Special Collections Libraries Faculty Teaching Fellows

Program Overview

In 2015, the University of Georgia Libraries and the UGA Center for Teaching and Learning (CTL) established a faculty development opportunity for individuals who teach full-time at The University of Georgia to explore archives-based learning as a high impact learning practice through intensive workshops with archivists in the University’s special collections libraries: Hargrett Rare Book and Manuscript Library, the Richard B. Russell Library for Political Research and Studies, and the Walter J. Brown Media Archives & Peabody Awards Collection.  Special Collections Libraries Faculty Fellows apply this learning to adapt an existing course or to develop a new course to include an archives-focused approach to the pedagogy and the course content. This program is inspired by the comprehensive work of TeachArchives.org

 

Archives-Based Learning

Effective archives-based learning enhances student engagement, performance, and retention across all higher education disciplines.  Students who engage with primary sources in an archives setting build observation and summarization skills, learn to work collaboratively to analyze information and solve problems, and discover the sensory and emotional impact of handling historical materials. These skills and experiences help students understand and value the interconnected processes of research and analysis that draw upon many resources, approaches, and viewpoints to generate rigorous scholarship.

Archives-based learning works best when instructors and archivists collaborate to craft archives-centered assignments and projects that align with course goals, provide clear learning objectives, offer guidance and direction, balance logistical constraints, and illuminate the intrinsic value of historical materials for research and for life. The Special Collections Libraries Faculty Fellows (SCL Fellows) program provides a wonderful, engaging, and exciting archives-centered faculty development experience in a convivial and collaborative environment that values experimentation, reflection, and, yes, even fun!

 

 

Program Goals

 

Selection of Participants 

Eligibility

Applicants must be full-time employees of the University of Georgia who commit to teaching their new or revamped archives-centered course within 18 months of completing the formal training of the Fellows program. The SCL Fellows program is open to all University teaching faculty, tenure-track and non-tenure track. Demonstrated passion for and commitment to excellence in teaching, and an interest in experimentation and innovation in approaches and techniques are key factors for selection. Consistent attendance and robust participation in the activities of the program are essential. Attendance at the 4-day May Institute is required. (See timetable below.)

Special Collections Libraries Faculty Fellows Stipend 

The SCL Fellows program provides instructional support and a $2000 stipend. The funds may be used to enhance a fellow’s knowledge about archives, archival theory and practice, or archives-based pedagogy through participation in and/or attendance at professional workshops or conferences. The funds may also be used towards research, preparation, and development of the archives-focused course including hiring a University of Georgia student to perform work to support these activities. Fellows may also use these funds to buy supplies or equipment in direct support of the course. Fellows may apply fund towards course buyout during the period in which they are developing their archives-centered course or in the same semester when they are teaching their archives-centered course. (The application of stipend funds towards buyout is subject to any and all rules that govern such arrangements in the departments of Fellows). The stipend may not be applied to a Fellow’s salary.  Fellows have 24 months from disbursement to expend stipend funds and to report how they have made use of the funds.

 

Application Process

The program continues annually with a call for application in mid-August, application deadline in early October, interviews with prospective participants in October and early November, and selection of cohort members in mid-November.

 

IMPORTANT DATES

2019 SCL Fellows Program Description and Schedule

All events take place in the Richard B. Russell Special Collections Libraries Building, University of Georgia, 300 South Hull Street, Athens, Georgia.

December Kickoff Events

The program begins in early December with a welcome dinner for new Fellows that also serves as a reunion with past Fellows cohorts. The following day, new Fellows will participate in the first workshop of the Fellows program.

Spring Semester Workshops

From January through April the formal instructional program continues with 2 workshops per month on Wednesday afternoons from 2:30-4:30 p.m. Specific dates outlined here:

May Institute 

Beginning Tuesday, May 14, 2019, and concluding on Friday, May 17, 2019, the formal instructional phase of the SCL Fellows Program concludes with an intensive, 4-day institute. Each day, from 8:30-3 p.m., fellows will present course and assignment plans to each other for feedback, conduct in-depth research, and meet with representatives to learn about useful campus resources.

Continuing Support and Collaboration

The Special Collections Libraries Fellows committee provides support and assistance to Fellows to manage the final development of the courses through group meetings and individual conferences. SCL Fellows provide an assessment of their experiences of the Fellows program instruction after the institute in May and again following their experience of teaching their archives-centered course.

