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Scholarship of Teaching and Learning (SoTL) Grants

Internal SoTL Grants

Engaging in scholarship of teaching and learning (SoTL) research is an excellent way for faculty to improve their teaching and curricula through systematic inquiry into their teaching practices in their own courses; it also provides an opportunity for faculty to provide evidence of effective teaching and, through dissemination of their research, to widen their sphere of influence. We seek to make undertaking SoTL research easy for faculty. To this end, we are offering the following accessible project development and grant program, designed to support TRU SoTL work: 

SoTL Scholars Grant Program

Whether you are an experienced SoTL researcher or just starting with SoTL, this 12-month grant program offers up to $2000 to support SoTL research projects. It is designed for SoTL researchers with any level of experience, ranging from those who are novice to those who have previously completed projects and who may not need assistance in all areas of project development or ethics applications.

Those who are new to SoTL will be asked to join the SoTL SPARK community of practice to get started with their research; support, via CELT and other coaching, will include regular gatherings and annual retreats so that early SoTL researchers can find both group and individualized support when refining their research question, designing their study, applying for ethics approval, collecting and analyzing data, and disseminating findings in a peer-reviewed publication.


Any faculty member who holds a contract for the duration of the granting period is welcome to apply for a SoTL Scholars Grant as a Principal Investigator (PI). Those holding sessional or one‐year term‐certain appointments may contribute to, and receive funding from, an approved project as a Co-Investigator, but they are not eligible to apply directly for a SoTL Scholars Grant.

Deadline: February 24, 2023 at 6 p.m.   EXTENDED! March 3, 2023 at 6 p.m.  CLOSED for 2023

Results: Awards will be announced by mid March. Project funding will begin on April 1, 2023 and end March 31, 2024. Final reports are due after the project has ended.

Duration: 1 year (with interim report at 6 months and final report at 12 months); Projects needing time beyond 1 year can apply for an extension* for the project (on a case-by-case approval basis), in writing to CELT, at least 6 weeks before the end of the project and CELT will continue to coach and mentor past the project's end date; however, funds should be spent in the one-year timeframe for which the grant was awarded.

*An extension is for CELT coaching and mentoring support – it does not allow for an extension of the funds into the next fiscal year.

Criteria & Sample Application Form 
(application form is sample only)

Interim Report Template
Final Report Template

For more information about SoTL or the SoTL Scholars Grant Programs, please contact us at 

Grant Recipients


Jiyoung Lee-An (Arts) The effectiveness of cheat-sheets as a learning tool for critical thinking
Jim Hu (Arts) Focusing on First-Year Student Plagiarism: What, Why, and What to Do about It
Tanya Manning-Lewis (EDSW) Nurturing International Graduate Students’ Research Capabilities through Intentional Practice
Leanne Mihalicz (FSD) A Multi-Discipline Collaboration in Co-operative Education Course Development
Patricia Parker (Arts) Exploring Achievement Emotions in a Novel Achievement Setting


Lindsey McKay (Arts) & Marie Bartlett (OL) Multimodal Debates for Critical Thinking
Christine Petersen, Margaret Sonnenfeld (Science) ’Skateboards, Roundabouts & Blood’ - An Investigative Case Study of Human ABO Blood Types: Does a CSI Context Improve Learning and Engagement?
Leanne Mihalicz, Sarah Gibson Jamie Noakes, Harshita Dhiman (FSD) A Multi-Discipline Collaboration in Co-operative Education Course Development
Jennifer Grinstead Mason, Lisa Dyck, Erin Smith-Friesen (WL-Nursing) Does it stick?: The impact of cultural safety experiential learning events threaded throughout an undergraduate nursing program
Jim Hu (EDSW) Focusing on First-Year-Student Plagiarism and Institutional Support for Prevention
Sheila Blackstock, Shari Caputo, Kristen Plowe, James Lomen, Devon Graham, Margaret, Shamro, Elizabeth Andersen, Joyce O’Mahony, Tracy Hoot, Renee Anderson (Nursing) Innovation in Simulation: Pilot Testing an Educational Intervention on Incivility in Nursing

2021 - No grants awarded due to COVID-19

2020 - No grants awarded due to COVID-19


Edward Howe (EDSW) S-STEP in Comparative and International Education
Crystal Huscroft (Science) Mapping Belonging in a First Year STEM Course
Bala Nikku (EDSW), Ken Monroe (OL), Erin May (TRU Library) Constructing Active International Social Work Teaching and Leaning: Insights from Canada and South Asia
Christine Petersen, Margaret Sonnenfeld (Science) Integrating case studies with laboratory investigation improves deep learning - Skateboards, roundabouts and blood
Jane Steiger (EDSW) Placement through IELTS Scores: Are Students More Likely to Fail?


Joe Dobson, Dian Henderson (EDSW) Investigating the Impact of the Language Learning Centre
Florriann Fehr (Nursing) Exploring nurse educator understanding of medical cannabis and educational practice needs in nurse curriculum
Andrew Fergus (BGSoBE) Virtual Reality (VR) and the learning experience
Jane Horton, Doug Knowles (EDSW) ABE Futures Williams Lake Initiative
Christine Miller (EDSW) Students’ Attitudes Towards and Evaluations of Prospective Open Textbooks
Jane Steiger (EDSW) Placement through IELTS Scores: Are Students More Likely to Fail?
Nan Stevens (EDSW) Protecting the salmon: An environmental awareness project of pollution in our rivers 


TRU Internal Research Fund

The Thompson Rivers University Internal Research Fund (IRF) is provided to support research, including the scholarship of teaching, with the aim of both (1) helping faculty become more competitive for external funding, and (2) scaffolding faculty development, especially in terms of tenure and promotion.

We strongly encourage faculty to consider applying to the IRF to support their SoTL projects.

External SoTL Awards

BCcampus Scholarly Teaching Fellows

The Scholarly Teaching Fellows program is designed to achieve the following results:

  • Support educators to conduct research on teaching and learning (i.e., scholarly teaching, scholarly inquiry, action research, scholarship of teaching and learning projects);
  • Support development and dissemination of evidence-based teaching practices that focus on student success and learning in BC post-secondary education;
  • Help educators participate in scholarly work about teaching and learning through conference attendance, research support, and dissemination of their work.

EDC Grants

The Educational Developers Caucus Grants are peer-reviewed grants (between $500 to $3000) intended to further informed practice and available resources for educational development in Canada. The funded projects are expected to benefit the EDC community and address national or regional areas of interest or concern unaddressed by existing work, resources or literature.

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