These mini-grants supported projects in educational innovation that changed instruction and curriculum in particular courses taken by future teachers with the goal of having these changes implemented by all faculty in a mathematics department.

Each mini-grant project was required to have three components: 

1. Creating new mathematics courses, or reworking existing courses, in which future teachers are at least 40% of the enrollment;
2. Organizing activities to make other faculty in the mathematics department more concerned about teacher education as an educational priority of the department and more knowledgeable about the particular mathematical needs of future teachers; and
3. Networking with other mini-grant leaders to share experiences and, more generally, to create the critical mass of concerned faculty needed to sustain participants’ enthusiasm for many years. 

• New mathematics courses directly impacts the mathematical instruction of teachers.
• Organizing activities impacts the visibility and support for teacher education in mathematics departments.
• Networking impacts the visibility and support for teacher education in the broader mathematics community.