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Innovation in Teaching Grants


Purpose
In order to encourage effective teaching, the Center for Excellence in Learning and Teaching has established a grant program for faculty. On a competitive basis, CELT will award two stipends, of $500 each, to faculty members who wish to create or spread p�dagogical innovations in the classroom. 

These grants are designed to support faculty trying new teaching techniques.  The innovation an applicant proposes to undertake does not have to be new to p�dagogy in general, or King's specifically.   It only has to be novel to the applicant's teaching practices. We want to support faculty who are expanding their repertoire of techniques.  

Guidelines
Proposals should be submitted to the Director of CELT. One proposal per person per academic year shall be considered. All current faculty of King's College are eligible. 

Each proposal should request support for no more than one specific project. The written proposal is to be limited to no more than three, double-spaced pages and must contain the following:
1. the purpose of the project.
2. a detailed description of the project.
3. a clear explanation of the project�s expected outcomes, including a) what evidence will be collected to determine the extent to which the innovation was effective and b) how the results of the innovation will be used in the future (if at all).
4. the qualifications of the applicant for this particular project.

The faculty member who receives a grant is encouraged to share with the faculty the results of the innovation during the academic year following the grant. 

Process
The CELT Director and Advisory Board will review and vote on each application. They are under no obligation to award a grant for any proposal. They will evaluate each proposal on the following criteria: 
1. the intrinsic merit of the project.
2. the capability of the applicant to complete the project.
3. the quality of innovation which the project brings to the classroom.
4. the facility of the project to be shared across disciplines.
5. the feasibility of the project.
6. whether the applicant has had a grant before, giving preference to those who have not.

Submit proposals, as an e-mail message or a document attachment, to the Director of CELT: jpobrien@kings.edu


The winners for 2003:

Jennifer McClinton-Temple, Assistant Professor of English, �Using Revision to Promote Learning in Effective Writing�  Evaluating papers by "Early," "Middle," and "Late" to recognize the process of writing.  

Trent S. Snider, Assistant Professor of Chemistry, �Implementation of an 'Active and Collaborative Learning' Component to the Instruction of General Chemistry� Using group work with frewshmen grading each other, alternating roles in small groups among "Leader," "Secretary," "Explainer," "Know-it-all," and "Technician."

Gregory Bassham, Associate Professor of Philosophy, �Teaching Logic Through Enhanced Aural and Visual Communication� 

Keith Dils, Assistant Professor of Education, �The innovative use of digital video to deliver case study instruction�

The winners for 2004:

William Irwin, Associate Professor of Philosophy, "Teaching Philosophical Writing through Successive Elaboration"

Kristi D. Concannon, Assistant Professor of Physics, "Use of 'Mini-Labs' to Provide an Active Learning Component In Introductory Astronomy"

Anne Massey, Assistant Professor of Foreign Languages and Literatures, "WebCT and Powerpoint for Spanish Civilization I and II"

The winners for 2005:

Ann Yezerski, Associate Professor of Biology, "A Unique Problem-based Learning Approach to Teaching Physiology"

James P. Dolhon, Associate Professor of Speech Communication, "An Oral Communication Pilot Study"

Joseph P. Lyons, Program Director and Associate Professor of Health Care Administration, "Expansion of Medical office Simulation into a Managed Care Network Simulation"

Tara J. Shawver, Assistant Professor of Accounting, "Integrating a 'hands-on' approach to computer generated financial statements and analysis"

 


URL: http://departments.kings.edu/celt/grant.html
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Last Revision: 9 February 2007
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