2017 Provost’s Academic Plan Mini Grant Competition

2017mini-grantsThe Center for Excellence in Teaching and Learning (CETL) is pleased to announce the Provost’s Academic Plan Mini Grant Competition which is open to all faculty, of all ranks, across all campuses. This year, the grant awards will range from a minimum of $1,000 to a maximum of $5,000 per award. Awards totaling up to $100,000 will be made available. This grant competition is designed to provide support for faculty innovation in teaching effectiveness and improved student learning outcomes.

Successful proposals will emphasize the link between innovative practice and improved teaching effectiveness or enhanced levels of student engagement and learning. Careful consideration should be given to the level of proposal funding being requested. Examples of proposals funded at the lower level might include development of new teaching materials, assessment of a new method to increase student engagement, integration of a new instructional technology, while proposals funded at the higher range are likely to be more systemic in nature, so for example, pedagogical/technological strategies to scale a teaching methodology, or improving learning outcomes by flipping and hybridizing an existing or new course.

Examples of innovation include but are not limited to:

  • new learner-centered pedagogical practices that promote engaged and active learning
  • novel approaches to student collaboration that take advantage of face-to-face and online delivery modalities
  • integration of new technology into course design and delivery
  • course redesign including flipped classes
  • creative use of on-line teaching in a large class
  • development of hybrid/blended classes
  • new methods that promote more personalized learning in large classes
  • development and utilization of authentic assessments
  • approaches using formative assessment and continuous improvement of teaching

Eligibility: All faculty, all ranks, all campuses.
Proposals Due: Monday, October 23rd
Awards Announced: Monday, December 4th

Proposal Template

Proposal Submission Form. Via this link (INSERT LINK), please complete the proposal submission form which includes: Name(s) of the applicant, faculty title/rank, academic department, proposal title, course name and number, class size/annual enrollment, course type (e.g. required of majors, elective, general education)

Nature of Innovation. Briefly describe the nature of the teaching innovation for which you are applying for funding (not to exceed 2 pages, double spaced, 12-pt. font). Provide a clear description of how the innovation being proposed is aligned with your course teaching and learning goals. Describe the outcomes and accomplishments that will be used to measure success of what is being proposed.

Funding Level Requested. Identify the level of funding being requested, $1,000 (minimum) to $5,000 (maximum). Indicate why the level of funding requested is appropriate and provide a brief line item budget illustrating how the funds would be used. Grants may be used for faculty summer salary, for development of external funding proposals, establishing and sustaining communities of practice, and other appropriate uses.

Supporting Materials. Attach a copy of your current course syllabus, a brief (no more than one page) teaching philosophy statement, and a letter of support from your Department Head.

Application Process: Please submit all your materials, with Provost’s Mini Grant in the subject line, as one pdf attachment to facultydev@uconn.edu. If you have any questions please feel free to contact Aynsley Diamond at aynsley.diamond@uconn.edu. Applications must be submitted no later than Monday, October 23rd. You will be notified when your application is received and all award winners will be informed of their success on December 4th.

Selection Criteria and Process: Proposals will be evaluated on the basis of their (a) proposed impact on student learning, student success, or teaching effectiveness, (b) innovativeness, (c) potential for timely adoption within or across disciplines, (d) extent to which the innovation reflects research on teaching and learning, (e) alignment with the University Academic Vision (http://academicvision.uconn.edu). Award recipients will be asked to disseminate their findings via a final report which will be compiled into an internal teaching and learning scholarship publication. Select awardees will be asked share their finding with colleagues at a CETL Teaching Workshop designed to provide an opportunity for all faculty to learn about pedagogical innovations from other faculty. In addition, all award winners will be invited to the University of Connecticut Annual Teaching Awards Celebration April 4, 2018.

2016 Award Winners

Name(s) Title Department
Anke Finger Digital Storytelling: Engaged and active learning towards Intercultural Competence Literature, Cultures, and Languages
Annamaria Csizmadia Promoting Active Learning through Blended and Flipped Classroom Design in HDFS Graduate Education:
Revision of HDFS 5102: Early and Middle Childhood Development
Human Development & Family Studies
Brenda Brueggemann
Lisa Blansett
Remapping The Theory and Teaching of Writing English
Gary Robbins Mobile Applications for Teaching Water Resources Concepts and Measurements Natural Resources and the Environment
Adam Giambrone Using Preview Readings and Technology in an Active Learning Calculus Course Mathematics
Anthony Rizzie A Hands-On Approach to Multivariable Calculus Mathematics
Mary Bruno
Linda McCollam-Guilani
Streamlining the Introduction to Biochemistry (MCB 2000) Laboratory
Experience to Improve Critical and Analytical Thinking Skills
Molecular and Cell Biology
Diego Valente Bridging the Gap Between Math and Physics Physics
Emma Bojinova Promoting Active Learning and Engagement in a Large Food and Sustainability GenEd Course Agricultural & Resource Economics
Jill Fitzgerald
Lisa Holle
Improving P1 Student Pharmacist Readiness for Introductory Pharmacy Practice
Greg Kivenzor Use of gamification to enhance and enrich the teaching and learning process of adult learners Marketing
Ioulia Valla Reconstructing Thermodynamics Instruction Chemical & Biomolecular Engineering
Mark Overmeyer-Velasquez Transnational Ethnic Studies in Action: Course Expansion with a Focus on
New Teaching Technologies and Student-Centered and Collaborative Pedagogy.
History/El Instituto
Myron Minn-Thu-Aye Developing an inquiry-based course format in mathematics Mathematics
Parasura Sridham Duggirala Software tools and flipped classroom for teaching theoretical computer science Computer Science and Engineering
Shinae Jang Online active learning module for engineering research methods Civil & Environmental Engineering