SoTL Fellowships (FIDC)

Guidelines  

Fellowships provide $3000 for 80 hours of work over the summer in support of a SoTL research project to be completed in the 2025-2026 academic year. 

  Expectations: Recipients agree to the following deliverables: 

1. To submit an IRB application for their research project by August 15. 
2. To submit a one-page progress report by December 15.  
3. To participate in a 2025-26 FIDC SoTL Showcase in which faculty fellows present their research question/s, their data and progress to date; and the impact of their work.  
4. To submit a final report summarizing their research, methodology, and outcomes by May 15. 

Faculty will be ineligible for all future funding from the FIDC if they fail to fulfill these expectations.  

Eligibility:  

Open to all UND faculty who meet all the following requirements:  

• Attend one of the February FIDC SoTL Workshops in full. For people who attended in February of 2024 we encourage you to take advantage of the advanced workshop offered in 2025, but your 2024 attendance meets the requirement. 2025 workshop details are linked to the events section of this page.
• Propose a research project related to better understanding and improving teaching and learning in UND classrooms.  
• Not a past recipient of a FIDC SoTL Fellowship (ie. 2024 Fellows are not eligible for another award).
• Those seeking funding for collaborative research must apply individually, making clear their distinct role in the project. Proposals will be evaluated on their individual merits.   

If you are unsure of the status of a potential proposal that is collaborative, please reach out to a member of the FIDC for clarification. 

Proposals must not exceed 6 pages in total and will address the following: 

1. Describe a feasible, focused and specific question you have about student learning in your course/s and/or academic program that can be addressed through a SOTL research project conducted at UND.  
2. Explain the background and context for this research question. What student learning question or issue led you to this research (which must be in the context of UND courses or programs)? 
3. Explain the relevance and intended impact of this research.  How will addressing this question improve learning (in specific classes/programs, the discipline and/or higher education broadly)? 
4. Describe the nature of the data to be collected, the process for collecting the data, and your rationale for the study design and methodology. 

Proposals are due April 22, 2025, by 4:30 pm and will be evaluated by the FIDC using this rubric. The FIDC will inform applicants of funding decisions by May 14, 2025. Submit your proposal via the Qualtrics link below: 

FIDC SoTL Fellowship Application 

Please come back in the fall of 2025

Sarah Sletten (SMHS) -  

Active Learning and Concept Application: An Adult Learning Approach to Undergraduate Immunology Instruction 

John Shabb (SMHS) -  

Undergraduate biochemistry course outcomes as predictors of Medical College Admissions Test performance. 

Brenna Swanson (CNPD) -  

8 Minutes to Empathy: A Hands-On Simulation to Enhance Dementia Training in Dietetics 

Nicole Martin (CNPD) - 

Does implementing interactive instructional activities during the second semester clinical orientation increase student confidence and preparedness? 

Cynthia Prescott (A&S) -  

The Impact of Class Size, Active Learning, and Gamification on Student Learning in History Survey Courses 

Enrique Alvarez (CEM) -  

The Curiosity-Credit Equation: Unveiling the Impact of Academic Load 

Hyonsuk Cho (EHD) -  

•  Linguistics for Teachers 

Duane Helleloid ((NCoBPA) -  

•  "How an assignment that students complete using AI compares one they create without using AI. 

Amanda Haage (SMHS) -  

•  “Can we create universally useful 3D printed materials for teaching vision impaired students information fundamental to human biology?” 

Caitlin Milera (JDOSAS) - 

•  How does participation in a semester-long undergraduate research project and poster presentation impact students’ STEM Identity? 

Kaitlyn Kelly (CNPD) -  

•  Does a simulated conversation with a client built with generative artificial intelligence increase nursing student competency in conducting a health history in NURS300 laboratory? If it does, is that competency retained throughout the semester? 

Karrianna Iseminger (SMHS) - 

•  What is the effectiveness of a serious game for enhancing occupational therapy students’ application of psychosocial evaluation and intervention in the hand therapy practice context?   

Christine McGrail (EHD) -  

•  Leveraging Local Resources to Engage Pre-Service Elementary Teachers in Place-Base Science Teaching and Learning   

Elizabeth Suazo-Flores (EHD) -  

•  What are preservice teachers’ views of teaching mathematics at the beginning of the course? And, in what ways did preservice teachers’ views of teaching mathematics broaden after taking the mathematics methods course? What were the course instructional activities that influenced preservice teachers’ views of teaching mathematics the most? 

SoTL Fellowship Showcase - Part 1

Duane Helliloid (Entrepreneurship and Management), Comparing Student Work Completed Without and With AI 

Kaitlyn Kelly (Nursing), Use of Artificial Intelligence to Simulate Health History Interviews for Nursing Students 

Caitlin Milera (Space Studies), The Impact of an Undergraduate Research Project on STEM Identity 

SoTL Fellowship Showcase - Part 2

Hyonsuk Cho (Teaching, Leadership, and Professional Practice), Linguistics for Teachers 

Christine McGrail (TLPP), Examining the Impact of Place-Base Science Teaching and Learning 

Elizabeth Suazo-Flores (TLPP), Broadening Views of Teaching Mathematics 

SoTL Fellowship Showcase - Part 3

Amanda Haage (Biomedical Sciences) Making Microscopy Universal

Karrianna Iseminger (Occupational Therapy) Offset: A Serious Game for Making the Intangible Tangible