The Office of Undergraduate Studies and the Center for Teaching Excellence are pleased to sponsor the Learning Enhancement Mini-Grant program for the 2013-2014 academic year. This program supports instructional changes that improve undergraduate teaching and learning. Individual faculty members, as well as departmental or interdisciplinary clusters, are invited to apply. Successful applicants will receive $6,000 in recognition of their contributions to improving undergraduate learning. Up to ten awards will be given. Funds may be supplemented with matching departmental or college funds. Funds may be used to support salaries (e.g., staff, graduate students, faculty summer support), operating expenses, or other instructional related costs. The funds many not be used for extensive travel, course buyouts during the regular academic year, or expenses that are considered routine obligations of the applicant's department or program. Improvements to courses that have previously received support from the Office of Undergraduate Studies or the Provost Office (e.g. I-Series courses and Blended Learning Courses) are not eligible for this program. We have defined three areas as priority for funding. Ideas and initiatives that do not fall within the priority areas can be submitted via the "Other" category.
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We seek proposals that identify thoughtful, informed, and innovative combinations of pedagogy and assessments that enhance student learning in one of the three priority areas or in the "other" category.
Proposals for the development of means or approaches to teaching the concept and skills of innovation to undergraduates within one's discipline or as a General Education course.
Proposals that include the use of technology to enhance student engagement and learning. Some examples include (but are not limited to) screen-casting technology to deliver instruction outside of the normal face-to-face class time, innovations in assessment through the use of technology, the use of mobile devices, the use of social networks, etc.
Proposals that use assessments to guide improvements in student learning; for example the proposal might focus on the use of timely feedback (formative assessment) to guide student learning of concepts, skills, or project/product development, or the use of a pre survey, pre tests, clicker questions to determine students prior knowledge that will be used within the course to inform teaching strategies. The overall goal of this proposal would be to change the course curriculum to include assessment as a major element of the course curriculum.
For proposals that would significantly improve undergraduate teaching and student learning and impact a significant population of students but that do not fall in any of the above categories, please contact Dr. Stephen Roth by phone at 301-314-1288 or by email at firstname.lastname@example.org. to discuss submission of this category of proposal.