TRESTLE Awards support STEM departments and faculty interested in engaging in course transformation based on evidence-based teaching methods.  

 Learn more about TRESTLE here.  You may wish to read the one-page summary (from our NSF proposal) of TRESTLE to ensure that your project aligns with our goals.  


Transformation awards and Scholars communities are now closed for the project.

If you have any questions, please contact

Course Development Awards (Type II awards)

Departments and faculty who have existing expertise in research-based course design, which can be leveraged to undertake major course design projects.  Available resources:  Grant up to $10,000, faculty learning community, educational advisors.  This type of award is intended to help faculty and departments build on prior work, add to their existing expertise, and spread innovations across departments and campus.  Only one proposal is allowed per department, and two proposals can be funded per year.  For example, this award could be used to support faculty and/or graduate students in developing materials for a new or existing course, or to sustain and extend changes from a previous project.  Download our request for proposals form.  Course Transformation Awards are now closed for the project.

Past Type II Awardees:

  • Ecology and Evolutionary Biology / Molecular, Cellular and Developmental Biology (Pinzone, Barger and Knight, 2018-2019):  Transforming pedagogy and science education seminar courses for graduate student teaching assistants - integrating models of graduate training. View proposal. View 2020 report. 
  • Engineering Plus (Reamon and Tsai, 2018-2019):  Transforming "GEEN 1400:  First-Year Engineering Projects" to Enhance Climate of Inclusivity.   View proposal. View 2019 report.
  • Physics (Bolton, Dubson and Lewandowski; 2016-2017):  Transformation of PHYS 1140:  Experimental Physics I.  View Proposal - View 2018 report. - Poster from 2017 CSL STEM Symposium.  Download the Exit Ticket (used in case of an unexpected lab fail) and TA Reflection sheet (used to gather weekly feedback).
  • Environmental Studies (Hinckley and Neff; 2016-2017):  Quantitative analysis and critical thinking for the environmental studies major:  Developing Part II of the introductory core series.  View Proposal - View Summer 2018 report.
  • Integrative Physiology (Casagrande, Heisler and Foley; 2015-2016):  Development and implementation of case studies across the foundational IPHY curriculum -- a continuation of the SEI effortView Proposal - View Summer 2017 report - View 2016 STEM Symposium Poster
  • Mathematics (Grant and Tubbs; 2015-2016):  Transition to Statistics:  Building a Quantitative Reasoning Course for social science students en route to Statistics or Polynomial Calculus Courses.  View Proposal  -  View Summer 2017 report

TRESTLE Mini seed grants

We invite proposals from STEM departments and faculty who are experienced or new to course transformation, as follows:

Mini-grants should, in some way, support the goal of increasing the use of evidence-based teaching practice through supporting course redesign or faculty ability to use active learning or effective assessment.  Award maximum:  $1000.  A total of $2000 is available per semester, across all awards.  Deadline:  Rolling (applications considered at the end of the month in which they are submitted).  Email if you are submitting a proposal.  Download mini seed grant application here. Mini Seed Awards are now closed for the project.

Past mini seed grants:

  • "Increasing success of diverse students in STEM majors through the improvement of college algebra materials" (Rebecca Machen, SASC, Summer 2017).  Application and final report.
  • "Piloting a mastery based learning approach in a lower division computer science course," (Rhonda Hoenigman, CS, Summer 2017).  Application.  Final report.
  • "Early Career Geoscience Faculty Workshop" (Alex Jahn, ATOC, Summer 2016)   Application, and final report.

TRESTLE Scholar Program

Departments and faculty who are relatively new to evidence-based teaching practices, wishing to develop departmental expertise, broaden faculty participation, and/or initiate course redesign. This is an opportunity to "get your feet wet" with course redesign by engaging with a learning community around course or curriculum design.  Participating as a TRESTLE scholar can prepare you for more intensive course design projects, such as a Chancellor's Award, using Learning Assistants, or a Type II proposal. For more information visit our Scholars page. Scholars Communities are now completed for the project.

Past Scholars groups

  • Fall 2018 and Spring 2019: Aligning your curriculum:  Aligning courses and goals for the major.   Facilitated by Stephanie Chasteen (CSL), Teresa Foley (IPHY), and/or Janet Casagrand (IPHY).
  • Spring 2019:  Developing and using effective classroom assessments.  Facilitated by Erin Furtak (EDUC) and Stephanie Chasteen (CSL).  
  • Fall 2017:  Exploring course-based undergraduate research experiences (CUREs)", Faciltiated by Lisa Corwin (EBIO) and Pamela Harvey (MCDB).
  • Spring 2017: How can I help students take charge of their own learning?  Developing metacognitive activities to develop students’ study and learning skills. Facilitated by Rebecca Ciancanelli (SASC) and Jenny Knight (MCDB).  
  • Fall 2016:  Designing and facilitating group-worthy activities. Facilitated by Jenny Knight (MCDB).  
  • Spring 2016:  Atmospheric and Oceanic Sciences, developing learning goals for the major.  


Any questions can be directed Stephanie Chasteen (