Course Design/Redesign Grant

The following are the steps of the application process:  

1. Complete the grant application form following these guidelines and respecting the word limit for each item.
2. 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.
3. 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).

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.

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 (2^nd 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.

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.

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.

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.

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.

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.

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 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.

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 31^st 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.

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

• • 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)

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

• • 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

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