2011 CHAS Pedagogy Grant for Promoting Student Achievement

 Faculty are invited to compete for funds that will allow them to undertake a project to promote high academic achievement among all students with a focus on promoting success and satisfaction among students of color.  Faculty members, teaching in all disciplines, may submit proposals that focus on pedagogy and on enhancing the faculty’s role in promoting student success and engagement.  Both individuals and groups may submit.  Projects should be directed at how we teach, or how we engage our colleagues in thinking about how we teach, rather than what we teach.  They may involve pedagogical improvements to courses, creating workshops for faculty on mentoring, or other efforts to enhance the faculty’s role in promoting student success.  Proposals addressing campus life are not appropriate for this grant.  Up to four grants will be awarded.

 The Consortium on High Achievement and Success (CHAS) convened in 2001 to promote high achievement, leadership and personal satisfaction of students, particularly students of color, on member campuses. Consisting of 26 private, selective liberal arts colleges and small universities, CHAS shares data and develops programs to support the whole student, academically, socially and culturally. CHAS has awarded over $118,000 in grants to support faculty research.

Examples of past awards include:

• Best Practices for Advancing Diverse Students & Faculty
             Seminar series for faculty focusing on teaching, advising, and mentoring in
              the sciences  

• A Program for Student Research on Race, Ethnicity, and Urban Affairs
             Promoting high academic achievement in research projects among students
             of color, increasing the number of students engaged in researching the fields
             of race, ethnicity and urban affairs
• Eliminating Stereotype Threat Through Best Practices
             Development of an online resource of research-based strategies to reduce
             stereotype threat and boost student achievement 
• The Personal Narratives of Minority Women in Higher Education
             A study of the dynamic between student and professor, including
             documentation of minority student experiences in the form of qualitative     
             assessment and personal narrative 
• Critical Moments for Undergraduates in Pre-Medical Courses
             Research on why students abandon pre-med preparation and what works for
             them when they succeed
• Access to the Economics Major for Women and Students of Color
             Identify through surveys factors which will make the major more accessible to
             underrepresented students
                  

 Eligibility: All faculty members at CHAS member institutions are eligible.

 Deadline: The deadline for submissions is OCTOBER 28th, 2011

 Award: A maximum award of $6500 will be provided, of which up to $3000 may be taken as
                stipends based on the budget submitted with the proposal. 

 Instructions:  Each submission, which should be no more than 2-3 pages, should include the following
                           information:

1.      A brief description of your project and its potential to effect institutional change and to promote student engagement
and achievement. 

2.      A budget, budget justification, and timeline for completion of the project.

3.      A brief summary of your background in promoting student success and engagement in the classroom, and how this project relates to other efforts to promote high achievement among all students on your campus, with special emphasis on students of color. 

4.      Your commitment to share the project outcomes with the larger CHAS community, including a presentation at a meeting to be scheduled by CHAS.

   5.  Append an endorsement letter from the Chief Academic Officer.

           All materials should be submitted by email to Patti Maisch at   
              patricia.maisch@trincoll.edu  

         

This RFP has been prepared and applications will be reviewed by the designated CHAS committee of:
Gretchel Hathaway, Union College
Leslie Hill, Bates College
Fatima Rodriguez-Johnson, SUNY GENESEO