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Faculty Mini-Grants: A Key Piece of our PT3 Puzzle
PROCEEDINGS

, , University of Nevada, Las Vegas, United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The mini-grant concept, used at many universities, was identified as a "best practice" in a study of teacher education programs deemed exemplary in their integration of technology (Strudler & Wetzel, 1999). It is designed to address the obstacle identified by faculty as the biggest impediment to technology integration--time for professional development. Planned in collaboration with UNLV's Teaching and Learning Center, our mini-grant program provides faculty time outside of their normal work schedule to gain new skills and plan and develop technology-enhanced learning activities for their classes. Ten mini-grants were awarded last summer as part of our PT3 Capacity-building grant. Now, our Implementation grant includes 36 mini-grants per year for three years--24 within the College of Education and 12 to faculty in other colleges across campus. Overall, we feel that the mini-grants offer a wonderful "next step" as a follow-up to the faculty workshops that we've offered. This paper will document the process and outcomes of our mini-grant program to date. For more information and examples of faculty projects please see: http://www.unlv.edu/projects/THREAD/.

Citation

Strudler, N. & Weiss, R. (2001). Faculty Mini-Grants: A Key Piece of our PT3 Puzzle. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2122-2124). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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