Peer review is an essential element of every academic pursuit, including genealogy. The vetting of articles and other work products ensures that the author or applicant is conforming to standards dictated by that discipline. Within the field of genealogy, our scholarly journals present peer-reviewed written work adhering to best practices and genealogy standards. Peer reviewers/judges for our credentialing bodies—the Board for Certification of Genealogists (BCG) and the International Commission for the Accreditation of Genealogists (ICAPGen)—determine whether our knowledge, our analysis, and final products demonstrate consistent high-quality work. Study groups and writing groups present us with opportunities to act as peer reviewers ourselves. This course will examine the peer-review system from several angles, arming students with the tools and knowledge they need to achieve success.

Other Instructors

Dates & Times

Wednesdays, 11:00 am–3:00 pm MT, 9 February through 13 April 2022

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Level of Instruction

Intermediate to advanced

Prerequisites

Students should be familiar with the standards outlined in Genealogy Standards, 2nd edition, especially those pertaining to writing and documentation, and should also be familiar with the following concepts: indirect and direct evidence; negative evidence; primary and secondary information; original and derivative records; and authored narratives.

Advance Preparation

As this is a virtual course, students should have access to a reliable Internet connection, a camera, and a microphone. This is an interactive class and we will need to see and hear each other.
Each student should be prepared with two different 500-word writing samples. Neither writing sample needs to be perfect. We will be working together to get it closer to perfect and that’s where the learning takes place! So don’t obsess over either sample. [Note: If you are working on a portfolio for BCG, do not use anything connected to those projects.]
- The first can be any type of writing: a proof argument, a biography, a narrative. This sample will be used in the self-editing homework and the live-editing exercise.
- The second should be a proof argument. This does not have to be a complex argument—a proof argument can be fairly simple—but must prove kinship, resolve conflicting evidence, or correct an error made by others. You should be able to find things to write about within your files. We will use this sample as we simulate writers’ groups with classmates, and practice colleague-to-colleague review.

Technical Requirements

This course will meet online using Zoom Meetings. Sessions will be recorded for personal review and available for up to 30 days following the end of the course. Students are responsible to provide their own equipment and adequate bandwidth to participate actively in the course. Webcams and noise-cancelling headphones are strongly advised. Additional technical information will be sent to registered participants via email.

Homework

Weekly homework assignments will be given to facilitate learning. Some homework will require working in a group outside of class hours. Homework will be turned by Wednesday preceding our class on Thursday, and will be discussed during class.

Certificate of Completion

Students must attend all class sessions and submit all homework in order to be eligible for a certificate of completion. When attendance conflicts arise, students may watch the recorded class sessions.

Course Schedule (NOTE: Subject to change)

