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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):

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


ACCELERATE Program Lead: Cecilia Gomez, Ph.D., CEE Education


  • 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