Center for Academic Innovation awards grant funding to support academic and pedagogical innovation to enhance student learning (Funding provided by the Herbert H. and Grace A. Dow Academic Development fund). The grant application submission is managed through competition space (Office of Sponsored Programs). You can find the submission guidelines under “Dow Professor Award”
The competition is open to all tenured-track faculty.
Estimated number of awards: 6
Estimated amount: up to $5,500/project
Timeline for Grant Applications:
All applications will be submitted electronically through Competition Space.
It is expected that the project will be implemented and assessed within the next academic year. Provide a timeline to support the proposed project.
The Center for Academic Innovation will award funding to support academic and pedagogical innovation to enhance student learning. The funding is provided by the Herbert H. and Grace A. Dow Academic Development fund awarded to Saginaw Valley State University. The estimated number of awards are six, and have an estimated amount of up to $5,500 per project.
The purpose of the award is to support the work of individual tenure-track faculty or teams of faculty for academic and pedagogical innovation projects that enhance student learning. These projects will demonstrate the use of evidence-based practices and innovative pedagogy to address a learning need.
Proposals should include projects that support the following CAI goals:
Examples include, but are not limited to:
Selection priority will go to proposals that clearly articulate how they will:
The competition is open to all tenured-track faculty. For collaborative proposals, the project director listed on the Application Cover Sheet must meet eligibility requirements. Applicants who received CAI grants in the past may seek support for new proposals. If a choice must be made between projects of equal merit, priority will be given to the proposal submitted by an applicant who has not received funds during the previous academic year.
In 2017, six Herbert H. and Grace A. Dow Academic Development awards were given to individual faculty and teams of faculty to support teaching innovations.
Arthur Martin (Associate Professor of Biology)
Development of Project-Based Biology Laboratories
Development of Project-Based Biology is a project proposed by Arthur Martin (Associate professor of Biology) along with Dr, Cal Borden, Ms. Katie Cottrell-Donahue, Dr. Sylvia Fromherz, Dr. James McEvoy, Ms. Kathleen Pelkki, Ms. Amamda Ross, Dr. David Stanton and Dr. Rosalyn Sweeting to to develop project-based laboratories for the first year experience of undergraduate students studying biology as part of their degree requirements.
Christopher Giroux (Associate Professor of English) and Hideki Kihata (Professor of Art)
The Still Life Project
The goal of this project is to create callaborative service-learning opportunities for SVSU students, particularly Art majors and Writing Center tutors, to gain practical experience with writing, editing, and photography
The Still Life Project (12kB)
Gary Lange (Professor of Biology)
Engaging Students in a Non-Majors Biology Classroom through Increased Active Learning
This project seeks to enhance and expand the active learning modalities students and exposed to in our non-majors BIOL 104B-Human Biology course.
Rhett Mohler (Assistant Professor of Geography)
Acquisition fo an Unmanned Aerial System (UAS) for Curricular and Co-Curricular Use
This project will give interested students and opportunity to gain hand-on experience with UAS technology.
Sally Decker (Professor of Nursing)
Use of Gaming: Friday Night in the ER Game as an Educational Learning Experience
Educational gaming is a strtegy that has he potential to provide active learning and stimulate student motivation.
Will Williamson (Professor of Rhetoric and Professional Writing) and Scott Kowalewski (Assistant Professor of Rhetoric and Professional Writing)
Preparing 21st-Century Communicators: Audio Production in Professional and Technical Writing
This project will better prepare professional and technical writing (PTW) students to be rhetorically-effective, technologically-adept 21st-century communicators