The Division of Learning and Teaching Support and Innovation (LTSI) provides Course Design/Redesign (CDR) Grants to support the design of a new course, or redesign of an existing course, and its implementation. These grants are course-specific. CDR grants encourage instructors to update and renew existing UVic courses as well as to develop new course offerings which are pedagogically innovative. Applying learning principles, grant recipients are expected to develop intended learning outcomes (ILOs), align learning strategies and assessments with ILOs, incorporate active and/or participatory learning strategies and abide by principles of Universal Design for Learning (UDL).
Application Guidelines
The 2023 application guidelines are now available below.
Grant Deadline
Each grant will be due on January 31, 2023.
Adjudication Process
Grant committees will meet in the following 30-60 days.
Applicants Notified
Applicants will be notified by April 15, 2023.
About the Grant
Range of Proposals
The adjudication committee will consider proposals that aim to improve the course-related student experience at UVic, with preference given to those projects that demonstrate potential for significant large-scale or long-term impact. Examples include (but are not limited to):
- projects or research designed to enhance student learning within the context of a particular course or type of course (seminar, lecture, laboratory, etc.); and,
- projects designed to fill a course gap within an academic program curriculum.
Note: These grants are not for the purpose of transferring a current face-to-face course to an online format.
Eligibility
We encourage proposals from those who directly support student learning and the student experience at UVic, including research-stream and teaching-stream faculty, sessional lecturers, laboratory instructors, and teaching-related professional staff of the University. In particular, proposals are encouraged from early-career academic professionals or those new to UVic.
Proposals may have a single applicant or a principal applicant with added co-applicants.
In the case of sessional instructors, preference will be given to those with continuing appointments. Be advised that if you are a sessional instructor and the principal applicant, and you are designing/re-designing a course, we may also ask you and your Chair/Director to indicate that you are likely to teach the course again in the future.
CDR grants may also be open to graduate students as the principal applicant. The graduate student must be teaching a regularly scheduled course (subject to the course planning process of a unit) and the Chair/Director must confirm that they are supportive of the grant proposal. Applications will also require the approval of the student’s academic supervisor and/or the unit’s Graduate Advisor to ensure the feasibility of the project and its value for both the student’s interests and the unit’s curriculum. If you are a graduate student, pleasecontact us to discuss a potential application.
If you are a previous grant recipient for any Learning and Teaching Support and Innovation (LTSI) grant, you can still apply. If your previous grant is still active, but you have not fulfilled the obligations of your grant (see Grant Awardee Commitments), you must complete those obligations prior to consideration for another LTSI grant.
Apply for grant
Please review the guidelines below before applying to the grant.
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Application Process
Application Requirements
The following are the steps of the application process:
- Complete the grant application form following these guidelines and respecting the word limit for each item.
- Before you submit your application, please check off the box that says “Send me an email receipt of my responses”, then submit. You will then receive an email receipt which includes a copy of your responses (PDF). Please download the PDF file, save it and forward it to your Chair/Director or Dean (if you are a Chair/Director) for approval. Please ensure you have communicated your project proposal to them in good time for their review—following departmental/faculty guidelines for the submission of grant proposals to Chair/Director/Dean.
- Once you have submitted the application, you cannot edit it. If you have questions or need to make an urgent amendment, please contact the LTSI Program Coordinator.
Tip: To make sure you have a reliable record of your information before submission, we suggest you copy your responses into a separate file (or copy from a separate file into the form).
Ethics Approval Requirements
Some projects may involve the collection of data from human participants as well as experiences wherein students collect data from human participants during their coursework or other research activity (e.g., interviews, surveys, participant observation, focus groups). If such work is involved, the UVic Human Research Ethics Board (HREB) must approve the project, and the principal applicant is responsible for ensuring that ethics approval is obtained prior to data collection.
If you are unsure about the need for such approval, we urge you to consult the UVic Human Research Ethics (HRE) website and contact ethics@uvic.ca or ethicsassist@uvic.ca to discuss. You should reach out to them at the time of application; however, the approval itself is not required before the successful adjudication of a grant.
Questions to Consider
LTSI’s Technology Integrated Learning (TIL) unit While formulating your proposal, keep in mind the following questions. Note that these are considerations and do not necessarily coincide with the wording of the questions on the application form. Please try to integrate these considerations into your application:
* How would you describe your project? What are your project goals and motivations? Why is course design/redesign or this research important? What desired results will this project facilitate? What is it that you want to learn about the student experience or student learning in your course or program? What is the context for your goals and motivation? We recommend that your goals be specific, rather than general. Note that example goals (see below) that are specific refer directly to intended learning outcomes and student-centered/learning-oriented principles. Pay particular attention to how your project plan aligns with the stated project goals, and include a timeframe.
Course Design/Redesign Goal Example
Too General: The new Research Methods course will increase students’ important critical thinking skills. This course fills a gap.
Specific: The new Research Methods course will provide students with direct instruction, practice and formative feedback on the formulation of empirical research questions, quantitative and qualitative research strategies, data analysis, and interpretation. These intended learning outcomes fill a need for program majors.
Too General: The redesigned course will assist the learning of students with diverse learning needs.
Specific: The redesigned course will enable flexible assignment alternatives for students to demonstrate mastery of all course intended learning outcomes. The assignment alternatives will be constructed using the principles of Universal Instructional Design.
Too General: The redesigned course will switch to a Flipped-Classroom format.
Specific: The redesigned course will use the Flipped-Classroom format once per week. On flipped days, students will be expected to preview instructional materials prior to class. Then, during class time, students engage in individual and group problem solving, and receive formative feedback. We expect that the increase in active peer-to-peer learning will promote greater student learning of collaborative skills, an important student intended learning outcome of the program (van Vliet, Winnips and Brouwer, 2017).
Note that the more specific example goals refer directly to student intended learning outcomes and the learning principles applied in the course design/redesign.
* What are your intended learning outcomes (ILOs)? List the ILOs for your course or program. If your project is approved and funded, what changes might result in the learning of your students? Which intended learning outcomes might be possible or facilitated by the successful implementation of your project? Be clear and specific in communicating the value of your project.
Intended Learning Outcome Examples
Too General: The revised course will increase students’ critical thinking.
Specific: When presented with a journal article germane to the course content, students will analyze the article, identifying strengths and weaknesses in methodology, logic, interpretation, and scholarly reference to the current literature.
Too General: Following instruction, students will be able to give high quality presentations.
Specific: After completing the new self-help module on using presentation software, students will engage in more frequent and higher quality discussions during student in-class presentations.
* What learning principles (including UDL) will you apply to achieve your project goals? Describe the student-centered/learning-oriented principle(s) underlying the project. How do the principles support the desired project goals?
Learning principles are pedagogical principles that follow a student-centred/learning-oriented approach. For example, see Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed), Jossey-Bass.
