JUDY APPLETON: Thank you everyone for coming. And what our purpose today is is to give you an overview of the grant opportunities that are available this year through the Office of Engagement Initiatives and to provide a very, very brief introduction to Engaged Cornell for anybody who isn't yet familiar with it. So that's the first bit.
I'm just going to describe what the goal of-- uh-oh, I have to not do that-- what the goal of Engaged Cornell is. The goal is to renew and expand Cornell's founding commitment to knowledge with a public purpose.
So most all of you are aware, I'm sure, that public engagement has been a part of Cornell's mission since its founding. We are the land grant institution for the state of New York. And extending our knowledge beyond the borders of the campus has been a part of our ethos from the very beginning.
Engaged Cornell is maybe the modern manifestation of that original mission. And it has the additional goal of placing students in that community-engaged setting that we embrace through our public engagement mission. And so the core of the initiative is innovation in teaching and learning through shared practices that connect students, faculty, and curricula with communities and the public realm across the globe.
And a very critical feature to this effort is the reciprocity of benefit that accrues to the community partners we join with and the benefit that is accrued by our students and our faculty and our staff who all participate in this work. So that's a very brief summary of the goal of Engaged Cornell.
The scope and scale of it, Engaged Cornell, as we are describing it now is very broad, very large. We aim to include any student studying any subject in community-engaged learning and research. All colleges and schools-- so the professional schools, the graduate schools, the undergraduate schools-- are included.
And we define community very, very broadly. So community may be a group of individuals who have a shared interest.
A community may be defined by geography. It could be a community in Ithaca. It could be a community in upstate New York. It could be a community that's somewhere in the United States or internationally. Communities can be basically anywhere you find them.
They can be communities of interest in terms of children under the age of five would be a community. Veterans would be a community. The business community is a community for us.
So we embrace a very broad definition of community and that really is intended to open opportunity to everyone on campus, regardless of the discipline or the type of work that the individual does.
So we have three strategic areas. One is student and faculty engagement. The second is impactful partnerships. And this is a specific focus of the work of the Office of Engagement Initiatives, because this reciprocal relationship between the community partner and of Cornell is critical to the success of what we want to achieve.
And then, finally, we are a Research One university that is-- wrong thing, too much sports-- a Research One university that has an opportunity to put its [INAUDIBLE] on community engagement in a way that maybe is unique.
And so, we want to see community engagement through the lens of Cornell University. And we want to share what we learn here with other campuses and very broadly across higher education.
So those are our very large aspirational goals. And so I'm going to give an overview of the 2016-2017 programs, the grants, and awards. I'm going to mention student leadership development. And then, I'll mention support and networking at the end.
So we have a number of grant opportunities this year. We have two more than we did last year. And last year, I think we had 5 more than we had the year before. So this has been a big part of our effort in the Office of Engagement Initiatives over the last 12 months is to build up and build out these grants programs.
Because, really, our goal is to support the work in community engagement that goes on across the campus. It's not what we do in the office. We are a group of facilitators trying to help everyone on Cornell's campus and the community partners they work with to do the work.
So a big long list of grant opportunities, and I'm going to go through them pretty briefly. But hopefully, I'll be able to give you enough of an idea of what each of them is about. And I'm going to start with the grants that are available to faculty. Some of these are available to academic staff and faculty in teams. Some are available to tenure-track faculty and academic staff, regardless of title. I'll try to touch on those things as we go along.
So the first opportunity here is the one that we've--
AUDIENCE: Well, can I help [INAUDIBLE].
JUDY APPLETON: Yes, certainly.
AUDIENCE: So because before when Engaged was talking about grants-- was talking about faculty for grants-- they were referring to professors [INAUDIBLE]. They were not referring to faculty at all.
JUDY APPLETON: Academic staff.
AUDIENCE: And now, you are doing that?
JUDY APPLETON: Yes. So I'll explain. And it depends on which grant we're talking about. The first one is the curriculum grant. And eligibility for this grant-- because it is intended to support the development of curricula-- it requires a team of faculty members who are responsible for that curriculum.
And it has to be comprised of 50% of tenure-track or tenured faculty. So the rest of the team can be configured-- and they have been configured in all different ways. But we have really emphasized the involvement of the professoriate in the development of curricula. So that's the eligibility piece.
