Students who select this course already have some experience in genealogy, either self-taught or from a beginner’s course. They’re looking to enhance their research skills from home around their busy schedule but still receive an in-depth, institute-intense course, and build on their existing knowledge and experience. The course will expand their ability to find and analyze intermediate record types such as local and federal land, military, immigration, and naturalization, and find the underlying laws. They’ll also learn how to conduct research using best practices and following genealogical standards.
Homework will allow students to practice new skills and to work in original records. Understanding will be enhanced by a homework review session in the week that follows, instructor presence in a closed Facebook group the week following their class session, and a homework key.
Wednesdays, September 13–November 15, 2023
5:00–9:00 pm MDT
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate
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.
Required Online Accounts
Students should have a (free) FamilySearch account and either an Ancestry account or access to Ancestry at a nearby FamilySearch Center or other facility.
Homework
Homework assignments are designed to expand your skills. This course includes one assignment per lecture, or two per week, as well as two projects. The difficulty will vary based on your experience. If you are transitioning to intermediate work, if you are returning to research after some years away, or if you are tackling a method or record set that is new to you, it may take more time to complete an assignment. Therefore, we recommend you set aside a minimum of five (5) and preferably up to ten (10) hours per week to complete the homework.
Other Requirements
The following books will be helpful to understanding materials presented in the course and to completing homework, but are not required: Board for Certification of Genealogists Genealogy Standards, 2nd ed.; Val D. Greenwood The Researcher's Guide to American Genealogy, Part Two; Thomas W. Jones, Mastering Genealogical Proof; and Elizabeth Shown Mills Evidence Explained.
Facebook Group
There will be a closed Facebook Group dedicated to this course. Students may use it for discussion and announcements will be posted there by the Coordinator. Faculty members will periodically check and respond to posts in this group in the week following their presentation.
Certificate of Completion
Students will receive a certificate of completion if they have attended at least 16 of the 21 class sessions in person, unless otherwise approved, and either attended or watched each of the class sessions and submitted the required homework and project. The Technical Coordinator will maintain an attendance and homework submission roll. Registration to watch a recording will be considered adequate for “attendance” purposes.
Course Schedule
Times
Class Title
Instructor
Thursday, September 7th
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
September 13th
5:00–5:30 pm
Introductions & Questions
Lyttle
5:30–6:45 pm
Course Overview and Intellectual Property Concepts
Lyttle
7:15–8:30 pm
Immigration and Naturalization: Laws & Records
Venezia
8:30–9:00 pm
Introduction of the Project
Lyttle
September 20th
5:00–5:30 pm
Homework Review
Lyttle, Venezia
5:30–6:45 pm
The Genealogical Proof Standard: Sources, Information & Evidence
McGhie
7:15–8:30 pm
Strategies for Using Authored Works and Newspapers
Lyttle
September 27th
5:00–5:30 pm
Homework Review
McGhie, Lyttle
5:30–6:45 pm
Planning, Conducting & Recording Genealogical Research
Verifying BMD: Vital Records & Vital Record Alternatives
Philibert-Ortega
October 18th
5:00–5:30 pm
Homework Review
McGhie, Philibert-Ortega
5:30–6:45 pm
Local Land Records
Powell
7:15–8:30 pm
Introduction to Neighborhood Research
Lyttle
October 25th
5:00–5:30 pm
Homework Review
Powell, Lyttle
5:30–6:45 pm
The Census: Pre-1850 Strategies and Special Schedules
McGhie
7:15–8:30 pm
Probate: Wills and a Whole Lot More
Lyttle
November 1st
5:00–5:30 pm
Homework Review (REMINDER: Project due 11:59pm MT, November 3rd)
McGhie, Lyttle
5:30–6:45 pm
Legal Strategies: Foundations of Genealogical Research
Russell
7:15–8:30 pm
Finding Genealogical Evidence in Military Records
Strauss
November 8th
5:00–5:30 pm
(MST)
Homework Review
Russell, Strauss
5:30–6:45 pm
Transcribing & Abstracting Documents
Peters
7:15–8:30 pm
Constructing Proof Statements & Proof Summaries
Lyttle
November 15th
5:00–5:30 pm
Homework Review
Peters, Lyttle
5:30–6:45 pm
Research Ethics & Continuing Education
Lyttle
7:15–8:30 pm
Project Review
Lyttle
8:30–9:00 pm
Course Wrap-Up
Lyttle
Course 2: Introduction to Genetic Genealogy
Paul Woodbury, MEd, AG
In this hands-on course, students will master the basics of genetic genealogy research through hands-on application in a variety of investigative contexts. They will create testing plans incorporating such elements as which individuals to test, the types of tests to take and the companies to be used. They will also evaluate chances of success and needs for additional testing for a research objective given a set of test results, develop research plans given a set of DNA test results, and learn to abide by genetic genealogy ethics and standards. Participants will practice basic interpretation of Y-DNA, mitochondrial DNA, X-DNA and autosomal DNA evidence within the context of traditional document research and evaluation of Y-DNA and mtDNA.
Students will identify and evaluate likely relationships based on shared autosomal DNA and tree data, as well as explore possible sources of shared DNA for X-DNA matches. They will also interpret ethnicity reports for Y-DNA, mitochondrial DNA, and autosomal DNA test results and formulate estimates regarding ethnic origins of the first few generations of ancestry. Additional skills participants will gain will include performing modern research, creating “quick and dirty” trees in the pursuit of an objective, collaborating and corresponding with genetic cousins, correctly citing genetic genealogy sources, organizing research to enable discovery, evaluating which approaches and methodologies would be best to utilize in a given research case, and incorporating DNA evidence into genealogical proof arguments.
Students will receive written feedback on weeky homework assignments, in-class lab assistance, and a 15-minute DNA consultation to review a DNA goal, related results, and outline a research plan. (Consultations will be conducted outside of regular classroom hours by appointment.)
