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2023 Virtual Academy
Course Information
Course 1: DNA Dreamers in Action: Writing Proof Arguments
Karen Stanbary, MA, LCSW, CG
This course’s objective is for students to craft a genealogical proof argument demonstrating that a conclusion about a genetic relationship meets the Genealogical Proof Standard. Genealogical proof arguments are complex source-cited narratives that explain the evidence and reasoning that support a conclusion. When the conclusion addresses a genetic relationship, the proof argument discusses and integrates DNA evidence with evidence from documentary research. A convincing proof argument details the evidence in a meaningful and organized sequence. Proof arguments incorporating DNA evidence include reader-friendly tables and figures showing how numerical DNA data do—or do not—help support hypotheses about genetic relationships.
This HANDS-ON course is designed for those students who have completed research about a biological relationship and now wish to “write it up” into a polished complex proof argument. We will study examples and principles in the morning. Students will have the opportunity to incorporate the morning’s learning into their own proof arguments during private writing time in the afternoon and as homework between weekly sessions. Faculty will be available during afternoon private writing time for consultation. Each day concludes with a paired peer review experience.
Other Instructors
Dates & Times (Virtual)
Fridays, 8:00 am–4:30 pm MT, 17 February through 24 March 2023
Tuition
- Regular Price: $595.00
- UGA Member Price: $545.00
[Read More & View Course Schedule]
Prerequisites
This is an advanced course and assumes the student is well-versed in beginning and intermediate DNA topics including inheritance paths, interpretation of markers and mutations, genetic relationship predictions, endogamy, pedigree collapse, clustering, chromosome mapping, targeted testing plans, and DNA-related Genealogy Standards.
Required Pre-Reading
- Jones, Thomas W. “Getting the Most from NGSQ Case Studies.” NGS Magazine 41 (October–December 2015): 47–53. (Provided with course Welcome package)
- Jones, Thomas W. “GPS Element 5: The Written Conclusion.” In Mastering Genealogical Proof. Arlington, Va.: National Genealogical Society, 2013.
- Jones, Thomas W. “Proof Arguments and Case Studies.” In Elizabeth Shown Mills, ed. Professional Genealogy: Preparation Practice and Standards. 2018. Pages 475‒500.
- Jones, Thomas W. “Reasoning from the Evidence.” In Elizabeth Shown Mills, ed. Professional Genealogy: Preparation Practice and Standards. 2018. Pages 265‒292.
- Jones, Thomas W. “Writing about, Documenting and Publishing DNA Test Results.” In Debbie Parker Wayne, ed. Advanced Genetic Genealogy: Techniques and Case Studies. Pages 277‒302.
- Little, Barbara Vines. “Skillbuilding: It’s Not That Hard to Write Proof Arguments.” OnBoard: Newsletter of the Board for Certification of Genealogists 15 (September 2009): 20–23; online, Board for Certification of Genealogists. https://bcgcertification.org/skillbuilding-its-not-that-hard-to-write-proof-arguments/ : 2021.
- Stanbary, Karen. “Drowning in DNA? The Genealogical Proof Standard Tosses a Lifeline.” In Debbie Parker Wayne, ed. Advanced Genetic Genealogy: Techniques and Case Studies. Pages 215‒242.
Optional Pre-Reading
- Anderson, Robert Charles. Elements of Genealogical Analysis. Boston: New England Historic Genealogical Society, 2014.
- Ross-Larson, Bruce. Edit Yourself: A Manual for Everyone Who Works with Words.
- Strunk, William Jr., and E.B. White. The Elements of Style.
- Zinsser, William. On Writing Well: The Classic Guide to Writing Nonfiction.
Required References
- Board for Certification of Genealogists, “Standards for Writing.” In Genealogy Standards, 2nd ed., rev., Nashville, Tenn.: Ancestry.com. 2021. Pages 33–43.
- The Chicago Manual of Style, 17th ed. (or 18th ed if released prior to course) University of Chicago Press, 2017.
Optional Essential References (available in the classroom and will be raffled off as door prizes on Friday)
- Mills, Elizabeth Shown. Evidence Explained: Citing History Sources from Artifacts to Cyberspace, 3rd. ed. rev. Baltimore: Genealogical Publishing Company. 2017.
- Mills, Elizabeth Shown. QuickSheet Citing Genetic Sources for History Research Evidence Style, 2nd ed. Baltimore: Genealogical Publishing Co. 2019. Jones, Thomas W. Mastering Genealogical Documentation. Arlington, Va.: National Genealogical Society. 2017.
- Thesaurus
- Dictionary
Electronic Editions of Essential References
The Chicago Manual of Style Online. This is a subscription-based website. The one-year subscription is $41. A free trial subscription is available for 30 days.
DNA Dreamers Peer Review
Students may self-select a peer review partner or opt to be assigned a partner. Each day (Monday through Thursday), partners meet to provide peer review feedback.
Golden Nuggets
The class will collaborate on a “Golden Nuggets Quicksheet” of handy tips and strategies learned throughout the week.
Outline
Material presented as standard 75-minute lectures and as 25-minute “Topic Talks” (similar to TED talks). Hands-on activities practice the concepts using faculty-provided data and writing samples. Students write about their own problem in the writing lab, often with specific assigned tasks and objectives. Stanbary and Jones are available for 25-minute private consultations during Writing Labs. Lectures and Topic Talks highlight specific Standards.
Course Schedule
Times
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Class Title
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Instructor
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February 17th Blast the Block & Organize the Evidence
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8:00–8:30 am
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Course Overview and Golden Nuggets
Brief introductions, lecture categories, DNA Dreamers Peer Review, Golden Nuggets
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Stanbary
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8:30–9:00 am
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From Intimidation to Empowerment
Experiential writing exercise. Students address their fears and anxieties. Write for 20 minutes about obstacles that impede writing progress. Then blast them. Choose from “Prompts for Empowerment” to reframe the obstacles.
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Stanbary
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9:00–9:45 am
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The Beginning: Defining the Problem
Standards 11, 50, 59
Writing Lab: Students write the purpose of the proof argument. Define the problem. Describe the starting point. Describe the forgotten ancestor.
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Stanbary
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10:15–10:45 am
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The Evidence: Summarizing the Methodology and the Answer
Standards 59, 68
Writing Lab: Students summarize the methodology and the answer.
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Jones
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10:45–11:30 am
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The Evidence: Premises, Propositions, and Logic
Standards 40–42, 45, 47, 50, 52, 55, 65
Writing Lab: Students list key points to defend the answer. Students describe premises and propositions for each point.