The purpose is to create or expand or strengthen community-engaged curricula. So you could use one of these grants to develop a new curriculum that incorporated community engagement into that curriculum. Or, you can apply for funds that will allow you to improve something that already exists.
So you don't have to be creating something new. You can have a course or a curriculum that already exists that you want to put community engagement in. Maybe community engagement is already in your curriculum, and you want to do something different with it. You can get a grant to do that.
We're really encouraging people to think about modifying their existing community-engaged curricula and asking for support to do that. That aspect of this funding mechanism has been a little bit undersubscribed so far.
So the funding range is quite a bit-- $10,000 for a planning grant. That's if you have an idea for a curriculum, but you don't have a community partner. Maybe you have a community partner, but you don't have a really good idea yet. This gives you enough resources maybe to develop those ideas over the course of a year.
And then, the next opportunity is called a development grant. That's a maximum funding level of $80,000 for one year. It is renewable. And that-- really at the end of having a development grant, you should be ready to roll out a curriculum.
So you're not expected to deliver it in the course that you have the development grant. Really, these grants are meant to support the work that you need to do to get a curriculum off the ground. But at the end of a development grant, it should be ready to go.
And then, the last category is the advancement grant. This is the one that I had mentioned before. So if you already have a community-engaged curriculum and you want to do something to improve it, you can apply for an advancement grant and get support to do that.
There is a list of evaluation criteria here that you can read about. All of this information, by the way, is on the website. And all of those announcements have gone up now, so you can read about all of this on the website. The important bit is down here on the bottom, probably for a lot of people.
There is a letter of intent that is required if you are applying for funding for the first time. If you've never applied for a curriculum grant before, you need to submit a letter of intent.
And what this does is it helps us, first of all, to know what different faculty groups are thinking about. But it also gives us an opportunity to give you a little feedback about your idea and help you to get it sometimes a little bit more aligned with the granting mechanism, so we can be helpful to you. It's not a screening process.
We don't discourage anybody during the letter of intent phase. We're just trying to help a little bit at the beginning to make sure that everybody's well-aligned with the granting mechanism and they don't spend a huge amount of time putting together a proposal that's not targeted at the granting mechanism.
And then, the full proposal deadline is March 29th. And the earliest start date for these grants is in July. So that's the curriculum grant. These are the largest single awards that we make. Introducing community-engaged learning into curricula is probably our biggest focus in the Office of Engagement Initiatives. So we've put a lot of resources in this direction.
The response to this call in the previous two years has just been fabulous. Faculty teams have come through with really imaginative ideas. It's been just thrilling really to see what kinds of work and teaching and learning the different departments and majors and minors have thought about. It's a blast. Yes.
AUDIENCE: We've heard that the departments are limited in how many proposals they can submit through these. Is that true? Unfounded or not?
JUDY APPLETON: No. It's not unfounded. So really, we do have a goal to distribute the funds as broadly as possible. And I would say that if the same department were to submit two grants in one year for curriculum, it would be unlikely that they would both get funded.
So we really encourage that-- actually, at the department level, for sure, even at the college level-- to have a conversation, too, so that everybody knows what might be under development so that we don't get duplication. Because we don't want to be the ones to decide that.
The college or the department should be deciding what your biggest priority is, and rather than have us decide that this proposal is slightly stronger than that one. That really should be hopefully something that will be sorted out at the level of the department.
AUDIENCE: Just to state the obvious or ask an obvious question, so if your department has an engaged curriculum grant, there are still other mechanisms that you could apply for within the same department?
JUDY APPLETON: Yes. That's true. I'm just talking about curriculum here. OK.
So the next one is called the undergraduate engaged research grant mechanism. Again, this is a grant that's applied.
The applicants are faculty members or academic staff in titles that are appropriate for research. So if you are an active researcher, you have an active research program-- it doesn't matter whether you're in the professoriate or not-- you can apply for one of these grants.
So the eligibility is researchers and scholars with established community-engaged research or scholarship. And this qualifier "established" is kind of important in this context. So this is an opportunity for people who are doing research to bring undergraduates into the research that they're doing.
And for those of us who have been in research for a long time, most of us know that a brand new research project that you're just trying to launch for the very first time is perhaps not the best environment for an undergraduate student to be in while they're just learning how to do research and scholarship for the first time.
