Office of Professional & Instructional Development (OPID)
| || | Grants and Awards | | | Undergraduate Teaching and Learning Grant 2010-2011 | | NTLF |
OPID serves as a statewide faculty development resource for University of Wisconsin System institutions. Established in 1977 as the Undergraduate Teaching Improvement Council, it was first led by a council of campus representatives who focused primarily on teaching improvement. Over the past few years OPID has expanded its emphases to meet the broader professional needs of faculty and academic staff with programming on topics such as student learning, the scholarship of teaching and learning, career stages, and faculty roles and rewards. OPID's Council remains essential to its operation, both as an advisory board and as a liaison between System and its campuses.
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Grants and Awards
Call for proposals from the Learning Technology Development Council (LTDC)
- 2010-2011 Curricular Redesign Grant Program:
Enhancing teaching and Engaging Learners with Technology
The purpose of the Curricular Redesign Grant Program is to support curriculum redesign and related faculty and staff development in the effective use of technology in teaching and learning within the University of Wisconsin System. The Learning Technology Development Council (LTDC) advocates for effective use of technology in teaching and learning and advancing the innovative use of technology in the classroom and the online environment, by seeking proposals through the Curricular Redesign Program in 2010-2011.
Link to 2010-2011 Curricular Redesign Grant RFP (PDF)
Link to 2010-2011 Curricular Redesign Grant Budget Form (XLS) (this link is currently problematic; I have this file. .. Jim)
Link to 2010-2011 Curricular Redesign Grant Final Report Template (PDF)
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Emerging Technology Pilot Grants
The LTDC will continue to support the Emerging Technology Pilot Grant started in 2007. This grant supports SINGLE institutional or collaborative multi-institutional projects. Maximum award will be $5000. Project proposals can be submitted through out the year. (See the grant RFP for details.) We expect to fund a few proposals on:
- projects that will advance the innovative use of technology for teaching and learning, and/or
- projects related to faculty and instructional development in the effective use of technology in teaching and learning.
Download the 2009-2010 RFP and cover page (PDF)
Download the Budget form (Excel document)
Download the Final Grant Report Template (PDF)
Academic Affairs Grant Programs for FY2010-11
Regents Teaching Excellence Awards Guidelines
aculty College 2009 Information
Undergraduate Teaching and Learning Grant 2010-2011
Request for Proposals Proposal Cover Page Budget Form
The Office for Professional and Instructional Development (OPID) requests proposals for the 2010-11 Undergraduate Teaching and Learning Grants (UTLG). This year's grants are intended to support projects:
• that focus on student learning outcomes that recognize the intentional relationship between liberal arts education, inclusive excellence, and teaching as community property.
• that focus on assessing quality teaching practices that integrate student learning outcomes and the relationship between liberal arts education and inclusive excellence, and the sharing of quality teaching practices.
• that contribute to the body of knowledge about quality teaching practices
The goals for this grant are to support one or more of the following UW System initiatives:
• support systematic inquiry of teaching and learning in all disciplines and professional schools
• provide opportunities for instructors already involved in the scholarship of teaching and learning to advance their work;
• create collaborations across disciplines, professional schools, and/or institutions to advance systematic inquiry of teaching and learning;
• advance campus priorities and system-wide strategic directions related to student learning outcomes;
• systematic inquiry of student learning outcomes in High- Impact Student Engagement Practices including learning communities, community based learning , collaborative assignments and projects, writing intensive courses, diversity and global learning, and collaborative assignments and projects (explained more fully in https://secure.aacu.org/PubExcerpts/HIGHIMP.html ) ;
• integrate inclusive excellence in the curriculum;
• integrate inclusive excellence as pedagogical practice;
*Note it is important that you clearly articulate how your proposal integrates the system initiative goals. It is not acceptable to simply provide website links.
The grant proposals may include individual, team, department, interdisciplinary, college, campus, and/or multiple campus projects. Funding will be considered accordingly.
The following characteristics will be emphasized in reviewing all grant proposals:
• A clear study design that asks critical questions about teaching and learning. The design may be qualitative or quantitative in nature.
• A dissemination plan that clearly describes how the results will be peer reviewed and made public in specifically described venues, such as presentation, performance, juried show, and/or publication throughout Wisconsin. The proposal should include presenting the results at an OPID event.
Institutional Deadline for Submission is Friday, February 12, 2010
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National Teaching and Learning Forum
OPID continues to fund a subscription to the National Teaching and Learning Forum. Each issue is available to you via the network as a .pdf file. I invite you to review their location and a listing of the Table of Contents for the 07-08 academic year. Hard copies are available for you in the Teaching & Learning Center . Issues are also available at the NTLF website at: http://www.ntlf.com . If you would like the login and password, I have it to disseminate.
The National Teaching and Learning Forum began publication in the fall of 1991 as a joint venture with the ERIC Clearinghouse on Higher Education. Its publisher, Dr. James Rhem, has expressed his goal of creating a "a conversation about teaching” through the Forum's “anecdotes that make a point, to serious arguments for a particular point of view, to familiar essays in which a faculty member distills wisdom from experience”.
