Andrew W. Mellon     Course Development and Innovation Grants 

 These grants, part of a larger award to the Faculty Center from The Andrew W. Mellon Foundation, will support faculty as they think anew about some aspect of their teaching. Faculty are encouraged to consider how their current teaching practices might be more intentionally designed to support learning and to then develop an assignment, project, course plan evaluative tool, etc. that incorporate their new perspective(s). Learn more about this award and the application process below.

Are you developing a course?  Perhaps revising an existing one?  Maybe you want to switch up a unit within a course? 

Is there a pedagogy you’d like to explore?  Is there something new a peer is doing that you want to try?  Or maybe you’d like to continue to tweak something you already do.

Is there a topic area you want to know more about before you teach it?  Are you trying to expand diversity in your reading list?

The Faculty Center is excited to announce the availability of up to eight $1000 grants for course development and innovation.  These grants, part of a larger award to the Faculty Center from The Andrew W. Mellon Foundation, will support faculty as they think anew about some aspect of their teaching.


Members of the Faculty Center Advisory Board and the Director of the Faculty Center will evaluate proposals for clarity of purpose, evidence that the project contributes to the professional development of the faculty member, and the likelihood that the project will enhance achievement of the identified course goal. 


Awardees are expected to spend approximately 25 hours on the project, including research and reading in the literature and designing, drafting, and polishing of the product.  At least two of the 25 hours will be spent discussing the project.  The first hour should be a strategic discussion with the Director of the Faculty Center or another educational development professional.  The second hour will occur at the end of the project and serve as part of a report on the project and will focus on a one-page reflection written by the faculty member.  Any documents produced as a result of the project (e.g. syllabi, handouts, slide presentations, etc.) should be included as part of the final report.  Dissemination of project results is an important component of the awards; thus awardees will also be expected to submit a 200 word abstract / summary for campus publication and to be part of a panel that presents the outcomes to other faculty as part of an event at the Faculty Center.  


Past Mellon Awards 

2016 - 2017 Project Titles and Awardees

  • Women of Science / Science of Women - Jaime Blair (BIO)
  • Using "Talk Abroad" in Italian classes - Giovanna Faleschini-Lerner (ITA)
  • Genetically Modified Organisms - Peter Fields (BIO)
  • Designing and Implementing a Multi-Day Farm Visit in Ecological Economics - Patrick Flemming (ECO)
  • Understanding Social Psychology in the Wake of the Replication Crisis - Megan Knowles (PSY)
  • Revising GOV 327: Latin American Politics - Stephanie McNulty (GOV)
  • Germany Transformed:  Migration and National Identity - Jennifer Redmann (GER)
  • Strengthening the Ties Between BOS and STEM:  A New Version of BOS 200 -Strategies for Organizing - William Schneper (BOS)
  • Revising RST 375 / WGSS 375: Islamic Law, Gender and Sexuality - SherAli Tareen (RST)

2015-2016 Project Titles and Awardees

  • Race and Ethnicity in Caribbean Literature – Genevieve Abravanel (ENG)
  • Improving Science Writing in BIO 110 – Dan Ardia (BIO)
  • Integrating Diverse Perspectives in BIO 337 – Dan Ardia (BIO)
  • Re-Examining the Promise and Pitfalls of Genetic Testing, Bio 305 – Jaime Blair (BIO)
  • Diversifying Participation:  Capturing & Grading Course Engagement in New Ways – Nina Kollars (GOV)
  • Refining and Developing Writing Assignments in CNX 2 – Food – Padmini Mongia (ENG)
  • Collaborative Research Assignments in Economics – Yeva Nersisyan (ECO)
  • Revised Assessment in a General Chemistry section – Katherine Plass (CHM)
  • Fostering Deeper and More Independent Learning in the Survey of Western Art – Amelia Rauser (A&AH)
  • Examining the Relationship Between Inequality and Diversity in an Introduction to Sociology Course – Roscoe Scarborough (SOC)
  • Designing and Implementing Student led Discussion Activities – Kathrin Theumer (SPA)



2014-2015 Project Titles and Awardees

  • Case Teaching in WGS 210 – “Gendered Perspectives”  Alison Kibler (AMS/WGSS)
  • Adding Diversity and Immediacy to a Musty Course Lee Franklin (PHI)
  • Incorporating Community Engagement into Natural Disaster History and Policy Course  – Joanna Dyl (E&E)
  • CONX 109 – The Business of Food and Water Nancy Kurland (BOS)
  • Digital Mapping Project in SOC 100 Amy Singer (SOC)
  • Increasing Student Participation in HIS 221 and HIS 222 – Maria Mitchell (HIS)
  • In-Class Writing Assignments in English 210Genevieve Abravanel (ENG)