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    Curriculum Development

    The Office of the Dean is please to support curriculum development each summer. Tenure-track faculty, tenured faculty, adjunct professors and lecturers are invited to apply. Typically a call for proposals is sent in March and the application is due in Canvas in early April.

    Below is information applicable to 2019 summer grants. Award amounts and the number of available awards may change for Summer 2020.

    Norman B. Smith Faculty Fund

    Norm Smith, Class of 1942, endowed a fund dedicated to helping to improve the quality of undergraduate teaching by supporting recently-hired faculty at the College through merit awards to celebrate high quality teaching, incentive awards to enhance teaching, and/or summer stipends for faculty in their first and second years at the College to help prepare courses. After consulting with younger faculty, we have decided to use the income from the endowment to support one $4,000 stipend for course development for the equivalent of a four-week period during the summer. Faculty can propose to develop an introductory or advanced course, a course in the department or an interdisciplinary program, an FYE offering or one designed for Critical Perspectives credit.  Typically, the call is issued via email in Block 6, with the deadline in Block 7.

    Eligibility: Tenure-track faculty in their 1st and 2nd years at the College

    Purpose: Award of up to $4,000 (taxable income) available to two faculty members to support the development of any course in any field during a four-week period in the summer

    Dean’s Curricular Development Grants to Diversify Learning across the Liberal Arts

    Eligibility: Tenured and tenure-track faculty, adjuncts, and lecturers

    Purpose: The Dean of the Faculty welcomes proposals to develop new courses or redesign existing courses to diversify Colorado College’s academic curriculum and potentially meet the aims of the “Equity and Power” requirement.

    Award Amounts: These grants support courses in two categories.  Awards are generally $2,000 for two weeks of work (course revisions or adding a new component to an existing course; $4,000 for development of a new course.  Note that awards are shared by faculty planning a course together.

    Course Goals: According to the most recent version of the new general education program, “Equity and Power” courses will “focus primarily on how inequality – with respect to disability, nationality, race, ethnicity, gender, class and/or sexuality – is produced, reproduced, experienced and resisted.” These courses will examine “social and cultural differences, traditions and experiences of marginalized or subjugated peoples locally, nationally, and globally, investigating the social, political, economic, cultural, psychological and/or historical processes that facilitate persistent inequities.” At the moment, the course objectives are nearly the same as the goals of the current “social inequality” critical perspective. As we make progress on our new program, now is the time to provide a clearer, more detailed, description of what students should know and be able to do in courses with an “Equity and Power” designation.

    The sample below includes learning outcomes under review. This call for proposals asks applicants to identify the particular learning outcomes to which their course will contribute, and explain how students will achieve these outcomes. Applicants are also welcome to suggest revisions to the “Equity and Power” outcomes as described, or to propose additional/alternative outcomes, and explain how a new or revised course would provide the knowledge and learning experiences associated with the outcomes they deem important. New or revised courses will help diversify the curriculum regardless of how the “Equity and Power” requirement is ultimately defined. Ideas presented in proposals and realized in courses will further our efforts to define what an “Equity and Power” requirement means.

    Sample of Student Learning Outcomes (Students will be able to):
    • Describe principles and values of equity and equality and how social systems do or do not reflect these principles and values; explain how particular principles and practices operate to reduce or increase degrees of inequality
    • Explain how social positions and social structures affect life chances and create different opportunities and experiences
    • Identify how social, political, juridical, and economic forces or individual and interpersonal meanings and behaviors produce and sustain forms of inequalities and their intersections
    • Analyze the effectiveness of strategies to combat patterns of inequality and/or inequity systematically as well as interpersonally; explain how forms of organization and governance, electoral politics, social movements, individual and group resistance impede or promote institutional and social change
    • Critically engage theories, ideas and beliefs about equity and power, and analyze how these ways of thinking reflect or shape the times and contexts in which they are prevalent
    • Interpret the work of authors, scientists, artists, or actors in light of their attributes, identities and social positions, and the historical and cultural contexts in which they produced their work;
    • Compare systems of social stratification in the U.S. to forms of stratification in other societies; compare how structures of power and inequality affect the lives of individuals or groups in one or more localities within the U.S. or across the globe
    • Explain or show how and why racial categories are socially constructed and how these classifications change over time; describe and compare different racialized systems and the experiences of racial and ethnic groups within or across these systems
    • Explain or depict the impact of race, class, nationality and ethnicity on patterns of migration and the experiences of immigrant groups
    • Reflect upon one’s personal participation in systems of dominance and power
    • Contribute constructively to inclusive, non-discriminatory learning communities

    Proposals should explain how courses will increase students’ knowledge and understanding of themes, concepts, ideas and findings related to equity, power, inequality and/or diverse experiences.  These themes should be a primary focus or continuous thread throughout a course. Courses may approach these topics through one or several disciplines or through interdisciplinary perspectives, through one or more modes of inquiry, and through different kinds of learning opportunities

    Christian Johnson Endeavor Fund

    Colorado College encourages innovative, discipline-specific and interdisciplinary faculty proposals, include “team” proposals that will increase the number of CC and CC-affiliated international programs, improve international programs already established at CC, or broaden the range of the College’s internationally-oriented courses. Through the generosity of the Christian A. Johnson Endeavor Foundation, awards approximately $15,000 annually to support course development and affiliation/exchange development. Typically, the call is issued via email in Block 1, with the deadline in Block 2. A second round at the end of Block 5 may occur if funding is available.

    Jackson Fellowship   

    Named for Helen Jackson, the grandniece of Helen Hunt Jackson, Jackson Fellowship grants provide support to Colorado College faculty involved in scholarship or course development on themes with southwestern content. The program is funded by the Helen Jackson and William S. Jackson Family Endowment. The call is typically issued via email in Block 5 with a deadline in Block 6.