CFP for 2019-2020 Projects

Deadline extended: Statement of Interest due April; Final Proposals due April 17.The Teaching, Learning, and Technology Roundtable (TLTR) invites proposals for the Technology for Innovative Learning & Teaching Pilot Project Grants (TLTR Pilot Project Grants) for projects in 2019-2020.  The TLTR will be awarding grants worth up to $5,000 to fund innovative teaching projects that incorporate new technologies and can be used as a model for other faculty. The TLTR especially encourages projects of the following types:

  • Projects that experiment with innovations in learning spaces
  • Projects that experiment with making
    • Making is an iterative process of tinkering and problem solving that is collaborative; allows for self-expression through the creation of a personally meaningful artifacts; and is shared with a larger community.”— UTeach Maker Advisory Group, 2016
    • “In maker-centered learning environments, students imagine, design, and create projects that align the content of learning with hands-on application.”–Maker Ed
  • Projects that build capacity for online, blended, and web-enhanced learning
  • Projects that develop pedagogy for using learning portfolios

Jump to: Eligibility | Submission | Proposal Process | Proposal Format | Selection Process | Timeline

Who can apply to the TLTR?

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

  1. Equipment purchases. Grants could be used to purchase software, apps, peripherals, and devices such as tablets, digital cameras, or smartboards, including equipment for learning spaces, such as moveable whiteboards or wireless projection.
  2. 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.  Proposals should include plans to disseminate to the campus community, e.g., by leading a workshop.
  3. Staff time from an instructional designer, developer, technology staff, or student ambassador. 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.
  4. Hosting an event for faculty development. Grants could be used to organize an event exploring a particular pedagogical style, such as hosting an “unconference” or a THATCamp or organizing a community or practice or reading group to explore a new pedagogy.

**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 2019
  • Fall 2019
  • Spring 2020

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.

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What is the deadline for submission?

Statement of Interest: April 8, 2019. 

Statements of Interest consist of 1 – 2 paragraphs describing the proposed project and expected purchases. Instructional Technology staff will review Statements of Interest 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 Statements of Interest should be submitted electronically by uploading them on this webpage. Use the “Submit File to TLTR Pilot Grant Proposal Submission 2019” upload widget for Box below. (Statements of Interest will not be reviewed by the selection committee.)

Final proposals: April 17, 2019.
No final proposals will be reviewed if a Statements of Interest was not received and reviewed in advance.  Use the “Submit File to TLTR Pilot Grant Proposal Submission 2019” upload widget for Box below.

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The Proposal Process


Pre-proposals consist of

  • 1 – 2 paragraphs describing the proposed project (see content requested in abstract and need statement)
  • a draft budget or purchase list

The pre-proposals are informational so that instructional technology staff can help with planning the final proposal and ensure no proposals request technology we already have or can’t buy.  Essentially, share your idea, and we will help you develop it.  They will not be reviewed by the TLTR Grants Selection sub-committee.

Final Proposal

The final proposal has a length of three 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.

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

2. Abstract
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.

7. Budget

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 2019-2020 academic year.

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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.

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April 8, 2019 Statements of Interest due–deadline extended.
April 17, 2019 Final Proposals due–deadline extended.
April 29, 2018 Grants are announced at the Faculty Gathering on April 29. All faculty who submit a proposal will be contacted by the TLTR subcommittee. (Announcement Date may be affected by deadline extension.)
May 2019 Instructional Technology & CTE staff help grant recipients develop revised, detailed pilot plans, including final budget, timeline, equipment specs, and pedagogical design.
Fall  2019 TLTR Co-chairs will check in with grant recipients for project updates.
2019-2020 school year Grant recipients report to TLTR committee on current state of the project. TLTR provides formative feedback.
June 1, 2020 Grant recipients submit final written report of results of the funded project to TLTR chairs.

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