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Funding Opportunities

Dear Colleagues,

We are happy to announce a second round of Effective Teaching and Technology Innovation grants for 2017-2018. Newly available funds from repurposing of the Technology Steering Committee grants will allow us to fund more ambitious proposals and a greater number of grants.

We invite faculty teams to propose projects that support student learning and have an enduring impact on an area of the curriculum within a program, major, the Undergraduate Core, or on our understanding of how to transform student learning. We encourage faculty teams to think broadly.

All project proposals must discuss the anticipated impact of the project and include an assessment plan describing how the project will be evaluated.  Upon completion, in addition to possibly presenting results at national conferences and/or publishing articles in the scholarship of teaching and learning journals, faculty will write a final report and share broadly with colleagues through the Collaborative’s CAFE series. This will contribute to more innovative and collaborative teaching that supports the transformational education Santa Clara is committed to providing its students.

Please visit the Collaborative’s website to view the calls for proposals for the Teaching and Technology Innovation Grants and see listing of previously funded projects. The initial deadline for proposals is November 30, 2017; additional proposals will be awarded on a rolling basis through the end of the academic year as funds permit.

Chris Bachen, Nancy Cutler, and Eileen Elrod
Co-Directors of the Faculty Collaborative for Teaching Innovation



 

Collaborative Projects

Since 2014, the Collaborative for Teaching Innovation has invited proposals from teams of faculty (up to four-person teams) for projects that explore pedagogical designs that incorporate technologies to enhance student learning, and that provide data on student learning. 

Teaching and Technology Innovation grants support faculty projects to improve student learning, curriculum, or pedagogy, or contribute data to the scholarship concerning how students learn.  Project proposals must discuss the anticipated impact of the project and include an assessment plan describing how the project will be evaluated.

In their proposals, we encourage faculty to think broadly about projects that will have an enduring impact on an area of the curriculum within a program, major or the Undergraduate Core, or on our understanding of how to transform student learning. For example, projects might include:

  • Programmatic implementation of electronic portfolios (e.g., for a major or multiple sections of first year courses)
  • Use of iPads, tablets or other hand-held devices for quantitative or qualitative data gathering, analyses, or documentation
  • Multi-media web-based resources to support learning in a particular content/multidisciplinary area
  • Online materials (e.g., narrated Powerpoint, screencast, or movie) that introduce and illustrate particularly challenging concepts in a subject area
  • A focus on how different technologies interact with learning environments (small group discussions where information is shared electronically vs. on a black/white board), or course designs or pedagogical practices that integrate mobile devices or social media to promote student engagement, interactive learning, or community outreach
  • Pedagogy and technology to support Universal Design for Learning to increase access and support for diverse learners.

Special consideration is given to proposals that explore ways of facilitating active, collaborative, interdisciplinary or integrative learning, and that incorporate assessment strategies. Faculty members are asked to write up their experiences/results in a brief report and share their experience in a CAFE—one of the lunchtime conversations to share teaching practices offered throughout the academic year.

 

The following faculty teams have already received funding:

  • Amy Lueck (English) and Max Sims (Art/Art History):  Making Virtual Reality a Reality on our Campus: An FLC in the Imaginarium
  • Corey Irving (Mathematics) and Nicholas Tran (Computer Science):  Computer-based Testing in Introductory Math/CS Courses at SCU
  • Erick Ramirez (Philosophy) and Scott LaBarge (Philosophy/Classics):  Virtual Thought Experiments: An improvement in philosophical pedagogy
  • Kristin Conard, Maria Judnick, and Robin Tremblay-McGaw (English):  LinkedUp: Creating a Collaborative Space for English Department
  • Theresa Conefrey (English), Laura Doyle (Civil Engineering), Jackie Hendricks (English), Jes Kuczenski (Engineering), Amy Lueck (English), Cruz Medina (English), Rob Michalski (English), Christelle Sabatier (Biology), and Megan Tichy (Chemistry/Biochemistry):  ePortfolios to promote integrated and intentional learning to increase retention in STEM fields
  • Allia Ida Griffin and Jesica Siham Fernandez (Ethnic Studies):  A Digital Archive for Teaching in the Anti-Racist Classroom
  • Patti Simone and Gian Greenberg (Psychology), and Julia Scott (Bioengineering):  Incorporating Virtual Reality and Electroencephalograms into Jesuit Education

The following faculty teams received funding:

