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josefThe Creative Teaching Technology Assistance Program is designed for labor intensive teaching projects that require IT support for technologies beyond the current capabilities of the applicant.  The grant gives the applicant access to dedicated time with an Instructional Technology specialist during the school year and up to $1000 for expenses. Applicants are required to consult with an Instructional Technologist prior to submitting the application.  Please contact Sharon Birch at or ext. 6990.

These funds are issued as reimbursement for expenses such as software, supplies, or a student assistant. Please note that student assistants must be paid according to the College Guidelines document. Meals are not funded. Please provide a detailed budget including funds contributed by the department or other cost sharing.  Refer to the Accounts Payable 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 to Paula Baer at

Deadlines for application are October 15, January 15, and March 15.

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.


Grant Recipients


Kay Etheridge, Professor of Biology
Prof. Etheridge received this grant to cover expenses associated with creating an audio guide for a gallery exhibition as part of the First-Year Seminar course, Exploration of the Marvelous: Art and Science in the Renaissance.


Josef Brandauer and Matt Orange received $560 to purchase Wacom Intuos Manga Pens and Wacom Wireless Accessory Kits for Bamboo and Intuos Tablets. This technology has allowed Professors Brandauer and Orange to actively annotate PowerPoint slides in HS 209-210 Human Anatomy and Physiology I and II during class to respond to student questions. They found that this direct annotation increased their mobility in the classroom, allowed them to post notes on Moodle 9 after class, gave Peer Learning Associates an exact record of what transpired in class, and also provided a record for students who were either forced to miss class or who would benefit from reviewing slides on their own.


Florence Ramond Jurney and Jack Murphy (French) received $1,166 to purchase two iPads to be used in the advanced grammar and conversation course. Combining the software program and app Doceri with the mobility of the iPad, Professors Jurney and Murphy moved from teaching grammar through transparencies on an overhead projector to doing so with a tablet, offering real-time input based on student-fed examples and questions—all displayed in high resolution on the classroom’s projector and available online for students’ review. In short, this has transformed the dynamic of the classroom from one that is professor-centered to one that is student-centered. The use of iPads has allowed the professor to give input anywhere in the classroom; it has allowed students to use the main screen as a working pad for their own grammar explanations and examples; and it has allowed
every written gesture to be recorded and saved as a mini-film.

Cassie Hays, Assistant Professor, Sociology
Cassie received funding for her course, Power, Politics, and New Media which challenges students to interrogate the role and power of new media in the formation of national identities, global assemblages, international information flows, legal structures, and social change.  The students are asked to confront traditional research methods by conducting what might be called a Twitter ethnography. 


Paul Austerlitz (Conservatory of Music/Africana Studies) used his grant to hire a student to transfer 15 hours of videotaped material gleaned from research in the Dominican Republic, Haiti, Ghana, Benin, and Nigeria to DVD/hard drives and to edit them into individual units. The research material included everything from interviews with musicians to “talking drum” demonstrations and will be useful in a variety of courses: FYS 143: The Transformative Power of Music, AFS/MUS 318:Africana Music—Juju to Hip-hop, AFS/MUS 282: Music of the Caribbean, AFS/MUS 247: The History of African American Music and MUS 212: Cross-Cultural Elements of Music.