Principles Example
The redesigned course will focus on the achievement of explicitly defined intended learning outcomes related to course concepts and their applications to new situations. Additionally, the redesigned course will include new intended learning outcomes related to collaboration skills. The redesign of some of the class sessions into a flipped-classroom format is based upon the principle of active learning. Briefly, we learn what we practice, so increasing the amount of practice and feedback should improve student learning of the course concepts and their application to new situations. Another finding in the flipped classroom research literature is that cooperative learning enhances the achievement of desired learning outcomes. Since the flipped classroom model involves in-class peer instruction, greater achievement of desired learning outcomes are expected (Crouch & Mazur, 2001). Additionally, opportunities for collaborative peer instruction will support the achievement of collaborative skills (Prince, 2004).
* UVic has a commitment to the principles of equity, diversity, inclusion and belonging (see the UVic Equity Action Plan). We therefore encourage you to include such principles actively in your project in a manner appropriate to the individual proposal. How will you integrate such principles in your proposed work?
Example of EDI Principle
An inclusive learning environment will be actively developed in this course. The course will use language of inclusivity in all aspects of the course, such as inclusive pronouns, respecting own languages, and incorporating Universal Design Principles so that students can engage, represent, and express their contributions to the course and assignments that work best for their learning.
* What do we already know (either in your discipline or from other disciplines) that might help inform your CDR Gran project? It is important to survey the relevant literature before beginning a project. What does the literature say about how others have achieved goals similar to those of your project? You will need to provide a brief literature review of scholarly and, if applicable, other works (e.g., creative research) that are relevant to the project you are proposing.
Sample Literature Questions
What does the literature tell us about experiential learning and application of knowledge?
What properties of presentations influence student engagement and discussion?
What does the literature tell us about start-of-class exercises?
* How will you share your findings with colleagues or others both within and outside the university? We use ‘findings’ here to include any aspect of the process, knowledge gained, goals, outcomes or conceptual framing of your project. This communication can occur at any stage of the development of the project or after its completion.
We ask that successful applicants share the results of their projects at the annual Let’s Talk About Teaching event, which occurs in August and is coordinated by LTSI. Feel free to include this activity if you would like to share your findings in that way. Nevertheless, we also ask that you include additional ways of making your work known for the benefit of the academic and wider community.
Examples of Sharing Findings
Here are some examples of how you could share your project work. You will: share the results of the study with departmental colleagues at your annual teaching retreat; submit significant findings for presentation at discipline-specific professional conferences; share your findings with departmental colleagues at your monthly research seminar series; request that we assist you in offering a workshop through LTSI.
Most disciplines have journals devoted to, or open to, articles on teaching and learning. Similarly, disciplinary conferences often support presentations related to teaching and learning. In addition, there are organizations devoted to the sharing of topics related to teaching and learning (e.g., Society for Teaching and Learning in Higher Education).
* What additional supports might be helpful for your project, from LTSI or other campus partners? Often the expertise you are looking for is available at UVic. LTSI is a useful starting place to go for assistance, advice and referral.
Example of Additional Supports
- To support this grant, I would seek help from the Centre for Accessible learning (CAL) on how to best support all students. Further, I will consult with accessibility designers in LTSI’s Technology Integrated Learning (TIL) unit to ensure that my Brightspace site addresses all student needs.
* Is there any other information that you would like to share with members of the adjudication committee that would help them to fully appreciate your proposal?
Example of Other Information
The impetus for this grant comes from what I have observed in my course. For example, I have noticed students requesting more information in different modalities (video, podcasts, etc.), indicating that I need to expand the resources available to students about the content of this course.
Project Funding for Grants
Grant funding for any project in a given budget year is a maximum of $7,500. The intent behind this limit is to distribute financial support across meritorious proposals (preferably in a diversity of Faculties, Departments and Schools) in order to maximize direct benefits to a wide range of student learners.
Budget and Accounting Requirements
Consider how the project budget will be spent and describe exactly how much will be spent doing what; provide a justification for each item. The sustainability of the project is an important criterion. Continuation of the project in post-grant years should not be dependent on continued grant funding. Think of whether a project is independent, has or requires funding from additional sources, or whether it is the first in a series of planned projects which may require funding from other sources after the completion of the currently proposed project. Please indicate clearly.
Eligible expenses
Eligible expenses include but are not limited to:
- paying undergraduate, graduate or other research assistants (RAs). Individuals who hope to be hired on the grant as RAs should not be listed as the applicant or a co-applicant;
- teaching release time (see details under Application Approval). Note that normally teaching release time is only available to the main applicant;
- engaging outside consultants that are essential to the successful completion of the grant. If you are requesting such a budget item, please explain the value of this work for the grant. Note that copyright for “products” of work undertaken on behalf of the project is subject to the Copyright Compliance and Administration Policy (IM7310);
- travel that is necessary for completion of essential components of the project; and,
- fees to participate in relevant training and workshops to support project goals.
The adjudication committee will consider the eligibility of expenses and may, upon approval or conditional approval of the grant, recommend alterations to the budget.
Research Assistant Salaries
If the grant application is successful, you must adhere to all university policies and procedures, including those pertaining to wage rates, vacation pay, and appropriate benefits. Please consult the Human Resources CUPE 4163 salary schedule (Component 1 & 2) TA Appendix – Academic & Scientific Assistants, for current rates.
Note that vacation pay of 4% is to be computed on the wage rate; and that benefits pay (currently 11.85%) is computed on the wage rate + vacation pay. Please indicate the hourly salary, vacation pay and benefits, the number of hours requested and the type of activity to be carried out as requested in the application form and budget template therein. You may contact the LTSI Program Coordinator if you have further questions.
Also note that, when paying salaries, grantees need to indicate the basic salary rate on payroll forms. The payroll forms fill in the vacation automatically. The eventual sum paid out of the grant also includes benefits, which are not calculated for the employer/grantee to see. It is therefore important that, for the purpose of the grant application, you calculate (use the budget template included in the application form) and request the total amount that will be needed if the grant is approved.
Budget Examples (examples are general to LTSI grants)
- One graduate student will be hired at $32.17 per hour for 40 hours to help survey the introductory chapters of five existing textbooks. Total pay will include 4% vacation pay and compounded 11.85% benefits ($32.17 x 40 = $1,287).
- A graduate RA will travel to the field teaching site (250 km round trip) four times. Travel will be reimbursed at the standard UVic rate for use of personal vehicle of $0.51/km ($0.51/km x 1000 km= $510.00).
- The RA is needed for the initial design of course modules and monitoring of students’ reaction to the redesigned course elements. These RA activities will not be needed in subsequent offerings of the redesigned course. The redesigned course will be sustainable without additional outside support.
Sample Budget
Here is a complete sample budget:
A RA will be hired to assist with the information-gathering process and the design of the learning modules.
May-Aug 2021 (Note the change in current rates)
• 14 hrs: Create survey to gather information from external stakeholders; analyze data
• 6 hrs: Meet with Elders to learn how Indigenous peoples perceive health and physical activity. Provide honorarium and gifts.
