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- Advancing higher learning and discovery
- Fostering the well-being of the whole student
- Serving as a public good to deepen and sustain a civic society
- Fall 2015 semester: Monday, August 10, 2015 by 5:00pm.
- Spring 2016 semester: Monday, November 30, 2015 by 5:00pm.
- Summer 2016 semester: Monday, April 18, 2016 by 5:00pm.
- studies that address the economic benefits of national service, volunteering and civic engagement to individuals and communities
- innovative research methodologies applied to national service models
- studies that can explore measuring civic engagement and related concepts, including social cohesion and social capital, and explore the relationships among national service, volunteering, and civic engagement.
- research design, planning, and implementation including data collection, analysis and reporting
- dissemination of results, including reports, publications, and presentations, as well as designing and teaching university-level courses
- collaboration with practitioners and policymakers to apply and use results from research findings to support their work with communities, volunteers and/or national service participants
Deadline: September 15, 2015
Seminar Grants (up to $1,000) provide support for campus-wide planning discussions (seminars) that give focused attention to a particular dimension of the well-being of those involved (students, faculty, or other leaders) in creating and maintaining an engaged culture for learning. Seminars should deepen participants’ understanding of the institution’s commitment to whole-person development and the learning-related policies and practices, both inside and outside the curriculum, that support such endeavors.
The Bringing Theory to Practice Project encourages and supports colleges and universities in developing sustainable campus cultures that reaffirm higher education’s core purposes:
BTtoP’s full 2015-2017 RFP and supporting materials are available here.Read more
The Office of Community Engagement and Partnerships is pleased to announce its 2015-2016 Service-Learning High-Impact Practice Mini-Grants, which are designed to provide funding for courses incorporating service-learning. Service-learning HIP mini-grants are to be used for actual expenses associated with service-learning incurred by faculty, community partner, students, and/or a department. Service-learning HIP mini-grant funds may not be used to purchase food or to fund travel for presenting research.
Service-learning is defined as a method of teaching that includes experiential learning, classroom instruction, and reflection. Typically service-learning courses work in cooperation with a community partner and students engage in at least 15 hours of service during the semester.Read more
Deadline: A Letter of Intent is due June 19, 2015; Applications are due July 16. If you are interested in applying, please contact OCEP at CommunityEngagement@usf.edu.
Deadline: Letter of Intent, July 3, 2015; Application, Aug. 3, 2015
The overarching goals of the NIMHD Community-Based Participatory Research (CBPR) Program are to enhance community capacity in research for which they will directly benefit; support collaborative intervention projects addressing health disparities; and accelerate the translation of findings into improved health and health outcomes. The purpose of this FOA is to support promising community interventions using CBPR principles and approaches aimed at reducing and eventually eliminating health disparities. This FOA is open to current NIMHD CBPR planning grantees and their community coalitions, and other applicants poised to implement and evaluate promising broad scale interventions using CBPR methods. The CBPR Program, using a health disparities framework, includes partnership approaches that focus on changing the determinants of health or the community conditions and environments, in which their members are born, mature, play, study, work and age. The research approach may begin with a needs assessment to identify a health-related issue for action, or a community-led proposal on an identified need or issue of importance to the community. The participatory research process is such that community members, persons affected or impacted, public health and policy professionals, and other key stakeholders in the communityʼs health have the opportunity to be full participants in each phase of the research (from conception-design-conduct-analysis-interpretation-conclusions-communication of results). CBPR benefits are numerous and include the creation of bridges between the community, scientists and policy professionals to facilitate the bidirectional transfer of knowledge and skills, improved community research literacy and creation of appropriate and effective interventions.
This FOA invites applications for intervention studies using CBPR principles and methods. For the purpose of this FOA, “community” refers to a population that may be defined by geography, race, ethnicity, culture, gender, illness or other health condition, or to groups that have a common health-related interest or cause. Communities must include significant representation of one or more NIH-designated US health disparity populations, which include Blacks/African Americans, Hispanics/Latinos, American Indians/Alaska Natives, Asian Americans, Native Hawaiians and other Pacific Islanders, socioeconomically disadvantaged populations and rural populations.
For more information, please see http://grants.nih.gov/grants/guide/rfa-files/RFA-MD-15-010.html
Deadline: Letter of Intent, August 15, 2015; Application, September 17, 2015
The National Institute on Minority Health and Health Disparities (NIMHD) invites applications for new Transdisciplinary Collaborative Centers (TCCs). health disparities research exploring the potential for precision medicine - an emerging approach that takes into account individual variability in genes, environment, and lifestyle - to promote health equity and reduce health disparities. Applications are expected to demonstrate substantive community input into the identification of research questions to be addressed by the proposed TCC and relevant contextual predictors to be examined in conjunction with biological predictors.
