What is ACCELERATE?


To continue helping faculty transition to in-person and hybrid teaching beyond the pandemic, the Center for Educational Effectiveness (CEE) is pleased to announce the ACCELERATE Fellows program. ACCELERATE is an intensive fellowship designed to support the creation of inclusive and equitable e-learning environments during the transition between face-to-face courses and hybrid and online courses.

ACCELERATE is meant to inform course transformation efforts for faculty at various stages of the process, including those who are still exploring opportunities to those who are already in the process of redesign and would like more information on inclusive practices. If you are in the various stages of planning for remote instruction, ACCELERATE will inform the development of your course. If you have taught remotely, then ACCELERATE will give you additional considerations for course revisions or adaptation for future remote offerings.

Due to guidelines from campus leadership and the opportunity to demonstrate best practices in remote teaching, we will be holding ACCELERATE in a blend of synchronous and asynchronous modes. There are 10 seats open in this fellowship per offering. Applications will open in October.

ACCELERATE Asynchronously, a self-paced course, is available to all members of the UC Davis teaching community. Participants will receive a certificate of completion when they finish the course. 


Who can apply?

The ACCELERATE Fellows program is open to all full-time Academic Senate faculty and Unit 18 instructors with active 2021 appointments and/or for the 2021-2022 academic year. ACCELERATE Fellowships will be granted based on the merits of the applications and how they conform to program goals. 

Academic Senate applicants: Senate members will receive funds as a transfer to their Academic Enrichment Fund upon completion of the program requirements. Please note that applicants who are assigned Winter 2021 instruction may be prioritized over those individuals who are not. 

Unit 18 applicants: An active appointment in 2021 or the 2021-2022 academic year is necessary for participation for Pre-6 Unit 18 applicants. Pre-6 Unit 18 applicants should submit a pdf of an Appointment Letter with their application. Continuing Unit 18 applicants do not need to provide a letter of appointment. Please note that applicants who are assigned Winter 2021 instruction may be prioritized over those individuals who are not.

All Unit 18 applicants will need Department Chair approval to participate. A template for the Chair's Letter of Support can be found here).

Unit 18 Lecturers who successfully complete the ACCELERATE Fellows Program will be provided access to a $500 fund that will be available to pay for approved expenses related to the Lecturer's transformation of their course to the online model, such as online/hybrid instructional materials, technology related materials, or tools that will directly support course redesign and transformation. This $500 fund is not compensation to the Lecturer, and will only be used to reimburse for expenses approved in advance by CEE. All materials procured through this program are the property of the University of California, Davis and are to be used for official University business.

Unit 18 lecturers need to submit a budget upon completion of the program. The budget needs to include a clear rationale for how expenses apply to classes applicants are teaching (currently or prospectively). A budget template will be provided for Unit 18 participants to complete.

Upcoming ACCELERATE Program Dates:       

• December 13-16, 2021
• March 21-24, 2022

At this time, most of the workshops and activities will be self-paced and carried out on Canvas, with a few live, Zoom meetings. Participants will apply their learning throughout the 4-day program. Participants can expect to voluntarily commit about 20 hours of work over the 4 days of ACCELERATE. A general schedule can be found here. 

Benefits to ACCELERATE Fellows

• Participants will receive intensive, hands-on professional development in equitable and inclusive digital pedagogies and instructional strategies over the 4 days of programming. This includes tools to scale course development for equity and efficiency.
• $500 in start-up funding to put toward course transformation explorations and efforts. The funds must be spent on instructional materials (books) and technological acquisition (software, production) related to online/hybrid that will directly support course redesign and transformation.
• Opportunities to collaborate with colleagues who are committed to equity and inclusion.
• Individualized support from CEE.

Participants will leave with:

• a revised online/hybrid syllabus 

• a redesigned online/hybrid module plan 

• activities that support equity and inclusion 

• access to Linder's (2017) Blended Course Redesign Workbook

Examples of Appropriate & Inappropriate Expenses for ACCELERATE funding ($500):

Appropriate Expenses

• Purchase of reference paper books or ebooks on remote teaching, hybrid teaching, online learning, and or similar topics connected with online/hybrid teaching and course redesign and/or equity and inclusion in higher education
• Technology equipment needed to teach online, such as iPads, microphones, Apple Pencils, tablets, styluses, or a similar tool connected with online teaching and remote teaching
• Audio-visual equipment needed to teach online, such as the purchase of head-sets, a computer camera, and document cameras
• Subscriptions to conferences, programs, or tech applications that support remote teaching (i.e., an online course on how to create podcasts, an online course on remote teaching, a subscription for an online app that can be tried in class with students)

We strongly recommend that all ACCELERATE Fellows check with their college’s IT department prior to purchasing and/or in preparation of the budget, to ensure that items comply with IET policies. When selecting software, also consult the Vendor Risk Assessment page from IET.

All materials procured through this program are the property of the University of California, Davis and are to be used for official University business.

