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The mini-grants opportunity has been put on hold until further notice

Mini-GrantsPhoto of "money plant"

Priority will be given to proposals that evaluate evidence-based learning through performance outcomes. These include pre- and post-test, portfolio evaluation and longitudinal tracking of student achievement. Proposals should describe in detail how the award will potentially improve instruction in a course or curriculum and how that improvement will be demonstrated. Successful proposals will also provide clear evidence of instructional practices that encourage active learning. We recommend that proposals be approximately two to three pages (about 500-750 words), with about two pages of narrative and one page for the budget. The best proposals will explain anticipated improvement in teaching, its efficacy in terms of current scholarship on learning, and appropriate plans for assessment. The budget should include specific information about proposed expenditures. Any citations should be in an established scholarly format.

Mini-grant awards will not exceed $5,000. Review of submissions will begin on March 30 for fall semester awards and Oct. 1 for spring semester awards. Early submission will improve chances of funding.

For additional information or questions about the application process, please contact the center at

Past Mini-Grant Faculty Projects

  • "Teaching Silk Road History with Google Earth," by Ruth Mostern (Spring 2012)
  • "PATHOGEN Project and Related Software/Hardward" by Maria ALbert, Kristina Krona, and Miriam Barlow (Fall 2012)
  • "CORE 1 The World at Home" by Liz Olson (Summer 2011)
  • "Sociology Survey Project" by Irenee Beattie (Spring 2011)
  • "WRI 1 Library Instruction" by Susan Mikkelsen, Sara Davidson, and Teal Smith (Spring 2009)
  • "Goals-Oriented and Outcome-Based Syllabus Design" by Virginia Adan-Lifante (Summer 2008)
  • "Developing SYllabus and Learning Strategies for Evolution (BIS 141)" by Mike Dawson (Spring 2008)
  • "Skeletal Evidence for Human Evolution: Hands-On Exercises with More clearly Stated Objectives and Peer Based Follow Up" by Vicki Wedel (Spring 2008)
  • "Curriculum Revision of ECON 100" by Katie Winder and Justin Hicks (Spring 2008)