For a PDF version of the guidelines below, please see LITE Full Grant Guidelines (PDF).
The purpose of the LITE grants is to provide support for investigating student learning and alternative approaches to teaching and assessing student learning at the individual, departmental, Faculty, or institutional levels. The overall aims are to foster deep student learning at the University of Waterloo and promote curiosity, reflection, and exploration in the areas of teaching and learning. LITE grant projects should seek to contribute to these aims. The program consists of two types of grants: LITE Seed Grants and LITE Full Grants. Both grant formats emphasize the contribution of the proposals to the University of Waterloo learning community. The LITE Grants replace the discontinued Course Internationalization Grant program.
The intent of the Full Grants is to support larger-scale or longer-term projects than Seed Grants. Proposals may focus on one or a combination of the following themes: 1) assessing new approaches to teaching and learning (what is possible and does it work?); 2) critically examining student learning with existing instructional approaches (what is happening and what could be improved?); and 3) pursuing instructional development (teaching enhancement) opportunities (how could I teach differently to better facilitate deep student learning?). These grants may be most appropriate for cross-departmental or institutional level projects, but individual course level projects are welcome. Projects involve dissemination at the University of Waterloo and beyond.
Amount: Up to $15,000 per year (for a maximum of two years and $30,000)
Application Deadline: 1 annual deadline: October 1st
- Tenured and tenure-track faculty members
- Laboratory instructors and teaching staff
- Academic support staff
Notes on eligibility
- Please note that individuals with limited term appointments may apply. Appointments should cover the completion date of the grant, or the applicant should have as a collaborator someone with a continuing appointment. Please provide documentation confirming eligibility (e.g. copy of letter of appointment indicating that research is included in role). For further details regarding eligibility to conduct research of individuals with limited term appointments, please consult the relevant guidelines on the Office of Research Ethics website.
- A person may hold only one active LITE grant at a time as principal applicant.
- Collaborations with people outside of the University of Waterloo are encouraged; however, the principal applicant must be from the University of Waterloo.
- Funds requested for fully online course redevelopment, computer purchases, and basic infrastructure maintenance or replacement. Individuals should seek these funds through their faculty dean.
- Funds requested mainly for subsidizing travel expenses for students enrolled in a course. Such funds must be requested within the context of a broader project in which other expenses are also incurred (e.g., funds for a research assistant, etc.).
- Funds to conduct a program review
- Salary for applicant(s)
- Teaching release and the development of standard course materials
- Conference registration and travel expenses exceeding $4,000. A maximum of $2,000 per person per conference may be used (e.g., one applicant attending two conferences during the tenure of the grant, or two applicants each attending one conference).
- Regular teaching retreats; although meetings to begin such a practice would be eligible
- Journal subscriptions and professional memberships
- Tuition fees for credit courses taken as part of an academic program – Please refer to University of Waterloo Policy 4 “Benefits to Faculty and Staff Undertaking Part-time Educational Programs”
- Honoraria for members of the UWaterloo on-campus community (e.g., faculty members, staff members, etc.) who collaborate in the research
- Work for which a UWaterloo unit is already budgeted support
- Services already funded at UWaterloo
- Salaries for research assistants at other institutions
- Funds for experts from elsewhere, when similar resources and expertise are available at the University of Waterloo
- Conduct formal research projects on the impact of a specific new method of instruction on student learning at the course or program level.
- Develop innovative courses, materials, or activities that promote the internationalization of curriculum, pedagogies, and student learning (for example, integrating study/co-op experience abroad into the curriculum; curricular initiatives that promote greater interaction among home and international students; transcultural programs and courses; teaching, assessing, and supervising international students). If you want to discuss a project idea related to internationalization, please contact Svitlana Taraban-Gordon.
- Conduct investigations of pedagogical activities that support reflection on and integration of co-operative education and work-integrated learning experiences, or which examine the outcomes of co-operative education and work-integrated learning.If you would like to discuss a project idea related to these areas, please contact Judene Pretti.
- Implement a change across a program, or within a specific year of a program, to address a learning gap or challenge, and document the impact on student learning.
- Support teaching initiatives/collaborations between Departments, Schools, or Faculties to address a specific learning gap or challenge and document its impact on student learning.
- Present pedagogical scholarship at a disciplinary or higher education teaching conference outside of the University of Waterloo as part of a larger research project.
- Redesign physical teaching and learning spaces controlled by your unit and document the impact on student learning (Please see note about expenses in this category which are ineligible.).
- Purchase equipment (e.g., microphones, etc.) or software (e.g., data analysis software, etc.) to support implementation of the new method of instruction (Please see note about expenses in this category which are ineligible).
- Create innovative course designs or activities in which digital course materials, tools, or learning objects are part of the innovation. Note: Depending on the nature of the project, the CEL may be able to provide development support. You are encouraged to consult Aldo Caputo at CEL before submission to discuss project needs and timelines, to determine if the work can be accommodated with available resources and/or completed within the time allotted by the grant. If so, a development plan created in collaboration with CEL and confirmation of their assent should be included in your submission.
- For descriptions of successfully funded projects, please visit the LITE Grant website.
- If you are unsure about whether or not your project requires ethics clearance, please contact the ethics officer in the ORE responsible for your Faculty or Unit.
