Technology for Innovative Learning & Teaching Pilot Project Grants
Winners Announced for 2015 TLTR Pilot Projects
The Teaching, Learning, and Technology Roundtable (TLTR) congratulates the winners of Technology for Innovative Learning & Teaching Pilot Project Grants for 2015-2016. These grants fund faculty who wish to pursue innovative and technologically-sophisticated teaching. This year's projects will engage students in research by using mobile devices to gather data and by using qualitative data analysis, join the Maker movement through 3-D printing, use remote control robots in conjunction with iPads to document teaching practice, and help students gather and reflect on their own personal data. See the full list of winning projects and abstracts here:
Past Funded TLTR Pilots
Pre-proposals are due February 2, 2015.
Final proposals are due February 23, 2015.
The Teaching, Learning, and Technology Roundtable (TLTR) and Instructional Technology are pleased to announce that we will be offering small grants again this year for faculty who wish to pursue innovative and technologically-sophisticated teaching. Grants of up to $5000 are available to fund projects that improve student learning in a course and will serve the larger St. Edward’s learning community. Funds will be awarded competitively by the TLTR for use in the summer 2015, fall 2015, or spring 2016 semesters.
We encourage those who apply to also consider applying to be an Innovation Fellow for 2015-2016. This fellowship supports faculty who are experimenting with pedagogy in their courses.
Who can apply?
Tenure-track and non-tenure-track (including adjunct) faculty are encouraged to apply.
What projects are eligible for funding?
TLTR grants are available for a wide range of activities for faculty establishing new approaches to innovation and technology in the classroom. Projects should be related to a specific pedagogical project and not to a faculty member’s professional development. In addition, projects need to have the potential to be adopted for students in other courses or learning contexts. Note that projects do not need to focus exclusively on technology use; innovative teaching methods that are supported by technology (such as flipping the classroom) are also eligible.
Potential project categories can include
- Equipment purchases. Grants could be used to purchase software, apps, peripherals, and devices such as tablets, digital cameras, or smartboards.
- Faculty training. Faculty could attend a conference, seminar, or workshop that will train them in technology integration for the classroom that directly supports a pedagogical project.
- Staff time from an instructional designer, developer, technology staff, librarian, or student labor. Faculty could partner with a staff member to develop a new course component such as an interactive website-based unit. This type of award will be subject to consideration of the staff member’s expertise and workload as related to the timeline and scope of the proposed project.
- Teacher or research assistant. Grants could fund a student for a specific set of duties over a defined project timeline.
- Hosting an event for faculty development. Grants could be used to organize an event exploring a particular pedagogical style such as hosting an “unconference” for a THATCamp.
**Please note that funds cannot be used for course releases, faculty stipend, or other purposes that would be classified as faculty pay by HR and the business office.**
Potential projects to be implemented in any of the following semesters will be eligible:
- Summer 2015
- Fall 2015
- Spring 2016
Can I apply for more than one project at a time?
Yes. Faculty are eligible to submit two proposals at a time. Funding priority will go to supporting as many faculty as possible but there is a chance that both proposals will be accepted.
What is the deadline for submission?
Pre-proposals: February 2, 2015.
Instructional Technology staff will review pre-proposals to make sure the proposed pilot is feasible or necessary. Instructional Technology may recommend alternate technologies, confirm that the university already possesses proposed technologies, and give advice on the project budget. All pre-proposals must be submitted electronically by uploading them on this webpage:
Final proposals: February 23, 2015.
No final proposals will be reviewed if they have not submitted a pre-proposal.
The Proposal Process
The pre-proposal should consist of the following elements of the final proposal:
- Cover sheet
- Need statement
- Budget (draft)
The final proposal has a length of five pages maximum excluding the cover sheet and letter of support from your dean. You should address the areas listed below in clear language, avoiding jargon that will not be well-understood outside your field.
Abbreviated Final Proposal for Innovation Fellowship Candidates:
Faculty members who have already submitted an Innovation fellowship proposal for the same project, may submit their innovation fellowship proposal plus an abbreviated TLTR pilot proposal, consisting of the following sections of the full final proposal:
- Cover sheet
- Need statement explaining connection to the innovation fellowship proposal
What do I include in the full final proposal?
