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Miami University

Summer Fellowships for the Improvement of Instruction

description:	These fellowships fund innovative projects that strengthen the quality of undergraduate or graduate learning at Miami. You will need to devote full time to your project during six weeks of the summer.
amount:	Up to 6 fellowships of $3,000 each are available for summer 2009.
eligibility:	Fellowships are open to continuing members of the instructional staff who teach credit courses at least halftime. If you received this fellowship for the summers of 2007, 2008, or 2009 you are ineligible for summer 2010.
selection:	CELTUA uses a blind review process to select the recipients.
submission:	Please send an electronic copy of your proposal to CELTUA <celt@muohio.edu> and a hard copy original with signatures via campus mail to CELTUA.
due date:	Applications are due February 15. Awards will be announced in March.

Purpose and Description

CELTUA encourages initiatives that are developmental and/or product-oriented. For example, a developmental project might involve an assessment of the extent to which cooperative learning, service learning, or technology has been integrated into a department’s curriculum, how this pedagogy compares with other benchmark programs, and how it affects students and alumni. The study may then lead to a product, for example, the inclusion of more service learning or technology in the curriculum, or a new course. The project should involve activities beyond teaching preparation normally expected of faculty at Miami. As another example, proposers might assess the effectiveness of student portfolios as measurements of intellectual development or consider ways of testing the ability of courses to achieve liberal education goals. This might lead to a product, e.g., the inclusion of portfolios into courses or curricula.

The $3,000 award may be received as salary and fringe benefits or may be used partly or entirely for project expenses such as travel, supplies, etc. Because income tax and fringe benefits are withheld from the portion you designate as salary, you receive more of the $3,000 by designating as much as possible for expenses. However, equipment purchased remains the property of Miami. Funds for expenses are accessed through the usual Miami requisitions and travel forms.

Eligibility

In addition to the above requirements, fellowship recipients must remain on the Miami instructional staff during the academic year following the Summer Fellowship. Two or more faculty may submit proposals for a single fellowship. Specify division of payment in a separate memo included with the proposal.Fellowship grants support projects you develop during any specified six-week period within the summer session. You must agree to have no administrative or instructional duties and to devote full time to your project during this period.

Application Procedure

Download a cover sheet and a recommendation form from the CELTUA Website. Please send an electronic copy of your proposal to CELTUA <celt@muohio.edu> and a hard copy original with signatures via campus mail to CELTUA, by February 15. If your proposal includes supporting materials (optional, see below), one set also must be submitted at this time. Because of the blind review process, your name must appear only on the single cover sheet and nowhere in your proposal or in the recommendation of your chair.

The Proposal

Your proposal should be as specific and clear as possible. It is a Word document that must not exceed four pages (single- or double-spaced), involve one side of page only, be not less than 12-point font, and should follow the following format of heading and include this information:

Problem. Describe the problem your project addresses and why it is a problem. Include sufficient background information to define the problem for a general university audience.
Context. Have solutions been tried, or are they under investigation elsewhere (e.g., at other universities) and with what result? Cite the literature about this problem.
Proposed solution. Describe the exact work to be undertaken and how it aims to solve the problem. Explain the steps from initial preparation to implementation.
Innovation. Tell how this project is a new and/or an experimental approach to the problem.
Anticipated impact. Indicate the potential impact of the project on instruction. Identify the groups affected by the project. In what ways will those groups be helped?
Evaluation. Tell how you intend to determine the success of your solution to the problem and how you plan to measure the impact of your innovation, for example, on your department’s curriculum.
Assessment of student learning. Indicate how you intend to assess student learning as affected by your project. Historically, this has been the weakest section of most proposals. We encourage you to contact the Office of Assessment for assistance with this part of your proposal. Beverley Taylor, Coordinator of Assessment, (9-3239 or taylorba@muohio.edu) will be happy help you.
Progress and timeline. Outline any initial work accomplished to date. For example, proposed courses should have preliminary departmental endorsement. Outline a timetable for project completion.
Use of funds. State how you plan to budget your $3,000: amounts for salary, travel, supplies, etc. Include fringe benefit dollars in the $3,000 total if Miami salary is part of your request.
Extent. Indicate the extent to which this project goes beyond one’s usual preparation for teaching.
Additional funding (optional). If your project requires funding beyond the $3,000 award, identify the source and status of the additional funds.
Other support. If you require audiovisual materials or technical support (or other academic support services), include a memo stating approval of that support from the appropriate consultant.
Supporting materials (optional). You may include one set of supporting materials as part of your proposal, such as a text, report, software, etc.
Recommendation and comments of department chair. CELTUA will consider thoughtfully the recommendations and comments of your department chair. Please copy the form at the end of this section for your chair to complete and send in.

