Seed Grants for Scholarship of Teaching and Learning (SoTL) Projects

The Learning and Teaching Office (LTO) provides Seed Grants to Notre Dame staff undertaking projects focusing on the Scholarship of Teaching and Learning (SoTL). There are varying definitions but put simply, SoTL means:

In order to have a better understanding of learning, educators undertake the systematic investigation of teaching and learning in higher education, apply what they have learnt and importantly, share this knowledge with their peers.

This grant provides funding to assist Notre Dame’s educator scholars to conduct University-based SoTL projects. The grant is open to all teaching staff, and we invite applications for projects that have a strong focus on improvements and innovation in the learning and teaching space. Findings and results will be disseminated throughout the University community.

Key dates

September Call for applications
September Information session on how to apply for funding
Mid October Applications due to Learning and Teaching Office
Late October – early November Selection process undertaken
Mid November Applicants notified of outcome
January to December (award year) Project completion period
October (of the award year or the following year) Dissemination of project outcomes/progress at the Educator Scholar Conference (award year or the year following)
June of the following award year Final report (on Report Template) due in the year following the award year)
Following award year Other dissemination activities

Seed Grant Documents

Further Resources:

For more information on SoTL research at Notre Dame and resources to support your SoTL practice, see:

  • SoTL Seed Grant Recipients

    Ashley Cripps, Jenny Conlon & Carmen Papaluca School of Health Sciences Can a unique bi-modal Work Integrated Learning experience support the attainment of graduate attributes in exercise and sport science students? 2019
    Thuan Thai, Greg Hine, Linda Bellen & Rachelle Glynn School of Education Exploring primary teacher education students’ self-perception of readiness to teach primary mathematics 2019
    Paul Noakes & Rebecca Anglin School of Medicine Delivering an e-learning course in immunology: does it add value to student satisfaction of learning? 2019
    Linda Bellen, Liz McKenna & Lauren Stephenson School of Education Professional learning and the supervision of initial teacher education students in the early years 2019