The Creative Teaching Technology Assistance Program is designed for labor intensive teaching projects that require IT support for technologies beyond the current capabilities of the applicant. The grant gives the applicant access to dedicated time with an Instructional Technology specialist during the school year and up to $1000 for expenses. Applicants are required to consult with an Instructional Technologist prior to submitting the application. Please contact Sharon Birch at firstname.lastname@example.org or ext. 6990.
These funds are issued as reimbursement for expenses such as software, supplies, or a student assistant. Please note that student assistants must be paid according to the College Guidelines document. Meals are not funded. Please provide a detailed budget including funds contributed by the department or other cost sharing. Refer to the Accounts Payable website for reimbursement guidelines. Be sure to include requested RPDG funds including the amount requested or received and what component of the project it is funding. JCCTL and the Provost are in communication to determine optimal funding to applicants.
This application can be saved as a Word document for editing. Type your answers under each heading. Applications from all disciplines are encouraged. Please submit this application along with a two page vita to Paula Baer at email@example.com.
Deadlines for application are October 15, January 15, and March 15.
Recipients of a JCCTL fellowship or grant must submit a written report at the conclusion of their project and be willing to make one or more presentations about their work in appropriate on-campus venues.
Johnson Creative Teaching Technology Assistance Program grant recipient
Cassie Hays, Assistant Professor, Sociology
Cassie received funding for her course, Power, Politics, and New Media which challenges students to interrogate the role and power of new media in the formation of national identities, global assemblages, international information flows, legal structures, and social change. The students are asked to confront traditional research methods by conducting what might be called a Twitter ethnography.