• 10 hrs: Conduct 2 focus group interviews (on Zoom) with interested stakeholders
• 21 hrs: Complete transcription and data analysis to identify key learning themes
Total: 51 hrs at $31.52/hr = $1,607.52
Sept-Dec 2021
• 7 hrs: Finalize ILOs for learning modules
• 28 hrs: Develop learning strategies and assessment tools that align with ILOs and abide by principles of Universal Design for Learning (UDL)
Total: 35 hrs at $32.17/hr = $1,125.95 [the basic rate of $27.65 is used in this example]
Jan-May 2022
• Implement learning modules in course
• 7 hrs: Survey students’ perspectives on the course materials; analyze data
• 14 hrs: Adjust module content as necessary
Total: 21 hrs at $32.17/hr = $675.57
Total Budget Request: $3,409.04
Ineligible expenses
Applicants and co-applicants may not use grant funds for the following:
- To be reimbursed for work related to the grant;
- To employ Teaching Assistants for timetabled courses (Teaching Assistantships are part of the academic planning of faculties). Students can only be employed as RAs for research towards and development or implementation of an awarded project;
- To purchase equipment or supplies normally supplied by the University;
- To use commercial services (other than those stated in the list of eligible expenses);
- To cover costs of academic work, such as journal subscriptions; and,
- To cover costs of registration for, or travel to, academic conferences for attendance or the dissemination of project work as these may be covered through Professional Development or other UVic funds.
Note that:
- Where work with Indigenous Elders is involved, there are specific UVic protocols of acknowledgment and reimbursement. You need to consider these when you formulate your proposal. While it is possible for a grant to cover part of that reimbursement under eligible expenses (see above), you may not be able to rely solely on the grant, and funds must be sought from other sources;
- Funds used for items other than those listed in the approved application budget must be pre-approved by the LTSI Executive Director (contact the LTSI Program Coordinator);
- Once a grant is approved, a budget can only be modified through written approval by LTSI. A new budget will have to be submitted based on eligible expenses and to the limit of the approved amount, explaining the modifications, i.e., the initially approved amount cannot change; and,
- In the application form use the ‘Other’ category to indicate all expenses which are mentioned in the main ‘eligible expenses’ list. Include any expenses related to Indigenous protocols, unless these are paid as salaries.
Application Approval
The Chair/Director/Dean’s support for the project indicates three things:
1. Confirmation of departmental/unit support for this application, including a commitment to project completion. Note that, where teaching release is requested, the maximum amount from a grant that can be used for that purpose is $5,000, and that the principal applicant’s home unit is responsible for supplementing any remaining funds towards course release.
2. Understanding that, if the grant is approved, the principal applicant’s home unit will be contacted by LTSI and will be asked to assign a distinct account to the principal applicant to be used solely for approved budget items related to the grant, and LTSI will have viewing privileges on the account to monitor expenditures. If the project requires ethics approval (see Ethics Approval Requirements), we will transfer funding to the grant account only after we receive an e-copy of the ethics approval from the HREB.
3. Commitment, along with the recipient, to assume responsibility for any deficits accrued in the recipient’s grant account.
Where there are multiple proposals from the same unit, we may ask the Dean, Chair or Director to prioritize these proposals within the context of the strategic directions of the faculty, department or school.
Assistance for Completing Your Proposal
We highly recommend that you arrange for at least one consultation on your proposal well in advance of the proposal deadline. This can be done in two ways: a. LTSI organizes a series of workshops to support applications for its grants. Dates of the workshops for the grants will be announced on the LTSI newsletter; b. for individual consultations, contact the LTSI Program Coordinator.
Depending on the nature of the project, LTSI may recommend consultation with other campus partners, such as Equity and Human Rights (EQHR), the Library, Student Affairs, University Systems, or LTSI’s TIL unit.
Note that LTSI can assist with, among other things: how to define and write ILOs; how to conduct a focus group; examples of learning principles; and principles of UDL.
Post-application Process
Proposal Adjudication
After the proposal deadline, all applications will be screened to ensure that the proposals are complete and appropriate to the grant. If the grant facilitator, in consultation with the LTSI Executive Director, concludes that a proposal is a better fit for one of the other learning and teaching grants, the principal applicant will be contacted prior to final adjudication.
All applicants will be notified of the adjudication decision by email.
If a grant is successful, the adjudication panel may, on occasion, propose modifications to the budget. The principal applicant will be notified of any recommendations for modification along with the panel’s decision. Also note that grant recipients do not always receive the entirety of requested funds.
Where available funds allow, adjudication committees reserve the right for conditional approval of a grant if the project aligns with the adjudication criteria in all but the budget or a specific component of the grant. In this case, the provisional grantee will be contacted with recommendations for modifications; final approval will be granted once the committee’s recommendations have been addressed.
Grant Criteria
General criteria for LTSI Learning and Teaching grants include: clarity and specificity of pedagogical principles to be applied to the planned materials towards courses, programs, curricula, or learning resources; the extent to which the Learning and Teaching grant goals are meaningfully reflected into the proposed project; the potential impact of the project on the student learning experience; the location of the project in current scholarly and creative work, and post-secondary educational trends; and the project’s feasibility and sustainability within the timeframe and budget presented.
CDR grants support the systematic application of sound pedagogical principles to the design or redesign of a course. Grant proposals are evaluated on the basis of the relationship between the stated goals and the intended learning outcomes, the clarity and specificity of pedagogical principles proposed, and the project’s feasibility and sustainability within the timeframe and budget presented. We expect applicants to be familiar with other scholarly work that pertains to, or informs, their proposed project; such familiarity should be clear in the proposal. The following is a list of criteria that apply to the CDR grants:
Accountability and Sustainability
- a comprehensive budget (detailing requested funds and how funds will be used); and,
- whether the proposed project is feasible within the timeframe and budget presented.
Impact
- goals are clear and articulated in terms of ILOs;
- research question and methodology are clear and specific (SoTL);
- purpose states how the project potentially contributes to student learning and the improvement of pedagogy;
- method of assessment of the project’s impact on student learning is included (SoTL);
- plan indicates how learning principles (including UDL) will be applied to the design, redesign or research to enhance achievement of intended learning outcomes; and,
- estimate of number of students directly impacted and potential for long-term impact.
Relevance
- how the project relates to pedagogical literature, discipline, or other initiatives or units at UVic; and,
- plan for disseminating the findings to appropriate audiences is clear.
The LTSI adjudication panel competitively evaluates proposals for a CDR grant on the basis of the quality of the project goals, the proposed application of learning principles, the feasibility of the plan, and the potential impact on the learning of UVic students.
Adjudication Committee
Adjudication committees for LTSI Learning and Teaching grants may include faculty members, sessional instructors, librarians, previous grantees, student representatives and LTSI staff at the level of Director from the area most relevant to each grant. The CDR adjudication committee is facilitated by the Director of Teaching Excellence.
Grant Awardee Commitments
Join a Peer Group of Grant Recipients
We hope to build on the successes and lessons learned in this ongoing initiative to inform the broader teaching and learning community at UVic. Accordingly, we ask that successful applicants show their commitment by participating in occasional update meetings with other awardees. Email invitations will be sent once the dates and duration are finalized.
