ANNA SIMS BARTEL: If we can take a moment to go around and say, who we are and what role, we're in that would be terrific. I am Anna Bartel. I am an associate director in the Office of Engagement Initiatives. And Amanda and I both have much longer titles because we work in community-engaged curricula, which means we work primarily with faculty doing curriculum-based community engagement. This is my colleague, Amanda Wittman.
AMANDA WITTMAN: Hello. I'm the other associate director. I'm Amanda Wittman. I work also on faculty work, helping faculty figure out what it is that they want to do in terms of community engagement. I also work a lot of grad students, and I do a far amount of work on assessment and student learning outcomes and that kind of thing, so that's how I jam. And so if you guys have questions or are interested in that, I'm always happy to answer questions or brainstorm with you about that kind of stuff. So that's my role in Office of Engagement Initiatives.
ANNA SIMS BARTEL: And there are enough of us here that, in order to be able to get to the meat of the presentation, we invite you to be less verbose than we have been.
No, I did it too. Would you like to start us off?
AUDIENCE: My name is [? Eliabu ?] Mohammed. I am second-year PhD student in [INAUDIBLE].
I'm Ashley McGinty. I work with Anna and Amanda in OEI doing communications.
I'm Norman Portisella. I'm a lecturer in the Communications Department.
Good morning, everybody. I'm Basil Safi. I'm the executive director of the Office of Engagement Initiatives.
Mary Newhart. I'm assistant director and researcher for the Center for the Study of Inequality.
Hi. I'm Maureen McCutcheon, associate director with undergraduate admissions.
Where am I?
I advise our red carpet ambassador student group, which is why I'm here.
I'm Dylan Praneer, faculty in the Department of Architecture. I just became associate.
Aaron Goldweber, communications in Office of Engagement Initiatives.
Kate [? Espasian, ?] [? S ?] Jones in College of Business and Child Relations.
I'm Maury Gordenair. I'm with OEI, grants manager.
Hi. I'm Wendy Tree. I'm the administrative support coordinator for the Office of Engagement Initiatives.
Hello, everyone. Good morning. I'm Richard Kiley. I'm the senior fellow for evaluation in the Office of Engagement Initiatives.
I'm Judy Appleton. I'm vice provost.
Kristine Laudenberger. I'm faculty in the Department of Science and Technology Studies.
AMANDA WITTMAN: Quick introduction. Just sat down.
AUDIENCE: Hi. I'm Katie. I'm from SEBA.
Hi, everyone. I'm Tatiana Roberts. I'm the global public health program.
Hi, I'm Shakoor. I'm a chemical engineer. I am visiting here as a prospective engineer. I've been working for the past three years within the [INAUDIBLE].
Hi, my name is Madoor, and I'm a fourth-year PhD student biomedical engineer.
Ian Greer. Senior research associate from the ILR school.
Hi. I am Ed Mababa. I'm the director of the student market. It's when they apply it says, also known as as Math.
Hello, everyone. My name is Jinine Pial. I'm a grad student from the anthropology department. I'm Carol-Rose Little. I'm a PhD candidate in the linguistics department.
ANNA SIMS BARTEL: What a great turnout. Thank you all so much for being here.
So as you probably know, for the last 150 years or so, Cornell has been a leader in the complex processes of making academic work more useful in the world. As a land grant institution, we have built and nurtured a system of cooperative extension that stretches the boundaries of the university to the boundaries of the state. And it expands the train of learning and research and collaboration for deep and lasting public benefit. As an Ivy League university, we participate in national communities of learning and research with the highest standards of rigor and inquiry. And as the only university that is both Ivy League and land grant, we are able to meld these two powerful traditions, bringing excellence and scholarship together with commitment to deep and lasting public purpose.
That melding is the heart of Engaged Cornell. Engaged Cornell is much more than the Office of Engagement Initiatives, which stewards its founding gift. Engaged Cornell is the tradition of usefulness that Ezra Cornell championed. It's the lab of ornithology's pioneering work in citizen science. It's the Bronfrenbrenner Center for Translational Research's profound work to translate what we know through scholarship for policy.
It's also things that exist in the Engaged Cornell now. It's the Public Service Center, the Prison Education Program, and it's also things that most of us don't even necessarily know about like the veterinary clinic at the Southside Community Center. Cornell's deep engagement with the world predates this Engaged Cornell initiative and will continue long after it, but we hope that in giving some language, some structure, and some further support to these vital activities-- in naming, to some extent, this big tent of knowledge with a public purpose-- we can also offer some coherence and some conjoining of energy to these diverse and storied traditions.
And most importantly, through the work of Engaged Cornell-- welcome, Laurie come on in-- whether funded through OEI or not, we can find ways to pitch in together in addressing the staggering challenges that face our world today. So the point of this session is to give you a little bit more detail about what exactly we do.
