Emerging Technology Teaching & Learning Grant

Emerging Technology Teaching & Learning Grant is sponsored by Columbia University. Empowers faculty to redesign courses using groundbreaking technologies like AI, robotics, and extended reality to enhance teaching and learning.

2026 Teaching and Learning RFPs | VPTLI 2026 Teaching and Learning RFPs We are pleased to share the Columbia University Office of the Provost ’s request for proposals for the 2026 Teaching and Learning Awards. These awards are designed to support faculty looking to integrate new educational approaches and technologies into their teaching and learning practices.

Proposals on all teaching and learning topics related to teaching and learning innovation are welcome. These opportunities are designed to support individual faculty as well as collaborative initiatives led by schools and departments.

While projects exploring all areas of teaching and learning innovation are welcome and will receive full consideration, the Office of the Provost highlights two areas of particular interest: (i) incorporating constructive dialogue strategies to facilitate learning and (ii) considering the role of generative AI in student learning in all six of the grant options included below.

For faculty interested in proposals about teaching with AI, we recommend reviewing the AI tools supported by CUIT . For all awarded projects, Columbia’s Center for Teaching and Learning (CTL) will provide substantive and expert in-kind support, including learning design, project evaluation, project management, media production, and software development.

Faculty who receive grants are expected to spend awarded funds as proposed and to collaborate with the Center for Teaching and Learning (CTL) and other partners. Meeting with the CTL is strongly recommended to help applicants develop stronger pedagogical design and assessment strategies for their proposals. To schedule a meeting, please reach out to the appropriate email, noted in the grant descriptions below.

Office of the Provost RFP Town Halls will be held on Tuesday, March 10 from 3:30-4:30 P. M. and Tuesday, March 31 from 10:00-11:00 A.

M . At these Q&A events, CTL and Columbia+ staff will answer questions about the types of awards and the application process. The deadline to submit a proposal is May 4, 2026 by 5:00 PM.

There are six types of Provost’s Teaching and Learning Grants. Please review the grant descriptions below: Innovative Course Design (Full Course) opportunities support the redesign of courses or the design of new courses to improve teaching and learning using innovative learning strategies. A limited number of grants of up to $10,000, plus in-kind support from the CTL, will be awarded.

Please contact ColumbiaCTL@columbia. edu to schedule a consultation. Innovative Course Module Design (Start Small!)

grants support the redesign of courses or the design of new courses to improve teaching and learning using innovative learning strategies. Awardees will receive in-kind support from the CTL and grant funding (amount varies based on availability and project scope). A limited number of grants of up to $2,000, plus in-kind support from the CTL, will be awarded.

Please contact ColumbiaCTL@columbia. edu to schedule a consultation. Interdisciplinary Teaching Initiatives support teams of two to four faculty from different disciplines/departments/schools to work collaboratively on the design and launch of innovative teaching initiatives that will benefit undergraduate or graduate learners across two or more departments and/or schools.

A limited number of grants of up to $20,000, plus in-kind support from the CTL, will be awarded. Please contact ColumbiaCTL@columbia. edu to schedule a consultation.

Large-Scale Teaching and Learning opportunities support large-scale, coordinated efforts around teaching initiatives and exploration within an academic unit. These projects have the potential for making a significant, lasting impact within a department, school, or program beyond the funding period. A limited number of grants of up to $20,000, plus in-kind support from the CTL, will be awarded.

Please contact ColumbiaCTL@columbia. edu to schedule a consultation. Massive Open Online Course (MOOC) grant program provides support for open online courses taught by Columbia faculty.

Columbia courses offered through Columbia+ (the University’s online learning platform) or third-party MOOC platforms reach a large global learning community, promote public engagement, and make teaching and research activities at the University more visible. A limited number of grants of up to $20,000, plus in-kind support from the CTL, will be awarded. Please contact plus@columbia.

edu to schedule a consultation. SOLER Seed Grants support faculty in conducting formal research to address questions about teaching and learning in a disciplinary context. Awardees receive dedicated and extensive in-kind support from the CTL’s Science of Learning Research Initiative (SOLER).

A limited number of grants of up to $3,000, plus in-kind support from SOLER, will be awarded. Please contact soler@columbia. edu to schedule a consultation.

