Teaching Advancement Grant

The Center for Faculty Advancement (CFA) is pleased to open the application cycle for the 2022-23 Teaching Advancement Grant (TAG). TAG aims to help NYU faculty members create new academic programs and courses, enhance and expand existing courses or programs, and undertake special projects that will impact students and promote innovative teaching practice.

The Teaching Advancement Grants works to increase classroom impact across NYU, and potentially other universities, by developing measurable, evidence-based, and effective classroom practices capable of improving student learning in a variety of contexts.

Interested faculty may submit their project proposals by Friday, January 20, 2023 via Google Form. For detailed information about the submission process and proposal criteria, please review the guidelines for the TAG program below. To schedule a consultation with an educational designer, email us at teaching@nyu.edu. All other questions and inquiries should be directed to FacultyAdvance@nyu.edu.

TAG Review and Selection Committee

Mark Alter (Steinhardt School of Culture, Education, and Human Development; and T-FSC Representative)
Jessy Hsieh (Leonard N. Stern School of Business)
Kristine Kerr (School of Professional Studies)
Taneli Kukkonen (NYU Abu Dhabi)
Joyce O'Connor (College of Global Public Health and C-FSC Representative)
Shawn(ta) Smith Cruz (NYU Division of Libraries)
Robert Squillace (Liberal Studies)
Johanna Warshaw (College of Dentistry)

Frequently Asked Questions

My project will be co-led by a full-time and adjunct faculty member. Is that permissible?
Yes. The lead faculty member needs to be full-time and their secondary support may be an adjunct professor.
We hit a snag along our process and will need an extension to submit our proposal. How can we make a request for an extension?
Extension requests will not be granted. We encourage the applicant to submit a proposal the following year.
Are there TAG awards for fall and spring semesters?
TAG has one review cycle and awards funds annually. Applications are due in January.
If we are no longer able to complete the project that was approved for funding, what should we do next?
In the event the project is halted or canceled, all unused funds are to be returned to the Office of the Provost.
Are there TAG awards for fall and spring semesters?
TAG has one review cycle and awards funds annually. Applications are due in January.
If we are no longer able to complete the project that was approved for funding, what should we do next?
In the event the project is halted or canceled, all unused funds are to be returned to the Office of the Provost.
How are faculty compensated when a project is successfully executed?
TAG funds are intended for project costs and cannot be used for faculty salary.
If our proposal to create a new course is accepted and funded, how do we ensure the course is scheduled in time for registration?
New courses follow an internal review process that takes place at the school level. Consult with your academic affairs team to discuss the course scheduling process.
Is it a requirement that the grant be associated with an existing course?
No. If the project does not involve a specific course, faculty must follow the guidelines that specify there is a rationale for how faculty will demonstrate a measurable impact on student learning.
If a project was submitted seeking $10k but not accepted for that level, would it be considered for a lower funding level?
Yes, in that case a discussion will take place about budget items that might be omitted or reduced.
Why should I schedule a consultation with a member of the CFA Educational Design team?
A consultant might serve as a thought partner, assist you in scoping your proposal, or work with you to determine what sustainable support might entail.
How do I schedule a consultation?
Contact us using our consultation request form.

TAG 2021-2022 Awardees

Congratulations to the 2021-2022 Teaching Advancement Grant (TAG) winners and much thanks to all who applied. We believe these projects will impact teaching and learning at NYU, and will also establish models for others hoping to improve their students’ learning experiences. You can learn more about each below.

Project Titles & Descriptions

Using Virtual Reality to Teach Clinical Skills to 21st Century Dental Students

PI(s): Marci Levine and Robert Glickman

School: NYU College of Dentistry

Amount Awarded: $10,000

Project Summary: NYU Dentistry, in collaboration with NYU IT and other partners, previously designed and developed a VR training simulator for teaching and assessing the delivery of local anesthesia without patient contact. This proposal aims to transform that prototype into a full scale simulation system for students to use throughout their dental education.

Democratic Technologies and Team Science: Course Enhancement for Research Methods in Movement Science/Sensors Lab

PI(s): Elizabeth Coker

School: Tisch School of the Arts

Amount Awarded: $9,713

Project Summary: This project will transform a survey course called “Research Topics in Movement Science: Sensors Lab” into a hands-on learning experience incorporating portable, affordable movement measurement technologies. During the class, students will be able to gather real-world data, collaborate on an entire research project, and participate in a public-facing movement science conference.

