The University Record, September 16, 1998
By Joel Seguine
News and Information Services
The Center for Research on Learning and Teaching (CRLT) has announced an expanded Faculty Development Fund grant program for the new school year-including higher dollar amounts-to fund teaching innovations that enhance the quality of student learning. For the first time, one grant is available specifically for the enhancement of writing pedagogy, offered in collaboration with the Gayle Morris Sweetland Writing Center.
For about 20 years, according to CRLT Director Constance E. Cook, the grants were limited to $5,000 each. "In recognition of the importance of good teaching at the University, the grants have now been increased to $6,000 for individual faculty or small faculty groups who have a proposal to improve the learning of a relatively small number of students," Cook says. "Also new this year, grants of up to $10,000 are available to departments, programs, or larger faculty groups for projects with a greater reach," she adds. As it has for several years, CRLT will give priority to proposals that emphasize active learning and multicultural perspectives appropriate for a diverse student body.
The deadline for submission of proposals is Oct. 23. For information on this and other CRLT grant programs, or to discuss an idea for a proposal, call George Williams, 647-4765 or send e-mail to firstname.lastname@example.org.
Representing two colleges and four schools, 14 faculty members have been awarded grants by the Faculty Development Fund (FDF) and Multicultural Learning and Teaching Initiatives Fund (MuLTI) of the Center for Research on Learning and Teaching (CRLT).
Presented during the winter term, the grants are for projects designed to improve undergraduate education, says CRLT Director Constance E. Cook. "These grantees are carrying out a variety of high quality projects that we're confident will improve the quality of student learning at the University."
"We had two priorities in mind as we evaluated the proposals-incorporation of multicultural perspectives in instructional techniques and course content that are appropriate for a diverse student body, and application of active learning strategies," Cook says. She notes that for the 1998-99 school year, monies from the FDF and MuLTI have been combined to create an expanded grant program.
Grant recipients and their projects are:
Karl Grosh, assistant professor of mechanical engineering and applied mechanics, "Experimental Assignments for Undergraduate Acoustics";
Frances Aparicio, associate professor of Spanish and of American culture, "Interdisciplinary Approaches to Popular Culture in Latina/Latino America";
Jane Burbank, professor of history, and Sueann Caulfield, assistant professor of history, "The Idea of Universal Law";
Qinghai Chen, lecturer in Chinese, "Enhancing and Testing with New Technology";
Liese Hull, Inteflex Program student adviser, Eliana Moya-Raggio, lecturer in Spanish, and Gail M. Nomura, lecturer in history, "Rethinking Diversity and Learning at the Residential College";
Sidonie Smith, professor of English and of women's studies, "Developing 'Sample Units' for WS 240";
Freda Herseth, assistant professor of music (voice) and Norman Hogikyan, assistant professor of otolaryngology, "Development of an Interdisciplinary Educational Tool for Teaching the Anatomy and Physiology of Voice to Students of the Vocal Arts";
Wayne Petty, assistant professor of music (music theory), "Training Graduate Student Instructors to Teach Aural Skills";
Terry Brown, associate professor of landscape architecture, "Integrating Technology and Active Learning in the Classroom";
Bonnie Hagerty, associate professor of nursing, "Infusing Genetics into Nursing Student Learning Experiences."