Grants in Higher Education



Click here for other projects in Teaching and Learning

May 2013
New York Six
The New York Six Blended Learning Project
Project Leaders: Amy Cronin


$150,000 over 28 months for the New York Six to create intercampus partnerships through use of blended learning. Through an RFP process, the provosts on each campus will select projects that utilize one of two blending techniques: (1) one that targets comparable classes on two or more campuses, with a faculty member on each campus leading the course discussions with his/her students, and all classes utilizing common online elements; (2) another that enables faculty to develop a blended learning course that will be offered across two or more campuses, but which is not team-taught. By the end of the grant period, New York Six will develop technology-supported instructional models that can be replicated or modified for faculty use in a wide range of disciplines.

November 2012
Southeastern Pennsylvania Consortium for Higher Education (SEPCHE)
Building Faculty Capacity for 21st Century Teaching
Project Leaders: Elizabeth Moy


$150,000 over 24 months for SEPCHE to implement a model that was developed under previous Teagle grants aimed at enhancing faculty members’ capacity to be effective teachers. Full- and part-time faculty from all SEPCHE institutions will be invited to workshops to acquaint them with the science of learning and metacognitive approaches to effective teaching and learning. Following these workshops, interested faculty will be able to submit research proposals on teaching and learning to SEPCHE. Finally, selected faculty in each cohort will form a learning community that will meet monthly to provide coaching support and training.

New American Colleges and Universities (NAC&U)
Preparing 21st Century Students through New Visions for Faculty Evaluation, Campus Governance, and Curriculum
Project Leaders: Nancy Hensel


$150,000 over 25 months for  NAC&U to build on a previous planning grant in order to meet three interdependent goals: 1) To improve and individualize the evaluation of faculty work so that it takes into account professional development aimed at enhancing faculty expertise in teaching and learning; 2) To develop new holistic models for departments that will help them align with the student learning-focused mission of the institution while addressing the specific changing needs and interests of faculty members and the department; and 3) To expand the NAC&U focus on integrating professional studies and liberal arts. The results of the project will be disseminated through publications and presentations at national meetings. Articles and vignettes will be posted on the NAC&U website.

May 2012
Associated Colleges of the Midwest
Introducing Change: Introductory Courses and the Nature of Faculty Work
Project Leaders: Christopher Welna


$150,000 over 30 months to work with member institutions to re-structure introductory courses so that they more effectively develop students' higher order thinking, and re-structure faculty work to ensure the sustainability of these courses. Research on learning demonstrates the value of teaching students higher order thinking skills such as critical thinking and problem solving, rather than just content knowledge, and doing so from the beginning of their college careers.

Associated Colleges of the South
The ACS Plan for Blended Learning
Project Leaders: Wayne Anderson


$150,000 over 24 months to develop its New Paradigm Initiative, which is focused on the development of "blended learning" opportunities in order to expand the range of learning opportunities available at the sixteen liberal arts colleges that are ACS members. This initiative combines computer-mediated instruction with the highly engaged face-to-face teaching and learning opportunities that have long characterized these colleges. The funding will allow ACS to further develop the work and begin to embed it in the ongoing life of the colleges, their faculty and their students.

Association of American Colleges & Universities
Faculty Leadership for Integrative Liberal Learning
Project Leaders: Carol Geary Schneider


$200,000 over 30 months for a program to develop faculty leadership for liberal education across nine private liberal arts institutions in Massachusetts and New York. Under the leadership of AAC&U senior staff, three-person campus teams will define and implement campus-based projects to develop faculty capacity to oversee liberal education on their campus, with an emphasis on training faculty to understand and advance liberal education as an integrative process that brings together a range of related educational experiences ("cornerstone to capstone"), rather than solely in terms of departmental or program-based curricula. The institutions participating are Babson College, Clark University, Mount Holyoke College, Wellesley College, Wheaton College (MA), Bard College, Colgate University, Skidmore College and Wagner College.

Imagining America
A New Paradigm for Undergraduate Liberal Arts Education
Project Leaders: Amy Koritz (Drew University) and Paul Schadewald (Macalester College)


$150,000 over 23 months to support Imagining America, a national consortium of over ninety colleges, universities and affiliated organizations with a mission to support "humanities, arts and design in the advancement of scholarly and creative work that contributes to the public good." With the support of a Teagle planning grant and building on past work, Imagining America developed a project entirely aligned with this central mission: to foster in both faculty and students a commitment to bringing the formal academic training that we all identify as the primary mission of colleges and universities into the "real world," and of doing so in a way that serves the public good. Moving from the planning to the implementation phase of this project, a subset of six Imagining America members - Auburn University, Drew University, Macalester College, Millsaps College, Syracuse University, the University of Miami - will implement programs that make "civic professionalism" a reality on their campuses.

