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TAG Scholarship of Teaching and Learning grant

The Scholarship of Teaching and Learning (SoTL) grant aims to stimulate and support teachers who want to conduct a systematic and meaningful inquiry into their teaching practice. Teachers are invited to examine their own classroom practice, improve students' learning, record successes and failures, and, importantly, share their experiences so that others may reflect on their findings.

The SoTL grants are intended for all teachers, starting and more experienced. You can apply for small (e.g. one lecture or seminar) and somewhat larger (e.g. a whole course or significant part of a course or programme) projects in which you are involved. The main requirements are that the application is related to your educational practice and concerns a systematic, research-informed (SoTL) approach to your teaching. SoTL grants can also be used as a pilot for other educational grants (i.e., Comenius Fellowships) or programmes (educational initiatives for the Senior Teaching Qualification).

The University of Groningen will make a total of €30,000 available for grants in the 2024 round. A maximum of six grants will be awarded annually, with the maximum amount for each project being €5,000.


Applicants must satisfy the following conditions: 

  • The applicant must, at the time the grant is awarded, have a contract of employment at the University of Groningen for at least the duration of the project and at least 0.5 FTE;
  • The applicant must have a contract to which at least 0.2 FTE is devoted to teaching;

  • The applicant will have full or partial responsibility for the project’s educational component and must have direct contact with students, for instance, as a teacher or lecturer of a particular subject or course or as a student adviser, internship coordinator or another role;

  • An applicant can only submit one application per year;

  • Members of the Assessment Committee cannot be applicants or members of the project team in this funding round;

  • An awardee previously received a SoTL grant from the UG cannot apply again.

Application procedure

If you are interested in The Scholarship of Teaching and Learning (SoTL) grant,  we cordially invite you to submit your application. 

You can submit applications for a maximum of 12 months. The deadline for submitting applications is 31 May 2024 at 23:59 CEST.

Timely submission of an application is a prerequisite for being considered. Please use the application form (make a copy) and send it directly to for Dr. Maaike Engels' attention.

Previous laureates of TAG SoTL grant

September 2023 round

Dr. Steffen Eriksen - Faculty of Economics and Business

Changing the guessing correction in Multiple-Choice Questions

This SoTL project aims to conduct a Randomized Controlled Trial (RCT) to show the benefit of applying a different guessing correction for Multiple Choice Questions at the Faculty of Economics and Business. A guessing correction which discourages gambling, better differentiates students, and is more transparent.

Dr. Deniz Haydar - Faculty of Behavioral and Social Sciences

Oral exams in teacher education

How can we implement an oral examination, instead of a written report, as one of the final assessments in our teacher education program? We aim to investigate examiner and student experiences regarding the practical implementation, learning outcomes, validity, reliability and fairness of oral examinations compared to written exams. 

Dr. Marjon Fokkens-Bruinsma - Faculty of Behavioral and Social Sciences

Teaching and Flourishing

Resilience is an essential factor that helps pre-service teachers deal with their challenges. We developed a series of workshops that address strategies to enhance resilience and well-being. This SOTL project examines how the workshops have helped our pre-service teachers develop their resilience and well-being.

May 2023 round

Dr. Stefania Boscar - Faculty of Economics and Business

Developing an inclusive learning environment when working in a team

The Process Improvement and Change course at the Faculty of Economics and Business is selected as a case study for this research. This course is chosen due to its emphasis on group work and its primary focus on enhancing students' social rather than technical skills. 

The intervention will use the current course structure, with alterations being made at various levels. These modifications will primarily concern group design and composition but will also encompass learning activities (lectures, tutorials, and workshops) and course materials.

Dr. Adrien Remund, Dr. Billy de Haas, Dr. Roselinde van der Wiel - Faculty of Spatial Sciences

Inclusivity in the Master Population Studies: A Participatory Action Approach

Students in the Master Population Studies have signalled that traditional socio-cultural norms shape the demographic theories and methods they learn. For instance, demographic indicators are typically disaggregated by sex (“males” vs “females”), and theories on family and household dynamics usually focus on opposite-sex couples, which may leave some students feeling excluded. Such biases related to, amongst others, gender, sexuality, ethnicity and nationality compromise inclusiveness and could negatively affect students’ learning experiences. Ideally, our concepts, definitions and data should be inclusive and representative of the population. Students’ lack of relatedness may extend further in the classroom through different learning experiences between Dutch- and non-Dutch-speaking students. With this project, we want to evaluate and enhance the inclusivity in the Master's program. The Master coordinator, 2-3 course coordinators and ± 40 students will be involved.

Dr. Sabrina Sauer - Faculty of Arts

The Critical Creativity Toolkit: thinking-through-making as a critical practice at the MA-level

The first theoretical pathway course within the Master’s programme Media Studies: Media Creation and Innovation is “Cultures of Creativity.” I have taught this course since September 2019. The course consists of two-hour weekly seminars and combines critical theory discussions with a hands-on approach to creativity theories. Students are assessed based on a final individual essay and a Creative Demo. This Demo asks and/or answers a specific question about creativity. Students use a self-chosen, justified, creative method for their Demo presentations.

While students respond well to the class, I want to optimize my pedagogical practice further to raise students' critical skills. I want to investigate how creative practice, critical thinking, and writing can be more closely connected to achieve synergy. This also fits part of my current research agenda into pedagogical practices (Aasman et al., 2022).

More information

More information about the grant and conditions can be found in the Call for proposals

Last modified:06 May 2024 09.37 a.m.
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