Reporting
- Submit an online Progress Report by March 31 of the calendar year following receipt of the grant, regardless of whether or not the project has been completed:
- Summarize the progress, challenges and successes of the project to date.
- Grant completion: The grant facilitator will be reaching out to you to have a brief verbal conversation after the March 31st completion date of your project, two years after receiving the grant funds. The purpose of this end-of-grant meeting will be to facilitate you to:
- summarize the project, regardless of whether or not the project has been completed; and,
- discuss the project and associated budget based on project and grant goals.
If a project should require more time, it would be necessary to request approval of an extension from the LTSI Director of Teaching Excellence. On expiry of the grant, any remaining funds will be returned to LTSI for redistribution in future competitions.
Past Recipients
2022-2023
Anti-Racism Initiative (ARI) Grants
- Willow Allen, Department of Educational Psychology and Leadership Studies
Designing an antiracist and anti-oppressive research methods course for education and social sciences undergraduate students ($5,345.60) - Moustapha Fall, Department of French
The Missing Link to Equity, Diversity & Inclusion in the Context of Canadian Mainstream Culture: Understanding Black-Indigenous identities & cultures ($7,379) - Adam Monahan, Faculty of Science
Developing a New EDI Training Module for Faculty of Science Students ($7,500) - Jennifer Thom, Department of Curriculum and Instruction
Living Curriculum in a New Key: Ted T. Aoki’s Life, Lessons, and Legacy ($7,500)
Course Design/Redesign (CDR) Grants
- Julia Baum, Department of Biology
Coastal Climate Solutions: Interdisciplinary Training to Prepare Canada’s Next Generation of Climate Leaders ($7,500) - Barbara Ehlting, Department of Biology
Development of new upper-level undergraduate course in biology: “Applied Molecular Biology” ($5,146.17) - Jennifer Gruno, School of Exercise Science, Physical and Health Education
Deconstructing colonialism and de-centering unequal colonial knowledge structures in Physical and Health Education Teacher Education [PHETE] ($3,482.74) - Kimball Ketsa, Peter B. Gustavson School of Business
Increasing the Representation of Inclusive Education – Gender Equality (Transgender and Gender Diverse Students) Pedagogy into the Managerial Accounting Curricula ($5,629.75) - Lenora Marcellus, School of Nursing
Development of a primary health care elective for Year 4 Baccalaureate of Science in Nursing (BSN) students ($7,464.51) - Scott McIndoe, Department of Chemistry
- MoleculAR: An Augmented Reality App For Chemical Visualizations ($6,304)
- Scott McIndoe, Department of Chemistry
MoleculAR: An Augmented Reality Application for Understanding 3D Geometry ($6304.06) -
Jhotisha Mugon, Department of Psychology
PSYC 351D – Biopsychology: A re-design and update of content using Principles of Universal Design for Learning ($5,613.21)
Experiential Learning Fund (ELF) Grants
- Alexandrine Boudreault-Fournier, Department of Anthropology
Food Sovereignty in Rural Cuba: Creating Transformative Field School Experiences ($7,200) - Steven Capaldo, School of Music
Indigenizing spaces for teaching and learning in post-secondary music education: a community-immersive learning experience with Coast Salish culture bearers ($7,300) - Kris Dubrawski, Department of Geography and Department of Civil Engineering
Designing a new GEOG field course; “Ecological design for climate resilient communities” ($7,500) - Rebecca Halliday, Department of English
Integration of Community-Engaged Learning Frameworks and Community Partnerships into an Expanded Professional Communication Curriculum ($7,500) - Gillian Krezoski, Department of Geography
Karst Landscapes – A systems approach examining humans, climate, hydrology, biology, and geology in this important and sensitive three-dimensional landscape ($7,500) - Erin McGuire, Department of Anthropology
Beyond the surface: Using in-the-field training to apply remote sensing strategies to a community cemetery problem ($7,500) - Benjamin Neal, Department of Biology and Environmental Studies
Accessing our changing coastal community: community-based field marine ecology on the Saanich Peninsula ($7,500) - Oliver Schmidtke, Department of Political Science/History and Centre for Global Studies Remembering the Past – Envisioning the Future. The European Memory Politics Study Tour ($7,450)
- Dawn Smith, School of Indigenous Governance
Indigenous Land-Based Learnings and Student Experiences ($6,000) - Brian Thom, Department of Anthropology
UVic – Tsawout First Nation 2023 Summer Archaeological Field School at ȾEL,IȽĆE, Cordova Bay, British Columbia ($7,500) - Helga Thorson, Department of Germanic and Slavic Studies
Reimagining the Holocaust I-Witness Field school. Innovating experiential learning opportunities for students and communities post-COVID ($7,500) - Sarah Wiebe, School of Public Administration
Grounded Governance: Cultivating Social Justice through Community-Engaged Learning ($7,500)
Open Educational Resource (OER) Grants
- Trefor Bazett, Department of Mathematics and Statistics
Adopting the WeBWork Open Homework System in the Calculus Sequence ($7,500) - Dennine Dudley, Department of Art History and Visual Studies
Learning to Look: Explorations in Visual Literacy ($4,850) - Sara Humphreys, Academic and Technical Writing Program (ATWP)
“It’s the End of the World as We Know It”: Generative AI and Academic Writing ($3,300) - David Leach, Department of Writing
The Climate Disaster Project: Open Source Trauma-Informed Storytelling and Climate Journalism ($7,500) - Matthew Pollard, Department of Germanic and Slavic Studies
Fostering Diversity and Inclusion in the Language Classroom: Creating OER materials and adopting OER content for First-Year German ($7,500)
Scholarship of Teaching and Learning (SoTL) Grants
- Gillian Calder, Faculty of Law
The Importance of Creativity, Empathy and Imagination to Legal Education in Canada ($6,888) - Rebecca Gagan, Department of English
Employing Inclusive Pedagogy for Neurodiverse and Disabled Students: A Four-Part Workshop for Faculty ($7,500) - Mariel Miller, Department of Educational Psychology and Leadership Studies
Supporting students to leverage learning analytics for self-regulating learning in a large, first-year undergraduate course ($3,360) - Ben Wang, Department of Pacific and Asian Studies
Enhancing Second Language Chinese Learners’ Linguistic Awareness, Motivation and Autonomy Through Guided Discovery Learning ($6,450)
Strategic Initiative Indigenous (SI-I) Grants
- Kim McLean-Fiander, Department of English
Decolonizing and Indigenizing English 146: Contemporary Literature ($7,500)
2021-2022
Anti-Racism Initiative (ARI) Grants
- Rita Dhamoon, Department of Political Science
Program and Course Development: Critical Studies of Race, Colonialism, and Liberation ($4,536.80) - Laura Minet, Department of Civil Engineering
Transportation accessibility and equity, environmental justice and anti-racism practices for transportation engineers ($7,434)
