Sponsored by the Provost and Vice-President (Academic) and hosted by The Centre for the Advancement of Teaching and Learning, this annual interdisciplinary event celebrates the impactful research of SoTL Support Fund recipients, highlighting innovative approaches to improve student learning.

Why attend?

Whether you’re just beginning to explore the Scholarship of Teaching and Learning or looking to refresh your teaching practice, the SoTL Symposium has something for you.

The event showcases the teaching and learning research findings of SoTL Support Fund recipients – colleagues who are using scholarly inquiry to improve their teaching and elevate student success.

Join us on May 29 to hear their insights, exchange ideas, and connect with a vibrant community of educators and researchers dedicated to transforming learning experiences at UM!

Keynote presentation

This year’s symposium will feature Dr. Andrea Webb from the University of British Columbia as the keynote. Dr. Webb is currently co-directing a multinational SSHRC-funded project, Narrative Art and Visual Storytelling in Holocaust and Human Rights Education. As Chair of SoTL Canada, she plays a key role in shaping national conversations on scholarly teaching and in supporting a vibrant community of educators committed to enhancing student learning through reflective and research-informed approaches. Dr. Webb worked as a high school teacher for ten years before transitioning to a teacher educator in post-secondary education. Her research interests include Threshold Concepts, the Scholarship of Teaching and Learning, and Social Sciences Teacher Education.

Event details and registration

Date: Thursday, May 29

Time: 9 a.m. – 2:30 p.m.

Location: Marshall McLuhan Hall, Room 204 UMSU University Centre, Fort Garry Campus

Light breakfast, lunch refreshments will be served.

Register now for the 2025 SoTL Symposium

Applications are currently being accepted for two funding streams:

SoTL Seed Project: Up to ten projects will be funded to a maximum of $6,000 each to explore various aspects of teaching and learning as they relate to student outcomes. The SoTL project must be completed within one year.

SoTL Major Project: A maximum of $25,000 is available for up to three large-scale interdisciplinary SoTL research initiatives. Priority will be given to applicants who previously received SoTL Seed funding. The SoTL project must be completed within 18 months and supported with matching or in-kind funds from the principal investigator’s department or faculty.

The application deadline for both funding streams is March 31, 2025.

Interested applicants should check with their department or faculty to find out whether there is an earlier internal deadline for their unit. During the application preparation, applicants are encouraged to connect with the SoTL Team at The Centre for the Advancement of Teaching and Learning.

Find the full call for applications and application form on the Provost’s intranet site.

Learn about the 2024 SoTL recipients and projects funded in this UM Today story.

Gradual change path  

If you’re looking to make changes at a gradual pace, the series Small Shifts: Significant Gains might be the right choice for you. In this brown-bag lunchtime series, you’ll learn about the micro improvements UM colleagues have made to their practices and discover how you can apply them.  

“This series is packed with beneficial components to make it well worth the one-hour time commitment,” says Anna Nekola, Education Developer and session facilitator. Each session includes 2-lightening presentations (less than ten minutes each) and extensive connection time. The sessions were designed intentionally to build stronger UM instructional support. Nekola explains, “By creating spaces where instructors share teaching wisdom and intermixing departments and disciplines, we are also seeking to foster faculty community across the campuses of UM.” Nekola continues, “Our faculty are terrific teachers and it’s really exciting to see all the innovative, practical strategies they are using on a daily basis.”   

Begin a small but powerful journey by registering for a Small Shifts: Significant Gains session. 

Removing barrier path 

Are you interested in learning how to reduce barriers to learning in your classroom? The new workshop series Universal Design for Learning in practice is the choice for you. Each session is stand alone and focuses on one UDL element, helping you integrate UDL concepts into existing course materials while gradually including UDL into your course design. “Taking the time to work through an individual UDL principle will help you understand where there are barriers in your practice.” says facilitator Johnathan Bevan, an Educational Developer with The Centre. 

Begin your UDL journey with session one: Optimize Relevance, Value, and Authenticity Learn more about the series in the UM Today story Explore how to apply Universal Design for Learning in the classroom.  

Planning pedagogical research path 

Are you a faculty member looking to explore pedagogical research? Then the Plan your SoTL Study workshop is a great way to start your journey. “It turns curiosity about teaching into action, helping educators craft thoughtful research questions, design impactful studies, and uncover the stories hidden in student learning outcomes—transforming classrooms into spaces of discovery and innovation.” says Halyna Malyk, SoTL Developer. 

