COR 400 Funding Opportunity
The Provost’s Office is funding a special initiative to develop COR 400 courses that incorporate a focus on racial justice. This opportunity has two prongs:
-- Re-development of up to ten existing COR 400 courses; the added racial justice content must be appropriate to the overall course. Possible strategies include the creation of a racial justice unit; the development of a racial justice thread that runs throughout the course; etc.. Stipends will be $500.
-- Development of up to five new COR 400 courses. Stipends will be $2000.
The regular course approval process will be followed, starting with the submission of a Core course proposal to the Core Committee. New and re-developed courses that are approved by the Core and Curriculum Committees will be eligible for this development funding.
This special initiative by Provost’s Office starts immediately; funds must be distributed by May 31, 2021. Note that these funds are in addition to the ongoing funding opportunities offered by the Core Committee. Please contact Theresa Beaty ([email protected]) with any questions.
O'Connell Grants Application
This academic year poses many challenges, but at the same time many of us are taking on the social, political, and environmental crisis we face on a daily basis by having our students confront these issues in the classroom. It is my intention for this year to use the resources of the O’Connell Professorship to support all of us in that work. In doing so, I hope to support the wide variety of methods and topics that we are bringing into our teaching.
There are four categories of grant for which you may apply: course content, video content creation, in class video conference speaker, and Academic/Pedagogy virtual conference panel grants.
For more information, contact Holly Rine at [email protected].
Student Learning Assessment Funding Opportunity
COVID-19 and structural racism have exposed the inequities that have been present in higher education assessment practices. The National Institute for Learning Outcomes Assessment (NILOA) has taken on this challenge and stresses the need to:
· Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.
· Use multiple sources of evidence appropriate for the students being assessed and assessment effort.
· Include student perspectives and take action based on perspectives.
· Increase transparency in assessment results and actions taken.
· Ensure collected data can be meaningfully disaggregated and interrogated.
· Make evidence-based changes that address issues of equity that are context-specific (Montenegro & Jankowski, 2020).
Funding is available for SLA projects that focus on equity-minded assessment for the improvement of your assessment processes, teaching, and student learning in academic and co-curricular programs.
For SLA Funding Guidelines and Applications, visit the SLA Webpage on Echo
If you have questions, please send a message to [email protected]
Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Bias Related Incidents and Title IX Complaints
Faculty and staff who experience bias-related incidents are encouraged to report those incidents to the Bias-Related Incident Team. If you need support after a sexual assault or in cases of sexual harassment, please contact our Title IX Coordinator. You can report any ethical issue, anonymously, through our offsite Ethics Reporting Hotline.
Our diversity statement: “Inspired by St. Ignatius of Loyola's capacity to find God in all things, Le Moyne seeks to build a respectful, welcoming campus culture that celebrates difference and models inclusion. Uniqueness is expressed through gender, ethnicity, sexual orientation, socio-economic status, age physical and mental attributes, and religious an political beliefs. A Catholic, Jesuit college has a particular responsibility to provide an environment for the safe and nurturing exploration of difference, while also offering rich, ample opportunities for students to pursue the Jesuit ideal of "education in dialogue with the world."