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TEACHING AND LEARNING GRANTS
DESCRIPTION
The Teaching and Learning Grants,
stipends awarded to faculty to support and improve instruction and to reinforce
the University's commitment to enhance the teaching and learning
environment. The grants are also a means to encourage faculty to develop a
project that may lead to a conference/workshop presentation, publication,
or external funding to expand the project.
The grants are sometimes funded
collaboratively through
Title III, the Board of Regents' Initiatives, and
internal redirection. Between 1998 and 2000, $1,284,936 were made
available for Teaching and Learning proposals and other other related
activities. As of January 2007, 93 proposals alone have been funded for over
$852,733. Supporting the
recommendation of the Teaching and Learning Task Force, the Vice President
for Academic Affairs (VPAA) issued the first call for proposals in Fall,
1998. The proposals are
peer reviewed by the Faculty Development Committee of the Faculty Senate,
who in turn, makes recommendations for selections to the Director of the
Center for Teaching, Learning and Academic Support (CTLAS) and the VPAA.
In consultation with the Director of Title III, the Director of CTLAS and
the VPAA select the awardees and allocate stipends to fund their
proposals.
PROPOSAL CRITERIA
Mini-Grant Proposals for Classroom Research
Application
MINI-GRANT ACTIVITY REPORTS
It is important to
monitor the progress on objectives and target dates to effectively manage and
resolve potential problems. Mid-year reports are required on each activity. The
progress report is due July 10th of each year.
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End of Year Report
A final narrative summary of the year’s activity is due no
later than January 10, of the end of the grant year. In the End-of-Year
Report, view the accomplished tasks/objectives in relations to the goals
outlined in the mini-grant and to its overall impact to the institution. (In a
reflective, semi-evaluative mode, put the findings of your generalizable
research problem into the larger context of teaching and learning across the
University.)
The End-of-the-Year Report is more expansive. Your narrative should address
specifically those anticipated results documented in your proposal. A model of
your accomplishment will be created because of your intervention.
The report should describe the positive impacts, direct as well
as indirect, the activity achieved and its potential effects on other areas of
the University. The intent is to describe the ripple effect of your activity
model for other faculty initiatives.
The results of your faculty-wide workshop
(describing your model and its results) should be included with a quantitative
measurement of results (example: results of Classroom Research Techniques or
results of a workshop questionnaire). Also, describe any cooperative
activities with other units and staff of the University and/or with other
divisions/departments, and indicate their impact.
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Equipment
Inventory Report
Previous Awards
For More Information Contact:
Dr. Joan
Maynor, Director
Center for Teaching, Learning, and Academic Support
Email: maynorj@savstate.edu
Tel: (912) 356-2179
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