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Jones
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1:00–1:45 pm
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The Structure of the Middle, Including Conflicting Evidence
Standards 48, 50, 52, 55, 61, 65
Provides examples of proof argument structures. Discusses minor conflicts and major conflicts requiring resolution. Justifications to set aside one side of the conflicting evidence.
Writing Lab: Students order key points. Students identify any conflicts and craft justification for setting aside one group of conflicting evidentiary items.
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Jones
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1:45–2:15 pm
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Writing About DNA Test Takers
Standards 2, 46, 50–53
Selection of test takers. Control for assumptions and confirmation bias. Pedigree evaluation and mitigation
Writing Lab: Students describe the base test takers and the focal study group including mitigation of pedigree problems.
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Stanbary
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2:45–4:00 pm
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Examples of Derived Meaning from DNA Test Results
Standards 52, 53, 65
Provides examples of derived meaning from DNA test results. Includes a discussion of Shared cM Project and histograms.
Writing Lab: Students craft a paragraph to confirm a traced relationship is consistent with genetic evidence.
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Stanbary
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4:00–4:30 pm
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Homework and Peer Review
Peer Review: Meet with your partner and describe your case.
Homework: Study the article assigned to your small group.
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Stanbary
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February 24th Organize the Evidence & Craft the Argument
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8:00–8:30 am
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Descendant Charts
Standards 50, 65
Demonstration of Word SmartArt
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Stanbary
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8:30–9:45 am
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Case Study Examples
Students break into small groups to discuss the assigned article. Each small group summarizes the structure and choices to meet genealogy standards to the large group. The syllabus includes a list of questions designed to analyze structural details and GPS of the article.
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Stanbary, Jones
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10:15–11:30 am
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Writing Lab: Write Rough
Writing Lab: Write rough. No source citations other than URLs or brief description allowed.
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(Stanbary, Jones in consultation)
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1:00–2:15 pm
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Writing Lab: Write Rough (continued)
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(Stanbary, Jones in consultation)
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2:45–4:00 pm
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Tables & Figures, Documentation, Discursive Notes
Standards 6, 17, 58, 65
Examples of tables and figures depicting DNA data. Demonstrating research scope.
Writing Lab: Organize faculty-provided data into a table.
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Jones
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4:00–4:30 pm
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Peer Review
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Stanbary
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March 10th Strive for Clear Writing
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8:00–9:45 am
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Organize a Paragraph
Standard 69
Writing Lab: Hands-on activities with faculty-provided examples. Students are provided with
- a bunch of phrases and asked to organize them into paragraphs
- beheaded paragraphs and asked to craft a topic sentence
- a writing sample of multiple paragraphs and asked to craft transition sentences
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Jones
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10:15–11:30 am
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Avoiding Writing Pitfalls
Standards 42, 61, 69, 70
Maintain focus. Avoid digression. Avoid repetition. Transform passive voice. Verb choice.
Writing Lab: Students are provided with samples to edit.
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Jones
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1:00–2:15 pm
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Writing Lab: Editing
Writing Lab: Edit the rough draft. Add topic and transition sentences. Evaluate verb choice. Eliminate passive voice. Reorder sequence.
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(Stanbary, Jones in consultation)
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2:45–4:00 pm
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Writing with Word
Standard 67
Page layouts. Headings.
Writing Lab: Students craft headings for faculty-provided material.
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Jones
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4:00–4:30 pm
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Peer Review
Peer Review: Meet with your partner to listen to and provide feedback. You pick the fragment.
Homework: Answer one introspection question.
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Stanbary
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March 17th The Genealogical Proof Standard
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8:00–8:30 am
(MDT)
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Introspection Discussion
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Stanbary
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8:30–9:45 am
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Meeting Standards Using Rubrics
Genealogy Standards, 2nd ed., rev.
Discussion includes use of BCG-provided rubrics for the Case Study.
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Stanbary
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10:15–11:30 am
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Who? What? When? Whereis? Wherein? Citations in Proof Arguments
Standards 2, 3, 5–7
Documenting parent-child relationships in a match line of descent.
Writing Lab: Craft source citations for a variety of statements using DNA test results. Craft a source-cited line of descent.
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Jones
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1:00–2:15 pm
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Creating the Compiled Genealogy
Standard 72
Elements, format, numbering systems
Writing Lab: Craft the genealogy summary introductory paragraph for the relevant ancestor.
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Jones
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2:45–4:00 pm
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Writing Lab: Writing Genealogy
Writing Lab: Continue to edit and refine.
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(Stanbary, Jones in consultation)
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4:00–4:30 pm
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Peer Review
Peer Review: Meet with your partner and begin editing his or her work.
Homework: Continue editing your peer’s work. Measure your partner’s work against the rubrics. Provide written comments.
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Stanbary
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March 24th Polish & Submit
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8:00–8:30 am
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Why Should You Publish? Where Should You Publish?
|
Jones
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8:30–9:45 am
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DNA Test Taker Permissions: Balancing Privacy with Verifiability
Standards 54, 57
Balancing privacy with verifiability and scholarship. Syllabus includes sample forms.
Writing Lab: Write a letter or email to a DNA match seeking permission. Obtain feedback from your peer.
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Stanbary
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10:15–11:30 am
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An Editor's Eye—Cut the Fat!
Standards 42, 69
Converting a case study into a published article.
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Jones
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1:00–2:15 pm
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Submitting a Case Study to the NGSQ
An NGSQ editor presents an overview of the process from submission to publication. Provides a sample contract. Includes ample time for student questions and discussion.
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Peters
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2:45–4:00 pm
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Submitting a Case Study to BCG
A representative of BCG discusses common pitfalls in case studies. Overview of Application Guide for Case Study. Provides examples of judge comments.
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Wilds
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4:00–4:30 pm
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Golden Nuggets
Class participates in creation of Golden Nuggets Quicksheet.
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Stanbary
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Course 2: Fundamentals of Forensic Genealogy
Catherine B. W. Desmarais, CG
Come explore your potential role in the fast-growing field of forensic genealogy. The instructors—all experienced, practicing forensic genealogists—will introduce students to a broad spectrum of topics. Classes each week will be spent exploring business practices, work products and skill development, and the also the types of work in which forensic genealogists engage. Homework and social media discussions between sessions will strengthen the learning. Students will learn the fundamental skills needed to establish or strengthen their own forensic genealogy practice.
