The purpose of the Summer Instructional Development Grant is to provide faculty with an incentive to implement innovative projects designed to significantly enhance an existing course with the goal of improving student learning and success at IPFW. In addition, the grant provides faculty the opportunity to enhance their skills, experiment with new teaching methods, and engage in scholarly teaching.
Example projects include but are not restricted to those that would:
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Enhance the effectiveness of existing courses through the innovative use of technology, including “flipping the classroom.”
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Enhance the effectiveness of existing courses through adapting pedagogies of engagement (e.g. use of a high-impact-practice, problem-based learning, peer instruction, service learning).
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Incorporate diversity goals.
 Develop innovative curricular materials or laboratory experiences for existing courses.
 Develop hybrid (blended) versions of existing courses.
 Support and foster scholarly teaching and classroom research to measure the effectiveness of specific teaching approaches.
 Develop an interdisciplinary approach to teaching a course or courses
The above list is not meant to be all-inclusive; other ideas will be considered. Depending upon the nature of the project, the proposal may be submitted by a team of faculty members, by a department or program, or by an individual.
Open to all full-time faculty members (tenured, tenure-track, and non-tenure track, such as
Continuing Lecturers). Applicants in tenure-track positions may not be pursuing a terminal degree required for the position they hold at the time of application. Visiting faculty are not eligible.
A maximum of $4,000 per grant will be awarded. In the case of grants awarded to teams, departments, or programs the grant funds will be shared. The grant will be provided in the form of professional development funds to be given to the grantee’s department for disbursement.
The deadline for submission is 5 pm EST, Monday, March 14, 2016.

1.
Applicants are strongly encouraged to seek advice and feedback from the CELT office, members of the CELT Advisory Board (listed on the CELT web site), and from other sources such as IPFW service providers, vendors, pertinent research and background literature, and previous grant winners. Applicants may find it helpful to read the final reports of previous winners on the CELT web site at on the Past Winners page .
2.
Appendix A - CELT Summer Instructional Development Grant Project Evaluation
Methods – Quick Guide - offers ideas for incorporating research and assessment into the project proposal.
3.
Appendix B - Project Evaluation Form - which the applicant’s chair or dean must complete.
4.
Appendix C – Project Timeline table
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Support available from CELT o Training and consultation in the development of multimedia materials and video digitizing services o Instructional technology consulting, including designing for the effective use of
Blackboard and Adobe Acrobat o Instructional design consulting, for example, the alignment of objectives, activities, and assessments, assistance with the design of course components o Evaluation and/or assessment consultation, for example, assistance with the design of instruments, help with classroom observation
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Support available from the CELT Advisory Board and Teaching Fellows o Peer support for scholarly teaching o Peer observation and focus group facilitation, if applicable
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Support available for preparing your IRB protocol application Are you uncertain as to from Abe Schwab, IPFW's IRB Liaison by email or (260) 481-6971.
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Support available from ITS o Training in Blackboard, Dreamweaver, Adobe Acrobat
 Library support o From the subject librarian in your discipline o From the Education librarian, Tiff Adkins
 Human Resources or College/School Business Manager o To determine hourly rates for student assistants or other grant personnel
In a narrative of no more than five single spaced pages, not including budget and timeline, using 12 point font, address each of the following points. Refer to the intended purpose of these grants and the criteria (below) by which they will be evaluated.
A.
Project Description - Explain the nature of the proposed project, how it addresses one or more specific purposes of the grant program, and how it will impact student learning
(i.e. predicted learning outcomes). Include a description of the course, the target student population, number of students who will be affected, Baccalaureate Framework goals to be addressed, and where it fits in the departmental program or the

undergraduate degree requirement. Include references to background literature detailing the appropriate pedagogical theory that underpins your instructional development project here and in other parts of the narrative.
B.
Rationale - Why is the innovation necessary? What specific benefits are expected for the applicant(s), the program, the campus, our students?
C.
Learning objectives - Identify core learning objectives that will be affected by the innovation and those that will not be affected by the innovation. Additionally provide changing or new objectives that may be desirable, depending on the type of transformation.
D.
Describe how you will evaluate the effects or results of your successfully revised course.
See the Evaluation Methods Quick Guide (Appendix A) at the end of this document. a.
Describe how the overall project effectiveness will be measured. b.
Describe the strategy for monitoring the effectiveness of the project as it evolves. c.
Indicate the evidence that will be used to measure the impact on student learning or success, for example, measures of student performance, enrollment change, change in course DFW rates.
Provide a realistic time frame for your project defining: (1) steps or major activities that must be accomplished and (2) start and completion dates for each activity. See Appendix C for a Project Timeline table. You are encouraged to go over your timeline with a CELT staff consultant or CELT Advisory Board member before submitting your application to receive feedback about whether your project is feasible within the timeframe you have identified.
Include a budget indicating details and rationale on how the grant funds will be used. List any funds from other sources that have been made available to support the project.
Attach a short form (1-2 pages) of CV for each applicant.
The brief evaluation form, Appendix B, should be completed by the chair or dean, as seems most appropriate to the purpose of the project. Proposals from an interdisciplinary team should include an evaluation from the program(s) the proposed project will benefit.
Proposals made on behalf of a departmental project should include an evaluation from the dean.
Attach a copy of the syllabus and/or course outline, including the instructional objectives/learning outcomes for the course.
Include any other documentation that will be useful to the evaluation of the grant application.
A signed digital copy of the completed proposal and evaluation are due to Gail Rathbun, CELT
Director, rathbun@ipfw.edu
no later than 5:00 p.m. EST on Monday, March 14, 2016.

