Small Project Grants up to $5,000
Proposals for Small Project Grants are accepted throughout the year – rolling deadline
In 2022, funding of proposals with these foci will be prioritized:
#1 Creativity & Imagination for Innovation in Crisis
Schools of higher education and theological education cannot ignore the multiple communal crisis-es of this time. The global COVID pandemic and its mutations, police murders of unarmed Black and Brown people, environmental disasters, toxic masculinity, anti-scientific politics, and global warming have created prolonged uncertainty and dread. This present fraught moment cannot be extracted from the historical contexts of teaching in North America. The U.S. and Canadian histories of targeted oppressions, violence, and supremacy require some people to live as if under siege. Individually and communally, we have all been shaken and our future will require shifts in the current paradigms. Schools of higher education are challenged to pivot in order to meet the present and future needs of students. Creating new processes, models, and approaches of teaching has an urgency. What future will we imagine for our teaching? How will we prepare ourselves for that future? How will we inhabit the futures we imagine?
- How can student formation be rethought, reconceived, and reimagined for an uncertain future? How do we build it? Who are our artists to conceive a new vision?
- What will it mean to engage imagination as a vehicle for preparing for and equipping for teaching in the future? What is at risk if we do not?
- What if teaching in crisis means teaching imaginatively as well as teaching students what it means to be imaginative?
- What innovations in teaching will aid us through this turbulent time and into a hopeful future?
- What kinds of collaborations will be needed in the future for new kinds of teaching? How are those relationships fostered? What would be mutuality in these new relationships?
- What incentives do faculty need to shift paradigms of teaching? What permissions do teachers need to be creative in their practices, processes, and habits of teaching?
- What nurture and care do teachers need to imagine new ways of teaching in an uncertain future? What would it mean to strengthen a sense of belonging while the community undergoes crisis? How are communities of care and concern created during crisis for better teaching?
- What new ceremonies, rituals, rites of passage, traditions, systems or processes might be established to assist with communal healing and establishing ecologies of care and compassion for teachers and learners in the midst of crisis?
#2 Learner-Centered Pedagogies for Racially/Ethnically/Culturally Diverse Student Bodies
The available pools of people enrolling in the study of religion and theology are increasing the numbers of racial ethnic persons entering higher education and theological education. Many faculties are challenged, then, to meet the needs of these newly populated student bodies. Many schools, responding to shifting student bodies, have hired BIPOC faculty without attending to the needs of the new colleagues. Racial diversity of students and racial diversity of faculty requires new communal processes, sensibilities, and ingenuity for inclusion, healing, and equity.
- What is learner-centered pedagogy in your particular context? What does your context have to offer students interested in being formed, shaped and educated in racial, ethnic and cultural diversity?
- What does it mean to establish and/or maintain a learner-centered pedagogy as the population of the student body is shifting and becoming more diverse? Who are the people showing up in your classroom and how are the needs of their formation met with cultural sensitivity and embodied sensibilities?
- What does it mean to attend to the needs of BIPOC colleagues who join a white faculty?
- In what ways might the introductory courses be rethought and redesigned so that the BIPOC and international students’ formation is relevant to their home contexts and cultures? What would it mean to redesign syllabi for more connection between the classroom and the wider society? How are the rhythms of praxis, i.e., action and reflection to change the world, designed into courses and the entire curriculum so students are better equipped and prepared for the racial, ethnic, cultural diversities of the world?
- What would it mean for faculty to immerse themselves in the racial, ethnic and theological cultures of the diverse student body in order to teach with more knowledge and compassion about marginalized populations?
- What are the obstacles to effective formation in diverse student bodies? What are the better teaching practices for effective formation in diverse student bodies? What knowledges are needed to teach diverse students and how does a teacher stay equipped?
- In what ways are habits, practices, traditions and values of racism operative in the curriculum and harmful to all learners and all teachers? What would it take to redesign syllabi for student formation that is inclusive, equitable and focused upon the belonging of every-body?
