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Funding for 2018

Funding for the Faculty e-Learning Grant's program has not yet been released. We will update this page and publish information about the 2018 program as it becomes availible in late January early Febuary, 2018.

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Faculty e-Learning Grants

2017 E-Learning Technology Faculty Grant Awards

Lisa Hibl USM Authorship, Ownership, Voice: Using Google Sites to Strengthen Writing
Tara Grey Coste
Mary Anne Peabody
USM The Montagu Project: Communication Cross Continents
Loni Nadeau UMFK Enhancing Student Engagement through "Peardagogy"
Theresa Overall
Timothy Surrette
UMF
UMA
Methods of Secondary Mathematics: Developing a Virtual Course for Pre-Service Teachers from Multiple UMS Campuses
Karen Miller UM Introduction to Folklore: Getting the hybrid to class
Kathryn Will-Dubyak UMF Creating an authentic learning community for a course with both at-distance and face-to-face enrollment
Pat Red
Danielle Williams
USM Converting a face to face course to a HyFlex course
Kurt Holzhausen UMFK  
Steve Pane
Matthew Houston
UMF  
Sharon McMahon-Sawyer UMA  

 

The Purpose of Grants:

Support University of Maine System faculty to explore, test, experiment with and identify, new and emerging technology tools for teaching and learning.

Facilitate partnership and collaboration between faculty, instructional design, and IT staff to design world-class teaching and learning experiences using the most effective and accessible educational technologies with best practice pedagogies in online and blended/hybrid environments.

Projects can be focused on emerging e-learning tools and/or leveraging existing UMS-provided technologies, for their potential to improve access, remove barriers to successful degree completion and enhance distance education opportunities throughout the UMS. 

The lessons learned in project findings supported by this award will be disseminated across all campuses of the University of Maine System.

Number and Amount of 2017 Awards

Approximately 10-12 projects will be awarded. Strong proposals that provide adequate rationale will receive up to $2000 per project.

Faculty financial awards are intended to be flexible in order to encourage strong proposals in line with the purpose of this grant. Submissions must provide a rationale that specifically addresses submission Evaluation Criteria. Project budgets can include costs related to the outlay of faculty time and effort to conduct the project and disseminate project findings, as well as the cost to procure hardware, software, and/or other project related expenses not already available through system-wide resources. Project budgets must be clearly justified by the rationale of the proposal.

  • Eligibility: UMS faculty (regular full-time or part-time and adjunct) teaching in Fall 2017, Winter 2017, Spring 2018 and/or Summer 2018.
  • The course offering related to the submission must be approved to run in any of the semesters indicated above.
  • Both undergraduate and graduate level course projects will be considered.

Grant Proposal Submission deadline was May 1, 2017.

  • Increase quality in online and hybrid/blended instruction and educational technology integrations through faculty initiated innovation in course design and professional development.
  • Increase UMS cross-campus collaboration by facilitating the sharing of lessons learned in implementing new technologies that show promise to improve teaching and learning experiences for faculty and students. 
  • Promote faculty partnerships with e-learning/instructional designers, Academic Librarians and IT. Instructional designers and e-learning specialists from each campus and at University College are resources to faculty for project implementation. Campus library staff, as well as University College Off-campus librarians, are available to faculty to assist with distance academic support services and US:IT will assist in conducting the procurement process.

2017 RFP themes/focus: Strong projects will demonstrate the following:

    • Identify and promote the effective use of technology tools that support successful teaching and learning experiences in online and blended/hybrid (broadly defined) environments for faculty and students throughout the University of Maine System,
    • Collaboration across campuses, colleges and or departments within the UMS, for example, details of how the project will partner with multiple campuses, and/or instructional designers, e-learning specialists, academic librarians and IT would strengthen this theme.
    • Strategic design to enhance student engagement,
    • Application of adult learning theory;
    • Incorporation of recognized quality standards in online course design;
    • Promise for enhancing learner-centric methods through the use of emerging e-learning tools, open educational resources, and/or leveraging existing UMS-provided technologies.

Evaluation Criteria

  • Does the proposal identify and promote the effective and accessible use (specifically where accessibility is in the context of a disability and generally as related to usability) of educational technologies that support successful teaching and learning experiences in online and blended/hybrid environments for faculty and students?
  • Does the proposal address one or more of the RFP themes?
  • What is the proposal’s potential to innovate and/or improve the quality of online and hybrid/blended teaching and learning within the UMS?
  • To what degree does the proposal incorporate industry recognized standards of quality in online instruction? (Successful proposals will provide an explanation of the industry standards drawn on in the design of the project. Examples of standards are linked in the Themes section above.)
  • Does the proposal include a valid project assessment plan? A valid plan will be directly tied to the learning outcomes or goals of the project/course.
  • What is the potential for adaptation/application within departments, the campus or the system if successful?
  • Does the proposal include a budget rationale that adequately supports the project?
  • Does the project demonstrate effective integration of universal design methods in online teaching and learning?*

*Definition of UDL in the Higher Education Opportunity Act

According to the Higher Education Opportunity Act of 2008—The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that—

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient (20 U.S.C. § 1003(24)).

