| Overall Rating | Platinum |
|---|---|
| Overall Score | 85.74 |
| Liaison | Mike Wilson |
| Submission Date | Dec. 13, 2023 |
University of Victoria
AC-7: Incentives for Developing Courses
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 2.00 |
Claire
Irvine Sustainability Coordinator Campus Planning and Sustainability |
"---"
indicates that no data was submitted for this field
Does the institution have an ongoing program that offers incentives for academic staff in multiple disciplines or departments to develop new sustainability courses and/or incorporate sustainability into existing courses? :
Yes
A brief description of the incentive program(s):
The Division of Learning and Teaching Support and Innovation (LTSI) at UVic is charged with administering a number of grants and professional development funds in support of those contributing to excellence in the teaching and learning mission of the university. Funds support: academic units and educational leaders implementing curricular reform and innovation, faculty and instructors who wish to undertake scholarship of learning and teaching (SoTL) in their discipline, educational innovators and individual teacher professional development. Grants are open to all instructors unless specified.
Anti-Racism Initiative (ARI) Grants:
• Willow Allen, Department of Educational Psychology and Leadership Studies - Designing an antiracist and anti-oppressive research methods course for education and social sciences undergraduate students (2022-2023)
• Moustapha Fall, Department of French - The Missing Link to Equity, Diversity & Inclusion in the Context of Canadian Mainstream Culture: Understanding Black-Indigenous identities & cultures (2022-2023)
• Adam Monahan, Faculty of Science - Developing a New EDI Training Module for Faculty of Science Students (2022-2023)
• Jennifer Thom, Department of Curriculum and Instruction - Living Curriculum in a New Key: Ted T. Aoki’s Life, Lessons, and Legacy (2022-2023)
Course Design/Redesign (CDR) Grants:
• Julia Baum, Department of Biology - Coastal Climate Solutions: Interdisciplinary Training to Prepare Canada’s Next Generation of Climate Leaders (2022-2023)
• Jennifer Gruno, School of Exercise Science, Physical and Health Education - Deconstructing colonialism and de-centering unequal colonial knowledge structures in Physical and Health Education Teacher Education [PHETE] (2022-2023)
• Kimball Ketsa, Peter B. Gustavson School of Business - Increasing the Representation of Inclusive Education – Gender Equality (Transgender and Gender Diverse Students) Pedagogy into the Managerial Accounting Curricula (2022-2023)
• Lenora Marcellus, School of Nursing - Development of a primary health care elective for Year 4 Baccalaureate of Science in Nursing (BSN) students (2022-2023)
• Jhotisha Mugon, Department of Psychology - PSYC 351D – Biopsychology: A re-design and update of content using Principles of Universal Design for Learning (2022-2023)
Experiential Learning Fund (ELF) Grants:
• Alexandrine Boudreault-Fournier, Department of Anthropology - Food Sovereignty in Rural Cuba: Creating Transformative Field School Experiences (2022-2023)
• Steven Capaldo, School of Music - Indigenizing spaces for teaching and learning in post-secondary music education: a community-immersive learning experience with Coast Salish culture bearers (2022-2023)
• Kris Dubrawski, Department of Geography and Department of Civil Engineering - Designing a new GEOG field course; “Ecological design for climate resilient communities” (2022-2023)
• Rebecca Halliday, Department of English - Integration of Community-Engaged Learning Frameworks and Community Partnerships into an Expanded Professional Communication Curriculum (2022-2023)
• Gillian Krezoski, Department of Geography - Karst Landscapes – A systems approach examining humans, climate, hydrology, biology, and geology in this important and sensitive three-dimensional landscape (2022-2023)
• Erin McGuire, Department of Anthropology - Beyond the surface: Using in-the-field training to apply remote sensing strategies to a community cemetery problem (2022-2023)
• Benjamin Neal, Department of Biology and Environmental Studies - Accessing our changing coastal community: community-based field marine ecology on the Saanich Peninsula (2022-2023)
