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Summer Instructional Development Project Clusters
You'll find a list of 2014 projects here.
Proposals for Summer Instructional Development Project (SIDP) Clusters are due March 2, 2015 (by noon). Funding is on a per course basis. Summer salary stipends are $4,000 per individual course developed. If three faculty develop three individual courses, total funding is $12,000. If four faculty develop 4 individual courses, total funding is $16,000.
The Office of Instructional Development and the Faculty Instructional Development Committee (FIDC) award Summer Instructional Development Projects (SIDP) to faculty working on innovative instructional projects. The projects are intended to support instructional development that has the potential to improve the quality of teaching at UND and goes beyond normal course development. In 2014-15 with the support of the Academic Deans the FIDC seeks to encourage broader engagement in the process of curricular improvement by offering Summer Instructional Development Project Clusters to groups of at least three faculty members who form a cohort group to work on course development. These groups of faculty can align in one (or more) of the following ways:
1) A cohort of faculty from a single discipline or academic unit who would work together to embed common themes across that discipline's curriculum (e.g. sustainability, leadership, integrity) or to improve the alignment between multiple courses (e.g. an intro course, a required 200 level course, and a capstone). A cohort of faculty within the same college might seek alignment among courses that serve multiple majors and which may be taught individually or collaboratively by faculty from multiple departments.
2) A cohort of faculty might collaboratively seek to apply a specific pedagogical approach (e.g experiential learning, inquiry-based learning, game-based learning, undergraduate research) or use comparable teaching resources (e.g. the SCALE-UP classroom, distance technologies).
3) A cohort of faculty might seek to improve certain common types of classes or common subjects that they want to embed in courses that already exist in the curriculum (e.g, adding specific objectives/course content to capstone courses, embedding specific information in courses that give academic structure to internships, or preparing common subject matter for introductory courses).
Cohort proposals must include a plan describing how the faculty will function and administer their cohort group and how the activities of the cohort will lead to deep collaboration within course development. We encourage consideration of formal workshops now offered by OID (Writing Across the Curriculum or Teaching with Technology) as a tool that cohorts can use to improve the collaboration of their groups. However, simply having all faculty members participate in a workshop and then work separately on separate courses is not sufficient.
Note: SIDP clusters fund 160 hours of course development work during the period May 16-June 30. The allocation of the course development hours (and associated stipend funds) over this period is at the discretion of the proposers. Because of funding restrictions, all work on SIDPs must be completed by June 30. Stipends are $4000/course developed. It is the responsibility of the cluster participants to ensure the SIDP stipend does not conflict with other obligations for summer salary and to secure prior approval from the Provost for any overload effort, if needed.
All faculty are eligible to apply for a SIDP Cluster (GTAs and visiting professors are not eligible). Faculty must commit to 1) spending 160 hours of summer work on their projects, typically focusing on a course or courses to be offered the following academic year and 2) working together in a significant way as a cohort group.
Late or incomplete proposals will not be accepted.
Note: If you have a Final Report overdue, you are ineligible for additional OID funding until the report is submitted.
Projects will be evaluated according to the following four criteria:
Rationale for the Proposed Work is Well-Established
What is the project's significance to the curriculum? Does it address a significant need or opportunity?
Proposed Work Requires a Time Investment Beyond Routine Planning
What work will you do? How much time appears necessary for this work? Is the work above and beyond "routine" course/curriculum planning? Is this the sort of project best tackled with an uninterrupted period of four weeks of full-time work?
Will this project have a high impact on student learning? How does this project relate to your pedagogical approach and philosophy of teaching? Is your proposed project consistent with best practices in higher education? Is this project particularly innovative? Can this project serve as a model of practice for others?
- Plan for Work as a Cohort is Well Articulated How will the faculty who make up your cohort collaborate? How will that collaboration enhance student learning? Will there be tangible products that reflect that collaboration (assignments? assessments? etc).
