PACCE
Experience Grow  Make a Difference
Pioneer Engagement Scholars
Project Funding Proposal
-----------------------------------------------------------------------------------------------------------------------------[Updated February 2016]
For PACCE Office Use
Project Number:
Date of Acceptance:
Introduction – Scholarship of Engagement
[Note, for brevity the word “faculty” refers to both faculty and academic teaching staff members]
Scholarship of Engagement is an umbrella term that encompasses any scholarship that involves a
mutually beneficial relationship with a community partner. It may or may not include teaching and
learning. The “Engagement” literature has a variety of terminology and definitions much of which is
historical habit within a discipline. However, most all definitions are rooted in Ernest Boyer’s 1990
publication, “Scholarship Reconsidered” where he expanded the definition of “scholarship” beyond just
that of discovery (original research that advances knowledge) to also include:



Integration: synthesizing information across disciplines, across topics within a discipline, or across time
Application: rigorous application of disciplinary expertise that can be shared with and/or evaluated by peers
Teaching: systematic study of teaching and learning processes
Adding an intentional, interactive, and reciprocal partnership between campus and community partners in
any of these dimensions creates Scholarship of Engagement, which Boyer argued was needed to address
societal challenges beyond the campus.
While the definitional debate will continue, three fairly common types of “Scholarship of Engagement”
follow. The first can involve students, but the focus is on the scholarly partnership between faculty and
community partners. The next two are Scholarship of Engagement focused on the dimension of teaching
to and learning by students. The latter two are the primary focus of PACCE, however, communityengaged scholarship can also involve PACCE if students are a partner.
1. Community-engaged scholarship: Scholarship that involves the faculty member in a mutually
beneficial partnership with a community partner to address a challenge requiring the talents of
each. While it may include students, it is more in the realm of traditional scholarly research
including the tenets of setting clear goals, adequate preparation, appropriate methods, significant
results, effective presentation, reflective critique, rigor, and peer review.
2. Experiential Learning: Learning by doing. Gaining knowledge, understanding, and skills
through direct application of course objectives and deep reflection.
3. Service Learning: Service learning is experiential learning that integrates meaningful community
service with instruction and reflection and with the additional goal of strengthening communities.
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Pioneer Engagement Scholars Grant Program
PACCE’s Pioneer Engagement Scholars grant program provides funding to offset the costs students incur
in conducting a Scholarship of Engagement project. In general, engagement projects involve students
practicing their education through collaboration with faculty and community partners on a real
community challenge where each partner will Experience  Grow  Make a Difference.
Pioneer Engagement Scholars projects are an integrated part of student learning and thus faculty are
critical to its success. The faculty partner is the lead for planning, proposal writing and submission,
implementing, follow-up, and assessment. The faculty member is also the key point for community
partner relations and nurturing interaction between the student(s) and community partner.
Timeline and Funding Availability
Projects follow the same timeline as academic terms – fall, winterim, spring, and summer. Funding
maximums are $500 per participating and enrolled student ($600 for international engagement). Unused
funds revert back to PACCE for use in future semesters. These maximums are subject to change based on
funding availability.
Minimum Criteria for Consideration: The project must:
1. be part of an academic credit experience (course or independent study).
a. Grade and assessable student learning outcomes
b. In-depth and broad student reflection or processing of the value of their experience
c. Dissemination/Professional Recognition of project results
2. have three partners working together – student(s), faculty member, and community partner.
3. include significant interaction and reciprocity between student(s) and the community partner
a. Student and community partners are interactively working together in planning,
implementing, evaluating, and disseminating project results.
b. It is a reciprocal relationship where all partners value project goals and benefit from a
successful outcome.
Distribution of Funds
Distribution of project funds can be 1) directly to a student or 2) to the faculty partner in a university
account. Distribution directly to students is most often associated with individual student projects.
Distribution to faculty is most common in a project involving all or a group of students in a course where it
makes more logistical sense for the faculty member to manage funds for the entire group. Be cautioned to
check into the processes for reimbursing student travel before making your distribution choice.
Who Submits a Proposal
The PACCE proposal provides information on student learning outcomes, how the project meets those
outcomes, the pedagogy of reflection, and collaboration expectations between students and the
community partner and between the faculty and community partners. The information required can
only be truly answered by the faculty/instructional staff partner who is in charge of the course or
independent study! Thus, All Pioneer Engagement Scholars proposals are to be developed and
submitted by the faculty partner. If the students are receiving the funds directly as an individual under
independent study, then the independent study supervisory faculty member is responsible for developing
and submitting the proposal.
