Grants

The ILLUMINATE Grants for the Improvement of Teaching are designed to encourage faculty to enhance instruction through the introduction of new pedagogical and active learning techniques, activities, and/or learner-centered experiences. Grants are awarded on a competitive basis. Confidential scoring committees evaluate applicants on the grant’s purpose, student engagement, higher-order thinking, and potential to impact student learning.

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. 

Applications are open from Jan.14 – March 31 each year. The 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.

Apply Now!

• A Christian’s Influence in Mainstream Hollywood Storytelling: Disney Screenwriter and Animator Jeremy Spears’ Impact on Culturally Significant Animated Films (Barry Gawinski, Durrell Nelson, and Todd Smith; School of Communication and Arts)
• Advanced Avionics Correlation Trainer (Wayne Tripp, Jerry Wangberg, Ian Dutkus, and Peter Spahr;
  School of Aeronautics)
• Aging Simulation Equipment (Kevin Layell, Lisa Campbell, and Janet K. Brown; College of Arts and Sciences)
• Career Exploration Regional, National, and International: Visit Employers in Lancaster, PA
  (Connie Hecker and Mark Horstemeyer; School of Communications and Arts/School of Engineering)
• Emergency Relief: Simulating the Project Management Experience in Non-Profit Work (David Duby; School of Business)
• Forging the Future of Design: Real-World Application of the Glowforge in 2D & 3D
  Product Design in the SADA Classroom (Rachel Dugan, Audra Rygh, and Joshua Wilson; School of Communication and Arts)
• From Hell and Back: Workshop on Forgiveness and Trusting God (Larry Presley and Tim Chang;
  Helms School of Government/Rawlings School of Divinity)
• Hot Off the Press! What Media Professionals Say Journalism Looks Like in 2022 and Beyond (Amy Bonebright, Donald Alban, Jr., and Toni Perry; School of Communication and Arts)
• Immersive Experience with German Language and Culture (Annik Miller and Alexandra Barnett; College of Arts and Sciences)
• Learning By Example: Interpreting History through Objects and Sites (Donna Donald; College of Arts and Sciences)
• LU Service Learning by Promoting Literacy at a Rural Elementary School in Nigeria (Carol Payne and Edna Udobong; School of Education/Helms School of Government)
• Mixed Reality Headset for Aviation Training (Katie Gallagher, Jonathan Hewitt, and Aaron Wilson;
  School of Aeronautics)
• Nutrition Health Fair (Anna Kebles and Mark Hemric; School of Health Sciences)
• Sport Management Guest Speakers (Adam Spencer; School of Business)
• Student Field Work Financial Support for Master of Public Health Nutrition Courses (Julia Inglis;
  School of Health Sciences)
• The Use of an Electroencephalograph to Demonstrate Neurocognitive Processes (Carrie Wilmouth; School of Behavioral Sciences)

• Alzheimer’s Foundation of America Virtual Reality Dementia Experience for Senior Nursing Students (Emilee Harker; School of Nursing)
• Atoms First – Peer Teaching with Model Kits (Nancy Richardson; School of Health Sciences)
• Coaching Education – Active Learning (Laura M. Hatfield; School of Business)
• Educational Makerspaces (Randall Dunn, Michele Worley, and James Swezey; School of Education)
• Improved Learning of Facilities Design through Field Trips, Reflection, and Analysis (Diana J. Schwerha; School of Engineering)
• Improving Speaking and Cultural Proficiency (Annik Miller and Jared Barber; College of Arts and Sciences)
• Integrating “Original Research Aims” into Biochemistry 451 Laboratory (Gregory Raner; School of Health Sciences)
• Intercultural Communication and Engagement Workshop (Tim Chang; Rawlings School of Divinity)
• Learning through Application: An HRIS Platform Exploration (Tammy Brown; School of Business)
• Presenting the Gospel through Movement Art – Synthesizing the Anthropological Study of Movement with the Dramatic Narrative of Scripture for Culturally Effective Storytelling and Engagement (Aubri Siebert, Barry Gawinski, & Michelle Thomas; School of Communication and the Arts)
• Radiographic Evaluation of Human Osteology (Ben Kalu, Mark Blais, and Daniel Howell; School of Health Sciences)
• Remote Interpreting Stations (Nicole Thorn; College of Arts and Sciences)
• Research at the National Archives and Library of Congress – Introducing Students to Research As Professionals Do It (David Snead and Sam Smith; College of Arts and Sciences)

• Accu-Vein Illuminator for Vein Visualization (Dena Todd, Carol Harvey, & Jerry Harvey; School of Nursing)
• Augmenting Studio and Digital Arts Curriculum through Virtual Experiences (Joey Wright, Joshua Wilson, & David Meyer; School of Communication and the Arts)
• Pocket Lab Kits for First-Year Engineering Courses (James Long & Carolyn Ziebart; School of Engineering)
• Integrating 16S Sequencing into Upper Level Organismal Courses to Train Biology Undergraduates Modern Molecular Techniques (Matthew Becker, Paul Sattler, & David Rockabrand; School of Health Sciences)
• Critical Thinking In Action: Foundational Skills Escape Room (Brad Burgess, Daniel Berkenkemper, & Dwayne Melton; College of Applied Studies & Academic Success)
• The Stuff of History: Learning and Presenting History with Objects (Donna Donald; College of Arts and Sciences)
• Current Issues in the Problem of Evil: A Dialogue (Michael Scott Jones, College of Arts and Sciences)
• Meet Dr. Forgiveness (Jichan Kim; School of Behavioral Sciences)
• Stop the Bleed: An Inter-professional Approach to Saving Lives on Campus and Abroad (Tonia Kennedy, Dana Woody, & Sergeant Hurtak; School of Nursing & Liberty University Police Department)
• Hispanic Community Needs Assessment in Central Virginia (Oswald Attin; School of Health Sciences)

“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/

Currently not accepting applications.