CRITERIA
All proposals must address the purposes of the CELT instructional grant program. The quality of the proposal will be judged by the following criteria:
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Completeness of the application
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The extent to which the proposal reflects a scholarly approach to teaching by utilizing relevant theories, principles, models, and concepts from the applicant’s discipline and/or from educational research. Examples include Bloom’s Taxonomy;
Kolb’s model of experiential learning; social network theory, and so on. Laurie
Richlin’s Blueprint for Learning provides an overview of the scholarly teaching process and many references to relevant learning theories and principles. Copies are available in the CELT Library and have been distributed at new faculty orientations and past CELT conferences.
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The significance of the project to the campus or to a specific program, for example, a required course for a major, a general education course, or courses with many sections
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A clearly stated method and plan of work
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Clearly defined project objective(s) with the use of appropriate course design techniques
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Identification of appropriate research and assessment tools
 The significance of the project to the professional development of the applicant(s)
 The ability of the faculty member or team to carry out the project (expertise, experience)
 Feasibility of finishing the project in the time frame allotted with the budget and other resources available
 Support of department or program chair
Other things being equal, a higher priority will be given to proposals from faculty members who have not yet received an instructional development grant.
Review Process
Applications will be reviewed by the CELT Advisory Board. Faculty will be notified no later than
May 2, 2016. No written evaluations of proposals will be provided. The CELT Director will be available to meet with individual applicants to discuss the basis of the Board’s recommendations.

AGREEMENT
In signing this application, the applicant(s) agree(s) to:
1.
Participate in a half-day Instructional Development Institute in May prior to beginning work on the project.
2.
Obtain approval or exemption of your research protocols from the Institutional Research Board.
(If you do not already have CITI certification and/or Principal Investigator status please contact
IRB representative Abe Schwab, Associate Professor, Philosophy.)
3.
Attend a mid-semester progress report meeting with CELT Board members in the Fall semester, and submit a short written report prior to the meeting.
4.
Make public on the Internet by the beginning of the Spring semester the outcomes of the project in a written or visible form in one of the ways listed below: o A written report. For examples see the Past Winners page on the CELT web site linked from the Grants page. o A virtual poster. Click here to see an example. CELT can assist you.
5.
Present the results of the project to the IPFW community in the following Spring semester in a
“Faculty Showcase.”
6.
Teach the course at least twice in the next three years.
7.
Include the following acknowledgment in any publication resulting from the work funded by this grant:
“This work was supported by an Indiana University-Purdue University Fort Wayne
Summer Instructional Development Grant.”
8.
Because this grant is intended to support you directly and foster professional and academic development at IPFW, it requires a continuing commitment to IPFW. The award of this grant carries the expectation that you will continue teaching at IPFW for at least one year. If you fail to comply with this condition, you will reimburse the university for all compensation paid under the grant.
9.
Seek approval from the CELT Advisory Board prior to initiating significant changes in the project as proposed.
_________________________________________ _____________________
Applicant(s)
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Applicant(s)
Date
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Date

CELT Summer Instructional Development Grant
Project Evaluation Methods – Quick Guide
Start Early
Build your evaluation scheme into your project at an early stage of development so that you will know ahead of time what pieces of data you will need and you can develop materials and strategies accordingly.
Use Multiple Methods
Use several methods so that you have a means to verify your findings and to provide a richer perspective of your data. Select methods appropriate to what you want to find out. Build these methods into the learning activities and assessments in your course.
Method type
Self-report
Observation
Document/Artifact review
Examples o Think alouds o Journals and logs o Questionnaires/surveys o Minute paper, other classroom assessment techniques o In-person observation (by peers, stakeholders) Video tape o One-way mirror o Counting clicks, tracing paths o Projects (student-produced) o Portfolios (student-produced) o Worksheets (completed by students) o Worksheets (critiqued by peers and students) o All other course artifacts, including your grading of projects and your explanation for the grading, for example. o Mid-project conference with student o Exit interview o Group critique of a learning activity or material, conducted by outside party
What it’s good for o Gathering Student viewpoint, perception of understanding o Documenting process (eg., of building knowledge, changing attitude) o Documenting process o Incorporating context o Gathering empirical data o Documenting process o Evidence that helps explain testing outcomes
Interviews and focus groups
Presentation to peers
Measures of achievement o o o
“Faculty Showcase”
Progress Report presentation
Conference presentation o Normed tests of knowledge and aptitude o Class tests and quizzes o Other assessments such as papers, projects, portfolios, and so on o Allows confirming/disproving explanation of observed phenomena o Allows probing, dialogue, gathering rich data o Allows critical questioning o Opportunity for reflection o Identifying other criteria by which the project might be judged o Provides benchmark that may be reasonably reliable and valid for comparison with a post-test after the course o Contextualized measures of learning in the course under investigation
Define the purpose of your innovation
Identify clearly the problems or opportunities that you believe your project addresses.

