The Teagle Foundation's commitment to promoting and strengthening liberal arts education infuses all of our grantmaking. Our grant initiatives foreground the role of faculty – as teachers in the classroom, as masters of the curriculum, and as agents of change – to transform undergraduate education. Our grant initiatives emphasize collaboration among institutions to create a community of practice where faculty work to strengthen teaching and learning in the arts and sciences in concert with peers from partner institutions who share their goals. We seek strong alignment with institutional priorities to ensure sustainability of externally funded efforts beyond the life of the grant. And we are committed to robust dissemination of know-how and resources generated through our grants so they are useful to faculty and institutions beyond those initially funded.

Current Initiatives

Our grant initiatives aim to strengthen teaching and learning in the arts and sciences. To that end, we support concrete changes in curriculum, pedagogy, assessment, and faculty professional development that ultimately improve and enliven the educational experience of undergraduate students.
Through our initiatives, we grant nationally to colleges and universities, higher education consortia, disciplinary associations, and other relevant organizations. Our only place-based initiative is our College-Community Connections program, where we support partnerships between community-based organizations and colleges and universities in New York to help young people from under-resourced high schools prepare for and successfully pursue a liberal arts education.

Our Strategy: Listenings and Convenings

We establish new grant initiatives through an extended discussion process. In the earliest stages of thinking about a program possibility, we research the general areas that interest us: we review the literature, consult informally with colleagues working in the area, and talk with our Board of Directors. When we have a sense of what is at stake, but before we have identified a specific focus for our work, we generally convene a “listening” to help us decide how or whether to move forward. These guided but informal discussions typically bring together scholar-teachers, academic administrators and other field experts to think through the issue with us from a variety of perspectives. Toward the end of our discussion, we ask those participating in the listening what a foundation initiative in the area at hand might look like, if one were to be forthcoming, and then—with that feedback, as well as the knowledge gained through the other methods described—we craft a request for proposals (RFP). We also use listenings to gather input on strategic matters such as supporting the sustainability of grant-funded efforts and evaluating our impact as a foundation.
We also regularly convene leaders of funded projects participating in a given initiative so they can learn and benefit from each other’s work. These convenings are held at the rough mid-point of the funded projects – in other words, at the point where project leaders have secured some early wins but have also encountered the inevitable challenges, and have an opportunity to make course corrections based on what they learn from their peers. The convenings extend the community of practice that participants create in their multi-campus funded projects across a set of funded projects participating in a Teagle initiative, deepening their knowledge base on high-impact and sustainable practices that strengthen teaching and learning. Read reports based on our convenings in Library & Resources.


Invitation Only 

Please note that we do not accept unsolicited proposals and that participation in our listenings and convenings is by invitation only. Read more in How We Grant.