To: University Faculty
From: Dr. Sudershan Pasupuleti, Director, OSLCE
Date: May, 2008
Re: CALL FOR PROPOSALS
Deadline: Rolling Deadline
Service Learning Grant
The Office of Service Learning and Community Engagement (OSLCE) assists UT faculty to revise or design new courses or new sections of existing courses, preferably first and second year undergraduate courses, by incorporating service learning pedagogy into course projects/assignments that will actively engage students in civic endeavors. Grants moneys are provided to support faculty to develop such initiatives. Full-time faculty members (tenured, tenure-track faculty, lecturers, and FYI instructors) including department chairs are eligible to apply for Service-Learning grants.
Service Learning Grant moneys can be used for extra compensation, travel, resources, attendance at conferences, and hiring student workers in support of course development initiatives related to incorporating service learning pedagogy into a given course. However, department chairs and faculty administrators are not eligible to receive their grant moneys as extra compensation per university policy. Faculty awarded Service Learning Grants will also be expected to participate in a Faculty Forum on Service Learning for sharing ideas on the development of service-learning courses and community engagement with other faculty. Collaborative activities involving small or whole-class group projects interacting with local community agencies can be created as part of course instruction.
OSLCE will assist faculty members in developing service learning course and developing a partnership with community agency.
Types of Awards
Three types of awards are being offered at this time. Faculty may apply for more than one award but cannot use the same course in order to receive awards in more than one category.
Individual Faculty Grant:
Awarded to a faculty member who is required to incorporate service learning pedagogy into an existing course by offering a service learning section or developing a new course. A maximum of six awards of $1500 will be made. Faculty members may also collaborate with other faculty in developing the courses in this category for a single award. Grants do not cover fringe benefits beyond the actual award amount. Courses funded for development must be offered at least once during Fall 2008, or Spring/Fall 2009.
Interdisciplinary Service Learning Grant:
Awarded to two or more faculty members from different disciplines or colleges who collaborate to serve a single community agency or population by offering service learning courses (either new sections of existing courses or new courses) to engage students. Such courses should include common reflection sessions to stimulate and encourage learning across disciplinary boundaries on campus or the service site. A maximum of one award of $4500 will be made in this category. Courses funded for development must be offered at least once during Fall 2008, or Spring/Fall 2009.
Departmental Grant:
Awarded to a department which submits a proposal to develop and offer two or more new courses or sections of existing courses which will incorporate service learning pedagogy. A maximum of one award of $4500 will be made in this category. Department awards require that the developed courses be offered at least twice in the next three academic years, AY 2009-10, AY 2010-011, & 2011-12.
Supplemental and Travel Grants:
Faculty members who have received individual faculty grants earlier can apply for supplemental grants to meet additional costs associated with course development and offering in the subsequent semesters. Grants ranging from $300 to 500 will be awarded depending on money availability. This grant cannot be used for extra compensation. A three page proposal is needed explaining the need for such expenses. A copy of the syllabus of the course, the report (2 page) on the outcomes of previous offering, and the need for further development of the course should accompany such request for supplemental grant. The requests need to be forwarded through department chairs.
Service Learning Grant Proposals
Course objectives should be connected to an identified need of a community/population. Structured service-learning activities should be tied to the course objectives on one hand and to the community need on the other. The course assignments/papers are designed to help students connect service experiences with the course content/theories to maximize students’ learning from such experiences. Students are guided through this reflection to see connections between personal, professional, and civic realms of educational goals.
The proposal should be no more than six double-spaced pages and must clearly describe the following with subheadings:
Expectations of Grant Recipients
Grant recipients are encouraged to consult the Director of Office of Service Learning and Community Engagement (OSLCE) during different stages of course development or re-development to make sure various components of service learning pedagogy are well-reflected in the proposed course. The service learning courses developed using SL grants are required to be approved by the Director before offering them. For approval, the syllabus of service learning course must be submitted to the director.
At the conclusion of the first term in which the Service Learning-enhanced course is taught, a brief report (two pages length) should be submitted to the Director of OSLCE. This report should discuss the instructor’s reflections (positive and challenges) in offering such course, impact of the service learning activities on the community agency or population, details of participants, provide evidence/data on student learning outcomes/experiences (positive and difficulties) and other general observations.
Rolling Deadlines for the Submission of Proposals.
You can schedule a pre-proposal consultation with the Director/staff of OSLCE. Please send your request to Fran Molnar (x 2213) for consultation requests.
Submit six (6) copies of the proposals to: Office of Service Learning & Community Engagement, SU 3020, Mail Stop # 950, The University of Toledo.