Thursdays, September 14–October 19, 2023 (no class October 12)
8:00 am–4:30 pm MDT
Tuition
Regular Price: $595.00
UGA Member Price: $545.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate
Prerequisites
Intermediate experience in document-based genealogical research; access to the autosomal DNA test results of at least one individual at one of the major DNA testing companies (23andMe, Ancestry, Family Tree DNA, MyHeritage).
Certificate of Completion
Students will receive a certificate of completion if they have attended or viewed all 18 lecture sessions. If able, they should also attend and participate in the two hands-on sessions.
Course Schedule
Times
Class Title
Instructor
Thursday, September 7th
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
September 14th
8:30–9:45am
Introduction to Genetic Inheritance
Woodbury
10:15–11:30am
DNA Testing Plans
Woodbury
1:00–2:15pm
Autosomal to X, Y and Z — Overview of Common Methodologies
Woodbury
2:45–4:00pm
Organizing Your DNA Matches
Leeds
4:00–4:30pm
Optional Homework Assignment
Tolman
September 21st
8:00–8:30am
Optional Homework Review
Tolman
8:30–9:45am
Y-DNA and mtDNA Analysis
Bush
10:15–11:30am
Ethnicity Analysis
Bush
1:00–2:15pm
Evaluating Shared Autosomal DNA and X-DNA
Larkin
2:45–4:00pm
DNA Case Studies
Johnson
4:00–4:30pm
Optional Homework Assignment
Tolman
September 28th
8:00–8:30am
Optional Homework Review
Tolman
8:30–9:45am
Company Tools Part I
Jorgensen
10:15–11:30am
Company Tools Part II
Jorgensen
1:00–2:15pm
Third Party Tools
Larkin
2:45–4:00pm
Hands On Practice
Tolman
4:00–4:30pm
Optional Homework Assignment
Tolman
October 5th
8:00– 8:30am
Optional Homework Review
Tolman
8:30–9:45am
Genealogy Standards and DNA
Stanbary
10:15–11:30am
Collaboration for DNA
Woodbury
1:00–2:15pm
DNA Case Studies — Choose Your Own Adventure
Woodbury
2:45–4:00pm
The Golden Rule: Clinical Tips to Manage Difficult Conversations
Stanbary
4:00–4:30pm
Optional Homework Assignment
Tolman
October 19th
8:00–8:30am
Optional Homework Review
Tolman
8:30–9:45am
Finding the Living
Johnson
10:15–11:30am
Writing About DNA — Intersections of DNA and Document Evidence
Bush
1:00–2:15pm
Bringing It All Together—Genetic Genealogy Escape Room
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.
Thursdays, October 19–November 16, 2023
9:00 am–1:30 pm MDT
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate
Technical Requirements
This course will meet online using Zoom Meetings. 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. PLEASE NOTE: Students may need to acquire a month's subscription to Newspapers.com Publisher's Extra and Ancestry World Access based on the particulars of each case. The coordinator will communicate the specifics to students prior to class starting.
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
Thursday, September 7th
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
October 19th
9:00–10:15 am
Preparing to Tackle a Practicum Case
McGhie
10:30–11:45 am
Recording Your Research
McGhie
12:15–1:30 pm
Hands-on Research Planning for Case #1
McGhie
October 26th
9:00–10:15 am
Class Discussion on Progress on Case #1
McGhie
10:30–11:45 am
Conducting Efficient Research
McGhie
12:15–1:30 pm
Analysis Strategies for Working Case #1
McGhie
November 2nd
9:00–10:15 am
Class Discussion on Case #1 and Presentation of Solution
McGhie
10:30–11:45 am
Introduction to Case #2
Stanbary
12:15–1:30 pm
>Hands-on Research Planning for Case #2
Stanbary
November 9th
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
12:15–1:30 pm
Hands-on Research for Case #2
Stanbary
November 16th
9:00–10:15 am
Class Discussion on Progress on Case #2
Stanbary
10:30–11:45 am
Presentation of Solution to Case #2
McGhie
12:15–1:30 pm
Lessons for Working on Other Cases
McGhie
Course 4: Proving Your Pedigree with DNA
Karen Stanbary, MA, LCSW, CG
This hands-on course provides the opportunity for students to apply DNA analysis skills to the documentation of one ancestral line back to a second great-grandparent couple. The faculty offers practical step-by-step case examples. The schedule includes ample opportunity for the students to practice and apply the skills to their own research. Private, one-on-one consultation time with faculty is available.
At course completion, students will leave with:
A source-cited lineage, including proof of biological parentage that meets Genealogy Standards
A graphic descendant tree
A unique, student-generated “Golden Nuggets” Quicksheet
The course teaches integration of documentary and genetic evidence to achieve proof. It is best to learn the methodology on an easier case. Students select one ancestral line in advance. A good choice would be a well-documented line from a DNA test taker to a second great-grandparent couple that is free of unknown parentage and pedigree collapse. Optimally, the student will use test results from second and third cousins on each of the great-grandparents lines to filter and sort autosomal DNA match lists. The cousins can be serendipitous matches or those that result from targeted testing.
Fridays, September 29–November 3, 2023 (no class October 20)
8:00 am–4:30 pm MDT
Tuition
Regular Price: $595.00
UGA Member Price: $545.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate
Prerequisites
This is an INTERMEDIATE methodology course focusing on autosomal DNA. This course will not cover beginning DNA topics such as inheritance patterns, tools, and references. The prerequisite requires previous completion of the following full-week institute courses at any genealogical institute in two categories:
An intermediate-level methodology course such as:
– Intermediate Foundations
– Intermediate Genealogy and Historical Studies
– Digger Deeper: Records, Tools and Skills
AND
A DNA course such as:
– Beginning DNA
– Introduction to Genetic Genealogy
– Practical Genetic Genealogy
– All-DNA Evidence Analysis Practicum
If a registrant does not meet the prerequisites, a work sample may be submitted for consideration that correlates genetic and documentary sources to establish a conclusion meeting the Genealogical Proof Standard.