Assessment Plans are Clearly Described and Reasonable
How are you going to evaluate the success of your work? How will you know the proposed project has met the need or opportunity identified in the earlier section? How are you going to assess student learning that occurs as a result of your project?
Proposals should be clear, complete & well organized with the following three sections (in this order):
I. The Cover Sheet found here.
II. A Project Description that addresses the following four criteria. Please use these headings to organize this section.
Clearly describe the need or opportunity addressed by the proposed SIDP Cluster. Provide all relevant background information. What needs or opportunities will you be addressing? What courses will you be working on? Who normally takes these courses? How often are they offered? How many students generally enroll? Is the course already part of the regular curriculum ? If not, what is its status vis-à-vis the department, college, and university curriculum committees? The Committee needs these details to put your proposal in context.
2. Investment of Time
Detail your work plan. Clearly describe what you will do with your time during these 6 weeks of summer. How does the work you propose go beyond "normal course preparation"? What activities will you engage in both individually and as a group? What products will you produce both individually and as a group?
Clearly describe how the proposed project will impact student learning. How does this project relate to your pedagogical approach and philosophy of teaching? What is new or innovative about the pedagogy? How does the proposed work reflect best teaching practices (for example do you incorporate active learning and engagement strategies? do you use a variety of graded and ungraded assessments of student learning?) What strategies are incorporated to promote active learning, student engagement, higher order thinking (ala Bloom's taxonomy) or other known strategies for enhancing learning?
4. Cohort Group
How will the faculty who make up your cohort collaborate? How will that collaboration enhance student learning? Will there be tangible products that reflect that collaboration? We encourage consideration of formal workshops now offered (Writing Across the Curriculum or Teaching with Technology) as a tool that cohorts can use to improve the collaboration of their groups. We also encourage contact with the OID Director concerning specific workshops or sessions that we can conduct to facilitate your collaboration. However, simply having all faculty members participate in a workshop and then work separately on separate courses is not sufficient. Cohort proposals must include a plan describing how the faculty will function and administer their cohort group and how the activities of the cohort will lead to deep collaboration within instructional development.
How will you evaluate your work? (For example asking colleagues to review a syllabus and course materials and or writing a reflective self-assessment of the course before, during, and after you teach it, etc.) How will you know the proposed project has met the need or opportunity identified in the earlier section? How will you assess the impact of the proposed work on student learning? (For example, analyzing student work products in relation to learning outcomes you intend to be achieved in the course or program, perhaps even on a pre and post basis, etc.)What direct and indirect assessment methods will give you meaningful data on student learning in the course?
III. A Supporting Letter from your Chair, showing a clear understanding of the project and the way it will contribute to the instructional goals of the department. If the project involves faculty from more than one department or program we ask that the chairs or program directors submit one joint letter of support. If you are the department chair, ask for a letter of support from your dean on behalf of your proposal.
THE CHAIR'S SUPPORTING LETTER MUST COME DIRECTLY FROM THE CHAIR UNDER SEPERATE COVER. Chair's letter can be sent electronically to email@example.com
IV. A brief statement of support from the dean or deans overseeing the programs or departments involved.
THE DEAN/S SUPPORTING STATEMENT MUST COME DIRECTLY FROM THE DEAN/S UNDER SEPARATE COVER sent electronically to firstname.lastname@example.org
* denotes required fields
Application and Review Procedure
1. Submit your cover sheet and proposal electronically as one PDF document to email@example.com
2. Have appropriate chair/chairs submit one joint letter of support to firstname.lastname@example.org. This supporting letter must be received separately and directly from the reference.
3. Have the appropriate dean/s submit their statement of support directly to email@example.com. This supporting letter must be received separately and directly from the reference.
SIDP Cluster recipients are asked to file a Preliminary Report on their activity by July 15 of their contracted summer work. More comprehensive Final Reports are due by May 1, 2016. In some cases, that deadline can be extended further to allow for a more complete report.
For more information contact:
Anne Kelsch, Director, Office of Instructional Development
For more information:
Office of Instructional Development
Anne Kelsch, Director