruction she had done in Musselman. She then created a related instruction session that she adjusted and improved throughout the Immersion Program. This active participation and opportunity for feedback increased her effectiveness in executing library instruction.

In Spring 2011, the Physics Department was awarded funding for a working retreat to prepare curricular changes agreed upon during the 2010-2011 Academic Year. Specifically, the department hopes to develop a coordinated teaching plan for their 100-level laboratory courses and to finalize their implementation of a new laboratory-based course for junior physics majors. As this grant was awarded for use in Summer 2011, a 5 small portion of these funds fell within the 2010-2011 reporting period, and a greater portion will be used during the 2011-2012 reporting period.