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Lougheed Applied Learning Grants
The Lougheed’s generous endowment was established to enhance opportunities for students to engage in high impact activities that allow them to apply theoretical learning. In order to impact the greatest number of students and contribute to the transformation of the college's curriculum, this fund is intended to support faculty and staff activities that improve our ability to facilitate student participation in high impact and Applied Learning activities, including, but not limited to, curricular transformation, laboratory materials and equipment, transportation costs, professional development, course releases, travel delegations, new program development, etc., as well as to directly fund student engagement with Applied Learning. Starting in 2019-20, the fund will generate approximately $100,000 each academic year (after administrative expenses) which shall be administered to ensure that the fund is aligned with the campus's strategic goals. Additionally, the generous donors provided seed money to get the grants started prior to the program being fully funded in the 2019-2020 fiscal year. That means the allocation that we have now (approx. $100,000) will be used to cover applications in the two application cycles this year and the two application cycles next year.
There will be two application cycles each academic year (typically September and February) with the annual allotment split into two equal pools of funding. Unused funds will be reallocated to subsequent application periods. Faculty and staff are encouraged to use this grant as leverage for additional external grant funding.
Proposals can be submitted by an individual faculty/staff member, a department, or other group of faculty/staff and will be accepted in any of the following categories:
Individual Faculty Development or Course Grants1 (max. $2,000) are for activities designed either (a) to promote applied learning integration in their teaching, research, and/or creative works or (b) to fund development or revision of individual courses to meet applied learning requirements.
Team or Curriculum Grants (max. $5,000) are for activities designed either (a) to promote applied learning integration in the cohort’s teaching, research, and/or creative works or (b) to integrate applied learning activities across a curriculum.
Equipment Grants (max. dependent on scope of proposal2) are used to fund academic equipment purchases that will allow applied learning to be a part of the work in the department and/or course(s).
Event, Workshop, or Training Grants (max. dependent on scope of proposal1) are for an on-campus event designed to promote high impact and/or applied learning strategies for a group of faculty/staff.
Other Grants (max. dependent on scope of proposal1) are for an experience other than those listed above that will impact faculty development and/or the student experience relating to applied learning, including travel with students.
For all categories, these funds can be used for professional development to enhance existing applied learning opportunities as well.
How to Apply
Faculty and Staff must apply for funds based on the start date of their project following the table and steps outlined below.
|Applications Accepted||For Activities Starting On or After|
|Mar. 1 - 15, 2018||May 1, 2018|
|Sept. 1 - 15, 2018||November 1, 2018|
|Feb. 1 - 15, 2019||April 1, 2019|
- Create a complete proposal packet that includes the following:
- Completed Lougheed Applied Learning Grant Application - PDF (3 pages) *An alternate WORD version is also available.
- Comprehensive budget (max. 1 page for the budget narrative) – including a clear breakdown of all expenses for the proposed activity and additional funding sources, as applicable. You are welcome to include a budget narrative to provide explanation or insight into the proposed budget. Please note: you may avoid duplicative paperwork by submitting campus paperwork specific to the activity. For example, a completed Travel Requisition could serve as the budget for a proposed Individual Faculty Development Grant proposal to attend a training off campus. Depending on the project, however, there may not be a campus form that can present a clear picture of your planned budget. Use whatever format you feel presents a clear explanation of planned expenses.
- Remember: it is essential that you read all College purchasing and travel reimbursement procedures before completing your proposal, as these policies must be followed (http://www.potsdam.edu/offices/purchasing/travel). Questions regarding these policies/procedures can be directed to Purchasing & Payables (315-267-2140).
- Letters of support, as applicable – you must collaborate with impacted campus departments and offices. For example, if you are proposing purchasing new software, you would need to consult with CTS on implementation expenses, feasibility, etc. and with the CCI regarding staff training and support for the new platform. This will be particularly relevant in some proposals, such as an equipment grant from an individual faculty member (impact on other department faculty, space issues, maintenance budget, etc.).
- Other materials as needed to support or clarify the proposed activity. This could include links to an off-campus event’s website, the CV of a proposed on-campus presenter, or, for an equipment grant, quotes from different companies and a summary of the courses in which the equipment would be utilized. As appropriate, include any additional materials needed to explain the value of your proposal to those outside your discipline and experience.
- Submit the complete proposal packet (preferably as a single bookmarked PDF) on the LALG Moodle Site by the deadline listed in the table.
Award Selection Process
For the spring 2018 and the 2018-19 award cycles: proposals will be reviewed by the Extended Provost Cabinet with supplemental representation from Faculty Senate, Council of Chairs, Student Affairs, and Diversity, Equity, & Inclusion. Others to serve as resources for proposal review include staff representing the CCI, CAL, Foundation, CTS, and Facilities.
Proposals will be ranked based on the following:
- Clarity of the project description
- Outcomes for faculty
- Potential impact on student high impact and/or applied learning experiences
- Breadth3 and longevity4 of the potential impact
- Alignment with campus and/or unit strategic goals
- Clarity of budget
- Scope of budget (comprehensive, realistic, and sustainable, when applicable)
- Ease of funding through alternate sources
- Zing factor
See attached rubric for clarification of these categories, criteria for evaluation, and the weight of each evaluation area. In subsequent years, priority will be given to applicants that have not yet received this funding.
Results of the award review process will be sent only to the primary contact for each application. All successful applications will be posted in Moodle and will remain available to document the historical impact of these projects as well as provide examples of successful applications. Awards of grant funding do not confer additional approval of the activity being funded; activities which would normally require campus, curriculum, Dean, or other approval must still proceed through those processes.
In future years: the Center for Creative Instruction and the Center for Applied Learning Advisory Boards5 will combine to review proposals and submit recommendations to the Provost’s Cabinet for final award distribution. The composition of these boards as well as the timeline and process for electing representatives to these boards will be reviewed and finalized in the 2018-19 academic year. It is anticipated that the resource people, categories, rubric, and other steps of the process outlined above will apply to subsequent years. However, as with all new processes, any or all components may evolve based on the recommendations of our campus community.
1 Faculty/Staff should submit no more than one Individual proposal per funding cycle.
2 Please be mindful that the total funding each year is approximate and, therefore, any single grant must be within reason.
3Please note: breadth does not mean the quantity of students but rather the impact across a single faculty member’s teaching load.
4 For single occurrence activities, return on investment may be a more effective way to address the impact.
5 Any Advisory Board member who submits or collaborates on a proposal will be required to recuse themselves and leave the room before the review of their proposal.