Society for the Teaching of Psychology

Scholarship of Teaching and Learning (SoTL) Research Grant

Deadline for applications: 11:59 pm EST November 1 of the current year for funding for the following calendar year.

For information on how to apply, visit https://teachpsych.org/ApplySoTLResearchGrant (requires login)

To view a list of past recipients, click here

STP is pleased to offer grants to support the scholarship of teaching and learning. Consistent with our Mission Statement and the Statement on Addressing Systemic Racism and Inequity in STP, we encourage applications from colleagues who are from underrepresented groups and have diverse backgrounds and experiences.

Research projects in any phase of development are eligible for funding (e.g., materials design, data collection, manuscript writing). However, the proposed project must have a high probability of producing a product that will be presented and/or published in a peer-reviewed outlet in a timely manner. Proposals will be evaluated on the degree to which proposal fits STP’s description of the SoTL.

The grant program is open to members of the Society for the Teaching Psychology who teach Psychology at 4-year colleges and universities, 2-year colleges, or high schools. Preference will be given to applicants who have not been awarded these funds in the previous 3 years.

Evaluation Criteria

Those evaluating the grants will be blind to the applicants’ identities. The proposals will be evaluated on:

Degree to which proposal fits STP’s description of SoTL in Psychology as evidenced by:

Clearly articulated research question/hypothesis
Literature-based inquiry
Appropriate and sound method of inquiry
Likelihood of generating a peer-reviewed product
Degree to which proposal supports STP’s mission
Innovativeness of project
Potential impact/reach of product
Strength and clarity of project narrative
Feasibility of completing the project within proposed timeline
Appropriateness of budget
Program Funding Level Recommendation

STP funds the program with $10,000 annually. At the discretion of the members of the grant review panel, these monies can be distributed:

Across qualified applicants in varying amounts
Across qualified applicants in equal amounts
To a single, especially worthy project (however, the committee must obtain STP’s EC approval for this decision)

Eligible Expenses

Eligible expenses include, but are not limited to:

Materials/supplies for research
Participant incentives
Travel to promote collaboration on project or to present research outcomes
Stipends to pay for a course buyout—particularly for the purpose of manuscript preparation
Stipend for research assistants

Caps on Expenses

Total stipend request limited to the equivalent of a course buyout at recipients’ home institutions (if this amount exceeds $4000 per principal investigator, EC approval will be required)
Funding for travel limited to $1500
Expenses for materials, participant incentives limited to $2000

Ineligible Expenses

Indirect costs

Other Requirements

The research protocol must have IRB approval or be under review at time of application submission
Funded projects must be completed during the calendar year designated, unless written permission from the Executive Committee is received. In that case, grant recipients must provide a written request with rationale.
Applicant must be an STP member to be eligible for grant funds.
New applicants to a grant program are given priority over those who have previously received funds from that grant program.
During their term, members of the Executive Committee will be ineligible to apply for an STP grant.
During their terms, members of the Grant Evaluation committees are ineligible to apply for grants from the program for which they are members of the evaluation committee.
Upon notification of funding, grant recipients must submit a brief abstract (no more than 200 words) describing the purpose, method, and expected outcomes of the funded project.
Recipients of grants to support manuscript writing must submit proof of submission to a peer-reviewed journal by the end of the grant period or else the recipients must return the grant funds to STP. Recipients should inform the granting agency of all publications resulting from the grant work.
Explicit acknowledgement of this funding source on all presentations, publications, and resulting materials
Within a calendar year of receiving funds (before December 31), all grant recipients need to submit a final report that details how funds were spent and briefly describes the outcomes of activities funded. Major deviations from the proposed timeline must be explained and, if such explanations are insufficient, the grant panel may request that part or all of the funds be returned to STP.
Funding of indirect costs is prohibited

For information on how to apply, visit https://teachpsych.org/ApplySoTLResearchGrant (requires login)

Proposals are due by 11:59 pm (EST) on November 1 of the current year for funding for the following calendar year. Grant award recipients will be notified no later than December 24 of the current year.

If you have questions, please contact the Grant Committee Chair (email: sotl-research@teachpsych.org).

2021 Recipients

Study Strategies
Heather Mangelsdorf and Kathryn O'Toole

Preregistration as a pedagogic practice: Embedding open science into the undergraduate dissertation project in psychology
Madeleine Pownall, Charlotte Pennington, Kait Clark, and Emma Norris

What's in a name? Abnormal Psychology by any other name might smell sweeter
Rick LaCaille, Lara LaCaille, Eric Hessler, and Scott Carlson

The effects of a health psychology course on well-being and COVID-19 health behaviors
Julie Rodgers

What's so special about specs grading? Using content-analysis to assess the boasted benefits of specifications grading
Julie C. Hill, Carla M. Strickland-Hughes, and Annie S. Ditta

2020 Recipients

Tradition or technology? A comparison of students' statistical reasoning after being taught hand calculations versus programming
Annie S. Ditta and Amanda Mae Woodward

The psychology of diversity: Evaluation of a new pedagogical approach to teaching about diversity
Louise Chim, Catherine Costigan, and Jim Tanaka

Encouraging collaborative practice testing in introductory psychology
Megan Imundo, Courtney Clark, and Melissa Paquette-Smith

2019 Recipients

Using Content Acquisition Podcasts to Help Graduate Student Instructors Incorporate Employable Skills in their Courses
Elizabeth S. Che and Patricia J. Brooks

Interventions to improve student learning strategies
Carolyn Brown-Kramer

Investigating the Teaching Experiences of Psychology Graduate Students with Disabilities
Emily M. Lund and Anjali J. Forber-Pratt

Those Who Teach Can Do- Development of Professional Skills Through Undergraduate Teaching Experience
Jill Shelton and Stephanie Wells

Training Graduate Student Instructors to Improve Undergraduate Writing and Critical Thinking
Jillian Grose-Fifer, Elizabeth Jeglic and Angela M. Crossman