Successful grant proposals will demonstrate:
- A clear focus on an issue or question of teaching or learning within higher education
- Readiness to learn on the part of the project director
- A set of activities that will explore the central question or issue
- Alignment in its focus, goals, activities, and assessment
- An institutional readiness to listen and respond to what is discovered during the grant project
- A process to gain feedback during the course of the project with built-in time to reflect on what is being learned and what needs to be changed
- An allocation of grant monies for work the institution could not ordinarily do
Type: Small Grant
You will be prompted to attach the required documents (pdf format) to the online application, including a signed copy of the Grant Information Form, the Proposal Narrative & Budget, and an Institutional Letter of Support.
A Wabash Center Small Project grant proposal consists of 3 parts:
1. Grant Information Form
The Grant Information Form requests information necessary for the consideration of your proposal (including contact information, grant project dates, amount of the grant, and 150 word proposal abstract).
The Grant Type to select is “Small Project”
This form requires contact information and signature for:
- The Project Director(s) (the person(s) responsible for providing narrative report on grants, typically the person(s) overseeing the administration of the grant and writing the project proposal to apply for the grant).
- The Financial Contact (the person responsible for receiving the check and providing financial reports of expenditures for the institution). This should be a different person than the project director.
- The Authorization Contact (the person authorized to sign grant requests for the institution).
In 1000 words or less, please address:
- The pedagogical question or problem that the small grant project will specifically address
- A set of goals for the project
- A description of the challenges and opportunities for teaching and learning that this grant would address
- A description and timeline of the proposed activities during the grant period
- A statement about how teaching and student learning will be impacted by the work of this grant project
- A plan for evaluation of the project both during and at the conclusion of the grant period
- A list of everyone directly involved with the project
- A plan for dissemination of what you discover through the grant project
- On final page: Provide a line item and narrative budget that indicates the main expense categories for the project and how the costs for each item were determined. Institutional indirect costs are not permitted for small grant project grants.
3. Institutional Letter of Support
A letter of support from the applicant’s dean or department chair indicating their support of the project and what they hope will happen at the school or within the department as a consequence of the grant. The letter should be signed on the institution’s letterhead. It can be scanned and attached to the online application.
The Wabash Center understands our grants program as a part of our overall teaching and learning mission. We are interested in not only awarding grants to excellent proposals, but also in enabling faculty members to develop and hone their skills as grant writers. Therefore we offer grant coaching for all faculty interested in submitting a Wabash Center Project Grant proposal.
Contact Dr. Paul O. Myhre (firstname.lastname@example.org), Senior Associate Director of the Wabash Center, about grant ideas or with a proposal draft for which you want feedback and response.
There is no guarantee that a grant that has gone through our coaching process will be funded but we will help you present the project in the clearest and most coherent way.
Dr. Paul O. Myhre
Senior Associate Director, Wabash Center
Grant funds can be spent on items and activities such as:
- Child care, elder care to support members attendance to group meetings
- Meals for the convened group (face to face only)
- Travel, meals, lodging should group meet for extended conversation (retreat center, hotel, conference center)
- Stipends for participation in the group
- Equipment, supplies, materials to support group meeting and discussions
- Honorariums for guest speakers with group
Activities and items NOT Funded:
The Wabash Center generally does not fund:
- International travel for research
- Travel for attendance at disciplinary conferences
- The preparation of textbooks
- Research focused primarily on field content and only secondarily on teaching
- Publication of conference papers or books, or production costs of other media
- Food delivered to homes or food to be consumed while meeting on-line
- Stipends for writing the grant proposal or making application
- Fees for WIFI or other home utilities should group convenes online
- Any items designated as gifts, presents, offerings or donations
- Travel, meals, lodging expenses should family or friend accompany participant on an extended conversation
- Put most bluntly, the Wabash Center does not underwrite the ordinary, ongoing work of the professorate, much of which is already supported by the home institution or departments.