So we're really targeting groups that are established in community-engaged research here. There's no definition of what the maturity of the research program has to be. It just has to be up and running, if you think of it that way. And what we're trying to do is provide opportunities for undergraduate students to learn how to do community-engaged research-- very simple, $25,000 maximum for a program for one year.
We're really focusing a little bit here on scale. So the idea is-- for those of you who come out of a federal funding environment, where you are familiar with training grants-- it's a little bit like a training ground mechanism, where we want cohorts of students to come into these research programs and either work as teams or work together on the research opportunity, so that there's a cluster of undergraduate students working with any group of faculty.
So it's not the sort of one-on-one tutorial relationship that we sometimes have in teaching and scholarship and research. It's meant to be a group of students coming in to do the research. And there's possibility for renewal for an additional year, but any one research program will be limited to $40,000 in total funding over two years.
Again, there are evaluation criteria that are listed here. The submission deadline is January 18th, and the earliest start date is April 3rd. This is intentionally set to occur fairly-- well, it's perhaps not early enough in the spring semester-- so that if you're thinking about a research opportunity for students in the summer, you'll know that you have the funding by the beginning of April.
So questions about undergraduate research?
AUDIENCE: Before, if you have to [INAUDIBLE], it was a little [? lengthy. ?]
AUDIENCE: Of course, because the only engagement is to be embedded in the course. [INAUDIBLE] happen that a [? second ?] course could do [? it off of ?] Engaged researching [INAUDIBLE] plan the research. So but that doesn't qualify your program, because it has to be embedded in the new class. Or this is different--
JUDY APPLETON: This is different. This is different. This is your research life. This is bringing students into your community-engaged research activity. So this doesn't have to be attached to a curriculum. It doesn't have to be attached to a course even. It is very similar in the ways that probably many of you bring undergraduate students in to work with you already.
The idea, though, is that we want you to bring in cohorts of students, not just in the way that I've done it over the years, which is I bring them in sort of one undergraduate at a time. In this case, I would be bringing in three, four, five students. And I'd be working with another research collaborator, one or two, in a team around this project. So this is not necessarily curriculum linked. [INAUDIBLE].
AUDIENCE: Judy, just a point of clarification. Although the earliest start date is in fact April 3, notifications go out in the middle of March. It just takes a few weeks to get the budget [? kind of ?] sorted out.
JUDY APPLETON: So that's better. Right? So if you're thinking about something over the summer, then you'll have more notice. Yeah. That's good. Sorry.
OK another question about undergraduate research? Gerard, do you have a question?
AUDIENCE: You know, I just had a-- it's not a question so much as I was wondering what would happen, because very often, in humanities, some of the research-intensive work that could be attached to a community partnership are the 4,000-level courses, where sometimes there are graduate students as well.
So I was just wondering about the mix. You know, it says undergraduates. It shouldn't be a hindrance to have a course at that level, which would have graduates involved perhaps in the research, too. Are there--
JUDY APPLETON: So we haven't had a proposal yet where somebody came in a with a course in mind. This has mostly been independent study kind of research that people have proposed so far.
But certainly, if there was a course that mixed graduate students and undergraduates in a research activity, I think that would be fine, as long as the funding is directed at the undergraduates. That's maybe the sticky bit.
AUDIENCE: Because I'm also thinking that sometimes it's good mentoring for the graduates, working with undergrads.
JUDY APPLETON: Oh, sure. Other questions or comments? OK.
What's next? Ah. So this is a new one-- engaged research grants for faculty. So now, you have to sort of mind shift again. This is a different mechanism with the purpose of incentivizing faculty Inquiry into interactions between community engagement and a variety of issues relevant to educators and to society.
So now, this is asking researchers and scholars to propose studies that they would do-- I'll take that as the first example-- studies that they would do that are relevant to the goals of Engaged Cornell, of student learning, community engagement, reciprocity of benefit, impacts of community engagement on choices that students make. That would be an example of a question that somebody might ask that would be very relevant to the goals of Engaged Cornell.
So this is really a research grant that would be awarded to a researcher or scholar. And this can be faculty or academic staff, any field of study. And it's a straight research grant. So it's $60,000 maximum for a year. That would be for support for a straight research proposal.
Or, if, as a researcher, you find that there is some infrastructural need that is lacking, you want to do research, but there's a database that you can't connect to or some access that you need that you don't have, you could propose to get support to establish an infrastructure that would allow the research to be done. And that, too, would have a $60,000 cap on it.
