CCTL Grants

To foster inquiry into college teaching and learning, the CCTL (College Committee on Teaching and Learning) is pleased to offer grants to NU instructors who conduct classroom-based inquiry into active and/or integrative learning in higher education. The grant awards will be between $1500-2000 per project depending on the application quality and the number of applicants.

Beginning spring 2015, after receiving three consecutive CCTL grants recipient will be ineligible in year four.

Starting with the 2019 award year, we require applicants to use the CCTL grant template. This template contains similar questions as in prior years but is organized to streamline the grant application and review process.

It is further recommended that you look at the refined rubric before preparing to submit your application.

1 copy of the grant application is due in electronic (.pdf or .docx) format by midnight, Monday March 25, 2019 to the CCTL committee at

Applicants will be informed of the committee's decision by May 1, 2019 and stipend payments will be disbursed by May 31, 2019.

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 grants focus on higher education (not high school or lower levels) and must relate to active and/or integrative learning.

Before submitting your application, please review the rubric that the CCTL subcommittee will use to evaluate this year's grant applications.

Members of CCTL who apply for a grant will not serve on the review subcommittee. 

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

Here are a few sample grant applications for you to reference:

Please note that the grant template was new in 2019. These applications are models using this template:

These successful grant applications were submitted prior to the new template and may not be ideal models. 

The following are the projects that were funded with CCTL grants for the 2019-2020 academic year:




Sharon Green

Academic Success Center

Bridging the Reading Gap: Moving Pre-Freshmen beyond their Reading Histories to Effectively Read History in College

Mary Ellen Bardsley & Kathleen McGrath

Childhood Education & Professional Studies

Understanding Access Through a Community Survey Project

Amelia Gallagher

Religious Studies

Momento Mori: Active Approaches to Learning about Death through Integrating Local Contexts

Michael Barnwell


Improved Paper Writing Through Oral Reading of Papers to Peers

Mitchell Alegre


Fostering a Growth Mindset for Leadership Development

Christopher Stoj & Robyn Goacher

Biochemistry & Chemistry

Implementation and evaluation of a Freshman Chemistry/Biochemistry Success Community

The following are the projects that were funded with CCTL grants for the 2018-2019 academic year:




Ann Rensel and Kristine Principe

Management, Economics

Team-based learning while testing: using the Immediate Feedback Assessment technique in a cooperative setting in undergraduate business courses     

Patricia Briscoe

Education (Ontario)

Poverty simulation

Todd Inouye and Patrick Tutka

Management, Sports Management

International facility and event negotiation

Vanessa Haddad and Yonghong Tong

Sociology, Computer & Information Sciences

Creating and using a mobile game to improve student learning in sociology

The following are the projects that were funded with CCTL grants for the 2017-2018 academic year:




Patrick Tutka


Using real life marketing to provide sport management students with applied experience from the classroom

Michael Barnwell


Turn & Write! A Strategy to Improve Deep Comprehension and Critical Thinking

Todd Inouye


Increasing Awareness of Bounded Ethicality in Business through Active Learning

Hope Russell

History, Women's studies

Acknowledge, Aspire, Act—! How Active Reading Strategies Transform Teaching and Learning in Introduction to Women’s Studies

Paula Kot & Jamie Carr


Experiential Literature

Vanessa Haddad


Using Sim City to Teach Major Sociological Concepts

Shih-Jen Kathy Ho & Yonghong Tong

Accounting & CIS

Develop and use an Accounting Mobile App to enhance teaching and learning in Accounting

Patrick Foran


Leaning In or Digging Deep: Perspectives on Feminism In and Outside the Classroom

Joel Louwsma


Inquiry-oriented activities in Linear Algebra