 

Program Contacts

For more information about the Special Collections Libraries Faculty Fellows program, please contact Jill Severn at jsevern@uga.edu or 706-542-5766.

Chuck Barber
Associate Director for Public Services and Outreach
Hargrett Rare Book and Manuscript Library

Mazie Bowen
Public Service Coordinator
University Libraries, Richard B. Russell Building Special Collections Libraries 

Anne Meyers DeVine
Outreach and Access Coordinator for Rare Books 
Hargrett Rare Book and Manuscript Library

Mary Miller
Peabody Awards Collection Cataloger
Walter J. Brown Media Archives and Peabody Awards Collection

Jill Severn
Head of Access and Outreach
Richard B. Russell Library for Political Research and Studies

Laura Shedenhelm
Media Archives Cataloger
Walter J. Brown Media Archives and Peabody Awards Collection
Bibliographer for Latin America, Spain & Portugal
University of Georgia Libraries

P. Toby Graham
University Librarian and Associate Provost

Megan Mittelstadt
Director
Center for Teaching and Learning

 

2019 Special Collections Libraries Faculty Fellows

 

Mollie Ariotti

Department of International Affairs

School of Public and International Affairs

mariotti@uga.edu

 

Mary Atwater

Department of Mathematics and Science Education

College of Education; Institute for African American Studies

matwaterchemi@bellsouth.net

atwater@uga.edu

 

Andrew Carswell

Department of Financial Planning, Housing, and Consumer Economics

College of Family and Consumer Sciences

carswell@uga.edu

 

Robert Capuozzo

Department of Educational Theory and Practice (Early Childhood Education)

College of Education

capuozzo@uga.edu

 

Byron Freeman

Eugene Odum School of Ecology

Museum of Natural History

budfree@uga.edu

 

Joshua Hussey

Department English

jhussey@uga.edu

 

Alisa Luxenberg

Lamar Dodd School of Art

allux@uga.edu

 

Eric MacDonald

College of Environment + Design

eamacdon@uga.edu

 

2018 Special Collections Libraries Faculty Fellows

 

Jonathan Burr, Jonathan.Burr@uga.edu

Department of English

ENGL 1101, English Composition I.

In this course, students will engage in academic and personal writing about Athens and the University of Georgia. While doing so, they will study the personal writing of 19th and 20th century residents. Through rhetorical analysis and hands-on interpretation of primary documents, they will seek to understand how material and historical contexts impact language and how personal writing and public writing are shaped by audience, both real and perceived. 

 

Brian Dotts, bdotts@uga.edu

Department of Educational Theory and Practice (Critical Studies in Education)

ETAP/QUAL 8100, Historical Inquiry in Education 

While we focus on a variety of historical interpretations of educational (formal and informal) history in EFND 7040, in this course you will be exposed to a number of readings that help you understand the problems historians face when attempting to interpret the past from limited evidence and how to construct scholarly narratives from our incomplete historical landscape. As a result of an incomplete historical record, it is important to appreciate how historians often interpret the past differently and how they view, even the same apparent landscape, from different perspectives, which result in different narratives.

“Our responsibility as historians,” according to John Lewis Gaddis, “is as much to show that there were paths not taken as it is to explain the ones that were,” a process of historical inquiry that he describes as “an act of liberation.” But even beyond this process, Gaddis declares that, “when historians contest interpretations of the past among themselves, they’re liberating it in yet another sense: from the possibility that there can be only a single valid explanation of what happened.” While students in this course will not use paint, chalk, clay, or pencil to create a landscape of historical consciousness, they will use the tools available to historians in constructing and sculpting a narrative from available historical archival evidence. As Gaddis asserts, historians “can only represent the past…as a near or distant landscape, much as Caspar Friedrich has depicted what his wanderer sees from his lofty perch” (see above). “We can perceive shapes through the fog and mist, we can speculate as to their significance, and sometimes we can even agree among ourselves as to what these are.” During this course, students will be able to experience researching history amid a challenging landscape obscured by “fog and mist.”

 

Tim Cain, tcain@uga.edu

Institute of Higher Education

EDHI 8000, History of Higher Education in the United States

This course examines the history of higher education in the United States from its colonial founding through the late 20th century.  Students will not only engage with the existing historiography but will consider how and why our understandings of the history of higher education have changed over time.  As part of this process, students will be introduced to archival research and the ways in which arguments can be built from primary sources. The course includes explicit consideration of change and continuity in the missions and purposes of higher education, access and equity, institutional diversity, student experience, faculty roles, and the college curriculum.

