USG Chancellor’s Learning Scholars

Teresa Hutchins

Building Community with Inclusive Online Teaching

Student success is influenced by classroom climate. However, how do we address this in an online setting where both students and faculty may feel disconnected from their learning and from one another? By using inclusive teaching, we can cultivate awareness of the dynamics that shape classroom experiences and impact learning to develop a learner-centered environment that fosters student engagement.

Ejiroghene Ogaga

Service Learning and Community Engagement

Would you like to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community? If yes, then join us to explore opportunities for our students to apply what they are learning in real-world settings.

Lisa Jellum

Best Practices in Designing Courses with Open Educational Resources

This group will explore the best-practices, tips and tricks for developing high-quality courses using the books Small Teaching Online and Best Practices in Designing Courses with Open Educational Resources.

Sandra Anderson

Intentional Blended Learning

Our students’ lives are linked to technology. As a result, many have less desire for a traditional delivery of content. How do we best blend in-class and online approaches to achieve desired learning outcomes? 

Jayme Wheeler

Year 1: In collaboration with the Business & Professional Studies FLC, we investigated High-Impact Practices and strategies to promote a growth mindset to implement in their classrooms in concert with a continuing emphasis on the Momentum Approach.

Year 2: In the STEM classroom, it often feels as if we don’t have the time for students to really engage with the material they are learning.  It is easy for student engagement to get lost in the online environment.  In this FLC, we will explore best practices for the online classroom and implement these in one or more of our STEM courses.

Billy Morris

Year 1: Guided by James Lang's Small Teaching, participants implemented evidence-based, small incremental changes to improve their pedagogical practices. They integrated insights about the role learners' mindsets play in their learning experiences into their teaching.

Year 2: Participants implemented one High-Impact Practice in their teaching and met regularly to share their experiences and provide supportive and constructive feedback.

Camille Pace

Year 1: Mindful that many students struggle to identify and retain important course material, Business & Professional Studies faculty developed flow charts, process maps, and note-taking techniques that help facilitate student comprehension of course material.

Year 2: The community collaboratively investigated High-Impact Practices and strategies to promote a growth mindset to implement in their classrooms in concert with a continuing emphasis on the Momentum Approach.

Julie Kozee

Year 1: This Humanities FLC studied Carol Dweck's Mindset: The New Psychology of Success and James Lang's Small Teaching: Everyday Lessons from the Science of Learning. 

Year 2: The FLC added study of Saundra McGuire's Teaching Students How to Learn and Mary Ann Winkelmes's research on Transparency in Learning and Teaching (TiLT) to the resources studied in its first year.

Paula Stover

Four nationally recognized resources--Interprofessional Education Collaborative, TeamSTEPPS (a product of the Agency for Healthcare Research and Quality), Robert Woods Johnson Foundation, and Texas Center for Health--guide the Health Sciences FLC Interprofessional Education teaching plan for clinical nursing and dental hygiene students. In each of the two four-semester programs, faculty facilitate small group activities in which students learn vital clinical skills and the power of skillful communication in healthcare teams as they learn "about, from, and with each other."

Sean Callahan

Informed by Dee Fink's Creating Significant Learning Experiences, members of this Social Sciences & Education FLC collaborated on five Textbook Transformation Grants for Affordable Learning Georgia, three of which were selected. Successful grant proposals include an ancillary series of videos to supplement limitations in the global contextualization of American Yawp's presentation of American history, introductory/framing text and guiding questions/key terms for the 73 video lectures on American history, and creation of a major discussion assignment in an introductory psychology course regarding the Implicit Association Test.