Times	Class Title	Instructor
February 9th
11:00–11:15 am	Welcome to SLIG Professional Academy!	K. Jones
11:30 am–12:45 am	Writing for Peer Review: An Introduction Following student and instructor introductions, we will cover the goals of the course, discuss the concept of peer review and its relevance to genealogical writing and credentialing, and review some concepts of advanced methodology necessary for success in writing for peer review.	K. Jones
1:00–2:15 pm	Writing for Scholarly Journals Five American journals have long-standing reputations for presenting strictly peer-reviewed academic scholarship, adhering to rigorous standards: National Genealogical Society Quarterly, The New York Genealogical and Biographical Record, The New England Historical and Genealogical Register, The American Genealogist, and The Genealogist. We will discuss what editors want to see, the peer review and editorial process, and what to expect when working with an editor.	K. Jones
2:15–2:45 pm	Assignment of homework	K. Jones
February 16th
11:00–11:30 am	Discussion of homework	K. Jones
11:45 am–1:00 pm	Editing Yourself, Part I Written material submitted for peer review should be grammatically and technically correct, concise and specific, and easy to read. Part I addresses “nuts and bolts” issues of improving peer-reviewed writing at word and sentence levels. Subtopics include avoiding issues related to word choice, passive voice, pronouns and antecedents, verb tenses, subject-verb disagreements, and other common writing problems.	T. Jones
1:15–2:30 pm	Editing Yourself, Part II Written material submitted for peer review should be grammatically and technically correct, concise and specific, and easy to read. Part II addresses issues of peer-reviewed articles at paragraph, section, and essay levels. Subtopics include writing with fewer words, paragraphing with topic sentences, and infusing structure and flow.	T. Jones
2:30–3:00 pm	Assignment of homework	T. Jones
February 23rd
11:00 am–12:15 am	Live Editing of Writing Samples, Part I The instructor will edit writing samples from volunteering students while the class watches. As he edits, the instructor explains the reasons for each change and how it improves the writing sample.	T. Jones
12:30–1:45 pm	Live Editing of Writing Samples, Part II The instructor will edit writing samples from volunteering students while the class watches. As he edits, the instructor explains the reasons for each change and how it improves the writing sample.	T. Jones
1:45–2:15 pm	Assignment of homework	T. Jones
March 2nd
11:00 am–12:15 pm	Live Editing of Writing Samples, Part III The instructor will edit writing samples from volunteering students while the class watches. As he edits, the instructor explains the reasons for each change and how it improves the writing sample.	T. Jones
12:30–1:45 pm	Live Editing of Writing Samples, Part IV The instructor will edit writing samples from volunteering students while the class watches. As he edits, the instructor explains the reasons for each change and how it improves the writing sample.	T. Jones
2:00–2:30 pm	Assignment of homework	McGhie
March 9th
11:00 am–12:15 pm	Deconstructing a Peer-Reviewed Article, Part I The students will read an assigned NGSQ article and come to class prepared to discuss it. They will outline the argument, study the logic, and evaluate the writing.	McGhie
12:15–12:45 am	Assignment of homework	McGhie
1:00–2:15 pm	Using Visual Aids and Genealogical Summaries Charts, maps, tables, and genealogical summaries are often used to clarify relationships or present data relevant to the subject. We will discuss when and how to use these aids. And we will also learn why an editor might appreciate seeing your carefully constructed chart or table but cut it anyway.	K. Jones
March 16th
11:00 am–12:15 pm	Deconstructing a Peer-Reviewed Article, Part II Class discussion comparing the draft of an article submitted to a journal and the final published version of the article. The class will study the suggestions offered by the peer reviewers, the tightening of the language, and the editing of the article.	McGhie
12:30–1:45 pm	Avoiding Common Mistakes in Genealogical Writing Everyone makes mistakes, and we will discuss mistakes frequently seen by editors. Awareness of the pitfalls in genealogical writing will help you avoid them and improve your writing.	K. Jones
March 23rd
11:00 am–12:15 pm	Documenting Your Peer-Reviewed Work: Part I Documentation should show peer reviewers the quality of your sources, how those sources support your writing, and where the reviewers can examine the sources. In part I, students learn options for citing offline publications and will practice citing them.	T. Jones
12:30–1:45 pm	Documenting Your Peer-Reviewed Work: Part II Documentation should show peer reviewers the quality of your sources, how those sources support your writing, and where the reviewers can examine the sources. In part II, students learn options for citing unpublished material at archives, historical societies, and other offline venues, and they will practice citing such sources.	T. Jones
1:45–2:15 pm	Assignment of homework	T. Jones
March 30th
11:00–11:30 am	Discussion of homework	T. Jones
11:30 am –12:45 pm	Documenting Your Peer-Reviewed Work: Part III Documentation should show peer reviewers the quality of your sources, how those sources support your writing, and where the reviewers can examine the sources. In part III, students learn options for citing original online material and material that had been previously published offline. They will practice citing those sources.	T. Jones
1:00–2:15 pm	Documenting Your Peer-Reviewed Work: Part IV Documentation should show peer reviewers the quality of your sources, how those sources support your writing, and where the reviewers can examine the sources. In part IV, students learn options for citing facsimile images of previously unpublished material, and they will practice citing such sources.	T. Jones
2:30–3:00 pm	Assignment of homework	McGhie
April 6th
11:00 am–12:15 pm	The Author’s and Applicant’s Perspectives: A Panel Discussion Each panelist has had experience with the peer review process: all have had articles published in peer-reviewed journals; all three hold credentials from BCG and one from ICAPGen; and all have experience as peer reviewers. After short remarks from each of them, they will address students’ questions and comments about the process.	Desmarais, Graham, Stanbary
12:30–1:00 pm	Discussion of Homework	McGhie
1:00–2:15 pm	Learn by Providing Peer Review, Part I Discussion of best practices for providing peer review to colleagues on their work in both formal and informal settings, as well as graciously receiving peer review on your written work.	McGhie
2:15–2:45 pm	Assignment of homework	McGhie
April 13th
11:00–11:30 am	Discussion of homework	McGhie
11:30 am–12:45 pm	Learn by Providing Peer Review, Part II Group discussion on the peer review the students received on their work and the lessons learned from both offering and receiving constructive suggestions.	McGhie
1:00–2:15 pm	Writing About and Citing DNA Test Results Using published case studies as examples, this session focuses on integrating—graphically and in words—DNA and documentary evidence in articles, family histories, and other genealogical writing. It addresses issues of explaining, showing, and citing DNA test results, presenting and documenting living people’s lineages, and citing DNA-related resources.	T. Jones
2:30–3:45 pm	Q&A and Wrap-up	K. Jones