Selection Criteria

The selection criteria include problem/need: the degree to which the problem is a significant pedagogical need; context: the quality of the review of the literature and of current activities elsewhere; appropriateness of solution: the appropriateness of the project’s approach to solving the problem; innovation: the degree to which the solution of the problem is innovative; impact: the potential impact of the project on instruction and student learning at Miami, evaluated in terms of the breadth of the project, i.e., its general usefulness within a department or the University; evaluation and assessment: the appropriateness and effectiveness of the proposed evaluation of increased student learning, impact of the project, etc.; advance planning: the extent of advance preparation for the project; extent: the degree of involvement in project activities beyond those normally expected of Miami faculty; and clarity and comprehensiveness of project description.

Selection Procedure

CELTUA will select up to 6 proposals to be recommended to the Provost for funding. At least one week prior to the first selection meeting, CELTUA members will receive copies of all the proposals submitted. CELTUA members must be present for the discussions at this first meeting in order to vote in the selection process. No vote will be taken at this meeting. Between the first and second meetings, each member will vote by mail for up to 10 proposals. Those proposals receiving at least 3/4 of the votes will be recommended for funding. If more than 6 proposals receive at least a 3/4 vote, CELTUA will recommend the highest-ranked proposals for funding and the next two as alternates. CELTUA will break ties by a procedure agreed upon by the Committee at the second full Committee meeting. If fewer than 6 proposals receive a 3/4 vote, CELTUA will discuss each remaining proposal that received any votes in the mail balloting. The Committee may set time limits on the discussion. Following discussion, members will vote. Those proposals originally not recommended that receive the highest number of votes may be designated as alternates.

Follow-up

Recipients must agree to submit a preliminary report about project activities and results to the Provost, due September 14, 2010 and a final report to the Provost, due September 14, 2011. Both reports must include results and outcomes of the evaluation and impact of the solution to the problem and assessment of student learning posed in the proposal. These reports will be available for reading by members of the University community. Recipients are encouraged to present a paper on or discussion of their project at a Lilly Conference on College Teaching.

Recent Recipients

Summer 2009

Kathleen A. Killian, Zoology: "Enhancing Student Learning through the Incorporation of Inquiry-based Laboratories in ZOO 305: Animal Physiology"
Ben Sutcliffe, German, Russian, East Asian Languages: "Restructuring and Expanding Pair Activities in Russian 101 and 102"
Robert Weinberg, Kinesiology and Health, and Harvey Thurmer, Music: "The Psychology of Performance Excellence"

Summer 2008

Sheri Leafgren, Teacher Education: "Incorporating Community and Social Responsibility in Early Childhood Education Teacher Preparation"
Tim Melley, English: "Enhancing Instructor Training for Introductory Literature Classes"
Lukasz Opyrchal, Computer Science and Systems Analysis: "Operating Systems Course — Moving to Lab-Based Instruction"

Summer 2007

William P. Berg, Physical Education, Health & Sports Studies: "Revitalization of PHS 184L Motor Skill Learning and Performance Laboratory"
Michele Gringas, Music: "Creating a Video Pod-cast Series for ClariNETists"
Barbara Heuberger, Teacher Education: "Master's Degree Program Revision in Elementary Education"
Joseph G. Johnson, Psychology: "Inverting and Innovating a Statistics Classroom"