Proposal Requirements and Checklist Innovative Course Design (ICD) Innovative Course Module Design (Start Small!)

(ICMD) Interdisciplinary Teaching Initiatives (ITI) Large-Scale Teaching & Learning (LSTL) Massive Open Online Course (MOOC) Appendix 1: MOOC RFP 2026 Requrements Appendix 2: SOLER Seed Grants (SSGs) 2026 RFP Requirements Innovative Course Design (ICD) (full course; new or existing) Support the redesign of courses or the design of new courses to improve teaching and learning using innovative learning strategies.

A limited number of grants of up to $10,000, plus in-kind support from the CTL, will be awarded. Innovative Course Module Design (ICMD) (Start Small!) Support the redesign of courses or the design of new courses to improve teaching and learning using innovative learning strategies.

A limited number of grants of up to $2,000, plus in-kind support from the CTL, will be awarded. Interdisciplinary Teaching Initiatives (ITI) Support teams of two to four faculty from different disciplines/departments/schools to work collaboratively on the design and launch of innovative teaching initiatives that will benefit undergraduate or graduate learners across two or more departments and/or schools.

A limited number of grants of up to $20,000, plus in-kind support from the CTL, will be awarded. Large-Scale Teaching & Learning (LSTL) Support large-scale, coordinated efforts around teaching initiatives and exploration within an academic unit. These projects have the potential for making a significant, lasting impact within a department, school, or program beyond the funding period.

A limited number of grants of up to $20,000, plus in-kind support from the CTL, will be awarded. Massive Open Online Course (MOOC) Support for open online courses taught by Columbia faculty.

Columbia courses offered through Columbia+ (the University’s online learning platform) or third-party MOOC platforms reach a large global learning community, promote public engagement, and make teaching and research activities at the University more visible. A limited number of grants of up to $20,000, plus in-kind support from the CTL, will be awarded.

Support faculty in conducting formal research to address questions about teaching and learning in a disciplinary context. Awardees receive dedicated and extensive in-kind support from the CTL’s Science of Learning Research Initiative (SOLER). A limited number of grants of up to $3,000, plus in-kind support from SOLER, will be awarded.

Proposal Requirements and Checklist Proposals should be five pages (not including the cover sheet) and should include: Cover Sheet: Include the name and affiliations of all PI(s) and the title of the course or project. Course or Project Overview: Provide a brief overview and explanation of your project. Include intended audience, student enrollment figures, and information on department support for the design of the course or project.

Rationale and Improved Learning Outcomes: Write a strong and compelling rationale for the project, including how the project will improve or enhance students’ learning outcomes and engagement. Project Activities: Describe the course or project activities. Below are guidelines on how to complete this section if applying to the Innovative Course Design, Innovative Course Module Design, and Interdisciplinary Teaching Initiatives awards.

Describe the course design as it currently exists or the vision for a new course. Specify which student learning outcomes will be enhanced or improved through the course design or redesign. Describe how the course design or redesign will structure the student learning experience through enhanced engagement with course materials, instructors, faculty, and other students.

If applicable, describe new technologies and/or media and how their inclusion will enhance student engagement and learning. Describe course assessments or appropriate changes to the current assessments (e.g., assignments, exams, projects, problem sets) due to the course design or redesign.

Evidence Supporting Design : Articulate how the course/project design or redesign aligns with theories and methods in teaching and learning research and scholarship. Evaluation Plan: Identify the project’s goals, outcomes, or products and briefly describe a plan for evaluating project success or impact.

The Center for Teaching and Learning (CTL) can offer support in learning design, project evaluation, project management, media production, and software development. The CTL encourages all prospective applicants to schedule a consultation to develop the project plan and the appropriate in-kind support level. Please contact ColumbiaCTL@columbia.

edu to schedule a consultation. For MOOC Grants , prospective applicants are strongly encouraged to schedule a consultation with plus@columbia. edu .

For the SOLER Seed Grants , prospective applicants are strongly encouraged to schedule a consultation with soler@columbia. edu . Budget and Budget Justification: Modest financing may also be requested for projects necessitating support with software licenses, pedagogical development materials, or course assistants.

Provide a detailed budget and justification for funds. Course/Project Sustainability : For Interdisciplinary Teaching Initiatives (ITIs) and Large-Scale projects only , include a plan that describes how the course/project will be sustained after implementation.