 

Lisa Fusillo, lfusillo@uga.edu

Department of Dance

FYOS 1001, The Variety Show—From P.T. Barnum, to Vaudeville, to America's Got Talent

 

Jennifer George, georgejl@uga.edu

College of Family and Consumer Science, Human Development and Family Science

HDFS 5150, Families, Schools, and Communities

 

This course will consider contemporary issues in education as they relate to individual, family, and community development.  We will explore the school-to-prison pipeline, access to higher education, school choice, and education reform and standards, as well as issues of health and socio-emotional learning.  Grounded in Bronfenbrenner’s Ecological Systems Model, we will pay special attention to the chronosystem using primary source documents form the Special Collections Library.  You will work to build the “story” of a particular issue and develop a service-learning project addressing the issue in relation to education today. 

 

Elizabeth Kraft, ekraft@uga.edu

Department of English

English 4420, Early Eighteenth-Century British Literature

The early eighteenth century witnessed a rapidly expanding print culture. Booksellers such as Edmund Curll and Bernard Lintot were new cultural authorities, and writers such as Daniel Defoe, Jonathan Swift, Eliza Haywood, and Alexander Pope competed not only with each other but will all kinds of print matter available in the book stalls, the coffeehouses, and the drawing-rooms of  London. In this class, engagement with eighteenth-century books, prints, broadsides, maps, and manuscripts from our Special Collections will enhance readings of some of the classics of English literature (The Tatler, The Spectator, Gulliver’s Travels, Robinson Crusoe, The Dunciad, to name a few). Students will come to know, first hand, the lively--sometimes exciting, sometimes overwhelming, occasionally threatening--material culture by and in which this literature was produced.

 

Carol Britton Laws, cblaws@uga.edu 

College of Family and Consumer Science, IHDD

IHDD 5000(S)/7000(S), Disability in the Archives

COURSE OBJECTIVES OR EXPECTED LEARNING OUTCOMES

TOPICAL OUTLINE

 

Julie Velasquez Runk, julievr@uga.edu

Anthropology

ANTH6620, Methods in Sociocultural Anthropology

This course provides a broad introduction to research methods and focuses on collaborative and community-based research on Athens histories via archival-based learning.  The course covers research design, research methods, data analysis, write-up, and presentation, and is grounded in social science research methods, drawing from anthropology, sociology, geography, history, political science, and environmental studies.  Strong research design and mixed methods are used to draw out and understand complexity, especially by considering temporal and spatial scales.  This course is centered on practical field methods.  Additionally, throughout the course students will learn experientially, working with Athens community members to conduct and write-up collaborative archival-based research with community members.

 

John Short, jshort@uga.edu

Department of History

HIST 33XX, History of Science

This course examines the development of European natural science––that is, natural history––from the Renaissance to the early twentieth century.  We begin with voyages of overseas exploration, collecting and the curiosity cabinet, then survey the Scientific Revolution of the seventeenth century before considering the Enlightenment through the figure of Alexander von Humboldt.  From this we establish the context for Darwin and the convergence of geology, paleontology and biology on evolutionary theory.

 

Steve Soper, ssoper@uga.edu

Department of History

HIST 3775, Crime, Punishment, & Human Rights

 

John Weatherford, jwiv@uga.edu

Grady College, New Media Institute

NMIX 4110, New Media Production

New Media Production provides a foundation of technical skills upon which students can build for the rest of their careers. Students learn how to design and develop web products that function effectively with multiple platforms using technologies such as HTML5, CSS3, JavaScript, jQuery, Bootstrap 4, and WordPress. In this special archives-based section of the course, students will collaborate to create an interactive online compendium of archival materials related to the history of UGA’s graphic identity, including logos, typography, publications, academics, and athletics.

 

Kirk Willis, kw@uga.edu

Department of History

HIST 4990, Senior Seminar in History: Nuclear Culture

In the years since 1945, nuclear technology for both peaceful and military  purposes has proliferated and entered modern American culture. Everything from congressional debates to press accounts to popular fiction and film to visions of both nuclear war and nuclear civilian applications have been much written about and wrangled over.  There is, that is, a detailed and wide-ranging story to be told, and the purpose of this course is for students to find a portion of that story and to tell it using primary as well as secondary sources.