Dr. T. Keith Glennan (1905-1995) was president of the Case Institute of Technology from 1947-1966. He felt strongly about education and led the development of a curriculum that established required courses in the humanities and social sciences for students majoring in science and engineering programs. Dr. Glennan believed that the most important contribution of higher education is the influence it has on young people as future leaders. This fellowship is named after Dr. Glennan, and it was created to facilitate faculty growth.
Each year, a faculty cohort of up to five Glennan Fellows is selected. Each Fellow will receive a $6,500 stipend to develop their teaching and scholarship and will attend monthly meetings with the cohort during the spring and fall semesters. Nominees must be tenure-track, though still untenured, for the duration of the fellowship. The award is granted based on nominees’ demonstrated potential for a career that combines both teaching and scholarship, as well as their investment in student learning. Therefore, nominees must provide evidence of scholarly engagement and contributions to student learning through teaching.
Evidence of scholarly engagement includes research, publications, books, grants, artistic achievements, and similar accomplishments. Evidence of contributions to student learning through teaching may be derived from work in the classroom or non-traditional settings; curricular and academic program development; educational innovations within or across disciplines; efforts to address the needs of special student groups; and/or engagement in other activities related to the science of teaching and learning.
Applicants should demonstrate how previous scholarly and pedagogical accomplishments support the development of the proposed project. Successful fellowship proposals typically include at least one of the following approaches:
- the development of innovative teaching methods or instructional tools;
- technological innovations to assist with student learning; and/or
- the creation or revision of courses.
A fellowship application consists of two parts: an online form and a PDF submission. Both are due by April 5, 2019.
Part 1: online form
Complete an online form that provides UCITE with necessary contact information. The contact form is located here.
Part 2: PDF submission
Compile the following documents in the order below into one PDF, and email it to email@example.com. The PDF should be no longer than ten pages.
- Cover Letter (one page): Describe your teaching and research accomplishments, and discuss why you feel this is the appropriate time in your career as a professional educator to receive grant funding. Include your full name, faculty title, and department at the bottom.
- Project Summary (one page, maximum 300 words): Identify the objectives and outcomes for the proposed project, and explain how the project will positively affect student learning.
- Project Proposal (maximum four pages)
- Budget (one page): The budget should be signed by your department chair or associate dean. An example budget is shown here.
- Curriculum Vitae (one page)
- Recommendation Letters (two letters, one page each): Include two signed recommendation letters from faculty colleagues. The letters should highlight the scholarly excellence and teaching excellence that make the nominee worthy of a fellowship award.
Proposals can contain provisions for faculty summer salary, student help, software, limited travel, and supplies. The total budget cannot exceed $6,500 and must conform to the rules of the proposer's department and school, as well as those of the university. Fringe benefits must be included for all faculty salaries, where required by department, but there is no overhead.
Purchases of equipment and computers are discouraged, unless strongly motivated by an innovative proposal idea. The proposal author is responsible for checking with the appropriate entities to make sure that all of the budget items meet the various criteria before submitting the budget. Failure to do so may result in payments not being approved or reimbursements being denied. UCITE's approval is based on the project and does not imply that the items conform to all university rules.
The cohort will meet once per month during the spring and fall semesters, for a total of 4 meetings per semester. Meetings are scheduled based on participants’ availability.
At the end of each academic year, Glennan Award recipients will give a short public presentation at a UCITE Innovation Forum.
Within two months after the award period ends, the grant recipient must file a report with UCITE (approximately 300 words) that contains project accomplishments, including impact on student learning. The report will be published in UCITE’s annual report.
Recipients must also file a brief summary of budget expenditures to be kept on file.
Any resulting publications and presentations should acknowledge the support of UCITE. For example, “The author of this publication received financial support from a CWRU UCITE Glennan Award for the research, authorship, and/or publication of this article.” Please submit electronic copies of any publications.