If you're in the very early stages of thinking about this kind of research, these kinds of research questions, and you'd like to get together with a few colleagues-- maybe some people, maybe some people you don't know-- who have expertise in areas that would be relevant to this question and convene an informal meeting or series of meetings-- seminars, however, you would like to think about that-- you can get up to $2,000 to support that. So we want to fuel the thought process here and support people who are really in the very early stages of thinking about this kind of research with these small grants.
And again, the evaluation criteria are pretty straightforward standard kind of research scholarship proposal. Be clear about the goals and your specific aims. Make sure that they're relevant to community-engaged learning and research in the Cornell environment.
I'll say again that this is another opportunity that we have to put the [? imprenditore ?] of Cornell University on the research that comes out of this big initiative that we call Engaged Cornell. There are all kinds of research questions you could ask about what we're trying to do here by putting students into community-engaged learning settings.
But Cornell is uniquely positioned to ask only certain questions. And we want to support that. We want to see what Cornell faculty will come up with in terms of interesting questions that relate to the goals of Engaged Cornell.
So again, the merit of the proposal, the feasibility, innovation, all of that will be of interest in the review process. And the submission deadline for this application now is February 1. Notice will be sometime in March. And the earliest start date is in April.
So questions about that one? This mechanism, I should say, came out of a few meetings that Becky Stoltzfus and I had with members of the Institute for Social Sciences. And they were brainstorming about questions that would be relevant to the goals of Engaged Cornell.
And then, we started to talk about mechanisms. And this is almost a stream of consciousness from that group of faculty about how we might support that interest. Again, any discipline, any field of study.
OK. This is the other new application or opportunity this year that's called the engaged opportunity grants. And again, this was developed this past year in response to requests that we've had from staff and faculty on campus that they have ideas about things that they would like to try.
They're not necessarily big curricular ideas yet for an $80,000 application. They're kind of small ideas that need development. And so, we created this opportunity grant model to allow for creating, expanding, and strengthening opportunities for faculty and staff to develop, administer, or participate in community-engaged initiatives.
So faculty and staff working in community engagement can apply to the $5,000 maximum award. And there are sort of three different areas that we thought about. Now, I imagine, once the call goes live and we start seeing applications come in, we're going to have some things that we didn't expect, which is great.
But three sort of general areas are proposals that would support travel to a conference, where you would present community-engaged work. So if you have something that you're trying to move to publication, something that you want to present at a national conference, we'll provide some resources to support your travel to that conference.
If you are a staff member or a faculty member working in the area of student leadership-- so I haven't talked about it yet, but I will in a minute-- there is an initiative that's part of this overall portfolio that is focused on student leadership. And it is a little bit of a consortium of leadership opportunities that already exist on campus.
And there are a lot of staff and faculty involved in all of those leadership activities, from athletics to music to various academic pursuits. And this is a way for those units that are already operational and have been in place for a while to get some resources to help their own programs in connection to this leadership initiative.
And then, the third one-- [INAUDIBLE] I'm forgetting the third one. Other. [? Other-- ?] that's right. So that's where we're expecting to see some very interesting ideas. So this is when you just have an idea, and you think you want to try to develop something. Make a proposal. This is sort of make your case, and we'll see if we can get you some money.
So it's a shorter application process than the big curriculum grants. It's a much smaller award, but it's meant to be much more agile for us to get money to people who are trying to develop ideas, or get to a meeting, or something like that.
So there are actually three different deadlines during the year so that we can turn these over pretty quickly. And the first one is October 27, which is barely a month from now. So this one's meant to nucleate further thought and give people a chance to test out ideas, or go to that meeting, or connect with the leadership program.
Questions about that? OK.
This is the Engaged Scholar prize. So we awarded this prize for the first time last year. And there will be a call for the Engaged Scholar prize again this year. There's the nomination deadline of February 28. This is an opportunity to recognize accomplishment by a faculty member in community-engaged teaching, learning, and research.
And you can self-nominate or you can nominate a colleague. We accept all kinds of nominations. It's a $30,000 prize that will allow that faculty member to further expand and strengthen their community-engaged partnership activities.
There is an expectation that the individual make a public presentation on campus. The first prize last year was awarded to Bruce Levitt, who is a director in theater and works with a group called the Phoenix Players at Auburn Correctional Facility for drama and helps them put together a play every year.
