Experience Grow  Make a Difference
Pioneer Engagement Scholars
Project Funding Proposal
Proposal Directions
[Updated September 2015]
Proposal Information and Instructions
General Information
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
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.
Proposal Review
Once a proposal is submitted, the 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. The rubric used for initial evaluation and scoring of proposals is attached in
Appendix A.
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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Section 1: Project Information
Section 1 is primarily fill-in-the-blank information identifying partners, type of academic credit, and other
information. If there are multiple partners and the information does not fit in the space provided either
create new space in the proposal for additional information or refer to an addendum that has the
information. Since the proposal is a word document, additional space added will create a new page,
which is fine. Also note that for the sake of brevity the word “faculty” refers to both faculty and
academic teaching staff.
Requested information:
a. Faculty Partner: Complete requested information for identifying the faculty/teaching staff partner
and relevant contact information. Be sure to include all requested information.
b. Community Partner and Organization: Complete requested information for identifying the
community partner(s) and the community partner’s organization. If there is not enough room
available for identifying multiple community partners, attach an addendum page listing the requested
information for each community partner. Also note what type of organization best describes the
community partner’s organization.
c. One requirement of Pioneer Engagement Scholars projects is that they are part of an academic credit
experience at UW-Platteville, either through a course or independent study. Please complete the
requested information. Note that Pioneer Engagement Scholars funding is not available for student
teaching, internship, or cooperative education.
d. Multidisciplinary projects are not only eligible for PACCE funding, but are encouraged. If the
project involves multiple courses, check the “YES” box and note the other courses by department
prefix, number and course title.
e. Note how many academic credits each student is earning in the course or independent study listed in
parts c and d.
f. Note what percent of the course (independent study) grade is from the engagement project.
g. Note the number of students that will be involved in the project. Make sure this is the same as the
number of students listed on the budget page (section 4). If the proposal is being submitted prior to
students registering for the course then estimate the number based on past history and note that it is
an estimate, for example 24 est
h. Note how approved funds are to be distributed. There are two choices:
 Directly to the student
 To the Faculty Partner (through a university account)
Distribution Directly to a Student
Distribution directly to students is most often associated with individual student projects. Once the
funds are distributed to the student, it is their money with no further attachment to the university.
Distribution of funds follows the following process:
1. The faculty partner must verify to the PACCE office how many dollars should be reimbursed
to the student based on what the actual student expenses are.
- Once approved, Faculty need to contact the PACCE office to work out verification
procedures.
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2. Once verified by the faculty partner, the student’s financial aid account will be credited for
the appropriate amount.
3. If there are no outstanding payments owed to the university by the student, then a refund
check will be issued through the Cashier’s office and the student can pick up their check in
the Cashier’s office. If there are outstanding payments owed to the university then the
amount will be applied to the outstanding amount owed first with any leftover funds refunded
to the student through the Cashier’s office.
-
Notes:
A student must complete the “Student Agreement” form and supply his/her People Soft ID
number. The Student Agreement form is available at http://www.uwplatt.edu/pacce/forms
- Students should be aware that because of the need to wait until the end of the project
to verify expenses, students will run a negative cash flow until reimbursed.
- The issuance of bills for the next term often occurs before the end of the previous
term. For example, tuition and other costs for spring semester are issued at the end of
the fall semester. If the PACCE reimbursement is turned in after the issuance of bills
for the next term, then the PACCE reimbursement will be applied to the next term.
Distribution to the Faculty Partner
The most common method of funding distribution is to the faculty partner since it often makes
more logistical sense for the faculty member to manage funds on behalf of a student or group of
students. In this case, the funds are placed in a UW-Platteville account in the faculty member’s
name, just like other grant funding that a faculty member might receive. The faculty member must
follow all purchasing procedures as directed by UW-System and UW-Platteville policy. Further
information on purchasing and policy is available in the “Budget” Section.
Section 2: Academic Design
a. Project Title and Brief Description
Project title is your choice. The project description should provide the reader a summary or
abstract of the project – what it is, what will occur, what the students will do and the engagement
that will take place. Remember that it is unlikely that someone on the PACCE Review Team will
be from your discipline so write your summary accordingly.
b. Expected Engagement Between Student(s) and Community Partner:
Engagement between the student(s) and community partner is tantamount for Scholarship of
Engagement and significant interaction is a primary requirement for PACCE funding. While
the scholarship may be very important, for the PACCE Review Team the quality and quantity of
engagement between students and the community partner is a focus for evaluation.
