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Request for Proposals

Dear CC Community

As part of the next phase of thinking about a new Academic Center on campus, President Tiefenthaler has dedicated $75,000 to spend THIS ACADEMIC YEAR! The funding will support a set of exciting pilot projects that demonstrate how a new Center for Engaged Teaching and Learning might enrich the already vibrant scholarly and pedagogical life at Colorado College. We invite all members of the campus community to think big about projects. What could you really get off the ground that would enable us to imagine how to support new ideas around engaged teaching and learning? See below for examples. 

Timeline

Starting December 2, our committee will review applications and grant funding until the money is gone. The projects must start this spring semester or summer and be able to demonstrate progress by next December.

Requirements

We want this to be easy. So, write a 1-page letter of intent (or fill out short answers on our online web form) that sketches out the project, resource needs, and budget. We want to know what will make your project successful: space, staffing, release time... Be sure to consider how your project demonstrates at least one of the goals below and how you can make that visible.  Please submit proposals to TheCenter@ColoradoCollege.edu

You can also choose to submit your idea via the online web form

Criteria

Projects will be evaluated by

  • How well they showcase what could happen in a new Center.   
  • How well they support the specific strategic planning goals listed below.
  • How well they help us build on our strong community by engaging students, faculty, parents, alums, and friends of the College as both experts and learners.
  • How likely the project is to show significant progress by next fall.

Strategic Planning Goals - examples below each goal

Support  undergraduate research, thesis writing, and fellowship proposals, where faculty and staff will mentor thesis, fellowship, and summer research students.
  1. Using students as research assistants in the summer: housing, training and support for students, options and support for faculty who need students for different lengths of time and intensity.
  2. Fellowships for CC recent graduates to pursue research projects, publication of senior work, outreach to community
  3. Developing a clearing house to match faculty research needs with student skill and interest.
  4. TigerTalks Training - place to learn excellent oral communication skills for everyone at CC.
Create in-residence programs for artists, scholars, social entrepreneurs, journalists, post-docs, film-makers and others, building on the block and extending our reach to engage our alumni and parents, as well as others, who are experts in their fields.
  1. Visiting Experts – would come for at least a block, housed in “Center” in pods of support: digital artists in Academic Technology, manuscript expert in the Library, visiting writer in the Writing Center, activists and journalists in Field Study or CCE office; paired w/ faculty or staff with release time (write into budget) assigned to work with them for a block, to organize projects, a class, workshops, presentations, research and mentoring for students.
  2. The CC Problem-Solving E.R.: Staffing, space and time to test ideas and solve important problems.
    • Idea Seminars – What do I need to begin this project? People, resources, research...
    • Campus Challenges: getting the right people in the room, focused and on task to solve cross functional issues (or work on projects) at the college.
  3. TigerTalks - Extending the reach of our own faculty and staff experts via CC classroom-style engaged learning talks (not stand-and-deliver TED Talks) to be disseminated via the web.
Develop the Office for Field Study to support faculty in all disciplines as they design and implement local and regional field trip.
  1. Redesign a course with a field component. How would this change the course and what kind of support would you need to develop and teach this?
Study the Block Plan by delving into its unique academic experience and sharing these findings internally and externally.
  1. Have a visiting expert come live and work at the Center to observe, measure, make a report about the advantages and disadvantages of Block Plan teaching and learning. How do we solve Block Plan challenges for student learning?
  2. Support for Faculty Peer-Observation: Funding and release time to visit classes, discuss results, and share teaching strategies
    • New faculty version and experienced faculty version

We’re looking forward to seeing what you all imagine! If you have questions or want to talk through an idea, please call or email any member of the strategic committee. 

Sincerely,

The “Center” Team:

Diane Alters, Inger Bull, Anne Hyde, Jared Richman, Tomi-Ann Roberts, Chad Schonewill, Andrew Streight, and Virginia Visconti 

Action team members

  • Anne Hyde, Chair
    [Director of the Crown Faculty Center]
  • Kris Stanec
    Lecturer in Education
  • Virginia Visconti
    Interim Director of the Collaborative for Community Engagement
  • Jared Richman
    Assistant Professor of English
  • Inger Bull
    Director of International Programs
  • Diane Alters
    Academic Communications Specialist
  • Tomi-Ann Roberts
    Professor of Psychology
  • Chad Schonewill
    Help Desk Team Lead