And it's amazing work, and he will be giving a talk at the end of this month on October 20th at a reception that will have the grant recipients. I encourage you all to attend. I'm sure it's going to be fascinating.
And so we'll have another award of an Engaged Scholar prize this year. We look forward to seeing those nominations. And the deadline, as I said, is February. And then, the announcement's in April.
Engaged faculty fellowships-- so this is actually a program that's been in place longer than any of the other ones. So engaged learning and research had faculty fellowships a few years ago. And this is intended to give a faculty member the opportunity-- this is faculty tenure track and academic staff-- an opportunity to enhance their capacity in teaching and research that is community-engaged.
So this is a cohort approach so that I think there are about a dozen Faculty Fellows this year. They come from all different disciplines all across campus. And they oftentimes are in very different stages of their development as community-engaged teachers and researchers.
So it's a very interesting group of people to be in a mix. And there's programming that's provided to help everyone learn about community engagement. Maybe the greatest benefit is mixing with this cohort and getting to know what their work is and learning from others.
And there's an application process for this. The call will be out in the spring. And then, the fellowships go August to May. So we have a cohort that's in place right now. And we'll have another one next year. And there's a $2,000 fellowship award to support the activity for each fellow.
PILAR PARRA: I was just thinking would it be nice to know what they're doing?
JUDY APPLETON: Yes.
PILAR PARRA: So do you have something in your web that if parent ever saw a page for each one that says [INAUDIBLE].
JUDY APPLETON: So we have-- I don't know whether it's up for this year-- but the previous year fellows have had just exactly that information-- who they are, where they come from, what their work is. I'm not sure about where that stands right now. [INAUDIBLE].
AUDIENCE: [INAUDIBLE] story in the Chronicle about the latest class of 12 that's highlighted on the website. I don't know how much information we give about their particular projects. But we do include their contact information on the website.
You know, they're in different levels, so they didn't want to publicize everything that they're working on [INAUDIBLE]. But their name's in there, and their focal areas are all listed.
JUDY APPLETON: So a little bit of information.
PILAR PARRA: For some faculty, this notion of engaged is very new. And they say, how do I engage. [INAUDIBLE]. So that's I was thinking I just don't that.
JUDY APPLETON: Yup. No. That's a great question. There are two staff members who facilitate the work of the Faculty Fellows. They and Anna Bartel and Amanda Wittman.
And they would be happy to talk with you in your room or outside of your room about community engagement and tell you-- and because they work so closely with the Fellows, they could give you an idea of what the scope of the projects is. I'm just not facile with-- I know some of them, but I don't know enough to be able to describe it well.
So now, we move to students. So this grant, you can only apply for if you're a graduate student, a PhD student. And the idea of the engaged graduate student grants is to support graduate students doing research that is community-engaged.
So if you're a graduate student and you're thinking about introducing community engagement into your research, you could get a grant to support that activity. If you already have community engagement as part of your thesis research, you can get support to do that thesis research.
The project that's proposed has to be directly relevant to the thesis research. So you should be thinking in terms of a chapter for my thesis when you apply for one of these grants.
We have a cohort right now of nine students who were awarded last year. We just had a meeting with them last week. It was just wonderful-- a variety of disciplines, lots of different types of research. It was really fascinating.
And they've already started to interact with one another separately from us. They did this over the summer all on their own once they met one another. And then, I started this conversation amongst the group of them.
So we're facilitating additional learning opportunities for them, if they want them. So this was presented to them as an option. What questions do you have that maybe would be useful for you to discuss as a group? Maybe we could bring somebody in who might be able to give a brief talk and facilitate a discussion around an issue.
We'll be doing that for them. But it really is kind of up to them what they want. They could have said, no, thanks. We're good. We met you this fall. We'll see you again in the spring. Those are the two obligations.
But they didn't say that. They've been interacting a lot, as I said, with one another. And they're going to have about three sessions during the year on different topics that are of shared interest to them.
So that award is $15,000 maximum per student for one year. This is not renewable. And the submission deadline is in January, and we'll notify in February. Questions about the graduate student grants? PhD students only-- we haven't expanded this to other graduate degrees. So master's students would not be eligible. We're really tying this to the dissertation research project. Yes.
[? AUDIENCE: ?] Are there any stipulations about how that funding is used?
