The Creative Teaching Summer Fellowship provides support for labor-intensive teaching projects that are best undertaken in the summer rather than during the school year. The Fellowship provides a faculty member with up to $2000 to cover expenses connected to the project. All funds must be incurred between June 1 – September 1. These funds may be used for materials, supplies, travel related to the project, conference attendance, or for a student assistant to work part-time on the project over the summer. Please note that student assistants must be paid according to the College Guidelines document. Meals are not funded unless incorporated in a conference registration fee. Please provide a detailed budget including funds contributed by the department or other cost sharing. Refer to the Procurement Office website for reimbursement guidelines. Be sure to include requested RPDG funds including the amount requested or received and what component of the project it is funding. JCCTL and the Provost are in communication to determine optimal funding to applicants.
This application can be saved as a Word document for editing. Type your answers under each heading. Applications from all disciplines are encouraged. Please submit this application along with a two page vita to Paula Baer at email@example.com by February 26, 2016.
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.
Summer Fellowship Recipients
Kathleen Cain, Associate Professor, Psychology
Kathy used her JCCTL funds to travel to Ethiopia to enhance my ability to teach my first year seminar, FYS 102-3: The World’s Children. Her goal was to get firsthand knowledge of challenges facing women and children in Ethiopia, to learn more about experiential education in collaboration with GRAB, and to explore possible long-term collaboration opportunities between Project Gaia in Ethiopia and students in my seminar. Kathy offered this course for the fifth time in Fall 2014. The course addresses issues of culture, children’s development, and children’s rights, and it examines a variety of challenges to children’s rights in a global context.
Laurel Cohen-Pfister, Associate Professor, German Studies
Laurel received funding to a seminar on "Ruin and Revival: History, Modern Memory & Identity" in Germany and Poland. The seminar addressed "the role of historical memory in the formulation of individual and national identities in contemporary post-Holocaust and post-communist Poland and the former East Germany." is questioning how memory is constructed and transmitted. The seminar explored how memory is constructed and transmitted "through multiple lenses—art, literature, and culture; institutions, education, and politics; place, monument, and memorial" —with a special focus on "the consciousness and relations of a new generation of Poles and Germans, their past, their present, and their future." Laurel used this information for the development of her GER 331, Politics of Memory in German Media.
Cassie Hays, Assistant Professor, Sociology
Cassie received funds to attend the International Sociological Association World Congress meeting in Yokohama, Japan to ‘internationalize’ the course she teaches regularly: SOC 209, ‘Race & Ethnicity.’ The global version of the course focuses on the historical bases and contemporary outcomes of colonialism, post-colonialism, race-thinking, and racism. This enables students to better understand that racism is a worldwide problem.
Jacquelynne Milingo, Associate Professor, Physics
Jackie used her summer fellowship to attend a workshop Portland, OR that concentrated on Research-Based Active Learning in Introductory Physics. The techniques and discussion surrounding physics education research was applicable to the classes she teaches and benefits the physics department. The new strategies and methods learned in this workshop were immediately applicable to her lectures and labs.
Paul Austerlitz, Associate Professor, Sunderman Conservatory of Music
Paul received a grant to support his attendance to the Barry Harris study group, New Roads in Jazz Pedagogy. Paul writes, "In addition to leading to new pedagogical approaches, this summer's labors revitalized my own playing: combining study with Harris with hands-on application of his ideas in collaboration with top-level players on a near-nightly basis was exhilarating!"
Felicia Else, Associate Professor, Art and Art History and Kay Etheridge, Associate Professor, Biology
Felicia and Kay received a grant to develop a hands-on component to their team-taught course, Wonders of Nature and Artifice: The Renaissance Quest for Knowledge. The funds received supported preparation for an exhibit to take place November 2012, construct an inventory of materials in Special Collections, the Biology department and other locations on campus suitable for students to use, and a student worker to assist with these tasks.
Salma Monani, Assistant Professor, Environmental Studies
Salma received a grant to acquire the video production skills that are required of her students in her Environmental Film and FYS: Green Eggs and Government Cheese courses. This film module exposes students to both theory and practice.
Yumi Takamiya, Assistant Professor, Asian Studies
Yumi received the Creative Teaching Fellowship Grant to travel to Japan to collect books, DVD's, an authentic materials needed to enhance her 305/306 Japanese Language courses.
Eleanor Hogan (Asian Studies) received a Summer Fellowship to develop a First-Year
Seminar on Japanese popular culture. In this course, students are asked to contextualize
various video games, animated films, comics (manga), popular music and other assorted
products and media imported from Japan. Professor Hogan asked her students to conduct this
analysis with the assumption that American preconceptions about Japanese culture are
formed by entertainment mediums that are not originally intended for Westerners, and that do
not give a whole or accurate picture of Japanese culture and society. The course, taught last
fall, examined Japan’s “Gross National Cool” and “soft power,” terms used by scholars to
discuss the Japanese cultural invasion with regard to entertainment. By the end of the
semester, students were able to assess and discuss what these products reflected about
Japanese society and what they portray about Japan beyond its borders. The Johnson Center
grant allowed Professor Hogan to conduct research on Japanese popular culture and media
through site visits in Japan and to hire a student assistant to work with her over the summer
to incorporate Japanese video games into the course.
Leo Yip (Asian Studies) used his Summer Fellowship to develop a Business Japanese course.
Professor Yip traveled to Tokyo to gather printed, audio, and visual materials for this new
course. Despite growing interest in business Japanese language education, Professor Yip
found that textbooks and teaching materials available in the United States are outdated. With
these materials, Professor Yip designed a course organized around a series of situations that
simulate the Japanese marketplace and that allow students to acquire culturally appropriate
interpersonal communication skills needed to deal with a variety of business transactions.
Professor Yip was able to call upon his professional experience and connections in a
Japanese company to accumulate particularly authentic materials.