Other Instructors
Dates & Times
Thursdays, 10:00 am–2:00 pm MT, 16 February through 20 April 2023
Tuition
- Regular Price: $545.00
- UGA Member Price: $495.00
[Read More & View Course Schedule]
Who Should Attend
Aspiring and practicing genealogy professionals
Prerequisites
This online course is intended for those with strong genealogical methodology skills who are interested in learning more about the field of forensic genealogy as a career. You will find it helpful to be familiar with The Board for Certification of Genealogists, Genealogy Standards, 2nd Edition Revised (Nashville, Tenn.: Ancestry.com, 2021) and Elizabeth Shown Mills, Professional Genealogy: Preparation, Practice & Standards (Baltimore, Md.: Genealogical Publishing Co., 2018).
Homework and Social Media
The course coordinator and other instructors will participate in the course Facebook group regularly, more so during the week following their particular lectures. Homework assignments will be given most weeks and will be discussed within the Facebook group. No assignments will be turned in or graded, but students are strongly encouraged to complete them to get the most out of the course.
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
Times
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Class Title
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Instructor
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February 16th
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10:00–10:30 am
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Course Introductions
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Desmarais
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10:30–11:45 am
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From Inquiry to Affidavit: Managing a Forensic Case
We will track the workflow of a missing heirs case from the initial inquiry through the research to the final affidavit. Learn how research challenges were overcome and how client management software and templates assisted with organization.
|
Desmarais
|
12:15–1:30 pm
|
Resources for Identifying Living People
Identifying detailed information for those who have been born in the last 80 years or so can be quite daunting due to privacy laws that protect information on living people. During this session we will discuss some of the most effective strategies for identifying living people and some of the best databases that can be used to provide contact information. We will also discuss some of the best ways to approach living individuals.
|
February 23rd
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10:30–11:45 am
|
Missing and Unknown Heirs: Law & Procedure for the Forensic Genealogist
Do you want to learn about estate and terminology, estate procedures, important rules of evidence, the potential legal pitfalls of this field, ethics, kinship hearings, use of genetic testing and practical issues involved in this field of endeavor? Well, you’ve come to the right place to learn about these necessary building blocks.
|
Ramage
|
12:15–1:30 pm
|
Business Considerations for the Forensic Genealogist
Should you operate as an LLC or corporation? What are the tax ramifications? What can I name my company without violating the law? Do I need to concern myself about EINs, licenses, permits and zoning? What types of records should I keep and for how long? What do I need to do when I end my business? Learn about these types of important business issues and more.
|
Ramage
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March 9th
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10:30–11:45 am
|
Finding Families: The Genealogist's Role in MIA/POW Repatriation
Did you know that the Department of Defense still searches for unaccounted-for soldiers from past wars? Learn about the role of the forensic genealogist in finding next-of-kin and family DNA donors to help the military repatriate remains.
|
Desmarais
|
12:15–1:30 pm
|
Forensic Genealogy Fees and Contracts/Ethics & Liability
Contract elements, forms, special clauses and liability risks will be covered. There will be opportunity for questions about your own contracts. The ethics and legality of contingent fee contracts in estate cases will be discussed along with alternate ways to charge in these cases.
|
Ramage
|
March 16th
|
10:30–11:45 am
(MDT)
|
Real Estate Cases for Forensic Genealogists
Why might a real estate attorney or title insurance company hire a forensic genealogist? How does a quiet title action, a reverter clause, or adverse possession come into play? What is the inheritance path for the property through the post-deceased heirs? We’ll discuss the types of real estate cases in which a forensic genealogist might be employed. Case study examples will be incorporated.
|
Ramage
|
12:15–1:30 pm
|
Solving Unknown Parentage Cases with DNA
DNA testing has revolutionized birth parent searches for adoptees, the donor conceived and others with no biological family tree. This session will the role of the forensic genealogist using DNA test results to tease out a biological family tree. Interactive case studies will be presented to help attendees understand and interpret the test results.
|
Bush
|
March 23rd
|
10:30–11:45 am
|
Natural Resources and Mineral Rights Cases
Oil and gas has been found in more than half of the United States. Many states also have coal, iron and other minerals to mine. New methods of obtaining these natural resources have resulted in greater activity. The forensic genealogist may become involved in locating the rightful owners or heirs to these mineral rights. This lecture will discuss whether minerals are a part of the surface or subsurface, are they real estate or personal estate, and what is the role of the forensic genealogist in these cases.
|
Meyers
|
12:15–1:30 pm
|
Investigative Genetic Genealogy as a Career
|
Moore
|
March 30th
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10:30–11:45 am
|
Writing the Forensic Genealogy Client Report
This class will cover the structure of the forensic client report including the starting point data, the research goal, the research log, the summary of findings, and appropriate use of source citations. Developing personalized report templates also will be discussed.
|
Desmarais
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12:15–1:30 pm
|
Writing Reports for the Adoptee
Adoptees and others searching for their biological roots are not often genealogists who are interested in extending their family tree multiple generations nor are they interested in the same level of detail attorneys require in traditional probate cases. This lecture will present a basic format that can be used to write a simple, concise summary for adoptees seeking their biological parent(s).
|
Bush
|
April 6th
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10:30–11:45 am
|
True and Correct to the Best of Her Knowledge: Affidavits for the Forensic Genealogist
An affidavit is a sworn statement of fact in writing, voluntarily made under oath. Learn about the required parts of an affidavit, and various formats used by forensic genealogists.
|
Desmarais
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12:15–1:30 pm
|
Family Relationship Charts and Supporting Exhibits
Learn how to create family relationship charts, including deciding which data to include, how to add a relationship field, and how to edit the charts and insert them as an exhibit in reports and affidavits. You will also learn tips for adding document images as exhibits, how to label them, and include a source citation.
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Desmarais
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April 13th
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10:30–11:45 am
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Other Types of Forensic Work: Guardianships, Unclaimed Persons, Immigration, and More
Have you been contacted by a guardian for an incapacitated person or their estate? Maybe you have been contacted by someone dealing with immigration issues or by the local coroner’s office. This lecture will explore other types of work in which a forensic genealogist may find themselves involved.
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Meyers
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12:15–1:30 pm
|
Genealogy Standards and Forensic Genealogy
Learn why forensic genealogists need to adhere to both Genealogy Standards and evidentiary rules that underlie the acceptance of expert testimony in legal matters. We will also explore why the reliability of an expert's opinion is most often the determining factor as to its admissibility in court. Examples of what courts consider to be reliable and unreliable will be given.
