To foster inquiry into college teaching and learning, the CCTL (College Committee on Teaching and Learning) is pleased to offer $1,000 grants to NU instructors who conduct classroom-based inquiry into active learning.
A grant application needs to be submitted to the committee. Proposals should not exceed two pages and be double spaced with 11 point font. Reference lists and appendices can be added and will not count as part of the two page limit.
It is recommended that you look at the site before preparing to submit your application. Grants must address the following:
- A cover sheet that indicates the project title, your name, and college. Identify previous CCTL grant proposals you received and the venues where you shared the results or strategies. Also indicate if you are receiving other funds for this project.
- A running title should be included on all other pages. Do not include your name in the running title.
- Provide a brief description of the project. The following need to be addressed:
- What are the goals of the project or the impact the project will have on active, integrative learning? (250 words, max)
- How will active, integrative learning be incorporated into the course? (250 words, max)
- Clearly describe the assessment techniques you will use to evaluate the effectiveness.
- How will the project contribute to the understanding and advancement of active, integrative student learning at Niagara University?
- How will the results of the project be disseminated through channels emphasizing the scholarship of teaching and learning?
1 copy of the proposal is due in .pdf format by 5 p.m., April 5, 2013 to the CCTL committee at email@example.com.
Grant applications will be evaluated by a subcommittee of CCTL. Grants are available to instructors of credit bearing courses or required learning skills courses. The following criteria areas will be used to judge the grants: presentation of application, methodology, addressing outcomes and researcher expertise. Members of CCTL who apply for a grant will not serve on the review subcommittee.
Before submitting your application, please review the scoring points that the CCTL subcommittee will use to evaluate this year's grant applications.
Grant recipients will be expected to sign a grant agreement and make a presentation of their findings at the annual CCTL conference or a seminar organized by Niagara University’s CCTL.
For more information, please contact firstname.lastname@example.org.
Here are a few sample grant applications for you to reference:
- An Alternative Method for Teaching Logic and Critical Thinking Skills in our Introduction to Philosophy Classes by James Delaney
- Contemplative Knowing in Interdisciplinary Study by Dr. Daniel Pinti
- The use of Student Written Instructor Facilitated (SWIF) case methodology on student learning outcomes by Dr. Craig R. Seal
- Toward a More Authentic Learner-Centered Approach to Vocabulary Development by Sharon Green
- Effectiveness of “Analysis Assignments” versus Pop Quizzes for Promoting Interest in and Ability to do Philosophy by Dr. Michael Barnwell
The following are the projects that were funded with CCTL grants for the 2012-2013 academic year:
- Towards Mastery in Intermediate Accounting: Using Exam results to Improve Understanding (Chris Aquino)
- How Games and Recreation are Useful Elements in the Acquisition of Spanish as a Second Language (Sonia Rodriguez)
- Choosing Instructional Strategies that Match Students’ Learning Styles (Leticia Hahn)
- How do SLOs ‘work’? Examining the Role of Intentionality on reading Achievement (Paul Vermette)
- Using Web 2.0 and Social Media Collaboration: Best Practices of “The Inverted Classroom” (Doug Tewksbury)
- Educating Pre-Service Teachers in Positive Discipline Format (Joyce Barnwell)
- Debates in Honor Introduction to Philosophy to Improve Writing, Critical Thinking & Speaking (Michael Barnwell)
- Active Learning through Student Response System to Address Engagement (Karl Brusino)
- Get Thee to a Museum! Art and Active Learning (Thomas A. Chambers & Marian Granfield)
- Reflective Practice and Collaborative Remodeling: Impacts on Learning and Quality of Lesson Plans (Laura Pinto)
- Introducing Facebook to Tweecher: Discussing History Tweets on Facebook (Mustafa Gokcek)
- “I no grammar real good”: Pre-service Teachers Learn about Grammar (Michelle Ciminelli)
- Evaluating the Relative Effectiveness of Online Homework and Personal Response Devices (Clickers) on Student Exam Performance in a Microeconomics Course (Kris Principe)
- Active & Integrative Learning for Everyone: Adults with Developmental Learning Disabilities on a College Campus (Alice Kozen)