CETL Faculty Fellows (FFs) are members of the full-time faculty who are recognized for their teaching excellence or emerging teaching excellence, their desire to continually improve their teaching practices, and their interest in disseminating innovative ideas and practices to the Stonehill community and beyond. Faculty who are currently engaged in projects, or who have a well-developed idea for a project, are encouraged to apply.

Successful applicants will serve for a two-year, four-semester term as a CETL FF. Although CETL FFs will spend much of their time engaged in active research on their self-identified project, a significant expectation is that CETL FFs will work with the CETL Faculty Director and their peers to actively disseminate their work within both Stonehill and the larger higher education community.

CETL Faculty Fellows will receive one, three-credit course release and a $1,500 stipend for each of the other three semesters they are CETL FFs. Alternately, a Fellow could request to take two, three-credit course releases (to be taken two different semesters, with no financial remuneration the remaining semesters). Please note, applicants should not anticipate receiving a course release during the first semester they are engaged as CETL FFs and cannot be guaranteed two three-credit course releases.

The goals of the CETL Faculty Fellows Program are to:

  • Build collaborative relationships and campus-wide dialogue around innovative pedagogical practices
  • Provide full-time faculty members with opportunities to apply for course release(s)/stipends to actively explore in-depth, multi-semester, research-based projects related to the Scholarship of Teaching and Learning (SoTL) 
  • Disseminate innovative, data driven ideas and practices to the Stonehill community and beyond 
  • Provide opportunities for faculty members to serve in leadership roles as CETL Faculty Fellows 
  • Increase the visibility of the Center for Excellence in Teaching and Learning at Stonehill College to both internal and external constituencies

There is not a template for the “ideal” project as it is anticipated that faculty, working from different disciplinary lenses, as well as being at various points in their careers, will approach their work in myriad ways. The only requirements are that the proposed project be 

  • related to improving teaching and learning
  • research based
  • involve a multi-semester project
  • data-driven, and
  • applicable to applicants’ work at the College.

Please note, projects with an emphasis on inclusive teaching practices, including Universal Design for Learning, are especially encouraged.

Applications are due by noon on the first Friday in October. CETL Faculty Fellows will begin their term on January 1st of the year following their successful application. Applications will be submitted electronically.

The application includes the following:

  • Title of Project
  • Summary of Project and Product
  • Rationale
  • Collaborators
  • Impact
  • Dissemination plan
  • Timeline
  • A link to your most recent CV
  • A link to a letter from Department Chair (or Program Director) indicating support for your plan for course release(s)

More details are available via the CETL Faculty Fellow application available here.

Members the CETL Faculty Fellows Selection Committee will review and score completed applications. The selection committee includes the CETL Faculty Director, a representative from the CETL PAC, and current or past CETL Faculty Fellows.

The following selection criteria will be used to evaluate all completed applications:

  • Intellectual merit
  • Broader impact
  • Feasibility of the project
  • Evidence-based practice
  • Overall quality of the application

Rating scale: Excellent, Very Good, Good, Fair, Poor

Responsibilities of CETL FF include the following:

  • Faculty Fellows will attend monthly meetings with other CETL FFs and the CETL Faculty Director to discuss progress and guide the Center’s programming opportunities.
  • CETL FFs will disseminate their work internally and externally. In addition to the minimum of three required dissemination activities, each fellow is also encouraged to offer individual consultations as appropriate throughout their terms as CETL FFs.
  • At the end of each semester, CETL FFs are responsible for providing written and oral “work in progress updates” to the Faculty Director and Provost Advisory Committee.
  • CETL FFs will, alongside members of Provost Advisory Committee, serve on the Faculty Fellow Selection Committee.
  • If appropriate, CETL FFs will create and maintain a repository of related links, literature, etc. on the CETL webpage or Teams site.
  • Upon completion of their fourth and final semester, CETL FFs will provide a “final written project evaluation”.

Written “work in progress updates” should be provided to the CETL Faculty Director the week prior to the final CETL Provost Advisory Committee (PAC) meeting of the semester. CETL FFs will then be invited to share a verbal update with PAC members.

Each “work in progress update” should include the following:

  • Progress to date (overall).
  • Progress to date on data collection.
  • Progress related to the dissemination activities past, present, and future.
  • Anything else the Fellow would like the Faculty Director or members of the Provost’s Advisory Committee to know.

Upon completion of their final semester as a CETL Faculty Fellow, Fellows will submit a ‘final project evaluation’ which should include the following:

  • Summary of all activities completed as a Faculty Fellow.
  • Summary of the data collected and analyzed as part of the assessment, including a critique on whether original objectives were met, how and why or why not.
  • Description of all dissemination activities.
  • Statement on future steps.
  • Anything else the Fellow would like the Faculty Director or members of the Provost’s Advisory Committee to know.

2023 Award

  • Amra Brooks (Associate Professor of English). Equity and Imagination in the Generative Writing Workshop.

2022 Awards

  • Suzanne Edinger (Associate Professor of Management). The Relationship Between Social Support and Post-Pandemic College Student Success
  • Rebekah Louis (Assistant Professor/Coordinator of Graduate Clinical Experience, Department of Education Studies). Practice Makes Perfect: Increasing the Effectiveness and Alignment of Practice-Based Experiences Throughout Stonehill College 


Faculty Director

Karen L. Anderson

Karen L. Anderson

Professor of Education, CETL Faculty Director