See: UDL ON CAMPUS: Universal Design for Learning in Higher Education http://udloncampus.cast.org/home#.VMFVAS7F-40

2015 E-Learning Technology Faculty Grant Awards

James Cook – UMA

Beyond the Course by 2030: Redesigning State University Education as an OSLO (Open Structure of Learning Objects)

Stephen Gilson – UMaine

Voicethread for Modeling and Teaching Progressive Accessibility

Sandra Butler – UMaine

Teaching SWK 540, Social Welfare Policy and Issues, Online: First Course in a 3-Year Online MSW Program

Nuri Emanetoglu – UMaine

Active Learning Technologies for a Hybrid Course: ECE 467 Solar Cells and Their Applications

Hank Garfield – UMaine

Creative Writing Online Overhaul

Jon Ippolito and John Bell – UMaine

Just-in-Time Learning

Joseph Musemeci – UMaine

A New Approach for First-Year Seminars: Fostering Student Development & Engagement Through Online Video Game Discussions

Elin Mackinnon – UMaine

Wake up! Or, why I’m flipping out in social work classes.

Jordan LaBouff – UMaine

Gamification and Hybridization: A Pilot Study

Lance Neeper – UMF 

Accessible Videos

Krishna Kaphle – UMFK

Redesign College Algebra

Christopher Rolon – UMPI

Integrating technology and proficiency-based education in a physical therapist assistant curriculum

Kimberly Sebold – UMPI 

Mapping Local History: Exploring the Development of Towns and Families

Margaret Merrill – USM 

Mathematics in Early Childhood Education

Laurie Woodman – USM

Online Calculus Course Redesign

Judy Tupper – USM

MPH 580 Health Literacy Course

2014 E-Learning Technology Faculty Grant Awards

Natalia Abramova – Biology, UMA

Incorporation of Social Media Cluster Into Bio215, Human Genetics, To
Enhance Student Engagement

Rachel Albert – Nursing, UMFK

Voicethread As The Missing Link In Adult Online Instruction

Uriah Anderson and H. Lori Schnieders – Psychology, UMM  

Using Voicethread to Increase Online Student Engagement

Charles Bernachio – Education, USM  

E-Learning Alternative to Video Conferencing for Counselor Education Practicum HCE 690

Nicole Boudreau – French, UMFK 

Improving Interpersonal Communication & Presentation Speaking In FRE 100: Voicethread
& Google Hangouts

Thomas Giordano –
Business Administration, UMA 

Enhancing Online Education for the Contemporary Learner: Online Accounting
Learning Modules

Robert Glover – Political Science, UM  

Simulation and Gaming in Online Courses

Sarah Hentges – Humanities, UMA 

This Class is on Fire: Engaging Hot Topics in Virtual Classroom Spaces

Aaron Hoshide – Economics, UM 

Online Learning Style Inventory Assessment & Management

Donna Karno – Early Childhood Program, UMF 

Teaching Teachers: Facilitating Mobile Technology for Early Childhood Educators

Michelle Lisi – Virtual Academic Writing Lab,
UMA/UMPI/University College 

VAWLTer Technology Workshops: Collaborating on Learning Support

Eric Martin – Mechanical Engineering, UM 

Replacing Interactive Whiteboard Technology: Single Tablet PC Using Open-Source
Interactive Whiteboard Programming

Margaret Moore – Math, USM 

Leveraging Technology in Entry Level Mathematics

Margaret Naas and Leigh Belair – Co-Directors MLT Program,
UMA/UMPI  

Incorporating Google, Prezi, Clickers And Simulations To Enhance The Delivery
Of The MLT Courses.

JoAnne Putnam – Psychology, UMPI 

Enhancing Student Engagement In Cooperative Learning Activities In A Proficiency-Based,
Fully Online, Course

Lenny Shedletsky – Communication, Jeffrey Beaudry –
Educational Leadership, USM 

Introducing Concept Mapping & Visual Representation To Improve Critical Thinking,
Writing and Discussion

Sponsored by the Adult Degree Completion Committee and University College