Mason Impacts Students. Students Impact the World
Impact Grants look for teams of faculty, staff, and administrators to design innovative multidisciplinary curriculum at either the undergraduate or graduate level. Our goal is to help you create scaffolded, intentional programs that incorporate experiential learning and build on the strengths across Mason.
2022-2023 Curriculum Impact Grantees
The Faculty and Curricular Activities committee and a team of peer reviewers evaluated 25 highly competitive submissions and selected 6 curricular projects to fund. These projects represent an impressive array of collaborations across colleges and schools aiming to create high-impact learning experiences for students, by deepening their engagement and preparing them for substantive impact on the world.
Paul Bubbosh, Richard Kauzlarich, Edward Maibach, Joel Hicks (Schar)
Aimee Weinstein, Steve Harris-Scott, Laura Miller, Robert Graham (INTO Mason)
Meagan Call-Cummings, Alicia Cooper, Michelle Buehl, Robert Graham, Sharrell Hassell-Goodman, Angela Miller, Bethany Letiecq, Marvin Powell (CEHD, CHSS, Into Mason)
Scott W. Berg, Michael Don, Gregg Wilhelm (CHSS)
Jackie Brown, Elaine Viccora, Cameron Harris (Business)
Karen Akerlof, Meaghan Caruso (COS),
Jeremy Campbell (ISE)
Andrew Wingfield (CHSS)
Call for Proposals
The 2023-2024 deadline for Curriculum Impact Grant proposals will be due 4/14/2023. Look for more information in the spring for this years guidelines
Curriculum Impact Grant Submission Guidelines
No More than 500 words.
Describe the overall idea and scope of the project that you are proposing. This summary will be used by reviews and by the Undergraduate Education Office to promote and advertise your curriculum change.
No more than 4 pages
Please address each of the following prompts within the narrative
- Overview: Describe your module of two or more scaffolded courses; include the units involved, the faculty involved with their roles with the team, the scope of the curriculum project, and the goals for the year of funding this grant will provide. Make sure to discuss any co-curricular or global initiatives that are embedded or parallel to the curriculum.
- Mason Impact Area: If this is an undergraduate program, how does the course module relate to one of the Mason Impact focus areas (Research and Creative Activities, Civic Engagement, or Entrepreneurship)?
- Connection with the focus area(s) QEP: For QEP, identify how this curriculum change is connected to the current QEP. How do your curriculum changes allow students to examine the questions/challenges proposed by the QEP? How do your curriculum changes allow students to reflect on anti-racism? ARIE: For ARIE, identify whether you are proposing a curriculum change or engaged in a capacity-building effort (see more information on the Stearns Center site). Identify how your curriculum change supports anti-racist, inclusive, and equitable learning through changes to course content, assessment of learning, and/or sequences of learning. Identify how your capacity-building program will be developed to expand Mason faculty’s access to ARIT resources within or across disciplinary communities.
- Managing the Curricular Change: How will these modules be sustained? What is your process for piloting and then sustaining these course modules? What will be your measures of success at both stages? If these courses cross disciplines, discuss the sustainability of these collaborations after the grant.
- University Enhancement: How will this course module enhance graduate or undergraduate offerings at Mason? Address the need for the courses (student interest, employer or community needs, etc). What new content, new teaching format, or new collaborations are being created through this curriculum?
For each unit involved with the grant proposal, provide a support letter, from either the department chair or the dean of the unit, that addresses the desire for curriculum change and the sustainability of these changes in the future.
- Faculty stipends and professional development funds can
- One graduate student (full-time) per semester (summer, fall, spring).
- Up to 2 undergraduate students (hourly) can be requested per semester (summer, fall, spring).
- Additional funds for supplies, materials, and travel can be requested.
This information will be submitted as part of the application process. You will enter each budget item into the system individually. Feel free to group supply funds into one item and use the justification section to provide more detail.
Through a set of guided questions, explain the curriculum change in terms of courses and student learning outcomes. You will include courses that will be redesigned and courses that might be created new, highlighting the courses that engage students through experiential learning and high-impact practices.
This information will be submitted as part of the application process. You will be prompted through a series of questions about your curriculum change and the courses and experiences that will be part of the effort.
Course Impact Grants
A single course with extended reach might be one that crosses disciplinary boundaries, is routinely offered in multiple sections, and/or is central to students' experience in the major or track. The course must focus on anti-racist and inclusive course content and/or course assignments so that students engage directly with historical and/or contemporary questions of racism, discrimination, justice, and equity related to the field(s) of study.
Sponsored by the ARIE Task Force’s Instructional Support Working Group.
Course Impact Grant Guidelines
Describe the course; describe the key foci of the course revision (content/assignments/activities); include the faculty involved with their roles with the team, and the goals for the year of funding this grant will provide. If the course relates to one of the Mason Impact focus areas (Research and Creative Activities, Civic Engagement, or Entrepreneurship) or another university or college/school initiative, please explain. If this is an exploratory project designed to produce a proposal and rationale for a course or course revision rather than a project to change/design a course and prepare it for rapid implementation (both options are welcome), please explain. Include the names, titles, and units of all key participants.
Please address each of the following prompts within the narrative:
Impact: Describe the factors that make this course “high impact”: number of students/sections, foundational role for students in program, opportunity for faculty/TA development, cross-disciplinary innovation, etc. If there is institutional data revealing differential success for students in this course/program based on background/identity that course revisions/designs might address, please explain.
ARIE-related revisions: Identify the key goals for how your course or course revisions will address calls for anti-racist, inclusive, and equitable teaching through course content, assessment of learning, and/or sequences of learning. What resources will you consult and/or assemble to help guide the course design and implementation? Identify how your course will integrate learning and/or assessment of learning that is designed to call out and reduce the effects of structural racism as appropriate to the field, and how the course will address intersectionality with other forms of structural discrimination. (See more information on the Stearns Center site).
Initial and extended outcomes: List two or three learning outcomes for this course that are directly related to ARIE principles (“By the end of this course, students will be able to ___”). List any goals for student satisfaction/retention/persistence/engagement, and how you plan to measure those. List any subsequent courses or learning experiences where students will beneficially apply what they learn about ARIE in this course. Cite any reports, calls, or statements documenting the need for professionals in this field to have the inclusion, justice, and equity awareness/skills that the course provides.
Managing the Course Implementation: What is your timeline for proposing and/or (re)designing and piloting this course? What is your plan for sustaining it? Will this course be offered in multiple modalities, and if so, how will that roll out? How will you support faculty for the pilot and ongoing instruction? (Stearns Center can assist with designs for faculty support programming, but leadership, recognition, and evaluation will need to be embedded locally.) What will be your measures of success in these areas? If this course crosses disciplines, discuss the sustainability of these collaborations after the grant.
For each unit involved with the grant proposal, provide a support letter, from either the department chair or the dean of the unit, that addresses the desire for a new/revised course and the sustainability of these changes in the future.
Faculty stipends should be $3,000 per person ($9,000 dollar limit per project). Hourly student wages (grad/undergrad) and/or funds for materials, supplies, or professional development can be provided up to $10,000 for the year. Grants can propose additional spending, but must justify that cost with attention to additional need or impact.