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Office of Faculty Excellence

High Impact Practice Grants


High Impact Practices (HIPs) are research-backed strategies for teaching and learning that lead to increased retention, completion, and better learning outcomes for students. HIPs provide intentional and integrative approaches for learning that encourage transference of skills and the creation of meaningful connections between experiences.  

We are looking for creative domestic and international projects that engage students (undergraduate and graduate) beyond the classroom, enhance the Northeast Florida community, and increase their involvement with UNF. They may include but are not limited to first-year experiences, mentoring, learning communities, writing-intensive courses, international initiatives, collaborative assignments and projects, undergraduate research, diversity and inclusion efforts, service learning, community-based learning, internships, and capstone courses and projects.

Special consideration will be given to projects that involve students with families, underrepresented students, first generation, students from low-income backgrounds, and marginalized students. Projects may be curricular or co-curricular.

What makes HIPs successful?

Effective implementation is the key and they when done properly, they include:

  • Considerable time and effort requirements for students
  • Facilitated learning outside of the classroom (real-world applications and relevance is highlighted)
  • Meaningful interactions between faculty and students
  • Collaboration across disciplines and cultures 
  • Frequent and substantive feedback
  • Reflection and integrative learning opportunities


What else do I need to know?

HIPs are open to all faculty of any rank including adjuncts (must be on contract during the semester of the grant).

Domestic HIP proposals are accepted in Fall, Spring, and Summer. The grants will be awarded as E & G funds and applicants must familiarize themselves with expenditure guidelines listed on the Controller's website. Domestic HIP proposals may be submitted the semester prior for consideration. These grants may be awarded to an individual or a small team of faculty and are designed to fund new activities and innovative projects. 

International HIP proposals must align with the International Center timeline.

How do I apply for a HIP grant?

Prior to the deadline, submit a this application that includes the following information to OFE via email.

  • Description of project that includes:
    • Name of project, names, titles, and departments of faculty that will be involved
    • Project summary: Describe the project including how it increases retention, completion, and/or better student learning outcomes for students.
    • How students will be involved (Include recruitment plan, number of students, and any strategies to involve students with families, underrepresented students, first generation, students from low-income backgrounds, and marginalized students).
    • Timeline of activities (reference Domestic HIP Timeline; International proposals should consult with the International Center)
    • Budget (Clearly indicate amount requested – up to $15,000): Provide an itemized budget of all items needed for the project (HIPs grant funds are classified as E&G and therefore subject to expenditure guidelines listed on the Controller's website). Faculty stipends are acceptable and encouraged for new and emerging initiatives. 
    • Grant Oversight: Who will be responsible for the project? Who will manage the budget?

2022-2023 Domestic HIP Timeline

Spring 2023 Implementation
Proposal Deadline October 28, 2022
Notification of Award November 18, 2022
Funds Available December 16, 2022
Deadline to use funds June 15, 2023
Summer 2023 Implementation
Proposal Deadline March 31, 2023
Notification of Award April 21, 2023
Funds Available May 5, 2023
Deadline to use funds August 1, 2023
Fall 2023 Implementation
Proposal Deadline June 30, 2023
Notification of Award July 14, 2023
Funds Available August 4, 2023
Deadline to use funds December 15, 2023


Grant recipients will be required to submit a final report upon completion of their project. If a final report is not submitted, the recipient forfeits the right to apply for a future HIP Grant. 

Awardees 2022

sheila goloborotko

Sheila Goloborotko | Department of Art and Design

Moving the Margins: Many Small Gestures

This funding will support the research, development, collaboration, and production of a responsive solo art exhibition titled Many Small Gestures for The Corner Gallery at the Jessie Ball DuPont Center. This solo exhibition is part of Moving the Margins, a residency program developed by curator Shawana Brooks that matches artists with nonprofits and grassroots organizations, current tenants of the Jessie Ball DuPont Center. Together, artist, students, and nonprofit organizations become a Cohort of Change-makers hosting community conversations to address intersectional themes and shared interests. Such conversations are the seeds of the creative process that materializes in artwork for an exhibition that transforms the vacant retail space at The Jessie, on the corner of Ocean and Adams Streets in Downtown, The Corner Gallery. Once installation is complete, students will serve as facilitators, walking the public through the installation during special events. This service and community-based learning experience will bring students a unique opportunity to engage with the diverse public presenting the work they were involved in creating.

