CCTL Grants

To foster inquiry into college teaching and learning, the CCTL (College Committee on Teaching and Learning) is pleased to offer $1,625 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., Wednesday April 4, 2018, to the CCTL committee at

Applicants will be informed of the committee's decision by April 31, 2018 and payments will be disbursed by May 31, 2018.

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 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