University Teaching Leadership Fellows: Frequently Asked Questions

While both initiatives encourage scholarship and innovation in teaching and learning, they are separate programs. Both programs aim to develop and support teaching and learning initiatives that are effective and scalable. In addition, University Teaching Leadership Fellows (UTLFs) are expected to undertake projects that go beyond the course or program level and have a larger impact on the U of G community. LEF projects are normally completed over a 16-month period, while UTLFs have a 3-year term, allowing time for more comprehensive or extensive projects and the dissemination of findings to the U of G community and beyond.

In addition to their teaching and learning project, UTLFs engage in educational leadership, advocacy, networking, service, and mentoring to promote educational excellence. UTLFs also lead and support teaching initiatives in their Colleges and have opportunities and support to develop as educational leaders.

Section 1: Teaching and Learning Project Proposal

1. Title of Project and Project Abstract: A summary of the project in 250 words or less, including project description, intended goals/outcomes, plans and methods, and contribution to the college or university.
2. Project Description: (no more than 5 single-spaced pages)
   1. Purpose. The overall purpose and goals of the project, the problem to be addressed, the intended outcomes to be achieved, and the specific questions to be answered by the project. Identify how the project will address a teaching and learning gap or challenge at the College, Library or Institutional level and how it can advance institutional teaching and learning goals or initiatives.
   2. Significance and Impact. The impact of the project on undergraduate or graduate teaching and learning at U of G, including within a curriculum, a program, and/or institutionally (e.g., the benefits to student learning and success, the number of students to be impacted, etc.).
   3. Brief Literature Review. Demonstrate that the project is grounded in prior research and scholarship.
   4. Methods/Activities. Explain the overall project plan. The methods should be presented in sufficient detail to understand the steps and activities that will be required to complete the project. Be sure to explain why this approach was selected and how it will support the project. Use the Project Timeline (III) in conjunction with this section to outline the plan.
   5. Evaluation and Expected Outcomes. Describe how the project will be assessed. What will be measured, how will it be measured, and why are the measures appropriate. Include a description of the data collection and analysis methods that will be used. Clearly indicate how the evaluation methods are directly linked to the intended outcomes and objectives.
   6. Knowledge Dissemination. Describe how the results of the project will be communicated to the U of G community, including how the findings could be potentially implemented across the college or institution. Describe how the results could be communicated externally to U of G (e.g., through publications, presentations, creative activities).
3. Project Timeline (including Dissemination). A list of dates and activities for the project during the 3-year term.
4. References
5. Appendices
6. Budget Narrative. Fellows receive $30,000 to use during their 3-year term. Funding can be used for an undergraduate or graduate research assistant, expenses related to research and scholarly activities (see Eligible Expenses as listed for the Research Leadership Fellows), or professional development related to teaching, research, or educational leadership. Include an itemized budget for use of these funds and any additional funds given from the College, Department, Library or other internal or external grants and awards. Inclde an annual breakdown of how the funds will be used. Note: Awardees will receive 3 installments of $10,000 per year.

Section 2: College-Level Networking Proposal

Propose a plan to engage and deepen conversations about teaching and learning at the college level during your term as University Teaching Leadership Fellow. See the College- or Library-Level Networking section for ideas. The proposal, up to one-page single spaced, should include:

• Intended goals or outcomes for the initiative for the College or Library and for individuals who are engaged in the initiative
• Description of how the initiative fits into or builds on existing initiatives in the College or Library
• Timeline with concrete actions
• Description of how success of the initiative will be determined or measured
• Additional resources, support, or expertise needed and plans for how these could be obtained or developed

Section 3: University Teaching Leadership Fellow Applicant Background and Goals

1. Proposed (Desired) Fellow title (“University Teaching Leadership Fellow in…”)
2. Evidence of Teaching Excellence, Expertise, and Leadership in the area of focus and related areas (2-3 single spaced pages). This may include:
   1. efforts to develop your own teaching practice, particularly in the proposed area or related areas of focus of the project
   2. evidence of innovative leadership in teaching and learning
   3. previous scholarship or research in the proposed area or related areas and the impact of this work
   4. efforts to support others’ teaching practice, program or curriculum development, and/or advance the scholarship of teaching and learning (e.g., teaching mentoring, teaching-related publications, creative activities, and presentations, facilitating workshops or trainings, development of peer-reviewed or open-source teaching materials)
   5. knowledge, skills, and experience that have prepared you to be an effective University Teaching Leadership Fellow
3. Curriculum Vitae (up to 4 pages, focusing on last 5 years)
4. Personal/Professional Development Goals and Needs (1-2 single spaced pages): Identify key areas of personal or professional development that you’d like to pursue during your term as a University Teaching Leadership Fellow, and a plan to develop these skills. Identify any specific knowledge or skills needed to complete the project or college-level networking goals, and a plan to develop these skills. Identify how this position will enhance your teaching practice and educational leadership.