will pewitt

Will Pewitt, M.F.A. | Department of English

The Shadow Company: Spotlighting Gender in Much Ado

Student will be convening a Writers Room to adapt one of Shakespeare’s most complex comedies, Much Ado About Nothing—a play thematized by stigmatic gendering and its dynamics with the problematic potency of class—in order to give students a space to not just deconstruct this inherited drama but to reconstruct it more inclusively. Through this grant, our cooperative student/faculty project will not only remunerate students for their creative work but will also fund collaboration with experts from the world-renowned Globe Theatre in London before the production can ultimately be toured to various local community partners. The first steps in this theatrical process are writerly choices regarding setting, pacing, and aesthetic revisioning that are all encompassed within script work—a task that, though vital, is often underappreciated since it is done off stage and behind the scenes. Yet by funding this crucial creative component, this company of young writers can be recognized for their work done in the “shadows”—a colloquial term in Shakespeare’s day for members of theatrical companies.

jelena brezjanovic

Jelena Brezjanović | Department of Sociology, Anthropology and Social Work

Immersive Classroom: Using Virtual Reality (VR) to Teach Diversity Appreciation

The continual human rights abuses faced by underrepresented and marginalized groups in the United States are an urgent indication that finding broader and more innovative ways to teach diversity appreciation is crucial to creating a more just society. As more disciplines make positive steps to expand their curriculum and incorporate diversity topics, barriers (e.g. student apprehension, lack of adequate resources, low department support; heightened tensions; lack of empathy, etc.) tend to dilute positive learning outcomes. This project will address the aforementioned barriers of teaching diversity in the classroom by developing a course that combines virtual reality (VR) technology and anthropological methods to create space, adequate resources and immersive experiences to help enhance student empathy and improve learning outcomes.

kally malcom

Kally Malcom, MFA | Department of Art, Art History, and Design

19th Century Photography Revisited: Wet Plate Collodion Workshop and Visiting Artist Lecture

In photography, wet plate collodion was one of the earliest processes used widely since its advent in 1851. Though firmly tethered to the 19th century, it remains a popular and relevant form of image-making in contemporary times. This grant will allow students and the community to attend a public lecture with visiting artist and wet plate collodion expert, Euphus Ruth. In addition, photography students will be a part of an intensive workshop where they will make images utilizing this process, which will then be exhibited in The Union Gallery on UNF’s campus.

james beasley

James P. Beasley, Ph.D. | Department of English

Writing as Social Action: The Lincolnville Green Book

The Writing as Social Action course has again partnered with the Lincolnville Museum to conduct research and create a “Green Book” project. This project takes as its object of study how writing technologies can be used to address injustices, collaborate with community groups, and advocate for social change. Throughout the segregated South, it was dangerous to be an African-American traveler. This was addressed by The Negro Motorist Green Book, an annual listing of lodging, diners, gas stations, and other businesses. The G​reen Book acted in similar ways as some social media platforms, collecting participation and then directing customers to locations of safety. Students will work with the Lincolnville Museum and Cultural Center and the St. Augustine Historical Society to create an updated St. Augustine “Green Book” utilizing curation technologies.

erin largo wight

Erin Largo-Wight | Department of Public Health

The Community Partner Project

The Community Partner Project is a community-based learning opportunity that is a structured assignment within a course. Students need opportunities to expand learning and put classroom concepts to practice in the real world. The general goal of the Community Partner Project is to strengthen students’ course learning outcomes through community involvement. Specifically, through the Community Partner Project, students will develop health communication skills, interact and network with public health professionals, and increase their knowledge of the breadth of public health in the local community, as well as support our local public health community and efforts.

linda connelly

Linda K. Connelly | School of Nursing

Brooks Health Happy Hour

Falls in Brooks Rehab pose a significant problem for both the patient who falls and the health care system. In the rehab setting the goal is to restore function including ambulation. Patients with brain injury (stroke), spinal cord injury, and neurological disorders, so the patients when the patients are not being observed they attempt to walk and fall. On between their therapy sessions a staff member and the 2nd semester nursing students interact with these patients during Brooks Happy Hour and have decreased the fall rate. An education tool is being developed by myself, Brooks staff and the students on fall prevention and the Brooks Happy Hour Fall Prevention Program.