In some cases, engagement and interaction may be with people who are “represented” by or an
extension of the community partner. For example, a director of a care facility for adult residents
with a handicap may be the community partner, but the engagement will be with both the director
and the residents. In this case, note the engagement between the students and both the community
partner and the extended group that is expected to take place.
Complete the proposal by first noting the hours of “live” contact that is expected between the
community partner and each student in the project. “Live” contact is any form of real-time
communication including face to face, teleconferencing, or skype. Note separately hours of
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contact between the students and the community partner versus any extended group. Then use the
remaining space to describe the expected engagement/interaction.
- What is the nature of the interaction (planning, methods, evaluating, testing, etc.)?
- How often will interaction take place?
- By what means (face to face, teleconference, etc.)?
c. Student Learning Outcomes of the Course or Independent Study
Student Learning Outcomes are required of all academic programs and are a very common and
encouraged practice for individual courses and independent studies. The articulation of academic
goals or student learning outcomes is a requirement for funding under the Pioneer Engagement
Scholars program. Student Learning Outcomes often begin with the words “Students will …”
followed by what the student is expected to accomplish, learn, understand, write, present, etc. If
you are new at writing student learning outcomes, “Bloom’s taxonomy” is a place to start.
In the space provided record the student learning outcomes that will be addressed by the PACCE
project. If you include student learning outcomes other than what the PACCE project addresses,
then be sure to flag those applicable to the PACCE project (asterisk, bold, or some other way).
Are your Student Learning Outcomes published in your syllabus? This is a yes-no question in
section 2c. It is not a requirement of PACCE funding that your Student Learning Outcomes be
published in your syllabus, but doing so is an indicator of quality for PACCE engagement
projects. This is especially true when combined with the next section (2d).
d. Connection Between PACCE Project and Student Learning Outcomes
The pedagogical purpose of Scholarship of Engagement is for students to practice their education
and accomplish the learning objectives through service or experiential learning in a communitybased setting. Therefore there must be a link between the project and the student learning
outcomes for the course. Use this space to describe this link, that is, how will the PACCE project
allow students to address the student learning outcomes for the course. It would not be expected
that one project is linked to all student learning outcomes for a course or independent study. You
need only discuss those student learning outcomes the PACCE project addresses.
e. Reflection
Reflection, or processing, of the engagement experience is a major component of Scholarship of
Engagement. It is not a summary of the project completed at the end of the term. It is a
continuous review and exploration by the student(s) to deeply and critically reflect on their
experience and what it means - what it means for the objectives of that class, what it means in
terms of skill sets and needs beyond their own discipline, what it means in terms of teamwork and
collaboration, and what it means in terms of civic responsibility. It may involve students keeping
a journal, periodic discussions, or other activities that provide students the opportunity to think
deeply and critically about their engagement experience.
Reflection can be one of the most rewarding facets of an engagement project and often results in
the greatest value of the project. However, it is also one of the most misunderstood parts of
engagement and service learning. Faculty and teaching staff often lack in experience and
knowledge of reflection. The PACCE Engagement Specialists can aid faculty in developing
reflection methods. There are also excellent resources for understanding reflection and for tips on
developing reflection exercises that you could incorporate. Two web resources include:
- http://www.compact.org/disciplines/reflection/faq/
- http://www.usf.edu/engagement/documents/nwtoolkit.pdf)..
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Please use the space provided on the form to describe 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
Dissemination is a requirement of PACCE funded projects, which is automatically met by the
requirement for PACCE students to present their work at the PACCE Poster Day held near the end
of each semester.
Also you can use this space to record other forms of dissemination such as PowerPoint
presentations, reports, software, publications, photographs, news articles, organizational
documents, videos, podcasts, prototypes, artistic work, community partners’ and others’ quotes,
evaluations, and etc. While not a requirement for PACCE the disseminated work is often of
professional-level quality worthy of inclusion on student resumes.
