1. Tips on Preparing a Successful Educational Research Proposal Fiona Fui-Hoon Nah, professor, BIT Nancy J. Stone, professor and chair, Psychological Science Diane Hagni, CERTI March 7, 2014

2. Data about the mini-grant program 20 projects funded since spring 2011 Projects from 11 departments Five team projects Two awardees received multiple grants 52% of awardees are tenure-track; 48% non-tenure-track Awardees have ranged from lecturers to Curators’ Professors

3. Data about the mini-grant program Average award is $3,171; minimum awarded, $500, and maximum, $7,500, for a multi-disciplinary project Five projects had matching funds from their departments or other sources Go here for suggested areas of focusareas of focus

4. Resources on CERTI site http://certi.mst.edu/educationalresearch/

5. Comparison of grant programs Grant Program Administered by Amount of funding Focus of Program Timeline for 2014 Other information Educational Research Mini-Grants Center for Educational Research and Teaching Innovation (CERTI); funding through Vice Provost for Academic Affairs Range from $1,000-$10,000; average award amount is $3,000-$4,000 for single PI project; one year project Funding to promote teaching scholarship in the classroom – supporting projects that examine and improve teaching and learning practices Letter of intent due – March 14; Proposal due – April 14; Awards announced in May; Funding released in May 2014 (50%) and at end of project, August 31, 2015 (50%) Presentation required at S&T Teaching and Learning Technology Conference Educational Research Symposium in mid-March (latter part of grant cycle). For more information about the program, go to http://certi.mst.edu/ed ucationalresearch/ http://certi.mst.edu/ed ucationalresearch/ eFellows grants Educational Technology Office; funding through Provost’s office 3 tiers -- full course redesign ($5,000); step redesign ($2,000); teaching with technology ($1,000). These are one-year to three-semester projects Funding to redesign courses for blended or fully online delivery using best pedagogical practices to improve student learning Program Participation Workshops – March 20 and April 3; Letter of intent due – April 25; Proposal due – June 27; Awards announced – Aug. 15 Participation required in the eLearning Community of Practice three times per semester. Faculty will work with instructional designers on course redesign. For more information about the program, go to http://edtech.mst.edu/ elearning/efellows/ http://edtech.mst.edu/ elearning/efellows/

6. What is educational research? A systematic process for understanding learning and teaching effectiveness –i.e., applying the scientific method A means to uncover the processes and interactions underlying learning and teaching, such as –Motivation –Acquisition of knowledge –Presentation of material –Impact of environment and interaction

7. General suggestions Be sure to follow directions closely Be clear and specific –Consider your audience –Justification –Research question –Procedure –What are you measuring? How will you measure it? –IRB (http://irb.mst.edu/)http://irb.mst.edu/ Social and behavioral science

8. Research question/statement Not specific or measurable Students will be better learners. Specific and measurable Providing video demos with the lab instructions (i.e., specific intervention) will help students to improve their lab test scores (i.e., specific and measurable outcome[s]). Students who receive will achieve higher than students without. Hypothesis

9. Research strategy / assessment Non-specific or unclear Students may incorporate the intervention and then provide feedback regarding the intervention. Specific with adequate details An experimental study will be used to test the intervention where students will be randomly assigned to one of the two experimental conditions - and. Followed by research procedures and assessment details

10. Measuring outcomes Non-specific or unclear Student feedback will be gathered and assessed. Specific with adequate details Satisfaction with the course will be assessed using the measurement items in Eastman et al. (2011) that were adapted from Oliver (1993). [Validated measure] OR We will develop our own measures for assessing Satisfaction with the course to more specifically assess the unique aspects of the course. [“Homemade” measure] Note: It would be helpful to review existing validated measures in the literature and adapt from them in developing your homemade measure.

11. Summary Format (see call for proposals for more info) –A brief abstract (100 words) –Purpose of project Motivation and significance of research project –Pertinent information about your class (anticipated student enrollment, number of sections taught, etc.) –Research question to be addressed Clear educational research question/statement Hypothesis/Hypotheses (preferred/recommended) –Learning outcomes to be addressed Be specific –Methodology Research design (e.g., experiment, survey, case study – can be combination) Research procedures Measurement of outcomes –Evaluation and feedback How will you document success and show how project objectives are achieved –Budget with justification –Deliverables