So a lot of people have been asking since the inception of this thing, what is Engaged Cornell? And our answers are pretty big. Something is Engaged Cornell when it's advancing Cornell's mission through community-engaged discovery and learning. It's Engaged Cornell when it's championing research, curricula, and co-curricular activities, things that are identified, designed, and implemented with partner communities and for benefit of those communities. It's things that prepare students to become global citizens leading social change. And it's work that inspires a new generation of teaching and research at Cornell and beyond.
We created this little graphic as a way to help people understand sort of the architecture of our office and the initiative in the context of the University. So we're all part of Cornell University, which has always had this mission of public engagement. Engaged Cornell is this ethos of community engagement which is found across the university embedded in the heart of what we do. And within that, then, is the Office of Engagement Initiatives, which amplifies the Engaged Cornell mission by leading programs, supporting scholarship, and promoting practices related to high-quality community engagement.
We've got three strategic focus areas. One is student and faculty engagement. One is impactful partnerships. And the other is transformative leadership and influence. In terms of scope and scale, we take seriously any student, any subject. All colleges and schools are welcome to be part of this, and we invite you to tell us what you mean by community in your work.
A general program overview for the year involves an array of grants and awards, which you'll hear about today; some student leadership development work led by our colleague Mike Fisher, which you won't hear about today, but we invite you all to reach out to him if you'd like to learn more about it; and some support and networking activities, which again will touch on somewhat today.
So our grants and awards are really the heart of what we do at OEI. They can be roughly segmented into teaching, research, a broad other category, and then a couple of awards that we offer. I say broadly segmented because, as you know, there is teaching on and about and with community-engaged research, and there is research that feeds directly into or is about how our teaching happens. So there's a lot more slippage than this would suggest, but we're going to use it anyway. It's a heuristic. It's helpful.
So our Engaged Curriculum Grants were our flagship program, and they remain our largest. These are to create or develop curricula that connect community engagement with disciplinary learning. Part of the hope for Cornell's transformation is that the work of engagement will go far beyond the margins, the exciting one-time project that happens. That it will become embedded in the very heart of the public purpose of our disciplines, and that has to happen within the majors and the minors within the curricula themselves. And this is our mechanism for doing that.
Teams apply together. They need to have three or more faculty members. Half of those have to be tenured or tenure-track. That is a challenge for some teams. We are more than happy to talk with you about that. Funding at the three levels at which this grant happens can go from a planning grant of $10,000 to a development grant of $80,000 or $60,000. Our hope is that teams will apply over consecutive years so that they can take the time needed to build the robust and powerful kinds of the work that we hope will result from this.
The selection criteria-- this is abbreviated, all of this is abbreviated from what's on our website so you know where to go for more information. You probably do know where to go, but just in case, Engaged.Cornell.edu. So for selection criteria, we're interested in the impact of the course and curriculum on departmental teaching. We're interested in how collaborative the work is. If community partners are sort of called up at the last minute and shoehorned into the project, that's less exciting for us than if the community partners are a core part of developing the intellectual project itself.
We care about benefit to the communities of interest. We care about the strength of proposed learning outcomes and the potential numbers of students reached. We know that there is a tension between scale and intensity at times. That small seminar like six students can be totally amazing, but it's six students. And we don't have answers to that. We invite you to experiment and to tell us what you think the best answers are.
And we care about how you are assessing impacts on students, on community partners, on communities themselves. And we're interested, of course also, in the ways in which all of this can help transform the department and the discipline as a whole.
Submission deadlines for this. We do a letter of interest process, which is not a selective LOI the way many funders are for us. This is an opportunity to provide you with the best feedback that you can get. So when you do submit a full proposal, should that be the direction you choose to go, it's got as much strength and input from us as it can have. Full proposal deadline is in April after the LOIs in January. And the earliest start date is in July. That's a significant thing because if what you're planning for is a summer activity you need to bear in mind when funding becomes available.
Are there are questions about this mechanism? We're going to walk you through all of our different mechanisms, and we'd like to have an opportunity, give you an opportunity to ask questions about them as they crop up Yeah.
AUDIENCE: Does it have to be faculty members? So they can be research associates or some staff?
ANNA SIMS BARTEL: So we see many teams that involve a whole array of different types of people, some that have community partners in very prominent roles, some where staff or very significant partners and collaborators in the work. Our requirement is that the team leadership involve at least two tenured and tenure-track faculty. That has been, for us, the most important mechanism for ensuring that what is being built is with the approval and at the heart of the curricular core of the department.
It is a high bar. For some folks, it's challenging. It's one of Cornell's sort of innovative approaches to this work to see what happens if we can do that. And so far, much successful work has happened. But yes, many voices and many kinds of expertise are welcome in this as long as there's that core. Any other questions? Yeah.
AUDIENCE: So just to be clear, this is for developing the curriculum, but many things that engage the community unless it is Ithaca community, presumably are elsewhere. So does this support funding to travel in terms of for students or the class to travel to those sites, or is it just for faculty to engage with the community to develop a curriculum?