Glennan Award recipients may be invited to record brief comments about their project for the UCITE website or other university publicity purposes
Previous Glennan Fellows
|16-17||Erin Benay||Art History||
The Global Renaissance
|16-17||Soumyajit Mandal||Electrical Engineering and Computer Science||
Unlocking the Black Box: An Experiential Approach to Understanding Modern Integrated circuits
A Course Contextualizing the African-American Experience in Cleveland
|16-17||Maggie Vinter||English||Developing a Multimodal Approach to Teaching Shakespeare
|15-16||Umut Gurkan||Mechanical and Aerospace Engineering||
Teaching Critical Reading and Writing in Emerging Science and Technology Fields
A New Undergraduate Biophysics Course Using Interdesciplinary Learning
Illuminating Organic Chemistry: Preparation and Implementtion of a Lightboard
|15-16||Abdus Sattar||Biostatistics and Epidemiology||Developing an Online Course of Categorical Data Analysis|
|15-16||Nicole Seiberlich||Biomedical Engineering||
The Picture of Health: The Science, Engineering, and Ethics of Medical Imaging
|14-15||Rohan Akolkar||Chemical Engineering||
Experiential Learning Applied To Chemical Engineering Education
Opening the Door to Research in Mathematics
|14-15||Gregory Jonas||Accountancy||An Interactive Instructional Case Study for MBA Accounting Core Courses|
|14-15||Amy Przeworski||Psychological Sciences||An Experiential Learning Approach Integrating Gaming and Psychotherapy|
|14-15||Matthew Willard||Materials Science and Engineering||
Transitioning Ideas to Reality: Discovering Application of Materials Science
|13-14||Matthew Garrett||Music||Sociology of Music Education|
|13-14||Noelle Giuffrida Armhold||Art History||Daoism: Visual Culture, Literature and Practice|
|13-14||Aaron Goldenberg||Bioethics||Integrating Genetics and Ethics through Innovative Curriculum: The Development of a Joint Degree between Bioethics and the Genetic Counseling Program|
|13-14||Anna Cristina Samia||Chemistry||Teaching Analytical Chemistry on the Nanometer Scale|
|13-14||Blanton Tolbert||Chemistry||Enhancing the Chemical Biology Curriculum at CWRU: A Journey into the RNA World|
|12-13||Philip Feng||Electrical Engineering and Computer Science||Sensing in the New Dimensions – Seeing and Feeling Expanded via Engineering Nanostructures|
|12-13||Kenny Fountain||English||Visualizations of Science and Medicine|
|12-13||Elina Gertsman||Art History||The Global Middle Ages|
|12-13||Michael Pollino||Civil Engineering||Experimental modules for experiential structural engineering education|
|12-13||Satya Sahoo||Medical Informatics||Collaborating for Better Health: A multidisciplinary, project-based course in Health Information Technology|
|11-12||Rob Ewing||Center for Proteomics and Bioinformatics||The Computational Proteomics Learning Environment|
|11-12||Cassandra Robertson||Law||Developing Open-Source Casefile-Based Teaching Modules|
|11-12||Genevieve Sauve||Chemistry||Teaching Solar Energy Conversion|
|11-12||Jeffrey Ullom||Theater||Development and Implementation of Dramaturgy Curriculum and Practice|
|11-12||Yanming Wang||Radiology||Curriculum of a Radiopharmaceutical Laboratory Class|
|10-11||Eben Alsberg||Biomedical Engineering||Course Enrichment Development: Hands-on Experience in Tissue Engineering|
|10-11||Francesca Brittan||Music||Music and the History of Science|
|10-11||Xuan Gao||Physics||Virtual Laboratory in Modern Physics: an Interactive Learning Experience|
|10-11||LaShanda Korley||Macromolecular Science||Polymers Go Green: Green Chemistry & Engineering Pathway for Expanding the Undergraduate (and Graduate) Laboratory Experience|
|10-11||Peter Thomas||Mathematics||Undergraduate Interdisciplinary Course Module: Monte Carlo Simulation of Cellular Microphysiology|
|09-10||Mehmet Koyoturk||Electrical Engineering and Computer Science||Learning Bioinformatics Together: Development of Active Learning Strategies to Face the Challenges of Interdisciplinary Education|
