Phenomenal Grant Results

Number of Grants 2000-2014:


Total Amount of Funding:


Majority of Funding Used For:

Reassigned time, equipment, travel

Funding Awarded to the Following Departments:


Check out some of the incredible things grant recipients have done with their CELT awards!

Dean Fairbanks and Noriyuki Sato: Geographic Information Technology Enhancement for Learning and Research (2006)

GEOP Maps 

This grant was very successful in providing GPS (global positioning system) equipment to GEOP and the Social Science program (at least the geography courses we teach for them to support new teachers). The technical skills and equipment are required of new teachers as of changes to California teacher training that occurred in 2005 as advised to me by Dale Steiner at the time.

The equipment is still being used to this day in GEOG 219 and SOSC 301. Definitely helped our GIT cert students, our majors, and SOSC majors. Students learn different geographic coordinate systems in GEOG 219, and they maximize their learning by using a GPS device along with topographic maps and lecture materials. Through hands-on activities that include a GPS device, students are able to practice, apply, and enhance their knowledge of geographic coordinate systems that lectures provide. Students start using a GPS device at the very beginning of the semester, and they become familiar with the device to carry out basic operations as well as applied exercises. In short, they have multiple opportunities to learn subject matters that GEOG 219 covers (lectures and hands-on activities).

To see statistics and the GPS worksheets from this grant click here

Brian Brazeal: Instructional Equipment for Visual Anthropology (2008)

Anthropology Lab

Funding for instructional technology from the Center for Excellence in Learning and Teaching has enhanced student learning in the Department of Anthropology by enabling rigorous, hands-on methodological training and community engagement. Today, California State University, Chico is home to the most technologically sophisticated facility for anthropological digital cinema production in the world. Our students have worked with the members of our North State community to produce documentary films that chronicle their lived experiences. We have worked with members of racial and sexual minorities, the disabled, Indian nations, activists, artists, religious congregations, farmers and ranchers, survivors of sexual violence, members of government agencies and academics of all stripes. Our films have screened in classrooms, in student research symposia, in museums, in professional conferences and on television in the North State and in the major metropolitan areas of California.

To see a full list of videos ANTH students made with this equipment click here.

In 2011 I was awarded a grant to upgrade our existing facilities in visual anthropology and enhance the imaging capabilities of the archaeological laboratory as well. In addition to our continued film making activities, we purchased lighting equipment, a still camera and a tripod and we constructed a photographic station for recording archaeological artifacts. I undertook a careful study of the conventions of archaeological laboratory photography and designed a system and workflow optimized for this purpose. It allowed us to control the lighting in the background and also to run our camera directly from a computer, offering us a full screen preview and fine-grained control of all imaging parameters.

Students used this new workstation to catalog the projectile point collection of the Archaeological Laboratory and undertake an exhaustive zoo archaeological study of the osteology of several mammals in the North State. The workstation allowed students to collaborate with faculty and their research and to enhance the presentation of that research with excellent visuals. Photographs from that workstation were published in Dr. Georgia Fox's report to the National Oceanic and Atmospheric Administration.

Stephanie Bianco-Simeral: Students Assisting Local Farmers to Market and Sell Their Product (2009)

The students purchased directly from the farmer's market to create recipes and tastings. These products (funded by their lab fee) were given at the market to enforce the CELT-funded marketing activities. In addition to the recipe cards and tastings, CELT funds were used to make signage for over 100 farmers/businesses. The students were able to take these practical marketing lessons and use them in their nutrition-related careers. Many students commented in my SETs that they learned a great deal about the procurement process and the impact on consumers who for the promotion of local produce.

  • Quotes from students: "This class is great. Who would have thought a food service class on the technical end (vs. hospitality) would be fun and interesting? It's because this teacher brings in so many aspects: sustainability, community support, seriousness of food safety, HR skills, etc."
  • "The sustainability event is awesome"

To read an article referencing this grant click here

Asa Mittman: Ayres 201 Classroom Technology Redesign for Art History Teaching (2009)


Given the parameters of our classroom -- wide but short -- the best model we could devise, in consultation with the staff of Classroom Technologies, was a pair of linked projectors and a wide-format screen. This allows us to project at 8:3 rather than the standard 4:3. Doing so facilitates our teaching on a daily basis.

While I have had a very positive experience with this setup since its installation, I feel that I have really gotten the most out of it this semester, when I began a course with a new art historical technique currently enjoying widespread attention in the field. Known as "slow looking," this approach, as defined by Jennifer L. Roberts (The Power of Patience: Teaching students the value of deceleration and immersive attention; Harvard Magazine), is predicated on very long examinations of works of art, facilitated by guiding questions. I began the course with a silent, hour-long exploration of a pair of images -- both on screen simultaneously and both in beautiful, high resolution. The left side of the classroom was to focus on the left image and the right on the right. On the following day of class, we discussed their observations, and the students were quite surprised to find just how much they were able to see within seemingly "simple" images. Most looked bored after about 5 minutes, but as the time ran on, I saw them reengage, pushing past their assumption that to look is really to see. At the end of an hour, class ended, the clock kept ticking on, and the students all stayed in their seats, looking and writing and looking. After another 5 minutes, I pointed out that class was long-over, and they were, of course, welcome to leave. Some did. Some stayed on a bit more.

This exercise, not possible without the technologies funded by CELT and the Dean's Office, was so successful that, I believe, it actually established the positive classroom dynamic that carried through the entire semester. We repeated this exercise in varying permutations, several times, and I will certainly do so again in the future. My students were more perceptive throughout the semester in their readings of images, and, just as importantly, much more willing and even eager to engage in hour-long examinations of 2000-year-old images. The tools and techniques of visual analysis, fostered in class based on the richer images we can now show, have also spilled over into student writing. Several of their essays demonstrate this positive impact.

To view Mittman's website for his students click here.

Josh Trout: Video Replay for More Effective Motor Skill Analysis and Assessment (2009)

Josh Trout

The grant was used to purchase a laptop and motion analysis software. It was remarkably useful in my classes, particularly KINE 306 and KINE 110. I noticed that my students acquired new motor skills in martial arts and net sports at a faster rate than without the software. I have also collaborated with local personal trainers in Chico on using this software with clients to improve safety in weightlifting techniques. After using motion analysis software from CELT funds, I have since expanded into using it with mobile devices. The impact on students as well as my own professional growth has been awesome.

Dawn Clifford: The Use of the Rural Simulation Center to Train Future Dietitians (2011)

Photo of two students in simulation

This funding supported us in getting Clinical Simulation initiated at Chico State. Clinical simulation is new to the field of dietetics, so this makes our program viewed as very cutting edge. In fact, I was invited to speak at our national conference on two different occasions about simulation as a result.

The CELT grant was used to pay for the use of the nursing simulation facility as well as consult a clinical dietitian to help develop and facilitate the simulations. The nursing simulation staff was very accommodating. They provided students with a tour of the facility, served as actors in the scenarios, and ran the computerized dummies during the scenarios. The clinical dietitian that was hired assisted in the development of the case scenarios and also led the students through the cases. The dietitian was quite skilled at teaching and facilitated some excellent discussions and encouraged critical thinking. Students enjoyed learning from a practicing dietitian.

  • Quote from a student: "I really enjoyed learning from the dietitian. She was very knowledgeable and helpful. I also enjoyed working through the process of assessing a patient, and then actually having to go and deal with real issues that the patient has, by visiting with them. I enjoyed being in a clinical setting and utilizing my critical thinking skills and using all the information I have learned and applying it to real cases."

To read an article celebrating seven years of the stimulation center click here