ANNA SIMS BARTEL: So teams have a great deal of flexibility in creating their own budget. It may be that a planning grant team, which is just conceptualizing the work, may devote a portion-- sometimes a significant portion-- of its budget to travel in order to design the program, to meet with partners, et cetera.
With regard to students and to funding the activities of the course itself, we will support expenses to pilot a course or to run it once. So there is a deep concern in all of our funding about sustainability. As you know, grant funding has a long history of creating a sort of a problem by enabling beautiful things to bloom which then cannot be nurtured over the long haul. And so we have a commitment to supporting a single pilot course as a way to ensure that the folks designing this thing have done as much as they can do within the department to ensure that it will be viable beyond that. Does that make sense? Did I answer your question? Yes.
AUDIENCE: We invented with a smart program and challenged the first requirement of being Department of Teaching when you're trying to reach across campus. Is there any flexibility to make this be broader instead of just being focused within Department of Teaching curriculum?
ANNA SIMS BARTEL: Absolutely. And some of the programs that I am most excited about are multi-departmental or, in some cases, cross-college collaboration. So there's a new course of migration, for example, yoking faculty from ILR and the College of Arts and Sciences. So the requirement of tenured or tenure-track faculty is totally separate from the question of where those people are located. So yes, we certainly invite cross-college collaboration. Was that your question?
AUDIENCE: It's more likely that the process to be caught in the Department of Teaching as opposed to something that can cut across colleges.
ANNA SIMS BARTEL: So does the course itself needs to be a significant component of a major, for example, within a department?
ANNA SIMS BARTEL: Again, we see a variety. The strongest proposals are for courses that are located in the heart of some curricular unit, but there are new curricular units, like the community food systems minor where faculty from multiple departments and colleges and therefore courses that are multiply cross-listed are part of what's under development and in collaboration. So there's a lot of flexibility on this. And we are always happy to talk over details with you at any time.
Any other questions on this mechanism while we're here? All right.
So the Engaged Faculty Fellowships, this is a year-long learning cohort that's designed to enhance the capacity of faculty to conduct community-engaged courses and to develop community-engaged research projects. It has a strong emphasis on the pedagogy, the teaching and learning, of community engagement. But its distinguishing feature really is that it is a learning community.
So the fellows come together eight times once a month over the course of the year, and we have particular readings on particular topics. And people bring in questions they have about their projects. We workshop one another's situations and challenges. So it's a very rich developmental opportunity for people who are deeply engaged in or, in some cases, looking to move powerfully in the direction of community-engaged teaching and learning.
There's a $2,000 stipend that comes with participation, and that can be used for any related expenses as the faculty member sees fit. This year, we've also added $1,000 option for fellows who are going to be presenting at an academic conference on work related to their community engagement. So that's an added bonus.
Selection criteria here. We care, of course, about the merit and soundness of a community-engaged course or project plan. And as ever, we care a lot about the benefits that this proposed project will bring both to students and to the community partner. Our hope is also that this kind of intensive faculty development work will raise the bar for student learning across the board.
The call for applications for that goes out in April, and the term is August to May. It's the academic year. Any questions on this mechanism? Amanda is going to walk you through the rest of these.
AMANDA WITTMAN: Excellent. Thank you, Anna.
So as we mentioned, we kind of talked a little bit about these being split up into mechanisms that really support teaching and curriculum and then other mechanisms that really support research in lots of very different ways. So I'm going to be talking a little bit about those.
So the Undergraduate Engaged Research Grants. These are really grants meant to include or perhaps increase undergraduate student participation in community-based research. So this can be done through a class, or this can be done as kind of a standalone research project. Really, we're looking for people who already have some experience with community engagement either in their own research or in their classroom and they really want to have undergraduates be more a part of that program. You can be bringing undergraduates in for the first time or increasing a program that already has undergraduates.
We're really, in this particular one, interested in the strength of the research environment. So how are the students actually going to be involved with community, with the questions and the experience of doing this kind of project, this kind of research? So just having students perhaps do a lit review may not be the strongest versus having students actually out working with community implementing a survey or doing community-based focus groups or something like that.
So obviously, as with always, we're interested in the collaborative role of the community partner in student learning outcomes. We're going to be asking about those in any of these grants.
This submission date is in January. Earliest start date is April. That's again so that, if you are looking to do something over the summer, that we have some flexibility to do that. And these can be interesting. They run the gamut. Really, can be something like infoscience students who are designing an online tool to support smallholder coffee farmers in Latin America. That is kind of the research focus for the faculty member or these tenant smallholder coffee shareholders, and the students are coming in to help with a particular tool, a particular methodology. Or it could be a research internship in conjunction with a nonprofit in New York City, for instance.
So there's different ways of thinking about how to bring undergraduates into research projects. Questions about this before we move on?