|09-10||Nicola Lacatera||Economics||Industrial Organization and the Economic Analysis of Business Strategies|
|09-10||Mohan Sankaran||Chemical Engineering||Chem-E-Car experience as an educational tool for undergraduate chemical engineers|
|09-10||Daniel Tisch||Epidemiology and Biostatistics||International Joint Course in Global Health: Shared Learning Across Cultures, Disciplines, and Institutions|
|09-10||Horst von Recum||Biomedical Engineering||An Undergraduate Course Sequence in Drug Delivery|
|08-09||Darin Croft||Anatomy||Exploring the Mammalian Family Tree|
|08-09||Lisa Huisman Koops||Music||Music in Early Childhood|
|08-09||Kelly McMann||Political Science||Hands-on Research Methods for Undergraduates|
|08-09||Leena Palomo||Periodontics||Periodontal Diagnosis, Treatment Planning, and Outcome Assessment : A Video Game|
|08-09||Gregory Tochtrop||Chemistry||Development of a Chemical Biology Curriculum at CWRU|
|07-08||Brian Gran||Sociology||Law and the Public-Private Dichotomy: Order out of Chaos or Chaos out of Order?|
|07-08||Jessie Hill||Law||Experiential Learning in the Traditional Law School Classroom|
|07-08||Melissa Knothe-Tate||Mechanical and Aerospace Engineering||A Web-Based 'CourseSource' Debut - Nature and Evolution: the Master Engineer and Her Most Robust Testbed|
|07-08||Jennifer Liang||Biology||Building an Educational Website: Zebrafish in the Classroom|
|07-08||Amy Zhang||Nursing||Online Statistic Course for Doctoral Nursing Students|
|06-07||Kimberly Emmons||English||Rhetorics of Health and Illness|
|06-07||Mark Griswold||Radiology||Merging Interdisciplinary Concepts to Design and Build a Desktop MRI System|
|06-07||Heidi Martin||Chemical Engineering||ENTER: Engineering of Tomorrow - Experience Research|
|06-07||T. J. McCallum||Psychology||Experiential & Service Learning: Striking the Balance Through Paired Cognitive Augmentation|
|06-07||Marty Pagel||Biomedical Engineering||Development of the Undergraduate Laboratory Curriculum within the Case Center for Imaging Research|
|05-06||Heath Demaree||Psychology||Building an Undergraduate Psychophysiology Laboratory: Experiential Learning in PSCL 352 and as a SAGES Capstone Experience|
|05-06||Juan Palomo||Dentistry||Cone Beam Computerized Tomography|
|05-06||Sandy Piderit||Organizational Behavior||Exploring the Impact of Outside-class Activities on the Development of Managerial Skills|
|05-06||Mari Rege||Economics||Public Policy Case Competition|
|05-06||Jie Shan*||Physics||Laboratory Experience in Physics Undergraduate Education|
|04-05||Donald Anthony||Department of Medicine||Enhancement of Learning Resources in the Rheumatic Disease Section of Medical School Musculoskeletal Integument (MSI) Committee|
|04-05||Jerry Floersch||MSASS||Internet Library of Practice and Research Concepts|
|04-05||Ramani Pilla*||Statistics||Understanding Biological Complexity via Modern Statistical Methods|
|04-05||Andrew Rollins||Biomedical Engineering||Translational Research for Biomedical Engineers|
|04-05||Jerrold Scott||Theater||Redevelopment and Expansion of Directing Curriculum for an Interdisciplinary Approach|
|03-04||Clemens Burda||Chemistry||Bringing the Nano-Revolution into the Classroom|
|03-04||Lisa Damato||Nursing||Web-Based Neonatal Assessment Course|
|03-04||Karen Potter||Dance||Expanding the "Dance in Culture" Sequence|
|03-04||Youngjin Yoo||Information Systems||Designing Knowledge Environments and Products: A New Approach to Management Education|
|03-04||Eric Youngstrom||Psychology||Experiential Learning of Social Science Research Methods: Server Software, Web Galleries and Radishes!|
|02-03||Jutta Ittner||Modern Languages and Literatures||Paris/Berlin: A Comprehensive Study of Urban Culture|
|02-03||Mary Davis||Music||Roots to Rock: Popular Music in American Culture|
|02-03||Cenk Sahinalp||Electrical Engineering, Computer Science, and Genetics||Bioinformatics Education at CWRU|