Completion of this course will serve as a prerequisite for the Advanced DNA courses offered at SLIG and IGHR.
Pre-reading Requirements
Jones, Thomas, W. Mastering Genealogical Proof. Arlington, Va.: National Genealogical Society, 2013.
Wayne, Debbie Parker and Blaine T. Bettinger. Genetic Genealogy in Practice. Arlington, Va.: National Genealogical Society, 2016.
Mills, Elizabeth Shown. Evidence Explained: Citing History Sources from Artifacts to Cyberspace, 3rd. ed. rev. Baltimore: Genealogical Publishing Company, 2017. (Please review the first two chapters.)
In-Class References
Board for Certification of Genealogists. Genealogy Standards, 2nd ed., rev., Arlington, Virginia: Ancestry.com, 2021.
Curran, Joan Ferris, and Madilyn Cone Crane, and John H. Wray. Numbering Your Genealogy: Basic Systems, Complex Families, and International Kin. Arlington, Virginia: National Genealogical Society. 2008.
Golden Nuggets
The class will collaborate on a “Golden Nuggets Quicksheet” of handy tips and strategies learned throughout the week.
Brent Chadwick developed Microsoft Word templates that help the researcher craft a narrative genealogy. The templates are available for purchase for both Windows and Mac and support NGSQ-style and Register-style numbering systems. Brent modified a template specific for this course. Purchase details will be available in the course Welcome packet. Karen will provide an introduction and demonstration of setting up the template in class. Students can opt to use this template to create the Narrative Genealogy in the course or can opt to create it in word processing software.
Recordings
All sessions will be recorded and available to watch for up to 30 days following the last day of the course, except private consultations and the Friday 1:15 pm presentation, "Writing about Proof of Biological Relationships," where permission is not granted by the case study clients for recordings.
Completion
To earn a certificate of completion, students should attend each session, or watch the recording if absence is authorized, and submit their completed project: source-cited genealogy lineage with proofs of parentage (it is not expected to be complete).
Course Schedule
Times
Class Title
Instructor
Thursday, September 7th
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
September 29th
9:00–9:30 am
Course Overview and Golden Nuggets
Brief introductions, lecture categories, Golden Nuggets
Stanbary
9:30–10:45 am
Genealogy Standards
Karen discusses the new and modified DNA-Related standards in the context of established genealogy methodology.
Stanbary
11:00am–12:00 pm
What is the Best Evidence? Source Selection
Angela engages the class in making decisions about selecting the best sources to prove parent-child relationships.
McGhie
12:00–12:15 pm
Analysis of Documentary Research
A handy template to aid the student to assess documentary source quality.
Stanbary
1:15–2:00 pm
Descending Genealogy Essentials
Angela will cover genealogy numbering styles, parenthetical ancestry outlines, immigrant numbers, and the essential elements of the introductory paragraph.
McGhie
2:00–2:45 pm
Genealogy Template
Karen will provide a brief overview and a live demo to get the template up and running.
Stanbary
2:45–4:45 pm
Hands-on Independent Work Time / 1:1 Consultations
20-minute consultation slots. Students write the introductory paragraph for Generation One. Students begin entering documentary source citations for vital information.
Stanbary, Jones, Koford, McGhie, Woodbury
Homework
Using the Descending Genealogy format and a standard numbering system, students use the week to enter names and vital information with complete source citations for each parent-child relationship on the ancestral line from the 2nd great-grandparent couple to the base test taker.
October 6th
9:00–9:30 am
Introspection Discussion
Stanbary
9:30–10:45 am
Working with Autosomal DNA: Methodology and Confirming Cousins Worksheet
An overview of the methodology for confirming the biological relationships on a traced ancestral line of descent.
Stanbary
11:00 am–12:15 pm
Working with Autosomal DNA: Match Analysis, Pedigree Evaluation and Mitigation
Introduction to worksheets designed to guide the student through the analysis of DNA.
Stanbary
1:15–2:45 pm
Hands-on Independent Work Time / 1:1 Consultations
20-minute consultation slots. Students seek feedback on their source citations for each parent-child relationship.
Stanbary, Jones, Koford, McGhie, Woodbury
2:45–4:00 pm
Case Study: Filtering and Sorting Matches
Angela will inspire with a demonstration of how to apply the methodology to one of her ancestral lines.
McGhie
4:00–4:45 pm
Hands-on Independent Work Time / 1:1 Consultations
15-minute consultation slots. Problem-solving.
Stanbary, Jones, Koford, McGhie, Woodbury
Homework
Students use the week to complete the Confirmed Cousin, Match Analysis, and Pedigree Evaluation worksheets.
October 13th
9:00–9:30am
Introspection Discussion
Stanbary
9:30–10:45am
Introduction to Tracking DNA Matches with AirTable
Nicole will demonstrate how she uses AirTable to track data about DNA matches.
Dyer
11:00 am–12:15 pm
Traced Descendant Trees, Strategies to Identify Focal Study Group Matches
Traced Descendant Trees are an essential visual tracking tool. Learn various techniques to easily build the tree. Exploration of clustering and shared matching strategies to generate previously unidentified focal study group matches.
Stanbary
1:15–2:00 pm
TBD Demo
Stanbary
2:00–4:45 pm
Hands-on Independent Work Time / 1:1 Consultations
30-minute consultation slots. Problem-solving.
Stanbary, Jones, Koford, McGhie, Woodbury
Homework
Students continue to analyze and add matches to the focal study group. Build match pedigrees. Add to descendant tree and Genealogy as appropriate.
October 27th
9:00–9:30 am
Introspection Discussion
Stanbary
9:30–10:45 am
Hands-on: Searching and Communicating with Living People
Jennifer will discuss a variety of non-traditional sources to learn more about living people that will help place them in a family.
