Applications for the Teaching and Learning Strategies Seminar should be submitted electronically using our online application form. Read below for complete details about the application process.

Applications must be submitted by March 3rd (11:59 p.m.).


Applications must include:

  • Project Proposal: a 500-750 word description of the project that includes the following:
    • Rationale: an explanation of why you want to participate in the TLSS at this time and how it fits into your larger career goals;
    • Question Description: a detailed description of the question you will be focusing on in conjunction with the seminar and your plans for exploring that question;
    • Benefit: an explanation of the anticipated benefit(s) your participation in the seminar will have for the campus community (you may address benefits for your professional development, for departmental or campus-wide initiatives, for student learning, etc.);
    • Community Outreach Plans: specific plans for how you will share your experience with the campus community (see further details below);
  • Chair email: ask your chair to send an email to the CTL Director indicating that she or he supports your plan to apply for the seminar and (if you are requesting a course release) is willing to find coverage for your course reduction;
  • Bibliography (optional): If particular scholarship is informing your project, a bibliography can be included.
  • Syllabus (optional): If the project is related to a specific course, a syllabus can also be included.

For projects that involve research with or surveying of human subjects, it is also highly recommended that you first discuss your project with the Director of Academic Development to determine what steps are necessary to secure IRB approval.


Applications are reviewed by the CTL's Faculty Advisory Board, who then make recommendations to the CTL Director for final approval. Applicants will be notified of final decisions by mail (to their campus mailboxes).

Proposals will be evaluated based on:

  • the clarity and persuasiveness of the proposal (e.g. does the project address an obvious pedagogical need?);
  • evidence of the applicant's commitment to and prior interest in questions of teaching excellence;
  • the degree to which the question explored will benefit the recipient and the larger Stonehill community (e.g. how will the project enhance teaching and learning at Stonehill?); and
  • whether the scope of the project is reasonable (e.g. can the question proposed be sufficiently explored in a single semester?).


A very broad range of "questions" are appropriate for the seminar. Although those proposals seeking to engage in original research are certainly encouraged, it is perfectly acceptable for a faculty member to propose more of an "information gathering" project that focuses on increasing familiarity with the literature in a particular area of teaching and learning (one previous participant chose to spend the semester reading about problem-based learning, for example).

What is important is that the question address an existing pedagogical need and that it can reasonably be completed during a single semester (if a larger project is envisioned, the faculty member should then propose to work on a piece of that larger project — a piece that can be completed in a semester).


Successful proposals typically are focused on addressing the "how" and "why" of teaching rather than the "what."  In other words, we are most interested in proposals that seek to address questions of pedagogy rather than course content.  Proposals focused solely on course content development are typically not chosen.  That said, proposals seeking to investigate innovative approaches to teaching particular content are welcome.


Proposals are required to articulate a plan for sharing project findings and/or outcomes with members of either the Stonehill community or the larger academic community. These plans for "community outreach" can be informal events; what is important is that they open up opportunities for others to learn from the grant recipient's experience. Some examples of possible outreach activities might be: a presentation at a department meeting, a roundtable discussion, a break-out session at Academic Development Day, a poster at the Teaching and Technology Showcase, or submission to a publication (such as a pedagogy newsletter or a peer-reviewed journal).


All full-time faculty are eligible to participate in the Teaching and Learning Strategies Seminar. Although preference is given to those applicants who have not yet participated in the seminar, former TLSS participants are welcome to apply again.


Seminar participants are eligible for one course or lab release, ideally scheduled during the semester they are participating in the seminar. This release is meant to give faculty time to participate in the weekly seminar meetings and to pursue work on their proposed projects.

In certain circumstances, faculty may be paid an equivalent stipend rather than receive a course release. Applicants must discuss this possibility with the Director of the CTL prior to submitting an application.


For additional information or to receive feedback on a proposal draft, please contact Phyllis Thompson