  • Irene Bubula-Phillips, Marie Bertola, and Evelyn Ferraro (Modern Languages):  Ciao Web!
  • Theresa Conefrey and Jackie Hendricks (English):  New Content and New Pedagogy for a Redesigned Core Curriculum Course
  • Dawn Hart, Tim Markowitz and Lianna Wong (Biology):  Developing a Modular, Online Curriculum for Presentation and Analysis of Quantitative Data
  • Amy Lueck, Michelle Burnham and Tricia Serviss, English, and Nadia Nasr and Sheila Conway (Archives and Special Collections):  Writing the Archives: Digital Humanities Courses to Enhance Teaching and Learning in English and Beyond
  • Christelle Sabatier and Brody Sandel (Biology): Modeling in Introductory Biology Courses​­ the gateway to developing multiple biological core competencies
  • Seiko Horibe (Fujii) and in consultation with Yoshiko Miyakoshi (Modern Languages:  Japanese Program Curriculum Innovation using the Flipped Classroom Design
  • Jes Kuczenski (Engineering) and Tricia Serviss (English):  First-Year Student Signature Project – Design an Infographic on “What is Technical Communication”
  • Matthew Bell, Patricia Simone, and Lisa Whitfield (Psychology):  Creating and Evaluating the Impact of Multimedia Resources on Student Learning of ​Difficult Concepts
  • Juan Montermoso and Charles Byers (Management): HyMark Project (Hybrid Marketing)

The following faculty teams received funding:

  • Janice Edgerly-Rooks, Jim Grainger, Dawn Hart, David McMillan, Christelle Sabatier, and Justen Whittall (Biology): Developing an introductory biology toolkit - A collaborative approach
  • Drazen Fabris (Mechanical Engineering), Aaron Melman (Applied Mathematics), Maria Pantoja (Computer Engineering): Online MATLAB/Octave tutorial to heolp students with programming assignments (Quiz/Progress Report/QA forum)
  • Frank Farris and Corey Irving (Mathematics and Computer Science): A WeBWorK problems database to achieve deeper understanding in mathematics courses by emphasizing meaning
  • Laura Doyle, Ed Maurer, and Tonya Nilsson (Civil Engineering): Can an inverted classroom increase performance and student engagement in engineering statics?
  • Phyllis Brown (English), John Farnsworth (Environmental Studies), and Theresa Conefrey (English): Exploration of pedagogical designs that incorporate technologies to enhance student learning and that provide data on student learning
  • Michelle Burnham (English), Tom Farrell (Library), Natalie Linnell (Mathematics and Computer Science), Nicholas Tran (Applied Mathematics, Mathematics and Computer Science): Creating annotated editions of old and rare books from SCU's digital collections
  • Michael Kevane and Bill Sundstrom (Economics): Improving teaching of undergraduate statistics using R
  • Jessica Kuczenski (Engineering): Personalized development and electronic portfolios
  • Linda Starr (Northern CAlifornia Innocence Project clinic), Evangeline Abriel (Legal Research, Analysis, and Writing and Immigration Appellate Practice clinic), Michael Flynn (Legal Research, Analysis, and Writing, and Honors Moot Court), and Maitreya Badami (Northern California Innocence Project clinic): Assessing student learning through self-reflection in law school experiential education
  • Tracy Ruscetti and Christelle Sabatier (Biology): Comprehensive analysis of quantitative reasoning skills in a single course to inform curriculum reform at the department level

The following faculty teams received funding:

  • Jessica Lucas and Christelle Sabatier (Biology): Create short online videos for students in Biology 21.
  • Maribeth Oscamou (Mathematics & Computer Science) and Norm Paris (Physics): Create online videos for Math 14 or Physics 33.
  • Carol Ann Gittens (Liberal Studies), Natalie Linnell, & Nicholas Tran (Mathematics & Computer Science): Develop new content and new pedagogy for introductory computer science courses
  • Christelle Sabatier, Tracy Ruscetti, David McMillan, Lianna Wong (Biology): Develop formative online and in-­class assignments for introductory biology courses that can gauge, report, and record student mastery of specific learning objectives.
  • Julia Voss (English): Document how faculty and students use recently built/renovated classrooms and study how teachers and students learn to work within both "traditional" and nontraditional classroom spaces.

Featured Projects

 

What happens when all students and faculty have access to mobile technology within the classroom environment? What are the benefits for teaching and learning, and what challenges do mobile devices present? Three cohorts of students and faculty in LEAD (Leadership Excellence and Academic Development, a four-year program for first-generation college students) focused on academics, community engagement, and service) experimented with the use of iPads in their CTW and LEAD seminar classes. 

 
 
 
 
As this report summarizing results from the two-year years project shows, students found value in the iPads for note-taking, annotation, collaboration, communication, and on the spot access to information—and their use of the iPads extends well beyond their CTW or Seminar courses. In 2014-15, the faculty and students included a focus on electronic portfolios to further students' integration and reflection on their work. 

 


In the summer of 2012, SCU began the process of redesigning some of its classrooms to facilitate more active learning pedagogies such as discussion, project-based work, and analysis in groups. The redesigns afforded more flexibility in how classroom space could be used. Additionally, many classrooms incorporated technologies that allow students to share their work easily with others from their laptops or mobile devices.

Through small group discussions and CAFÉ lunch sessions, faculty teaching in the redesigned classrooms have shared their experiences with others, leading to new experimentation. In addition, the Collaborative has surveyed faculty and students using these classrooms.
 
The survey results and comments from survey data from 2012-2014 are summarized in the report of the Active Classroom Project. Each pilot has allowed us to learn what works and, equally importantly, what to do differently next time.