So this is a second research focus mechanism. This is really to help deepen knowledge about how community engagement impacts students, how it impacts community partners, how the process of being part of community engagement impacts a discipline-- lots of different ways of thinking about this. But this is really interesting in terms of trying to fit, what is this community engagement thing and how do we know more about it here at Cornell? So that's kind of the purpose of this.
And so we've had faculty who are doing really interesting work looking at how community engagement impacts the ethical practice, for instance, of STEM researchers. So it's kind of, how does community engagement, doing community-engaged learning and research, impact different stakeholders? So here, we're interested really in the clarity of the goals and the specific aims of the research. We want this to be useful both within the discipline but also perhaps to the field of community engagement. So that's of interest to us. That's kind of the point of it being relevant to research in the Cornell environment. But we also want this to be really academically sound. This is rigorous research, and we're interested in all the different methodologies that can help really support that in a lot of ways.
Again, a February deadline. Money goes out in early April-- again, hoping that if people need something over the summer we can help support that. Questions, comments for the Faculty Grant for Research on Engagement?
All right. So this is also a research-based mechanism. This is specifically for the graduate students in the house, so this one is going to make your ears perk up a little bit. So these are our funding for PhD students specifically. These graduate grants are only through PhD students at this time. It's a max $15,000 for one year.
Importantly, this is to support research or scholarship that engages with communities that's part of your dissertation. So this is really an important aspect to that. We really want this kind of experience to be something that you're going to write about. It's going to be a chapter. It's going to be a part of your dissertation in some real way. So we're really looking at how this particular project or this particular research might help you succeed. That's a really big part of that we want to be successful. We want this to be part of something that's going to move your work forward.
A part of that is we're interested in kind of how this is going to impact your career trajectory, so that's something to think about as a graduate student. Again, clear collaboration, merit, and soundness. Obviously, it needs to be rigorous and academically strong.
I think one thing to keep in mind is timing for this. The money can be used to help you explore what it is that you want to do, or it could be used to help you actually do it. But you do need to have registered your special committee chair with the grad school in order to apply. So that's kind of the timing for grad students.
And this has been such an exciting mechanism for us. We've had PhD students who are working in everything from commercial food spoilage all the way to ethnography of queer refugee communities in Turkey. So this is really one of those places where we let you all talk about what your project is, how it's meaningful in your discipline, what communities mean for you. So this has been a really kind of exciting way to see lots of different ways that community-engaged research is happening in our PhD student body.
So I know there are some grad students in the audience. Questions specifically that I didn't cover or anything else? Yeah.
AUDIENCE: So who can be these community partners? Because it is research-based, so what are the specifics of these community partners.
AMANDA WITTMAN: Yeah. It's a great question. So we allow folks to define for their project who their community partners might be. Oftentimes, when we talk about community-engaged research, we're definitely talking about research that engages with partners outside of the academy. And that can be engaging with them on the research question, on deciding with the research methodology. They can be part of the data collection. They can be part of the data analysis. We're really interested in research that engages in that way and not that's research on. We want to stay away from research on communities.
But really, it's up for you in your way of thinking about what that community is and how that's going to fit within your own subject and with your own topic. Yep? Great. Yeah?
AUDIENCE: Asking about funding Is there a specific regulation on my travel or on-the-scenes that I want to do in the community?
AMANDA WITTMAN: Not a lot. So the question was about funding and are there restrictions on funding. Not a ton of restrictions on funding. You can use it to travel. You can use it to set up focus groups with community partners. You can use it in pretty much any ways to support community partners, if you need to help pay for them to get there, to pay for transportation or food or any of those kinds of things. So not a ton of restrictions.
All of our friends are restricted in terms of-- what's the word I'm looking for?
AMANDA WITTMAN: Yes. Thank you. So that's kind of that. But generally speaking, this is pretty broad in terms of what you can use.
AUDIENCE: Follow-up question. Do I need to include a budget?
AMANDA WITTMAN: Yes. There will be a budget. All of our mechanisms have an RFP that's available online. And they come with an application, and a budget is part of that. So you can get all that information online. Yep?
AUDIENCE: The funding is for one year, but does one have to spend all the money, or there can be specific times when one is spending the money, say one month or two months?
AMANDA WITTMAN: You can spend it any time within that year. So if you need to spend it within two months, you can spend it within two months just as long as it's spent. And we do have some no-cost extensions as well if you haven't quite finished it. We can talk about that. And that's true for all of the mechanisms.
Again, we try to work with you as much as possible in terms of making this work for your project and for your research. Yeah?
AUDIENCE: We've had a question come in online from someone Zooming this. This is from Mark Sarberry.
AMANDA WITTMAN: Hey, Mark.
AUDIENCE: How the community partners can be supported by Engaged Cornell. As it came up in a live forum yesterday, can community partners receive stipends or other benefits from being part of these. Are there limitations to that?
