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EDC Grants for Exchanges (EDGEs)
The EDGEs fund professional exchanges to support the development of strong, meaningful professional networks among individuals and groups who work in the area of educational development.
The EDGEs program is intended to:
- Support educational developers’ learning and growth through the expansion of professional networks;
- Foster collaboration and knowledge-sharing among educational developers and teaching centres; and
- Enable members to experience, celebrate, and reflect upon the diversity of educational developer roles and functions across Canada and beyond.
Webinar: EDGE reflections & impact
Sign up and join us on Thursday, March 5, at 12:00 noon (EST) for some inspiration as you consider submitting a proposal!
How to Apply
Typical Deadline is April.
To be eligible for EDGEs funding, the principal applicant must be an EDC member in good standing.
Priority for Consideration
Priority will be given to proposed exchanges that meet one or more of the following criteria:
- Involve or support individuals who have been working in the area of educational development for 5 years or less;
- Involve or support individuals who are in some way isolated, owing perhaps to geography, the specific nature of their work or other factors;
- Involve or support individuals who are considering or are in the midst of a career transition;
- Have the support of host organization(s) or institution(s), in principle and/or in kind;
- Result in mutual benefit for all involved parties;
- Identify one or more concrete outputs of their proposed exchange that are aligned to the intended EDGEs outcomes and that are meaningful for applicants, their host institution(s), home institution(s), or other audiences.
Important Exchange Parameters
- The maximum amount of funding per proposed exchange is $2000 CDN, irrespective of the format of the proposed exchange or the number of individuals involved in the exchange.
- Fundable exchanges must be a minimum of three days to a maximum of 12 months in length. Please note that multiple short trips or virtual engagements within this period are acceptable.
- Funds allocated as part of the EDGEs call must be utilized between June of the awarded year and August 30 the following year.
Possible Exchange Formats
The EDGEs initiative is intended to fund diverse forms of professional exchanges. We encourage EDGEs applicants to think broadly and creatively about the form and structure of exchange that will best support their individual and collective growth. Applicants may propose any of the following types of exchanges:
- Individual exchanges: An individual visits one or more Teaching and Learning Centres (TLCs)
- Reciprocal exchanges: An individual from TLC 1 visits TLC2. An individual from TLC2 will, concurrently or during an alternate period, visit TLC1.
- Network exchanges: A group of individuals from two or more TLCs organizes recurring opportunities, either face-to-face, virtual or a combination of the two, to engage with each others’ centres over a span of time.
- Other: An alternative exchange opportunity that suits the unique contexts of all involved parties.
Exchange Experience Outputs
While there are no mandatory, prescribed outputs to be generated at the conclusion of an EDGEs-supported exchange, priority consideration for funding will be given to applications that identify concrete, relevant outputs that will be meaningful for applicants, their host institution(s), home institution(s), or other audiences. These outputs may include, but are not limited to, topical resources, templates, process maps, documented reflections, or creative products such as poems, narratives or songs. Applicants are encouraged to think creatively about types and formats of exchange outputs that would be both feasible and valuable.
The call for EDGEs proposals will be released in February with applications being accepted until the specified date in April. Results of the review process will be communicated to applicants in early May. Download the EDGEs Application Form.
Decisions regarding funding will be determined through a peer-review process. An EDGEs Grant Peer Review Rubric is used to assess the quality and potential impact of the proposed exchanges.
Successful EDGEs recipients are required to submit an interim and a final report, which will be made available on the EDC website. Typically, interim report (template) is due in January and final report (template) in August.
Questions and Additional Information
Please contact EDGEs Coordinator Deb Chen, PhD (email@example.com) with any additional queries related to EDGEs.
EDGE Recipients (Project Titles, Proposals & Reports)
Geneviève Maheux-Pelletier, York University (2019 EDGE) Co-applicant: Marie-Christine Dion, Université du Québec à Chicoutimi
By providing ISW/FDW training, this exchange aims to build capacity in delivering the Instructional Skills Workshop (ISW) at French-speaking institutions. It is a lever for collaboration and inclusiveness of our Francophone colleagues whose engagement with EDC and the ISW has been limited due in large part to the language barrier.
Proposal | (pending: Interim Report, Final Report) (tags: Instructional Development, French-speaking)
Michelle Ogrodnik, McMaster University (2019 EDGE) Co-applicants: Erin Aspenlieder, McMaster University; Elliot Storm, McMaster University; Natasha Kenny, Taylor Institute for Teaching and Learning; Patti Dyjur, Taylor Institute for Teaching and Learning; Joseph Topornycky, UBC Centre for Teaching, Learning & Technology; Christina Hendricks, UBC Centre for Teaching, Learning & Technology
As graduate level training in the field of educational development (ED) is limited, the goal of this exchange is to share knowledge and gain feedback about the Student Educational Developer program—a new experiential learning program for interested graduate students to train as educational developers.
Proposal | (pending: Interim Report, Final Report) (tags: Educational development training; Graduate Student Development)
Robin Attas, Queen’s University (2019 EDGE) Co-applicants: Tim Yearington, Queen’s University; Michelle Yeo, Mount Royal University; Lee Easton, Mount Royal University; Gabrielle Lindstrom, Mount Royal University; Roberta Lexier, Mount Royal University
This exchange connects Indigenous and settler peoples supporting faculty decolonizing education at two institutions. The host institution team has developed a “disrupting interview” technique; visiting EDs will learn the technique and pilot its application in their own institution. Participants will share and deepen understanding around educational responses to decolonization.
Proposal | (pending: Interim Report, Final Report) (tags: Decolonization)
Karyn Olsen, Western University (2018 EDGE) Co-applicant: Zoe Morris, University of Georgia.
This international collaboration between Western University and the University of Georgia focuses on graduate student development. The exchange includes launching a course on pedagogy at UGA, connecting graduate students across institutions to design and exchange teaching cases, and sharing the finalized cases with wider graduate, faculty, and educational development communities.
Proposal | Interim Report | Final Report (tags: Graduate Student Development)
Klodiana Kolomitro, Queen’s University (2018 EDGE)
The proposed exchange entails an educational developer visiting the Centre for Academic Practice at Queen Margaret University in Edinburgh. The purpose of this visit is to work closely with the director of the centre, Dr. Veronica Bamber, in reframing the discourse on teaching and learning centres demonstrating their impact.
Proposal | Final Report (tags: Evaluation)
Travis Freeman, Ontario College of Art and Design University (2018 EDGE) Co-applicant: Paul Maher, Nova Scotia College of Art and Design University; Grant Gregson, Emily Carr University of Art + Design
This exchange involves the development of a learning community connecting teaching and learning centres from Canadian art and design universities with a focus on the context and challenges specific to studio-based education.
Proposal | Interim Report | Final Report (tags: learning communities, curriculum)
A special note of thanks to those who reviewed the proposals.
- 2019: Adam Chapnick, Canadian Forces College; Karyn Olsen, University of Ottawa; Carol Roderick, OCAD U/ U Toronto
- 2018: Adam Chapnick, Canadian Forces College; Laura Kinderman, Queen’s University; Alp Oran, University of Ottawa; Suzanne Sicchia, University of Toronto; Anne van de Velde, George Brown College
EDGEs began as a pilot in 2018. Developed by the EDC mentorship action group. EDGEs funding has been extended for the next 5 years to support our community.
Contact EDGEs Coordinator Deb Chen, PhD (firstname.lastname@example.org) with any queries related to EDGEs.