To further this pursuit, the Title III Faculty Grant Program provides a forum for faculty to build an intellectual community regarding higher education pedagogy through ongoing sharing of research projects.
In the Title III Faculty Grant Program, faculty engage together in a scholarly approach to classroom teaching practices. During the program, grant recipients come together to consider research on teaching and learning and the implications of that research for their own work with students.
Faculty grant program participants receive a one-time award of $3,000 or 3 credits of reassigned time to participate in a three-semester long program with three phases: Incubation, Implementation, and Dissemination. Grantees are expected to participate fully in all speaker events and monthly meetings.
Grant recipients are expected to:
Participants implement their projects in the following spring semester. During this period, participants continue to attend the Title III speaker series and to meet monthly to discuss their projects in collaborative work sessions.
Each grant recipient will prepare an article for publication in DisCover (the York CETL Journal of SoTL) and for scholarly dissemination in national venues. Grant recipients will also present their work to the York community in a poster session sponsored by the CETL.
The Title III faculty grant program is open to all full-time faculty at York College. While all proposals to improve student learning are welcomed, York is particularly interested in using this 2009-10 Title III funding in support of research into teaching and learning that investigates the learning styles of Millennial students and anhances active learning. Therefore, priority will be given to porposals involving these pursuits.
Faculty seeking examples of viable Title III Faculty Grant projects can view 2008-09 "Advancing Knowledge-Pushing Boundaries" project abstracts at Title III Faculty Grant Awards.
Faculty can also learn about the history and objectives of the Scholarship for Teaching and Learning (SoTL) at:
"Selected Bibliography of SoTL-Fall 2006," Kathleen McKinney, Illinois State University.
If you wish to discuss the content of your proposal prior to submitting it or have questions about the application guidelines, please contact Debra Swoboda, York College CETL Director.
Today’s students have been described as being “Millennials” or as having an information age mindset, and work is proceeding to define their characteristics, expectations, and preferences in life and learning. While this portrayal of generational learning styles can be oversimplified, research indicates that new media foster particular types of interactions that enable – and undercut – various learning styles. Observations suggest that there may also be a fundamental mismatch between the preferred learning styles of faculty and those of Millennial students. While many faculty have been accustomed to a traditional learning process where one who knows (the teacher) presents ideas to one who does not (the student), this learning style may not work for the majority of today’s students. Consequently, teachers in current educational environments must be aware of how new forms of communication, new ways of thinking, and new expectations and needs for application can be accommodated and valued in the learning process. Some of the shifts required to promote active modes of teaching and learning are controversial for many faculty; all involve unlearning beliefs, assumptions, and values about the nature of teaching, learning, and the academy. Evaluation of 21st century student learning and the learning environment in the 21st century is critical for advancing these required shifts in practice.
This year’s program theme focuses on teaching and learning approaches that investigate the learning styles of Millennial students and enhance their active learning. How should adopters of new pedagogies and learning spaces foster learning among Millennial students? What challenges accompany implementation of active teaching approaches among these new students? What does it mean to teach when knowledge does not refer to content area as much as process: thinking, interaction, collaboration, communication, application? What types of learning take place when students view instructional content and supporting information as connective and process-driven rather than prescriptive?
The purpose of the program “Teaching and Learning in the 21st Century: New Students, New Learning Styles” is to create collaborative learning space to explore teaching and learning issues presented by new students and new learning styles. By exploring related research questions, projects will address the nature of teaching and learning in the 21st century.
Complete the application form. Attach a project narrative of 3-5 pages (double spaced) describing the teaching and learning research project you are proposing. The narrative must include the following components:
1) the research question you are investigating
2) a review of the relevant literature
3) an assessment plan for measuring and evaluating project results
4) an explanation of how the project will contribute to the scholarship of teaching and learning
5) an explanation of how the project fits into your current teaching, research and service at York College.
All proposals go through a peer-reviewed process by the CETL Title III Grant Review Board, consisting of faculty knowledgeable about the scholarship of teaching and learning. The reviewers will evaluate proposals based on the following criteria:
Proposals which do not address all of the above components or which exceed five pages will not be considered. Proposals must be submitted in hard copy with all required signatures.
Complete applications must be received no later than 4:00p.m. on Friday, May 1, 2009.
Submit the completed application form to:
Director, Center for Excellence in Teaching and Learning
c/o Office of Academic Affairs, AC 2H07
Jamaica, NY 11451