Center for Excellence in Teaching and Learning


CETL Teaching and Learning Grants exist to encourage innovative teaching and learning at SCSU. Grants will be awarded to faculty and staff working with students to plan and implement innovative and effective teaching and learning, write a brief report, and share their work with their peers at CETL’s 7th Annual Teaching and Learning Fair. Both curricular and co-curricular projects are encouraged to apply.


More details on the 2016-17 Teaching and Learning Grants coming soon!


"The CETL Teaching/ Learning Grant helped me bridge the gap between theoretical knowledge and practical clinical skills for my students in Communication Sciences and Disorders. The Hearing Assistive Technology Lab provided a much needed service to St. Cloud and the greater community. Thank you CETL!"

-Dr. Crowell, 2013 Teaching and Learning Grant Recipient



1. Apply Integrated Course Design (ICD) in A Program-wide Pedagogical Overhaul

Recipient: Dr. Niloufer Merchant

The current project proposal is to furthering the implementation of ICD model in CMHC curricula and to successfully complete the certification of CMHC course syllabi. Several steps are necessary before the CMHC pedagogical overhaul in ICD model can be successfully completed. These steps include, 1) complete the overhaul of all 19 course syllabi using ICD model and Dee Fink’s Taxonomy of Significant Learning by the end of November, 2015, 2) CMHC graduate students will assist the process that streamlines and revises syllabi to prepare them for an external review by mid-December, 2015. This external review will be conducted by certified ICD reviewer and the successful review will result in certifying the quality of CMHC syllabi to meet the criteria of the ICD and Taxonomy of Significant Learning. 3) A completed set of CMHC course syllabi will be submitted to external review for the certification of course design in ICD and Taxonomy of Significant Learning before the end of January, 2016. 4) CMHC faculty will hold meetings with graduate students in CMHC programs to assess the effectiveness of the ICD overhaul towards the end of spring semester of 2016. 5) CMHC faculty and students will compose presentation proposals to share this experience with other counselor education programs in national or regional conferences in or after 2016. 6) CMHC faculty and students will continue to revise course design after the assessment meeting in spring semester of 2016.


2. Engaging Teacher Candidates with Interactive Whiteboard

Recipient: Kristen Carlson

Students will be actively engaged in each class session utilizing a technology that is frequently found in K12 classrooms. Students will design interactive whiteboard lessons to utilize in their future classrooms to promote active learning. Students will become more comfortable with interactive whiteboard technology and incorporate it into their lessons.


3. Evolving Virtual Democracy: Appreciative Democracy (AD) in Action

Recipients: Dr. Shawn Erik Schooley, and Dr. Kristin Ruth Bratt

Use ClassCraft software to create characters and host virtual town hall sessions. MPA students learn local public administration roles (e.g., co-educatory, facilitation, legal issues, etc.). MPA students teach software to seniors and facilitate the Appreciative Democracy approach. Bridge he intergenerational gap. MPA students create a MNSCU e-portfolio to track their progress. Written project, public service ethos, NASPAA competencies. Assistant City Administrator application demonstrates competencies, facilitating senior citizens in an Appreciative Democracy project. MPA students help facilitate an AD approach. Electronic government (egovernment). Skills, experience, demonstrating NASPAA competencies. Elected officials and municipal administrators gain written report about what 20 senior citizens think on a real local government topic.


4. Graduate students Develop Shared Book Reading Program with Latino Children and Parents to Enhance Language and early Literacy Development

Recipient: Theresa Estrem

Purchase materials to screen early literacy skills of Latino children, and to help parents understand the value of shared book reading in their children’s language and literacy development. English- and Spanish-speaking students in CSD 462 and CSD 648 will screen 3- to 5-year-old Latino children’s early literacy skills in Fall 2015 and Spring 2016 by administering the IGDIs in English and Spanish. English- and Spanish-speaking students in CSD 462/648 will include elements of the It Takes Two to Talk curriculum, when working with the developing bilingual children for the purpose of enriching their vocabulary, early literacy, and kindergarten readiness skills. English- and Spanish-speaking students in CSD 462/648 will develop and implement activities with the Latino parents to help them understand and use shared book reading as a method to enhance their children’s language, early literacy, and kindergarten readiness skills. English- and Spanish-speaking student in CSD462/648 will develop related home-based shared book reading activities for the parents and children, using the It Takes Two to Talk Spanish version as a resource. Spanish-speaking students in CSD 463/648 will apply their knowledge of monolingual and bilingual speech-language development using English- and Spanish-language materials in clinical activities with Latino preschoolers. Spanish-speaking students in CSD 462/648 will develop skills to consult with parents of these preschoolers on the use of the language concepts in the applications that promote language development.


5. Inter-professional Educational Simulation for Health Professionals

Recipients: Sigrid Hedman, Dennis Mergen, Janet Tilstra, and Ben Witts

The purpose of this project is to provide students pursuing degrees in health-related professions an opportunity to experience interdisciplinary collaboration during a simulated training experience of providing care to children and families associated with the Lindgren Child Care Center (LCCC). This opportunity will extend current curricular opportunities by allowing students to interact across disciplines during their training and apply interdisciplinary learning in the supportive environment of the LCCC. An added benefit would be providing information and services to student parent families and children who use the services at LCCC.


6. Self-Reflection of Lesson Delivery in Teacher Preparation

Recipients: Merton Thompson and Kristen Carlson

Students will design a lesson that could be taught in his/her future classroom. Students will deliver that lesson while being video recorded. After completion of the lesson, students will review the recording and reflect on their teaching. After successful completion of IM 421/422/423, students will be able to video record him/herself for the state required EdTPA portfolio.


7. Telepractice: Expanding student practicum to include innovative technology for underserved populations

Recipients: Sarah Smits-Bandstra and Jodel Page

Project faculty will develop policies and procedures to ensure that teletherapy service delivery meets HIPAA standards (protection of private health information of clients). Project faculty will apply previously attained teletherapy training (October, 2015) to develop a student-training program in teletherapy service delivery. Project faculty will complete a comprehensive assessment of the success of the training program with a series of competency checklists, specific learning objectives and students evaluations. Project faculty will disseminate the results of assessment at the CETL all teaching and learning fair, the SCSU student research colloquium in April 2016 and the American Speech Language Hearing Association conference in November 2016.


8. Travelling Communicating common Ground Classroom (TCC)

Recipient: Eddah Mutua

This project will provide an opportunity for high school students participating in Communicating Common Ground (CCG) program to engage in creative participatory activities to further intercultural communication education to larger K-12 communities in Central MN. TCC will ‘travel’ to Middle School classrooms to engage students in conversations about differences, peaceful co-existence and cooperation. ROCORI and Foley high schools are targeted as pilots for this project based on the fact that the two high schools have the Middle School housed in the same building. Apollo, Tech and Sauk-Rapids-Rice will use their resources to reach out to other students in their buildings.