Zinck
11:00 am–12:15 pm
Chromosome Mapping
Karen will demonstrate how to use chromosome mapping to identify previously unknown matches to add to the focal study group.
Stanbary
1:15–2:45 pm
Writing about Proof of Biological Relationships
Karen will discuss essential elements of a proof of parentage incorporating DNA. Common citations to genetic sources are provided.
Stanbary
2:45–4:45 pm
Hands-on Independent Work Time / 1:1 Consultations
30-minute consultation slots. Problem-solving.
Stanbary, Jones, Koford, McGhie, Woodbury
Homework
Students complete Genealogy Report including Parentage Proofs.
November 3rd
9:00–9:30 am
Introspection Discussion
Stanbary
9:30–10:45 am
Providing Feedback in Peer Review
Angela will lead a discussion of do’s and don’ts for providing helpful peer feedback.
McGhie
11:00 am–12:15 pm
Peer Review
Students meet in breakout rooms to present and receive feedback on their work. Stanbary will drop in to provide support.
Stanbary
1:15–2:00 pm
Peer Review
Students meet in breakout rooms to present and receive feedback on their work. Stanbary will drop in to provide support.
Stanbary
2:00–2:45 pm
I Deserve the Genealogy SuperStar Award…
Open class discussion.
Stanbary
2:45–4:00 pm
Golden Nuggets
The class will work collaboratively to create a “Golden Nuggets Quicksheet”—a handy summary of essential points learned throughout the week.
Stanbary
Course 5: Discovering Quaker Records – In the US and the British Isles
Steven W. Morrison, MPA
This course explores Quaker records in both the US and the British Isles. Although few in number Quakers left a mountain of records, with many originals now available online. Unique finding aids will help you locate records still residing in on-site repositories. Discover how Quakers’ historical origins and their views on the military and slavery affected their migration patterns across the US. Grasp how radical it was for women to play an equal role in a religion and its record keeping. Leave the course with a monster bibliography of Quaker records in print or online. If you have a colonial dead-end from New England, the Mid-Atlantic, or the Carolinas you may have a Quaker hiding in your family tree.
Thursdays, September 14–November 16, 2023
10:00 am–2:00 pm MDT
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate to High-Intermediate
Reading Requirements
Fischer, David Hackett. Albion’s Seed: Four British Folkways in America. New York: Oxford Univ. Press, 1989.
Hamm, Thomas D. The Quakers in America. New York, NY: Columbia Univ. Press, 2003.
Certificate of Completion
To receive a certificate of completion, students must attend at least eighteen (18) class sessions. Students may receive credit for a missed class if they watch the video and email the coordinator a short paragraph highlighting five (5) key points from that session. Home Study Assignments are a required part of the course. Two (2) require the student to prepare for an in-class discussion, and three (3) are to be emailed to the coordinator. Submitted assignments will be return with faculty comments.
Course Schedule
Times
Class Title
Instructor
Thursday, September 7th
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
September 14th
10:30–11:45 am
Profile of a Quaker – Finding a Friend in Colonial America
The profile of a Quaker (Friend) can be as distinctive as a fingerprint with their unique ethnic origin, belief system, marriage practices, and separate record structure. This session will teach you the profiling techniques you’ll need to spot a Quaker in colonial America. In fact, Ancestry believes that about half of the US population - with an ancestor living in or moving through the Mid-Atlantic region between 1680 and 1780 - had at least one Quaker ancestor! Finding a Quaker ancestor in your family tree may blow open multiple brick walls.
Morrison
12:15–1:30 pm
History of Quakerism – Testimonies and Beliefs
The Society of Friends (called Quakers) was inspired by George Fox in northern England during a chaotic period of the mid-1600s. The religion rejected many norms of the established Church of England. Its rejection of priests and sacraments and adoption of a theology of the ‘Inner Light’ threatened British society. Many Quakers were persecuted for their faith and as a result sought sanctuary in North America. This lecture highlights key historical events of the Friends, its leaders, and the evolution of their belief system.
Lyttle
1:30–2:00 pm
Home Study Assignment
Read the Quaker chapter in Fischer's Albion Seed. What are the three most interesting things you learned about the Quakers? Be specific. Describe how those three points are relevant or potentially relevant to tracing your Quaker ancestor. Email the coordinator. NO more than two (2) pages in length. Due on or before Week 4.
Morrison
September 21st
10:30–11:45 am
Simply Amazing – US Quaker Records Online
Quakers were one of the largest religions in colonial America. Learn the basics of their record keeping and meeting hierarchy. In addition to the traditional vital records - hatched, matched, and dispatched - Friends kept meeting minutes for both men and women. This was radical for its time. Friends also collected some unique records, including travels between meetings (called Removals); and events of early religious persecution (called Sufferings). Discover how wonderfully rich Quaker records can be.
Morrison
12:15–1:30 pm
Quaker Women’s Meetings and their Records
Up until about 1880, Quakers held separate Men’s and Women’s Monthly Meetings. The women’s meetings approved marriages, along with the men’s meetings, and disciplined women members of the community. The meetings were also a source of empowerment for Quaker women. The records of women’s meetings reveal wonderful details about the life of Quaker communities and the actions of our ancestors. They also reveal information about the status of individual Quaker women in the community.
Lyttle
September 28th
10:30–11:45 am
Quaker Records at the FamilySearch Library and Other Quaker Archives
The FamilySearch Library in Salt Lake City has hundreds of resources for Quaker research, some of which have been digitized. In addition, a number of archives at Quaker institutions of higher learning contain sizable collections of Quaker resources. The Friends Historical Library at Swarthmore College, the Quaker Archives at Guilford College, the Friends Collection at Earlham College, and many more offer major opportunities to learn about our Quaker ancestors. Learn how to find and use these resources to further your research.
