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contact: somitac1@umbc.edu

The Division of Information Technology (DoIT), in partnership with the Office of the Provost, invites UMBC faculty members to submit proposals for the 2025 Learning Analytics (LA) Mini Grants. These grants aim to support projects that enhance student success and retention through innovative, data-informed instructional practices.

Grant Overview
Award: $2,000 professional development award, renewable annually, transferred to your department’s PeopleSoft chart string.

Focus Areas

• Student Success and Retention: Projects exploring relationships between activities or learning in one course and outcomes in other courses, particularly critical progression points, low-success courses, or foundational skills.
• Faculty Development and Support: Proposals that leverage institutional data (via REX and Tableau) to inform instructional practices, contributing insights to the LA Community of Practice.

Eligibility

• All UMBC faculty and staff members (including adjunct faculty, lecturers, and tenure-track faculty) interested in improving student outcomes using learning analytics are eligible.

Expectations for Grant Recipients

• Engage actively with the UMBC Learning Analytics Community of Practice (LA CoP).
• Produce and present a final report or scholarly product (conference presentation, external grant proposal, or publication).
• Consider leveraging results to apply for the prestigious Hrabowski Innovation Fund award.

Application Components:
Proposals must include:

• Brief Abstract: Suitable for publication on UMBC’s website (maximum 200 words).
• Research Project Proposal: Clearly outlining objectives, methodology, expected outcomes, and relevance (maximum 3 pages).
• Signed acknowledgement of support: Department Chair (through DocuSign)

Timeline

• Proposal Deadline: Friday, June 6, 2025
• Notification of Awards: Early July 2025
• Grant Period: July 2025 – June 2026

Support and Resources

• REX Data Warehouse (available to all faculty)
• Tableau training and support provided by DoIT’s Analytics & Instructional Technology group
• Access to prior workshops and resources to inform proposal development.

Please submit proposals here. For proposal guidance, questions, or further information, please contact:

Robert CarpenterAssociate Provost for Analytics & Deputy CIO
bobc@umbc.edu

John Fritz
Associate Vice President, Instructional Technology
fritz@umbc.edu

Tom Penniston
Coordinator of Learning Analytics
penniston@umbc.edu

Updated application details: 

To be considered, please use THIS FORM to provide the personal information and your statement of interest by May 30, 2025. Additionally, your immediate supervisor must complete and submit the Supervisor Support Form, indicating their endorsement of your participation and commitment to supporting your proposed Culture Builders initiative by May 30, 2025.

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Call for Culture Builders

We are excited to invite you to partner with the Division of Institutional Equity in an ongoing, community-wide effort to foster a more loving, inclusive, and just campus: Culture Builders.

Culture building is the intentional practice of developing shared values, beliefs, and behaviors that shape how we live, learn, and lead together. In a time marked by polarization and a loss of shared humanity, creating an inclusive culture requires all of us. Each of us has a role to play.

More than a semesterly speaker series, Culture Builders is a call to action. It’s a space where faculty and staff can deepen their commitment to inclusive excellence by:

• Engaging in critical conversations about identity, community, and belonging

• Centering shared values that draw us closer across lines of difference

• Exploring practices and programs that support inclusive engagement, teaching, service, leadership, and scholarship

• Co-creating a campus culture where everyone feels seen, valued, and supported

We invite you to join the fall '25 Culture Builders Cohort as a thought partner, co-sponsor, and co-facilitator. This fall’s shared text will be Critical Hope by Dr. Kari Grain—a powerful exploration of how we can lead with clarity, complexity, and care in the pursuit of justice. 

Drawing from the book’s key themes—including the importance of grounded action over naïve optimism, leading with imagination, and cultivating hope through reflection and radical relationships—our fall cohort will focus on how these practices can shape UMBC’s culture of inclusive excellence. Explore the fall themes HERE.

What to Expect:

• Small cohort experience: Only 8 Culture Builders will be selected per semester. Culture builders will represent their office/department.

• Shared learning: Culture Builders will participate in three virtual dialogues (July, August, and September) to explore the book and identify themes and values that can inform institutional change. We will provide each participant with a free copy of Critical Hope.

• Campus engagement: Each Culture Builder will host a fall event, program, or learning opportunity connected to cohort themes. We will provide up to $500 in funding per event.

• Community connection: All Culture Builders will promote and attend the fall Culture Builders keynote event in November. We will host and fully fund this event and provide 20 free copies of Critical Hope to audience members.

To explore the ideas behind the book, you can listen to the following podcast interviews with Dr. Kari Grain: Critical Hope for Educators: Equity Analysis, Possibility, and Responsibility. You might also read The Social Justice Turn: Cultivating "Critical Hope" in an Age of Despair by Kari M. Grain and Darren E. Lund.

If you’re already leading equity-centered work or seeking a way to begin, this is your invitation! Become a Culture Builder and help shape the culture we want to see at UMBC.

Excerpt from from UMBC News: Finding The Harmony Within Art And Science - UMBC: University Of Maryland, Baltimore County

At UMBC, undergraduate students are redefining the boundaries of scientific and artistic pursuits. From a chemical engineer who graces the stage with his cello to a bioinformatician who paints and a biochemist who ignites the dance floor with Latin rhythms, these scholars thrive in an environment that celebrates their diverse passions.

This spring, several U-RISE Scholars—NIH’s Undergraduate Research Training Initiative for Student Enhancement—shared their multidisciplinary interests with their U-RISE advisors. As a result, the advisors started asking how the arts and science blend in these students’ lives, and presented the findings at an academic conference this spring. What they learned was that here, rigorous research and creative expression intertwine, fostering a vibrant community where students explore every dimension of their talents.

For Joshua Dayie, a senior chemical engineering major, both discipline and creativity are required for his research and his art—playing the cello. “You really have to strike a balance between them to make any meaningful progress,” he says. Practicing cello requires hours of repetition, until technical passages flow out of his fingers from muscle memory alone. In the lab, sometimes experiments must be repeated many times before they’re successful—that’s the discipline. 

Dayie applies that discipline to his research with Mark Marten, professor of chemical, biochemical, and environmental engineering, on characterizing signaling pathways in fungi that activate in response to environmental stressors.

Then comes the creativity. Only after someone masters the fundamentals can they explore nuance in the tone or emotion conveyed on the cello, Dayie says. Similarly, in science “a lot of the innovation that you generate is really only meaningful after you’ve spent a lot of time understanding the core scientific concepts behind everything.”

“I think that’s been the most surprising thing: The creativity that comes from a very sound foundation of discipline is something that is translatable pretty much anywhere,” Dayie reflects. 

As an added bonus, “Music has been a really nice outlet for me to use a different part of my brain, just to express myself in a different way,” he adds. “I feel like it makes me a little bit more whole.”