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Excellence in Undergraduate Education
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The Excellence in Undergraduate Education program at Southern Illinois University Edwardsville was established in 1986 for the purpose of funding innovative projects in undergraduate education. Since its initiation, the University has allocated nearly $10 million to projects through this program. The program continues to serve as a catalyst for the improvement of undergraduate curricula and programs at SIUE. EUE is administered through the Faculty Development Council of the Faculty Senate and the Office of the Provost and Vice Chancellor for Academic Affairs.

Currently, the EUE program is funded at a level of approximately $150,000 per year. Requests for proposals are sent out near the end of the calendar year with an application date in early spring semester. Potential applicants should note that the guidelines and priorities for the program may change from year to year. 


In its mission statement, the University assigns first priority to excellence in undergraduate education. The purpose of the EUE program is to support this mission by funding projects that will contribute to excellence and innovation in undergraduate education. Faculty, staff and students are eligible to submit proposals to the EUE program. For FY 2019, high priority will be given to proposals involving:

  • The development of high-impact practices (HIP) or high-impact community engagement practices (HICEPs), as a required feature within majors.  Including an experiential learning opportunity alone, does not necessarily make this a HIP or HICEP. Please provide evidence as to how you are planning to make this a HIP or HICEP and also what impacts you anticipate or a striving for related to retention and equity. We are particularly interested in the development and integration of high-impact, experiential learning practices in courses, programs, and broad disciplines in which such practices are neither common nor well-developed  (
  • Course redesign projects that will improve achievement of student learning outcomes while creating efficiencies in the delivery of the course materials and enhancing retention. These kinds of projects could be particularly meaningful in courses that have high numbers of sections and overall enrollment or those key, required courses with high enrollments and opportunities to improve student success. For example: creation of modules that students may use for extra help or practice; small class experiences in large class environments).
  • Development of guidance and/or orientation materials, examples, and assessment tools (portfolios, rubrics, challenge exams, etc.) for assessment of prior learning. For example: developing training materials for students to put together a portfolio to apply for credit for prior learning; creating a challenge exam for a course that adult students may be likely to have experience in the content.
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