February 2012
Council of Public Liberal Arts Colleges
Distance Mentored Undergraduate Research: Leveraging Consortium-wide Faculty Expertise to Enhance Student Learning
Project Leaders: Bill Spellman


$150,000 over 27 months to facilitate development of a new model of supporting undergraduate research: one that would allow an undergraduate at one of COPLAC's member campuses to carry out an undergraduate research project under the guidance of a faculty member at another campus via electronic technologies. This model has the potential to open up multiple areas of disciplinary expertise that are not available to undergraduate researchers at individual member colleges, and would effectively offer students the range of faculty expertise more commonly associated with a large research university. This project has the potential to demonstrate the benefits of re-configuring faculty work to share expertise across campuses, modeling a financially viable way to maximize educational opportunity for students.

Independent College Enterprise
Implementation Grant Proposal for Collaborative Course Delivery
Project Leaders: Ed Welch


$150,000 over 25 months for Bethany College, Davis and Elkins College, Emory and Henry College, West Virginia Wesleyan College and the University of Charleston which have developed a bold and innovative plan to develop a model of course delivery that relies on two key strategies: (1) sharing faculty appointments for teaching in two areas and (2) blending electronic and face-to-face instruction to make this sharing feasible. Rather than duplicate this offering at each college, the new instructor will consult with representatives of the mathematics departments of participating institutions as she or he designs and offers the new course that will be offered -- electronically -- to students at all institutions. This centralized instruction will be supplemented by a "local facilitator" on each campus who will be able to work with students face to face. The participating institutions will assess these course offerings rigorously, through modified versions of traditional student evaluations, other modes of instructor evaluation, and through direct assessment of student learning. The performance of students who participate in distance learning classes will be compared with those who take the same subjects on campus.

November 2011
Higher Education Policy Institute
Curriculum Simplification Project: Proof of Concept Analysis
Project Leaders: Joni Finney and Bob Zemsky


$49,875 over 12 months to engage in research project focused on the concept of streamlining college curricula to help increase college graduation rates and control costs in higher education. This project entails working with two liberal arts colleges to analyze the transcripts of all students as they make their way through the curriculum. The data will allow the researchers to statistically model a streamlined curriculum that will yield increased graduation rates and lower costs.

Great Lakes Colleges Association
GLCA Lattice for Pedagogical Research and Practice
Project Leaders: Richard Detweiler and Greg Wegner


$150,000 over 24 months to strengthen the quality of teaching by engaging campuses in discussions - and use - of research on teaching and learning, and heightening the value that these campuses place on doing and using this kind of research. This project consists of four major initiatives. The first is to train facilitators (Teagle Fellows) to work with groups of faculty on the application of research on learning to the work of teaching. Second, teams of Teagle Fellows and GLCA staff will visit consortium members' campuses to foster conversations about research on teaching and learning. Third, faculty will carry out scholarly research on the impact of the changes on their teaching. Finally, the grant will help the GLCA and the Teagle Fellows to create a communications network.

New York Six Liberal Arts Consortium
Faculty Work and Student Learning in the 21st Century
Project Leaders: Amy Cronin


$15,000 over 11 months to develop one or more strategic projects aimed at re-imagining faculty work through a development process that includes planning meetings with the faculty working group, focus groups, policy research, as well as formative and summative assessment. The New York Six Liberal Arts Consortium consists of Union, Colgate, Hamilton, Hobart & William Smith, St. Lawrence, and Skidmore.

Southeastern Pennsylvania Consortium for Higher Education (SEPCHE)
Building Faculty Capacity for 21st Century Teaching
Project Leaders: Beth Moy


$15,000 over 6 months for a planning project to focus on helping faculty move toward teaching approaches that make use of a metacognitive framework. The researchers will develop and test specific pieces of a metacognitive model and potential interventions by and with faculty, with the ultimate aim of fully implementing a faculty development model.

May 2011
University of Southern California
Student Success as Faculty Profiles Radically Shift: Creating Institutional Solutions for Non-tenure Track Faculty Majorities and Student Learning | The Changing Faculty and Student Success
Project Leaders: Adrianna Kezar


$30,000 over 24 months to conduct a modified Delphi policy study with experts - including campus and system leaders, policymakers, scholars, union staff, and association leaders - to problem solve and generate solutions for non-tenure track faculty majorities and enhanced student learning. The results of the study will initially be disseminated through a partnership with the American Association of Colleges and Universities.

