FUNDING FOR COLLABORATIVE FACULTY INNOVATION
What ideas do ACM faculty have to enhance teaching and learning at their colleges?
Are there new pedagogical approaches to try, or curricula to prepare students for emerging career paths, or ways to use instructional technology that engage students and bring resources into the classroom?
The Faculty Career Enhancement Program (FaCE) awards grants that enable ACM faculty to engage in collaborative projects that explore ways to strengthen liberal arts education, and then to share the results widely with colleagues across the ACM and beyond.
PROJECTS WITH IMPACT
With support from FaCE grants, faculty have created a wide range of projects to initiate change on ACM campuses, such as:
- New curricula: To help address the demand for classes in statistics and data science, faculty from Grinnell College, Lawrence University, and Carleton College shared their expertise to create tutorials and case studies for those courses and make the materials freely available online.
- Pedagogical advances: As field-based learning expands, Colorado College faculty and staff hosted a Symposium on Field Study to define and refine the pedagogy and practice of field study.
- Introducing technology: Lawrence University created an interdisciplinary makerspace to provide access to advanced technology, such as 3-D printers, for faculty and students across disciplines.
Recent FaCE Projects
Misconceptions plague basic science education. For example, it’s common for students to start a microbiology course thinking, “Vaccines must cause disease in order to work.” While vaccines stimulate immune responses, […]
At our institutions, faculty and students alike seek opportunities for deep learning, experiential education, and community engagement. When these three things effectively come together, the outcome is high impact for […]
While landscapes provide opportunities for inherently cross-disciplinary collaboration, field stations/natural lands areas are often envisioned as primarily biology spaces. This narrow emphasis falls short of the potential of broader interconnected teaching and […]