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Fellows and Scholars

Montague-CTE Scholars Awards

The Montague-CTE Scholars awards are named in honor of Kenneth Montague ’37, a distinguished alumnus and outstanding trustee of Texas A&M Foundation, who had a long and storied career in the Texas oil industry. Ken and Judy Montague endowed a generous gift in 1991 to benefit the future Ken Montagues, Aggies who are life-long learners and contributors to their communities. The Center for Teaching Excellence is deeply grateful to his son, Jim, and wife, Vicki, for their generous and continued support that recognizes excellence in teaching and learning at Texas A&M University.

Enhancing the Design of Gateway Experiences (EDGE)

(A collaboration between the Dean of Faculties, the Center for Teaching Excellence, Instructional
Technology Services, and Undergraduate Studies) 

Rationale: Required high enrollment courses act as gateways for remaining in a major and as bottlenecks
for student success due to relatively high percentages of non-passing course grades. The EDGE grant will support programs willing to participate in a faculty driven course design process (see EDGE Infographic), which includes alignment of the learning outcomes, assessments and teaching methods, as well as, analysis of the broader impact of the course within the overall curriculum. This process includes analysis of student data to identify knowledge and skill gaps that could be closed by implementing evidence-based teaching approaches that incentivize student learning (e.g., less lecture, low-stakes opportunities to employ practice, interleaving, problem-solving) and by implementing appropriate student learning assessments. The award is $33,333 of support per year renewable, dependent on progress, for a total of $100,000 per program that completes all three years. More information and request for proposals.


2017-2018 Student Success Faculty Fellows Program

Rationale: To encourage adoption of evidence based approaches to improve student learning

(e.g. see Chickering and Ehrmann 1996, Pascarella & Terenzini 2005, Taylor & Parsons 2011)
we seek proposals from TAMU faculty for projects to pursue transformational goals for their
teaching, with the expectation that these fellows will identify ways to bring what they learn back
to their department and college. While we expect the faculty member’s goals will likely be
associated with targeting aspects of a course, other projects consistent with the associated Center
for Teaching Excellence (CTE) support may also be funded. (Feel free to contact us at
CTE@tamu.edu to review any non-course transformational goal for teaching in support of
student success.) More information and request for proposals

Innovation in High-Impact Learning Experiences (IHILE) 

The Faculty Fellows for Innovation in High-Impact Learning Experiences (IHILE) program is designed to facilitate faculty innovations to enhance teaching and enrich student learning through High-Impact Learning Experiences, as part of the efforts of Aggies Commit to Learning for a Lifetime. These experiences feature elevated interaction with faculty and peers, focused application of knowledge, and extended emphasis on reflection and feedback. The combination creates a transformative learning environment better preparing students for the challenges of lifelong learning.

This program is co-sponsored by the Center for Teaching Excellence of the Office of the Dean of Faculties and Associate Provost, the Office of the Associate Provost for Undergraduate Studies, the Office of the Associate Provost for Graduate and Professional Studies, and the Office of Vice Provost for Academic Affairs.

Service-Learning Faculty Fellows (SLFF)

The Service-Learning Faculty Fellows (SLFF) program is a year-long faculty development program that provides an opportunity for selected faculty members to integrate service-learning into their teaching, research, and public service work while becoming recognized campus leaders in service-learning instruction and community engagement. As part of a learning community, selected faculty members participate in a series of workshops that address issues in service-learning pedagogy in an effort to develop high-impact service-learning projects or courses for their students.