Pew Technology Enhancement (PTE) Grants are intended to enable faculty to purchase materials beyond the unit's customary budget for innovation in a new or existing course.
Eligibility: All faculty, full- or part-time, are eligible. Visitors, affiliates, contract, and part-time faculty, however, require a tenured or tenure-track faculty member as a participant in the grant. All other things being equal, faculty members and/or departments who have not received grants in preceding grant rounds will be given priority over those who have.
Maximum award: $3,000
Deadlines: October 1, February 1, and April 1
Items to note:
We publish descriptions of our current grants to show the type and variety of technology we have awarded.
The Pew FTLC funds grants involving iPads that are evidence-based and that cite specific goals to improve student learning. For example, Nancy Levenburg received a Technology Enhancement grant to purchase an iPad with a writing stylus and AirSketch program to use with Blackboard’s Collaborate tool to offer additional sessions with students to practice and review mathematical concepts used in MGT 361, a need demonstrated by her classes in a math skills assessment. With this technology, students will be able to ‘see’ operations performed in a step-by-step fashion remotely just as they do on a whiteboard in the classroom. Additionally, because Bb Collaborate allows instructors the ability to record sessions, it will allow for asynchronous access by students who are unable to participate in real-time sessions.
Professor Alexandra Locher of the Biology Department received a Pew Technology Enhancement grant to purchase handheld GPS devices to teach students the skills for GPS use and the applications such skills would have for natural resources management, such as tracking animal movements or mapping timber stand boundaries.
Professor Paul Keenlance of Biology used a Technology Enhancement grant to purchase six Reconyx Hyperfire cameras that have been used extensively both in classes and in support of undergraduate and graduate research projects. For example, three groups used the remotely triggered cameras to assist in documenting the species of wildlife for areas where they were developing their habitat management plans in BIO 408 (Wildlife Management). This opportunity provided a validation of the groups’ estimate of the quality of habitat available in their management areas, which greatly strengthened the inference they could make about what habitat management activities needed to be implemented. Danielle Bradke also used the cameras as an integral part of her S3 project examining den site characteristics and reproductive activity of American martens in the Manistee National Forest. She tracked radio collared female martens to locate their dens. Once she located the structure that appeared to be a den she placed a camera to monitor either the opening to the cavity or the base of the tree. The images collected by the camera allowed Danielle to document whether the female had kits, how many kits she had, and the survival of the kits throughout the summer. To date she collected over 24,000 (no that isn’t a typo) images while monitoring 6 female martens. Her abstract has been accepted and she presented her results in a poster at the Annual Meeting of the Wildlife Society in Portland this past October. This is a national meeting and the opportunity to present, as an undergraduate, is a significant step toward her goal of attending graduate school. These are just two of many exemplary opportunities provided by this new equipment.