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Faculty Innovation Grants (FIG)

Faculty Innovation Grants (FIG) are devoted to the creation or application of learning objects, resources or innovative approaches by faculty members, with the support of the TLT Center, to infuse technology in courses scheduled to be taught at Seton Hall no later than one academic year after receiving the grant. 

Faculty Innovation Grants are sponsored by the Teaching, Learning and Technology Center, together with the Faculty Senate IT Committee and the Digital Humanities Committee and are offered when funds are made available. The faculty will be notified when these grants are available with a Request for Proposals (RPF).

Faculty interested in pursuing a FIG must submit a proposal using the FIG Submission Form. The applications will be reviewed and recommendations for funding will be made to the TLT Center by a faculty committee.

2021 FIG Award Recipients

The Teaching, Learning and Technology Center, together with the Faculty Senate IT Committee and the Digital Humanities Committee, are pleased to announce the awardees for the Faculty Innovation Grants. Read more

Successful proposals address the following criteria:

  • Innovation. Preference will be given to proposals that explore emerging technologies, use existing or new cloud computing services, or provide students with knowledge and skills that can directly enhance students' career trajectory (path).
  • Breadth. Tools and resources created through the grant should have the potential to be applied beyond the initial course(s) for which they are created. Applicants should explain how they intend to make their resources available to broader constituencies, both on and off campus. Projects that can be effectively presented at conferences, workshops and other venues are highly encouraged.
  • Scholarship. The TLT Center encourages proposals that aim to bridge the gap between faculty research interests and classroom teaching. Projects presenting research results in a manner accessible to students and a broader audience are highly encouraged.
  • Pedagogy. Proposals should demonstrate sound and innovative pedagogical practices and illustrate clearly how the project will result in an enhanced learning experience in the classroom or online.
  • Budget. A successful application must include a budget outline. Preference will be given to proposals with clear potential to attract outside funding.
  • Feasibility. Proposals should center on objectives that can be realistically fulfilled before the start of the semester in which the target course will be taught.
  • Assessment. Successful project proposals will include a plan for how the effectiveness of the implementation of the tool, resource, or application will be assessed. The assessment should be linked to the learning objectives for which the project is developed.

If you have any questions regarding the TLT Center's Faculty Innovation Grants, please contact Renee M. Cicchino at or at (973) 313-6249.

Faculty Innovation Grant Abstracts

AI Chatbot for Academic Advising Undergraduate Finance Majors
Elven Riley, Stillman School of Business

The primary goal of this project is to digitize the FAQ trivia known regarding the academic advisement process for the Undergraduate Finance majors, and surface that information in a chatbot that can answer student questions on-line.

Interactive Psychology Module
Paige Fisher, Psychology (A&S)

The modules will include situations with diverse variables to illustrate the decision-making process involved when choosing to intervene. Students will be presented with a scenario via text, images, and video, and then will be asked how they would respond. Understanding factors that influence helping behavior supports students in their own decision-making when faced with the decision to help someone.

Use of VR to Teach Social Justice
Juan Rios, Social Work (A&S)

Stanford University has offered to provide Seton Hall with a library of software programs that are compatible with the VIVE VR System. This is a purchase that would have to be made in order to collaborate with Stanford University. Purchase of other software programs will also expand the catalog of material that can be used throughout different Departments and Programs. Students will greatly benefit from this lab as it deepens the lectures viscerally and can build more empathy on social issues that otherwise may never be experienced. The use of virtual reality can bring students closer to the nuances of age-ism, discrimination, empathy, which can spark alternative ideas on how to create social change among various populations.

Exposure Therapy and Virtual Reality
Pamela Foley, Psych & Family Therapy (CEHS)

Exposure Therapy and Virtual Reality is a project meant to explore and test the potential clinical application of virtual reality within Exposure Therapy or CBT. Working in tandem with the College of Education's Counseling department, the TLTC will conduct a study on how use of virtual reality hardware like Oculus Rift, Google Dream VR, or HTC Vive Review, would be used in exposure therapy for patients in CBT using gaming software or Limbix software.

Data Narrative Curriculum Development for Business Writing Primary:
Gregory Iannarella (English/A&S)

The goal of this project is to promote Data Literacy across campus by developing a Data Narrative Curriculum for required courses such as 1201, 1202, and Business Writing. This curriculum will consist of class activities, lectures, resources and formal assignments designed to simultaneously instruct proficiency in Data Literacy and Rhetorical Strategy. This work is a continuation of my Digital Humanities Seed Grant project where I used digital humanities resources to instruct English 1201 and 1202. Innovation: Essentially a course redesign using the following tools utilize PolicyMap, Excel, Google Sheets, and free student accounts for Tableau.