Example: Students have preconceptions or misconceptions about motion, particularly acceleration and speed, that are difficult to correct. Mere presentation of mathematical “fact” does little to rectify these notions.
Example: Students believe that physics is boring, too difficult, and not worth the trouble to master.
What’s your research question?
State clearly (write it out) why you think the project will address the problem or opportunity. Use a literature review, your own experience, case studies to support your claims.
How can active learning techniques like think-pair-share help rectify the effects of pre-conceived notions on learning basic concepts in physics?
Will asking students to produce a type of artifact that they are familiar with from the media (an animation), engage students to an extent that will motivate them to put effort into mastering course material.
How will you know that your project achieved its goals?
Identify the desired behaviors and attitudes you seek. Connect the behaviors and attitudes to appropriate objectives.
Example: When presented with concrete examples of laws and principles, students will be able to correctly identify the law or principle involved. (knowledge)
Example: When presented with a biomechanical simulation/animation, students will be able to identify it as incorrect and explain why. (knowledge)
Example: Students will be able to achieve a 20% increase in their scores on the nationally normed tests on the physics of motion. (knowledge and achievement)
Example: Students will spend extra time on homework, time working independently in the lab, respond to JiTT problems regularly before class. (engagement and effort)
Applying for IRB Approval
Evaluating your innovation is, in effect, a classroom research project, the results of which you will publish in your final report, which will be posted on the CELT web site. In order to publish or present outside of IPFW you must request approval or exemption of your research protocols from the Institutional Research Board (IRB) by completing a Research Exemption Request. Beginning January 4, 2016, all IRB submissions must be made through the CoeusLite online submission system. See the Purdue HRPP News & Announcements Page for more information. Questions are to be directed to the IRB either by phone at (765) 494-5942 or by email: irbquestions@purdue.edu
. For further information about IRB, contact Abe Schwab, Associate Professor, Philosophy, who is the IPFW IRB Representative. He can be reached at schwaba@ipfw.edu
(260) 481-6971. Please note that you must undergo the CITI online training in the laws and policies surrounding the use of humans in research at https://www.citiprogram.org/default.aspl
before submitting your request to IRB. You will receive confirmation of your certification via email. If you are a continuing lecturer you must also apply for Principal Investigator status.
Tenured and Tenure-track faculty already have PI status.

This form is to be completed by the applicant’s chair or dean. Please provide a signed digital copy as part of the application packet. Please note that the award of this grant carries the expectation that the awardee will continue teaching at IPFW for at least one year.
Visiting
Instructors are ineligible.
Title of project:___________________________________________________________
Name of applicant:_______________________________________________________
1.
Briefly describe the ways in which the proposed project supports the mission and goals of your department, division, program, or school.
2.
What do you consider to be the most significant features of this proposal, and why?
3.
Given the stated purposes of the IPFW Instructional Development Grant Program, why do you think CELT should fund this project?
4.
Please state the semesters in which this course will be taught in the next three academic years and the anticipated enrollment. Will faculty other than the applicant teach this course? If so, how will the implications of the course re-design be communicated to them?
5.
Other comments:
Chair/Dean’s Signature:____________________________________________________
Title:____________________________________________________
Date:________________________________

Project Activity
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Applicant(s): ____________________________________________________________
Project Title: ____________________________________________________________
1. Professional Information
Academic rank: _____________________________________________________
School and Department: ______________________________________________
Year of initial appointment: ___________________________________________
Year of tenure-track appointment, if applicable:____________________________
2. Grant History
Preference will be given to those applicants who have not received previous CELT grant funding.
Previous IPFW, IU, or Purdue summer or other instructional development grants awarded.
(Please include year received and project title)
Previous external support received in the past five years. (Indicate year received and whether it is current, pending, or expired.)

CELT
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Past winners page http://www.ipfw.edu/offices/celt/grants-fellowhips-and-awards/past-winners-ofcelt-summer-instructional-development-grants.html
Example of a poster http://www.ipfw.edu/dotAsset/2e8b551d-e3ab-4126-a3a0-4468d6e09908.pdf
Email Abe Schwab mailto:schwaba@ipfw.edu
Purdue HRPP News & Announcements page https://www.irb.purdue.edu/news.php?id=3192
Questions about IRB (Purdue) irb-questions@purdue.edu
CITI online training https://www.citiprogram.org/default.aspl