Within this initiative, we are offering two grant programs: Contemplative Pedagogy and Teaching and Learning Grants and Invited Speaker Grants.
Background and Vision
Over the past few years, the Center has established strong relationships with Teaching and Learning Centers (TLCs) throughout the country. Teaching and Learning Centers exist within colleges and universities and work to improve teaching by providing faculty with training and resources. TLCs may also be referred to by other names, such as “faculty development centers,” “centers for teaching and learning,” or “centers for teaching excellence.”
Working with Teaching and Learning Centers is a highly effective means to reach right across the curriculum and work with professionals who are committed to teaching excellence. TLCs have legitimacy on campuses and can easily reach hundreds of instructors across all types of instruction and disciplines. In addition, these centers are ideally situated to collect and assess the outcomes of the implementation of contemplative pedagogies, an area that is currently underdeveloped.
In the Fall of 2011, the Center sponsored an event at Amherst College with the leadership of the Professional and Organizational Development Network in Higher Education (POD) and a number of directors of TLCs. It was a very successful and exciting meeting, and we realized the powerful potential of working more closely with TLCs. In 2012, we gave two presentations at the POD conference in Atlanta–the annual conference of TLC professionals–and an article, co-written by Daniel Barbezat and Allison Pingree, was released in the annual POD publication, To Improve the Academy (Jossey-Bass).
In 2013, we established our Contemplative Mind – 1440 Teaching and Learning Grants, which provided $5,000 seed grants to six institutions (Elon University, University of Virginia, Xavier University of Louisiana, Bridgewater State University, University of North Carolina at Asheville, and Montclair State University) and funding to support visiting speakers on contemplative pedagogy.
Our intention is that these grants will provide resources to TLCs to support and develop groups and courses to extend the use of contemplative practices throughout their institutions and assess their impacts.
Barbezat, Daniel & Pingree, Allison. (2012). Contemplative Pedagogy: The Special Role of Teaching and Learning Centers.” In James E. Groccia and Laura Cruz (Eds.), To Improve the Academy, 31, 177-191. San Francisco, CA: Jossey-Bass.
2014 Grant Information
The Center has funding for two types of support:
- Five (5) $5,000 Contemplative Pedagogy and Teaching and Learning Grants
- Small Invited Speaker Grants to subsidize the cost of hosting speakers on contemplative pedagogy
1. Contemplative Pedagogy and Teaching and Learning Grants
The Contemplative Pedagogy and Teaching and Learning Grants are open to Teaching and Learning Centers that 1) have Directors and/or staff who are members of the ACMHE and 2) who have attended an event organized by the Center for Contemplative Mind in Society (such as a Summer Session on Contemplative Pedagogy, ACMHE Conference or Retreat for Educators) or have already invited speakers to address them and faculty on contemplative pedagogy. Grants of up to $5,000 will be awarded through a competitive application, review and selection process by a review committee.
Applications that satisfy the requirement above are reviewed and selected based on four criteria: 1) potential for current and future impact, 2) feasibility, 3) innovation/originality, and 4) the strength of the assessment plan.
The program plan provided with the grant application should include a rationale for use of the grant, a proposed budget, an assessment plan, and expected outcomes, including a plan for ensuring sustainability of the recipient’s commitment to advancing contemplative pedagogy.
Examples of activities that could be supported by the Contemplative Pedagogy and Teaching and Learning Grants:
- Sub-grants to faculty for course development
- TLC consultation with faculty in course development
- A weeklong on-campus course design institute
- Planning and creation for Centers for Contemplative Pedagogy
- Faculty learning communities
- Sub-grants to faculty who wish to participate in CMind’s annual Summer Session on Contemplative Pedagogy
- Invited speakers
To apply for a Contemplative Pedagogy and Teaching and Learning grant, please email the following materials as a .doc, .docx, or .pdf document to email@example.com:
- Proposal cover sheet (download it here)
- Proposal, including plan, rationale, and expected outcomes for TLC’s development of contemplative pedagogy. Proposals must include strategies for evaluating the effects of contemplative practice on educational outcomes, e.g., attention, understanding, connection and well-being, as well as how this will sustain the use of contemplative pedagogy after the grant period (1200 words maximum).
- A list of the TLC’s recent and scheduled programs (for the 2012-2013 and 2013-2014 academic years).
- Detailed budget (awards may not be used for salary, personnel, or general overhead).
All materials are due by April 11, 2014. Awards will be made by mid – May and the proposed programs should be initiated in the fall of 2014. An assessment report will be due to the Center for Contemplative Mind in Society in early 2015. More info on assessment reports will be forthcoming.
2. Invited Speaker Grants
The Invited Speaker Grants offer funds to subsidize the costs of Center approved invited speakers on contemplative pedagogy. This program may be of particular benefit to TLCs which do not qualify for the Contemplative Pedagogy and Teaching and Learning Grants.
The intent of these grants is to provide funds for institutions that have very limited budgets and could not otherwise afford to bring in speakers. Proposals should make a clear case for financial need and present a proposed budget as well as a vision for how a presentation on contemplative pedagogy at your Teaching and Learning Center might initiate further development at your institution. Please note that these grants should not be used to cover catering costs.
To apply for an Invited Speaker grant, email the completed proposal cover sheet (download it here) with your proposal as a .doc, .docx or .pdf document to firstname.lastname@example.org. Awards will be granted on a rolling basis. For more information, please contact us at email@example.com. All materials are due by April 11, 2014.
2014 Review Committee
Professor of Economics,
Assistant Professor of English,
The Community College of Baltimore County
Roy Carroll Professor of Honors Arts and Sciences,
University of North Carolina at Asheville
Professor of Educational Leadership and Policy Studies, The University of Texas at San Antonio
Questions about the Contemplative Pedagogy and Teaching and Learning grants may be directed to firstname.lastname@example.org.
We hope through these modest efforts that education can become a transformation process for ourselves and our students. May you be well and thrive in all your undertakings.
The 2013 Awardees
With the support of the 1440 Foundation, the Center was able to further the development of contemplative pedagogy through a new program of grants to Teaching and Learning Centers at colleges and universities nationwide. Teaching and Learning Centers (TLCs) work with professionals from all academic disciplines who are dedicated to fostering excellent and innovative teaching. These centers are ideally placed to collect and assess the outcomes of contemplative pedagogies, an area that is currently underdeveloped. They can also serve as venues for establishing connections between faculty and sustaining the development of this work.
The first grants were awarded in January 2013, providing resources to centers for teaching and learning to help them support and develop groups and courses to extend the use of contemplative practices throughout their institutions and assess their impacts. We were also able to provide six additional grants to colleges and universities interested in bringing a speaker on contemplative pedagogy to their campus.
Engaged working groups, speakers’ series, and attendance at our events all have stimulated far greater depth and breath of contemplative approaches at each of the institutions. We believe that these changes will continue to bear fruit over the next few years, producing multiplicative effects going forward.
Highlights of 2013 TLC Grant Projects
- 5 faculty groups (28 members total) were formed with the intention of incorporating contemplative practice and thought into curriculum and personal practice, and have continued their discussions and activities in the 2013-2014 academic year.
- 11 faculty members were able to attend summer institutes, conferences, or retreats on contemplative pedagogy.
- 2 online resource databases were created and made available to all staff and faculty, containing ideas for contemplative practices in the classroom, reflections on experiences, and reading lists.
- 4 workshops, seminars, and speaker events were held in the Fall 2013 semester, with more planned for Spring 2014.
- 8 contemplative pedagogy events were funded at 6 campuses.