Course Design/Redesign (CDR) Grants
- Dillon Chrimes, School of Health Information Science Redesign course for eICU dataset from MIT to dashboards for decision making and improved electronic records ($5,904)
- Marlea Clarke, Department of Political Science
Fast fashion and the circular economy: engagement, ethical consumption and the global clothing industry ($2,790) - Valerie D’Erman, Department of Political Science
New course design for: “The Politics of Debt” ($1,550) - Cliff Haman, Department of Visual Arts
Teaching Resource Development Project to facilitate consistent delivery of imaging fundamentals across multiple courses ($4,893.34) - Adam Krawitz, Department of Psychology
PSYC 451C: Computational Beauty of Mind ($2,732.80) - Kristin Lane, School of Exercise Science, Physical & Health Education
Identify and Develop Learning Modules on Cultural Safety and Humility for the Kinesiology Program ($3,852.28) - Felix Pretis, Department of Economics
Re-design of “Climate Economics, ECON 383” to Reflect Latest Climate Science and Economics ($4,314) - John Volpe, School of Environmental Studies
Environmental Data Visualization for Multiple Variables ($3,216) - Ben Pin-Yun Wang, Department of Pacific and Asian Studies
Increasing Engagement Through Peer-Based Instruction in an Introductory Course on Chinese Language and Linguistics ($2,573.60) - Camille Zimmer, Department of Civil Engineering
Updating environmental engineering laboratory activities: towards better alignment with current industry practice ($5,000)
Experiential Learning Fund (ELF) Grants
- Pierre-Luc Landry, Department of French
Children’s and young adult literature, cultural mediation, and care relationships: breaking silos, mobilizing knowledge, and learning through community service ($1,750) - Nigel Mantou Lou, Department of Psychology
Applying the psychology of immigration to real-world immigrant communities using a community-engaged learning approach ($7,500) - Darcy Mathews, School of Environmental Studies
The UVic Living Lab Lekwungen Ethnoecology and Archaeology Project (LEAP 2022) (7,500) - Reuben Rose-Redwood, Faculty of Social Sciences/Department of Geography
Developing an Interdisciplinary Certificate Program in Community Engagement ($7,500) - Deondre Smiles, Department of Geography
Indigenous Geographies of Vancouver Island: An experiential, geospatial learning experience ($3,500) - Brian Thom, Department of Anthropology
Space, Place, Knowledge, Power: A graduate research seminar of experiential, place-based, community engaged learning ($7,500) - Sarah Wiebe, School of Public Administration
Indigenous Prosperity and Community Development: Place-Based Learning with Songhees and Malahat Nations during the Masters of Community Development Summer Residency ($7,500)
Open Educational Resource (OER) Grant
- Ilamparithi Thirumarai Chelvan, Department of Electrical and Computer Engineering
Creating an open textbook for ECE365 (Applied Electronics and Electrical Machines) course ($7,500) - Gerry Ferguson, Faculty of Law
Global Corruption: Law, Theory and Practice ($7,500) - Sara Humphreys, Academic and Technical Writing Program (ATWP)
The Why Write Project: An Anti-Racist Writing Guide for Instructors and Students at the University of Victoria ($7,500) - Valerie Irvine, Department of Curriculum and Instruction and Educational Technology
Internet Radio for Open Community Engagement ($7,500) - Alexandra (Sasha) Kovacs, Department of Theatre
Theatre Artist Interview and Reflection Podcast: Theatre History IV Companion Podcast ($7,297) - Adam Krawitz, Department of Psychology
decidables: Explorable Explanations of Decision Making ($3,531) - Michael Paskevicius, Department of Curriculum and Instruction
UVic Open Hub Community Development ($7,500 BC Campus Funding) - Lijun Zhang, Department of Economics
Adaptation of OpenStax Textbook in Econ 104: Canadian Contents ($7,477)
Scholarship of Teaching and Learning (SoTL) Grants
- Ilamparithi Thirumarai Chelvan, Department of Electrical and Computer Engineering
Does a style checklist matter? Improving students’ sentence level expression in electrical engineering course ($4,537) - Jane Gair, Division of Medical Sciences, Island Medical Program
The impacts of online teaching during COVID-19 on teacher-student, student-student relationships and student learning ($4,500) - Tatiana Gounko, Department of Educational Psychology and Leadership Studies Assessing Impact of the Learning and Teaching in Higher Education (LATHE) Graduate Program ($6,594.85)
- Violeta Iosub, Department of Chemistry
Learning analytics in introductory organic chemistry during COVID-19: insights into student engagement with online content ($3,567.74) - Scott McIndoe, Department of Chemistry
Captioned videos for reinforcement of in-lab learning ($6,200) - Andrew Murray, Academic and Technical Writing Program (ATWP)/English
ATWP 101-ATWP 135 Stretch Course Pilot ($3,205) - Simon Pek, Peter B. Gustavson School of Business
Integrating Deliberative Pedagogy into the Business School Curriculum ($6,820) - Matthew Pollard, Department of Germanic and Slavic Studies
The effect of content-based teaching on learner motivation in second-year German ($3,627) - Colette Smart, Department of Psychology
Enhancing Cognitive, Emotional, and Ideological Resilience in Psychology Undergraduates ($2,862.24)
Strategic Initiative Indigenous (SI-I) Grants
- Gwendolyn Gosek, School of Social Work
Understanding mental health policy and practice from a decolonial and anti-oppressive perspective ($7,000) - Dawn Smith, Indigenous Governance
ĆȺ,I ȻENTOL ÁTOL (work together respectfully) ($7,500) - Suzanne Urbanczyk, Department of Linguistics
Developing a Professional Specialization Certificate in Indigenous Language Documentation and Revitalization ($7,441.50)
Strategic Initiative International (SI-INT) Grants
- Kerstin Heilgenberg, Peter B. Gustavson School of Business
The impact of Racial Microaggressions on Team Work ($1,286.80) - Dan Russek, Department of Hispanic and Italian Studies
Soccer, Society and Culture in the Hispanic World: a New Online Course ($4,750)
2020-2021
Anti-Racism Initiative (ARI) Grants
- Arif Babul, Department of Physics and Astronomy
History of Physics and Astronomy: Redressing the European Male-centric Narrative ($5,580) - Mark Bridge, Peter B. Gustavson School of Business
Commerce 402 / Commerce 302 – Anti-Discrimination and Racism Case Presentation Studies ($2,400) - Jane Butterfield, Department of Mathematics and Statistics
Dismantling an exclusionary perspective, and building a multicultural approach, to the history of mathematics ($7,480) - Zhongping Chen, Department of History
Everyday Racism against Ethnic Chinese on Vancouver Island, 1858-1947 ($7,466) - Darlene Clover, Department Educational Psychology & Leadership Studies
ED-D 591 Anti-Oppression Education and Activism ($5,869) - Dzifa Dorduno, School of Nursing
Supporting anti-racism learning of nursing students ($7,500) - Tom Gleeson, Department of Civil Engineering
Developing a new teaching module on environmental justice and racism in hydrology and civil engineering ($7,430) - Aditi Gupta, UVic Libraries
