Center for Teaching Excellence and Learning (C-TEL)

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Internal Grants Workshop Video

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2014-2015 Internal Grants Workshop

September 11, 2014April 1, 2015
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Grants and Awards

Teaching/Learning Grants

Washburn University offers faculty and staff support in their teaching efforts through a suite of Teaching/Learning Grants including:  C-TEL Small Grants, Curriculum Development Grants, and Assessment Grants.  Each type of grant is intended to encourage a specific type of pedagogical activity.  C-TEL Grants focus on promoting active learning and learner centered pedagogies Curriculum Development Grants focus on the development of high quality course and curriculum content, while Assessment Grants provide faculty with resources to facilitate their assessment practices.

C-TEL Small Grants

Would you like to attend a conference to learn more about current trends in teaching in higher education?  Would you like to incorporate the use of smart phones in your classroom activities?  Do you want to develop a course that allows students to demonstrate their learning in a variety of ways?  If so, you may want to apply for a C-TEL Small Grant to help support your efforts.

The Center for Teaching Excellence and Learning (C-TEL) promotes the development of creative approaches to teaching and learning at Washburn University.  C-TEL Grants seek to promote the development of learning-centered teaching practices that emphasize active and collaborative learning.  Grants focus on how teaching is done and support:

  1. Attending conferences, workshops, or on-line training that focus on pedagogy in higher education.
  2. Purchase of technologies (software, accessories) directly related to pedagogical practice and the delivery of instruction.
  3. Scholarly activity focused on teaching and learning (SoTL)
  4. Stipends to stimulate the innovative development of courses or curricula that: (a) seek to develop digital pedagogies; or (b) promote diversity and inclusive practices; or (c) enhance the use of high impact practices; or (d) active learning

In keeping with the mission of the University and the inception of Vision 2022, C-TEL encourages and prioritizes proposals whose goal is to explore learning-centered teaching practices that emphasize active learning and/or increase student engagement.  Priority is given to projects that seek to employ new technologies, diversity, inclusive practices, or high impact practices in teaching and learning.  All projects must include a specific plan for systematic assessment of the impact of proposed activities on student learning.

Full-time and part-time faculty and full-time staff members are eligible to apply for funding of up to $2000 once each year (July 1 - June 30).  Applicants who are carrying out more complex projects that are also eligible for Curriculum Development Grant funds or Assessment Development Grant funds may apply for up to $3000 once each year.  Please see the criteria description and application form for Teaching and Learning Grants for details.  Proposals from individuals who have not received funding within the previous two years will be given top priority for consideration.  Other proposals will then be considered based upon the availability of remaining funds.

Members of the committee awarding grants will base their decisions on the following:

  • Priority is given to proposals whose goal is to employ or explore learning-centered teaching practices that emphasize active learning and increase student engagement.
  • Projects (except conference attendance) must include a plan for systematic assessment of the impact of activities on student learning.
  • Results of assessment of student learning must be reported to the director of C-TEL.
  • Conferences or workshops must be specifically designed for pedagogical enhancement in higher education. 
  • Individuals who attend conferences must present a concrete plan about how they will share the knowledge they gain ( ie. prepare and present C-TEL Workshop) with the general faculty.
  • Projects must demonstrate a clear and specific anticipated link between the proposed activity and enhanced student learning.
  • Projects must demonstrate the potential to have enduring impact.
  • If the proposed project does not articulate well with the mission of C-TEL, faculty and staff will be directed to more appropriate sources of funding to support their proposed activities.

C-TEL Small Grant proposals are due September 11, 2014 and April 1, 2015.

C-TEL Small Grant Application

A PDF of the Small Grant Application form is available in the left column of this web site.  To request a MS Word version of the C-TEL Small Grant application, contact Joan Bayens in the Office of the Vice President for Academic Affairs:

Innovative Teaching Awards

On an annual basis, C-TEL will consider nominations of individuals and groups who have made outstanding innovations in one of the central pillars that structure the work of the Center for Teaching Excellence and Learning.  Nominees will be considered in the areas of Diversity, High Impact Practices, Teaching and Technology, Assessment, and Co-curricular Activities.  Nominations are due in December and awards will be announced at a special C-TEL reception in March.

Innovative Teaching Nominations

A PDF of the Innovative Teaching Nomination form is available in the left column of this web site.  To request a MS Word version of the nomination form please contact Joan Bayens ( in the Office of the Vice President for Academic Affairs.

2014-2015 Grant Recipients

Marin Abell, Catron Visiting Artist/Professor of Art
Integrating Teaching Methods Used in Art into STEM and Other Fields

Kelly Erby, Assistant Professor History
Redesigning U.S. History to Include Diverse Perspectives and Emphasize Critical Thinking

Zach Frank, Director Physical Therapy Assistant/Assistant Professor
"Flipping" AL 171 Musculoskeletal Assessment in Physical Therapy

Linzi Gibson, Assistant Professor, Psychology
Attended Institute on Teaching Psychology Conference Resulting in Project: Using Expressive Writing to Reduce Test Anxiety and Increase Student Success in PY100

Jericho Hockett, Assistant Professor, Psychology
Attended Institute on Teaching Psychology Conference Resulting in Project: Undergraduate Learning Assistants to Improve Student Success in Psychology

Karen Kapusta-Pofahl, Lecturer, Sociology & Anthropology
Attended Global Service Learning Conference Resulting in Project: Fair Trade Learning: Developing International HICEPs

Vickie Kelly, Associate Professor
Advanced Online Educator Certification

Hillary Lolley, Radiographer Clinic Education Coordinator/Lecturer, Allied Health
Flipping AL 121 Procedures II and Development of Online Lab Simulations

Lori McMillan, Professor, School of Law
Flipping Classes in the Law School: Embedding Popplet Concept Mapping

Kathy Menzie, Interim Chair/Communication Studies & Chair Associate Professor Mass Media
Flipping Out! Learning How to Flip and Assess a Class by Attending a Workshop

Louella Moore, Professor of Accounting, School of Business
Ethical Lens Inventory

Marguerite Perret, Associate Professor, Art
Promoting Community Engagement through Art Activism

Shaun Schmidt, Professor, Chemistry
Using a Lightscribe Pen to Break Down the Barrier between Student and Teacher in Chemistry

Barbara W. Scofield, PhD., CPA, Professor of Accounting
Creating Videos Using Camtasia to Reinforce Learning in Accounting

Lisa Sharpe Elles, Assistant Professor, Department of Chemistry
Biochemical Models: Deeper Learning by Thinking Bigger and Smaller at the Same Time

Courtney Sullivan, Professor, Modern Languages
Georgina Tenny, Lecturer, Modern Languages
Clicking Our Way to Success: Using Clickers for Formative Assessment & Student Engagement

Sharon Sullivan, Associate Professor, Theatre
Attended AAC & U Diversity Conference Resulting in Project: Culturally Responsive Teaching Practices

Clayton Tatro, Associate Dean for Instruction, Washburn Tech
Washburn Tech Construction Division Curriculum Redesign

Kerry Wynn, Associate Professor, History
Redesigning U.S. History to Include Diverse Perspectives and Emphasize Critical Thinking