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Apply to the Teaching and Learning Grants and Scholars Program

Which funding stream is right for you?

We support different types of projects through three structural streams:

  • Development and Innovation (D&I) grants
  • Scholarship of Teaching and Learning (SoTL) grants
  • Teaching Scholars

Applicants should consider the nature of their project, their intended goals and objectives, and the approach they wish to take when selecting a stream.

To view examples of past projects from each stream, click here.

Funding streams

Development and Innovation Grants

People: Individual or collaborative

Duration: Two years

Funding amount: Up to $10,000

This grant stream will support teaching and learning projects to develop something new or innovate something already in place at the University of Calgary. The scope may vary from individual activities to entire programs, such as the creation of a new resource, the implementation of a new practice, or the (re)design of activities, courses, or programs. Development and Innovation Grants are two-year grants and can be individual or collaborative. Recipients will share their work with relevant campus audiences to benefit the practice and understanding of others.

SoTL Grants

People: Individual or collaborative

Duration: Three years

Funding Amount: 

  • Individual projects: Up to $20,000
  • Collaborative projects: Up to $40,000

Recipients will draw on their discipline-based expertise to develop a scholarly project anchored by a meaningful question about student learning and the activities intended to facilitate that learning. The SoTL project, which can be individual or collaborative, is designed to answer that question by making relevant student learning visible and then systematically analyzing this evidence. These projects aim to improve student learning by strengthening the practice of teaching. To benefit the practice and understanding of others, SoTL grant recipients will share their work with relevant campus audiences and disseminate more broadly within relevant scholarly communities.

Teaching Scholar

People: Individual or collaborative

Duration: Four years

Funding Amount: up to $40,000

Recipients will develop their educational leadership capacity through the implementation of strategic teaching and learning initiatives that include the development of professional learning opportunities to help other instructors strengthen their teaching and learning practice. Fundable projects may involve a range of contexts and activities, not just those that occur in the classroom. Teaching Scholars will participate in an interdisciplinary community of practice from across the TI, and will also share their work with relevant campus audiences and disseminate more broadly within relevant scholarly communities.

Accessibility, equity, inclusivity and diversity

Creating opportunities, increasing access and removing barriers for equity-deserving groups.

Experiential learning and undergraduate research

Developing and integrating new experiential and research opportunities across campus.

Indigenous Perspectives and Ways of Knowing

Learning on the land, engaging in the community, decolonizing teaching and learning and building parallel pathways.

Mental health and well-being

Supporting wellness and fostering resilience in our teaching and learning community.

Online and blended learning

Engaging technology to elevate teaching and learning, including responses to the COVID-19 pandemic.

Innovation and entrepreneurial thinking

Fostering the development of new ideas and supporting the growth of entrepreneurs across campus.

Open educational resources

Creating and adapting content, tools and resources intended for sharing with others. Supported by SU Quality Money. 

Sustainability

Development of future-focused innovation that is built to last.

SU Quality Money

Support for research focused on developing open educational resources is provided in partnership with the Students' Union. For more information about SU Quality Money projects, click here.

Eligibility requirements

The Teaching and Learning Grants and Scholars program is intended to support effective teaching and learning initiatives proposed by individuals or groups who contribute to the learning experiences of University of Calgary students. Recognizing that everyone at the university makes these contributions, we invite applications that involve academic staff and librarians, archivists, curators, teaching assistants, post-doctoral scholars, student service professionals and administrative staff. In addition, fundable projects may involve a range of contexts and activities, not just those that occur in the classroom.  

However, there are specific guidelines about who can serve as Principal Grant Holders (PGH). See below for details. 

While collaboration with colleagues from other institutions is valued, grant funds may only be used for expenses incurred by University of Calgary collaborators on a project. 

Principal grant-holders (PGH) must be continuously employed by the University of Calgary for the duration of the proposed grant. Sessionals, graduate students and others with appointments that don’t continuously span the full duration of the grant may be co-applicants but not PGHs. In addition, Research Services stipulates that only the following may serve as PGHs: 

  • Academic Appointee - any employee of the University holding an academic appointment (continuing, limited term, contingent term or sessional) or a non-employee of the University holding a clinical or adjunct appointment.  
  • Manager, level M2 or above.  
  • For Qatar any employee is eligible, provided sponsor guidelines allow for this provision.
  • Any individual may be the PGH on only one Teaching Scholars project at a time
  • A PGH on a Teaching Scholars project may participate as a collaborator on one or more concurrent Teaching and Learning Grants project, but not as a PGH
  • An individual may receive Teaching Scholars funding only one time during their academic career

Any individual may be the PGH on only one Teaching and Learning Grant per grant cycle. Current grant holders in good standing—successful human ethics certification (if required by Research Services), required reports submitted by the deadlines—may apply for new Teaching and Learning Grants. A PGH on one grant may participate as a collaborator on one or more concurrent Teaching and Learning Grants.  

If a PGH terminates employment with the university, a new one may be proposed to the Teaching and Learning Grants and Scholars administration, or the grant may revert back to the fund. 