AMANDA WITTMAN: Yes. So great question. Thanks, Mark. So community partners currently cannot apply directly for funding, but they can be on teams, and they can be the recipient of funding via a mechanism. So absolutely, yes, they can receive stipends. They can receive funding in different ways in terms of we like to think about ways that community partners can acts as co-educators in any of our grants. And so, how can we support those co-educators? Again, that can be through stipends. That can be through reimbursements of different kinds of things. So yes, that's how we currently support community partners. And that's true via most of these mechanisms. Yeah?
AUDIENCE: This is being presented as really open, like really any engaged research. But I'm wondering if there are certain themes that the committee tends to fund over the years.
AMANDA WITTMAN: That's a great question. So the question about kind of certain themes that we tend to fund, I would say that there have been themes that have come up from people who have applied. I don't think that, as reviewers, there's been a sense that we're going down a certain road or anything like that. We really do take a big tent approach and let people define what community engagement works for them.
And in that third slide that had the big kind of overview, in that you'll see we think of community engagement as citizen science. We think of it as service learning. We think of it as translational research. We think of it as ethnographic research. There's lots of methodologies and lots of ways to do community-based research. So I wouldn't say that as a reviewer there is a sense of particular themes. I would say that there have been perhaps some things that have come out around food or migration, just topics of interest I think.
AUDIENCE: So there's no privileging of multidisciplinary teams or international versus domestic?
AMANDA WITTMAN: We welcome all of those. We welcome interdisciplinary. We welcome inter-college. We welcome both local-state, local-county, and global. If you can define it and tell us why it works for you, that's what we're interested in. We're really interested in how you're defining that and how that really does fit that public purpose of your discipline and your project that Anna spoke of earlier.
And we mean that, too. Like, you're looking at me slightly disbelievingly.
But no, we actually do mean that. And I would recommend, on the website are all the abstracts of all of the things we've funded. It's worth going through there to see the diversity and the breadth of things that we've done. Yeah? One last question.
AUDIENCE: In theory, how many awardees, graduate students are awarded--
AMANDA WITTMAN: Are awarded each year. So in the first year, we awarded 10. And this year, we awarded 17. So we've gone up with that. This has been a really popular kind of thing. I don't think we have a set number that we're looking for. We're going to fund the best work that's out there. OK? All right. One last.
AUDIENCE: Is there any restriction on, let's say, somebody who gets a grant to do a project and they want to have some grad student time. Can multiple grants go into the same basic project?
AMANDA WITTMAN: Yes. Yes. And in fact, we are interested in kind of how people are putting together different things to think about larger projects. So for instance, you could have a faculty team that's working on a curriculum grant, and then you could have a PhD student who would be doing work that's connected in that grant. Not sure we've seen that really specifically intentionally done yet, but I think it's definitely a possibility as long as each application is worthy, each application is based on its own merits. So yeah, question. One last one. You sure you don't want to put your hand up? Maybe. You can do it. Ask away.
AUDIENCE: Maybe you just answered this, but can you combine an Engaged Curriculum Grant with our Research on Engagement Grant.
AMANDA WITTMAN: We haven't seen that yet. We have not seen someone do that yet. I think that's kind of the same question. Each thing would have to be based on its own merit, and there would have to be some really good thinking around how they fit together and what's the intentionality about that. We'd love to talk with you about it if you're thinking about how to do that. But as of yet, we haven't seen that particular configuration.
ANNA SIMS BARTEL: Can I offer an addendum to that? The one Graduate Student-Engaged Curriculum pairing that I'm thinking of is the cancer research course. So this was a course sequence actually designed to enhance the capacity of cancer researchers to engage with their communities and to communicate with them. And the Engaged Graduate Student Grant went to a student who was studying the impacts of that. So that exact analogy I could see showing up in the future around Research on Engagement as well.
AMANDA WITTMAN: And they were in different years, weren't they? The Curriculum Grant came first and then the Graduate Student.
ANNA SIMS BARTEL: They coexisted.
AMANDA WITTMAN: They coexisted for a year, but they were on different timing just in terms of that. Yeah, in the back.
AUDIENCE: My name is Rochelle. I'm on the student leadership team with Engaged Cornell. Another example would be we had a graduate student who received a Graduate Student Grant, and he had a team of five undergraduates who applied for the Community Engagement Travel Grant. And they all went to Kenya to support them. And then also faculty who get the Engaged Curriculum Grant, their students can also apply for the Community Engagement Travel Grant. So there's overlap in many ways for grad students, faculty, and undergraduates to get involved.
One other example as well is the Undergraduate Research Grant at Calvary, [INAUDIBLE].
AMANDA WITTMAN: Grad student just got a grant. Yes, that's true. So yeah, that is working. And I think what's interesting about that is that they are at a different times. So faculty are getting the curriculum grants and then graduate students in the next year or two are applying for the graduate grants. Again, it doesn't have to be that way. There's no requirement for that, but that's what's happened. Awesome questions.