Developing an open toolkit for inclusive pedagogy in library instruction and consultation ($7,208) - Yin-Man Lam, Department of Anthropology
Presenting alternative perspectives on African archaeology in the classroom ($4,944) - Kerry Robertson, Department of Curriculum and Instruction/Teacher Education
An Equity, Diversity, and Inclusion Initiative in Teacher Education ($7473.24)
Course Design/Redesign (CDR) Grants
- Julia Baum, Department of Biology
Transforming BIOL 466 (Frontiers in Marine Biology) ($1,823.40) - Alexandra Branzan Albu, Department of Electrical and Computer Engineering
Integration of a case study component in ECE 399-Design Project 1 ($2,491.98) - Curran Crawford, Department of Mechanical Engineering
Wind Energy Systems (MECH 444-547) Lab Redesign ($1,944.96) - Natalie Frandsen, School of Public Health and Social Policy
Bachelor of Arts in Health and Community Services Course Renewal: Toward Decolonization of PHSP Curriculum ($3,023.20) - Thomas Froese, Department of Civil Engineering
Developing Learning Modules To Support The Civil Engineering Sustainable Design Spine ($5,000) - Kerstin Heilgenberg, Peter B. Gustavson School of Business
New Course design for Com 450 Advanced Business Communication – formative feedback and assessment ($1,215.60) - Jianping Pan, Department of Computer Science
Improving the introductory Computer Networks course, labs and tutorials at UVic ($3,646.80) - Viviene Temple, School of Exercise Science, Physical and Health Education
Development of EPHE 345 Health Education for Children and Youth ($3,420) - Jin-Sun Yoon, School of Child and Youth Care
Decolonizing Praxis Across Core Courses ($5,000)
Experiential Learning Fund (ELF) Grants
- Sophia Carodenuto, Department of Geography
Indigenous Environmental Stewardship: Shared Community Learning on the Pathway to Reconciliation ($4,500) - Louise Chim, Department of Psychology
Integrating applied labs to a statistical methods course in psychology ($2,378) - Caetano Dorea, Department of Civil Engineering
WASH Study Tour ($7,500) - Jennifer Gruno, School of Exercise Science, Physical and Health Education
Community engaged, research-enriched, and field based learning for nature-based physical activity in a fourth year education course ($2,782) - Fraser Hof, Department of Chemistry
Coupling Professional Development with Community and Indigenous Engagement in a Capstone Chemistry Experience ($7,500) - Daniel Hogg, Department of Writing
Making Media in the Real World: Applied theory & technique in digital media production ($3,246) - Ambreen Hussaini, Department of Art History and Visual Studies
Exploring “Sacred” Art and Architecture through Experiential Learning ($3,555) - Chase Joynt, Department of Gender Studies
Feminist Art Field School ($1,000) - Pierre-Luc Landry, Department of French
Global French Connections: Discovering and Showcasing the Francophone World Through Experiential Learning ($2,775) - Tim Lilburn, Department of Writing
Designing and delivering the class “Land and Language/Settling the Mind in Wilderness” ($1,500) - Shanne McCaffrey, School of Child and Youth Care
Circling Toward Community Wellness ($3,500) - Kirk McNally, School of Music
Instrumental Study: An experiential learning project between Cordova Bay Records and UVic sound recording students ($2,500) - Bruce Ravelli, Department of Sociology
Before, during and after: A case study of community-engagement ($7,500) - Nilanjana Roy, Department of Economics
Accessible and inclusive outbound student mobility programs: identifying systemic barriers for students with disabilities and Indigenous students ($7,500) - Nancy Shackelford, School of Environmental Studies
University of Victoria Ecological Restoration Resources Portal (UVic ERRP) ($6,500)
Open Educational Resource (OER) Grant
- Sara Humphreys, Department of English, Academic and Technical Writing Program
Why Write?: A Guide for Advanced Student Researchers in Canada ($7,257)
Scholarship of Teaching and Learning (SoTL) Grants
- Catherine Costigan, Department of Psychology
The Psychology of Diversity: Evaluation of a new pedagogical approach to teaching about diversity ($2,471.20) - Katherine Elvira, Department of Chemistry
Does a group project to critically review a journal publication increase the critical thinking skills of second year chemistry students? ($5,000) - David Medler, Department of Psychology
Developing an R Shiny App to Teach Statistics ($2,810) - Janice Niemann, Department of English
Redesigning English Candidacy Exams ($2,229.75)
Strategic Initiative Indigenous (SI-I) Grants
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- Douglas Stuart, Peter B. Gustavson School of Business
Decolonizing the Financial Management Curriculum: Integrating Indigenous Perspectives into Taxation for Managers ($3,240) - Pierre-Luc Landry, Department of French
Teaching Indigenous Francophone Literatures in Canada and Beyond: De-Centering Lecture-Oriented Learning Strategies ($3,647)
- Douglas Stuart, Peter B. Gustavson School of Business
2019-2020
Community-Engaged Learning (CEL) Grants
- Louise Chim, Department of Psychology
When will I use statistics after I graduate? Using a community engaged learning approach to apply statistics to a real-world psychological question ($3,700) - Misao Dean, Department of English
A Colonial Library ($2,500) - Valerie Irvine, Department of Curriculum and Instruction
Open Learning Pathways Project ($5,000) - Pierre-Luc Landry, Department of French
Designing a children’s literature course through experiential learning and community-engaged learning: rising up to the challenges faced by the Francophone communities in Canada ($2,500) - Helen Monkman, School of Health Information Science
Increasing Alignment Between Employer Needs, Co-op Compentencies, and Curricula for Health Information Science ($5,000) - Maureen Ryan, School of Nursing
Instilling Service-Based Learning through the BSN program ($5,000) - Crystal Tremblay, Department of Geography
Salish Sea Hub: Addressing the United Nations SDG’s through Community-based Research ($5,600) - Jennifer Wise, Department of Theatre
Victoria’s Multicultural Past: A Site-specific Community Play ($5,000)
Course Design/Redesign (CDR) Grants
- Sally Brenton-Haden, Department of Educational Psychology and Leadership Studies
Redesigning “ED-D 415 Level B Assessment and Instructional Programming” (Professional Specialization Certificate in Special Education) ($4,148) - Deborah Campbell, Department of Writing
Professional Writing Career Resource Kit for WRIT 102 ($4,926.90) - Jürgen Ehlting, Department of Biology
Modernizing BIOL362 (Techniques in Molecular Biology) ($4,394) - Alison Gerlach, School of Child and Youth Care
Redesigning the Early Years Specialization Stream: School of Child & Youth Care ($4,394) - Allyson Hadwin, Department of Educational Psychology and Leadership Studies
The science of successful learning and motivation ($4,394) - Jordan Hanson, School of Music
MUS 108 African Hand Drumming Course Redesign ($4,115) - Violeta Iosub, Department of Chemistry
