CETL is pleased to announce our third annual competition for mini-grants. This year again we are able to offer faculty mini-grants for classroom research projects, designed to encourage and reward examples of ongoing assessment within the classroom. The amount awarded may be anywhere from a minimum of $250 to a maximum amount of $500 for each successful applicant or team of faculty members. We have a total amount of $1000 available to distribute to faculty. The deadline for spring is April 1, 2008

The guidelines for completing proposals can be found online at http://info.gcsu.edu/intranet/cetl/minigrantsad.pdf

All proposals must meet the requirements in the CFP to receive full consideration. 

Here is a list of FAQs that may help you develop your projects: .

What is a Classroom Research Project?

Classroom research projects seek to enlighten the connection between teacher practice and student learning. At some point, all of us have been surprised by poor results on exams or other assignments, and have wondered how we can find out earlier what students are really learning in our classroom and how we might better respond to any obstacles to learning they are encountering. An important part of a classroom research project is the use of various classroom assessment techniques, such as focus groups, student interviews, one-minute papers, and other formative methods of assessment appropriate to one’s discipline. Classroom assessment techniques are not for the purpose of obtaining more assignments to grade, but rather, are formative measures implemented in addition to graded assignments. Classroom assessment is for the purpose of providing the teacher with more and better information to improve student learning. It is focused on student learning, outcomes, processes, and/or resources and on how to use this information to improve teacher practice and promote enhanced learning. Classroom assessment should be directed towards closing the "feedback loop," as faculty take what they learn from students about the learning experience, then modify their practice accordingly, and then begin the cycle of assessment and feedback again. Classroom research projects are an important part of becoming a more reflective practitioner and trying to improve the quality of our teaching and learning. 

How may mini-grant funds be used?

Mini-grant funds are not restricted in any way; we make an outright grant award to you. However, your project funds might be used to transcribe interviews with students, compile an electronic portfolio, administer assessment instruments, obtain the services of an outside evaluator, or any of a number of other tasks related to a classroom research project.   

Where can I find more resources on classroom research/assessment?

Faculty members can find an excellent description of various classroom assessment techniques in Tom DeAngelo and K. Patricia Cross, Classroom Assessment Techniques, A Handbook for College Teachers. 2nd edition (Jossey-Bass, 1993).

Our CETL website contains several resources for those preparing their applications.  Faculty may wish to consult our pages on  assessment, the scholarship of teaching and learning, electronic course portfolios, and learning styles. We also have numerous web pages on other topics related to teaching and learning, found through our web resources page.   These resources may be of use to you as you develop your own classroom research project.

Do I have to have experience in this area to apply?

Applications are encouraged from those with little or no experience in classroom assessment/research projects, as well as from those who have engaged in such projects before. CETL also welcomes applications from teams of faculty who may wish to work together. CETL mini-grants are not meant to recognize work already completed, but rather are intended to encourage the development of new projects, especially by faculty who may not have much experience in this area. Proposals will be submitted to a blind review.

When is the deadline?

Submit a narrative (maximum of two pages) meeting the requirements of the CFP and a timetable for implementing the project by April 1, 2008, to:

Dr. Deborah Vess.  Co-Coordinator, Center for Excellence in Teaching and Learning, CBX 047, x3517.

How will my proposal be evaluated?

A group of faculty members from the CETL steering committee will evaluate the proposal according to the guidelines in the CFP.  Proposals will be sent through a blind review process.

Winning Proposals

Fall 2005

Jude Hirsch, iPods in wilderness emergency response simulations

Stephanie McClure, Assessing change in racial attitudes in IDST 2315 America's Diverse Cultural Heritage

Spring 2006

Laurie Edler, for her assessment work on Exploratory and Collaborative Learning in PreCalculus courses

Linda Golson, for her assessment work on the National Writing Project, a workshop to improve the teaching of writing to be held at GCSU

Julia Metzker/Amy Kelley, for their new assessment model to measure scientific literacy in a cluster course combining math modeling and the IDST Necessities of Life.

Spring 2007

Elaine Whitaker, for a project to develop video-based CATS for IDST 2215: Communication in Society

Dan Bauer, for an assesment project on essays in first year comp courses.

Flor Culpa-Bondal, for an assessment project on teaching research skills to graduate nursing students.

Fall 2007

Rob Viau, for an assessment model for the use of iPods in the classroom

Mike Gleason, for an assessment model using SALG in biology classes

Lucy Kachmarik and Lyndall Muschell, for a project to develop assessment modules for education students.

Spring 2008