• Oliver Schmidtke, Department of Political Science/History and Centre for Global Studies - Remembering the Past – Envisioning the Future. The European Memory Politics Study Tour (2022-2023)
• Dawn Smith, School of Indigenous Governance - Indigenous Land-Based Learnings and Student Experiences (2022-2023)
• Brian Thom, Department of Anthropology - UVic – Tsawout First Nation 2023 Summer Archaeological Field School at ȾEL,IȽĆE, Cordova Bay, British Columbia (2022-2023)
• Helga Thorson, Department of Germanic and Slavic Studies - Reimagining the Holocaust I-Witness Field school. Innovating experiential learning opportunities for students and communities post-COVID (2022-2023)
• Sarah Wiebe, School of Public Administration - Grounded Governance: Cultivating Social Justice through Community-Engaged Learning (2022-2023)
Open Educational Resource (OER) Grants:
• Dennine Dudley, Department of Art History and Visual Studies - Learning to Look: Explorations in Visual Literacy (2022-2023)
• Sara Humphreys, Academic and Technical Writing Program (ATWP) - “It’s the End of the World as We Know It”: Generative AI and Academic Writing (2022-2023)
• David Leach, Department of Writing - The Climate Disaster Project: Open Source Trauma-Informed Storytelling and Climate Journalism (2022-2023)
• Matthew Pollard, Department of Germanic and Slavic Studies - Fostering Diversity and Inclusion in the Language Classroom: Creating OER materials and adopting OER content for First-Year German (2022-2023)
Scholarship of Teaching and Learning (SoTL) Grants:
• Gillian Calder, Faculty of Law - The Importance of Creativity, Empathy and Imagination to Legal Education in Canada (2022-2023)
• Rebecca Gagan, Department of English - Employing Inclusive Pedagogy for Neurodiverse and Disabled Students: A Four-Part Workshop for Faculty (2022-2023)
Strategic Initiative Indigenous (SI-I) Grants:
• Jennifer Gruno, School of Exercise Science, Physical and Health Education - Furthering our journey in de-centering colonial knowledge structures in Physical and Health Education Teacher Education (PHETE) [2022-2023]
Kim McLean-Fiander, Department of English - Decolonizing and Indigenizing English 146: Contemporary Literature (2022-2023)
Anti-Racism Initiative (ARI) Grants:
• Willow Allen, Department of Educational Psychology and Leadership Studies - Designing an antiracist and anti-oppressive research methods course for education and social sciences undergraduate students (2022-2023)
• Moustapha Fall, Department of French - The Missing Link to Equity, Diversity & Inclusion in the Context of Canadian Mainstream Culture: Understanding Black-Indigenous identities & cultures (2022-2023)
• Adam Monahan, Faculty of Science - Developing a New EDI Training Module for Faculty of Science Students (2022-2023)
• Jennifer Thom, Department of Curriculum and Instruction - Living Curriculum in a New Key: Ted T. Aoki’s Life, Lessons, and Legacy (2022-2023)
Course Design/Redesign (CDR) Grants:
• Julia Baum, Department of Biology - Coastal Climate Solutions: Interdisciplinary Training to Prepare Canada’s Next Generation of Climate Leaders (2022-2023)
• Jennifer Gruno, School of Exercise Science, Physical and Health Education - Deconstructing colonialism and de-centering unequal colonial knowledge structures in Physical and Health Education Teacher Education [PHETE] (2022-2023)
• Kimball Ketsa, Peter B. Gustavson School of Business - Increasing the Representation of Inclusive Education – Gender Equality (Transgender and Gender Diverse Students) Pedagogy into the Managerial Accounting Curricula (2022-2023)
• Lenora Marcellus, School of Nursing - Development of a primary health care elective for Year 4 Baccalaureate of Science in Nursing (BSN) students (2022-2023)
• Jhotisha Mugon, Department of Psychology - PSYC 351D – Biopsychology: A re-design and update of content using Principles of Universal Design for Learning (2022-2023)
Experiential Learning Fund (ELF) Grants:
• Alexandrine Boudreault-Fournier, Department of Anthropology - Food Sovereignty in Rural Cuba: Creating Transformative Field School Experiences (2022-2023)
