The UGA Office of Emergency Preparedness (OEP) offers a brief, interactive online training module to help members of the campus community prepare for a variety of emergency situations. Learn practical preparedness information and earn a certificate of completion upon successfully completing a brief quiz.
Visit the OEP website to discover resources on preparing and planning for campus emergencies and how you can prepare in 60 seconds.
Are you interested in shaping the 2027 Inclusion and Belonging Conference? This conference centers on connection, belonging, and shared learning across our College and community. We’re inviting students, faculty, and staff to collaborate on session ideas, speaker outreach, and event logistics.
If you would like to bring your ideas and creativity to this year’s planning committee, please email Georgette Morgan by Friday, Oct. 2 at 5 p.m.
- College nomination deadline: Wednesday, Sept. 30
- Nomination deadline: Friday, Oct. 16
- Submit a nomination
This award is presented to a faculty member who has made a considerable contribution to promoting a culture of inclusion within and beyond the classroom at the University of Georgia. The awardee will receive a $1,000 cash award.
The Dawn D. Bennett-Alexander award is open to all UGA faculty. All components of the dossier must be submitted by Friday, Oct. 16 for a faculty member to be considered for the award. Each dean, director, or vice president of a school, college, or other unit may nominate up to two faculty members per year for the Dawn D. Bennett-Alexander Inclusive Community Award.
A complete nomination includes a dossier of the following items:
- Letter of nomination from dean, director, or vice president.
- CV of nominee.
- 1-to-3-page narrative written by the nominee that outlines their contributions to fostering a culture of inclusion within and beyond the classroom at UGA. This should also include examples of their commitment to inclusive work while fulfilling the institution’s tripartite mission of teaching, research and service.
- Additional artifacts such as relevant publications, presentations, syllabi showcasing innovative curriculum and examples of institutional engagement.
A committee composed of three faculty members, one staff member from the Office of Academic and Community Engagement, and one student will review all submission materials. Only one person will be selected each year to receive the award.
Mark your calendars! Breakout session proposals for the 58th Annual Georgia Conference on Children’s Literature are now open. The 2027 conference will take place on Friday, March 19.
We invite you to share your ideas, research, and perspectives on children’s literature. More conference news will be coming soon!
To better serve diverse faculty needs, we are transitioning what was previously known as the ITT Academy into two distinct monthly learning communities. You are welcome to attend both or move between them as your goals evolve.
Both groups will meet in Aderhold Hall Room 206 from 1-2 p.m. on select Fridays monthly. If these meeting times don’t work for your schedule, stop by Room 232 or reach out to Kayla Flanagan in the Office of Information Technology to brainstorm new ideas or explore digital strategies for your courses.
Group 1: TLC
TLC (Teaching and Learning Community) is an interdisciplinary community that offers a supportive environment for faculty to explore practical teaching strategies, discuss evolving classroom dynamics, and collaborate on effective methods to enhance both instruction and scholarly work with a focus on emerging technologies.
Upcoming sessions:
- Friday, Oct. 16: Beyond the AI Ban: Draft an academic honesty policy and discuss how to navigate assessment with the use of AI tools
- Friday, Nov. 13: Accessibility: Discuss strategies and receive instruction on making all materials more accessible on eLC
Group 2: EDGE
EDGE (Educators Driving Growth in Education) brings together early adopters and innovative educators to experiment with emerging technologies and novel instructional practices across disciplines, driving continuous educational growth and high-impact learning across online, hybrid, and traditional classrooms.
- Friday, Oct. 23: AI Tools for Faculty Use: Learn and practice with AI tools and strategies for your teaching
- Friday, Nov. 20: AI Tools for Student Use: Create assignments for your students that use and evaluate the use of AI tools for learning
Please reach out to Kayla Flanagan with any questions.
Keep Microsoft and Adobe applications up to date
If you create documents, presentations, spreadsheets, or PDFs, please make sure you are using current University-supported versions of Microsoft Office and Adobe Acrobat when available.
Some accessibility tools and features may not be available in older versions of Microsoft applications or in the free version of Adobe Acrobat Reader. Current applications provide tools that can help identify accessibility issues and make it easier to create accessible content from the beginning.
These tools support accessibility, but they do not make content accessible automatically. Accessible practices still need to be incorporated when creating and reviewing digital content.
Upcoming training: Charts, tables, and data visualization accessibility
- Date: Thursday, Sept. 24
- Time: 3-4 p.m.
- Location: Virtual (register today)
This session will provide practical guidance for making charts, tables, and visual presentations of data more accessible. Topics will include communicating information without relying on color alone, providing meaningful alternatives for visual information, creating accessible tables, and considering accessibility when presenting data across different digital formats.
Digital Accessibility Services also offers Friday office hours for questions, consultation, and hands-on assistance. For additional guidance, tutorials, and resources, please continue to use DASH, the Digital Accessibility Support Hub.
If you encounter a digital accessibility concern, please reach out. Our digital accessibility liaison and Digital Accessibility Services are available to help identify barriers and determine appropriate next steps. Thank you for helping us create more accessible digital experiences across UGA.
This information is being provided by the Mary Frances Early College of Education digital accessibility liaison on behalf of:
Joseph “Cody” Bishop, Ed.S., CPACC
IT manager, technology adoption and digital accessibility
Enterprise Information Technology Services
University of Georgia
Latiné Translanguaging: Educating Bilingual Latinés
- Date: Thursday, Oct. 1
- Time: 6-7 p.m.