Priorities include: 1) development of new tools and analytic methods for integrating patient data with information about contextual factors acting at the community or population level to influence health; 2) development of pharmacogenomic and other precision medicine tools to identify critical biomarkers for disease progression and drug responses in diverse populations; 3) translation of pharmacogenomic discoveries into effective treatment or clinical practice; and 4) investigation of facilitators and barriers to implementing precision medicine approaches in disadvantaged populations.
TCCs supported through this initiative are expected to focus on at least one priority research area outlined below, each combining expertise in precision medicine, population health disparities, and the science of translation, implementation and dissemination to address one or more documented health disparities. The proposed work must focus on one or more health disparities populations, which include Blacks/African Americans, Hispanics/Latinos, American Indians/Alaska Natives, Asian Americans, Native Hawaiians and other Pacific Islanders, socioeconomically disadvantaged populations and rural populations.
Each center will support 2-3 multidisciplinary research projects examining complementary aspects of precision medicine, focusing on interactions between biological, behavioral, and contextual predictors of disease vulnerability, resilience, and response to therapies in patients from disadvantaged communities. For the purposes of this FOA, biological predictors can include but are not limited to genomic, epigenomic, proteomic, metabolomic, and microbiomic variations as well as standard clinical laboratory markers (e.g., blood lipids, inflammatory markers, HbA1c, vitamin D3, etc.), behavioral measures, and other quantitative or qualitative indicators of health status in the study population(s). In addition to the required collaborative research projects, each TCC award will support an Administrative Core, a Consortium Core, and an Implementation Core.
More information is available at: http://grants.nih.gov/grants/guide/rfa-files/RFA-MD-15-013.htmlRead more
Deadline: Sept. 21, 2015
The Our Town grant program supports creative placemaking projects that help to transform communities into lively, beautiful, and resilient places with the arts at their core. Creative placemaking is when artists, arts organizations, and community development practitioners deliberately integrate arts and culture into community revitalization work - placing arts at the table with land-use, transportation, economic development, education, housing, infrastructure, and public safety strategies. This funding supports local efforts to enhance quality of life and opportunity for existing residents, increase creative activity, and create a distinct sense of place. Our Town requires partnerships between arts organizations and government, other nonprofit organizations, and private entities to achieve livability goals for communities. Our Town offers support for projects in two areas: Arts Engagement, Cultural Planning, and Design Projects (Matching grants range from $25,000 to $200,000) and Projects that Build Knowledge About Creative Placemaking (Matching grants range from $25,000 to $100,000). See http://arts.gov/grants-organizations/our-town/introduction for more information.Read more
Deadline: June 15, 2015
The Small & Medium Enterprise (SME) Initiative Competitive Research Fund on Entrepreneurship and SME Growth supports innovative research that is in line with the initiative’s objective to build a systemic body of evidence on the contributions of SME growth to poverty alleviation and economic development. The three key research areas of interest for the SME Initiative are: access to finance, human capital and skills, and access to markets and information. In addition, there are three cross-cutting themes that are relevant to each of our research areas: economic growth, poverty alleviation & job creation, and social empowerment & gender. The competitive research fund has three award levels: Core Research Grants: ($100,000), Project Development Grants ($25,000), and Young Scholar Grants ($20,000). For more information, please see http://www.poverty-action.org/sme/currentRFP.Read more
Deadline: July 24, 2015
The Excellence in Service Award recognizes and honors students, generally one in each of the three higher education sectors (state university system, Florida college system, independent colleges / universities) for outstanding service to Florida’s communities. All applicants must be full-time students at a Florida Campus Compact member institution in good standing. Winners will be featured at the Florida Campus Compact Annual Awards Gala on Thursday, November 5th, 2015 at Lynn University in Boca Raton, Florida. All applicants will be notified of the application status on or about September 18th, 2015.
Applicants will be rated for their personal impact in issue areas including how the nominee is expanding opportunities to serve; building the capacity of individuals, nonprofits, and communities; and encouraging innovative approaches to solving problems.Read more
Deadline: July 24, 2015
The Florida Campus Compact Engaged Scholarship Research Award recognizes and honors scholars for outstanding research in the field of service-learning and engaged scholarship. Qualified research includes critical data based analysis of service-learning and its impact on students for community and engaged scholarship or research utilizing community-based inquiry that results in a mutually beneficial exchange of knowledge and resources.
Faculty members or graduate students, or other individuals who have conducted research in the field of service-learning or utilized engaged scholarship research methods within their discipline are eligible to apply.Read more
Deadline: July 24, 2015
The Florida Campus Compact Engaged Scholarship Faculty Award recognizes and honors one faculty member in each of the three higher education sectors (state university system, state college system, independent colleges and universities) for contributing to the integration of service / community-based learning into the curriculum. The Engaged Scholarship Faculty Award recognizes the outstanding work of faculty who make substantial contributions to support engaged scholarship, forging sustainable campus-community partnerships that enhance the collegiate experience and help our students become stronger and more active citizens. Winners will be recognized at the Florida Campus Compact Award Gala.Read more