Join the Scholarship of Teaching and Learning path by registering for Plan your SoTL Study  

Learning foundational teaching skill path

Are you a graduate student who is new to teaching in post-secondary education in Canada? If so, then the Graduate Teaching Program (GTP) is the path for you. The GTP was crafted to build foundational skills in graduate students who are new to teaching. Renato Bezerra, PhD candidate in Engineering Education and a recent participant in the GTP pilot explains “the program is valuable to any graduate student interested in teaching. Whether you have never taught or learned about teaching in higher education before, or you have taken courses, taught, or researched about education, the GTP has something for you.” 

Begin your teaching journey by registering for the Graduate Teaching Program. To learn more and register, please visit the GTP website. Registration opens on February 4th, 2025, 

Our commitment 

The Centre for Advancement of Teaching and Learning is dedicated to offering a range of supports that give faculty and staff opportunities to customize their own teaching and learning journey, while collectively working towards UM’s goal of Empowering Learners. Each service (workshop, series, presentation or resource) offered is specifically designed to support the elements of Empowering Learners.  

Small Shifts: Significant Gains and Plan your SoTL Study workshop support intra-UM faculty collaboration to improve student success and create high-quality learning experiences for students. The Graduate Teaching Program and the UDL in Practices series provide faculty and graduate students with tools to adapt to changing learning environments. The UDL in Practice series, specifically provides practical and attainable strategies for faculty to incorporate inclusive teaching methods into their practices. 

Read more about how we support Empowering Learners, including workshops, support, research and technology support on The Centre’s website 

This year, six awards of $6,000 and one major award of $25,000 were awarded.

2024 Major Project recipient:

Dr. Jason Peeler, Max Rady College of Medicine, Rady Faculty of Health Sciences

Project title: Improving Clinical Skills Training in the Area of Musculoskeletal Medicine

Despite musculoskeletal (MSK) injuries being among the most common reasons why a patient will see a doctor, research shows that a majority of physicians lack adequate knowledge, confidence and clinical skills when treating MSK conditions. Over the past decade, Peeler has sought to change that.

Peeler is an associate professor in the department of human anatomy and cell science and the pre-clerkship course director for MSK medicine. Recognized for excellence in teaching, he is dedicated to his students’ success and facilitating a high-quality interactive learning experience. Since the introduction of a new MSK curriculum in 2015, he has been focused on examining how MSK learning and knowledge retention can be enhanced among physicians graduating from the UM medical program.

Supported by the SoTL Support Fund, Peeler’s current research project will involve the assessment of three specific training models to teach MSK clinical skills: a case-based asynchronous learning module, an interdisciplinary peer-assisted training course, and extracurricular “hands-on” learning sessions. Each educational strategy will be piloted in the classroom and analyzed against key objectives. The findings are expected to improve medical student engagement and satisfaction with MSK clinical skills training and also fill a significant knowledge gap regarding the efficacy of current MSK clinical skill education.

“A critical element of this research is to provide students with more learning opportunities which require them to put theory into practice, and enhance their hands-on skills when practicing MSK medicine,” Peeler says.

2024 Seed Award recipients:

Kamni Gill and Frits van Loon, from the department of Landscape Architecture, Faculty of Architecture

• Project title: Seeing shades of blue: Stimulating a hydrological imagination in undergraduate landscape architecture students through experiential learning

Yuhao Lu and Frits van Loon, from the department of Landscape Architecture, Faculty of Architecture

• Project title: Landscape Pattern Cards (LaPAC): develop a catalogue of spatial patterns and vocabulary for landscape architectural students

Olesya Fedoryak, department of Chemistry, Faculty of Science

• Project title: Enhancing Student Engagement and Learning in Large General Chemistry Courses

Madison Wright, department of Microbiology, Faculty of Science

• Project title: Culturing Your Pet Bacteria Together: Integrating collaboration into a first year microbiology laboratory course project

Xihui Liang, department of Mechanical Engineering, Price Faculty of Engineering

• Project title: Enhancing understanding of mechanics of materials through hands-on finite element analysis

Jennifer Hedges, Faculty of Social Work

• Project title: Required readings: Moving beyond compliance to reading engagement for transformative learning in social work education

UM offers many opportunities to engage in SoTL research and learning.

Applications are currently open for the SoTL Support Fund – Teaching Scholar. Successful recipients can choose to commit 40 per cent release time in one term or 20 per cent release time over two terms to complete their SoTL research project. The recipient’s home unit will receive funding for a course replacement instructor(s).