Letter of Support: Comments from the Dean or Vice Dean on the importance of the proposal plan to the department and school will provide the review committee with additional information on which to base their funding decision. For Interdisciplinary Teaching Initiatives (ITIs), submit letters of support from all relevant Deans and Department Chairs. A letter of support is not a requirement for Large-Scale proposals.

Full-time and part-time faculty are invited to apply for all awards with the exception of SOLER Seed Grants (SSGs), which are open to full-time faculty only ( Review specific eligibility for SOLER Seed Grants below.) Individual faculty, groups of faculty from the same department, and interdisciplinary teams are welcome to apply, however, teams will receive one award.

Grants may only be used to support courses held in Fall 2026, Spring 2027, or Summer 2027. The Center for Teaching and Learning (CTL) encourages all prospective applicants to schedule a consultation to develop the project plan and the appropriate in-kind support level. Please contact ColumbiaCTL@columbia.

edu to schedule a meeting. Innovative Course Design (ICD) The Innovative Course Design (ICD) award supports the redesign of existing courses or the design of new courses to improve teaching and learning using innovative learning strategies. A limited number of grants of up to $10,000, plus in-kind support from the CTL, will be awarded.

Proposals from all disciplines and subject areas are welcome, but we particularly encourage those that: Develop ideas with significant potential to enhance teaching effectiveness and student learning and engagement Make creative use of custom tools, online platforms, visualizations, media, etc., to make the course more accessible and engaging to students and/or to support course assignments Include consideration of professional development needs to train instructors in new or alternative pedagogies to accommodate newly designed courses or delivery approaches Include consideration of any necessary or novel skills or digital literacies that students will need to engage in the new course format Lead to measurable impact on student learning Innovative Course Module Design (Start Small!)

(ICMD) The Innovative Course Module Design (ICMD) grants support the redesign of courses or the design of new courses to improve teaching and learning using innovative learning strategies. These awards are designed to promote innovative thinking about and approaches to teaching, learning, and student engagement that involve scalable high-impact practices and thoughtful assessment of student learning.

Faculty who have ideas for course innovation are encouraged to use this Innovative Course Module Design (Start Small!) (ICMD) grant to pilot tools and/or pedagogical strategies that could be expanded into a future Innovative Course Design (ICD) proposal. Successful recipients of the Innovative Course Module Design (ICMD) award will be given special consideration for future Innovative Course Design (ICD) opportunities.

Awardees will receive in-kind support from the Center for Teaching and Learning (CTL) and up to $2,000 in funding.

Interdisciplinary Teaching Initiatives (ITI) The Interdisciplinary Teaching Initiatives (ITI) award is designed to support faculty from different disciplines/departments/schools to work collaboratively on the design and launch of innovative teaching initiatives that will benefit undergraduate or graduate learners across two or more departments and/or schools.

Awardees will receive in-kind support from the Center for Teaching and Learning (CTL) for teams of two to four faculty from different departments/schools to consider, develop, and launch interdisciplinary initiatives that enhance student learning. Awardees will also receive up to $20,000 in funding (amount varies based on availability and project scope).

The project must have the potential for making a significant, lasting impact across the department/school/program beyond the funding period and must be sustainable. Awardees will also commit to sharing their project as a model for changing approaches to teaching in their home departments/schools.

The types of projects that could be supported through this opportunity are initiatives such as: Developing interdisciplinary project-based courses to serve as foundational or capstone courses across departments or schools Integrating interdisciplinary experiential learning opportunities (study abroad, internships, community engagement, research with a faculty member, etc.) and assessments of experiential learning across courses and programs Consideration of writing-intensive or research-intensive courses across disciplines to further collaboration, coordination, and information fluency Collaborative development of teaching evaluation and review practices across departments or schools, such as implementation or revision of peer review processes, best practices in using student evaluation data (for administrators and faculty), teaching observation training for departmental reviewers Planning and curricular alignment of digital projects (such as capstones, digital humanities research, and maker space assignments) in majors or Core courses across disciplines or schools with learning design and assessment Proposals must involve faculty from two or more departments or schools and may be in collaboration with centers or institutes.

Proposals are welcome from all departments and schools at Columbia, as are all disciplines and subject areas. Principal Investigators (PI) must submit letters of support from all relevant Deans and Department Chairs.

