Scholarship of Teaching and Learning (SoTL) Research Grant
Deadline for applications: 11:59 pm EST November 1 of the current year for funding for the following calendar year.
For information on how to apply, visit https://teachpsych.org/ApplySoTLResearchGrant (requires login)
To view a list of past recipients, click here
STP is pleased to offer grants to support the scholarship of teaching and learning. Consistent with our Mission Statement and the Statement on Addressing Systemic Racism and Inequity in STP, we encourage applications from colleagues who are from underrepresented groups and have diverse backgrounds and experiences.
Research projects in any phase of development are eligible for funding (e.g., materials design, data collection, manuscript writing). However, the proposed project must have a high probability of producing a product that will be presented and/or published in a peer-reviewed outlet in a timely manner. Proposals will be evaluated on the degree to which proposal fits STP’s description of the SoTL.
The grant program is open to members of the Society for the Teaching Psychology who teach Psychology at 4-year colleges and universities, 2-year colleges, or high schools. Preference will be given to applicants who have not been awarded these funds in the previous 3 years.
Evaluation Criteria
Those evaluating the grants will be blind to the applicants’ identities. The proposals will be evaluated on:
Degree to which proposal fits STP’s description of SoTL in Psychology as evidenced by:
STP funds the program with $10,000 annually. At the discretion of the members of the grant review panel, these monies can be distributed:
Eligible Expenses
Eligible expenses include, but are not limited to:
Caps on Expenses
Ineligible Expenses
Other Requirements
For information on how to apply, visit https://teachpsych.org/ApplySoTLResearchGrant (requires login)
Proposals are due by 11:59 pm (EST) on November 1 of the current year for funding for the following calendar year. Grant award recipients will be notified no later than December 24 of the current year.
If you have questions, please contact the Grant Committee Chair (email: sotl-research@teachpsych.org).
Study Strategies
Heather Mangelsdorf and Kathryn O'Toole
Preregistration as a pedagogic practice: Embedding open science into the undergraduate dissertation project in psychology
Madeleine Pownall, Charlotte Pennington, Kait Clark, and Emma Norris
What's in a name? Abnormal Psychology by any other name might smell sweeter
Rick LaCaille, Lara LaCaille, Eric Hessler, and Scott Carlson
The effects of a health psychology course on well-being and COVID-19 health behaviors
Julie Rodgers
What's so special about specs grading? Using content-analysis to assess the boasted benefits of specifications grading
Julie C. Hill, Carla M. Strickland-Hughes, and Annie S. Ditta
2020 Recipients
Tradition or technology? A comparison of students' statistical reasoning after being taught hand calculations versus programming
Annie S. Ditta and Amanda Mae Woodward
The psychology of diversity: Evaluation of a new pedagogical approach to teaching about diversity
Louise Chim, Catherine Costigan, and Jim Tanaka
Encouraging collaborative practice testing in introductory psychology
Megan Imundo, Courtney Clark, and Melissa Paquette-Smith
2019 Recipients
Using Content Acquisition Podcasts to Help Graduate Student Instructors Incorporate Employable Skills in their Courses
Elizabeth S. Che and Patricia J. Brooks
Interventions to improve student learning strategies
Carolyn Brown-Kramer
Investigating the Teaching Experiences of Psychology Graduate Students with Disabilities
Emily M. Lund and Anjali J. Forber-Pratt
Those Who Teach Can Do- Development of Professional Skills Through Undergraduate Teaching Experience
Jill Shelton and Stephanie Wells
Training Graduate Student Instructors to Improve Undergraduate Writing and Critical Thinking
Jillian Grose-Fifer, Elizabeth Jeglic and Angela M. Crossman