Recipients of Teaching and Learning Grants will: 

  • Follow the processes required for starting their projects, as described materials provided with the Notice of Award 
  • As soon as possible upon receiving a Notice of Award, apply for ethics certification (required for release of funds) and follow an ethics protocol for research involving human subjects
  • Follow University of Calgary procedures to have their project reviewed by Research Services and set up in the Research Accounting system 
  • Implement the proposal as approved (adhering to budget, evaluating impact on learning, following the timeline, disseminating, etc.), unless changes requested in writing are approved by the grants administrators 
  • Attend, as possible, gatherings of grant recipients at the TI 
  • Submit a progress report halfway through the project (required for release of second-year funding for multi-year projects), as well as a mandatory final report 
  • Share the results of the completed project with relevant audiences as outlined in the proposal, and through a TI online showcase 
  • Participate in adjudication of Teaching and Learning Grants and Scholars applications in subsequent years 
  • In addition, Teaching Scholars will participate in an interdisciplinary community of practice hosted through the TI

Key application elements

Most Teaching and Learning Grants and Scholars projects will need ethics certification. In particular, grant applicants whose research plans involve studying students and/or students’ work are strongly encouraged to consult the TI’s Ethics in Scholarship of Teaching and Learning Guide. Grant applicants are also advised to initiate the ethics certification process early (which involves creating an account with IRISS and completing the CORE tutorial, before an ethics application can be submitted). Projects that require ethics certification will not have funds released until the CFREB or CHREB has approved the project. From application to submission, this process can take 4 to 6 weeks or longer, so applicants are advised to initiate this process early on.

We invite applications on any issues relevant to teaching and learning, but we are especially interested in topics that are supported by an institutional strategy, plan, or framework. The University of Calgary has a variety of strategic initiatives, and the TI has several areas of focus. The areas of focus for this year are indicated on the Teaching and Learning Grants and Scholars webpage. We encourage potential applicants to read about the important campus initiatives below. Applicants will be asked to demonstrate how their project aligns with elements of the relevant campus strategies. Some resources include: 

The TI and the University of Calgary recognize that diversity benefits and enriches the work, learning and research experiences of the entire campus and greater community. We are committed to removing barriers that have been historically encountered by some people in our society. We therefore require applicants to explain how they have considered principles of equity, diversity and inclusion in the design of their research and in the composition of their research teams. An excellent discussion of these principles in research can be found here. While this information was designed for applicants to federally funded Tri-Council programs, it applies equally to TI initiatives. 

Including students as co-investigators in the scholarship of teaching and learning has been shown to have tremendous potential to increase the impact of our work. We strongly encourage applicants to consider how to engage students directly in the research process in order to bring their perspectives to bear on the work, and we ask applicants to explain their approach to student engagement in their application. Resources to assist in thinking about student involvement in the scholarship of teaching and learning can be found on the Teaching and Learning Grants webpage.

A key goal of the Teaching and Learning Grants and Scholars program is to support initiatives that will contribute to enhanced teaching and learning over the long term. Applicants will be asked to describe how the design of their project and their dissemination activities will allow the impact and outcomes of their project to be felt for learners beyond the funding period of the project.

Application support


Online drop-in consultation sessions

Applicants are encouraged to book an appointment during an online session to discuss their proposed projects with the Academic Lead for Teaching and Learning Research.

Consultation sessions are available on the following dates:

  • Oct. 7, from 9 – 11 a.m.
  • Oct. 14, from 9 – 11 a.m.
  • Oct. 26, 1 – 3 p.m.

30-minute time slots are available during these sessions. Please sign up for a time slot by clicking the registration link below.

Register now

Internal peer review

Applicants are encouraged to submit their draft applications early in order to be eligible for internal peer review (IPR).

Applications submitted for this process will be delegated to a colleague experienced with Teaching and Learning Grants and Scholars applications and adjudications to provide suggestions for revisions before the final submission deadline.

Please note that making revisions as suggested does not guarantee success of the application in the adjudication process; rather the IPR process is offered as an opportunity for semi-formal feedback only.

Internal Peer Review Submission Deadline:
October 31, 2022

Internal Peer Review Feedback Returned:
November 30, 2022

Submissions for internal peer review are accepted through the Teaching and Learning Grants and Scholars Program application portal, coming soon.

Other resources and workshops

Please check out the TI Resource Library for more resources, and the TI Course Calendar for more workshop offerings.


Adjudication process

The TI uses a double-blind approach to adjudication. Applications are evaluated by one of several (depending on number of applications received) Adjudication Committees, each of which is comprised of:

Three faculty members

Appointed by the co-Chairs of the GFC’s Teaching and Learning Committee.

A student representative

Appointed by the co-Chairs of the GFC’s Teaching and Learning Committee.

A staff member

A staff member from the Taylor Institute for Teaching and Learning.

A neutral chair

An academic staff member who serves as the committee's neutral chair.

Successful applications may be partially funded or fully funded, depending on the Adjudication Committee's assessment of quality, the appropriateness of the budget items, and the amount of funds available.

Once all decisions are made, the TI Academic Lead for Teaching and Learning Research will prepare notification letters, which are then reviewed by the Vice Provost (Teaching and Learning).