• Principal Investigator must be a member of STLHE.
• Proposed ED grant budget requests must range from $500 up to a maximum of $3000 CAD.
• ED grants may be used towards expenses such as research assistant funding (at the local institutional hourly rate), contributions of community partners or organizations, travel and direct material costs.
• Travel costs are eligible for funding only when the travel is determined to be essential to the achievement of proposed project outcomes. Grant funding cannot be used for travel related solely to project dissemination.
• Named applicants (principal or collaborating) cannot be paid from the grant including salary, tuition, and/or other payments that are not reimbursements for costs incurred.
• Eligible proposals must include the description of a project deliverable that would be of value to the ED community. The funded research and work to develop resources may overlap with one or more applicants’ academic research, but the production of a thesis or the publication of a scholarly article do not, in themselves, satisfy the project deliverable requirement.
• Funds for Educational Development grants should typically be spent within one year.

• Step 1: Read the components and rubric carefully; following them simplifies the work for our reviewers considerably
• Step 2: Write a proposal that includes the required components (“Proposal required components” below) and addresses the criteria.
• Step 3: Include in your proposal the agreements (found in “Proposal required components” below). Mark an “[x]” if you agree with the statements.
• Step 4: Save your file as a Word document (doc or docx). Name it LastName_YearEDgrant.doc For example, Smith_2022EDgrant.doc
• Step 5: Email to kwscholz@uwaterloo.ca
  • Typical Deadline: April 30 (Spring Call) and October 31 (Fall Call) or next working day if occur on a holiday or weekend.

1. Title
2. Contact information
3. 50 word proposed project mini-description (for posting on the website for successful applications)
4. 300-1000 word full description of the project including intended outcomes/deliverables
5. Budget (describe each item and indicate the cost including hourly rate, per item cost and any in-kind or other contributions)
6. Timeline indicating when each stage of the project will be taking place over the course of the year-long grant
7. Agreement statements
   [ ] I/We agree to provide STLHE, who funds this grant, with access to resulting information and resources for which the copyright remains with the author(s).
   [ ] I/We acknowledge that I/we will submit an interim report and a final deliverable (as described below).

Click here to view

Successful grant proposals are posted on the STLHE website, along with the interim and final reports for the project.

Final deliverable (Due 12 months after funding is received. Will be posted on the STLHE website):

• Title
• Contact information
• 50- 100 word description of the project; includes note about expenditures/budget.
• The findings and resource (can be a summary, links, pre-print article, ED guide, etc.)

Successful grant proposals are posted on the STLHE website, along with the interim and final reports for the project.

Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of educational development in higher education. Review of Educational Research 82(1), 90-126.

Brancato, Emilie. (Ed.). (2014).  Spark:  Explorations in Education Development for the Creative Disciplines.  Educational Developers Caucus (EDC). http://www.ocadu.ca/Assets/content/teaching-learning/FCDC/SPARK+-+Explorations+in+Educational+Development+for+the+Creative+Disciplines.pdf
This guidebook contains resources for educational developers who work with creative (visual arts) faculty and for visual arts faculty interested in educational development.  The resources address a variety of areas including curriculum and course development, best practices in feedback and assessment, and professional development and pedagogical training for creative faculty and teaching assistants.

Cassidy, A., Sipos, Y. and Nyrose, S. (2020), “Programs, Workshops, Resources, and Other Supports for Post-Secondary Sustainability Educators”, Sengupta, E., Blessinger, P. and Yamin, T. (Ed.) Integrating Sustainable Development into the Curriculum (Innovations in Higher Education Teaching and Learning, Vol. 18), Emerald Publishing Limited, pp. 75-89. https://doi.org/10.1108/S2055-364120200000018023 Posted to ResearchGate https://www.researchgate.net/publication/340004939_Programs_Workshops_Resources_and_Other_Supports_for_Post-Secondary_Sustainability_Educators

Cassidy, Alice, Yona Sipos and Braydon Walker © 2013 Resource Repository for Sustainability Education and Leadership, Educational Developers Caucus, Society for Teaching and Learning in Higher Education

Faculty Cyber Connections Online Module Design Workbook: Web Version

Kolomitro, K., & Anstey, L. (2017). A survey on evaluation practices in teaching and learning centres. International Journal of Academic Development, 22(3), p. 286-198

Kolomitro, K., Kenny, N., & Sheffield, S.L. (2020). A call to action: Exploring and responding to educational developers’ workplace burnout and well-being in higher education. International Journal for Academic Development 25(1), 5-18

Skene, A., King, S., Patterson, J. and Cheng, T. (2012) Making your teaching innovations count: a primer on quantitative approaches in educational research