More information on Poster Day will be forthcoming throughout the semester. General poster
guidelines are included at the end of this document in Appendix B. Also, note that students can
choose to present something other than a poster at PACCE Poster Day, however, they are limited
to an area the size of what the poster would be, approximately a four foot square area. Contact the
PACCE office for arranging displays other than posters.
Section 3: Community Partner Relations
a. Project Outcomes and/or Deliverables:
This section is meant to assure that all parties are on the same page as to what the students are
expected to deliver at the conclusion of the project. The intent of Scholarship of Engagement is
that the benefits are reciprocal. That is, the community partner and the challenge being addressed
in their organization should not just be a tool for student learning only; rather the intent is that the
community partner is able to truly address challenges and goals they have within their
organization. Whether it is “outcome,” “deliverables,” or some other terminology depends in part
on the project and discipline(s) involved, but the point is to clearly identify what benefits the
community partner can expect to gain from the student’s work.
Good community partner relations are absolutely critical for maintaining the option for future
PACCE projects and for other university relations. One bad experience can tarnish that
relationship for a long time.
This list of outcomes or deliverables should be developed and agreed to by both the faculty and
community partners. Changes in plans or inability to meet expectations are part of being in a real
situation, but in this too, student learning can take place. Students’ practicing open, frequent and
early communications on any lack of progress is a great life skill – a skill that may need the
instructor’s oversight and assistance. Ultimately, the faculty partner is responsible for
communicating with the community partner on project progress.
The Community Partner Agreement states that they (the community partner) understand that the
students are just that – students – with limited professional and life experience. Great work can
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and often is accomplished, but expectations should not be at the same level as professional
services for hire. While that notice is helpful, the faculty partner is ultimately the person who
represents the university to the community partner and is the pivotal point for positive and
productive relations. As the semester progresses, faculty are encouraged to have continuous
contact and collaboration with community partners.
b. Faculty – Community Partner Contact:
Faculty partners are encouraged to schedule periodic before, during, and post project
communications with the community partner to assure understanding of the goals and deliverables
of the project, progress, and post-project follow-up. This section is for use in explaining the
communication plans between the faculty and community partner.
Section 4: Project Budget
Budgeting is often the most difficult part of a grant proposal - what is an eligible expense, information
requirements, spending limits, cost sharing and etc. What’s the short-cut? There isn’t one! Nothing
replaces doing homework prior to developing your budget.
Funding maximums are $500 per participating and enrolled student in the class ($600 for international
engagement projects). Unused funds revert back to the PACCE budget account for use in a future
semester; however, budget requests should be as accurate as possible to allow allocation to other projects.
Approximately $300,000 is available for funding each year depending on enrollment. Following are
guidelines, rules, hints, and information needed for budgeting. If you have any questions, contact the
PACCE office (342.7127) or the PACCE Engagement Specialist in your college.
General Budget Information







Budget maximum of $500 per student. ($600 per student for an international engagement)
Mileage reimbursement rates are shown at the bottom of the proposal budget page.
Food reimbursement: see http://www.foxworldtravel.com/UW/before-you-go/#
Lodging reimbursement: see http://www.foxworldtravel.com/UW/before-you-go/#
Single supply items or a group of like components intended for a single function that cost:
o $1 - $1,500:
 Eligible for 100% PACCE funding
o $1,501 - $2,500:
 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.
o $2,501 and higher
 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 On-campus printing cost up to $5 per student enrolled in the class.
o Any single supply item (or group of components that together have a single function) that
exceeds $2,500.
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
o
o
o
o
o
The intent of PACCE funding is to offset the consumable costs students incur in
conducting a project throughout a semester. More permanent items such as tools,
safety equipment, or lab supplies are sometimes a necessary expense for the project
and eligible for PACCE funding as long as ownership and possession stay with
UW-Platteville and there is intent for future use in the same and/or other courses.
However, whole or partial purchases of capital items or items in excess of $2,500
are not an eligible expense for PACCE funding.
 PACCE does not cover any future costs associated with maintenance, repair, or
general upkeep of items originally purchased with PACCE funding.
Gifts, awards, or other recognitions.
Salaries, fringe, or stipends for students, faculty, or staff associated with the class.
Faculty partner travel expenses.
Remuneration for community partners. Expenses to meet with students are eligible.
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 next section (Eligibility Exceptions) for more information.
