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Grants in Higher Education

TEAGLE FOUNDATION GRANTS IN HIGHER EDUCATION
May, 2009

FRESH THINKING
BIG QUESTIONS AND THE DISCIPLINES WORKING GROUPS


American Folklore Society
 What is the Relationship between Lay and Expert Knowledge in a Complex Society?
Project Leader: Timothy Lloyd

 

 $75,000 over 24 months to convene a working group of folklorists who will undertake focused discussions on this Big Question for the discipline: What is the relationship between lay and expert knowledge in a complex society? The working group will develop courses and course modules based on those discussions, and will test, evaluate, and disseminate them during the grant period.

National Women's Studies Association
 Intersecting the Liberal Arts: Rethinking the Theory-Practice Relationship through Women's Studies
Project Leader: Allison Kimmich

 

 $72,089 over 24 months to establish a working group of women's studies scholars who will investigate the relationships between theories and practices of civic engagement at the undergraduate course level, develop model pedagogies for teaching about civic engagement, and implement and assess these pedagogies.

North Carolina State University, Davidson College, and Duke University
 The Rule of Law and the Construction of the Self
Project Leader: Jonathan Ocko

 

 $75,000 over 21 months to develop a humanities-based perspective on the relationship of the individual to law. The working group will convene a year-long, multidisciplinary faculty seminar, and based on seminar discussions, will develop a new curricular approach for an undergraduate program that would ground the study of law in the humanities.

Samford University and the Birmingham Area Consortium for Higher Education
 Framing Teaching and Research in the Sciences and Mathematics by the "Big Questions" of Meaning and Value | Project Website
Project Leader: Wilton Bunch

 

 $75,000 over 24 months to develop a curricular approach that uses Big Questions of meaning and value to amplify and structure scientific inquiry and the acquisition of domain-specific knowledge in traditional math and science courses, and that uses scientific research illuminate understanding of the Big Questions.

Stanford University, Mills College, University of California at Berkeley, and University of California at Santa Cruz
 What is a Reader?
Project Leader: Jennifer Summit

 

 $74,900 over 24 months to assemble a working group of English faculty who will investigate what undergraduate students read and how they read. The working group will conduct a full-scale survey of student reading practices, followed by in-depth focus group interviews, and will convene four workshops to discuss the survey's goals and results. Drawing on survey and interview results, the working group will develop and test new course models.