Faculty Resources and Awards

FGCUScholars, in collaboration with Financial Aid and the Office of Undergraduate Studies, announces the WiSER (Work-study in Scholarly Experiences & Research) Eagles initiative for 2019-2020, in an effort to connect more students with faculty-mentored research and professional opportunities. Through this program, you will have the opportunity to employ an under-served undergraduate assistant for the semester or year at no cost to you or your department. This is an exceptional way to support the success of students while advancing your scholarly or professional work.

There will be a second and third calls just before the beginning of the Fall and Spring semesters, respectively.
Please reach out to us if you have any questions about the program: ous@fgcu.edu

Information and Submission Form

FGCUScholars and the Lucas Center for Faculty Development are now accepting Innovative Assignment Design Award proposals. This initiative was created to support faculty who implement course and/ or assignment revisions that enhance the success of students. This year we will support innovations that seek to either:

1. Enhance the Critical Thinking, Information Literacy, and/ or Written Communication skills of students, or
2. Engage students in Authentic Course-Embedded Scholarship

We are particularly interested in adventurous proposals that could be risky but also show high potential payoffs. In previous years, faculty have pursued amazing ideas, including:

• The Student Voting Project: Connecting Lee County Schools to Solution Journalism
• Writing to a Visually Saturated World
• Connecting Organic Chemistry and Cell Biology through Interdisciplinary Class-Based Research
• Creating a Sense of Place through Music
• Deep Diving Queen Victoria's Journals

Information and Submission Form

The Communities in Transition initiative supports faculty-student-community member partnerships in a way that creates rich and meaningful research and service opportunities, and allows FGCU to take a leadership role in statewide and region-wide enhancement or advancement efforts. Proposals should be focused to Southwest Florida and the Caribbean region. 

Faculty teams are invited to submit community-engaged research proposals that will undertake site-based research during the summer semester. Each project may comprise between 1-3 faculty. Faculty Project Leaders will work with supporting offices to select up to 6 students that may participate in this community-engaged research. 

Projects may come from any academic discipline, and interdisciplinary collaborations are encouraged. Eligible research projects may explore not just the impact of change or disturbance, but may also document how communities respond to transitionary events. All projects must design and embed meaningful and sustainable service initiatives within their project so that supported faculty and student scholars help natural and human communities in these locations.

 

SUBMISSIONS CLOSED for 2019

The Faculty Writing Partners program pairs any faculty member who is looking to write/design/revise writing prompts and/or rubrics for writing assignments in their courses with a faculty member from the Composition program. The partnership will take place over the course of two consecutive semesters (or across Spring-Fall), and faculty partners will earn a stipend for their participation.

 

Learn More

 

Deyrup, Marta M. Successful Strategies for Teaching Undergraduate Research. Lanham: Scarecrow Press, Inc., 2013. 

Keeran, Peggy, and Michael Levine-Clark. Research Within the Disciplines: Foundations for Reference and Library Instruction. Lanham, Maryland : Rowman & Littlefield, 2014. 

Northey, Margot, and Joan McKibbin. Making Sense: A Student's Guide to Research and Writing. Don Mills, Ontario: Oxford University Press, 2015.

Smith, Kevin L. Owning and Using Scholarship: An IP Handbook for Teachers and Researchers. Chicago, Illinois: Association of College and Research Libraries, 2014.

Wiebe, Todd. “The Information Literacy Imperative in Higher Education.” Liberal Education 101.4/102.1 (Fall 2015/Winter 2016): 52-57. (Online article; PDF through FGCU library)

Villanueva, Victor, and Kristin L. Arola, eds. Cross-Talk in Comp Theory: A Reader. 3rd ed. Urbana, IL: National Council of Teachers of English, 2011.

Walvoord, Barbara E. F. Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms. San Francisco: Jossey-Bass, 2014. (ebook through FGCU library)

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Bahls, Patrick. Student Writing in the Quantitative Disciplines: A Guide for College Faculty. San Francisco: Jossey-Bass, 2012.

Grobman, Laurie and Joyce Kinkead, eds. Undergraduate Research in English Studies. Urbana: National Council of Teachers of English, 2010.

Maggetti, Martino, Claudio M. Radaelli, and Fabrizio Gilardi. Designing Research in the Social Sciences. Los Angeles: SAGE, 2013.

Schmidt, Randell K, Maureen M. Smyth, and Virginia K. Kowalski. Teaching the Scientific Literature Review: Collaborative Lessons for Guided Inquiry. Santa Barbara: Libraries Unlimited, 2014.

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Bahde, Anne, Heather Smedberg, and Mattie Taormina. Using Primary Sources: Hands-on Instructional Exercises. Santa Barbara: Libraries Unlimited, 2014.

Diaz, Joanne T. “The Digital Archive as a Tool for Close Reading in the Undergraduate Literature Course.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 12.3 (Fall 2012): 425-447.

Helms-Park, Rena and Paul Stapleton. “How the Views of Faculty Can Inform Undergraduate Web-Based Research: Implications for Academic Writing.” Computers and Composition: An International Journal for Teachers of Writing 23.4 (2006): 444-461.

Rosenwasser, David and Jill Stephen. Writing Analytically. 7^th edition. Wadsworth Publishing, 2014.

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