Include the following sections in your proposal.
1. Cover sheet
- Name, School, Rank
- Project Title
- Course or Learning Environment
- Semester and Year of Implementation
- Instructional Technology Staff Member Who Reviewed the Pre-Proposal
In 250 words or less describe the project, its significance, and its potential for application broadly.
3. Need statement
What problem, challenge, opportunity, or other issue causes you to believe that this project is necessary? For example, did some technology, emerging social situation, or rapidly changing environment provide a new context for which non-traditional learning methods could or should be considered? Faculty members who have also applied for an Innovation Fellowship for the same project should explain how this pilot will support their proposed fellowship project.
4. Plan for execution of the project
- Project Design. Explain the project’s overall design as well as more detailed information about the assignments or activities it involves.
- List of needs. The list could include equipment, travel, support staff, student worker, or other university resources that are relevant to the type of project proposed.
- Overall project timeline.
5. Justification of the Plan
- Innovative teaching with technology. Briefly describe what makes this project new, different or substantially improved on existing practices.
- Pedagogical value. Provide a scholarly or research-based rationale for your project.
- Potential for adoption. Explain how your project may provide a model, strategies, or other valuable information that could guide other faculty in adopting similar approaches. We encourage grant recipients to submit to the Center for Teaching Excellence’s Teaching Symposium as part of sharing the project’s outcomes with others.
6. Evaluation and Assessment
Explain how you will know if the project is successful in improving student learning. Please be specific. What will you measure, and how will you assess the success of your project? You may wish to consult with CTE, Instructional Technology, or Institutional Assessment to develop assessment plans. You should also plan to apply to the Institutional Review Board (IRB) in advance so that you may use surveys and other assessment data from this experiment in future presentations and publications.
Detail the expenses that will be incurred during the project. Include a brief justification for each line item.
8. Letter of support from your department chair with dean’s endorsement. The letter of support from the department chair with a dean’s endorsement should indicate the following:
- Departmental and school support for this proposal and for the TLTR Pilot Grant candidate. Chairs and deans should outline their reasons for supporting this candidate and proposal, including how this project will advance the goals of the department, school, and/or university, as well as how it will support the professional development of the faculty member.
- Confirmation that the course in question will be offered by the TLTR Pilot Grant candiate in the 2015-2016 academic year.
- If the candidate is a contingent faculty member, confirmation that s/he will be employed at St. Edward’s University in the 2015-2016 academic year.
The Selection Process
Grant recipients will be decided upon by the TLTR Grants Selection sub-committee. This sub-committee will be comprised of at least 3 faculty members, 2 instructional technology staff members, and the CTE director. The Selection sub-committee follows an established review practice:
- Copies of the proposals are circulated to all members of the sub-committee for review. Sub-committee members read each proposal and rank them, adhering closely to the proposal categories.
- The sub-committee then meets and holds an in-depth discussion of the top-ranked projects, leading to a final consensus decision based on both the scoring and the discussion.
- Particularly large or complex projects will be reviewed by the entire TLTR committee and may require a presentation from the applicant to the TLTR committee.
What criteria will I be evaluated by?
These grants were created to enable faculty to pursue innovative teaching that improves student learning in the classroom and the larger St. Edward’s community. Therefore preference will be given to applicants that most clearly demonstrate the project’s innovative nature, pedagogical value and potential for adoption. In addition, your ability to explain your project in terms of the need it fills and your plans for the project’s execution and assessment is crucial to the committee’s ability to evaluate your project. Thus, carefully written proposals stand a better chance of success.
|February 2, 2015||Pre-Proposals due|
|February 23, 2015||Final Proposals due|
|March 31, 2015||Grants are announced. All faculty who submit a proposal will be contacted by the TLTR subcommittee.|
|April 15, 2015||Instructional Technology & CTE staff help grant recipients develop revised, detailed pilot plan, including final budget, timeline, equipment specs, and pedagogical design.|
|October, 2015||TLTR Co-chairs will check in with grant recipients for project updates.|
|November, 2015||Grant recipients report to TLTR committee on current state of the project. TLTR provides formative feedback.|
|June 1, 2016||Grant recipients submit final written report of results of the funded project to TLTR chairs.|