You're Invited: Public Speaking from Concept to Delivery

D. Joshua Taylor, MA, MLS

The ability to transform an initial concept to a full-fledged presentation delivered in front of an audience might seem like a daunting adventure for many professionals. This interactive course is ideal for existing speakers seeking to brush up on their skills and expand their portfolios and anyone seeking to explore how public speaking might align with their aspirations.

This intensive week explores key components of public speaking for genealogists: the “business of speaking,” outlining contracts, pricing, legal considerations, and marketing techniques; “knowing your audience,” focusing on crafting an array of presentations, keeping lectures current, and answering conference proposal requests; “development,” including details on developing handouts, slide presentations, and other visuals; and “delivery,” centered on finding a speaking style, avoiding pitfalls, structuring your presentations, and the opportunity to present two “mini-sessions” to solicit feedback and advice from fellow students and course instructors.

A variety of speaking opportunities will be discussed, including traditional one-hour sessions, seminars, workshops, webinars, institute courses, public programming, continued education courses, and national and regional conferences.

Other Instructors

Dates & Times

Thursdays, 9:00 am–12:30 pm MT, 10 February through 14 April 2022

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Level of Instruction

Intermediate to Advanced

Prerequisites

This course requires active interaction and participation. Students registering for the course will be required to prepare and present one 15-minute session (on a topic mutually agreed upon by the student and the course coordinator) during the course.

Sessions include hands-on activities, and a computer with PowerPoint and/or Keynote installed is strongly recommended.

Course Schedule

Times	Class Title	Instructor
February 10th
9:00–9:30 am	Welcome and General Instructions	Taylor
9:30–10:45 am	So You Want to Make a Splash as a Speaker...	Taylor
11:15 am–12:30 pm	Setting Yourself Apart: Topic Development	Taylor
12:30–1:00 pm	Homework Assignment: Topic development	Taylor
February 17th
9:00–9:30 am	Homework Discussion: Topic Development	Taylor
9:30–10:45 am	Expanding Your Repertoire: It's More than Just Presentations	Taylor
11:15 am–12:30 pm	Tailoring your Presentation to the Audience	McGhie
February 24th
9:00–9:30 am	Homework Discussion: Topic Development	Taylor
9:30–10:45 am	Copyright Workshop for Genealogical Speakers, Part A	Russell
11:15 am–12:30 pm	Copyright Workshop for Genealogical Speakers, Part B	Russell
March 3rd
9:30–10:45 am	Preparing Syllabus and Handout Materials	McGhie
11:15 am–12:30 pm	Excelling Screen to Screen: Presenting Online	Taylor
March 10th
9:30–10:45 am	Building a Presentation (hands-on workshop), Part A	Taylor
11:15 am–12:30 pm	Building a Presentation (hands-on workshop), Part B	Taylor
March 17th
9:30–10:45 am	Creating Accessible Presentation Materials, Part A	Greene
11:15 am–12:30 pm	Creating Accessible Presentation Materials, Part B	Greene
March 24th
9:30–10:45 am	Student Presentations and Critiques: Group 1	Taylor and Guests
11:15 am–12:30 pm	Marketing, Publicity, and Responding to Calls for Proposals	Taylor
12:30–1:00 pm	Homework Assignment: Marketing Yourself	Taylor
March 31st
9:00–9:30 am	Homework Discussion: Marketing Yourself	Taylor
9:30–10:45 am	Student Presentations and Critiques: Group 2	Taylor and Guests
11:15 am–12:30 pm	The Important Details: Contracts, Agreements, and Negotiations, and Pricing	Taylor
April 7th
9:00–9:30 am	Homework Discussion: Marketing Yourself	Taylor
9:30–10:45 am	Student Presentations and Critiques: Group 3	Taylor and Guests
11:15 am–12:30 pm	When Everything Goes Wrong: Surviving the Disaster	Taylor
April 14th
9:30–10:45 am	Student Presentations and Critiques: Group 4	Taylor and Guests
11:15 am–12:30 pm	Do's and Don'ts: Putting on the Polish	Taylor
12:30–1:00 pm	Course Wrap-up	Taylor

