Explorance Awards 13 Research Grants to Faculty Members at Universities and Colleges Across the Globe

Montreal, Canada – January 29, 2021 – Explorance and the 2021 Faculty Grant Review Committee at the University of Louisville are happy to announce the recipients of the 2021 Faculty Research Grant.

This annual program directly supports faculty-led projects that involve course evaluation and assessment research, dispensing a total of US$170,000 to support dynamic new applications and groundbreaking approaches.

“Congratulations to the 2021 BNG Faculty Grant recipients. We look forward to learning how different and innovative pedagogical approaches and faculty-led assessment from our BNG colleagues worldwide has led to improvements in student learning and engagement.”

Robert Goldstein
Vice Provost for IR, Effectiveness and Analytics, University of Louisville

Each grant, awarded to faculty members from higher education institutions located around the world, will amount to between $10,000 and $15,000. Awardees will present their findings at the upcoming Bluenotes GLOBAL 2021 Conference, in Chicago, Illinois, on August 1-4, 2021.

This year’s Bluenotes GLOBAL conference will be held under the theme of “Re-imagining Feedback & Assessment in a Post-Pandemic World of Higher Education”. A gathering of the Blue user community, the event will consist of four days of informative workshops, networking, and the very latest assessment and evaluation developments in the Higher Education sphere.

The awardee presentations form a fascinating part of the annual Bluenotes GLOBAL conference. We invite you to attend, in-person or virtually, and experience the innovation that this substantial grant has spurred among the below awardees.

Reserve Your Seat Now

2021 recipients of Explorance’s Faculty Research Grant

Institution Principal Investigator(PI) Co-PI(s)/ Collaborator(s) Research Topic
Australian Catholic University Thu Ngo Len Unsworth Enhancing learner satisfaction with challenging pedagogical content through student-feedback-based course redesign
Dalhousie University Jill McSweeney Bruno Roy Understanding the use of student ratings of instruction(SRI)data for research purposes
Dalhousie University Leanne Stevens   Exploring the impact of remote course delivery: Soliciting and using student feedback
Kennesaw State University Awatef Ergai Ginny Zhan, Sabine Smith, Shane Peterson Enhancing engineering course evaluations: An intercultural competence intervention and assessment program
Kennesaw State University Sarah Guindre-Parker   CURE in the time of COVID-19: Student perception and learning in virtual course-based undergraduate research experiences
Liverpool John Moores University Denise Lee Philip Carey, Emma Smith, Elena Zaitsevad Exploring students’ perceptions of the inclusive curriculum: a student-staff collaborative research projection challenging the white curriculum
Mohammed Bin Rashid University of Medicine and Health Sciences Yajnavalka Banerjee Farah Otaki, Mandana Gholami, Iman Fawad, Anjum Akbar A Proof-of-concept study investigating students’ perception of formative assessment as an instructional tool in competency-based medical education
Saint Mary’s College of California Aeleah Soine Makiko Imamura Using qualitative student feedback to guide first-year advising program: means to improve student success and retention
University West Helena Vallo Hult Anna Sigridur Islind, Reykjavik University Christian Master Östlund, University West Per Wekell, University of Gothenburg Daniel Holmberg, University of Gothenburg Digital learning: Continuous professional development of physicians
University of Florida John Jordi   Mining course evaluation text analytics to develop strategies that increase teaching effectiveness
University of Minnesota, Twin Cities Seungwon Chung   Understanding course characteristics and response rates: a path to improving courses and use of course evaluation results
University of Waikato Nicole Pepperell   Application of natural language processing to student evaluation data: a proof-of-concept pilot study
Zayed University Lawrence Meda   Special needs students’ experiences of emergence remote learning in the United Arab Emirates

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