Grants in Higher Education


TEAGLE FOUNDATION GRANTS IN HIGHER EDUCATION

GRANTS FOR THE SYSTEMATIC IMPROVEMENT OF STUDENT LEARNING AT LIBERAL ARTS COLLEGES

Click here for other projects in Outcomes and Assessment.


May 2009
Bates College and Bowdoin College
Refining Quantitative Reasoning Curricula
Project Leaders: Matt Cote

 

$148,780 over 38 months to enhance students' quantitative reasoning skills by conducting an assessment of their abilities, understandings, and dispositions in this area, and using the data generated from the assessment to develop and implement new quantitative learning components and pedagogical techniques.

Bryn Mawr College, Haverford College, and Swarthmore College
Beyond the Re-accreditation Self-Study: Bryn Mawr, Haverford, and Swarthmore Colleges Collaborate to Develop Best Practices for Effective and Sustainable Department-level Assessment of Student Learning | Project website
Project Leaders: Mark Freeman

 

$149,947 over 36 months to support the intensive efforts of three selected departments on each campus in assessing a key learning goal that is central to their respective majors, and to provide opportunities for cross-institutional discussion on the administrative and logistical aspects of department-level assessment work.

Colgate University
The Core Curriculum and Student Learning in the Liberal Arts: Developing Systematic Improvement Strategies for a Program in Transition
Project Leaders: Adam W. Burnett

 

$75,000 over 36 months to develop a sustainable strategy for assessing Colgate's Core Curriculum that builds on work already underway, encourages and uses new assessment models, provides data on how Core components are meeting stated goals, demonstrates impact of the Core on the overall educational experience, supports broad faculty involvement, and facilites the use of data to improve programs.

Connecticut College, Allegheny College, Colorado College, and Franklin Pierce University
Data into Action: Using Assessment Data with Faculty to Improve Student Learning
Project Leaders: Michael Reder

 

$150,000 over 36 months to facilitate faculty ownership of student assessment data that institutions are already collecting, and to help systematize the ways in which faculty use that data to make decisions about enhancing curriculum, course design, and teaching to improve learning.

Randolph-Macon College
Systematic Improvements in Student Learning
Project Leaders: Bill Johnston

 

$75,000 over 36 months to support academic departments in developing assessment cycles for student learning outcomes that meet the Southern Association of Colleges and Schools (SACS) accreditation criteria.

Trinity College
Faculty-Driven Learning Assessment at Trinity College
Project Leaders: Rena Fraden

 

$72,780 over 36 months to develop, implement, and institutionalize a faculty-driven learning assessment program for general education and for each academic major.

University of Colorado at Boulder and Colorado College
Assessment of Critical Thinking and Civic Engagement Strategies
Project Leaders: Michael Grant

 

$148,514 over 36 months to assess the degree to which students' critical thinking skills are—or are not—strengthened by courses that incorporate civically engaged, community based approaches to learning.

Wittenberg University, Alma College, Augustana College, Gustavus Adolphus College, Illinois Wesleyan
Structuring Faculty Work Explicitly Around Student Learning
Project Leaders: Kenneth W. Bladh

 

$149,800 over 36 months to understand and determine the extent to which the definitions of faculty work enable or restrain the use of "high-impact" pedagogical practices.

Spelman College and Smith College
The Spelman College / Smith College Collaborative: e-Folio as a Tool for Systematic Assessment of Student Learning
Project Leaders: Myra Burnett

 

$75,000 over 24 months to create "learning communities" of faculty and administrators across multiple disciplines focused on electronic portfolios (as an assessment tool) and on learning outcomes associated with quantitative reasoning.