Successful proposals will: Demonstrate thoughtful interdisciplinary collaboration around teaching initiatives or curriculum development, involving two or more instructors and/or administrators from different disciplines/schools/departments Describe how the interdisciplinary collaboration will improve student learning at the undergraduate or graduate level Include appropriate learning goals and methods of assessing student learning based on the teaching initiative Have the potential to become sustainable Large-Scale Teaching & Learning (LSTL) The Large-Scale Teaching & Learning (LSTL) grant offers in-kind support of coordinated efforts around teaching initiatives as well as up to $20,000 in funding (amount varies based on availability and project scope).

The project must have the potential for making a significant, lasting impact within a department/school/program beyond the funding period and must be sustainable.

The types of projects that could be supported through this opportunity are large-scale initiatives such as: Curriculum review (course requirements for majors and/or program curricula), including assessment practices, capstone courses, mapping courses and student pathways, and creating departmental learning outcomes; Integrating experiential learning (e.g., study abroad, internships, community engagement, research with a faculty member) and assessments of experiential learning at the course and program levels; Consideration of departmental teaching evaluation and review practices (e.g., implementation or revision of peer review processes, best practices in using student evaluation data for administrators and faculty, teaching observation training for departmental reviewers, development of teaching portfolios, and ensuring equitable and inclusive processes for the review of teaching); Development of pedagogical facilitation skills (e.g.,facilitating active learning and student engagement with material, peers, and instructors; inclusive teaching practices at the departmental and individual course levels; contemplative practices in teaching and learning; student reflective practices to build student metacognition for learning; and promoting and assessing learning in discussion-based courses); Development of robust support and resources for graduate student instructors (e.g., department or school-based orientations to teaching, practice teaching sessions, and peer teaching support initiatives for graduate students); Planning and curricular alignment of digital projects (e.g., capstones, digital humanities research, and maker space assignments) in majors or Core courses with learning design and assessment.

Massive Open Online Course (MOOC) Courses offered through Columbia+ (the University’s online learning platform) or third-party MOOC platforms reach large global audiences, stimulating curiosity and intellectual exploration, making the teaching and research activities of the University more visible, and promoting public engagement.

MOOCs can vary in length from a few modules of content to a semester-long course, depending on the subject matter. It is critical to engage in careful planning and coordination of numerous activities, including course content, course design, media production, rights clearances, and publicity.

The proposal process ensures that Columbia’s MOOCs reflect the University’s commitment to teaching excellence and that courses receive full support in each of these areas, whether it’s released on Columbia+ (the University’s online learning platform) or third-party MOOC platforms. Proposals from all disciplines and subject areas are welcome.

We particularly encourage proposals for courses that: Have curriculums previously developed and tested in the classroom Have a broad and general appeal to learners all over the world Have the potential to enhance existing courses at Columbia This opportunity empowers faculty to engage in Scholarship of Teaching and Learning (SoTL) Research – that is, to lead formal research efforts to better understand and improve teaching and learning in Columbia courses.

Projects generally center around measuring the impact of a novel instructional approach. The approach may be high-tech or low-tech, and the research questions may be either discipline-specific (i.e., related to discrete learning objectives) or discipline-generic (i.e., related to broader themes about student attitudes and behavior).

Strong proposals are grounded in established pedagogical theories, feature an experimental design, and present quantitative or mixed-methods approaches for measuring student outcomes.

This opportunity also supports variations on SoTL Research that integrate elements of these related fields: (1) Learning Analytics (i.e., extracting insights from academic technology data streams); and (2) Applied Learning Sciences (i.e., bridging the divide between the laboratory and the classroom by connecting researchers who primarily study teaching and learning to Columbia courses).

Faculty submitting a proposal must complete the proposal submission form . In this form, you will be asked to attach your proposal with a letter of support, if applicable, as one PDF.

This is a multipage form, so we recommend that you preview the submission questions for the awards (in PDF format) linked below: Innovative Course Module Design Interdisciplinary Teaching Initiatives (ITI) Large-Scale Teaching & Learning – for school, department, or program projects Massive Open Online Course (MOOC) The deadline is Monday, May 4, 2026 at 5:00 PM.

