A five-year National Science Foundation (NSF)-funded instructional faculty and staff development program, hosted by NDSU's Office of Teaching and Learning, designed to offer relevant, collaborative, and sustained support to NDSU educators with a desire to:
- Make their STEM Courses learner-focused and engaging,
- Draw on modern evidence-based pedagogy and course design to increase student learning,
- Improve student outcomes in their courses, and
- Join a supportive cohort of faculty interested in teaching and learning.
Each fall, 30 instructional faculty and staff will form a cohort that participates in a workshop and ongoing faculty learning communities over two years.
Throughout this program, you will receive:
- $2,000 stipend per academic year ($4,000 total)
- Access to classroom Learning Assistants
- Access to data analytics to better understand the needs and outcomes of your students.
- FAQ about Gateway Faculty Stipends (View PDF)
Together, we will create a vibrant culture for STEM education at NDSU through active teaching and learning. For more information, email Paul Kelter or call the Office of Teaching and Learning at 701-231-7015.
Throughout this five-year Gateways-ND grant, there will be a total of four cohorts limited to 30 members in each cohort. Each cohort will have its own application form, which will be posted below. If you are not selected for a cohort the first time you apply, you are encouraged to reapply for another cohort.
View more information about the 2015-2017 cohort by following the link above.
View more information about the 2016-2018 cohort by following the link above.
View more information about the 2017-2019 cohort by following the link above.
View more information about the 2018-2020 cohort by following the link above.
Now accepting applications through September 16, 2019.
Members of the Gateways-ND grant committee include the following individuals:
Paul Kelter, Ph.D.
Professor, Office of Teaching and Learning
Jill Motschenbacher, Ph.D.
Office of Teaching and Learning
Lisa Montplaisir, Ph.D.
Assistant Head and Professor
James Nyachwaya, Ph.D.
Mila Kryjevskaia, Ph.D
Jared Ladbury, Ph.D.
Emily Berg, M.S.
Office of Institutional Research and Analysis
What defines teaching and learning in the National Science Foundation-funded Gateways-ND program?
- All students can learn successfully. Teaching should support student learning.
- Education research should inform teaching. Teaching benefits from the Scholarship of Teaching and Learning (SoTL).
- Student-centered teaching practice enhances learning. Students learn best when they are active participants in their learning. This can mean evaluating ideas, discussing with each other and the teacher, or other ways that encourage engagement. This is what we mean by "student-centered." SoTL is clear that student-centered approaches are effective.
- All faculty can learn to teach in ways that are student-centered. Change takes time. A multi-year program of instructional workshops, Faculty Learning Communities, and closely examined curricula and classroom materials leads to better teaching.
- Interaction is a hallmark of student-centered instruction. Practices can include the question-based classroom, related classroom response systems, "Think/Pair/Share," and various types of group work. "SCALE-UP" and associated classroom designs show the institution's commitment to interaction.
- Backward design supports effective instruction. “Backward design” means a curriculum that makes clear, in order, what is to be learned, how it is to be evaluated, and how it is to be taught in ways that align with the evaluations.
- Evaluation of learning and teaching is vital. Formative (real-time, low-stakes) and summative (end-if-unit, high-stakes) evaluations help teachers and students know what students learn.
- We enrich each other by working together. Faculty benefit by being part of a community dedicated to working together in the service of student success.
What we value most in Gateways-ND as we explore teaching and learning together.
1. Students matter.
2. We – the cohort members – matter to each other.
3. Everyone’s ideas/contributions are valued.
4. We value learning because that’s what defines a scholar.
5. We take pride in being scholars.
6. We see the dignity of research in every academic field.
7. We see the dignity of every researcher in the work s/he does.
8. We learn together.
Q: How are 9, 10, and 11-month contact faculty paid and what is the stipend?
A: 9, 10, and 11-month contract faculty who participate fully in the program will receive a $2,000 stipend per academic year for participation ($4,000 total for the two-year commitment) paid in the summer months. Faculty need to check with their home department about conflicts on the pay periods chosen over the summer months.
Q: How are 12-month faculty compensated when they can’t earn the stipend in extra salary?
A: Faculty on 12-month contracts may not earn additional salary, but will have a $2,000 education-related travel allowance for each of the two years to participate in conferences and other education-related forums. This stipend will be administered by the Office of Teaching and Learning.
Q: Can 12-month faculty take the $2,000 stipend?
A: Faculty on 12-month contracts may take the $2,000 stipend as salary savings to their home department, but it would not add an extra $2,000 to their salary. Therefore, this option is generally not taken by participating faculty.
Q: Can graduate students be part of the Gateways program and receive a stipend for being a part of a cohort?
A: Yes, graduate students who are long-term teaching employees of the department are eligible to be a part of the cohort, though the bar is high, and preference is given to faculty and long-term instructional staff. If they become part of the program, they will receive a $2,000 stipend per academic year for participation ($4,000 total for the two-year commitment) paid ONLY in the summer months. Only graduate students who can demonstrate that they will likely teach long-term for the university are eligible to apply for the Gateways program.