Course Redesign Initiative to Support Teaching for Engaged Learning (CRISTEL)
McCormick Teaching Excellence Institute
Proposal Deadline: March 4, 2025

Submission of a short letter of intent Kathy Dimiduk (klc78) and Shivaun Archer (sda4) by February 15th to verify that the proposed course and pedagogy is eligible is strongly encouraged.

 Synopsis

The McCormick Teaching Excellence Institute (MTEI) invites proposals for the Course Redesign Initiative to Support Teaching for Engaged Learning (CRISTEL) program. CRISTEL offers up to $45,000 over two years to support the redesign of core engineering courses. Successful redesigns will incorporate active learning and other research-informed pedagogies to enhance student engagement, improve learning outcomes, and create an inclusive learning environment.

This year, CRISTEL encourages innovative proposals that build interdisciplinary collaborations, focus on inclusive pedagogy, and may integrate generative AL tools, to meet the evolving needs of 21st-century engineering education. We encourage proposals that think outside the box, bring a sense of fun, and reimagine learning in ways that inspire and captivate!

Eligibility

CRISTEL funding is limited to core undergraduate courses that are degree requirements for a major in the College of Engineering. Priority will be given to:

• ENGRD and ENGRI courses.
• Large-enrollment courses.
• Courses at the first-year, sophomore, and junior levels.
• Courses required by the College of Engineering for all majors.
• Interdisciplinary courses introducing students to multiple engineering disciplines.

Graduate, and senior design courses are not eligible. Electives courses should first check with Kathy Dimiduk (klc78) before applying.

Program Description

The goal of CRISTEL is to support the redesign of critical courses to improve student learning and engagement while fostering collaboration and inclusivity. Redesign projects must be based on research-informed pedagogies and best practices. Examples include active learning, Universal Design for Learning (UDL), problem-based learning, case study discussions, groupwork projects, a flipped or partially flipped class model, or combinations of these and other approaches. Use of the pedagogy needs to be embedded throughout a course, not isolated to a single unit. Proposals based solely on passive learning, such as lecturing, will not be considered.

Redesigns must embed these approaches throughout the course, not limited to isolated units, and should assess their impact on student learning.

Assessment and Reporting

Redesign projects must assess the impact on student learning. Awardees must:

• Teach the redesigned course twice within the two-year project period.
• Gather feedback after the first offering, revise the course, and assess the impact of changes after the second offering.
• Submit:
  • A preliminary report (after the first offering).
  • A final report (after the second offering).

Awardees will present their results at an MTEI-sponsored event, department seminar, or through publication.

Budgetary Information

Proposals may request up to $45,000 for expenses such as:

• Faculty Summer salary for course redesign efforts.
• Funding for TAs* or student workers
• Participation in teaching workshops (e.g., National Effective Teaching Institute).
• Procurement of sustainable teaching resources or technology.

Proposal Requirements

Proposals (5–6 pages, plus a budget) submitted to Kathy Dimiduk (klc78) must include:

1. Current Course Overview: Explain the current course structure or a new course concept.
2. Proposed Pedagogy and Rationale: Include learning outcomes; Detail the active learning, inclusive pedagogy, interdisciplinary elements, or technology integration.
3. Planned Redesign: Highlight proposed changes
4. Generative AI Plan (if relevant): For proposals that include the use of AI, include a description of how students will access and use the tool or results.  The plan must make clear how all students will be able to participate.
5. Assessment Plan: Describe methods to evaluate the redesign’s impact on student engagement and learning.
6. Timeline: Include key milestones, including the semesters for course offerings and revision periods.
7. Sustainability Plan: Demonstrate how redesigned aspects will be maintained beyond the grant period.
8. Venue for Results Sharing: Indicate where results will be disseminated (e.g., MTEI event, publication).
9. Letter of Support: Include a letter from the department chair and DUS committing to sustaining successful redesign aspects and that the course will be taught for at least 2 years.

Resources and Support

MTEI is available to consult with awardees at all stages of the redesign project, including planning, implementation, and assessment.  Previous CRISTEL grant awardee abstracts can be found here.

Three meetings will be required for funded projects:  1) to discuss the initial plans for the course and the timeline, 2) part way through the first offering of the course to share how the redesign is working for the class and discuss any issues that have developed and potential solutions and 3) to discuss an assessment strategy for the course.  Funding will only be released after the 1^st meeting.

Program Timeline

• • • February 19, 2025: Letters of intent due (optional).
    • March 4, 2025: Proposals due.
    • Late March 2025: Notification of awards.
    • Early April 2025: Course Meeting with MTEI
    • June 2025 or later: Project start date.
    • Fall 2025/Spring 2026: First course offering, 2nd meeting with MTEI.
    • Interim report due after first offering.
    • Spring 2026/Fall 2027: Second, revised course offering. Assessment meeting with MTEI.
    • Final report due after second offering of the course.

*Other Considerations

If funding is requested for TAs, the proposal must detail the specific deliverables that will be assigned to TAs. Those deliverables could include content creation for lectures, discussion sections, or labs; development of assessments; or specific extra teaching duties that will be necessary during the two-year period and sustainable by the department after the grant ends. An educational plan for the TAs also needs to be identified. That plan should explain how the TAs will become proficient in the pedagogy being implemented in the redesign project. TAs are encouraged to take ENGRG 6780 Teaching Seminar to enhance their understanding and effort in the course redesign, or to participate in Engineering Learning Initiative’s Interactive Learning Collaborative.