Funding

The Accessible Dartmouth Initiative (ADI) is a collaboration between The Dartmouth Center for the Advancement of Learning, Student Accessibility Services, and Learning Design and Innovation (ITC). ADI supports faculty incorporating Universal Design for Learning (UDL) into Dartmouth courses with the goal of better meeting the needs of all students, including neurodiverse students – those who learn differently due to conditions such as ADHD, autism, dyslexia – as well as first-generation college students, international students, English language learners, and students of other marginalized identities. In addition to supporting student learning, UDL benefits instructors by weaving accessibility and flexibility into the fabric of a course.

This course redesign grant engages faculty to incorporate UDL interventions identified in a UDL Institute into a current or new course.

The time commitment for the grant activities is generally expected to be 20-25 hours over the course of about 16 weeks. The activities listed here are described in further detail below. 
    •    UDL Institute: 10 hours
    •    Consultations and work time: 5-10 hours
    •    Feedback collection, artifact creation, and narrative: 3-5 hours

Faculty and staff educators completing all of the following steps are eligible to receive a $1500 stipend.

The grant program is structured as follows: 

Step 1: UDL Institute

Attend a UDL institute, hosted by the ADI Team. Institutes will be scheduled 3 times per year (generally during June, December, and March). For live institutes, you will spend approximately 10 hours over 3 days with fellow Dartmouth faculty learning about specific aspects of the UDL framework and applying them to your course materials. Asynchronous institute opportunities are currently being developed.

Learn more and apply for the UDL Institute here. 

Step 2: Institute Feedback Survey and Grant Opt-in

At the end of the institute, you will complete a short survey about the institute, including the option to opt in to grant activities. The opt-in will include questions relating to the course interventions you began during the institute. This will set the stage for the rest of the grant cycle. 

Step 3: Consultations and Work Time

You will work with an ADI team member to continue the UDL course design work you started during the institute. Together, you will determine what interventions you will try during the next teaching term. At least 1 consultation to plan your intervention(s) is required. 

Step 4: Teach your course

With the support of your assigned ADI team member, you will implement your UDL interventions. During the term, the ADI team will be available to guide you through collecting student feedback and reflecting on your experience. 

Step 5: Share your artifact and narrative 

Drawing your own reflections and any student feedback you collected, you will refine the course material(s), activity, or assessment(s) you changed during the redesign process. This refined material will be the artifact of your redesign that you will share with the ADI team. You will also create a short narrative to accompany your artifact. This narrative can be written, audio, video, or in any format that speaks to you. See the ADI Grant Completion Requirements (Prompt to Copy a Google Doc) for more information on requirements. 

When you submit your materials, you will be prompted to indicate whether ADI has permission to share your reflection and artifact, either with credit to you or anonymously. 

Once you have submitted your artifact and narrative, you will recieve a $1500 stipend. Grantees may complete up to 3 cycles and apply for funding, totaling $4500 over 3 cycles. Each of the 3 yearly institutes will have a different focus, to allow faculty to participate in multiple institutes each year. 

The Dartmouth Center for the Advancement of Learning together with the Thayer School of Engineering is offering small grants to support faculty in the development and implementation of design thinking activities in current Dartmouth undergraduate courses in AY22/23. We encourage applications from all disciplines.

Each faculty grant recipient will receive a $1,000 stipend at the end of the term in which they teach the course. In addition, applicants may request up to $1,500 to cover materials and other costs associated with implementing the proposed design activity.

Visit the DIAD Course Development Grant hub to learn more and apply. Deadline to apply for the Fall 2023 and Winter 2024 courses are due Friday, July 21, 2023 at 11:59 PM ET.

Teaching Professional Development Grants of up to $1000 are designed to support and encourage attendance at workshops, seminars, and conferences related to pedagogy intended to support the applicant's professional development as a teacher.

These events may be discipline-specific or higher education pedagogy-focused. The purpose of participation must be directly related to improving instruction in Dartmouth courses and programs.

Eligibility

Any Dartmouth faculty member, graduate student, or professional staff member who is directly involved with student instruction.

Selection Criteria

Funds will be awarded to applicants who make a clear case for how attendance will contribute to their pedagogy, course design, or understanding of student learning. Attendance to increase course/curriculum content knowledge will not be funded. The experience must be explicitly and specifically intended to develop one's teaching practice.

Application and Award Process

• Complete the Professional Development Grant application.
• Secure the signature of the chair, program director or dean confirming that the applicant is eligible for a grant and that the experience falls outside the normal scope of the departmental budget.
• Submit the application to DCAL via email, fax (603-646-6906) or campus mail (HB 6247).
• If you are approved for the grant, you will be required to submit original itemized receipts for reimbursement after the event has taken place. These should be sent to Elaine Livingston at DCAL. All receipts must be submitted in the fiscal year in which the travel occurs.
• Awardees will be expected to share their learning with the Dartmouth teaching and learning community through DCAL.
• Applications must be submitted prior to the conference or meeting; no retroactive applications will be considered.

The Student Experiential Learning Fund (SELF) is directed in partnership between the Center for Professional Development (CPD) and the Dartmouth Center for the Advancement of Learning (DCAL). The fund supports students’ skill, confidence, and capacity building through intentional experience with and critical reflection on:

• Internships, externships, job-shadowing
• Non-Dartmouth research opportunities
• Group and team projects
• Social sector and direct service experiences
• Conference travel and scholarly presentations
• Specialized professional/leadership training

For more information and to apply, visit the Center for Professional Development's SELF page or contact SELF@dartmouth.edu.