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Ramage
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April 20th
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10:30–11:45 am
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Where Does the Evidence Lead? The Forensic Genealogist as Expert Witness
Are you an expert witness or a disinterested third party? This lecture will define, and discuss briefly the difference of the two and what you need to know to be an effective expert witness. You also will be given tips on how you can be in control during a deposition or on the stand.
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Meyers
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12:15–1:30 pm
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Ask the Forensic Genealogist: Panel Discussion
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Bush, Desmarais, Meyers, Ramage
|
Course 2B: Fundamentals of Forensic Genealogy
(Asynchronous Schedule)
Catherine B. W. Desmarais, CG
Come explore your potential role in the fast-growing field of forensic genealogy. The instructors—all experienced, practicing forensic genealogists—will introduce students to a broad spectrum of topics. Classes each week will be spent exploring business practices, work products and skill development, and the also the types of work in which forensic genealogists engage. Homework and social media discussions between sessions will strengthen the learning. Students will learn the fundamental skills needed to establish or strengthen their own forensic genealogy practice.
What is an Asynchronous Schedule?
SLIG is excited to announce our first ever asynchronous course option! Catherine B. W. Desmarais, CG, and the faculty of her SLIG Academy for Professionals 2023 course have agreed to add this additional asynchronous section. We know that many interested students work full-time during the day and are not able to attend our multi-week courses. This opportunity provides all of the same course content, but with flexibility to work around any schedule. Recorded class sessions will be available to you to watch at your convenience, shortly after the live session. Weekly 30-minute live Q&A sessions will allow students to connect with faculty of that week’s sessions. If you can’t attend the live sessions, you may submit questions in writing and they will be answered and available to view in recordings.
Other Instructors
Dates & Times
Via video recordings & live Q&A sessions, 17 February through 26 April 2023.
Live Q&A sessions on Wednesdays from 5:00–5:30 pm MT.
Tuition
- Regular Price: $545.00
- UGA Member Price: $495.00
[Read More & View Course Schedule]
Who Should Attend
Aspiring and practicing genealogy professionals
Prerequisites
This online course is intended for those with strong genealogical methodology skills who are interested in learning more about the field of forensic genealogy as a career. You will find it helpful to be familiar with The Board for Certification of Genealogists, Genealogy Standards, 2nd Edition Revised (Nashville, Tenn.: Ancestry.com, 2021) and Elizabeth Shown Mills, Professional Genealogy: Preparation, Practice & Standards (Baltimore, Md.: Genealogical Publishing Co., 2018).
Homework and Social Media
The course coordinator and other instructors will participate in the course Facebook group regularly, more so during the week following their particular lectures. Homework assignments will be given most weeks and will be discussed within the Facebook group. No assignments will be turned in or graded, but students are strongly encouraged to complete them to get the most out of the course.
Certificate of Completion
Students must watch all class sessions and submit all homework in order to be eligible for a certificate of completion. Recordings will be available for 30 days after the last course session for viewing.
Course Schedule
Times
|
Class Title
|
Instructor
|
February 17th
|
Recording available
|
From Inquiry to Affidavit: Managing a Forensic Case
We will track the workflow of a missing heirs case from the initial inquiry through the research to the final affidavit. Learn how research challenges were overcome and how client management software and templates assisted with organization.
|
Desmarais
|
Recording available
|
Resources for Identifying Living People
Identifying detailed information for those who have been born in the last 80 years or so can be quite daunting due to privacy laws that protect information on living people. During this session we will discuss some of the most effective strategies for identifying living people and some of the best databases that can be used to provide contact information. We will also discuss some of the best ways to approach living individuals.
|
Bush
|
February 22nd
|
5:00–5:30 pm
|
Live Q&A Session for "From Inquiry to Affidavit: Managing a Forensic Case" and "Resources to Identify Living People"
|
Desmarais, Bush
|
February 24th
|
Recording available
|
Missing and Unknown Heirs: Law & Procedure for the Forensic Genealogist
Do you want to learn about estate and terminology, estate procedures, important rules of evidence, the potential legal pitfalls of this field, ethics, kinship hearings, use of genetic testing and practical issues involved in this field of endeavor? Well, you’ve come to the right place to learn about these necessary building blocks.
|
Ramage
|
Recording available
|
Business Considerations for the Forensic Genealogist
Should you operate as an LLC or corporation? What are the tax ramifications? What can I name my company without violating the law? Do I need to concern myself about EINs, licenses, permits and zoning? What types of records should I keep and for how long? What do I need to do when I end my business? Learn about these types of important business issues and more.
|
Ramage
|
March 8th
|
5:00–5:30 pm
|
Live Q&A Session for "Missing and Unknown Heirs: Law & Procedure for the Forensic Genealogist" and "Business Considerations for the Forensic Genealogist"
|
Ramage
|
March 10th
|
Recording available
|
Finding Families: The Genealogist's Role in MIA/POW Repatriation
Did you know that the Department of Defense still searches for unaccounted-for soldiers from past wars? Learn about the role of the forensic genealogist in finding next-of-kin and family DNA donors to help the military repatriate remains.
|
Desmarais
|
Recording available
|
Forensic Genealogy Fees and Contracts/Ethics & Liability
Contract elements, forms, special clauses and liability risks will be covered. There will be opportunity for questions about your own contracts. The ethics and legality of contingent fee contracts in estate cases will be discussed along with alternate ways to charge in these cases.
|
Ramage
|
March 15th
|
5:00–5:30 pm (MDT)
|
Live Q&A Session for "Finding Families: The Genealogist's Role in MIA/POW Repatriation" and "Forensic Genealogy Fees and Contracts/Ethics & Liability"
|
Desmarais, Ramage
|
March 17th
|
Recording available
|
Real Estate Cases for Forensic Genealogists
Why might a real estate attorney or title insurance company hire a forensic genealogist? How does a quiet title action, a reverter clause, or adverse possession come into play? What is the inheritance path for the property through the post-deceased heirs? We’ll discuss the types of real estate cases in which a forensic genealogist might be employed. Case study examples will be incorporated.
|
Ramage
|
Recording available
|
Solving Unknown Parentage Cases with DNA
DNA testing has revolutionized birth parent searches for adoptees, the donor conceived and others with no biological family tree. This session will the role of the forensic genealogist using DNA test results to tease out a biological family tree. Interactive case studies will be presented to help attendees understand and interpret the test results.