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How to Submit a Proposal
Below is a brief summary of the major steps in submitting a proposal. Specific line item directions and
explanations are provided on the PACCE website at http://www.uwplatt.edu/pacce (PACCE GrantsDirections). Please be sure to consult the directions prior to completing the proposal. Especially
important is reading and following the guidelines and rules for the budgeting section. Major steps
include:
1. Save the proposal form available on the PACCE website to your own account (the proposal cannot
be completed on-line).
2. Once completed, submit the full proposal electronically by emailing it to pacce@uwplatt.edu .
3. Obtain signatures on the appropriate faculty, community, and student partner agreement forms
(forms available at the above website at PACCE Grants-Forms) and drop off or send the
completed and signed forms by campus mail to the PACCE Office (5th Floor Pioneer Tower).
Note, the Community Partner Agreement form can be satisfied via an email acknowledgement
from the community partner.
Proposal Due Dates
There are multiple proposal due dates for each semester allowing flexibility in developing proposals. Due
dates are approximately one month prior to the start of a fall or spring semester, first week of the
semester, and one month after the start of the semester. Proposals for future terms can be reviewed at
earlier dates. Due dates can be found at the PACCE website at http://www.uwplatt.edu/pacce/proposaldue-dates.
Proposal Review
Once a proposal is submitted, a PACCE Review Team will evaluate, rank and make funding decisions
with contact back to faculty members within a week to ten days. Proposals are ranked by the quality of
the Scholarship of Engagement. Funding is approved based on available funds, the quality of the
Scholarship of Engagement, and the goal of funding as many projects as possible. Only complete
proposals will be reviewed. See the directions for additional information on how proposals are evaluated
for funding.
Help and Assistance
Our PACCE Engagement Specialists are available to help you find projects, develop and submit
proposals, and assist in other ways. The Engagement Specialists are:
- BILSA: Dawn Lee (leedaw@uwplatt.edu) 342-1616
- LAE:
Carole Spelic (spelicc@uwplatt.edu) 342-7301
- EMS: Contact Dawn or Carole for assistance
Reporting and Evaluation
PACCE does not require a final report. There may be evaluation questionnaires or other evaluation
processes asked of the three partners. One goal of any evaluation process is that results be communicated
back to faculty and departments in ways that enhance faculty scholarship and individual evaluations.
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Pioneer Engagement Scholars Project Proposal
Section 1: Project Information______
Identify term :(i.e. Fall 2016/17)_________________________
a. Faculty Partner
Name:
Phone:
Email:
Campus Address:
College:
Department:
b. Community Partner
Type of
Organization
Organization
Name:
(circle/highlight one)
Contact Name:
Phone:
Email:
Country:
Address:
City:
State:
Zip:
For Profit
School
Non Profit
Govt/Civic
Individual
UWP
c. Type of Academic Credit
UWP Course
Course Prefix:
Course Number:
Course Name:
Independent Study
Name of Faculty Supervisor:
d. Does this project involve multiple courses?
YES
NO
If you answered YES, then what are the other courses:
e. How many credits per student?
f.
What percent of the total grade is the Engagement project?
g. How many students will be involved or are expected to be involved?
h. How are the funds to be distributed [See proposal directions for further information]
Directly to the student:
If this is the case be sure to have the student(s) complete, sign,
and submit the “Student Agreement Form”.
To the Faculty Partner
(Faculty Partner Name):
Note: Applicants are obligated to follow the UW-System policies for conflict of interest and private sector
competition. See the following for information: http://www.uwsa.edu/bor/policies/rpd/rpd12-1.htm
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Section 2: Academic Design
a. Project Title and Brief Description [See proposal directions for further information]
Project Title:
Brief Description of Project:
b. Expected Engagement Between Students and Community Partner(s)
[See proposal directions for further information]
It is not a PACCE project until students are engaged and interacting with the community partner in
planning, implementing, evaluating, disseminating, and etc. Describe below the expected
engagement/interaction. In some cases engagement may also be with a people who are “represented” by or
an extension of the community partner, for example, a teacher and the teacher’s students. In this case note
the engagement with both that is expected to take place.