Eligibility Exceptions
The funding for PACCE projects comes from additional tuition paid by students and as such should not be
used to directly benefit other organizations financially. PACCE funding should not be used to purchase
supplies or cover costs for normal operations, that is, those costs that the organization would incur
anyway if there was no PACCE project. Costs that are incurred solely because of the PACCE project are
those that may be eligible for PACCE funding.
A guiding principle is that any supplies, materials, equipment, software, etc. that will be owned by or
remain in possession of an individual or organization other than UW-Platteville after the project is over is
not eligible for PACCE funding. However, some projects are not easily covered by this principle.
Exceptions to the rule include:
1. Unique items unusable in the future by the university that benefit living conditions for an
individual. An example is adaptive equipment for a person with a disability.
2. Situations where supplies, materials, and etc. are being used as part of construction of an
experimental prototype for which the university has no future use and for which the partnering
organization will not economically benefit from its direct use or use as part of their normal
operations.
3. A third area of rare exception is situations where the item may stay in possession of a partnering
organization and may be operationally used by the organization, but where 1) there is no direct
economic gain and 2) by prior agreement full public disclosure of ownership, construction, and
intellectual right is given to UW-Platteville and the students and faculty involved. This rare
exception usually involves non-profit organizations. Please work with the PACCE office ahead of
time if this situation seems applicable.
In all cases the fundability of the situation is improved if costs are shared.
Any equipment, permanent fixture, or other asset that is intended to stay in possession and ownership of
an organization other than UW-Platteville, intended to be used in on-going operations by that
organization, and does not fit one of the exceptions above will generally not be eligible for PACCE
funding. However, safety equipment used by the students, student travel expenses, or tools used that stay
in possession and ownership of UW-Platteville would be eligible.
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Proposal Budget Form :
The number in parenthesis below refers to the same in section 4 of the proposal form.
(1) Supplies, Equipment and/or Materials
a. Single items or a group of like components intended for a single function that cost:
○ $1 - $1,500:
 Eligible for 100% PACCE funding
○ $1,501 - $2,500:
 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.
○ $2,501 and higher
 Not eligible for PACCE funding
Calculation for amount eligible for PACCE funding for items $2,500 or less:
$1,500 + [(requested amount - $1,500)/2]
Examples:
Budget Amount Requested
for a Single Item
$500
$1,000
$1,500
$1,750
$2,000
$2,250
$2,500
$2,501
Amount Eligible for PACCE
Funding if Approved
$500
$1,000
$1,500
$1,625
$1,750
$1,875
$2,000
$0, not eligible
Amount That Must Be Funded
from an Alternative Source
$0
$0
$0
$125
$250
$375
$500
$2,501
b. Itemize each item on the budget form and use the accompanying budget narrative to
justify/explain the need. Examples of supplies, equipment, and/or materials include:
o Postage and advertising
o Design costs.
o Office, laboratory and other supplies including chemicals, audio-visual, drafting,
photographic, etc.
o Meeting/conference expenses if they are a part of the project including facility
costs, audio-visual fees, etc. Food costs are not an allowable expense.
o Low cost “Equipment-Like” items that individually cost less than $2,500, but have
a useful life of one year or more such as calculators, microscopes, glassware,
appliances, electronics, building supplies, etc. They must be of critical nature to the
PACCE project and ownership and possession must be with UW-Platteville unless
an exception applies.
o Library holdings and reference materials. If extended use is not anticipated then
interlibrary loan is recommended.
o Operating lease or rental of equipment where the total cost is less than $2,500 and
the lease/rental agreement is short-term (less than one year). Be sure to attach all
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relevant information including lease/rental agreement, vendor information, costs,
and etc. as part of the budget narrative.
(2) Computer Hardware, Software, Software Licenses, and/or Data costing less than $2,500 (or group of
components that together cost less than $2,500) are eligible. All purchase requisitions for computer
hardware, software, licenses, and/or data must be approved by the Information Technology Systems
office. Please call the ITS office at 342-1421 if you have questions about purchasing computer
products, software, licenses, or other electronic equipment or data. Be sure to include a copy of an
email or other printed approval from ITS with your proposal.