|
Bush
|
March 22nd
|
5:00–5:30 pm
|
Live Q&A Session for "Real Estate Cases for Forensic Genealogists" and "Solving Unknown Parentage Cases with DNA"
|
Ramage, Bush
|
March 24th
|
Recording available
|
Natural Resources and Mineral Rights Cases
Oil and gas has been found in more than half of the United States. Many states also have coal, iron and other minerals to mine. New methods of obtaining these natural resources have resulted in greater activity. The forensic genealogist may become involved in locating the rightful owners or heirs to these mineral rights. This lecture will discuss whether minerals are a part of the surface or subsurface, are they real estate or personal estate, and what is the role of the forensic genealogist in these cases.
|
Meyers
|
Recording available
|
Investigative Genetic Genealogy as a Career
|
Moore
|
March 29th
|
5:00–5:30 pm
|
Live Q&A Session for "Natural Resources and Mineral Rights Cases" and "Investigative Genetic Genealogy as a Career"
|
Meyers, Moore
|
March 31st
|
Recording available
|
Writing the Forensic Genealogy Client Report
This class will cover the structure of the forensic client report including the starting point data, the research goal, the research log, the summary of findings, and appropriate use of source citations. Developing personalized report templates also will be discussed.
|
Desmarais
|
Recording available
|
Writing Reports for the Adoptee
Adoptees and others searching for their biological roots are not often genealogists who are interested in extending their family tree multiple generations nor are they interested in the same level of detail attorneys require in traditional probate cases. This lecture will present a basic format that can be used to write a simple, concise summary for adoptees seeking their biological parent(s).
|
Bush
|
April 5th
|
5:00–5:30 pm
|
Live Q&A Session for "Writing the Forensic Genealogy Client Report" and "Writing Reports for the Adoptee"
|
Desmarais, Bush
|
April 7th
|
Recording available
|
True and Correct to the Best of Her Knowledge: Affidavits for the Forensic Genealogist
An affidavit is a sworn statement of fact in writing, voluntarily made under oath. Learn about the required parts of an affidavit, and various formats used by forensic genealogists.
|
Desmarais
|
Recording available
|
Family Relationship Charts and Supporting Exhibits
Learn how to create family relationship charts, including deciding which data to include, how to add a relationship field, and how to edit the charts and insert them as an exhibit in reports and affidavits. You will also learn tips for adding document images as exhibits, how to label them, and include a source citation.
|
Desmarais
|
April 12th
|
5:00–5:30 pm
|
Live Q&A Session for "True and Correct to the Best of Her Knowledge: Affidavits for the Forensic Genealogist" and "Family Relationship Charts and Supporting Exhibits"
|
Desmarais
|
April 14th
|
Recording available
|
Other Types of Forensic Work: Guardianships, Unclaimed Persons, Immigration, and More
Have you been contacted by a guardian for an incapacitated person or their estate? Maybe you have been contacted by someone dealing with immigration issues or by the local coroner’s office. This lecture will explore other types of work in which a forensic genealogist may find themselves involved.
|
Meyers
|
Recording available
|
Genealogy Standards and Forensic Genealogy
Learn why forensic genealogists need to adhere to both Genealogy Standards and evidentiary rules that underlie the acceptance of expert testimony in legal matters. We will also explore why the reliability of an expert's opinion is most often the determining factor as to its admissibility in court. Examples of what courts consider to be reliable and unreliable will be given.
|
Ramage
|
April 19th
|
5:00–5:30 pm
|
Live Q&A Session for "Other Types of Forensic Work: Guardianships, Unclaimed Persons, Immigration, and More" and "Genealogy Standards and Forensic Genealogy"
|
Meyers, Ramage
|
April 21st
|
Recording available
|
Where Does the Evidence Lead? The Forensic Genealogist as Expert Witness
Are you an expert witness or a disinterested third party? This lecture will define, and discuss briefly the difference of the two and what you need to know to be an effective expert witness. You also will be given tips on how you can be in control during a deposition or on the stand.
|
Meyers
|
April 26th
|
5:00–5:15 pm
|
Live Q&A Session for "Where Does the Evidence Lead? The Forensic Genealogist as Expert Witness"
|
Meyers
|
5:15–6:30 pm
|
Ask the Forensic Genealogist: Panel Discussion
|
Bush, Desmarais, Meyers, Ramage
|
Course 3: The Art of Writing Client Reports
Angela Packer McGhie, CG, FUGA
Writing effective research reports can be a difficult skill to master. This course will provide instruction and hands-on experience creating each section of a report. A team of professional genealogists will share their expertise in technical writing, evidence analysis, incorporating visual elements, organizing material, time-saving strategies, and documentation. They will share examples of a variety of reporting formats covering simple to complex research problems from a variety of professional perspectives. Participants will learn both by evaluating provided reports and writing a research report during the week. Students should bring a laptop to work on practice exercises in class and complete writing assignments.
Other Instructors
- Apryl Cox, AG
- Catherine B. W. Desmarais, CG
- Diana Elder, AG
- Debra A. Hoffman, PLCGS
- Thomas W. Jones, PhD, CG, FASG, FNGS, FUGA
- Karen Matheson, AG
- Nancy A. Peters, CG, CGL
- Karen Stanbary, MA, LCSW, CG
- Paul Woodbury, MEd, AG
Dates & Times (Virtual)
Fridays, 8:30 am–4:00 pm MT, 31 March through 28 April 2023
Tuition
- Regular Price: $595.00
- UGA Member Price: $545.00
[Read More & View Course Schedule]
Who Should Attend
Professional and aspiring professional genealogists who would like to improve their research reporting and writing skills.
Prerequisites
The class sessions will include hands-on activities, so students should bring a laptop computer or tablet with Word or another word processing program. There will be homework assignments to practice writing various sections of a research report.