Implementation of tutorials in a bioorganic chemistry course to facilitate and integrate student learning ($4,686) - Alexandra (Sasha) Kovacs, Department of Theatre
Building a Canadian Theatre Atlas for THEA414 ($4,833) - Madeleine McPherson, Department of Civil Engineering
Redesign of CIVE 315 Environmental Policy ($4,394) - Ulf Schuetze, Department of Germanic and Slavic Studies
Grammar review and retold (German language program) ($3,578) - Karena Shaw, School of Environmental Studies
Building a solutions-based curriculum to counter environmental anxiety and despair ($5,000) - Brian Starzomski, School of Environmental Studies
Interdisciplinary Data Science Accessibility: Course Redesign for ES 482/582 (Introduction to Data Analysis) ($4,686)
Field-Based Learning (FBL) Grants
- Gillian Krezoski, Department of Geography
Advanced methods in Geomorphology: Coastal Geonorphology ($5,000) - Darcy Mathews, School of Environmental Studies
The UVic Living Lab Lekwungen Ethnoecology and Archaeology Project (LEAP) ($5,000) - Iain McKechnie, Department of Anthropology
2020 UVic Archaeological field school in Tseshaht territory in Barkley Sound ($5,000) - Crystal Tremblay, Department of Geography
Enhancing field-based learning: indigenous sovereignty and resource governance ($5,000)
Open Educational Resource (OER) Grants
- Trefor Bazett, Department of Mathematics and Statistics
Adapting an OER Differential Equations Textbook for Math 204 ($5,000) - Jane Butterfield, Department of Mathematics and Statistics
Pre-calculus Review Workbook ($3,250) - Christopher Eagle, Department of Mathematics and Statistics
Open-access text for Math 110 ($5,000) - Allyson Hadwin, Department of Educational Psychology and Leadership Studies
- Learning to self-regulate learning: Strategies for optimizing learning, motivation, and socio-emotional success at university ($2,500)
- Sara Humphreys, Academic and Technical Writing Program
Academic Writing for Undergraduate and Graduate Students ($2,250) - Viloeta Iosub, Department of Chemistry
Development of a Spectroscopy Tool ($5,000) - Quentin Mackie, Department of Anthropology
Introductory Archaeology: An Open Access Textbook ($5,000) - Kieka Mynhardt, Department of Mathematics and Statistics
Somme Sonder Sukkel ($5,000) - Lijun Zhang, Department of Economics
Adaptation of OpenStax Textbook in Econ 104 ($5,000)
Research-Enriched Teaching (RET) Grants
- David Gifford, Department of Visual Arts
Devices to Understand Colour ($2,500) - Michael Reed, Department of Medieval Studies
Victoria’s Medievalism Mapping Project ($2,500)
Scholarship of Teaching and Learning (SoTL) Grants
- Ilamparithi Thirumarai Chelvan, Department of Electrical and Computer Engineering
Will a checklist prompt students to self-reflect to improve their technical writing? ($4,979) - Ralph Evins, Department of Civil Engineering
Assessing interactive tools to aid understanding of interactions in building design ($6,000) - Tatiana Gounko, Department of Educational Psychology and Leadership Studies
Facilitating and Sustaining Graduate Students’ Learning in an Academic Writing Course ($4,979) - Dennis Hore, Department of Chemistry
Introducing Interteaching to an Instrumental Analysis Chemistry Course ($4,090) - Clayton Jevne, Department of Theatre
Further Training of Acting Students to Reconcile Discrepancies Between Representation of Human Communicative Behaviour and Actual Human Communicative Behaviour ($2,737) - Julia Rochtchina, Department of Germanic and Slavic Studies
Emotional components in Kahoot! Russian Grammar Quizzes: Towards Better Learning Outcomes? ($4,286) - Paul Schure, Department of Economics
What is the Best Way to Integrate Course Assignments? ($2,081) - Colette Smart, Department of Psychology
Enhancing Self-Regulatory Capacity in First Year Undergraduate Psychology Students – A Feasibility and Efficacy Study ($4,979) - Helga Thorson, Department of Germanic and Slavic Studies
The Effects of Holocaust Education on Defying Hatred in the Community: Field School Versus Classroom-Based Learning ($4,979)
Strategic Initiative Indigenous (SI-I) Grants
- Warwick Dobson, Department of Theatre
Theatre for education: Re-examining the child welfare system ($5,000) - Natalie Frandsen, School of Public Health and Social Policy
Decolonization within the School of Public Health and Social Policy (PHSP) through Celebration of Indigenous Ways of Knowing ($5,000) - Lisa Kahaleole Hall, Indigenous Studies
Being A Good Guest in the Place You Are Now: Local Indigenous Knowledges ($5,000) - Patrick Lozar, Department of History
Decolonizing Settler Societies ($3,500) - Brent Mainprize, Peter B. Gustavson School of Business
Engaging Aboriginal Generation of Leaders and Entrepreneurs (EAGLE) Part 3 ($5,000) - Anita Prest, Department of Curriculum and Instruction
Decolonizing and Indigenizing music education through teachings of the grandmother drum: Examining educational modelling process and outcomes ($4,300) - Carmen Rodriguez de France, Indigenous Education
One Song At a Time: Exploring Reconciliation in an Elementary School ($5,000)
Strategic Initiative International (SI-INT) Grants
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- Deborah Curran, Faculty of Law and School of Environmental Studies
Internationalizing Clinical and Community-Based Learning: Building Partnerships for the Environmental Law Centre and Environmental Solutions Courses ($4,932) - Philip Dearden, Department of Geography
Sustaining Geography Field Studies in Africa ($5,000) - Moustapha Fall, Department of French
French 265 Connections Course ($5,000) - Laura Parisi, Department of Gender Studies
Field School: Critical Approaches to Gender, Empowerment, and International Development ($4,967)
- Deborah Curran, Faculty of Law and School of Environmental Studies
2018-2019
Community-Engaged Learning (CEL) Grants
- Dennis Hore, Department of Chemistry
Community Engaged Research Experience for Science Undergraduates - Iain McKechnie, Department of Anthropology
Tseshaht Community Participation in 2019 UVic Archaeological field school - Carmen Rodriguez de France, Indigenous Education
Drawing Possibility: Learning about ourselves through the arts - Kathy Sanford, Department of Curriculum and Instruction
Community Engaged Learning Networking Opportunities - Jordan Stanger-Ross, Department of History
Canada’s Internment Era: A Field School - Audrey Yap, Department of Philosophy
Conceptions of Justice and Engaged Pedagogy
Course Design/Redesign (CDR) Grants
- Astrid Brousselle, School of Public Administration
SPA 2017 Academic Review Curriculum Renewal: MACD and MPA Campus programs - Kathryn Chan, Faculty of Law
Enhancing Student Learning of the “Religion” in “Law and Religion” - Silvia Colás Cardona, Department of Hispanic and Italian Studies
Redesign of SPAN 485A City on Film: Barcelona Under Construction - Deborah Curran, Faculty of Law and School of Environmental Studies
Curriculum Renewal for the Environmental Law Clinic - Stacey Fitzsimmons, Peter B. Gustavson School of Business
#BlackLivesMatter #MeToo: Diversity and inclusion initiatives that work - Sara Humphreys, Academic Writing Requirement Program/Department of English