Lyttle
12:15–1:30 pm
Ye Best Books for Quaker Research
Historically, Quakers often used handbills and books as a means to advance their religion. This lecture provides an essential overview of the available Quaker memorabilia. Key historical texts will be highlighted, along with other major works listed by theme, state, or region. Also provided, is an extensive bibliography of Quaker texts in print or online.
Morrison
1:30–2:00 pm
Home Study Assignment
Prepare a short presentation (3 minutes) on your Quaker ancestor who is your "brick wall." Key items to be included are: name, date of arrival, earliest meeting name, known migrations, allied families, and anticipated next research steps. Be ready to discuss your observations in a break-out group. Presentations will be given during the 1st session of Week 4.
Morrison
October 5th
10:30–11:45 am
Student Presentations – My Quaker 'Brick Wall' Ancestor, via Zoom breakout rooms
The class will be split into two groups for this discussion. Students will share with the class a brief presentation (3 minutes) on their Quaker ‘Brick Wall’ ancestor. This will highlight information already collected from students regarding their research: Quaker surnames, states (or country) of interest, and monthly meetings of interest.
Morrison, Lyttle
12:15–1:30 pm
Hinshaw – An Index to Original Quaker Records in the Eastern U.S.
William Wade Hinshaw’s Encyclopedia of American Quaker Genealogy is a six-volume index to Quaker records from selected monthly meetings in North Carolina, New Jersey, Pennsylvania, New York, Ohio, and Virginia. Usually simply called “Hinshaw,” this is an indispensable resource for Quaker research. In addition to abstracts of records from 120 monthly meetings, the Encyclopedia also contains valuable historical information on the meetings it covers. Learn to use Hinshaw to get to the original records of your Quaker ancestors.
Lyttle
October 12th
10:00–10:30 am
Home Study Review
Discussion of Home Study Assignment on Albion's Seed.
Morrison, Lyttle
10:30–11:45 am
Finding Yearly Meeting Records – Quaker Archives in the US and Canada
Unlike other religious denominations, Quakers do not centralize their records. With over 39 Yearly Meetings in the US and Canada, each is responsible for its own archives. Learn where and how to gain access to these repositories whether housed at Quaker colleges, state historical societies, yearly meeting headquarters, or now available online.
Morrison
12:15–1:30 pm
Mapping Quaker Meetings – Tracking American Quaker Migrations
If you cannot find your ancestor, how do you track Quaker families? Follow their meetings! Learn how the ‘Quaker Meetings’ database and ‘Quaker Maps’ websites will help you locate where your ancestor lived. View the expansions of Friends in key regions concluding with video loops revealing the march of Quaker meetings from the 1650s up thru this millennium.
Morrison
1:30–2:00 pm
Home Study Assignment
Read Hamm’s The Quakers in America. What are the three most interesting things you learned about the various branches of the Quakers in America? Be specific. Describe how schisms and changes in the religion affected or may have affected your Quaker ancestor. Email the coordinator. NO more than two (2) pages in length. Due on or before Week 7.
Morrison
October 19th
10:30–11:45 am
New England Quaker Records
The story of Quakers in New England is not a happy one. Mary Fisher and Ann Austin were the first known Quakers to arrive in North America in 1656 when they sailed to the Massachusetts Bay Colony. Puritans persecuted and imprisoned the women and sent them back on the ship they’d arrived on. The same fate befell the next eight Quakers who attempted to settle in the colony. Massachusetts and Connecticut banned Quakers as disruptive to the established order and set death by hanging as the punishment for Quakers’ attempting to settle there. Rhode Island refused to ban the Friends, so many New England Quakers ended up there. Finally, King Charles II ordered the Puritans to stop persecuting Quakers. The missionary work continued in New England, resulting in many conversions. This lecture will look at this history of Quakers in New England and the records our northeastern Quakers left behind.
Lyttle
12:15–1:30 pm
Southern Quakers to the Midwest – An Unexpected Exodus
In the late 1790s and early 1800s, a flood of southern Quakers migrated to the new “free” states of the Old Northwest Territory. Along with the westward migration of Quakers from the Atlantic seaboard, these two waves helped to fuel new Yearly Meetings in Ohio and then in Indiana. Retrace this southern exodus of Friends tracking its footprints in printed sources and original Quaker records which are now available online.
Morrison
October 26th
10:30–11:45 am
Slavery, Quakers & the Underground Railroad
Quakers and their relationship with the institution of slavery in America evolved over time. Early Quakers kept slaves without social or religious penalty. However, after 1688 Germantown Friends’ anti-slavery petition, Quaker yearly meetings doctrine began to evolve. It took roughly a hundred years for Friends to prohibit slavery within the religion by the late 1700s. Thereafter, Quakers played a key role in establishing and running the Underground Railroad, assisting enslaved individuals to escape to freedom. This lecture will delve into the history and records concerning Quakers’ evolving attitudes about slavery.
Lyttle
12:15–1:30 pm
Researching Welsh Quakers in Colonial Pennsylvania
Welsh Quakers were among the earliest settlers in Pennsylvania, first arriving in 1682. They hoped to be allowed their own county that would be self‐governing and Welsh speaking, but in spite of the failure of that plan, they had a large impact on early Pennsylvania. Learn about their history and how to find, use, and understand the records they left behind.
Lyttle
1:30–2:00 pm
Home Study Assignment
Describe how migrations may have affected your Quaker ancestor. Were they likely affected by wars, schisms, or other factors? Use your “My Quaker Ancestor” or select an alternative ancestor approved by an instructor. Email the coordinator. NO more than two (2) pages in length. Due on or before Week 9.
Morrison
November 2nd
10:00–10:30 am
Home Study Review
Discuss Home Study Assignment on The Quakers in America.