Teaching Genealogy Classes in Your Community

Katherine R. Willson

This course will enable advanced genealogists to establish genealogical education classes in their communities by providing instruction and resources to assist them with course design, venue location, financial planning, marketing, and effective instruction and communication styles.

Other Instructors

Dates & Times

Wednesdays, 5:00–7:45 pm MT, 9 February through 6 April 2022

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Technical Requirements

Homework

Homework assignments will be given to work on at your convenience between sessions. Homework will be posted to a closed Facebook group, where further discussion will take place under the direction of the faculty.

Certificate of Completion

Course Schedule

Times	Class Title	Instructor
February 9th
5:00–5:30 pm	Orientation & Introductions	Willson
5:30–6:45 pm	Venues & Venue Requirements	Willson
February 16th
5:00–6:15 pm	Virtual Classrooms	Willson
6:30–7:45 pm	Class Size & Duration	Willson
February 23rd
5:00–6:15 pm	Marketing & Advertising for In-Person Classes	Willson
6:30–7:45 pm	Marketing & Advertising for Virtual Classes	Earl
March 2nd
5:00–6:15 pm	Setting Fees & Instructor Costs	Willson
6:30–7:45 pm	Class Topics	Willson
March 9th
5:00–6:15 pm	Creating Lesson Plans	Barra
6:30–7:45 pm	Elements of Effective Instruction	Barra
March 16th
5:00–6:15 pm	Creating Handouts & Delivering Engaging Presentations	Willson
6:30–7:45 pm	Creating Genealogy Slides	Earl
March 23rd
5:00–6:15 pm	Designing Culturally Inclusive Presentations	Lovelace
6:30–7:45 pm	Recognizing & Incorporating Different Learning Styles	Barra
March 30th
5:00–6:15 pm	Copyright Issues in Genealogy	Earl
6:30–7:45 pm	Classroom Management	Barra
April 6th
5:00–6:15 pm	Teaching Genealogy to Kids	Earl
6:30–7:45 pm	Panel Q & a	Barra, Earl, Lovelace, Willson

Beyond Fundamentals: Hands-On Forensic Genealogy

Catherine B. W. Desmarais, CG

Catherine B. W. Desmarais, CG This course is designed for students who understand the fundamental methodology of forensic genealogy work and wish to gain experience and confidence by practicing real-life cases. The entire week will be “hands-on.” Students will work through probate, real estate, and other case scenarios individually and collaboratively. We’ll add some friendly competition by interspersing quick questions in a lightening round format and close with a game show!

Other Instructors

Dates & Times

Wednesdays, 9:00 am–12:30 pm MT, 9 February through 6 April 2022
Section B: Wednesdays, 3:00–6:30 pm MT, 9 February through 6 April 2022

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Level of Instruction

Intermediate to advanced

Prerequisites

This course is a follow-up to Fundamentals of Forensic Genealogy. Students must have taken that course or have taken Foundations in Forensic Genealogy at CAFG’s Forensic Genealogy Institute. If you have professional forensic genealogy experience working on cases for attorneys, the previous course requirement may be waived with coordinator permission. Please be familiar with Genealogy Standards, Second Edition (Washington, DC: Board for Certification of Genealogists, 2019).