All right. So this is falling into our other category. These are our Engaged Opportunity Grants. And really, they are for anything else. Specifically, we're looking for two areas. One is around projects that help support student leadership in community engagement. This can also be seen at a conference grant. So if folks are looking for particular money in terms of taking community-engaged research particularly to a disciplinary conference. So if you want to present at your discipline, this can be used as a conference grant.
And then this can also be used for any other projects that you might be interested in thinking about. It's less money. It's $5,000, but it's also less work in terms of the application. So we kind of give you a one-for-one around that. This also has a rotating deadline because we realize that sometimes things just pop up and you want to be able to take advantage of something and not have to wait until the next year. So our first application is coming up here, October 16. We'll have a second application in February and then a third one in April. And that one in April is often used for summer projects.
So these really can run the gamut of supporting student leadership projects to a small-scale pilot of a research project to here's something I've always wanted to do with students and get them off campus in some kind of fun way. This is that place where this happens.
This is actually probably our most competitive grant in terms of the number of applications that we get every year. So keep that in mind. But we're always happy to brainstorm about how a project might fit into an Opportunity Grant. Yeah?
AUDIENCE: Community engagement, does it mean outside Cornell community or other inside? So graduate students learning new things which are not specific to their discipline?
AMANDA WITTMAN: That's a great question. Generally speaking, we articulate communities being off the Cornell campus. A big part of what we're interested in doing is connecting campus to the rest of the world, whether that's here in Ithaca or elsewhere. That being said, there are some good examples of how something on campus can elaborate on the ideals of community engagement. And so there are ways that you can use campus-based communities, and we have funded some of that. But generally speaking, we're looking to get folks engaged with communities off campus. OK? Yeah?
AUDIENCE: Is there Master's student research funding?
AMANDA WITTMAN: Master's students can apply for our travel grants, which I'm just about to get to. And they can be on many of these other mechanisms, so those are the specific ones that you apply for. The travel grant is what you can apply for specifically.
Thank you very much for that. So these are what Rochelle was just mentioning. These are our Community-Engaged Student Travel Grants, and these are for any student. They can be undergraduate, graduate, professional students. And this is to help support travel funding to go and participate in some kind of community-engaged experience. So this can help fund research. This can help fund an internship. This can help fund being part of a service learning course and needing funding to support going on a service learning course.
Primarily, undergraduates do you apply for this, but as Rochelle was saying, we do get Master's and PhD students who do this. And this is important for those of you who are working with students just to know that this is a funding that's available for them. So if they're interested in doing some kind of cool project, this can help with that. And this is a travel grant, but travel loosely defined. It can be here. It can be local as well as international, which is what a lot of people fund.
Funding is up to $1,000, and there's two different deadlines again. One so that winter break travel can be funded, that one is coming up October 2. And then again for anyone who's doing summer travel, and that's later in March. So these grants can really be helpful to help students kind of get to where they need to go in order to be part of community-engaged experiences? Yeah?
AUDIENCE: Quick question. What about spring semester travel?
AMANDA WITTMAN: Spring semester travel. Rochelle, what's the thinking on that?
AUDIENCE: So we're still fiddling with the idea of if we want to do a pilot for spring break. But for now, we don't have any specific quarter for spring. But because the travel grants are a part of the Off-Campus Opportunities Fund, of the four units there are two that do fund spring break-specific trips but not so much the whole spring semester.
AMANDA WITTMAN: Great. Other questions?
[CELL PHONE RINGING]
All right. So lastly, we just wanted to let you all know about some of the awards that come out of our office as well. They do come with funding, so that's why it fits with this. But also, as you're thinking about great people-- either yourself or people you know-- who you would like to celebrate and to hold up as the exemplars of this kind of work, we have a couple of awards.
The first is the Engaged Scholar Prize, and this really celebrates extraordinary community-engaged teaching, learning, and research. And this is for faculty who just have the whole package. They've been doing community-based research. They used it in part of their scholarship. They are also strong teachers and strong collaborators with partners.
We've given two of these. The first inaugural one went to Bruce Levitt, and this past year Max Zeng was the recipient for the Engaged Scholar Prize. This is a major prize, and can go to help continue to strengthen partnership activities. The prize winner is usually asked to present at some point on campus and be a model and an exemplar of what it means to be a community-engaged scholar, researcher, and faculty member on campus. Questions about that?
Our second faculty award is the George D. Levy Faculty Award, and this is really about recognizing faculty who have done really great partnerships. So this almost organized the partnership as much as it recognizes the faculty member. And this is able to really help support that partnership a little bit more, really think about the collaborative decision making that goes into making partnerships run in really strong ways, community capacity building. So this is really to celebrate faculty members who have created and sustained long-term partnerships to help address public issues in the world.
Our past award winners have included Monroe Weber-Shirk, Paula Horrigan, and Mary Jo Dudley. So another way to celebrate and hold up faculty who are doing great work with partners.