JUDY APPLETON: Yes. There's a budget justification that has to be provided. And so there are different needs in different fields. There are certain things that are excluded. We don't buy equipment. We won't support a capital project. It's all listed on the RFP what's included and what's not included.
But at the same time, it is not a comprehensive list of every possible request anybody could make. So this is, again, another one of those instances where you should make your case for what you need to do the work that you're proposing to do.
Yep. OK. That was graduate student grants.
And the last one, I think, on the list is community-engaged student travel grants. So these are available to undergraduate students and graduate students and professional students for travel to enable participation in service learning or community-based research activities. They could be used to travel to a conference as well, if the student were presenting their work at a conference.
The limit is $750, and it's a pretty straightforward application process with justification for why you're going, what you are going to do there, and what the potential is for community impact. And there's a submission deadline of October 10th for a winter break travel-- because some students use this for travel to community-engaged work during the winter break-- and also one in March for summer travel.
So this application is similar to the graduate student application. These applications come from the students themselves.
So when I was talking about the undergraduate research grant, I said that that's a faculty application. You have to be a faculty member to apply for that. You're going to be supporting undergraduate students with that grant. This one, the students apply directly for their own funding. So it's a different path.
AUDIENCE: So for example, if a student is engaged in a class that includes [INAUDIBLE] abroad, and they want to really use this opportunity for the travel abroad that is part of the course to provide an [INAUDIBLE] thesis.
But they really were not going to that [INAUDIBLE] quick [? two-week ?] [? retreat. ?] So they could apply to that in order to enhance their experience there, their experience in the [? retreat? ?] [INAUDIBLE].
JUDY APPLETON: I suppose they could. Yep. $750 is not a huge award, but I suppose that that's possible.
AUDIENCE: Yeah. Or something like [INAUDIBLE].
JUDY APPLETON: Other questions? Yes.
AUDIENCE: Are there travel grants for students? Or is it just the only thing?
JUDY APPLETON: These are the travel grants for students that we have. This is part of the [? O'Cauf ?] process. So International and Engaged and [? Waddy ?] all went together into one sort of application process last year to try to simplify things for travel for students to go abroad or travel domestically. You could be traveling in the state of New York and apply for one of these.
But the applications are all due at the same time. And then, during the process, they're kind of sorted out depending on what the student's asking to do, whether they're reviewed by International or by I your [? Waddy, ?] or Engaged.
We'll support international travel, but only if it's community-engaged. If you're thinking about traveling internationally, but you're not going to have a community-engaged experience as part of that, then your funding would come from International and not from Engaged. It's a little confusing, but you should apply.
AUDIENCE: Judy, Cornell Abroad is part of the [? O'Cauf ?] as well.
JUDY APPLETON: Ah, right. Thank you.
OK. This is another student program. This is the leadership certificate that is part of the effort in the Office of Engagement Initiatives. And this is an opportunity for students to pursue a certificate in leadership.
So this isn't connected to a curriculum now-- well, anyway, it's not embedded in a curriculum. It can be connected to a curriculum. But it's really an opportunity for students to explore leadership in the context of community engagement. It's targeted at undergraduates. There are different levels of activity that students can participate.
This has been modeled as a trip to the summit of a mountain, where you start out learning about community engagement and leadership, sort of getting oriented to what the goals of the program are, and then you start to think about community engagement in the second part. And there's training involved in stage 2.
And then, in stage 3, you start to commit to a community-engaged activity and get mentoring established for that particular activity. And then, at the last stage, you're really developing a project, and executing a project, and helping to mentor students who are junior to you who are just getting started. So this is a student mentorship structure as well, where the more experienced students are helping the less experienced students get started.
This is just getting off the ground this semester with lots of information sessions for undergraduate students who are interested. It is operating in partnership with these other leadership programs that I mentioned earlier. So athletics and outdoor ed, and leadership programs within the colleges, engineering has a leadership program, all of these organizations are meeting together and talking about shared interests and shared need.
And students may be having experiences in those organizations that they bring to this. But the lens that we put on this leadership experience is community engagement. So it's an opportunity for students to learn and understand community engagement in the context of developing leadership skills.
And then, finally, some programming that we offer. First of all, there's an Institute-- [? Pilar, ?] this might be of interest to you-- Faculty Institute on Community-Engaged Learning and Teaching. This is sort of a total immersion, get your feet wet, kind of experience in May that lasts for two days that's run by staff in the Office of Engagement Initiatives.