Hours of expected live contact per student between students and the community partner including face
to face, teleconferencing, video conferencing, skype or other mediums where contact is live. Note,
this does not include indirect contact such as email, other correspondence or the time students work on
the project:
_______________hours of “live” contact/student/semester
Describe the expected engagement/interaction:
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c. Student Learning Outcomes of the Course or Independent Study
[See proposal directions for further information]
Copy below those student learning outcomes of the course or independent study that this engagement
project will address.
Are these student learning outcomes published in the syllabus?
YES
NO
d. Connection Between PACCE Project and Student Learning Outcomes
Describe how the PACCE project being proposed helps students achieve the stated student learning
outcomes for the course or independent study as listed in the previous section.
e. Reflection [See proposal directions for further information]
“Reflection is an invitation to think deeply about our actions so that we may act with more insight and
effectiveness in the future” (Reflection Toolkit, Northwest Service Academy, Portland, OR:
http://www.usf.edu/engagement/documents/nwtoolkit.pdf). Reflection is students critically connecting the
dots between their Scholarship of Engagement project and student learning outcomes for the course, their
major, or general education. Reflection might also include students connecting their work to:
- broader community needs or societal issues
- working as part of a team, high performing teams, team challenges, or their role as a team member
- project organization, management, and assessment
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-
time management
personal/professional development
Finally reflection is often more effective if done as a planned activity throughout the project versus one
summary exercise at the end. The Reflection Toolkit referenced above and Campus Compact reflection
resources at http://www.compact.org/disciplines/reflection/faq/ are two resources for student activity ideas
on how to conduct reflection.
Describe below 1) what you want the students to reflect on and 2) how you will have them reflect
(methods, assignments, processes, or activities you will use)?
f. Dissemination and Professional Recognition [See proposal Directions for further information]
The dissemination requirement is automatically met by the required presentation at PACCE Poster Day.
Note below the number of posters you plan to display. You are also welcome to use other forms of display
at PACCE Poster Day as long as the space requirement is approximately the same. Finally, please note any
other dissemination plans.
-
-
Number of posters, or other display, planned for PACCE Poster Day? _____________
Other dissemination planned in addition to PACCE Poster Day:
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Section 3: Community Partner Relations
a. Project Outcomes and/or Deliverables: [See proposal Directions for further information]
List below a brief description of outcomes or deliverables that the community partner can expect to be
completed by the end of the project.
b. Faculty – Community Partner Contact and Follow-up: [See proposal Directions for further information]
List below the expected contact and follow-up between the faculty and community partners before, during,
and after the project.
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Section 4: Project Budget
The PACCE Review Team can approve a budget based on the policies for Scholarship of
Engagement, but spending the funds is a faculty partner responsibility and must be done in
accordance with UW-Platteville and UW-System procedures and documentation. It is the sole
responsibility of the faculty partner to assure appropriate procedures are followed. When in doubt
consult the Purchasing and/or Travel offices at http://www.uwplatt.edu/business/purchasing/policies.html
(342-1221) or http://www.uwplatt.edu/financial/travel (342-1346).
Please be sure to read proposal Directions for further information on budgeting! All budget requests need
to be fully itemized with any further explanation provided in the budget narrative as needed. The
numbers in parenthesis on the budget form refer to the explanation provided in the section titled “PACCE
Budget Line Items” in the Proposal Directions. A few common budget rules/guides include:
 Budget maximum of $500 per student. ($600 per student for an international engagement)
 Mileage reimbursement rates are shown at the bottom of the budget page.
 Food reimbursement: see http://www.foxworldtravel.com/UW/before-you-go/#
 Lodging reimbursement: see http://www.foxworldtravel.com/UW/before-you-go/#
o Where applicable and appropriate room sharing is encouraged
 Single item or a group of like components intended for a single function that cost:
$1 - $1,500
$1,501 - $2,500
Greater than $2,500


Eligible for 100% PACCE funding
First $1,500 is eligible for 100% PACCE funding. That portion in excess
of $1,500 up to $2,500 must be cost-shared 50% from PACCE and 50%
from another source secured by the faculty partner.
Not eligible for PACCE funding
The total cost for laptops, tablets, ipads, or other personal computing equipment needed for a
project must be cost-shared with 25% from PACCE and 75% from other sources secured by the
faculty partner.
