Curriculum Impact Grants
Mason Impacts Students. Students Impact the World
Curriculum 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.
The Office of the Provost invites you to transform your curriculum, have an impact on your students, and offer opportunities for your students to have an impact in the world through Curriculum Impact Grants (CIGs).
For the 2020-2021 cycle, CIGs are looking for teams of faculty, staff, and/or administrators designing innovative multidisciplinary curriculum on either the undergraduate or graduate level. The goal is to help you create scaffolded, intentional programs that incorporate experiential learning and build on the strengths of our faculty across units. We encourage programs that are flexible, expand students’ understanding of local and global challenges, and teach them the tools to address these issues.
Proposals involving any curriculum change that includes Mason Impact (on the undergraduate level) or experiential learning (on the graduate level) are encouraged. Priority in this cycle will be given to programs (majors, minors, and master’s programs) looking to engage with either the United Nations Sustainable Development Goals or the National Academy of Engineering Grand Challenges for Engineering. Mason has already shown support of these programs through becoming a United Nations Partner, the creation of the Institute for a Sustainable Earth, and creating a National Academy of Engineering Grand Challenge Scholars Program.
Proposals are due Friday, May 29, 2020.
Please Include the Following in your Submission:
1. Project Summary (no more than 500 words)
2. Narrative (4 Pages total)
- 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.
- Impact: How does your course module create Mason Impact Experiences (for undergraduate courses) or inquiry-based learning opportunities for graduate courses?
- Focus 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, global activities, or Entrepreneurship)?
- Process and Sustainability: 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 course 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?
3. Letters of Support from chairs and/or deans of each unit involved addressing the desire for curriculum change and the sustainability of these changes in the future.
4. Budget and Justification (Included in Application)
- Faculty stipends are for summer term only and will be awarded in the amount of $3,000 per faculty member (no more than $9,000 per proposal)
- Undergraduate students can earn up to $3,000 per semester
- Graduate students can recieve up to $6,000 per semester
5. Curriculum Map (Included in Application)
Proposals are due Friday, May 29, 2020.
Last Year's Grantees
The Faculty and Curricular Activities committee and a team of peer reviewers evaluated 20 highly competitive submissions and selected 8 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.
Patty Mathison, Samuel Frye, Shauna Rigaud, Laura Poms, Julie Owen, Graziella McCarron, Nick Lennon (CHSS, CHHS, UL)
The Bonner Leader program, a four-year developmental model built around community engagement and experiential learning, provides a pathway for community service via federal work study and integrates curricular and co-curricular learning. The Bonner Leader Program affords college students an opportunity to use their energy, talents, and leadership skills to engage in community service while providing developmental and financial support.The program builds an infrastructure to engage with students every week, provides a developmental, multi-year program model, shifting how institutions sustain community partnerships. We are seeking an Impact Grant to support the creation of the Bonner Leader program here at Mason. The program connects co-curricular and curricular pathways to create a high impact educational experience for undergraduate students in line with the Mason Impact, Patriot Experience and University Mission.
Ellen Serafini, Caroline Sutter, Esperanza Roman-Mendoza, Carrie Bonilla, Molly Davis (CHSS, CHHS)
This partnership between the College of Humanities and Social Sciences (CHSS) and the College of Health and Human Sciences (CHHS) will explore pathways to create a multidisciplinary minor for undergraduate students in Spanish, Nursing, and Social Work. This cross-college initiative would target students who need to further develop their linguistic and cultural competence and expose them to transformative immersion experiences in the classroom and in a community-based learning setting in order to increase their ability to effectively engage with vulnerable minority language populations both locally and globally.
Karen Akerlof, Jim Olds, Christopher Clarke, Katherine Rowan ( COS, CHSS, SCHAR)
Through a partnership between the College of Science’s Dept. of Environmental Science & Policy, the College of Humanities and Social Sciences’ Dept. of Communication, and Schar School of Policy and Government, we propose to elevate the stature of the university as an educational leader in conservation and environmental science communication (CESC) by hosting an advisory board of internal and external stakeholders, including federal agencies, to create recommendations for the design of graduate transdisciplinary curricula. Concurrently, we will create and implement a new cross-departmental graduate experiential course module as the first test of these ideas in application.
Lisa Gilman, Karalee Dawn MacKay, Carole Rosenstein (CHSS, CVPA)
The Folklore Program and Arts Management Program will collaborate to provide a project-based learning opportunity in festival management for George Mason University students. The objective is for students to develop an interdisciplinary scholarly understanding of festival studies while gaining professional experience helping to organize an internationally renowned festival, the annual Smithsonian Folklife Festival of the Smithsonian Center for Folklife and Cultural Heritage (SCFCH).
Joris van der Ham, Megan Tucker, Robert McGrath (COS, CHSS, SCHAR)
Many students who pursue majors in natural sciences find their first employment after graduation in Environmental and Ecological Consulting (EEC). To be competitive in this field, applicants require a thorough understanding of environmental science, an interdisciplinary background (e.g., communication, policy, management), and professional experience. To better prepare our graduates for this career field and to streamline the transition from the classroom into the workforce, we propose the development of a minor in Environmental and Ecological Consulting.
A consortium of representatives from the EEC industry and Mason faculty develops this minor. The minor supplements relevant majors with courses that are essential for EEC employment and with professional internship experiences through consortium firms.
Tammy Wagner, Kerri LaCharite, Margaret Slavin, Sina Gallo, Constance Gewa, Lillian DeJonge (CHHS)
The Department of Nutrition and Food Studies is expanding the Nutrition MS degree to include a new Dietetics Track, which will train students to become credentialed Registered Dietitian Nutritionists. Since the department’s opening in 2011, we have consistently received requests from students for such a program, and it is a logical next step in building our department’s stature in the field. We have been selected by our accrediting body as one of the first programs in the country to demonstrate the new, Future Education Model. This new model is competency-driven and includes heavy emphasis on experiential learning and supervised practice; it will require significant revision of our curriculum, including revision of six courses, creation of six new courses, and creation of 12 credits of supervised practice and capstone project. We are requesting consideration for a Curriculum Impact Grant to support this transition
Jill Nelson, Jessica Rosenberg (VSE, COS)
The goal of this curriculum impact project is to create and pilot professional development opportunities in both teaching and communications for STEM graduate students. The proposed professional development will be targeted toward STEM graduate students who have an interest in improving their college-level teaching skills and those with an interest in developing stronger, more comprehensive technical communication skills. Each of the proposed professional development opportunities will be implemented initially as a semester-long series of workshops
Michelle LaFrance, Tom Polk, E Shelley Reid, Courtney Wooten, Susan Lawrence (CHSS)
Our proposal requests funding to support the development of a guide to common concepts in writing education; a workshop series for faculty and TAs; a peer-to-peer collaborative support system for TAs and adjuncts who teach, grade, and support undergraduate writing across the curriculum; and a web-based informational site to collect/share resources in support of ongoing faculty development for writing instruction across the curriculum.