OID Instructional Improvement Program – Fall Grant Deadline

The Instructional Improvement Grant Program supports curricular experimentation and development and instructional improvement of undergraduate offerings. Projects may be initiated by faculty, departments, or larger units. Proposals should address the specific needs of an undergraduate course or curriculum and explicate an appropriate and cost-effective response to a clearly defined pedagogical problem.

Please note that IIP grants — as well as OID Mini-grants for guest speakers, media purchases, etc. — can be used to support issues of diversity and inclusiveness in the classroom. The IIP Committee believes these are important considerations for faculty in designing their curricula.

Please review the 2018-2019 Instructional Improvement Grant Program overview.

Online Application for Instructional Improvement Major Grants

Please be sure to download the Budget Worksheet that you must include in the application form.

To enable the Committee on Instructional Improvement Programs’ full deliberation, all proposals must be submitted no later than 5:00 p.m. on Friday, November 9, 2018.

Research Deconstruction – A Classroom Approach for Engaging Students in Scientific Discovery

Date: Friday, November 9, 2018
Time: 1:00 p.m. – 5:00 p.m.
Location: UCLA Hershey Hall 158

RSVP by Thursday, October 25th if you plan to attend

We invite you to this symposium at UCLA to learn about research deconstruction, a low cost, high impact pedagogical strategy developed at UCLA to engage novice undergraduate students in the process of scientific discovery. Research deconstruction requires no laboratory or textbook, making it affordable and sustainable for departments and students at a wide range of institutions, from R1 universities to 2-year colleges. Guided in‑depth analysis of a bona fide research seminar is used as a platform to teach fundamental concepts, experimental methodologies, and importantly, the logic of scientific investigation. Implementation over a 10-year period at UCLA suggests that research deconstruction is effective at both teaching students the process of scientific inquiry and increasing persistence in STEM. At this symposium, educators from UCLA, UC Santa Cruz, University of Toronto and Santa Monica College will share insights, challenges and best practices from their experience using research deconstruction. If you would like to learn more about this pedagogy and potential partnerships to assist with implementation, please consider attending. Educators at community colleges are especially encouraged to participate and we hope that Chairs will consider applying attendance of this symposium toward the professional development requirement (flex time). Please feel free to share this with any interested colleagues.