The SoTL Development Fund is for scholars who are new to SoTL, featuring the opportunity to attend the 2024 Symposium for Scholarship of Teaching and Learning on November 7-9 in Banff, Alberta.

The deadline for both programs is Sept. 16, 2024.

“As educators, many of us wonder if our teaching is effective. By carrying out a (SoTL) research project, we can gain many valuable insights. Designing the project gives us the opportunity to reflect carefully on our teaching methods, and partnering with a collaborator from another disciplinary background can open up new and valuable perspectives.” Wang worked with Brenda Stoesz, Research Lead – Science of Teaching and Learning at the Centre for the Advancement of Teaching and Learning, to study the use of generative artificial intelligence (AI) in student learning of mathematical proofs.

As Wang explained, the ability to read, write and understand mathematical proofs are essential to the study of mathematics, yet students often struggle to grasp foundational mathematical concepts and appropriately use mathematical symbols and language. As the use of generative AI becomes more popular, it is important to understand its benefits and limitations in education. Their research project focused on (1) whether generative AI tools can support students’ learning of mathematical proofs, and (2) whether these tools could increase engagement in the classroom.

Conducting the study

As a SoTL Teaching Scholar, Wang committed 40 per cent of one term to complete the project while the Faculty of Science received funding for a course replacement instructor.

Over the duration of the term, Wang introduced biweekly assignments to her class which involved revising a flawed mathematical proof generated by ChatGPT, followed by group discussion and review. By the end of the course, their analysis showed that students were able to develop the skills required to use the tools effectively and identify errors appropriately. Student responses were collected, by survey and interviews, to assess student engagement with the activities.

Overall, the study led to significant learnings for Wang on how to incorporate AI tools to support student learning.

What is SoTL?

The Scholarship of Teaching and Learning (SoTL) is the systematic study of teaching and learning to improve student outcomes and optimize educational experiences in post-secondary environments.

“The SoTL Support Fund supports innovative research that seeks to understand and enhance teaching and learning practices. The results have a meaningful impact on the learning experience of UM students and contribute to a growing field of study in post-secondary education.” says Mark Torchia, Vice-Provost (Teaching and Learning). “I encourage those who are eligible to consider how you can engage in this scholarship.”

Apply for the SoTL Support Fund – Teaching Scholar award

The SoTL Support Fund – Teaching Scholar award provides opportunities for professors, instructors and librarians to develop their portfolios related to educational leadership and teaching innovation. Successful applicants receive support to pursue a SoTL project and develop their teaching expertise through working with faculty and staff at the Centre for the Advancement of Teaching and Learning.

Successful recipients can choose to commit 40 per cent release time in one term or 20 per cent release time over two terms to complete their SoTL research project. The recipient’s home unit will receive funding for a course replacement instructor(s).

Applications are open now for the SoTL Support Fund – Teaching Scholar, with a deadline of September 16, 2024.

New to the Scholarship of Teaching and Learning?

The University of Manitoba offers a variety of resources to support your SoTL journey. The SoTL Development Fund is for scholars who are new to SoTL, featuring an opportunity to attend the 2024 Symposium for Scholarship of Teaching and Learning in November in Banff, Alberta.

Find the full program criteria on the SoTL Development Fund intranet webpage. The application deadline is also September 16, 2024.

In his opening address, Dr. Mark Torchia, Vice-Provost (Teaching and Learning), emphasized the pivotal role of SoTL in advancing educational practices. Dr. Torchia noted that “SoTL is not just about teaching; it’s about understanding how students learn and using that knowledge to enrich their educational journey, by addressing the challenges and opportunities associated with teaching diverse student populations with varying backgrounds, while creating connections and building partnerships and filling them out with humanistic and progressive aspirations and relational rather than purely informational content.”  

Dr. Janice Miller-Young delivered the keynote address. Dr. Miller-Young described her evolving approach teaching engineering students and advocated for the integration of research and practice to drive pedagogical innovation. Dr. Miller-Young shared how her research focuses on improving students’ sense of belonging to the professional field. Her ideas resonated with the audience and ignited a discussion about emotional and cognitive planes of engineering education.  

