Disability Resources for Faculty (login required)
Curricular Development Projects
One of the associate deans and a standing committee of the faculty (the Instructional Support Committee) focus on support of faculty development related to teaching, learning, and the curriculum. They administer a budget to support faculty development activities and projects.
A variety of forums are available to bring faculty members across departments and divisions together to talk about teaching. These include: faculty-faculty tutorials, teaching and learning discussion groups, reading groups, faculty weekend seminars, and summer workshops.
Faculty members can apply to the Instructional Support Committee for funding to support attendance at teaching-related professional meetings and workshops, as well as support for course-related fieldtrips and local classroom visitors.
Please log in to GrinnellShare to submit funding requests using the ISC (Curricular Development) Request Form.
- Does the proposal fit with the College's strategic priorities, especially the emphases on integrative and inquiry-based learning and interdisciplinary curricular development?
- Does the proposal exemplify and facilitate new or more effective kinds of teaching?
- Does the proposal use technological tools or skills that instructors would be unlikely to acquire without special funding?
- Does the proposal relate to courses that are, or will be, taught frequently?
- Has the proposal already been partly implemented, so that some course materials can already be examined and assessed?
- Does the proposal come from instructors who have not recently received similar grants?
- Would this proposal not be implemented as part of normal course development in the faculty member
- Is this proposal collaborative?
Tenured faculty members may apply to teach in the College-operated off-campus study programs. These programs provide full-time teaching semesters on Grinnell's remote campuses with predominantly Grinnell students. Faculty members may offer new or existing courses using place-based pedagogies that tap the rich resources of these cities, and they often develop new scholarly interests or connections as well.