Morrison, Lyttle
10:30–11:45 am
Exploring Quaker Records in Britain
England is where Quakerism began and many of our ancestors migrated to America from Britain. Once you have thoroughly researched your Quaker ancestors in America, it’s time to dive into their records in Britain, which can be a bit more challenging than our North American research. Quaker record collections for Britain are available on Ancestry, FamilySearch, and FindMyPast. Learn how to locate and use these rich resources.
Lyttle
12:15–1:30 pm
Exploring Quaker Records in Ireland
Genealogical research in Ireland can often be challenging. The 1922 fire of the Public Records Office (aka Four Courts Fire) caused devastating loses to Irish census, wills/probates and parish records. However, the records for the Religious Society of Friends survived intact, largely because their records were collected, organized, and archived separately. Today, the Friends ‘Quaker Collection’ is one of Ireland’s most robust record sets and is now available on FindMyPast.
Morrison
November 9th
10:30–11:45 am
Reexamining the Profile of a Quaker – Isaac Perkins of Frederick County, VA
Often our ancestors become a collection of what others have written about them. But, is any of it true? Review the principal factors commonly used to identify our ancestor as a Quaker. Then compare and contrast the historical account of Isaac Perkins/Parkins, an early entrepreneur of the Shenandoah Valley, with clues uncovered from the available records common to colonial Virginia.
Morrison
12:15–1:30 pm
Digging Deeper – Into Quaker Sufferings and Removals
Quakers created records which were unique to their faith. This session explores two of those in detail. ‘Sufferings’ were records of the religious persecution that Quakers experienced. These are critical in locating ancestors, since they were often the first census of active members. ‘Certificates of Removal’ documented their travels and served as a Quaker’s passport. Discover how to transform raw records into databases, so you can uncover previously unknown facts about your ancestor and their Quaker associates.
Morrison
1:30–2:00 pm
Home Study Assignment
Review what you have learned over the course and be prepared to identify those factors which will help you identify a Quaker ancestor. Did they change over time? (e.g., 1600s, 1700s, 1800s, current) Did your ancestor fall away from the Quaker faith? Evaluate how you can determine when that occurred. Create a one (1) page outline and be prepared to discuss your observations in a break-out group. Discussion will be 1st session of November 16th.
Morrison
November 16th
10:00–10:30 pm
Home Study Review
Discuss Home Study Assignment on how your Quaker ancestor was affected by migrations.
Morrison, Lyttle
10:30–11:45 am
(MST)
Class Discussion – Profiling Our Quaker Ancestor (Zoom breakout rooms)
The class will be split into two groups for this discussion. 1st TOPIC: Discuss the factors commonly used to identify (profile) our ancestors as a Quaker. If time is available – 2nd TOPIC: Hear from students who made research breakthroughs during the course.
Morrison, Lyttle
12:15–1:30 pm
Irish Quaker Migration to Pennsylvania – Uncovering an Ulster Family Story
Family traditions can create powerful imagery of a family long dead. The family becomes as full of life as any living relatives. Such is the effect of the Starr family of Pennsylvania on many of its distant descendants. There is ample evidence that five Starr brothers sailed to the Delaware River Valley before 1718 as Quakers from Ireland. However, locating historical records in post-Cromwellian Ireland is challenging at best. It is only by using Quaker records (the best church records in Ireland) that this family’s origins, travels within Ireland, and their migration to the American colonies can be confirmed.
Morrison
1:30–2:00 pm
Course Wrap-Up
Morrison, Lyttle
Course 6: Assemblage: Preparing, Writing, and Revising Proof Arguments
Jan Joyce, DBA, CG, CGL, AG
You’re a good writer and a great researcher. You have been told that by mentors, instructors, peers, and probably your family! But then why does it seem like sometimes your written product doesn’t work? Perhaps it is a case study, a client report, or a family narrative. It may have been during a course, peer study group or institute setting that you struggled with putting it all together. If this sounds like you, then this course could be what you seek.
Simply stated, it is titled assemblage. It is the writing, splicing, dicing, editing, and piecing together of your proof arguments—and other writing—for your research. Students may want to take this course for a variety of reasons, which may include:
Prepare for certification through BCG or accreditation through ICAPGen.
Fine-tune articles for submissions to journals.
Enhance client report writing.
Craft work for sharing with family.
Write proof of kinships and attach to online family trees.
Wednesdays, September 13–November 15, 2023
10:00 am–2:00 pm MDT
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate, High Intermediate, Advanced
Prerequisites
Participants who have completed some of the industry’s genealogical educational programs such as ProGen, GenProof, BU’s Certificate Program, and institute methodology and writing courses may benefit the most. Students will submit a sample of their own proof argument writing prior to the course beginning.
Required References
Board for Certification of Genealogists. Genealogy Standards, 2nd ed. rev., Nashville, Tenn.: Ancestry.com. 2021.
There are many references to and use of articles from the National Genealogy Society Quarterly journal. Therefore, access to the National Genealogy Society Quarterly archives via membership with the National Genealogical Society is strongly recommended.
Course Schedule
Times
Class Title
Instructor
Thursday, September 7th
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
September 13th
10:00–10:30 am
Course Introduction
Jan Joyce
10:30–11:45 am
Getting Started
You’ve heard it called “writer’s block” when getting started seems overwhelming to the point of inaction. Techniques to overcome this will be shared and practiced. Other topics discussed in this session include a focus on exhaustive research into the law and other contextual research. Tactics for demonstrating this research in your writing are reviewed, including negative searches and negative findings.
Jan Joyce
12:15–1:30 pm
Deconstruction
Deconstruct a proof argument using techniques taught in class. The deconstruction illuminates successful structures of proof arguments that students can use for their own work.
Jan Joyce
1:30–2:00 pm
Homework Assignment
Jan Joyce
September 20th
10:00–10:30 am
Homework Review
Jan Joyce
10:30–11:45 am
Methods to Build Indirect, Negative, and Conflicting Proof Arguments
Analyze, discuss, and review methods for building proof arguments for different types of evidence include indirect, negative, and conflicting.