|02-03||Renee Sentilles||History||Advanced Topics in American Women's History|
|02-03||Chandy John||Pediatrics and Medicine||A Handbook of Tropical Pediatrics|
|01-02||Nga Wing (Irene) Lee||Chemistry||A Proposal to Integrate Research Methodologies into Sophomore Chemistry Lab to Enhance Student Learning|
|01-02||Guo-Qiang Zhang||Electrical Engineering and Applied Science||An Integrated Learning Environment Using Standard Meta-Language (SML)|
|01-02||Jerome Benveniste*||Mathematics||Topics in the History of Mathematics|
|01-02||Peter Yang||Modern Languages and Literatures||Proposal for the Development of Web-based Language Learning Modules for Intermediate German|
|01-02||Chris Winkleman||Nursing||Prescribing Technology for Pharmacology and therapeutics|
|00-01||Susan Hinze||Sociology||From the Internet to Fetal Surgery: Social Change and Gendered Technologies|
|00-01||Sharona Hoffman||Law||Introducing Technology into the Law Classroom|
|00-01||Carol Musil||Nursing||Making the State of Science the State of the Art|
|00-01||Catherine Scallen||Art History||Art History 102 - Michelangelo to Mapplethorpe|
|00-01||Robert Slonim||Economics||Integrating Experimental Modules into the Microeconomics Curriculum|
|99-00||Kevin Gardner||Civil Engineering||Interdisciplinary Course on Solving Complex Environmental Problems|
|99-00||J. Christopher Mihos||Astronomy||Exploring the Dynamical Universe|
|99-00||M. Cather Simpson||Chemistry||Renovation of Freshman Chemistry at CWRU|
|99-00||Rhonda Williams||History||The City as Classroom: A Critical Historical Pedagogy|
|99-00||John Witte||Epidemiology and Biostatistics||SimEpi: Interactive Research Design and Analysis in Epidemiology|
|98-99||Joan Carletta||Computer Engineering and Science||Creating a real-world system design experience in computer engineering for undergraduates|
|98-99||Margaret Mary Daley||Modern Languages and Literatures||Cannon Fodder on Our Shelves: The German Literary Canon, Its Expendable Writers, and Our Gendered Libraries|
|98-99||Vanessa Druskat||Organizational Behavior||Norms and Processes that Support Learning and Effectiveness in Student Work Teams: Using Student Experience to Improve Course Design|
|98-99||Alison Hall||Neurosciences||Scientists as teachers|
|98-99||David Matthiesen||Material Science and Engineering||The Application of Computer Based Whiteboard Technology for Classroom Teaching|
|97-98||Russ Borski||Theater Arts||Creating Visual Text in a Postmodern Theater|
|97-98||Robert Dunn||Music||Introduction to Music: The Listening Experience I|
|97-98||Steven Hudson||Macromolecular Science||Development of a Self-directed Laboratory Course in Polymer Science and Engineering|
|97-98||David Miller||MSASS||Redesign of Discrimination and Inequality: "Can't We All Just Get Along?"|
|97-98||Jonathan Sadowski||History||New Pedagogy for History of Medicine Course|
|96-97||David Dean||Anatomy||Human Embryology Course Development|
|96-97||Daniel Flannery||Psychiatry and Psychology||Program on Violence: Prevention, Intervention and Social Policy|
|96-97||Catherine Kelly||History||Making Sense of Consumer Culture at CWRU and Beyond|
|96-97||Phillip Morrison||Chemical Engineering||Hypertext Class Notes as an Aid to Teaching Engineering Course|
|96-97||John Protasiewicz||Chemistry||Innovative Uses of the World Web and CWRUnet in Chemical Education|
|95-96||Steven Haynesworth||Biology||Analytical and Critical Thinking in an Undergraduate Cell Biology Laboratory|
|95-96||Sally Hodder||Medicine||Behavioral Intervention to Improve Medical Student-Patient Interactions|
|95-96||Michael Huff||Electrical Engineering and Applied Physics||Notes for New Courses in Microelectromechanical Systems mechanical Systems|
|95-96||Kenneth Ledford||History||New Course in History of the Professions|
|95-96||Vassilis Panoskaltsis||Civil Engineering||Innovations in Key Undergraduate and Graduate Courses in Civil Engineering|