Course Schedule
Times
|
Class Title
|
Instructor
|
March 31st
|
8:30–9:00 am
|
Welcome and General Instructions not provided in Meet and Greets
|
McGhie
|
9:00–10:15 am
|
Essential Elements of a Research Report
To start off we will discuss the purpose of a research report and the different types of reports, and the typical sections in each report.
|
McGhie
|
10:30–11:45 am
|
Preparation for Success
Effective reports begin with focusing the objective and then an analysis and planning process. Many genealogists work from a report template to save time, and write report elements as they are conducting the research.
|
McGhie
|
12:45–2:00 pm
|
Hands On: Evaluating Research Reports
The focus of this session is viewing twenty sample research reports from a variety of professional genealogists. These reports represent a variety of reporting styles and will give students ideas on how to report on a variety of records and research problems. The reports will be evaluated using the BCG and ICAPGen rubrics.
|
McGhie
|
2:15–3:30 pm
|
Efficiencies in Report Writing
Report writing can be tedious. This session will cover incorporating various efficiencies and a writing process that creates the report as you conduct research and analysis, which can lead to a quicker and more effective report writing process.
|
Hoffman
|
3:30–4:00 pm
|
Homework Assignment
|
McGhie
|
April 7th
|
8:30–9:00 am
|
Homework Review
|
McGhie
|
9:00–10:15 am
|
Presenting Information from Documents
This session will focus on hands-on exercises to practice writing research notes for clients.
|
McGhie
|
10:30–11:45 am
|
Finding the Balance in Research Logging and Report Writing: An Editor's Perspective
|
Elder
|
12:45–2:00 pm
|
Technical Writing (Twenty Principles)
This session addresses the “nuts and bolts” of improving professional writing’s readability. Subtopics include writing with fewer words, paragraphing with topic sentences, and avoiding issues related to passive voice, pronouns and antecedents, verb tenses, and other common writing problems.
|
Jones
|
2:15–3:30 pm
|
An Opportunity for Peer Review
|
McGhie
|
3:30–4:00 pm
|
Homework Assignment
|
McGhie
|
April 14th
|
8:30–9:00 am
|
Homework Review
|
McGhie
|
9:00–10:15 am
|
Documentation for Research Reports: Part I
Students will learn to describe sources and information items well enough for their clients to understand each source’s qualities as a container of genealogical information and each information item’s qualities as a provider of genealogical evidence. Part 1 focuses on citing offline sources.
|
Jones
|
10:30–11:45 am
|
Documentation for Research Reports: Part II
Students will learn to describe sources and information items well enough for their clients to understand each source’s qualities as a container of genealogical information and each information item’s qualities as a provider of genealogical evidence. Part 2 focuses on citing online sources.
|
Jones
|
12:45–2:00 pm
|
Incorporating Evidence Analysis in a Report
A quality analysis of research findings strengthens a research report, increases a client’s confidence in the researcher’s stated conclusions, and helps a client understand the researcher’s methodology. Yet incorporating evidence analysis in a research report challenges many genealogists. During this session, a simple four-step process for including evidence analysis in a research report will be demonstrated and practiced.
|
Cox
|
2:15–3:30 pm
|
Hands-on Practice: Evidence Analysis
This session will provide students hands-on experience analyzing documents and records the analysis in the research report.
|
McGhie
|
3:30–4:00 pm
|
Homework Assignment
|
McGhie
|
April 21st
|
8:00–8:30 am
|
Homework Review
|
McGhie
|
9:00–10:15 am
|
Incorporating DNA Evidence into Client Reports, Part I
This session will highlight a technique for correlating documentary evidence items and genetic evidence in a client report. This involves writing decisions to effectively communicate complex information, including shared atDNA segments, predicted genetic relationships, and a detailed descendant tree depicting DNA donors.
|
Stanbary
|
10:30–11:45 am
|
Incorporating DNA Evidence into Client Reports, Part II
Continuation of above.
|
Stanbary
|
12:45–2:00 pm
|
Consultations / Peer Review
|
Elder, Hoffman, McGhie, Stanbary
|
2:15–3:30 pm
|
Consultations / Peer Review
|
Elder, Hoffman, McGhie, Stanbary
|
3:30–4:00 pm
|
Homework Assignment
|
McGhie
|
April 28th
|
8:30–9:00 am
|
Homework Review
|
McGhie
|
9:00–10:15 am
|
Reporting on Complex Problems
Clients engage professional genealogists because they have difficult problems. A professional needs the knowledge and skill to clearly communicate complex solutions. Through lecture, discussion, and case examples, students learn to report on information collected over multiple research sessions, indirect and negative evidence, conflicting evidence, proof arguments and the GPS, evidence contradicting family stories, and unexpected results.
|
Peters
|
10:30–11:45 am
|
Forensic Genealogy Reports and Affidavits
While they share many similarities, genealogical work products created for legal purposes also differ from traditional professional reports. This session will focus on the unique aspects of reports and affidavits created by forensic genealogists.
|
Desmarais
|
12:45–2:00 pm
|
Writing Reports for ProGenealogists and Legacy Tree Genealogists
|
Matheson, Woodbury
|
2:15–3:30 pm
|
Report Presentation and Visual Elements
We live in a visually focused world. Images, charts, tables and maps can aid a client in understanding the information presented and provide a more appealing report.
|
Hoffman
|
3:30–4:00 pm
|
Course Wrap-up
|
McGhie
|
Course 4: Writing and Documenting for Peer Review
Karen Mauer Jones, CG, FGBS, FUGA
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
- Catherine B. W. Desmarais, CG
- Paul K. Graham, AG, CG, CGL
- Thomas W. Jones, PhD, CG, FASG, FUGA, FNGS
- Angela Packer McGhie, CG, FUGA
- Karen Stanbary, MA, LCSW, CG
Dates & Times (Virtual)
Thursdays, 11:00 am–3:30 pm MT, 16 February through 4 May 2023
Tuition
- Regular Price: $595.00
- UGA Member Price: $545.00
[Read More & View Course Schedule]
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.
Recommended Reading
Students at this level should be familiar with and have used the following books. There are no required textbooks for this course, but students may find it useful to have numbers 1, 2, and 3 on hand during the week.
- Board for Certification of Genealogists. Genealogy Standards, 2nd edition. Nashville, Tenn.: Ancestry.com, 2019. Also available as a Kindle e-book.
- Jones, Thomas W. Mastering Genealogical Documentation. Arlington, Va.: National Genealogical Society, 2017. Also available as a Kindle e-book.
- _____. Mastering Genealogical Proof. Arlington, Va.: National Genealogical Society, 2013. Also available as a Kindle e-book.
- Mills, Elizabeth Shown. Evidence Explained: Citing History Sources from Artifacts to Cyberspace, 3rd edition revised. Baltimore: Genealogical Publishing Company, 2017. Also available as a Kindle e-book.
- _____. Professional Genealogy: A Manual for Researchers, Writers, Editors, Lecturers and Librarians. Baltimore: Genealogical Publishing Company, 2001.
- _____. Professional Genealogy: Preparation, Practice and Standards. Baltimore: Genealogical Publishing Company, 2018.
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 Tuesday preceding our class on Wednesday, 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.