Revitalizing ENGL135 Academic Reading and Writing - Travis Martin, Department of Physics and Astronomy
Physics of Science Fiction - Madeleine McPherson, Department of Civil Engineering
Development of the new 4th year elective course ‘Energy Systems Decarbonization’ - Tara Ney, School of Public Administration
Collaborative governance in the 21st Century - Laura Parisi, Department of Gender Studies
Online with GNDR 100 - Charles Perin, Department of Computer Science
Student-centred learning approach to teaching information visualization - Felix Pretis, Department of Economics
Redesigning ‘Applied Econometrics (ECON345)’ to be based on the free & open-source statistical software R - CindyAnn Rose-Redwood, Department of Geography
Changing the Content and Pedagogy of World Regional Geography - Ulf Schuetze, Department of Germanic & Slavic Studies
Redesign of Advanced German language courses GMST 301 and GMST 302
Scholarship of Teaching and Learning (SoTL) Grants
- Laura Cowen, Department of Mathematics and Statistics
Evaluating the effect of review process on student performance - Sandra Gibbons, School of Exercise Science, Physical and Health Education
Implementing Nature Based Physical Activity in Physical and Health Education Teacher Education - Tatiana Gounko, Department of Educational Psychology & Leadership Studies
Designing Activity Forms to Facilitate Graduate Students’ Learning in an Academic Writing Course - Brent Mainprize, Peter B. Gustavson School of Business
Engaging Aboriginal Generation of Leaders and Entrepreneurs (EAGLE) Part 1 - Rowan Shaw, Centre for Accessible Learning
Self-set Goals for Students Accessing Learning Support Services - Lijun Zhang, Department of Economics
Active Learning by Making Questions
Strategic Initiative Indigenous (SI-I) Grants
- Sandrina de Finney, School of Child and Youth Care
Wise Pathways: Supporting Indigenous Transitions from Undergraduate to Graduate Education Through Indigenous Pedagogies - Sara Humphreys, Department of English
Indigenizing a Classroom Edition of Mourning Dove’s Cogewea: The Half-Blood: A Depiction of the Great Montana Cattle Range - Rebecca Johnson, Faculty of Law
Integrating Indigenous Law into the Law School Curriculum: Responding to the Truth and Reconciliation Commission’s Call to Action #28 - D. Leanne Kelly, School of Nursing
Creating Fertile Ground - Tim Lilburn, Department of Writing
Settling the Mind in Wilderness: Land and Language - Brent Mainprize, Peter B. Gustavson School of Business
Engaging Aboriginal Generation of Leaders and Entrepreneurs (EAGLE) Part 2 - Anne Marshall, Department of Educational Psychology and Leadership Studies/Counselling
Indigenizing Undergraduate 417 and 418 Counselling courses - Iain McKechnie, Department of Anthropology
Tseshaht Community Participation in 2018 UVic Archaeological field school - Anita Prest, Department of Curriculum and Instruction
Critical Indigenous and arts-based service learning for transformational learning and greater cultural competence in teacher education programs - Tim Richards, Faculty of Law
The Amicus Academic Support Research Study to Enhance Student Learning
Strategic Initiative Learning Without Borders (SI-LWB) Grants
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- Ilamparithi Thirumarai Chelvan, Department of Electrical and Computer Engineering
Integrating simulation studies as a part of ELEC 488 course - Tatiana Gounko, Department of Educational Psychology & Leadership Studies
Internationalizing Curricular using Information and Communication Technologies - Dan Russek, Department of Hispanic and Italian Studies
Latin American Cities (Buenos Aires/Havana/Mexico City): a new online course
- Ilamparithi Thirumarai Chelvan, Department of Electrical and Computer Engineering
2017-2018
Community-Engaged Learning (CEL) Grants
- Daniela Damian, Department of Computer Science
Re-Design for CEL Sustainability: Scaling up a critical skill software engineering course in collaboration with Victoria software industry - Donna Feir, Department of Economics
Supporting Reconciliation through Community-Engaged Learning: Developing a community-led project for students in economics - Rebecca Gagan, Department of English
The Humanities in Action: Undergraduate community-engagement course - David Leach, Department of Writing
AGGV Community Creative Writing Studio - Kathy Sanford, Department of Curriculum and Instruction
Lessons to action! Community and Campus Creating Meaningful Experiential Learning Opportunities - Elizabeth Vibert, Department of History
Acting Otherwise: Material memory of historical injustice and community resistance
Course Design/Redesign (CDR) Grants
- Marco Cozzi, Department of Economics
Adopting (and adapting) modern computational tools in Economics - Teresa Dawson, Department of Geography
Course Redesign: Landscapes of the Heart (Geography 469/391) - Rebecca Johnson, Faculty of Law
Integrating Indigenous Law in the First Year Curriculum: Responding to the Truth and Reconciliation Commission’s Call to Action #28 (A Redesign of Law 106: The Legal Process) - Elliott Lee, Department of Psychology
Podcasting Mental Health and Well-Being - Matt Pollard, Department of Germanic & Slavic Studies
Redesigning Second-Year German (GMST 201 and GMST 202) - Ulf Schuetze, Department of Germanic & Slavic Studies
Redesign of GMST 405: Reading, Grammar and Translation - James Tanaka, Department of Psychology
Developing a new course on the “Psychology of Human Diversity - Jun Tian, Department of Pacific & Asian Studies
Acquisition of Chinese-as-an-additional Language: Theory and Practice
Curriculum Renewal (CR) Grants
- Jun Tian, Department of Pacific & Asian Studies
Discover Xi’an, Discover China – Summer Field School in China
Scholarship of Teaching and Learning (SoTL) Grants
- Louise Chim, Department of Psychology
How do cultural values shape student engagement and learning in active learning activities? - Allyson Hadwin, Department of Educational Psychology & Leadership Studies
A self-regulated learning approach for optimizing mental health in academic work - Clayton Jevne, Department of Theatre
Training Acting Students to Reconcile Discrepancies Between Representation of Human Communicative Behaviour and Actual Human Communicative Behaviour - Erin Kelly, Department of English/Academic Writing Requirement Program
Creative Expression in the Academic Writing Classroom - Mark Laidlaw, Department of Physics & Astronomy
Assignment Completion Habits and Student Success in first-year Physics courses - Gary MacGillivray, Department of Mathematics & Statistics
Online review modules for social and biological sciences calculus - Scott McIndoe, Department of Chemistry
Laser-cut molecular models for comprehension of molecular geometry - CindyAnn Rose-Redwood, Department of Geography
International Students’ Learning Experiences in UVic’s Geography Classrooms - Susan Tasker, Department of Educational Psychology & Leadership Studies
Effect of attributional retraining on first-year students’ attributions for success and failure