There's also a Community Engagement Staff Institute that we ran for the first time last year. And staff from all over campus were invited to participate. It was just terrific-- really great turnout and great participation.
And then, there are workshops and consultations that will be set up by the staff to try to answer questions that are particular to your work or maybe your working group. And those opportunities are described on the website.
And Anna-- I'm talking about Anna Bartel and Amanda Wittman again here-- for faculty consultations, they are willing to set up meetings with you to talk with you about your interests and help you think out loud about what you're imagining. Very happy to do that kind of consultation, so their information is also on the website.
That's it. So I'm happy to try to answer any other questions. You guys have been great about answering questions as we go along. Yep.
AUDIENCE: On this sheet of paper that I [INAUDIBLE] on my way in also listed Engaged Cornell Cooperative Extension collaborations. Can you talk a bit about that?
JUDY APPLETON: Yep. So that is-- Kate Supron is here. She's our liaison with Cornell Cooperative Extension. And that is a recognition of our belief that one of our greatest partners in all of this work that we aspire to do is Cornell Cooperative Extension.
So we piloted a program last year. We had a couple of grants that we funded for student summer projects. This year, we're taking a slightly different tack, where we recognize that we've got-- I don't know how many I just went through there, nine different opportunities.
And probably any project that anybody in Cooperative Extension or a faculty partner with Cooperative Extension could cook up would probably fit in one of those mechanisms. So what we're doing is Kate's facilitating relationship development with Extension associations and different faculty and staff here on campus, and then helping them to see their way into one of these funding mechanisms, to put an application in.
KATE SUPRON: Hi. I'm also happy to work it through the campus side. So if you have an idea and you think, gosh, it seems like this should work with Extension, you can come to me, and we can talk about the idea, and I can help you find the right partner within the Extension system out there.
So it can go both ways. But the executive directors and associations are bringing forth some really exciting and diverse ideas that they're willing to do.
And what we had found looking at the mechanisms from last year and the partnerships with Extension is that at least 70% of the projects were not through the specific Extension mechanism. So 70% of the formal relationships funded by Engaged Cornell that Extension were the main mechanisms that Judy just discussed.
If something doesn't work within one of those, we have a little flexibility to still get a project going with the Extension.
AUDIENCE: What is the amount of money?
KATE SUPRON: Well, if it's a partnership with Extension, it would depend. If it goes to a curriculum grant, It's whatever is in the curriculum grant, and so on and so forth. If it were the mechanism from last year, they were about $20,000 and they were two of the three placed students in associations doing community-engaged research, I would say, over the summer.
And one of the projects will take place this spring, and that's through an existing course at Cornell that's going to partner with Bloom County Extension, looking at food insecurity and hoping to address a strategy for them.
JUDY APPLETON: And I'll just mention that one of our goals is to introduce Cooperative Extension associations to Cornell units outside of the contract colleges. So this funding is independent. Our funding is independent of the funding that supports Cornell Cooperative Extension.
So we're hoping to introduce Extension associations to faculty that they might not automatically meet by way of their strong linkage to the contract colleges. And I think Kate's already done that-- introduced a couple of different associations to faculty in engineering.
And so there really is a breath of interest there. And their Extension associations also work with other organizations. And so there there are networks and networks.
KATE SUPRON: Some of them count the project ideas they're bringing forth. But they're counting the planning department or with the soil and water department in the county, or with nonprofits in their community.
So it's really-- we're trying to see it on both sides as a doorway that Extension can help you find partners in the community beyond their association.
JUDY APPLETON: Another question?
AUDIENCE: That's the one that I wanted to hear about, because I formerly had been working with Extension trying to find ways how to reach populations, like Hispanics or Indians [INAUDIBLE]. And so, I'm going to be working with them, but now I'm promoting for [INAUDIBLE] from children [INAUDIBLE]. And this is coming in very handy.
KATE SUPRON: Well, I will give you my card. And I'm also happy to come and meet with you at your convenience.
AUDIENCE: Person to see.
JUDY APPLETON: Absolutely the person to see.
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Vice Provost Judy Appleton presents about Engaged Cornell requests for proposals RFPs for a variety of funding opportunities, including two new grants the Engaged Faculty Fellowship Program and the Certificate in Engaged Leadership.