terri ellis

Terri N. Ellis | Department of Biology

Hands-on Student Training in Microbiology Research

Over the past 18 months, the pandemic forced most UNF Biology courses to develop remote lab exercises. While these exercises were developed with care and quality learning objectives, students from these remote labs are lacking in hands-on familiarity with basic molecular techniques and equipment that are necessary for jobs in these fields. One of the best ways for students to rapidly develop these hands-on skills is though participation in an authentic, immersive research project. This proposal aims to give students the opportunity to gain hands-on lab experience by joining my research lab. Priority will be given to those students without hands-on lab experience, allowing for direct training in these necessary tactile skills. . In the research lab environment students can rapidly master the hands-on skills fundamental to these investigations while also making connections between concepts across the biology curriculum. This experience will also broaden students understanding of the process of scientific research, improve their ability to communicate complex scientific ideas, and expose them to possible careers and employment opportunities.

Erin Bodnar

Erin Bodnar | School of Music

Banda Sinfonica de Arroyito: A Service-Learning and Community-Based Immersion Music Experience

Our project combines service-learning and community-based immersion with music education and music performance. Undergraduate students will travel to Arroyito, Argentina to teach and perform music within the community. Students will bring with us donations of instruments and other musical materials that are desperately needed by the Banda Sinfonica de Arroyito and give instruction on instruments and music, sharing our knowledge with the community musicians. Further, we will learn about traditional Argentinian music and dance as well popular music in Argentina today.

public health faculty

Katryne Lukens Bull, MPH, Ron Lukens Bull, Ph.D., Maria Schedin, MPH | Department of Public Health

Culture, Religion and Wellness in Bali, Indonesia

For this study abroad journey to Bali, Indonesia, students will enroll in two courses, one in public health and one in anthropology, and gain multi-disciplinary insights and skills to address “Big Questions” such as how to end health, economic, and social disparities. Student will examine relationships between national government/culture and local culture including the relationships between religious minorities and religious majorities. As both a way to reflect and to express their intellectual journey, students will document the entire travel experience through faculty guided social media posts.


Nuria Ibáñez Quintana, Ph.D | Department of Languages, Literatures and Cultures

Spanish Spain Languages and Cultures in Contact Program

The Spanish Spain Languages and Cultures in Contact program offers students a language and culture immersion experience. The experience serves as a channel for reflection upon intercultural and multilingual communication. Students live with host families and take classes at the Universidad de Burgos. The program includes visits to Segovia, Granada, Toledo (the three multilingual and multicultural centers during the Middle Ages in Spain), Madrid, Bilbao and other historic sites in Burgos and in the Basque Country.

Katrina Hall

Katrina W. Hall, Ph.D, Tara Rowe, Ed.D., Adel ElSafty, Ph.D. | Department of Teaching, Learning and Curriculum

UNF Engineers and Educators in Italy: Synergistic Learning and Inclusivity in a Global Community

Expanding on the “Whole Child” concept, this holistic study abroad spans 16 days in beautiful Italy, with visits to Rome, Assisi, Florence, the International Montessori Centre, and University of Perugia. With Corciano’s beautiful Villa Pieve Country House as homebase, activities include touring ancient sites, participating in historic restoration, exploring a medieval castle, leading a STEM Camp for children with autism, visiting schools and universities, and creating a digital guide to making university study abroad accessible to those are neurodivergent or have exceptionalities.

Lauri Wright

Lauri Wright, Ph.D., RDN, LD/N, FADA | Department of Nutrition & Dietetics

International Connections: Dietetic Interns Treating Malnutrition in Ghana

Malnutrition is a serious issue in children and hospitalized patients in Ghana. Identifying and treating malnutrition is one of the primary skills that dietetic interns must achieve competence to be successful in practice. Additionally, cultural competence healthcare providers improve health outcomes and quality of care. This project is a short-term cultural immersion to Accra, Ghana focused on improving dietetic interns’ cultural competence, nutrition skill and self-efficacy by working in hospitals and community to identify and treat malnutrition.