SPS Intersectionality Lab

PI(s): Karen Krahulik

School: School of Professional Studies

Amount Awarded: $5,000

Project Summary: The NYU-SPS Intersectionality Lab (I-Lab) examines how inclusion, diversity, belonging, equity, and access intersect with teaching and research to enhance the liberal arts and industry-specific disciplines. It is a virtual resource designed by and for NYU faculty that includes modules specifically on inclusive teaching practices and strategies. It also sponsors in-person and hybrid events, curricular conversations, and cross-school collaborations that analyze how inquiries regarding Intersectionality influence how faculty think, teach, and conduct research.

Reducing Perceived Barriers to Achieving Competency in Clinical Endodontics

PI(s): Lorel Burns, Matthew Malek, and Franky Min-Wen Fu

School: NYU College of Dentistry

Amount Awarded: $5,000

Project Summary: This project will respond to the findings of several research studies which explored dental students' use of YouTube to learn about clinical dental procedures by developing a series of instructional videos essential to achieving competency in clinical Endodontics. Leveraging the use of clinical operating microscopes for video creation, it will address the problem of limited visibility into the root canal system while performing endodontic procedures. The resources should increase student confidence and preparedness prior to treating live patients.

Making The Invisible Visible: Developing a Bank of Visualizations to Support Learning of Acoustics

PI(s): Susannah Levi

School: Steinhardt School of Culture, Education, and Human Development

Amount Awarded: $5,000

Project Summary: This project aims to add to a critical set of animated visualizations used by educators of acoustics - the physics of sound. These resources created with this grant will be useful for students across many disciplines, and will have wide ranging applications at NYU and beyond for the tens of thousands of students taking courses on the scientific study of sound.

Lambda Calculator: An Educational Software Application for Formal Semantics

PI(s): Lucas Champollion

School: Graduate School of Arts and Science

Amount Awarded: $4,965.53

Project Summary: This project will expand and enhance the functionality and usability of the lambda calculator, an existing software program supporting the standard semantics curriculum in semantics. The already widely used lambda calculator will be updated for modern operating systems; to increase reliability and flexibility; to integrate with pedagogical materials under parallel development; and to incorporate features and bug fixes that users have requested over time.

Learning Emirati Arabic Online

PI(s): Corinne Stokes, Muhammad Umair Bilal, and Maryam Khalifa AlShehhi

School: NYU Abu Dhabi

Amount Awarded: $3,000

Project Summary: Due to the emphasis on traditional, non-conversational Arabic literacy, would-be dialect learners currently lack guidance for how to begin using Arabic in social, professional, and daily life interactions. This project will build a set of resources for formal or independent study, including instructional videos hosted on an accessible website, which will bridge the Arabic-English divide at NYU Abu Dhabi and provide the entire community with access to learning conversational Emirati Arabic.

Animated Learning: Video Mini-Lessons for ELL Writers

PI(s): Natalia Andrievskikh, Chris Edling, and Liz Melleby Welch

School: College of Arts and Sciences Expository Writing Program

Amount Awarded: $2,070

Project Summary: "Animated Learning: Video Mini-Lessons for ELL Writers," aims to create instructional materials to be used in the International Writing Workshop course sequence offered by the NYU Expository Writing Program. The project will generate a set of short video lessons–also available for faculty outside EWP–targeting specific challenges faced by international student writers.

Medicinal Medicine: Nursing Pharmacology and Hip-Hop Pedagogy

PI(s): Kelseanne Breder

School: NYU College of Nursing

Amount Awarded: $2,000

Project Summary: This project will leverage students’ cultural backgrounds and voices to generate a robust educational experience and improve learning outcomes. Students will produce creative media around difficult pharmacology concepts–including poems, songs, cartoons, and memes–to reinforce material and help them master concepts. The project will lay the groundwork for future student learning, as well as provide a test case for this pedagogical model.

First Year Scholars Academy (FYSA)

PI(s): Noelle Molé Liston and Joseph Califf

School: College of Arts and Sciences Expository Writing Program

Amount Awarded: $600

Project Summary: Aimed at first-generation, low-income, and BIPOC students, the First Year Scholars Academy (FYSA) will combine a 2-credit course, “Thinking Across the University” with special events and a symposium series. The program goals include helping students understand how and why scholars create knowledge, serving as a factory tour serving as a factory tour of the university and its disciplinary divisions, creating group cohesion, and breaking down perceived barriers between students and faculty.

Contact Us

facultyadvance@nyu.edu

Teaching Advancement Grant

Review Guidelines for The Teaching Advancement Grant

TAG 2021-2022 Awardees

Project Titles & Descriptions

Contact Us