What is ACCELERATE?
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 learning environments in technology-rich, hybrid, and online courses.
The ACCELERATE program supports a specific focus on equity and inclusion for:
a) faculty who are teaching or developing technology-rich courses that are offered face-to-face but have numerous technology-integrated or technology-mediated aspects,
b) faculty who are working on new proposals for hybrid (Y) or online (V) courses, prior to submission to College curriculum committees and COCI for approval, and
c) faculty who teach or are planning to teach existing hybrid (Y) or online (V) courses and want support and opportunities to develop their teaching of these existing courses.
ACCELERATE will be held on Zoom as a synchronous program, with some asynchronous work required. There are 10 seats open in this fellowship per offering. Applications are currently closed.
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, continuing lecturers, and Unit 18 instructors with active 2021 appointments and/or for the 2021-2022 academic year. (Federation faculty without a lecturer title but who teach may also be eligible. Please inquire if interested.) There are 10 seats open in this fellowship per offering. 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 2022 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 2022 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
ACCELERATE will be held on Zoom as a synchronous program, with some asynchronous work required. Fellows will need to participate in 8 hours of synchronous meetings during the week of their choice. Participants will apply their learning throughout the 4-day program. 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):
- 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.
- 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
- Winter 2022 Cohort
Viola Ardeni, ITA Diane Beckles, PLS Thomas Harter, LAWR
- Fall 2021 Cohort
Amanda Guyer, HDE Patricia Quijada, EDU Ling-Yu Lu, CHN Sophia Mattingly, EDU Maria Trnkova, MAT Susan Verba, DES Mark Verbitsky, POL
- 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