Times
|
Class Title
|
Instructor
|
February 16th
|
11:00 am–12:30 pm
|
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
|
Constructing the Proof Argument: Organization and Technique
Throughout the course, students should be working on a proof argument, taking an argument from the research phase to a finished product. This session will discuss the process of organizing the argument by providing some sample structures, examples of identifying key points, guidance on dealing with conflicting evidence, and more.
|
T. Jones
|
2:15–2:45 pm
|
Assignment of Homework
|
T. Jones
|
3:00–3:30 pm
|
Assignment of Homework
|
K. Jones
|
February 23rd
|
11:00–11:30 am
|
Discussion of Homework
|
T. Jones
|
11:30 am–12:45 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 1 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
|
1:15–1:45 pm
|
Discussion of Homework
|
K. Jones
|
2:00–3:15 pm
|
Writing for Peer-Reviewed 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
|
3:15–3:45 pm
|
Assignment of Homework
|
McGhie
|
March 9th
|
11:00 am–12:15 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 2 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
|
12:15–12:45 pm
|
Assignment of Homework
|
T. Jones
|
1:15–2:30 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
|
2:30–3:00 pm
|
Assignment of Homework
|
McGhie
|
March 16th
|
11:00 am–12:15 pm
(MDT)
|
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
|
12:30–1:00 pm
|
Assignment of Homework
|
K. Jones
|
1:30–2:45 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
|
2:45–3:15 pm
|
Assignment of Homework
|
McGhie
|
March 23rd
|
11:00–11:30 am
|
Discussion of Homework
|
T. Jones
|
11:30 am–12:45 pm
|
Live Editing, 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
|
1:15–2:30 pm
|
Live Editing, 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
|
2:30–3:00 pm
|
Assignment of Homework
|
T. Jones
|
March 30th
|
11:00–11:30 am
|
Discussion of Homework
|
McGhie
|
11:30 am–12:45 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
|
1:15–1:45 pm
|
Assignment of Homework
|
McGhie
|
2:00–3:15 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
|
April 6th
|
11:00–11:30 am
|
Discussion of Homework
|
T. Jones
|
11:30 am–12:45 pm
|
Live Editing, 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
|
1:15–2:30 pm
|
Live Editing, 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
|
April 13th
|
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 1, students learn options for citing offline publications and will practice citing them.
|
T. Jones
|
12:45–2:00 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 2, students learn options for citing unpublished material at archives, historical societies, and other offline venues, and they will practice citing such sources.
|
T. Jones
|
2:00–2:30 pm
|
Assignment of Homework
|
T. Jones
|
April 20th
|
11:00–11:30 am
|
Discussion of Homework
|
McGhie
|
11:30 am–12:45 pm
|
Learn by Providing Peer Review, Part II
Meeting with peer review group to provide feedback to class members on their proof arguments, followed by a group discussion on the feedback they received and the lessons learned from both offering and receiving constructive suggestions.
|
McGhie
|
1:00–1:30 pm
|
Assignment of Homework
|
McGhie
|
2:00–3:15 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
|
April 27th
|
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 3, students learn options for citing original online material and material that had been previously published offline. They will practice citing those sources.
|
T. Jones
|
1:15–2:30 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 4, 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
|
T. Jones
|
May 4th
|
11:00–11:30 am
|
Discussion of Homework
|
McGhie
|
11:30 am–12:45 pm
|
Learn by Providing Peer Review, Part III
A second opportunity to receive feedback from class members on students' proof arguments, followed by a group discussion on the feedback they received and the lessons learned from both offering and receiving constructive suggestions.
|
McGhie
|
1:15–1:45 pm
|
Discussion of Homework
|
T. Jones
|
1:45–3:00 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
|
3:15–3:45 pm
|
Q&A and Wrap-up
|
K. Jones
|
Course 5: Intermediate Evidence Analysis Practicum
Angela Packer McGhie, CG, FUGA
This course provides an opportunity for genealogists to gain hands-on experience solving two genealogical cases. This will help participants put their research skills into practice while providing structure and guidance. Students will analyze background information, create a research plan, conduct research online, track their findings, analyze and correlate information, and report on conclusions.
The cases in this course address two of the most common research challenges: 1) dealing with multiple people with the same name, and 2) resolving conflicting evidence. The instructors will walk students through the process and teach the research strategies necessary to solve the cases. This experience will help prepare participants to take the Advanced Evidence Analysis Practicum course or apply the skills to new research projects.
Students will work during the week on the case and then gather to discuss their progress with fellow classmates and the instructor. They will compare sources, strategies, and methodologies, discuss challenges, and receive guidance from the instructor. Students should plan 10–20 hours per week to work on the cases and record their findings.
Other Instructors
Dates & Times
Thursdays, 9:00 am–11:45 am MT, 16 February through 23 March 2023
Tuition
- Regular Price: $545.00
- UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate
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
Times
|
Class Title
|
Instructor
|
February 16th
|
9:00–10:15 am
|
Preparing to Tackle a Practicum Case
|
McGhie
|
10:30–11:45 am
|
Hands-on Research Planning for Case #1
|
McGhie
|
February 23rd
|
9:00–10:15 am
|
Class Discussion on Progress on Case #1
|
McGhie
|
10:30–11:45 am
|
Analysis Strategies for Working Case #1
|
McGhie
|
March 9th
|
9:00–10:15 am
|
Class Discussion on Case #1 and Presentation of Solution
|
McGhie
|
10:30–11:45 am
|
Hands-on Research Planning for Case #2
|
Stanbary
|
March 16th
|
9:00–10:15 am
(MDT)
|
Class Discussion on Progress on Case #2
|
Stanbary
|
10:30–11:45 am
|
Analysis Strategies for Working Case #2
|
Stanbary
|
March 23rd
|
9:00–10:15 am
|
Class Discussion on Case #2 and Presentation of Solution
|
Stanbary
|
10:30–11:45 am
|
Lessons for Working on Other Tough Problems
|
McGhie
|
Course 6: Becoming an Accredited Genealogist Professional: The Why, the What, the How
Diana Elder, AG and Lisa Stokes, AG
 Earning the Accredited Genealogist credential with the International Commission for the Accreditation of Professional Genealogists (ICAPGen) gives you an opportunity to demonstrate your research proficiency in a chosen region. Benefits include strengthened research skills, confidence in performing client work, and respect in the genealogy community.
This interactive course will cover the requirements for each ICAPGen testing level and give you valuable information needed for successful testing. Assignments will provide experience with skills needed for passing each testing level. You will use rubrics to evaluate your work and that of your peers. A four-hour practice Level 3 project and a personalized meeting with an AG mentor who is knowledgeable in the chosen region of accreditation will cap off the week.
