Student Course Development Projects (SCDP)
Student Course Development Projects (SCDP) is a CETL grant program that provides funding for AS&E course instructors to hire an undergraduate to assist in the development of new course content, learning activities, or learning materials. For instance, an instructor might employ a student to build collections of homework problems or in-class examples, design and test lab activities, or develop online learning materials.
The student is expected to work on the project during the summer preceding the academic year in which the faculty member plans to use the student’s work. Awards cover six weeks of on-campus housing for the student during that summer, wages for the student’s work on the project ($12.90 per hour) up to a total of 240 hours (6 weeks of full-time work), and can cover up to $500 of the cost of any materials or other expenses related to the project.
To apply for program funding, you must send a proposal to Stuart Jordan that:
- Is no more than 750 words
- Names the student you propose to employ
- Describes the nature of the work the student will do
- Describes how you, the instructor, intend to use the products of the student’s work
- Includes a budget that specifies the number of student work hours to be covered and any funds required for materials
The application deadline for funding for the summer of 2021 is April 5, 2021, and we will announce funding decisions by April 19, 2021.
Note that during the Spring 2021 semester, University policies restrict student employment to students residing in the states of New York, California, Illinois, Kansas, Maryland, Massachusetts, New Jersey, North Carolina, Tennessee, and Virginia. Residency requirements for student employees for the Summer of 2021 have not yet been annouced. Until Summer 2021 student residency policies are posted, we recommend applicants for this grant identify student candidates who are willing and able to be in residence in Rochester during the Summer of 2021.
Successful proposals require the student to think about how learning works in the instructor's course, and to work creatively and collaboratively with the instructor to try to enhance that learning. We also prefer larger projects—for instance, projects that will require full-time work by the student for a full six weeks—to smaller ones. Finally, we prefer, although do not require, that the instructor include in the proposal a plan for the assessment, when deployed, of the activities or materials produced by the student.
CETL staff are happy to assist instructors in designing projects, preparing proposals and identifying students to work on projects. If you have any questions about the program or would like assistance in preparing a proposal, please contact Stu Jordan or Rachel Remmel.