The luncheon ended with a panel of UM scholars who shared insights from their respective SoTL projects, showcasing the diverse applications and impactful outcomes of their scholarly inquiries. Drs. Aleksandra Glogowska, Nicole Harder, and Kathy Block, and engineering doctoral student Jeff Paul shared their challenges, triumphs and enthusiasm for SoTL studies.   

As dialogues unfolded and ideas intertwined, it was apparent that SoTL is more than just an academic pursuit: SoTL serves as a catalyst for continuous improvement in higher education. The SoTL Luncheon created a space for discussion, cooperation, and motivation, reaffirming the dedication of educators and scholars to enhance teaching and learning practices through rigorous inquiry and reflective practice.  

Dr. Janet Cape, SoTL Developer at The Centre for the Advancement of Teaching and Learning, closed the event by reiterating The University of Manitoba’s unwavering support for SoTL initiatives, pledging to foster an environment conducive to innovation and excellence in teaching and learning: “By investing in SoTL, we invest in the future of education.”  

Learn more 

The Scholarship of Teaching and Learning (SoTL) Support Fund provides opportunities for professors, instructors and librarians to meaningfully engage in SoTL research projects that increase knowledge in pedagogy and learning. Find more information about the program and download application forms on the Office of the Provost and Vice-President (Academic) UM Intranet site.

Date and time: Thursday, June 13, 1:00 PM – 2:00 PM

Create pages in UM Learn from HTML templates, discover best practices in managing files, and understand your legal responsibility in creating accessible content. Explore various media objects that can be created for your courses in collaboration with the Centre’s Media team.

Register for the Panorama workshop

Open Educational Resources – What, How, Why (Part 1)

Date and time: Tuesday, June 18, 1:00 PM – 2:30 PM

The term open educational resources (OER) describes a wide range of materials in teaching and learning that are available for public use with an open license or in the public domain. Examples of OER include full courses, course modules, syllabi, textbooks, lectures, assessments, and datasets. In this workshop, participants will learn why OER are valuable, how to locate them, how to evaluate them using a rubric, and how to adapt and create them. The workshop does not assume prior experience with these topics. 

Register for the open educational resources series.

Best Practices in Providing High Stakes Feedback in Clinical Instruction

Date and time: Thursday, June 20, 12:00 PM – 1:30 PM

This workshop is offered to all educators in Health Sciences who teaches in classroom, lab, and clinical settings. The purpose of this workshop is to inform  about the best practices in giving high stakes feedback in their classroom, lab, and clinical instruction. 

Register for the high stakes feedback in clinical instruction workshop

The Flipped Classroom

Date and time: Tuesday, June 25, 12:00 PM – 1:00 PM

Interested in more knowledge application and problem-solving activities in your classroom? Looking to add more active learning to a traditional lecture course? Come to this workshop and learn the basics of a flipped classroom that will enable you to flip a lesson or two in an upcoming course.

Register for the flipped classroom workshop

SoTL Ethics

Date and time: Tuesday, June 25, 1:00 PM – 4:00 PM

Research with human participants requires approval from the UM Research Ethics Board to ensure the safety and well-being of all participants. This is true of all research with human participants, but SoTL projects often have unique characteristics that warrant extra consideration when preparing an ethics application. For example, how do you ensure that students do not feel coerced to give consent when the instructor of their course is also the lead researcher? In this workshop, we will provide possible solutions for this and other research design elements that require careful consideration of ethical practices when designing your SoTL study. We will also review the Research Ethics application process at the University of Manitoba, and attendees will be given the opportunity to begin to draft their ethics application. This workshop will be interactive and collaborative. To get the most of this workshop, please bring a laptop or device to the workshop. 

Register for the SoTL ethics workshop

Date and time: Eight sessions available from February 5 – 16.

Experiential learning is recognized as a high-impact practice in postsecondary education with positive impacts on student learning and retention, student engagement, career-readiness and community involvement. In light of these benefits, The University of Manitoba is invested in supporting faculties and instructors with the enhancement and expansion of experiential learning opportunities for students in academic courses and programs. The Office of Experiential Learning is leading these consultations to better understand the experiences of faculty members, instructors and staff involved in the development and delivery of curricular experiential learning opportunities for students. The information collected will be used to create recommendations to enhance existing practices, remove barriers and design effective supports.

All faculty members, instructors, and staff involved in the development and delivery of curricular experiential learning opportunities for students are invited to participate.  Participation in these consultations is voluntary. To ensure confidentiality, no potentially identifying information will be reported. Individual responses will not be shared with others. Findings will be reported in aggregated form.