- If your research involves human participants, please ensure that you have met the University’sTri-Council Policy Statement for the Ethical Conduct for Research Involving Humans.
- The Office of Research Ethics has developed detailed guidelines for conducting research in classes or with students as study participants. Please consult these guidelines when designing your project and developing your proposal.
- For projects involving students in courses as participants, the research should be described in the course syllabus. The syllabus should also describe any course activities and what is expected of students. If applicable, credits for participating in an alternate activity should be described.For a list of items to include in the course syllabus, please consult the guidelines on the Office of Research Ethics website by scrolling to the section entitled “Can I give students course credit for participating in research?”
- When applicable, it is recommended that a course syllabus, or a draft of the syllabus, be provided with the research ethics application.
- Supporting materials should be included with your LITE Grant proposal whenever possible to help clarify and support the project’s assessment plans. Relevant materials may include course outlines, assignment descriptions, protocols, assignment rubrics, course learning outcomes, survey tools, etc.
- Maximum word count for Full Grant proposals: 2000 words. The project summary, timeline, budget, references, and relevant appendices (e.g., research instruments, protocols) are not included in the word count. Proposals should be written in 12-point font.
- Please use the headings provided in the proposal template document to structure your proposal.
- The endorsement of your Chair or Director (or designate) is required to indicate approval of the project. This endorsement may be a short e-mail sent by the endorser to Crystal Tse stating his/her support of the nature of the project and the Principal Applicant’s involvement in the project.
- Please refer to the report from “The Task Force on Innovative Teaching Practices to Promote Deep Learning at the University of Waterloo” for important references and definitions of terms that may be central to your proposal, such as “innovative teaching practices,” “deep learning,” and “effective teaching.”
- Funding for approved projects begins January 1st of the following year.
- Please note that grant holders will be held responsible for reimbursing over-expenditures.
- The proposal review process is blind. Please ensure that all identifying information has been removed from the body of the proposal.
The adjudication committee will consist of four members selected by the Associate Vice President, Academic. Two members of the Centre for Teaching Excellence – the Instructional Developer – Research and Consulting, and the Director (or designate) – will facilitate the adjudication process with the Associate Vice President, Academic, but will not be voting members.
a. Adherence to the Submission Requirements
Does the proposal include all elements required under the LITE Grant Proposal Guidelines?
b. Clarity of Project Goals/Outcomes
Are the intended outcomes of the project stated in terms of student learning and/or enhanced teaching? Does the research question articulate a clearly-defined issue?
c. Project rationale and description, including review of relevant literature
- Is a sound rationale established for the project?
- Is this rationale based on a succinct review of the relevant literature?
- Does the proposal describe how the project will build upon and contribute to student learning and/or enhanced teaching?
d. Plans for carrying out and assessing the project
- Are project outcomes, student learning outcomes, and/or teaching enhancement outcomes clearly identified?
- Will evidence gathered as part of the research convincingly relate to the project, student learning, and/or teaching enhancement outcomes?
- Are the proposed research methods (data acquisition, analysis, etc.) appropriate to the project goals?
- If the project requires expertise in a certain area (e.g., qualitative research, statistical analysis, etc.), does the proposal confirm whether this expertise is held or not by the applicant(s)? If applicants do not have the expertise required, does the proposal explain where it will be sought and ensure that any related expenses are accounted for in the budget?
Does the proposed timeline seem realistic and achievable, given the scope of the project?
f. Impact and Transferability
Are the contributions of the project to the members of the University of Waterloo learning community clearly articulated? Does the proposal outline the potential impact of the project beyond the University?
g. Plan for dissemination
Are there clearly articulated plans for sharing the outcomes of the project with others at the University of Waterloo and beyond?
Does the budget provide sufficient detail and justification regarding how funds will be spent? Is the budget realistic, given the scope of the project? Is the allocation of funds in each year of the grant specified?
Does the proposal demonstrate the practical and financial sustainability of the initiative beyond the grant’s funds?Does the proposal contain a statement of support from the applicant’s Dean, Chair, or Supervisor, as appropriate?
- Participate in one or two meetings per semester where project questions and progress will be shared with other grant recipients. These meetings will be hosted and facilitated by the Centre for Teaching Excellence.
- Disseminate findings of the project locally to the University of Waterloo learning community (as outlined in the Proposal Guidelines) and, in the case of Full grants, disseminate findings more broadly. Grant recipients may consult with members of the Centre for Teaching Excellence for suggestions regarding dissemination.
Funds for LITE Full Grants must be spent within two years. A progress report will be due in December of Year 1 and will be submitted electronically to Crystal Tse, Instructional Developer, Research and Consulting, CTE and forwarded to Mario Coniglio, Associate Vice President, Academic (AVP-A). Release of funding for Year 2 will be contingent upon receipt and approval by the AVP-A of the interim progress report.
A final report will be due one month after the completion of Year 2 of the project (January 31st of Year 3) and must be submitted to Crystal Tse at CTE. The report will then be sent to Mario Coniglio. Information from this report will be used to highlight the LITE Grant on the CTE website.
For assistance with proposal development as well as developing the research plan for your project, applicants are strongly advised to contact Crystal Tse, Instructional Developer – Research and Consulting at CTE (x31240), or Kristin Brown, Educational Research Associate at CTE (x32940).
Please submit the proposal as a Microsoft Word document to email@example.com.