Sample “Dissemination Plan” Appropriate for a Wabash Center Grant Proposal
Excerpt from a grant proposal for a project in which two professors will collaborate in the evaluation, redesign, and peer teaching observation of each of their foundational courses that they teach on a regular basis.
We will make our results available in at least six different and jointly represented workshop sessions as well as in print:
1. Publish an article for Teaching Theology and Religion;
2. Design and offer a three-hour in-service for seminary colleagues and doctoral students on “the challenge of the introductory/foundational course,” set up in collaboration with the Dean. (An alternate venue is the Faculty-Student Colloquium, sponsored monthly by the Dean.);
3. Plan a consultation with our respective school deans and colleagues on the results of our work, so that the results might be “customized” to our respective institutions in terms of their particular needs at the moment;
4. Function as consultants to our seminary and institutional colleagues to “customize” our learning for their own foundational courses; we will aim specifically to engage the faculty in our areas of Biblical Studies and Church History;
5. Contribute a unit to a course for doctoral students: “Seminar on Course Design.”
Excerpt from a grant proposal for a project to strengthen teaching through workshops, reflections, and other departmental and individual projects, during a time of major faculty turnover and transition in the department.
The plan for disseminating results has institutional, regional, and national components.
At the University, the project director will share the design of the project with deans and chairs across the university as one model for how new faculty and near-retirement faculty can be supported and departments strengthened in times of rapid personnel turnover. Secondly, during spring semester of 2003, project participants will organize and lead a discussion about their reflection group experience and issues of transition for interested new faculty across the university.
Regionally, the panel at the 2003 regional AAR/SBL meeting will share the model for reflection groups with faculty from other institutions.
Nationally, the project director, with the collaboration of the participants, will write an article for Teaching Theology and Religion describing the project’s activities as a model for improving teaching and supporting new faculty and near-retirement faculty to negotiate the transitions of their respective places in the career path. Also, the project director will compose a detailed handbook for using the process of departmental seminars/workshops, new faculty reflection groups, teaching/career journals and targeted course releases as a model for supporting new and long-standing faculty in departments with rapid personnel turnover. This handbook will be made available through the Wabash Center Web page.