Lunch will be provided at in-person sessions.

Register for the Experiential Learning Community Consultations

Open Educational Resources, Part 1

Date and time: Wednesday, February 14, 2024, 9:30 – 11:00 AM

The term open educational resources (OER) describes a wide range of materials in teaching and learning that are available for public use with an open license or in the public domain. Examples of OER include full courses, course modules, syllabi, textbooks, lectures, assessments, and datasets. In this workshop, participants will learn why OER are valuable, how to locate them, how to evaluate them using a rubric, and how to adapt and create them. The workshop does not assume prior experience with these topics.

Register for the Open Educational Resources workshop

Creating Connections in SoTL: Learning From Colleagues

Date and time: Thursday, February 15, 2024, 10:00 – 11:15 AM

In the Creating Connections in SoTL series, faculty, instructors, and other UM scholars explore foundational topics in SoTL research, discuss ongoing SoTL projects, make interdisciplinary connections, and receive support from colleagues and Centre SoTL Developers. In this online workshop we will hear from a presenter (TBC) from the 2023 Symposium for Scholarship of Teaching and Learning. This presenter will share lessons learned from conducting and disseminating SoTL research, and answer questions from attendees. We will also provide time for participants to share their SoTL study progress in small groups, discuss challenges, and provide mutual support.

Register for the Creating Connections in SoTL workshop

Experiential Learning Community of Practice

Date and time: Wednesday, February 28, 2024, 2:30 – 3:30 PM

Facilitated by The Office of Experiential Learning, the Experiential Learning Community of Practice (CoP) meets online once a month. Each online meeting will consist of a 30-minute presentation on a topic related to best practices, trends, and challenges in experiential learning, followed by a 30-minute facilitated discussion.

Future-proofing students in a volatile, uncertain, complex, and ambiguous (VUCA) world.
Researchers and policymakers in various fields are adopting the term VUCA to describe the current state of our world. In this session, we’ll explore some of the skills, competencies, or capabilities that the UM and other post-secondary institutions have identified as highly relevant to any student’s ability to thrive in an increasingly volatile, uncertain, complex, and ambiguous future. Join us to learn about the UM’s recently developed competency framework!

Register for the Experiential Learning Community of Practice workshop

Planning Your SoTL Study

Date: Tuesday, January 23, 2024

In this workshop, participants will begin outlining a SoTL study. Building on an existing idea, participants will develop research questions and utilize quantitative and qualitative research methods to outline a plan for data collection and analysis. We will also work collaboratively to develop solutions to possible SoTL challenges and identify critical SoTL resources.​ To get the most out of this workshop participants should come with a developed SoTL research question in mind.

Register for Planning Your SoTL Study

Applying trauma-informed teaching practices online synchronous courses

Date: Friday, January 26, 2024

This introductory panel will discuss trauma-informed teaching and how to apply the basic concepts in your online teaching.

Register for Applying trauma-informed teaching practices online synchronous courses

Decolonizing Classrooms Part 2: Unpacking and Overcoming Barriers to Decolonizing Processes

Date: Tuesday, January 30, 2024

The Decolonizing Classroom series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. “Unpacking and Overcoming Barriers to Engagement and Decolonizing Processes” explores the barriers that exist for teachers and students, which prevent them from enacting decolonizing processes in educational contexts. Part two of this workshop series discusses the barriers that prevent teachers from engaging fully in decolonizing classrooms and creates a space for the discussion of strategies for overcoming these barriers.

Register for Decolonizing Classrooms Part 2: Unpacking and Overcoming Barriers to Decolonizing Processes

Experiential Learning Community of Practice – January

Date: Wednesday, January 31, 2024.

Facilitated by The Office of Experiential Learning, the Experiential Learning Community of Practice meets online once a month. An Experiential Learning Townhall is organized once every academic term for CoP members who would like the opportunity to meet in-person.

Each online meeting will consist of a 30-minute presentation on a topic related to best practices, trends, and challenges in experiential learning, followed by a 30-minute facilitated discussion.

January: Why experiential learning now?
Enhancing and expanding experiential learning (EL) opportunities for students has become a priority for the UM and many other post-secondary institutions in Canada and abroad. However, EL has been around for a long time both in theory and practice. So, why has EL suddenly become the topic of the hour?
At this initial meeting of the EL CoP, we’ll explore the reasons that make experiential learning an appropriate response to the challenges facing postsecondary education today, and share updates about the UM’s upcoming Experiential Learning Framework for faculty and instructors.