Course Schedule

NOTE: The evening section will follow the same schedule as seen below, only from 3:00–6:30 pm.

Times	Class Title	Instructor
February 9th
9:00–9:30 am	Welcome & General Instructions	Desmarais
9:30–10:45 am	Ghost Busting: Finding Elusive Folk and What to Do When You Can’t, Part 1 We’ll work together to develop strategies for tracking down elusive relatives and practice reporting due diligent efforts to the court when someone can’t be found. This will include reporting on records access limitations and record destruction. Creative and unexpected solutions to successfully find relatives will be shared.	Desmarais
11:15 am–12:30 pm	How Diligent is Due Diligence? Efficient Case Management Effective forensic research must be mindful of the client’s budget while maintaining genealogical standards and conducting due diligence. This requires decisions such as which records to access and the balancing of research time versus reimbursable expenses. Using case studies, the class will explore strategies to conduct strong research efficiently.	Hunter
February 16th
9:30–10:45 am	Ghost Busting: Finding Elusive Folk and What to Do When You Can’t, Part 2 See above.	Desmarais
11:15 am–12:30 pm	The Case of the Unsatisfied Mortgage: Issues, Research and Answers This class will take you through the important stages of an actual unsatisfied mortgage case (where the mortgagors are missing) from factual background, legal issue evaluation and research, and resolution of the problem. This practicum will teach students not to assume anything when the law is involved.	Ramage
February 23rd
9:00–9:30 am	The Case of the Unsatisfied Mortgage: Issues, Research and Answers–Resolution	Ramage
9:30–10:45 am	Title Insurance Work: Gold Mine or Tar Pit? Learn about what type of forensic genealogy work title insurance companies may need you for and how you might reach out to these companies. Advantages and disadvantages of this type of work will be explained. Find out what the major differences are between quiet title and estate research.	Ramage
11:15 am–12:30 pm	The Tangled Web of Property Inheritance The inheritance path for unknown interest in real property can take many twists and turns. In this session we’ll discuss some considerations and complications – such as state-to-state intestate succession differences, multiple marriages, adoptions, and trusts. Case studies will be incorporated to provide hands-on experience following the path of inheritance and charting the results.	Hunter
March 2nd
9:00–9:30 am	The Tangled Web of Property Inheritance–Resolution	Hunter
9:30–10:45 am	Concisely Resolving Conflicting Evidence In a report or affidavit, should we just provide our conclusions, or should we explain conflicting evidence such as varying names, birthdates, and extra or missing children in a census or obituary? If so, how do we write a concise proof summary to do so? After reviewing examples, students will write a brief conflicting evidence proof summary from a real-life example.	Desmarais
11:15 am–12:30 pm	Real Estate or Personal Estate: How Do You Handle Mineral Rights? Are mineral rights real or personal estate? Can a person own both? Can a person own only one or other? These and other questions about dealing with mineral rights will be answered. The class will learn terminology that is exclusive to mineral rights cases and how the distribution of said monies may differ from other probate cases.	Meyers
March 9th
9:00–9:30 am	Real Estate or Personal Estate: How Do You Handle Mineral Rights?–Resolution	Meyers
9:30–10:45 am	Legal Research for the Forensic Genealogist This hands-on workshop will take you through the readily available legal resources and how to research them. Issues will include such topics as: (1) Does my state have any statutory or appellate case law on the use of DNA in forensic genealogy cases? What do you do if your state has no law on the subject? (2) How do I locate the old statutory intestate succession laws in my state that were in effect at the date of death of an early owner of real estate (required for many quiet title cases)?	Ramage
11:15 am–12:30 pm	Jure Sanguinis: Deciphering the Complexities of Citizenship by Descent Dual citizenship research is a specialty area for some forensic genealogists. Every country that offers citizenship by descent has its own criteria for qualification. This session will provide a broad overview of the dual citizenship process and a discussion of the applicable laws with the focus on Italian dual citizenship. Students will be given a practical exercise to determine eligibility in an Italian dual citizenship case study.	Werden