So we're just going to wrap up a little bit here, and then we can open it up for kind of follow-up questions, anything that we didn't cover while we were doing this. Some of the work that we do in addition to running these programs and running these different kinds of funding include some of the support that we offer to everybody and anyone. We have a Faculty Institute on Community-Engaged Learning and Teaching. This is two-day Institute here on campus. That usually happens in the spring. We work with the Center for Teaching Innovation, and it's a great way to really explore your good questions about what is community and what is community engagement and, I have of course or I have a project that I want to bring community engagement into and I'm trying to figure out how to do that. That's exactly what we get into with all of that.
We have a Community Engagement Staff Institute, and this is specifically for academic staff who may be supporting faculty or for student affairs staff who are supporting students who are community engaged. And that's a professional development opportunity to kind of dig deep into how to do I do things like critical reflection and how to make sure that my project is really meaningful for both students and community partners, for instance. So that's another good opportunity.
And then Anna and I throughout the year participate in workshops and consultations. They can be anywhere from one to four hours, and they cover lots of skill-building activities. How do I do student learning assessment? How do I think about what integrated learning means? What do I need to do to bring partners into a really collaborative and reciprocal process? Those kinds of things that really get the nuts and bolts and the meat of the kind of work that we all get into when we do this kind of work.
And also part of support and networking, there are a number of activities that go on through our Student Leadership Program, including funding for students who are already well on the path to being community engaged. And so there's some information, and we always talk about that as well if people are interested in that, but we want to note that it is out there and that we can always talk about that.
I'm seeing Wendy with a hand and a question.
AUDIENCE: Well, monitoring the Zoom as well. We have a question from Nick. He said he's wondering whether you count it as community engagement if you help policy makers evaluate the impact their programs are having on the community they are trying to help.
AMANDA WITTMAN: That sounds awesome. Love me hear more about that project, Nick. Yes. So that sounds like community engagement. And that's a great example of Nick defining what his community is and what the impact on folks that that community is serving. So absolutely, thanks for the question, Nick.
All right. So general questions for me, for Anna, for any of the staff that's here from the Office of Engagement Initiative. Is there anything that we didn't cover that you are just burning to know more about? Yes?
AUDIENCE: So for the Travel Grant, the $1,000 one, I actually looked on the website a couple days ago, and I understood something differently from what you said. So it seemed like you have to be connected to some kind of course.
AMANDA WITTMAN: No. It often funds folks who are connected to a course. You don't have to be connected.
AUDIENCE: So it was saying on the website you had to specify which course it was connected to, and also it specifically said it's not supposed to be for any kind of research. And then I just understood something different from what you just said, but I could have misunderstood the guidelines on the website.
AMANDA WITTMAN: Yeah. Well, that's helpful. Thank you. It's not connected to any course. The course is there for those students-- often many undergraduate students are in a service learning course going somewhere, and they need some support. So that's what that's for. And research, Rochelle, you want to?
AUDIENCE: Yes, I'll chime in. Like Amanda said, most times, the students who apply for the Travel Grant are connected to a course. So there's four different types that we fund, and I'm going to blank on all four, but I know it's definitely faculty-led, team-based consulting, project-based. And the last one I'm not sure of. I'm thinking Erin is looking at the website.
But there's four different types. It's just that most of the students that we fund are part of some sort of faculty-led course. We don't fund research because that's what the Undergraduate Research Grant is for. And a lot of students approach us trying to do their honor thesis with it, so you can't really your honor thesis over winter and summer break. So that's why it's there.
AMANDA WITTMAN: Well, we can talk about because you're a PhD student, right, Antha?
AMANDA WITTMAN: Linguistics. So we can talk a little bit more about what that would look like for you, yes. Thank you, Rochelle. And thank you for the feedback on clarity. That's useful to us. Yes?
AUDIENCE: So I'm a community member infiltrating from another--
AMANDA WITTMAN: Welcome. You're not infiltrating. You're always welcome.
AUDIENCE: So I'm part of a local Cuba Lake Watershed inter-municipal organization, and we have a recent restoration protection plan that we just finished up. And we were just meeting last night, and someone brought up the $5,000 Engaged Opportunity. So what we were hoping to do-- and if someone wants to take this on, that's kind of why I'm pitching this-- is that we want to put together a water summit for municipal leaders around watershed talking about what is in the restoration plan, what are some projects that municipalities want to take on, and then just kind of the current state of the watershed with the TMDL coming down of line, with the harmful algal blooms, hydroinvasives, all these different components.
So I'm just kind of putting that out there. And we have a few connections around Cornell, but I guess we'd looking to work with someone on that or kind of any project where you want to take on inter-municipal. Trying to get housing supervisor and billionaires to participate in a watershed-wide effort is really hard. And so we're always looking--
AMANDA WITTMAN: Let's follow up afterwards. We definitely have some faculty who are doing some very interesting work, particularly with folks in Extension. So let's follow up. Yes, finding people here on campus, that's exactly the kind of thing an Opportunity Grant would fund is that kind of partnership and that kind of summit. So good thinking. I love what you're thinking about, and we'll follow up with you with some specific folks who might be useful. Thanks for being here.