- Location: Zoom (register today)
- Speaker: Ofelia García, professor emerita, City University of New York
The Distinguished Speaker Series focuses on amplifying Latiné academic voices and is dedicated to exploring intellectually rich, scholarly, and research-enhancing discussions relevant to the Latiné community. The series is hosted by the Center for Latino Achievement and Success in Education in the Mary Frances Early College of Education and is supported by the Department of Language and Literacy Education, the School of Social Work, and the Louise McBee Institute of Higher Education.
Please join us for this event, titled “Latiné Translanguaging: Educating Bilingual Latinés” by Ofelia García, a professor emerita in the Ph.D. programs of urban education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York.
- Date: Friday, Oct. 2 (register today)
- Arrival time: 5-5:45 p.m.
- Check-in location: Double Barrel Cannon (intersection of College Avenue and Hancock Avenue)
- Attire: UGA spirit (jerseys, T-shirts, etc.) or College T-shirt and walking shoes
All Mary Frances Early College of Education students, faculty, and staff are invited to join the College’s Student Ambassadors in the upcoming Homecoming Parade. Signs and pom-poms will be provided. We will walk with alumnus Reign Streiter and his amazing spirit car! You don’t want to miss out. Sign up for yourself or for a group by Monday, Sept. 28.
The Homecoming Parade runs through downtown Athens and features floats, spirit cars, and walking participants with banners. It showcases student organizations, alumni, faculty and staff, and community members who all share a love of Athens and the University of Georgia.
Participants must arrive at the parade location between 5-5:45 p.m. A message will be sent the day of with our exact location in the parade line-up. Please contact Kayla McKinney, coordinator of student engagement, for more information.
When composing your quantitative research question, it is important to consider your data and what questions it can answer. If you haven’t collected your data yet, your research question will help guide the process by specifying what needs to be measured. Quantitative research questions should be specific in language, clearly indicating which measures will be used in the analysis and the outcome for which you are testing.
There are three types of quantitative research questions:
- Descriptive: Descriptive quantitative research questions describe the characteristics of the data and are important for the audience to understand the overview of the data you’ve collected. These research questions can be answered by reporting the mean/median/mode and the shape of the data (or the distribution).
- Comparative: Comparative quantitative research questions compare groups (treatment vs. control group, for example) and can be answered with methods such as ANOVA and t-tests.
- Relationship-based: Relationship research questions aim to uncover trends and interactions between variables and can be answered with a multitude of statistical tests.
Need help in the research question design process? Request a consultation with the UGA Quantitative Methods Consulting Center! Please visit our website or email us at qmcenter@uga.edu.
With help from: Barroga, E., & Matanguihan, G. J. (2022). A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles. Journal of Korean Medical Science, 37(16).
As a clinic director and a clinical professor, T.J. Ragan sees both sides of the equation.
A Double Dawg of the University of Georgia’s communication sciences and disorders program, she teaches clinical methods and practicum courses to graduate students in the Mary Frances Early College of Education while leading a team of seven speech-language pathologists and two audiologists at the UGA Speech and Hearing Clinic.
“We’re a university training clinic, so we’re training our graduate students, and our students are getting a hands-on learning experience while they’re here,” Ragan said. “But at the same time, because our students are in classes and they’re learning the most recent research and the most up-to-date, evidence-based practice, that really means that patients who come to the UGA Speech and Hearing Clinic are getting the most innovative evidence-based practices there are.”
Read the full story in UGA Today.
Cahnmann, alumna published in Harvard Educational Review
Melisa (Misha) Cahnmann-Taylor, a professor in the Department of Language and Literacy Education, and Kuo Zhang, an alumna of the College’s TESOL and world languages education doctoral program and assistant professor of education at Siena University, were recently published in Harvard Educational Review.
Their article, “Translation as Transformation: Collaborative Paths to Critical and Translanguaging Literacies,” explores the pedagogical possibilities of collaborative literary translation (CLT) in K-5 classrooms. Drawing from three teachers’ reflective essays, classroom artifacts, and post-project interviews after implementing three translation projects in their classrooms, Zhang and Cahnmann-Taylor examine how teachers made sense of CLT as both a critical literacy practice and a form of translanguaging and culturally sustaining pedagogy.
Read the full article in Harvard Educational Review.
Sport management students attend Inside the Crest
On Wednesday, Sept. 16, UGA sport management students attended Inside the Crest: Career Preview Day at the new Arthur M. Blank U.S. Soccer National Training Center. The College is the first university group to participate in this experience, giving students a unique opportunity to learn firsthand about careers and internships with U.S. Soccer.
Throughout the day, students toured the National Training Center, connected with U.S. Soccer professionals, gained insight into the organization’s culture and hiring process, and participated in career development sessions designed to prepare them for future opportunities in the sport industry.
Experiences like these are invaluable in helping students bridge the gap between the classroom and the professional world. We are proud of how our students represented UGA sport management and the Mary Frances Early College of Education through their professionalism, curiosity, and engagement.
A sincere thank you to U.S. Soccer for creating such an innovative and impactful program and to everyone who took the time to share their experiences and advice with our students. We also wish to extend a special thank you to Blade Clarke and Jordan Watters (M.S. ’16) for the invitation to partake in this wonderful initiative.