Faculty Center for Teaching
Grants for Pedagogical Development
Small Group Grants
FCT invites applications for funding to support work in small groups on projects that will enhance teaching and learning on our campus. This initiative responds to faculty requests for disciplinary or topic-specific support for pedagogical development. This program also offers a way to involve students in dialogue about teaching and learning.
Funded projects from AY 2015 - 2016 included:
Project: Power, Injustice, Difference: Critical Issues in the Teaching of HDGE Courses
Group Members: Jack Gambino (Political Science), Mohsin Hashim (Political Science), Lanethea Mathews-Schultz (Politcal Science), Brian Mello (Political Science), Marcia Morgan (Philosophy), Jefferson Pooley (Media and Communication).
Description: The recent HDGE workshop revealed a problematic tension within both the language of the HDGE curricular goals, as well as the ways in which we discuss the benefits of HDGE courses with students. This grant will support a small reading group primarily of faculty teaching HDGE courses in order to deepen our critical approaches to teaching these courses, and to raise and discuss critical questions that have arisen from both the HDGE workshop and the teaching of HDGE courses.
Project: Reframing the Dance Major Track in Dance Education
Group Members: From the Department of Theatre and Dance: Jessica Bien, Karen Dearborn, Megan Flynn, Teresa VanDenendSorge, Annie Corrao (class of 2017), Brianna Gitnik (class of 2017).
Description: Work collectively to strengthen and further develop the dance major track in dance education through focused group work with faculty, students and staff stakeholders to restructure curricular offerings as well as the co-curricular teaching laboratory, the Muhlenberg Community Dance Center (MCDC).
Project: Integrating Sustainability and Innovation & Entrepreneurship in the Development of Interdisciplinary Teaching/Learning Experiences
Group Members: Richard Niesenbaum (Biology, Director of Sustainability Studies), Rita Chesterton (ABEF, Director of Innovation and Entrepreneurship).
Description: Sustainability Studies and Innovation and Entrepreneurship are two interdisciplinary fields of study that can naturally be integrated to bring practical, focused experience to Muhlenberg students. Through the collaboration proposed in this grant request, group members seek to find ways to incorporate the ideas of sustainability into the larger nexus of entrepreneurship via shared teaching experiences, possible MILA collaborations, and the bringing of speakers to campus that can help to showcase the intersection of the two fields, among other potential collaborative and grant seeking opportunities.
Project: Urban Planning: Re-Designing the Course Race & Place: New Orleans
Group Members: Frederick Staidum (English and Africana Studies), Ana M. Negron (class of 2017), Dylan R. Ashton (class of 2018), Evan G. Brooks (class of 2018).
Description: The proposed course redesign project accesses the current effectiveness of AAS 382: Race & Place: New Orleans and advances digital teaching strategies a renewed organizational schema, and realigned learning outcomes. The project assumes a four-pronged, goal-oriented framework of improving student engagement; fostering a critical reception of primary documents; promoting interdisciplinary thinking and methods; and practicing spatiality as an important and timely analytic in the Humanities and Social Sciences.
Project: Mathematical Tools in Neuroscience
Group Members: Byungchul Cha (Mathematics & Computer Science), Allison Davidson (Mathematics and Computer Science), Brett Fadem (Physics), Jeremy Teissere (Biology & Neuroscience), Patrick Williams (Biology & Neuroscience).
Description: The Neuroscience program expects its students to proficiently interpret and use quantitative data. But neuroscience research liberally uses graduate-level mathematical tools, complicating the development of effective training for Neuroscience majors. Our group proposes to cooperatively scout the landscape of our disciplines’ intersections, and in the process:
(1) Develop a consensus list of quantitative training priorities to recommend to Neuroscience;
(2) Identify at least two mathematical neuroscience topics that Mathematics majors could begin researching in fall 2016.
Summer Teaching Grants
The Faculty Center for Teaching reviews applications for summer grants designed to support faculty in their teaching. Awards are available to full-time Muhlenberg faculty. There are two different types of grants available: pedagogical development grants to support reflection on and revision of pedagogy and new course development grants that will result in a new course that meets departmental or college-wide needs. Specific information regarding applications is made available during each Fall semester, with proposals typically due in late January.