Grants

Expand your experience beyond the classroom.

Funding

Awards are contingent upon the availability of funds and the number of applications received. Students are strongly encouraged to seek additional funding sources, including matching funds from their campus, college, department, and/or external sources. Efforts to obtain additional funding will be viewed positively by the review committee. The grant application and review process has been designed to create a fair and equal opportunity for students to receive funding. Any funding requests outside the established application and review process will not be considered.

Eligibility

Students must be currently enrolled as undergraduate students and be in good academic and disciplinary standing with the University. Students applying for summer funding must be enrolled in summer courses or registered for the following fall.

Requirements

Students will be required to provide a breakdown of their budget. Additionally, students must identify a supervisor, mentor, or advisor for the purposes of the application and obtain permission to provide the name and contact information of that individual. All supervisors/mentors/advisors of awarded applicants will be notified by the Student Engagement Network.

Scoring Rubric

Grant Program Rubric Breakdown

Student Engagement Network Grant Program Rubric

Please review the corresponding questions on the student’s application to score the prompts below.

 

Superior

10-9

Good

8-7

Average

6-5-4

Needs Improvement

3-2-1

 

Total

 

Q1. Description

(When, where, what)

Student clearly describes the engagement experience in a manner that provides excellent detail and purpose. This student is going above and beyond to describe their experience. Student describes the engagement experience in a sufficient manner. It is clear what this experience will entail. Student partially describes the engagement experience. Some details are lacking. Student description is lacking the requested information and details, leaving a lot of questions about what their engagement experience will entail.  

Q2. Impact

(Impact student hopes to make)

Student exhibits a passion for the engagement experience and clearly explains their intended impact in clear detail. Student demonstrates the importance of the engagement experience and sufficiently explains their intended impact. Student partially explains the importance of the experience but does not fully describe the impact they are hoping to make on the community. This statement might focus more on the personal impact, rather than the community impact. Student explanation is lacking the requested information and details. There is little or no impact, or the student solely focuses on the personal impact with no mention of the community.  

Q3. Professional Development

(Identify and demonstrate career goals and professional skills)

Expresses: excellent awareness of and expand on importance of many essential skills (i.e., problem solving, critical thinking, teamwork, communication, and decision making) Expresses: good awareness of several skills. Expands on one or more and relates how they will either attain or use these skills during the experience. Expresses: some awareness of at least one essential skills. Speaks minimally to the development of one or few of the skills, and to the potential growth in this area Expresses: low awareness or relevance of skills. Does not expand on skills per se or explain how experience will help them grow in this area.  

Multicultural Awareness

(Skills for appropriate action across a multitude of cultural situations)

Expresses: excellent value in intercultural interactions, is motivated to connect with people from outside own culture and seeks high-impact ways of collaboration. Expresses: good value in intercultural interactions, good motivated to connect with people from outside own culture, and seeks moderate ways of collaboration. Expresses: some value in intercultural interactions, some motivation to connect with people from outside own culture, and seeks low-impact ways of collaboration. Expresses: little value in intercultural interactions, lacks motivation to connect with people from outside own culture, and seeks few or no ways of collaboration.  

Civic Responsibility

(Duty to make a difference or change/impact in a community)

Expresses: excellent drive to improve self-awareness as a citizen, to improve society, a sense of duty toward a specific problem, and strong interest/application to public issues. Expresses: good ideas to improve self-awareness as a citizen, to improve society, a sense of duty toward a specific problem, and good interest/application to public issues. Expresses: some ideas to improve self-awareness as a citizen, to improve society, a sense of duty toward a specific problem, and some interest/application to public issues. Expresses: few ideas to improve self-awareness as a citizen, to improve society, a sense of duty toward a specific problem, and low interest/application to public issues.  

Ethical Reasoning

(Ability to recognize ethical issues in a variety of settings)

Expresses: excellent awareness of core beliefs, understands complex ethical issues (stakeholders, consequences, values, relationships), and high ability to solve problems with integrity. Expresses: good awareness of core beliefs, some understanding of complex ethical issues (stakeholders, consequences, values, relationships), and some ability to solve problems with integrity. Expresses: some awareness of core beliefs, less understanding of complex ethical issues (stakeholders, consequences, values, relationships), and some ability to solve problems with integrity. Expresses: little awareness of core beliefs, little understanding of complex ethical issues (stakeholders, consequences, values, relationships), and low ability to solve problems with integrity.  

Systems Thinking

(Understanding how parts work in context to a larger system)

Expresses: excellent awareness of problem as parts of a system, identifies several important aspects and interactions, and proposes development of logical, potential solutions. Expresses: some awareness of problem as parts of a system, identifies one or more aspect or interactions, and briefly mentions development of possible solutions. Expresses: low awareness of problem as parts of a system, identifies at least one aspect or interaction, and little development of logical, potential solutions (single approach). Expresses: lack of awareness of problem as parts of a system, identifies few/no important aspects and interactions, and does not develop any logical, potential solutions.  

Q9. Funding

(How funding is necessary for supporting goals)

Student builds a very strong case of need for funding that includes relevant information and clear details. Student adequately describes how funding will support their goals, but does not provide clear information. Student partially describes how funding is necessary for supporting their goals and does not provide clear connections. Student explanation is lacking the requested information and details. Need to know more.  

 

In the event of two equally highly qualified applicants, proposals will also be considered for these additional factors:

  1. Is this student a member of underrepresented group? Yes/No
  2. Is this student a veteran of the U.S. Armed Forces? Yes/No
  3. Is this student an adult learner? Yes/No
  4. Does this student attend a commonwealth campus, including World Campus? Yes/No
  5. Has this student applied to and/or been funding by another source? Yes/No
  6. Is the experience unpaid? Yes/No
  7. Is the experience a graduation requirement? Yes/No
  8. Would the student still participate without funding? Yes/No

Reviewer Recommendation: Yes/No

If yes, funding amount: ________

 

TOTAL SCORE

____________ out of 50

Award Cycles

Application & Award Timeline: Cycle 1 (fall + winter break)

Applications for experiences taking place in fall 2019 (~August 2019 – December 2019)

  • August 23 – Application Opens
  • September 6 – Application Deadline
  • September 23 – Award Decision Notification
  • September 30 – October 4 – Mandatory Information Sessions for Awardees
Application & Award Timeline: Cycle 2 (spring + maymester)

Applications for experiences taking place in spring 2020 (~January 2020 – May 2020)

  • November 11 – Application Opens
  • December 2 – Application Deadline
  • December 20 – Award Decision Notification
  • January 13-24 – Mandatory Information Sessions for Awardees
Application & Award Timeline: Cycle 3 (maymester + summer)

Applications for experiences taking place in summer 2020 (~May 2020 – August 2020)

  • February 27 – Application Opens
  • March 20 – Application Deadline
  • April 10 – Award Decision Notification
  • April 13-24 – Mandatory Information Sessions for Awardees

Individual Application

Group Application

Additional Links

Frequently Asked Questions (FAQs)

Get answers to common questions and concerns.

Application Tips

Learn how to prepare a competitive application.

Story Submission

Document and share your engagement journey.

Growth Areas

Understand the potential for transformative growth.

Narrative Tips

Learn how to write a compelling story.

Photo Tips

Learn how to take good photos.

Video Tips

Learn how to shoot high-quality video.

Data Summary

See the grant data for applicants and awardees.

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