PEW TECHNOLOGY ENHANCEMENT GRANT
Pew Technology Enhancement Grants are intended to enable faculty to purchase materials beyond the unit's customary budget to enhance a new or existing course. Pew Technology Enhancement grants do not include stipends (check Pew Scholar Teacher grants if you need a stipend) nor do they assist with the purchase of computers. If you need software, be sure to check if the school already owns a license and mention that in your grant application.
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.
Maximum award: $3,000.
Deadlines: October 1, February 1, and April 1.
Items to note:
1. 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.
2. Ongoing projects are not funded by Pew FTLC.
3. Be as thorough as possible in your application. A primary reason many grants are denied is due to a lack of thorough implementation and assessment plans. Another reason many grants are reduced or denied is due to a lack of detail or errors in the budget.
4. Describe what General Education goals (listed below) will be addressed by this project and how they will be incorporated into course curriculum, methodologies, etc. For further description of the goals, see the Gen Ed website: http://www.gvsu.edu/genedresources/ge-goals-18.htm Please note additional points in the rubric are tied to these goals, but they are not necessary for a project to be considered for funding.
Goals: Collaboration, Ethical Reasoning, Problem Solving, Quantitative Literacy, Critical and Creative Thinking, Written Communication, Oral Communication, Information Literacy, Integration
The grant letter announcing the award contains information specific to your grant concerning reimbursements. If you need a copy of this letter, go to the Pew FTLC website, click on "Apply for Grants", logon and you will see your grants. Click on the grant in question, and click the download button under the Files and Notes heading.
Travel, Materials or Services: All purchases for materials or services and travel expenses for grants are to be made using department funds. These reimbursements are not dependent on a report and carry from one fiscal year to another, so send in reimbursements as they occur.
- Send an email or memo with the faculty name, grant type, grant number, and the amount to be transferred. You are welcome to use our reimbursement form .
- Attach a copy of the Purchase Order, P-card transaction, or Travel and Expense voucher, etc. for the travel, materials, or services purchased.
- The department will be reimbursed through a working budget transfer of funds from the Pew FTLC grant account. The FTLC will initiate the transfer in Onbase.
Send Information to: email@example.com via email or to Pew FTLC, 324 LOH via interoffice mail.
FINAL REPORT INSTRUCTIONS
The grant letter announcing the award states the due date of your report. If you need a copy of this letter, go to the Pew FTLC website, click on "Apply for Grants", logon and you will see your grants. Click on the grant in question, and click the download button under the Files and Notes heading.
Grants close when all monies are dispersed and a report has been sent in. To be approved for any new grants, all prior grants must be in good order, including reports submitted and approved.
Report Format: The report format is entirely up to you, but normally we get a 1-3 page narrative (the larger the grant, the longer the report) that describes the outcomes of the grant activity. Here is the link to Final Report Instructions for more detailed information: http://www.gvsu.edu/ftlc/final-report-instructions-for-pew-ftlc-grants--185.htm
PRIOR PEW TECHNOLOGY ENHANCEMENT GRANTS
We publish our current grants as examples to show the type and variety of technology we have awarded.
2013- iPads are a hot topic in teaching. The Pew FTLC funds grants involving iPads that are evidence-based citing 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.
2012 - 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.
2011 - 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.
Page last modified September 25, 2013