Dedicated 3D printing for Biological Sciences
Erik Hill (Biology/A&S) Secondary: Tina Chu / Angela Klaus budget

Summary: We want to purchase a 3D printer, coordinate logistics of a production schedule, and maintain monthly supplies of PLA thermoplastic for a majority use biological 3D printer within the TLTC makerspace lab. By using a newly purchased 3d printer with a biology priority, it would slash the time and costs needed to obtain multi-use plastic holders and storage devices improving student lab experiences. A biology priority printer would be incorporated in the course curriculum so students can gain tangible understanding of proteins and molecules as was used in the bioinformatics course. Having the capability to produce these biological laboratory specific plastic pieces can streamline laboratories for students, 'go green' by replacing and reducing some single-use plastics currently used in courses and provide students with a physical representation of otherwise invisible molecular/cellular structures they study as a part of their coursework. Innovation: Dedicated 3D printer for Biology labs housed in Space 154 *TLTC will purchase the printer using Space 154 monies but Biology will have priority usage.

Statistics Review Project
Eric J Podchaski (Psychology/A&S)

The aim of this project is to create a system of interactive web-based tutorials for students to use to review statistical concepts both during core classes and when needed for review. The aim of this project is to create a system of interactive web-based tutorials for students to use to review statistical concepts both during core classes and when needed for review. My goal is to create a series of learning scenarios that range from easy to more difficult with feedback given on how to improve incorrect answers. The learning scenarios will not be created solely by me as I will solicit information from colleagues who teach the core courses noted above and serve the role of editor in organizing and reviewing their comments on and submissions of different scenarios. Innovation: Storyline

The Future of Innovation in Teaching and Learning Through Computer-Based Simulation
Natalie P Neubauer and Caryn Grabowski (Speech/Language Pathology, SHMS)

Simulation technology can be used to assess student's clinical competencies as well as a tool for providing experiential learning opportunities for speech-language pathology students. Simucase™ is an advanced, high fidelity computer-based simulation technology that has been proven highly effective for academic and clinical teaching. Simucase™ requires an annual subscription to be purchased for all students (each cohort is 50 students) and faculty. All faculty would need to be trained, so this platform can be consistently and accurately implemented across the curriculum as a learning resource. Additionally, students will require formal training and practice on the use of Simucase™ prior to implementation to encourage student efficiency, and motivation for this new technological teaching tool. Innovation: Simucase –computer simulation software.

Standardized Interactive Module and Quiz for Safety Engagement for General Chemistry 1125 and 1126 Courses
Jacob Goldsmith, and Cos Antonacci

The primary goal of this project is to get students actively thinking about safety instead of passively being lectured about the topic. A second goal is to standardize student exposure to the safety SOP across different instructors and/or course sections. A third goal is to focus graphic and interactive content on important topics, such as cross contamination, waste disposal, and lab etiquette. The objective of this project is to have an interactive tutorial and quiz which graphically engages students while going through the safety SOP document. In approaching the content from through this scope, student retention of this information should be enhanced and improve overall safety standards for General Chemistry labs. Another objective of this project is to apply another level of accountability to students. At the end of the day, we would like to have implemented a portable and modular product. Innovation: Articulate Storyline

Assessment of Patient Interactions during Simulated Encounters
Leslie Rippon and Vicci Lombardi

The standardized patient suite where the interactions are typically recorded does not simulate a realistic environment for athletic training students. The IHSC facilities that do simulate an athletic training room environment (Interventions Lab 1217, Exercise Physiology/Therapeutic Exercise Lab 1218, Rehabilitation Gym 1216) lack adequate video/audio recording options to support student self-reflection. Students can receive verbal feedback from the standardized patients and faculty members, but they are not able to watch their interactions and self-assess their performance. Innovation: The specific equipment requested as part of this Faculty Innovation Grant includes 8 GoPro Hero 7 digital cameras, each with individual SanDisk 128GB cards, rechargeable batteries, tripods, and cases, as well as two Anker portable readers.

Using Technology to Strengthen Field Education in Social Work
Dawn Apgar

In recent years, there has been a desire by the BSW and MSW programs to use software which would enhance the effectiveness and efficiency of field education. The use of Tevera will allow students to use electronic methods to choose their field sites, manage their required documentation, and ensure competency in nine areas of practice. Proof of mastery of competencies by students is required by outside accreditors. Tevera will be paid by students ($195 one-time lifetime user fee per student), but requires some upfront costs to ensure that faculty are trained on its use and to ensure innovation in field education which is at the heart of this proposal. Tevera can be customized and fully operational in the BSW Program in Fall 2019 for Senior social work students (with the BSW Junior social work students joining in Spring 2020) and the MSW Program joining in Fall 2020. It will result in enhanced integration of content between Junior Practicum (SOWK3811) and Theory and Practice I (SOWK3611), as well as Senior Practicum (SOWK4811, SOWK4812) and Theory and Practice II/III (SOWK4611, SOWK4612). Innovation: Tevera software – integrated with Bb.