One more question from online.
AUDIENCE: This is from Mark Sarberry again. Students who are involved with our EC grants can apply to receive the Certificate in Engaged Leadership, or do students need to enter Certificate in Engaged Leadership after local or EC projects?
AMANDA WITTMAN: No. They can enter into the Certificate. I think will still have to enter in at the first level, but they are definitely welcome to be part of the Certificate. And having some experience will help them move quickly through that so that they can then apply for the funding that comes with being part of the Certificate.
So yes. Yes, Mark. We want all your students. Yeah?
AUDIENCE: So is there a mechanism where a group of graduate students can work on a project either community-based or research-based? Because I say there's a faculty-led project. There are undergraduate-led projects. But a group of graduate students working on--
AMANDA WITTMAN: So there are undergraduate-led projects. The Undergraduate Research Project is led by a faculty member and incorporates undergraduate students. So undergraduates don't actually apply directly to that. There is not right now a mechanism specifically for a group of graduate students that wants to work on a project. You could use the Opportunity Grant as a way to bring people together to do that kind of project. That would be where I would recommend it.
And graduate students who get the Graduate Grants, they form a cohort as well. So they get a little bit of professional development work, but they're not necessarily working together on a project. I would use the Opportunity Grant for that.
I'm excited to hear more about what you're thinking, though, because I can see the wheels turning. It's really exciting. That's great.
AUDIENCE: But we say if there's a group of collaborating PhD students, you can each apply, but I think you go through the application process individually.
AMANDA WITTMAN: And it would have to connect to each one of your dissertations.
AUDIENCE: In case it it not related to your research--
AMANDA WITTMAN: Opportunity Grant. Yep. Yes?
AUDIENCE: Would it be fair to characterize the student support that Engaged Cornell provides as focusing primarily on undergraduates and PhDs? Because I'm hearing that there's these 15 $40,000 grants for undergrads to do research and the $15,000 grants for doctoral students to do dissertation work. But for Master's students, the primary funding that they have is the $1,000 Opportunity Grant to do things related to class but not for research. So in effect, there is no support for Master's students to do community-engaged research.
AMANDA WITTMAN: Not currently to do it and to apply for it on their own, yes. So the funding that we have right now is for travel students. I think you're absolutely right in articulating that that's a gap. It's definitely one that we've been looking at and trying to figure out the best way to connect our student leadership programming with the funding that is about research and about curriculum because we've got kind of two. They run side by side in terms of priorities around that, and many Master's students and many professional students are kind of in that slippery point in between.
And so I think that that's one of the things that you're absolutely right in naming is something that we're trying to figure out right now. But right now, currently, the only funding that we have is for the graduate students, or to be part of somebody else's, to be part of another funding mechanism. Yeah?
AUDIENCE: Is there a restriction on the number of grants one person can apply for? Say if I'm applying for a grant as a staff member, but I'm also a graduate student. So if I want an opportunity in community engagement, will that hinder my chances for my own personal?
AMANDA WITTMAN: I'm going to look at Basil on that particular question. So can a person apply for more than one grant at a time? So say you wanted to apply for an Opportunity Grant as a staff member but you're also a PhD students and you wanted to apply for a graduate student grant.
AUDIENCE: Providing that the subject is different. If it's the same project, you're asking for two different grants.
They are two different ones.
Then there's no problem about that.
AMANDA WITTMAN: Cool. Thank you.
AUDIENCE: Basically a related question. Do you have any tools to make a [INAUDIBLE] community of students. You guys have been doing this for quite a while, so it would be kind of nice if they could be used.
AMANDA WITTMAN: We've got some really good tools for student impact and student learning assessment. Happy to chat with you about that, and actually some of those are on our website under the Resources section.
Community impact is harder. There really isn't much out there actually anywhere in the field about that, but we do have some interesting work going on with our [INAUDIBLE] colleagues actually on ripple effects mapping, which we're hoping to kind of investigate as a way to do community impact. And we have some other ideas around it. I'm happy to point you to some specific kind of things. They're thinking about some metrics in the democracy collaborative and things like that, but happy to point you in that direction.
ANNA SIMS BARTEL: Part of the reason that there are as many boilerplate plug-and-play things is just because every project is so different. But we are totally happy to help customize something with you for your particular project.
AMANDA WITTMAN: So I've got about five minutes left. If there are questions that are unanswered, I'm happy to do that. Otherwise, I thought maybe for folks who have gotten all the information they need, then we're good to go. But we're also here to answer specific questions if you want to talk with any of us individually from the office. We're all here.
So thank you very much for coming. We really appreciate it.
Do follow up with any of us have specific questions or this is rattling around in your head and you want to brainstorm. Please feel free to get in touch.
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Anna Sims Bartel and Amanda Wittman, associate directors in the Office of Engagement Initiatives, discuss Engaged Cornell funding opportunities available for faculty, staff and students.