• Steven Capaldo, School of Music - Indigenizing spaces for teaching and learning in post-secondary music education: a community-immersive learning experience with Coast Salish culture bearers (2022-2023)
• Kris Dubrawski, Department of Geography and Department of Civil Engineering - Designing a new GEOG field course; “Ecological design for climate resilient communities” (2022-2023)
• Rebecca Halliday, Department of English - Integration of Community-Engaged Learning Frameworks and Community Partnerships into an Expanded Professional Communication Curriculum (2022-2023)
• Gillian Krezoski, Department of Geography - Karst Landscapes – A systems approach examining humans, climate, hydrology, biology, and geology in this important and sensitive three-dimensional landscape (2022-2023)
• Erin McGuire, Department of Anthropology - Beyond the surface: Using in-the-field training to apply remote sensing strategies to a community cemetery problem (2022-2023)
• Benjamin Neal, Department of Biology and Environmental Studies - Accessing our changing coastal community: community-based field marine ecology on the Saanich Peninsula (2022-2023)
• Oliver Schmidtke, Department of Political Science/History and Centre for Global Studies - Remembering the Past – Envisioning the Future. The European Memory Politics Study Tour (2022-2023)
• Dawn Smith, School of Indigenous Governance - Indigenous Land-Based Learnings and Student Experiences (2022-2023)
• Brian Thom, Department of Anthropology - UVic – Tsawout First Nation 2023 Summer Archaeological Field School at ȾEL,IȽĆE, Cordova Bay, British Columbia (2022-2023)
• Helga Thorson, Department of Germanic and Slavic Studies - Reimagining the Holocaust I-Witness Field school. Innovating experiential learning opportunities for students and communities post-COVID (2022-2023)
• Sarah Wiebe, School of Public Administration - Grounded Governance: Cultivating Social Justice through Community-Engaged Learning (2022-2023)
Open Educational Resource (OER) Grants:
• Dennine Dudley, Department of Art History and Visual Studies - Learning to Look: Explorations in Visual Literacy (2022-2023)
• Sara Humphreys, Academic and Technical Writing Program (ATWP) - “It’s the End of the World as We Know It”: Generative AI and Academic Writing (2022-2023)
• David Leach, Department of Writing - The Climate Disaster Project: Open Source Trauma-Informed Storytelling and Climate Journalism (2022-2023)
• Matthew Pollard, Department of Germanic and Slavic Studies - Fostering Diversity and Inclusion in the Language Classroom: Creating OER materials and adopting OER content for First-Year German (2022-2023)
Scholarship of Teaching and Learning (SoTL) Grants:
• Gillian Calder, Faculty of Law - The Importance of Creativity, Empathy and Imagination to Legal Education in Canada (2022-2023)
• Rebecca Gagan, Department of English - Employing Inclusive Pedagogy for Neurodiverse and Disabled Students: A Four-Part Workshop for Faculty (2022-2023)
Strategic Initiative Indigenous (SI-I) Grants:
• Jennifer Gruno, School of Exercise Science, Physical and Health Education - Furthering our journey in de-centering colonial knowledge structures in Physical and Health Education Teacher Education (PHETE) [2022-2023]
Kim McLean-Fiander, Department of English - Decolonizing and Indigenizing English 146: Contemporary Literature (2022-2023)
A brief description of the incentives that academic staff who participate in the program(s) receive:
Faculty members who participate and are approved funding receive funding which ranges depending on the grant applied for. These funds support academic units and educational leaders implementing curricular reform and innovation, faculty and instructors who wish to undertake scholarship of learning and teaching (SoTL) in their discipline, educational innovators and individual teacher professional development.
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
https://teachanywhere.uvic.ca/uvic-grants/ari/
- previous grant recipients can be found on any of the associated pages, on a drop down menu at the bottom of the page, separated by acadmic year.
- previous grant recipients can be found on any of the associated pages, on a drop down menu at the bottom of the page, separated by acadmic year.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.