Expenses not eligible for PACCE funding include:
o Food other than that consumed by students as part of travel for the project.
o Desktop computers and/or accessories.
o Any single supply item (or group of components that together have a single function) that
exceeds $2,500.
o Gifts, awards, or other recognitions.
o Salaries, fringe, or stipends for students, faculty, or staff associated with the class.
o Faculty partner travel expenses.
o Remuneration for community partners. Expenses to meet with students are eligible.
o Any supplies, materials, equipment, software, etc. that will be owned by or remain in
possession of an individual or organization other than UW-Platteville.
 Exceptions apply for materials and supplies that are part of experimental prototypes
or unique items unusable by future UW-Platteville students, faculty, or staff. See
the Directions for more information.
Spending questions? Please consult PACCE at 342-7127 or the Purchasing Office at 342-1221
(http://www.uwplatt.edu/business/purchasing/policies.html). A budget spreadsheet is available on the PACCE
website (http://www.uwplatt.edu/pacce) under “PACCE Grants/Forms”.
Budget Item
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PACCE
Funding from
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Total
(1) Supplies, Equipment and Materials
- Single items greater than $2,500 are not eligible
- Proportional amounts over $1,500 for a single item are cost
shared at 50% PACCE and 50% from another identified source
Funding
other sources (PACCE + Other
Sources)
Request
----- Please round the nearest dollar -----
SUBTOTAL:
(2) Hardware, Software, Licenses, and/or other Electronics
- Must be accompanied by an approval from ITS
- PACCE can cover 25% of laptops, tablets, ipads, etc.
SUBTOTAL:
(3) Student Travel Expenses1
- Faculty expenses are not eligible for PACCE funding
SUBTOTAL:
(4a) Professional Services
or (4b) Consultants
- Please see Proposal Directions
SUBTOTAL:
(5) Other
SUBTOTAL:
TOTAL
NUMBER OF EXPECTED STUDENTS
FUNDING PER STUDENT ($500 per student maximum)
1
Mileage reimbursement:
100 miles or more roundtrip on a single trip: ____ total miles * $.352
Less than 100 miles roundtrip on a single trip: ____ total miles * $.54
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b. Budget Narrative
Please use the space below to explain any line items in the budget including but not limited to vendors,
price quotes, mileage, travel expense calculations, and other explanations. Please number the line items in
the budget and reference the line number in the explanation below.
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Checklist
The checklist below is not required, just for your convenience.
□
□
Have you consulted with a PACCE Engagement Specialist (Carole Spelic at x7301 or Dawn Lee at
x1616)
Are all sections, boxes, blanks and requested information in the proposal complete?
□
Are the hours of “live” contact time listed in section 2b consistent and reasonable with respect to time
expectations of students outside of class?
□
Did you clearly connect how this project will help students accomplish some of the student learning
outcomes of the course or independent study (section 2d)?
□
Reflection (section 2e). The reflection piece is often the least quality section of PACCE proposals.
Does section 2e define how you will guide your students into deep and critical thinking on how their
project intensified their learning experience with respect to the student learning outcomes of the course,
their major area of study, general education, team efforts, community/societal issues, or etc.?
□
A tenet of Scholarship of Engagement is that the benefits are reciprocal, that is, the community partner
receives as well as gives benefit. Does your proposal clearly define the benefit the community partner
will receive (section 3a)?
Budget
Note, budget figures need only be to the nearest dollar.
Other
□
Do the subtotals for each section and the overall total sum correctly?
□
Is the number of expected students and funding per student included?
□
Is the funding per student less than $500 ($600 for international projects)?
□
To the best of your knowledge, do all budget requests follow budgeting instructions?
□
Are line items clearly explained in the budget narrative including how calculations were made to arrive
at a total figure and the breakdown if applicable for cost-share line items?
□
Is all requested information for professional services or consultants included in the narrative?
□
Are the columns for “Funding from other sources” (if applicable) and “Total” completed?
□
□
Faculty Partner Agreement form with all signatures
Community Partner Agreement form (or email from community partner to PACCE stating they
understand and approve of their role in the project)
Student Partner Agreement form if distribution is directly to students
□
Note, the faculty, community, and student agreement forms do not have to be signed at the time of
submission, but need to be completed before any distribution of approved funds.
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