While the replacement of the variable air volume (VAV) boxes is continuing on the first floor, subcontractors will begin work on Wednesday, Nov. 18 replacing portions of the hot water pump located in the ground floor mechanical room. Hot water distribution to the VAV boxes will be stopped throughout the building during these repairs, resulting in colder airflow. Because this will impact the full building rather than individual floors, it is anticipated that temperatures will be cooler than what individual floors have experienced.
Recognizing that construction activities may make some workspaces temporarily unsuitable for normal operations, Dean Spangler has authorized temporary telework for employees whose immediate work area is impacted. Telework arrangements remain subject to approval by the employee’s supervisor and must be coordinated to ensure appropriate unit coverage and continuity of operations. We appreciate your flexibility and cooperation as we complete these improvements and will continue to share updates as project schedules are finalized.
The University of Georgia Office of Global Engagement and the University of Leeds are pleased to announce the FY27 University of Georgia and University of Leeds Collaboration Fund. This joint initiative supports the development of sustainable academic partnerships between faculty at the two institutions through two funding tracks designed for different stages of collaboration.
The fund is open to faculty from any discipline and welcomes proposals initiated by colleagues at either institution. Proposals in the following areas are particularly welcomed under the research and scholarly collaboration track:
- Glycobiology and structural biology
- Health technology, advanced materials, and biological engineering
- Infectious disease, immunology, and antimicrobial resistance
Interdisciplinary proposals that extend beyond the health and life sciences are strongly encouraged.
Funding tracks
Track 1: Research and scholarly collaboration
Designed for faculty who already have an identified partner at the other institution and a defined project. Funding supports early-stage research and scholarly collaboration, creative and practice-based work, joint proposal development, and other activities that advance a long-term partnership.
- UGA funding: Up to $20,000
- University of Leeds funding: Up to £15,000
- Combined project value: Approximately $40,000
Applicants must identify a specific future external funding opportunity that the collaboration will pursue.
Track 2: Collaboration development
Designed for faculty who do not yet have an established working relationship with a counterpart at the partner institution. Funding supports faculty travel, partnership-building activities, and the development of future research, teaching, or scholarly initiatives.
- UGA funding: Up to $4,000
- University of Leeds funding: Up to £3,000
Each institution funds its own participants, and no matching funds are required.
Eligibility
- Track 1 is open to UGA tenured, tenure-track, clinical, and research faculty
- Track 2 is open to all full-time faculty at UGA, including all non-tenure-track, clinical, and research faculty
- Every proposal must identify a lead investigator at both UGA and the University of Leeds
- Faculty may serve as lead on only one proposal and may apply to only one track
Application and deadline
Applications must be submitted through the online application form by Tuesday, Dec. 15.
Award notifications are expected in mid-January 2027, with funding available by the end of January 2027. Complete program guidelines, including eligibility requirements, application materials, evaluation criteria, allowable expenses, and reporting requirements, are available via the OGE website.
Questions may be directed to Harper Davison. Thank you for supporting UGA’s international research, scholarly, and partnership development efforts.
Kadir Bahar, an associate professor in the Department of Educational Psychology, was quoted in Women in Academia Report for a recent study on participation and achievement in Advanced Placement (AP) high school courses.
Across the study period, girls tended to dominate AP courses in languages, humanities, and the arts, while boys were overrepresented in STEM subjects‚ particularly in physics and computer science.
“Gendered expectations can accumulate over many years,” Bahar said. “Parents may perceive sons as more mathematically capable and daughters as more verbally capable. Teachers may unintentionally enforce such expectations, and peer norms can make certain subjects appear more or less socially appropriate for boys or girls.”
Read the full story in WIA Report.