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Upcoming Grant Application Deadlines

President’s Awards for Excellence in Teaching

  • Peer nominations: Jan. 14-Feb. 14 each year
  • tinyurl.com/CTEPresidentsAward
  • Faculty may nominate their colleagues for graduate and undergraduate, online and residential awards of $5,000.

ILLUMINATE Grants for the Improvement of Teaching

  • Applications: Jan. 14-March 31 each year
  • tinyurl.com/ILLUMINATEGrant
  • Up to $1,500 (teams to $4,500) for faculty to implement new active learning techniques.

Impact Grants

About the Impact Professional Development Grants for Residential Adjunct Faculty:

“Impact Professional Development Grants for Residential Adjunct Faculty,” provided by CTE, are designed to encourage faculty growth, enhance student learning, and improve teaching practices by covering expenses associated with attendance at the yearly Conference on Higher Education Pedagogy (CHEP) on the campus of Virginia Tech. Conference Website: https://chep.teaching.vt.edu/

ILLUMINATE Grants for the Improvement of Teaching

Faculty applications for the “ILLUMINATE Grants for the Improvement of Teaching” can be made at http://tinyurl.com/ILLUMINATEGrant.  Deadline to apply is March 31 at midnight for Fall/Spring implementations.  Priority will be given to applicants who have never received an ILLUMINATE Grant.

About the ILLUMINATE Grants for the Improvement of Teaching:

Full- and part-time residential faculty members, as well as online faculty teaching on-campus intensives, are eligible to apply.  Departmental or interdisciplinary teams of two or three are also invited.  Individuals may apply for up to $1500, teams of two up to $3000, and teams of three up to $4500 to implement new pedagogical techniques, classroom activities, technologies, class trips, and/or purchase materials that foster learner-centered experiences for students.

Successful applications demonstrate effective active learning*.

*Active learning: In order to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. In particular, students must engage in higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects – doing things and thinking about the things they are doing. 

Recent ILLUMINATE Grant Winners

The projects funded by the ILLUMINATE Grants for the Improvement of Teaching positively reflect the following National Survey of Student Engagement (NSSE) Benchmarks of Effective Educational Practice:

  1. Level of Academic Challenge
  2. Student Interactions with Faculty Members
  3. Active and Collaborative Learning
  4. Enriching Educational Experiences

Congratulations to the exemplary faculty who recently received an ILLUMINATE Grant!

2019-2020 Grant Awardees

  • ASL to English Interpretation FM System  (Nicole Thorn; College of Arts and Sciences) 
  • Autonomic Regulation Postprandial Hyperemia (Ben Kalu, Kimberly Mitchell, & Mark Blais; School of Health Sciences)
  • Bridging the Terminology Gap between Biblical Language and Linguistics (Jillian Ross & Jaeshil Kim; Rawlings School of Divinity)
  • Community Outreach: Future Me 5th Grade Career Day (Kristina DeWitt & Miranda Arnold; School of Education)
  • CPR/First Aid/AED (George Sherman; College of Applied Studies & Academic Success)
  • Current Issues in the Problem of Evil: A Dialogue (Michael Scott Jones; College of Arts and Sciences)
  • Enhancement of Student Learning about Renewable Energy through Hardware Labs using Actual Solar and Wind Generators (Jung-Uk Lim; School of Engineering)
  • Historical Interpretation through Exhibit Design (Donna Donald; College of Arts and  Sciences)
  • How Long, O Lord? Evil, Suffering, and Holocaust (Edward Martin; College of Arts and Sciences)
  • Improving Patient Glucometer Testing Compliance (Kathryn Miller, Mary Dowell, & Tara Smith; School of Nursing)
  • Improving Student Learning by Practical Experimentation (Control and Power Engineering) (Young-Man Kim; School of Engineering)
  • Incorporation VR in the Classroom (Aaron Wilson, Steven Brinly, & Jonathan Washburn; School of Aeronautics)
  • Live Radio Drama: The Creative Process of Adapting a Theatrical Play for Audio Performance (Chris Nelson, Linda Cooper, & James Walz; School of Visual and Performing Arts) 
  • Project Design: 3D Printing for Fashion and Interior Design (Ruth Gomes; College of Arts and Sciences)
  • Socialism vs Entrepreneurship: Experiences of Redistribution and Flourishing (Carey Roberts, Sam C. Smith, & George Young; College of Arts & Sciences & School of Business)
  • The Field of Learning: Civil War History (Christopher Jones, Steven Woodworth, & Ben Forrest; College of Arts and Sciences)
  • The Holocaust: Learning, Teaching, and Understanding (David Snead; College of Arts and Sciences)
  • The Race to Learn: Digital Marketing Applications from Start to Finish (Christopher Huseman, & Emily Knowles; School of Business)

2018-19 Grant Awardees

  • Analysis of Force-Velocity Curve Using New Technologies: Beast Sensor Application and Analysis (Justin Killian & Jim Schoffstall; School of Health Sciences)
  • Applied Ecology: Technical and Field-Based Experimental Project Development for Undergraduate Students (Matthew Becker & Kyle Harris; School of Health Sciences)
  • Improving Inquiry-Based Learning in the Laboratory Setting (Lauren Hopper, Matthew Brynteson, & Nancy Richardson; School of Health Sciences)
  • Introducing the Process and Application of Thin Film Coating Based E-skins (Ephraim Zegeye; School of Engineering)
  • Language Source Library Development for American Sign Language (William Atwell; College of Arts and Sciences)
  • Lynchburg Community Care Collaborative (Kathleen Bogacz, Dana Woody, & Richard Lane; College of Osteopathic Medicine, School of Nursing, and School of Health Sciences)
  • Sports Reporting and Social Media (Deborah Huff, Amy Bonebright, & Chris Underation; School of Communication and Digital Content)
  • Studying World War II through the MacArthur Memorial, the Nauticus Museum, and the Military Aviation Museum (David Snead; College of Arts and Sciences)
  • The Latin Vulgate Experience (Edward Martin; College of Arts and Sciences)
  • The Liberty University Institute for Justice Project (J. Thomas McClintock, Joel Cox, & Phil Kline; School of Health Sciences, Helms School of Government, and School of Law)
  • Understanding Schedules of Reinforcement Utilizing Operant Conditioning Chambers (Matthew Lazenka, Carrie Wilmouth, & Gene Sattler; School of Health Sciences, and College of Arts and Sciences)
  • Word Analysis Strategies for Preservice Teachers: The Use of Hands-on Manipulatives for Success in Phonics, Phonological Awareness & Morphology (Stacey L. Bose; School of Education)

View a list of past winners.

To learn more about winning projects, please visit the ILLUMINATE Grant Gallery.

External Grants

For external grant assistance or to learn more about potential funding opportunities, faculty should visit the Office of Sponsored Programs.

Office of Sponsored Programs
Green Hall 2725
(434) 592-4248



Liberty Grants

Impact Grants


The deadline to apply for Impact Grants is Jan. 30.




The deadline to apply for ILLUMINATE Grants for Fall/Spring implementations is March 31 at midnight.

Priority will be given to applicants who have never received an ILLUMINATE Grant.


Implementation of past winners of the ILLUMINATE Grant.