Proposals will be reviewed by a committee of faculty representing a range of disciplines and schools. This committee will provide a recommended set of awards to the Provost. Awards will be announced the week of June 15th , 2026 .

Awardees will be notified and assigned a CTL contact for the project. The CTL contact, together with a team of staff with appropriate expertise for the specific project, will provide support in instructional design, pedagogy, media and/or technologies, and assessment. Awardees are required to submit a summary report of project success at the completion of their projects.

The report should reference assessment and evaluation data and describe insights and conclusions, answering such questions as: For Innovative Course Design (ICD) or Innovative Course Module Design (Start Small!) (ICMD) Projects: How did the project improve student learning in the course? What were the direct or indirect methods used to evaluate the improvement of student learning?

What were the findings? How closely did the final outcomes match the goals of the project? Please feel free to include information about how the project outcomes exceeded your goals or how they may have changed as a result of unexpected developments.

Which project activities went as planned? Which didn’t? If you could redo this teaching innovation project given the same resources, what might you do differently?

What lessons did you learn (or what advice would you share with colleagues?) about embarking on a course or module redesign? With the above data and reflections in mind, how has this project–the experience, the data, your reflections–influenced your future course design decisions and/or teaching practice?

How might you reasonably sustain the benefits of these course redesign decisions in the future? Based on what you learned on this project, what are some small changes you might make to other courses that you teach? For Large-Scale Teaching & Learning (LSTL) and Interdisciplinary Teaching Initiative (ITI) Projects: How closely did the final outcomes match the goals of the project?

Please feel free to include information about how the project outcomes exceeded your goals or how they may have changed as a result of unexpected developments. Which project activities went as planned? Which didn’t?

How has this large-scale project influenced the teaching and learning practices in your department / school / program so far? If you could redo this large-scale project given the same resources, what might you do differently? What lessons did you learn (or what advice would you share with colleagues?)

about implementing large-scale change in your department / school / program? Consider how you can leverage your large-scale project to further advance teaching and learning in your department / school / program: Given that large-scale projects focus on making a significant, lasting impact within a department / school / program, what steps toward sustainability will you take to build on the outcomes of your project over the next year?

What other teaching and learning efforts might this large-scale project help you implement in your department / school / program? In addition to a final report, awardees will be invited to present on their projects at Center for Teaching and Learning (CTL) events including the annual Celebration for Teaching and Learning Symposium in order to share the lessons learned with the broader Columbia community.

Additionally, awardees might consider submitting an article for publication or presenting at a disciplinary or pedagogical conference. Please note: faculty who wish to make student data public as part of this dissemination may need to obtain IRB approval. Contact the Center for Teaching and Learning (CTL) at ColumbiaCTL@columbia.

edu to request a consultation. CTL consultants will help applicants select the appropriate opportunity, answer questions about the application process, and/or provide feedback on proposals. Register for a RFP Town Hall offered on Tuesday, March 10 from 3:30-4:30 P.

M. or Tuesday, March 31 from 10:00-11:00 A. M .

At this Q&A event, CTL and Columbia+ staff will answer questions about the types of awards and the application process. Appendix 1: MOOC RFP 2026 Requirements MOOCs to be released in 2027 A prior consultation with the CTL and other university partners is strongly recommended before completing the proposal. Please contact plus@columbia.

edu to schedule a consultation. I. Cover Sheet: Include name of the PI(s), title of the course, and school or department.

II. Narrative: The narrative section (2-3 pages) provides an overview of the proposed course or course series, describing its rationale, approach (instructor-led or self-paced), intended audience, and length per course. While the narrative provides a course synopsis, it should also articulate your motives and aspirations.

The specific form the narrative takes is flexible and will likely depend on the nature of the course being proposed. Respond, directly or indirectly, to the following questions: How will this course engage a diverse and global audience? How will this course engage Columbia alumni?

How will this course take advantage of the scale, reach, or other affordances of Columbia+ or third-party ones such as edX and Coursera? What parts of the course would you consider using in your Columbia teaching and/or courses? How much new course material will need to be generated?

What will be the longevity of the course beyond the initial run? How does the course differ from existing classes offered on Columbia+ or on MOOC platforms? Describe any MOOCs you have participated in, as an instructor or a learner, and how that participation will inform your work on this MOOC.

