CCTL Grants

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:

  1. 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.
  2. A running title should be included on all other pages. Do not include your name in the running title.
  3. 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

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

The following are the projects that were funded with CCTL grants for the 2014-2015 academic year:

Grant Name

Grant Recipient

Forming Literary Connections: Toward Student Engagement and Analysis in Introduction to Literature

Dr. Jamie Carr

Using Interdisciplinary Sustained Faculty Mentoring as an Avenue to Improve the Student Experience in Computer and Information Sciences

Dr. Yonghong Tong

The impact of intentionally applied comprehension strategies on student learning and achievement

Dr. Youngsoo Choi and Dr. Kathleen McGrath

A Project Based Approach to Mathematical Modeling

Dr. Phong Le

Improving Stem Education for Elementary Teachers

Dr. Sherri Cianca

Use of Two Years Data from an Instructional Perception Analysis Student Survey to Improve Teaching in an Intermediate Accounting Classroom

Prof. Chris Aquino

Evaluation of case student in teaching complicated Analytical Chemistry topics

Dr. Robyn Goacher

Incorporating Socially Responsible Investing Guidelines into the Finance Curriculum

Prof. Edward Hutton

Do Carrots Matter?: Measurement of the Growth and Development of a Students’ Intrinsic Attachment and Motivation and Understanding of a Field throughout the Course of a Semester

Dr. Mark Gallo

Improving Critical Thinking Through Team-Based Collaborative Discussion

Dr. Michael Barnwell

Examining the Integration of new concepts into the “developing understanding” of a future teacher

Dr. Paul Vermette

Sing a Song of Sixpence: Using Song to Teach about Fluency Development

Dr. Michelle Ciminelli

Increasing CRL 101 Student Engagement in Reading by Creating YouTube Interviews

Prof. Sharon Green