Association of American Colleges and Universities
Integrative Faculty Leadership for Liberal Education
Project Leaders: Carol Geary Schneider


$20,000 over 6 months to study the relevant scholarly literature on integrative learning, conduct interviews with leaders at a dozen universities that have focused on making integrative learning a key focus, and hold a national meeting informed by this prior work, with an eye toward articulating promising practices that can be more widely used in academia. The planning period will produce a concept paper, case studies, new content for summer institutes, and a plan for a subsequent implementation project. 

Associated Colleges of the Midwest
Planning Grant: Acting on the Implications of New Understanding of Faculty Work and Student Learning in the 21st Century
Project Leaders: Christopher Welna


$15,000 over 6 months to engage in an intensive planning process that will begin with a day-long meeting of the Deans of its member colleges, designed to identify the specific project focus. Possibilities include: (1) building on the results of the consortium's Teagle-funded project that focused on the development of innovative teaching practices informed by research on how people learn; (2) a project on how current definitions of faculty work affect the use of "high impact" teaching practices and what changes in curriculum and elsewhere might foster the development of such practices; and (3) the development of courses by teams. Once the focus of the project has been agreed on, a team will be charged with preparing a proposal for an implementation grant. 

Associated Colleges of the South
Planning for a New Paradigm
Project Leaders: Wayne Anderson


$15,000 over 6 months to develop a "new paradigm" for teaching and learning on its member campuses - a "blended learning" paradigm that combines creative use of technology with face to face teaching. This initiative grows out of ongoing conversations at the consortium, has the support of key campus leaders, and will bring together key academic and technology personnel to develop pilot projects that will offer courses or course modules, tutorials and/or seminars online. 

Council of Public Liberal Arts Colleges
Faculty Work and Student Learning in the 21st Century
Project Leaders: Bill Spellman


$14,902 over 6 months to strengthen student learning by sharing disciplinary expertise across campuses, focusing especially on developing a network of expertise on which students can draw on for undergraduate research projects. As part of this work, the Council will consider how this way of working affects faculty work and reward structures, and will build in ways of assessing student learning and the overall success of the project. The planning process will involve working meetings with - and surveys of - faculty, provosts / deans, and presidents of participating colleges, all aimed at the development of an implementation proposal. 

Great Lakes Colleges Association
Innovative Pedagogy Network
Project Leaders: Rick Detweiler


$15,000 over 6 months to form a network of faculty fellows who will - in small teams - visit the consortium's member campuses to work with interested colleges on developing innovative teaching practices based in current research on how people learn. During the planning process, consortium leaders will build and consult with a network of interested faculty, develop bibliographic resources for the project, and convene a planning meeting to develop a full proposal. 

Imagining America
Civic Professionalism: A New Paradigm for Undergraduate Liberal Arts Education
Project Leaders: Jan Cohen-Cruz (Imagining America), Amy Koritz (Drew University), and Paul Schadewald (Macalester College)


$15,000 over 6 months to explore the potential of "civic professionalism" - understood as a bridging of civic and professional life, of practical and intellectual learning - for strengthening teaching and learning in the arts and humanities. A central goal of the planning process is to develop models for such work that will focus on the ways in which faculty organize their research, teaching, as well as wider civic and professional commitments. Such models may include: (1) new ways of helping faculty members engage in public concerns while receiving credit and support for that participation and (2) new structures for helping faculty develop coordinated courses driven by social issues rather than discipline-based curricula.

Independent College Enterprise
Planning Grant Proposal for Collaborative Course Delivery
Project Leaders: Edwin Welch


$15,000 over 6 months to develop a course model by which a course taught by an experienced faculty member at one institution is available at the others via web-based technology, with junior faculty or graduate students monitoring the course at those other institutions. Presidents of the participating institutions will drive the planning of this project, fleshing out the curricular model and building support for the initiative on their campuses.

New American Colleges and Universities
Preparing and Evaluating 21st Century Faculty Aligning Expectations, Competencies, and Rewards
Project Leaders: Lynette Robinson


$15,000 over 6 months to: (1) develop a consortial plan for faculty professional development that acknowledges and rewards faculty members for their effectiveness in teaching and student learning and (2) identify concrete ways to measure and evaluate faculty work in light of expanding 21st century expectations, especially in non-standard learning environments.