Register for Experiential Learning Community of Practice – January

This year, eight awards of $6K and one major award of $25K were awarded, as well as one scholar award which provides teaching replacement support over one semester.

2023 Major Project recipients:

This year, the SoTL Major Project was awarded to Dr. Marnie Kramer and Dr. Kim Mitchell, professors in the College of Nursing. Their project will examine the threshold concepts of three courses in the College of Nursing program curriculum in order to better understand its impact on student learning.

Threshold concept theory in the study of higher education focuses on a core concept that is difficult for students to grasp; it argues that once understood, that concept will dramatically impact the students’ understanding of the larger subject matter. The challenging concept is more than just struggling with course content, but often includes course material that is troublesome or transformative in nature.

Dr. Kramer and Dr. Mitchell’s study will explore student and faculty perspectives about the troublesome nature of learning concepts of health and illness and use that knowledge to evaluate the effectiveness of the teaching and learning strategies employed within specific Nursing courses.

This study builds upon a previous SoTL seed grant, received in 2021, which focused on metacognitive learning strategies of a nursing pathophysiology class. Their findings highlighted the need for further study on students’ conceptual understandings and experiences when studying pathophysiology.

Dr. Marnie Kramer says, “Research on the effectiveness of conceptual learning in health and illness is very limited. We hope that this study will contribute to better understanding of how concepts in these courses act as portals to the students’ development of professional nursing identity.”

“Are we engaging in concepts that students would themselves identify as critical to their learning? Are all concepts necessary to successfully develop nursing practice? These are some of the questions that we know will be of great value for informing our concept-based curriculum,” adds Dr. Kim Mitchell.

2023 Seed Award recipients:

Dr. Monique Dumontet, Director, Academic Learning Centre

• Project title:  Teaching and learning in plagiarism cases: The Cite Right model

Dr. Kevin Scott and Ms. Cassandra Debets, Faculty of Science

• Project title:  Does peer review in an introductory biology laboratory improve student learning gains and narrow the performance gap for underrepresented students?

Dr. Aleksandra Glogowska, Max Rady College of Medicine and Dr. Chrysi Stavropoulou, College of Dentistry

• Project title:  Cadaveric surgical simulation training as novel teaching and learning strategy for the development of surgical skills in dental clinical graduate programs: A new collaboration between Dentistry and Anatomy

Dr. Terry Li, Max Rady College of Medicine

• Project title:  Ultrasound-Guided Procedures with Augmented Reality by a Head-Mounted Display: The Educational Perspective

Dr. Snehil Dua, Faculty of Agricultural and Food Sciences

• Project title:  Understanding and Addressing Challenges in Work-Integrated Learning: A Comparative Study of Domestic and International Students

Ms. Kristin Hildahl-Shawn, Faculty of Agricultural and Food Sciences

• Project title:  Measuring students’ engagement and its relationship with students’ performance in the course in both face to face (f2f) and distance learning modalities

2023 Scholar recipient:

Dr. Xinli Wang, Department of Mathematics

• Project title:  Investigating whether artificial intelligence systems can help math students in learning mathematical proofs more effectively

There are four funding streams within the SoTL Support Fund:

Teaching and Learning Seed Project: This program is available to all full-time tenure track/tenured faculty and probationary/continuing instructors and librarians. Funds up to a maximum of $6000 per project. Up to ten (10) projects are funded each year.

Teaching and Learning Major Project: This program is available to all full-time tenure track/tenured faculty and probationary/continuing instructors and librarians. Funds up to a maximum of $25,000 per project with matching/in-kind contributions from the unit(s). Up to three (3) are funded each year.

Teaching Scholars: This program is offered to a maximum of three (3) tenure-track faculty members and probationary/continuing instructors and librarians. Scholars will spend 40% of their time focused on SOTL and will be situated in CATL. Funding will be provided for a course replacement instructor to the unit. (Priority may be given to those individuals who have completed the Teaching and Learning Certificate Program.)

Teaching Fellow: This program will support one (1) tenured faculty member per year. The successful applicant will dedicate between 40-50% of their time for a two-year term. The program will provide funds for a course release instructor(s), as well as a project funding up to $25,000 over the duration of the fellowship and units will provide matching funds.

The call for proposals for the 2024 Scholarship of Teaching and Learning Support Fund begins in January 2024. Find the guidelines and applications here on the Provost website.