Jan Joyce
12:15–1:30 pm
Methods to Build Proof Arguments that Merge or Separate Identities
Crafting proof arguments for merging and separating identities is something every genealogist must do. These are often complex scenarios that can be better explained using methods shared in class.
Jan Joyce
1:30–2:00 pm
Homework Assignment
Jan Joyce
September 27th
10:00–10:30 am
Homework Review
Jan Joyce
10:30–11:45 am
Cut it. Shuffle it. Paste it: A Tangible Technique for Structuring Your Proof Argument
A non-digital workspace aids our ability to think through, present, and polish a proof argument or narrative. By default, our brains form cognitive maps of incoming information. These maps are often better streamlined and perfected when we deconstruct and then interact with research data in a hands-on and spatial manner. In this session, we will build and organize an argument or narrative using a technique that is based on how we form those mental maps. Using simple items like a pencil, index, cards, and sticky notes, you will learn how to effectively construct your proof argument, report, or biography. You will also see how to effortlessly shuffle and reconfigure your organizational structure to best communicate your point. And, you will be able to eliminate unnecessary fluff that confuses or distracts the reader. This technique goes beyond just outlining broad ideas and concepts. We will practice how to craft a detailed sketch that easily transfers into a word-processing document. And, this helps overcome the infamous writer’s block of staring at a blank screen. By utilizing your brains’ natural tendency towards cognitive mapping, you will create a final written product that works to successfully communicate your work.
K. Richardson
12:15–1:30 pm
Techniques for Structuring Workshop
This workshop will allow students to work in a structured environment to practice yes, structuring.
K. Richardson
1:30–2:00 pm
Homework Assignment
K. Richardson
October 4th
10:00–10:30 am
Homework Review
K. Richardson
10:30–11:45 am
Expanding and Condensing
Learn how to identify when, and how, to expand or condense your writing. Sometimes more is needed. Other times less. Proofreading and editing techniques are described, discussed and practiced.
Jan Joyce
12:15–1:30 pm
Segues and Transitions
Proof arguments and genealogical writing is comples. Well-crafted segues and transitions are critical to help your reader follow and understand the narrative. Multiple techniques will be revealed.
Jan Joyce
1:30–2:00 pm
Homework Assignment
Jan Joyce
October 11th
10:00–10:30 am
Homework Review
Jan Joyce
10:30–11:45 am
Transcribing for Voice and Discovery
Transcribing can be transformational. The practice highlights the voice of the piece. It uncovers holes. It identifies problems…and solutions. It is a powerful tool for proofreading. It internalizes within you the style, structure, and cadence of successful writing. And the end result can serve as a road map to help you assemble your proof argument or other work in the most effective way. Techniques for transcription will be described, demonstrated, and then practiced helping you make the most of this unique tool to inform the assemblage of your written works and help you develop into a more confident writer.
Koehler
12:15–1:30 pm
Transcribing for Discovery Workshop
Koehler
1:30–2:00 pm
Homework Assignment
Koehler
October 18th
10:00–10:30 am
Homework Review
Koehler
10:30–11:45 am
Standards Influencing Assemblage
This session highlights genealogy standards that apply to assemblage. Students will understand these standards, discuss how to meet them, and critique work products with these standards in mind.
Green
12:15–1:30 pm
Conclusions
Tactics for writing a great conclusion will be shared and practiced. Crafting the conclusion also validates the structure of the written work.
Jan Joyce
1:30–2:00 pm
Homework Assignment
Jan Joyce
October 25th
10:00–10:30 am
Homework Review
Jan Joyce
10:30–11:45 am
Voice, Grammar, and Miscellaneous DOs and DON'Ts
“Voice” is the type of writing best suited toward its purpose which may include a publication, your own files, or a portfolio for certification. Identifying and mimicking voice helps your writing to be accepted by those readers. Tactics to identify voice will be discussed (workshop). Fine-tuning grammatical items can enhance proof arguments. This isn’t a basic session on grammar, but rather a focused discussion on techniques like the subtle placement of an article (a, an, the), identifying and eliminating vague pronounce placement, and appropriate verb tense usage.
Jan Joyce
12:15–1:30 pm
Introductions, Titles, Abstracts, and More
Writing the title and introduction is often easier done last, rather than first. Templates for introductions will be shared as will techniques to create abstracts and pull quotes.
Jan Joyce
1:30–2:00 pm
Homework Assignment
Jan Joyce
November 1st
10:00–10:30 am
Homework Review
Jan Joyce
10:30–11:45 am
Verbal Strategies for Writing and Editing
Discover the power of reading written work aloud to active listeners who know how to reflect their understanding, or confusion, back to you in useful ways. This session introduces you to verbal strategies for writing and editing - techniques that can help you organize, crdaft, and polish your genealogical writing. Learn and practice simple, yet effective, ways to give and receive real-time feedback on peer writing, particularly on proof arguments.
C. Richardson
12:15–1:30 pm
Verbal Strategies Workshop
Direction and guidance will be provided for students to work together practicing verbal strategies for crafting and refining proof arguments.
C. Richardson
1:30–2:00 pm
Homework Assignment
C. Richardson
November 8th
10:00–10:30 am
(MST)
Homework Review
C. Richardson
10:30–11:45 am
Layout and Design
Don’t underestimate the influence that the visual structure of the printed (or digital) proof argument may have. We will discuss headings (and how they should tell your story and be descriptive), subheadings, footnote layouts.
Jan Joyce
12:15–1:30 pm
Visual Elements
Visual elements have great impact on a reader's comprehension of the writen work. Knowing when and how to utilize tables, bulleted lists, maps, trees, timelines, and more will be reviewed and practiced.
