To foster inquiry into college teaching and learning, the CCTL (College Committee on Teaching and Learning) is pleased to offer $1,500 grants to NU instructors who conduct classroom-based inquiry into active learning. Beginning spring 2015, after receiving three consecutive CCTL grants recipient will be ineligible in year four.
A grant application needs to be submitted to the committee. Proposals should not exceed two pages 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 rubric and examples on this 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 in your course? (250 word max)
- How will active, integrative learning be used as part of your teaching strategies in the course? (250 word max)
- Clearly describe the assessment techniques you will use to evaluate the effectiveness of the active and integrative teaching strategy.
- 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., Monday April 11, 2016, to the CCTL committee at email@example.com.
Applicants will be informed by May 1, 2016, of the committee’s decision.
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 rubric 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:
The following are the projects that were funded with CCTL grants for the 2016-2017 academic year:
|Fostering Comprehensive Learning Through Worksheets and Mastery Based Testing||Amanda Mangum|
|Using Debates to Establish Relationships in Online Learning: When Arguments Strengthen Bonds||Anna McNab|
|A Classroom of One's Own: Incorporating Active Learning Strategies While Building Confidence and Community in the Creative Nonfiction Classroom||Hope Russell|
|Inquiry-oriented Activities in Linear Algebra||Joel Louwsma|
|Breaking the Carnival Mirror: A Classroom Exercise to Reassess Criminality||Ken Culton|
|Impact of Audience Response Software on Student Engagement and Learning||Malena King-Jones|
|BINGO!: Assessment of Advanced Undergraduate IL Skills||Melissa Langridge; Bridget Doloresco|
|Transferring Critical Thinking Outside the Classroom (and Civic Engagement Too!)||Michael Barnwell|
|Identifying Text Structure of Informational Texts to Improve Comprehension||Michelle Ciminelli|
|Utilizing Ethnography in the History Seminar||Mike Durfee|
|Building a virtual mentorship during the pre-service program to explore Big Concept Questions||Patricia Briscoe|
|Life's Such a Drag When You Live in the Past: History in Present and Future Tense||Robert Kane|
|Contract Grading: Does it Produce Higher Achievement?||Tom Chambers|