Main Content Region


For active Calls for Proposals, please visit the CFP link

Information found on this page:

  • 2015-16 Grants information
  • 2014-15 Grants information

Archive: 2017-18 Calls for TRC Grant Proposals:

Project Based Learning Institute: The purpose of this institute is to provide faculty members time, space, and support to investigate, in an interdisciplinary and collaborative setting, benefits and complexities of project-based learning (PBL), with the goal of incorporating PBL into their quarter courses and future semester courses.

  • Fall Deadline: November 15th, 2017
    • See Call: PBL Institute 2017

Q2S Advising Institute: The purpose of this three-day institute is to provide time, space, and support to work collaboratively with the professional advisors and graduation and retention specialists to develop and implement a comprehensive departmental advising strategy for Q2S, GI 2025, and beyond.

Teaching Skills Study Awards: To enhance faculty's TEACHING by attending a conference devoted to university teaching or to a high-impact, evidence or a newly developing teaching practice

Archive: 2016-17 Calls for TRC Grant Proposals:

Developing Writing Intensive Courses: The purpose of this professional learning community is to provide faculty members time, space, and support to investigate, in an interdisciplinary and collaborative setting, questions regarding integrating writing into a course in ways that develop both students’ written communication abilities and the disciplinary-specific learning outcomes for the course, with the ultimate goal of designing courses that will meet the “writing intensive” designation in the semester-based system (whether GE or disciplinary courses).


General Education Pathways: The purpose of this professional learning community is to provide space, time, and support for faculty members interested in creating G.E. pathways to work together to develop learning outcomes, inquiry questions and a coherent set of courses that explore these inquiry questions, support students to achieve the outcomes, and fulfill the G.E. requirements, GLOs, and the three designations. 


2017-18 STEM Advising Institute and Professional Learning Community: We will investigate effective strategies and structures for mentoring and advising that may be implemented in a variety of contexts for working with students.  


Teaching Skills Study Awards: $1000. To learn about and develop teaching strategies through participation at teaching conferences, institutes, or workshops




Course Development Grants: $4600. To support course re-design or course development in order to implement innovative or evidence-based teaching strategies

Faculty Learning Communities

TRC Tech Fellows: $500-$2000.  To work closely with ATI and the TRC to support faculty in their use of technology for teaching and learning.


New Faculty Learning Community (Years 1-4): $1000. To support new faculty (years 1-4) in studying disciplinary ways of thinking and applying these to their instruction


Facilitation Faculty Learning Community: For experienced TRC participants to study aspects of facilitation in a collaborative learning environment.

  • Deadline: November 8, 2016
    • Facilitation Learning Community, 2016


Diversity, Equity & Inclusion:  $1500. To provide faculty with time, space, and support to study issues of diversity, equity, and inclusion in the context of their teaching.

  • Deadline: April 12, 2017.
    • Diversity, Equity, & Inclusion, 2017


2015-16 Grants

We've attached a sample of the Call for Proposals for your reference.



2014-2015 Grants

Course Redesign Institutes (3 types)

The purpose of these four Summer Course (Re)Design Institutes is to provide participants with the time, space, supporT, and resources to (re)design a course of their choosing in ways that integrate engaging, high-impact content and pedagogy that will foster deep student learning. All CSUSB full-time and part-time faculty and librarians are eligible to participate. TOTAL AWARD AMOUNT: $1,500.00;  $1000 for attending all three days of one of the institutes, distributed after the institute.  $500 to be distributed after attending follow-up meetings during the academic year (at least one/quarter) and implementing, assessing and disseminating the results


This institute, funded by the University Diversity Committee (UDC) and facilitated by Manijee Badiee (Psychology), Kim Costino (TRC/English), and Jeff Tan (UDC/Counseling Services), will be dedicated to course (re)design projects that explicitly address issues regarding diversity in content and/or pedagogy. We will spend our time using best course design principles to develop content, assignments and activities for a course that will help students explore, within specific disciplinary contexts, cultures, life experiences, and worldviews different from their own, and/or that will allow them to engage questions of inequality and struggles around the world for human rights from specific disciplinary or interdisciplinary perspectives. We will also spend time in this institute exploring pedagogical strategies and teaching practices that effectively address the diversity (and the power dynamics inherent in such diversity) in our classrooms and that effectively address possible student reluctance to dealing with issues involving diversity.


The purpose of this institute, funded by ATI and facilitated by Michael Chen and the instructional design team, is to introduce faculty participants to emerging technologies that are widely used and adopted in colleges and universities to foster student success and deep learning. Guided by backwards design principles, the three-day institute will engage faculty participants in discussions, presentations, and hands-on training sessions that will result in a course (re)design plan. This institute is for those who are less familiar with some of the technology tools, curious to learn what's new and what's working, and willing to go through an intense boot-camp experience. The selected cohort will work closely with instructional designers during the academic year in both course re-design and class integration activities.


The purpose of this institute, funded by ATI and facilitated by Terri Nelson (World Languages) and Jacqueline Rhodes (English), is to foster collaboration and discussion among faculty who are using advanced technological tools to enhance their teaching practices. This cohort of faculty will share expertise with a variety of tools while engaging in discussions about the role of technology in developing critical literacies and how multi-modal learning adaptations can support student success. A list of readings to provide theoretical frameworks for these discussions will be developed collaboratively. Please note that this group will begin with two meetings in Spring 2015 to discuss some assigned readings, to collaboratively develop a summer reading list and to outline the content for the three-day institute in September based on faculty interests and needs. The three-day workshop will include faculty-led micro-presentations on tech tools, deep dive discussions of theoretical frameworks for technology-assisted pedagogies, collaborative time for peer feedback and project development. By the end of the workshop, faculty will each have a proposed pedagogical innovation to be implemented and assessed by Spring 2016.


2015 General Education Think Tank

The purpose of the General Education Think Tank is to foster faculty leadership in refining the learning outcomes for CSUSB's General Education program in the context of national trends regarding general education curriculum and assessment and in light of our newly developed institutional learning outcomes. The work of the think tank will entail reading and discussing the scholarship regarding 21st century general education programs and contemporary outcomes assessment, using this scholarship to inform the development/refinement of our own general education outcomes, eliciting feedback from departments, colleges, and facilitating broader discussions of general education with CSUSB's teaching community. Faculty support will include $1000 in professional development money, funded by the Office of the Provost, contingent upon availability of funds.

Teaching Skills Study Awards

To enhance faculty's TEACHING by attending a conference devoted to university teaching or to a high-impact, evidence or a newly developing teaching practice. Awards range from $400-$1,000. Approximate budget is $7,000/quarter.

Innovative Course Development Grants

No description available.

[Last updated December 2017]