Jan Joyce
1:30–2:00 pm
Homework Assignment
Jan Joyce
November 15th
10:00–10:30 am
Homework Review
Jan Joyce
10:30–11:45 am
Deconstructing Your Own Proof Argument
Deconstructing others' work may seem easy, but it never is on our own work. Learn methods to be efficient and effective in being your own critic.
Jan Joyce
12:15–1:30 pm
Pulling It All Together
This session will review all the tools from the course and how they work together as well as when to use them.
Jan Joyce
1:30–2:00 pm
Course Wrap-up
Jan Joyce
Course 7: Advanced Evidence Analysis Practicum
Angela Packer McGhie, CG, FUGA
This course provides an opportunity for advanced genealogists to gain hands-on experience solving tough cases. They challenge themselves as they put their research skills into practice. Participants work on five complex genealogical research problems — a new one each week. The objective is to give students experience in conducting research on complex problems, analyzing and correlating information, and writing conclusions.
Participants will practice using indirect evidence, broadening research to include the FAN club, resolving conflicts, and organizing evidence into a written summary. The research problems are varied, offering students the challenge of stretching their minds and skills in directions that their research may not have taken them. Participants will work individually on each of the cases and then gather to discuss their progress with classmates and the instructor. They will compare sources, strategies, and methodologies, discuss difficulties encountered, and receive guidance from the case study author.
This course is designed for advanced genealogists who have sufficient experience and education to work on complex genealogical problems. Most students plan 15-20 hours per week to work on the cases and write up a summary of their findings.
Thursdays, September 7–October 12, 2023
9:00–11:00 am MDT
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Advanced
The cases that students will work on in this course require thorough research planning and analyzing and correlating documentary evidence. Students should have advanced skills researching in all types of genealogical records and solving tough genealogical problems.
Prerequisites:
An advanced level methodology course such as:
– SLIG - Advanced Genealogical Methods with Tom Jones or Paul Graham
– IGHR - Advanced Genealogy and Evidence Analysis with Elizabeth Shown Mills or Judy Russell
– GRIP - Advanced Genealogical Methods with Tom Jones
– BYU Family History degree
– NIGS Certificate
– Boston University Certificate in Genealogical Research
– ProGen Study Group completion
OR
Equivalent experience
– Students may demonstrate their experience with genealogical research by submitting a paper detailing how they solved a genealogical problem. Please include source citations to support your conclusions. Students may register for the course and submit the paper for consideration by August 20th.
– Or students may submit a summary of their educational and research background in lieu of a report.
Technical Requirements
This course will meet online using Zoom Meetings. 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. PLEASE NOTE: Students may need to acquire a month's subscription to Newspapers.com Publisher's Extra and Ancestry World Access based on the particulars of each case. The coordinator will communicate the specifics to students prior to class starting.
Time Requirements
Each week there is a complex genealogical case to solve for homework. Students average 10 to 20 hours on each case to conduct the research, analysis, correlation, and write up the research results. Please make sure you have enough time each week to get the most out of each case.
Homework assignments will be given to work on at your convenience between sessions.
Certificate of Completion
Students will receive a certificate of completion if they have attended at least five class sessions and submitted the required homework for all five cases. The Technical Coordinator will maintain an attendance and homework submission roll. Please note that sessions will not be recorded and required attendance must be live during the class session.
Course Schedule
Session 1: 9:00–11:00 am MDT
Times
Class Title
Thursday, September 7th
9:00–11:00 am
Angela McGhie course introduction and introduce the Nicole Gilkison LaRue case.
5:00 pm
SLIG Virtual Orientation and Course Meet and Greets
Thursday, September 14th
9:00–11:00 am
Discuss the Nicole Gilkison LaRue case and introduce the Stephanie O'Connell case.
Thursday, September 21st
9:00–11:00 am
Discuss the Stephanie O'Connell case and introduce the Paul Woodbury case.
Thursday, September 28th
9:00–11:00 am
Discuss the Paul Woodbury case and introduce the Gary Ball-Kilbourne case.
Thursday, October 5th
9:00–11:00 am
Discuss the Gary Ball-Kilbourne case and introduce the Karen Stanbary case.
Thursday, October 12th
9:00–11:00 am
Discuss the Karen Stanbary case and course summation by Angela.
In this hands-on course, students will master the basics of genetic genealogy research through hands-on application in a variety of investigative contexts. They will create testing plans incorporating such elements as which individuals to test, the types of tests to take and the companies to be used. They will also evaluate chances of success and needs for additional testing for a research objective given a set of test results, develop research plans given a set of DNA test results, and learn to abide by genetic genealogy ethics and standards. Participants will practice basic interpretation of Y-DNA, mitochondrial DNA, X-DNA and autosomal DNA evidence within the context of traditional document research and evaluation of Y-DNA and mtDNA.
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.
This hands-on course provides the opportunity for students to apply DNA analysis skills to the documentation of one ancestral line back to a second great-grandparent couple. The faculty offers practical step-by-step case examples. The schedule includes ample opportunity for the students to practice and apply the skills to their own research. Private, one-on-one consultation time with faculty is available.
This course explores Quaker records in both the US and the British Isles. Although few in number Quakers left a mountain of records, with many originals now available online. Unique finding aids will help you locate records still residing in on-site repositories. Discover how Quakers’ historical origins and their views on the military and slavery affected their migration patterns across the US. Grasp how radical it was for women to play an equal role in a religion and its record keeping. Leave the course with a monster bibliography of Quaker records in print or online. If you have a colonial dead-end from New England, the Mid-Atlantic, or the Carolinas you may have a Quaker hiding in your family tree.
You’re a good writer and a great researcher. You have been told that by mentors, instructors, peers, and probably your family! But then why does it seem like sometimes your written product doesn’t work? Perhaps it is a case study, a client report, or a family narrative. It may have been during a course, peer study group or institute setting that you struggled with putting it all together. If this sounds like you, then this course could be what you seek.