Generally, course narratives will be strongest when they include specific examples of topics you will cover, teaching methods you intend to use, or activities that you hope to incorporate into the class. III. Course Outline: The course outline indicates how the course will be divided into sections, subsections, or other logical units.

For each section of the course, please provide a description of the topics to be covered, required readings, and assignments or other activities and number of hours of work expected of the students. IV. Production Needs and Timeline: Describe in detail (2-3 pages) the specific materials that will need to be created for the course.

This should include lecture scripts, assessments, multimedia, visualizations, textbooks, software, and anything else that will need to be created or purchased for the class. This section should also include an estimated timeline or schedule for producing the course content, including the lecture scripts, student assessments and learning outcomes.

Course and media production will begin after faculty submits the learning objectives, course content, and assessments for learning design evaluation. VI. Promotion and Marketing: A description of how the instructor, department and school will promote the course offering.

VII. Budgets and Budget Justifications (1-2 pages): Funding up to $20,000 can be used for course preparation, external course content, technology and media development costs, administrative costs, teaching assistants/course assistants, and rights clearances. Provide a detailed budget for these expenses.

Please mention all other sources of funding, if any. Provide a detailed scope of work for in-kind support needed from the CTL. VIII.

Letter of Support: A letter of support from the applicant’s Dean or Vice Dean must be provided. In order to provide the review committee with additional information to base their funding decision, deans or vice deans are invited to provide comments on the importance of the proposal plan for their school.

Appendix 2: SOLER Seed Grants (SSGs) 2026 RFP Requirements The Principal Investigator (PI) and all Co-PIs (see below) must be full-time Columbia faculty members. Postdocs, graduate students, part-time or adjunct faculty, and staff may be included on proposals as co-investigators but may not serve as PIs or Co-PIs.

Applicants are strongly encouraged to schedule an individual consultation with SOLER prior to submitting the application in order to develop the project plan and define the scope of in-kind support. Please contact soler@columbia. edu to schedule a consultation.

Designate one investigator as the Principal Investigator (PI). Include the PI’s full name, title, department, and email address. List all other personnel (e.g., collaborators, graduate students, postdocs) as co-investigators.

Use an asterisk to indicate any co-investigator designated as a co-PI (for example, if the application involves a collaboration between two faculty members).

Abstract: Describe the project in non-technical language; articulate the problem the project addresses and your corresponding research question or objective; specify what makes the project innovative; describe your plan to ascertain student impact or other insights; state your overall hypothesis or predictions. State the problem that the project addresses and your corresponding objective.

Identify specific research questions and explain how they align with the overarching objective. For each research question, state your corresponding hypothesis.

Describe the overall methodology that will be used in this study, covering such factors as retrospective vs. prospective data collection, interventional vs. non-interventional, randomized vs. non-randomized, observational, experimental, etc. Identify your target participants (e.g., students). Specify how participants will be identified and contacted. Estimate how many participants will be impacted during the grant period.

Briefly describe how the innovation will continue to benefit student cohorts beyond the grant duration (e.g., through curricular changes). Rationale and Literature Review Describe how the project aligns with national and/or Columbia strategic initiatives. Highlight key findings of relevant educational research.

Include citations as appropriate. Describe any prior work your team has done in this space. Assessment and Evaluation Plan for Specific Aims Describe novel or to-be-adapted measurement tools (e.g., surveys).

Outline key comparisons and briefly describe data analysis procedures. Specify the expectations and obligations of all project personnel. Outline expected needs for in-kind support from SOLER facilitators.

Use a timeline to depict the schedule for your project. The timeline should include start and finish dates for your project as well as the dates or periods during which various project tasks will occur. Indicate how you will monitor the effectiveness of the project as it evolves.

All elements of the project should be completed within 12 months of receiving funds. IV. Budget Overview and Justification Provide a detailed budget and justification for funds.

Funding can be used for expenses such as equipment, media development, compensation for study participants (typically students), and compensation for research assistants. Please mention other sources of funding, if any. V.

Letter of Support (One-Page Maximum) A short letter of support from the PI’s department chair must be uploaded as a separate PDF along with your application. The letter should specifically indicate: (1) that students in the relevant course(s) may be recruited for the study, and (2) that the department will implement procedures to ensure that the financial and administrative responsibilities of the research will be met.