Teaching and Learning Grants

Teaching and Learning Support Grant

The aim of this funding is to support academic staff in advancing teaching and learning through grants to support one of the following types of initiatives.  Please note that applicants must have a continuous appointment and be listed as the Principal Investigator on the grant application (for Option 1) and must also be the instructor of record for Option 2.  Contract faculty, postdoctoral scholars, and graduate students are eligible to be co-applicants or collaborators.  Priority is given to applicants who have not received this grant recently. The current round of grants is open until May 31, 2024.  Please review the following proposal form to consider how to structure your project description.

Option 1 - Research in Teaching and Learning: This grant is intended to provide seed funding to support academic staff as they prepare to apply for further grants for research into teaching and learning. This grant could be utilized to help conceptualize or develop an idea for a Scholarship of Teaching and Learning Project (e.g., hire an RA to help prepare a grant package, methodology, research instruments, etc. for a University of Calgary teaching and learning project, or other external research grant).

Option 2 - Teaching or Course Improvements: This grant is intended to support academic staff improve instruction or course design. This grant could be utilized to form a teaching square (community of practice) prepare innovative digital content (e.g., hire an RA to help prepare content for using a flipped learning approach to a course, to design interactive synchronous sessions, asynchronous content, digital assessments, multi-media case studies, podcasts, simulations, digital annotation, hybrid learning, co-teaching activities, experiential learning, open educational practices, social innovation, flexible and engaging teaching and learning practices, and forging better connections to institutional strategies and priorities, etc.); or undertake an examination of current course content and practices to determine ways to integrate Indigenous ways of knowing and increase aspects of equity, diversity, inclusion and accessibility into a course or program.

2023
Amy Burns - Development and implementation of new technology in EDUC 427

Sharon Friesen - International investigation of TPACK: Assessing Technology Integration in Teacher Education Programs in Alberta 

Michele Jacobsen - Students as partners: leverage graduate student perspectives to expand supervisory development

Theodora Kapoyannis - Revision of field experience course shell

Astrid Kendrick - Wellbeing walks to build educator workplace wellbeing

Sandra Manyfeathers - Respecting Elder Knowledge in Niitsitapii Ihtsitapii'patapiio'p

Hetty Roessingh - Teaching handwriting to young children

David Scott - Revisioning EDUC 525 Ethics and Law in Education

Erin Spring - Indigenous storytelling through digital media

2022
Roswita Dressler - ELL case studies for EDUC 568

Theodora Kapoyannis and Astrid Kendrick - The first year teacher: Voices from the field

Patricia Danyluk - Understanding student and community partner experiences with the online delivery of the community engagement certificate - An ethical practice

Elisa-Lacerda Vandenborn  - Community engagement: An ethical practice

Stephen MacGregor - Problem-based learning to connect educational research and practice with preservice teachers

Jennifer Markides and Pamela Roach - Walking together: A faculty book club to decolonize equity

Shelly Russell-Mayhew - Update for the podclass: Conversations on school health lecture series for EDUC 551

Soroush Sabbaghan - Developing an AI-powered persona-generating program for student researchers

2021
Aubrey Hanson and Erin Spring - Books to build on: Indigenous literatures for learning

Emma Climie and Kathleen Hughes - Werklund School of Education teaching and learning: Certificate in child and youth development

Hanna Duffy - Advanced psychological assessment: Bridging theory and practice

Ling Jin - What contribute to effective cross-cultural clinical supervision: The supervisor’s perspective of cross-cultural supervision

Nadia Delanoy - Developing a digital assessment toolbox

Roswita Dressler - Critical literacy research and practice in the Canadian education landscape

Shelly Russell-Mayhew - Update for the podclass: Conversations on school health lecture series for EDUC 551

Michelle Kilborn - Fostering student-centered learning with teaching games for understanding approach in physical education
 

2020
Theodora Kapoyannis and Astrid Kendrick - Educator compassion fatigue and burn-out

Meadow Schroeder - Deferred work term innovation for EDPS students

Ronna Mosher - Development of digital learning materials - EDER 619

Verena Roberts - Digital tools for EDER 679.69

Jaime Fiddler - Connecting research to practice conference

2019
Man-Wai Chu - Mutualistic course delivery formats: Evaluation of resources designed for online and face-to-face courses

Roswita Dressler - Building communities of practice through Lego Serious Play: Pre-sojourn preparation for Teaching Across Borders country groups

Anusha Kassan - Implementation of social justice pedagogy in counselling psychology at the University of Calgary: Attending to student voices

Ronna Mosher and Lori Pamplin - Leadership scholarship and certification into signature pedagogies

Miwa Takeuchi - Envisioning equitable practices in early childhood education

2018
Armando Paulino Preciado Babb - Enhancing prospective mathematics teachers: Learning through modelling

Amy Burns - Leading with heart: Development of an authentic interdisciplinary graduate program

Soroush Sabbaghan - Exploring the potential of a diagnostic language assessment too: Supporting curricular renewal with learning profiles

Rahat Zaidi - Fostering transcultural competencies using identity texts with faculty and graduate students

Xu Zhao - How to train counselling students to think developmentally and critically

2017
Barbara Brown - Student learning in synchronous online classes

Amy Burns - Online educational development for field experience instructors: A design study

Man-Wai Chu - Validating authentic assessments: Ensuring individualized program planning knowledge and skills in pre-service teachers

Sarah Eaton - Investigating academic integrity in the Werklund School of Education: Process, policy, and perceptions


2016
Eugene Kowch - Building the capacity of Werklund School of Education learners to self-organize individual and group project-based learning in leadership M.Ed distance education courses

2015
Roswita Dressler - Investigation of students' receptivity and use of formative feedback in online graduate research courses

Yvonne Poitras Pratt - Moving toward critical service learning as a signature pedagogy in aboriginal communities: Why good intentions are not enough

Shelly Russell-Mayhew - Transforming teacher preparation: Educational praxis for well being

Meadow Schroeder - Using dynamic "Choose Your Own Adventure" cases to instruct and assess clinical reasoning skills

2014
Michelle Drefs - From theory to practice: Use of the case study method in school psychology coursework to strengthen clinical reasoning

Dianne Gereluk - Building a robust online teacher education program

Anusha Kassan - Developing community portfolios as a tool to enhance multicultural counselling competencies

Beaumie Kim - Creating a playful culture of learning with gameful assessment: Avatars, experience points and boss battles in a graduate course

Darren Lund - Enhancement of the service-learning program for pre-service teachers

2013
Nancy Arthur - Teaching multicultural counselling competencies through cultural interviews

Sylvie Roy - Peer collaboration to enhance students’ writing skills

The Taylor Institute Teaching and Learning Grants and Scholars Applications are available annually.  Guidelines for the grant application are available at the Taylor Institute website.

Applications for grants are now submitted through the following page which you can log into via SSO with your UCID.  Guidance on how to use the Synto portal for submitting your research grant application is available.

The Werklund Office of Teaching and Learning can provide support with grant applications including copy editing.  For review and required signatures, send to tandl@ucalgary.ca with the subject line 'Taylor Institute grant application."

Academic staff of the Werklund School of Education have been awarded with U of C Teaching and Learning grants in previous competitions.