The instruction, labs, and homework are designed to assist you in the skill-building and preparation needed to start the accreditation process. Discover your accreditation readiness as you learn more about the testing process and receive peer and mentor feedback on your work.
Other Instructors
Dates & Times
Thursdays, 8:30 am–4:30 pm MT, 30 March through 27 April 2023
Tuition
- Regular Price: $595.00
- UGA Member Price: $545.00
[Read More & View Course Schedule]
Instruction Level
This course is for the advanced researcher who is ready to explore the accreditation process.
Prerequisites
This course has the following prerequisites for each attendee:
- Read the ICAPGen Guide to Applying for an Accredited Genealogist Credential.
- Choose an accreditation region. See Testing Regions at ICAPGen.org
- Complete research for one generation of the Four-Generation Project (the same generation should be used throughout the course). See Four-Generation Project Guidelines at ICAPGen.org.
- Write an outline for one generation of the Four-Generation Project. The outline should include a list of sources that prove birth, parentage, marriage, and death for the main research subject of that generation.
- Gain experience writing genealogical reports, narratives, or summaries.
Course Schedule
Times
|
Class Title
|
Instructor
|
March 30th
|
8:00–8:30 am
|
Introduction of Instructors and Attendees
|
Stokes
|
8:30–9:45 am
|
Overview of Accreditation, Peer Review, and the Level 1 Four-Generation Project
This session will provide an overview of the accreditation process and look in-depth at the elements of the four-generation project. Students will learn good practices for effective peer review.
|
Elder
|
10:15–11:30 am
|
Research Methodology and the Four-Generation Project
Attendees will learn ways to incorporate sound research methodology into the Four-Generation Project and learn to prepare and fine-tune an outline for one generation.
|
Finlay
|
1:00–2:15 pm
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Levels 1 & 3: Source Citations
Source citations are the foundation of solid research. This session will highlight skills for crafting professional and consistent source citations for successful Level 1 and Level 3 projects.
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Stokes
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2:45–4:00 pm
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Levels 1 & 3: Source Citations (Hand-on)
Students will practice writing and evaluating source citations.
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Stokes
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4:00–4:30 pm
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Homework Assignment
Students will compile a basic source citation template. They will also fine-tune the outline of one generation from their Four-Generation Project.
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Elder
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April 6th
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8:00–8:30 am
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Discussion of Homework Assignment
Students will discuss their experience creating the outline and citation template.
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Stokes
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8:30–9:45 am
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Levels 1 & 3: Evidence Analysis and Correlation in a Research Report
Review the various components of evidence analysis and learn how to discuss them in a Four-Generation Report.
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Greenhalgh
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10:15–11:30 am
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Levels 1 & 3: Writing an Effective Research Report
Discover key elements that make reports shine. Learn what to include in a Four-Generation Project report and tips for writing up research in clear and understandable ways.
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Greenhalgh
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1:00–2:15 pm
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Levels 1 & 3: Model for a Well-Written Genealogy Proof
This session will discuss organizing research findings into proof summaries or proof arguments for use in the Four-Generation Report.
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Stokes
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2:45–4:00 pm
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Levels 1 & 3: Writing Guidelines and Research Logs
Learn guidelines for developing excellent writing skills and learn about the key elements of a successful research log.
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Stokes
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4:00–4:30 pm
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Homework Assignment
Students will write one proof summary or proof argument for the Four-Generation Project and create a research log template.
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Elder
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April 13th
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8:00–8:30 am
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Discussion of Homework Assignment
Students will discuss their experience writing a proof summary or argument and creating a research log template.
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Stokes
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8:30–9:45 am
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Paleography, Extraction, Transcription, Abstraction
This session will focus on strategies for reading old handwriting and the differences between an extract, a transcript, and an abstract, including the basic guidelines for creating each for use in a research log or report.
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Taylor
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10:15–11:30 am
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Level 2: Document Interpretation & General Knowledge
Students will learn about the Level 2 exams, the types of questions asked, prepare tips, and how to practice for this portion of the testing.
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Taylor
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1:00–2:15 pm
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Level 2: Language Requirements
Learn how to prepare for the language requirements of accreditation testing.
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Hansen
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2:45–4:00 pm
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Creating a Research Reference Guide
This session will show examples of Research Reference Guides and give tips for creating a guide to prepare students for Level 2 testing.
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Greenhalgh
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4:00–4:30 pm
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Homework Assignment
Students will find a record from their chosen accreditation region and then transcribe and abstract it. They will also create general knowledge study questions and make a plan for creating a Research Reference Guide.
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Elder
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April 20th
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8:00–8:30 am
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Discussion of Homework Assignment
Students will discuss their experience transcribing or abstracting a record and preparing for Level 2 testing.
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Elder
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8:30–9:45 am
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Level 2 & 3: Research Planning
This session will cover the research planning skills needed for testing. Students will practice and receive feedback on this vital skill.
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Hansen
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10:15–11:30 am
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Level 2: Practice Session
Students will practice document interpretation and create general knowledge practice questions specific to their region.
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Meyer
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1:00–2:15 pm
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Level 3: The Final Project
Students will learn the requirements for the four-hour Final Project and how to prepare for this portion of the Level 3 testing.
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Hansen
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2:45–4:00 pm
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Level 3: The Final Project Evaluation
Learn how to effectively evaluate a Final Project using the ICAPGen rubrics.
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Elder
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4:00–4:30 pm
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Homework Assignment
Students will practice Level 2 skills and take a practice Level 3 Final Project exam in their region.
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Stokes
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April 27th
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8:00–9:00 am
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Discussion of Homework Assignment
Students will discuss their Level 2 practice assignments.
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Stokes
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9:00–9:45 am
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Discussion on Final Project
This session will discuss common challenges in the final project testing and how to overcome them.
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Elder
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10:15–11:30 am
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Regional Resources with AG Mentors
Students will meet with an AG mentor from their chosen or similar region to receive research tips for the region and test preparations suggestions.
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Elder, AG Professionals
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1:00–2:15 pm
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Level 3: Oral Review & Ethics, Final Wrap-up
This session will cover the oral review and ethics agreement all AGs are required to sign.
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Stokes
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2:45–4:00 pm
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Panel Discussion: How Accreditation Opens Doors
Students will have the opportunity to ask Accredited Genealogist professionals questions about working in the professional genealogy field.
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Elder, AG Professionals
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