Summer 2006

Cathy Bishop-Clark, Computer and Information Technology (CIT): “Designing a Service Learning Course in Help-Desk Methodology”
Michael T Helmick, Computer Science and Systems Analysis: “Integrated Online Courseware for Paperless Submission and Assistive Automated Graded for Computer Programs”
Muriel L. Blaisdell, Interdisciplinary Studies: “Religion and Science: Natural Theology, Evolution, and Intelligent Design”

Summer 2005

John M. Cinnamon, Anthropology/Black World Studies: "Student And Faculty Ethnographic Research In Miami Plan Courses"
Madelyn Detloff, Women’s Studies, "Course Design for Introduction to Lesbian Gay Bisexual Transexual Studies Foundation Course"
Jonathan Levy, Geology; Glenn Platt, Marketing; Thomas Klak, Geography: Development of Two Minors: “Global Perspectives on Sustainability” & “Local Perspectives on Sustainability”
Mark Allen Peterson, Anthropology/International Studies: "Using Technologies to Enhance Teaching And Learning About The Middle East"
Jill Russell and Dave Russell, Zoology: "Miami University Bird Observatory Implementation "
Heeyoung Tai, Chemistry & Biochemistry: "Integration of Problem-Based Learning Modules In CHM 111: Chemistry In Modern Society Laboratory Curriculum"
Siok Lian Tan, Music: "A Service Learning Project for Piano Pedagogy Students"

Summer 2004

Tracy Featherstone, Art: "Technology & Visual Fundamentals Research"
Jeff Sommers and Ellenmarie Wahlrab, English: "English III: Developing a Problem-Based Learning Curriculum"
LuMing Mao, English: "English as a Global Language: Dangers, Opportunities, and Responsibilites"

Summer 2003

Anna Dollar, Manufacturing and Mechanical Engineering: "Sensory-Rich Learning Modules for a Statistics Course"
Rita K. Voltmer, Teacher Education: "Updating a Physical Science Course for the 21st Century"
Laurena Werner, Computer & Information Technology: "Development of an Innovative and Dynamic Networking Course"

Summer 2002

Kathleen Knight-Abowitz and Kate Rousmaniere, Educational Leadership: "Sociocultural Studies in Education"
Cecilia Shore, Psychology: "Revisioning Introduction to Psychological Statistics as a PSI (Self-Paced) Course"
Diana-Marie Spillman, Physical Education, Health, and Sport Studies: "Development of Biodynamics Lab Experiences for the Biodynamics Course in the Physical Education, Health, and Sports Studies Curriculum"

Summer 2001

Philip Cottell, Accountancy: "Problem-Based Learning for Financial Accounting"
Robin Thomas, Psychology: "Extending and Enhancing Quantitative Methods in Psychology"
Beth Dietz Uhler, Psychology, and Cathy Bishop-Clark, Computer Science & Systems Analysis: "The Development of a 'Psychology of the Internet' Course"
Elizabeth Wilson, Comparative Religion: "Developing a Multidisciplinary Course on Asian Healing Systems"

Summer 2000

Paul W. Clarke, Architecture: "Revising Design Studios in Multiculturalism & Housing"
Jeff Sommers and Ellenmarie Wahlrab, English: "Producing Instructional Materials for English 111 - 112: Two Videotapes on Peer Response Workshops"
Claire Boge, Music: "Customizing Aural Training Software and Composing Remedial/Advanced Exercise Packages"
Stephen E. Wright, Mathematics and Statistics: "Modeling in the Modern Era: The Proper Focus for a Redesign of the Course on Differential Equations"

Langstroth Cottage • 303 S. Patterson Ave, Oxford, OH 45056 • 513-529-9266 • celt@muohio.edu