Inappropriate Expenses

• Any salary compensation support for faculty, TAs, staff, or undergraduate students
• Entertainment expenses
• Travel expenses (virtual conference registration may be eligible)
• Office equipment that is not directly aligned with teaching online (e.g., desks, lighting, additional monitors, printers)
• Routine costs normally borne by the department such as telephone costs, office supplies, mail, ink cartridges, computer software and other normal office costs

Contact:

ACCELERATE Program Lead: Cecilia Gomez, Ph.D., CEE Education Specialist, mcgomez@ucdavis.edu.

 

• Summer 2021 Cohort

• Clare Cannon, HDE

  Elizabeth Freeman, ENG

  Katharine Graf Estes, PSC

  Joel M Ledford, PLN

  Jiao Li, EALC

  Faheemah Mustafaa, EDU

• Spring 2021 Cohort

• Md Shamim Ahamed, EBS

  Hana Anderson, UCDMC

  Michelle Apriña Leavy, DRA

  Clara Barr, ENG

  Prasad Naik, GSM

  Lisa Oakes, PSY

  Lisa H. Sullivan, EDU

• Winter 2021 Cohort

• Eliza Bliss-Moreau, PSY

  Whitney Duim, CHE

  Sara Melissa Dye, PLS

  Maja Makagon, ANS

  Yutian Tan, CHN

  Karen Zito, BIS

• Fall 2020 Cohort

• Mary Cadenasso, PLS

  Ryan Cartwright, AMS

  Shizhe Chen, STA

  Grace Delmolino, ITA

  Elizabeth Forrestel, VEN

  Simona Ghetti, PSC

  I-Chia Lee, CHN

  Mona Monfared, BIS

  Mehul Rangwala, GSM

  Hannah Tierney, PHI

  Caroline Kieu Linh Valverde, ASA

• Summer 2020 Cohort

• Susan M. Abplanalp, DES

  Stacey Anne Combes, NPB

  Gerardo G. Mackenzie, NUT

  Emily Rose Merchant, LIN

  Gloria M. Rodriguez, EDU

  Kristian A. Stevens, EVE

  Nancy S. Tseng, EDU

  Astrid Volder, PLS

  ---

  Diana Aramburu, SPA

  Erwin Bautista, NPB

  Natalia Caporale, NPB

  Glenda Drew, DES

  Alla Fomina, BMCDB

  David Glick, PHI

  Heather Jane Hether, CMN

  Pauline Holmes, EDU

  Rachel Jean-Baptiste, HIS

  Jiao Li, EALC

  Timothy McNeil, DES

  Elizabeth Montaño, EDU

  Frances C Moore, ESP

  Jessica B Perea, NAS

  William Edward Tavernetti, MAT

  Julie Wyman, CDM

  ---

  Orlando L Carreón, EDU

  Marcela Cuellar, EDU

  Christine Helen Diepenbrock, PSC

  Kerry Anne Enright, EDU

  Dana R Ferris, UWP

  Marjorie Florestal, LAW

  Susan Gentry, MSE

  Brian W Goldner, UCDMC

  Mark Huising, NPB

  Azra Jahanitabesh, PSC

  Flagg Miller, RST

  Valentina Popescu, CLA

  Kimberlee Shauman, SOC

  Kazuhide Takeuchi, EALC

  Talitha van der Meulen, NPB

  ---

  Hannah Anderson, HDE

  Rachel Bernhard, POL

  Charlotte Biltekoff, FST

  Shelley Blozis, PSC

  Steve Boucher, ARE

  Anne Britt, PLB

  Korana Burke, MAT

  Kory Ching, UWP

  Richard Huskey, CMN

  Tina Jeoh, EBS

  Marc Lowe, GSM

  Jean Menezes, DES

  Li Tian, PLS

  Rohit Thomas, MAT

• Winter 2020 Cohort

• Shelley Blozis, PSC

  Matthew Butner, ECS

  Julia Chamberlain, CHE

  Sarah Faye, UWP

  Beth Ferguson, DES

  Paul Gepts, PLS

  Gerardo McKenzie, NUT

  William Sewell, UWP

  Narine Yegiyan, CMN

  John Yoder, PLS

• Fall 2019 Cohort

• Eleftheria Arapoglou, AMS

  Eugenia Da Silva Fernandes, POR

  Juliana Leite Nobrega De Moura Bell, FST

  Catherine Hatzakos, UWP

  Hooman Rashtian, EEC

  Priscilla San Souci, PSC

  Stavros Vougioukas, EBS

  Claire Waters, ENL

• Summer 2019 Cohort

• Michelle Barbato, ECI

  Gina Dokko, GSM

  Heiner Leith, PLS

  Claudia Sanchez-Gutierrez, SPA

  Katerina Ziotopoulou, CEE

• Spring 2019 Cohort

• Po-Yen Chou, VSR

  Zoe Drayson, PHI

  Debbie Fetter, NUT

  Tessa Hill, PLS

  Sascha Nicklisch, ETX

  Philipp Zerbe, PBI