March 16th
9:00–9:30 am	Jure Sanguinis: Deciphering the Complexities of Citizenship by Descent–Resolution	Werden
9:30–10:45 am	When you Need to Prove a Negative When no direct evidence exists, how do you provide documentation to satisfy a judge that a person had no children? Or never married? In this session we’ll review multiple examples of short proof summaries. Students will then practice creating a research plan and outline a proof summary for a case that hinged on showing there were no unidentified children.	Desmarais
11:15 am–12:30 pm	The Swiss Doctor: Who and Where was Betty’s Father? Part I In the first session, students will conduct preliminary research online and with documents provided by the instructor. After comparing their work to the instructor’s research path, additional sessions will involve teamwork to develop a research plan to document the identity and location of decedent Betty’s father. The successful solution will be shared.	Hunter
March 23rd
9:00–10:45 am	The Swiss Doctor: Who and Where was Betty’s Father? Part 2 See above.	Hunter
11:15 am–12:30 pm	Sole Heir or No? An heir comes forward believing he is the sole heir to real estate that he wants to sell. He has lived on the land and paid the taxes for several years. The attorney in the case asks you verify his claim. You will be given the two documents provided by the attorney. The class will work on this case and then be provided with the solution.	Meyers
March 30th
9:00–9:30 am	Sole Heir or No?–Resolution	Meyers
9:30–10:45 am	Ethical Conundrums: When There is No Clear Answer Sometimes we have to make decisions where there is no single right answer. In small groups and as a full class, we’ll consider several scenarios requiring ethical decisions.	Desmarais
11:15 am–12:30 pm	Interactive Unknown Heirs Research Practicum This hands-on practicum is based on a recent missing and unknown-heirs case. This will be an interactive research class in that students are provided the background and known facts of the case and will find relevant records. As they do so, they will share their results with the instructor and class. A discussion of the found record will take place, continuing until time is up. All enrollees will receive free copies of and licenses to use the instructor’s syllabus and slides to his marketing presentation, “Forensic Genealogy for Death & Dirt Lawyers,” given in 2019 to real property and estate lawyers (it may be used for paralegals, too).	Ramage
April 6th
9:00–9:30 am	Interactive Unknown Heirs Research Practicum–Resolution	Ramage
9:30–10:45 am	Do I Own All the Land I Live On? The doctrine of adverse possession protects someone who has honestly entered and held possession in the belief that the land his or her own. We will look at the six elements of adverse possession and what the forensic genealogist may be called upon to do to help clear title to the property.	Meyers
11:15 am–12:30 pm	Forensic Genealogy Game Show Here’s a chance to show what you know about forensic genealogy! We’ll divide into teams and review what we’ve learned in a friendly, competitive environment and raise a little money for charity at the same time.	All faculty

The Art of Writing Client Reports

Rescheduled for 2023

Academy 2022 Courses

Course Details and Tuition are still pending. We appreciate your patience!

Course Information

Writing and Documenting for Peer Review

Karen Mauer Jones, CG, FGBS, FUGA

Other Instructors

Dates & Times

Level of Instruction

Prerequisites

Recommended Reading

Advance Preparation

Technical Requirements

Homework

Certificate of Completion

Course Schedule (NOTE: Subject to change)

You're Invited: Public Speaking from Concept to Delivery

D. Joshua Taylor, MA, MLS

Other Instructors

Dates & Times

Level of Instruction

Prerequisites

Course Schedule

Teaching Genealogy Classes in Your Community

Katherine R. Willson

Other Instructors

Dates & Times

Technical Requirements

Homework

Certificate of Completion

Course Schedule

Beyond Fundamentals: Hands-On Forensic Genealogy

Catherine B. W. Desmarais, CG

Other Instructors

Dates & Times

Level of Instruction

Prerequisites

Course Schedule

The Art of Writing Client Reports

Angela Packer McGhie, CG, FUGA