Faculty Center for Teaching
Grants for Pedagogical Development
Small Group Grants
FCT invites applications for funding to support work in small groups on projects that will enhance teaching and learning on our campus. This initiative responds to faculty requests for disciplinary or topic-specific support for pedagogical development. This program also offers a way to involve students in dialogue about teaching and learning.
Guidelines for Small Group Grants, AY 14-15
Funded projects from AY 13-14 include:
Michael Schnack, Brian Chu, Seana Benz ’14, and James Ofalt ’16 reviewed best practices for and surveyed Muhlenberg students and faculty about end-of‐term juries for vocal performance and made recommendations to the Music Department for implementation.
Kim Gallon and Miachaune (Mia) McJunkins ’15 conducted research to support re-design of the course African American Mass Media and make contributions to the Black Press Research Collective (BPRC), a digital humanities project.
Sherri Young, Marsha Baar, Keri Colabroy, Rachel Halpern ’14, and Zachary Shuler ’15 are engaging in revisions to the organic laboratory curriculum to include alternating lab experiments with guided-inquiry activities.
Sharon Albert, Ben Carter, Tim Clarke, Tina Hertel, and Clif Kussmaul explored the model of a Teaching Commons as an informal space to share, reflect on, and document practices for teaching and learning, in this case with an emphasis on information technology.
Summer Teaching Grants
The Faculty Center for Teaching reviews applications for summer grants designed to support faculty in their teaching. Awards are available to full-time Muhlenberg faculty. There are two different types of grants available: pedagogical development grants to support reflection on and revision of pedagogy and new course development grants that will result in a new course that meets departmental or college-wide needs. Specific information regarding applications is made available during each Fall semester, with proposals typically due in late January.
Summer 2013 Grant Recipients:
Holly Cate (Theatre) received a joint new course and pedagogical development grant to support participation in a training intensive and subsequent work to develop a new Improvisation course. Holly explored the delicate relationship in an improvisation pedagogy between form and content, seeking to support skill development while also inviting imaginative work.
Laura Edelman and Mark Sciutto (Psychology) received a pedagogical development grant to support their development of video tutorials for statistics that can be used in a “flipped” classroom model and as a general resource for students.
Diane Follet (Music) supported by a pedagogical development grant researched and evaluated websites and mobile apps designed specifically for aural skills training, which will facilitate students connecting what they hear with what they see in a musical score.
Joe Keane (Chemistry) received a pedagogical development grant for his continued work developing course materials that underlie a guided inquiry approach for teaching inorganic and organometallic chemistry, including revisions to materials based on feedback from students and colleagues.
Jeffrey Peterson (Dance) received a new course and pedagogical development grant to support participation in a module of the Integrated Movement Studies’ Certification Program in Laban Movement Analysis and Bartenieff Fundamentals, an experience that impacts his work with students as a demonstrator, describer, and observer of dance.