In the budget narrative, describe the hardware, software, data or license, its use for this project, how it
will be used after this project, and confirmation that UW-Platteville will retain post-project ownership
and possession.
a. Desktop computers and accessories are not eligible for PACCE funding.
b. Funding for personal computing equipment approved for the project such as ipads, laptops,
notebooks, tablets, etc. must be cost-shared with 25% of total costs eligible from PACCE and
75% from another identified source.
i. Example: $1,000 worth of ipads are requested and approved
1. PACCE will cover $250
2. An alternative source must cover $750
(3) Travel: Reimbursement of student travel expenses is common for PACCE projects. Travel
includes reimbursement for mileage, meals, and lodging. Travel policies, reimbursement rates,
and other information can be found at http://www.foxworldtravel.com/UW/before-you-go/.
The UW-Platteville travel information website may also be helpful at
http://www.uwplatt.edu/financial/travel. Mileage reimbursement rates vary depending on the
situation. For students not using a UW-Platteville fleet vehicle, the current rate is 35.2 cents
per mile for round trips over 100 miles. For round trips less than 100 miles the current rate is
51 cents per mile. These are the applicable rates as of January 2015. See the website for any
updates for mileage reimbursement. Be specific in your budget noting miles, mileage rate, and
total expected reimbursements. Note: faculty/instructor travel expenses are not an eligible
PACCE expense.
(4) Professional Services and Consultants: PACCE projects can often benefit greatly from the use of
outside help for expertise or professional services that lie outside the faculty partner’s capacity to
provide. Services fall under two categories – a) Professional Services and b) Consultants.
a. Professional Services are payments of fees and incidental charges to a person providing a
specific task or service for which they have a specialized expertise that cannot be
performed by the faculty or community partner. The students may or may not be directly
involved or engaged with the person, but their project will benefit from the task or service
being completed. This category also includes any lecture fees and honoraria.
b. Consultants: An expense is classified under “Consultant” if the service provided is in an
advisory capacity to recommend, counsel, or provide evaluation and feedback. The
consultant being hired is not doing the work themselves, but is working and engaging with
the students on how to proceed with a project, evaluating progress, assessing, and
providing feedback on the students’ work.
c. PACCE policy and tips for Professional Services and Consultants:
i. Students, faculty, or staff in the course or independent study cannot also be any part
of professional services or consultants.
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ii. Community partners cannot also be a professional service provider or consultant.
iii. Once approved, be sure to consult Purchasing Office rules and procedures prior to
services being contracted or rendered! Requisition information is available at
http://www.uwplatt.edu/business/purchasing/policies.html.
iv. Information required for the PACCE budget and budget narrative includes:
a. Name of the provider/consultant, organization name if applicable, and contact
information (phone, address, email)
b. Description of the services to be rendered
c. Explanation of the necessary and unique need and contribution to the project
d. Basis for calculating the fee: rate per day or hour, number of days/hours
worked, and total cost
e. Other expenses associated with the provider/consultant (travel, meals, lodging,
etc.)
f. If the service/consulting is provided by a UW-System employee the budget
needs to include an additional 18% for fringe benefits
(5) Other: The categories listed above should capture most of the expenses for a PACCE project. If
an item does not seem to fit any of the above categories then use the “Other” category and
thoroughly explain the item in the budget narrative section. It may be helpful to consult your
PACCE-College Engagement Specialist prior to submitting the proposal.
Budget Narrative:
The Budget Narrative is a place for explanations of the budget that do not easily fit on the budget table
itself. One tip is that the more the budget items are explained in terms of why they are a requisite need in
the project and how the number was arrived at, the easier it is for the PACCE Review Team to make an
informed decision. Lack of information may lead to delays in project approval.
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Appendix A: Evaluation and Scoring Rubric
Weight:
5%
5%
% of
Grade
1=0-9%
2=10-14%
3=15-24%
4=25-34%
5= > 35%
Direct or Live contact
time (in-person,
voice, skype) per
student
1=1-2 hrs
2=3-5
3=6-10
4=11-19
5= >20
20%
20%
25%
10%
15%
100%
Quality of
Linkage
Studentbetween
Community Course SLO Quality of
FacultyInteraction and Project Reflection Disseminatio Community
(see
(see
(see
n
Partner
Past
addendum) addendum) addendum) (see below) Collaboration Total Score Performance
Quality of Student-Community Interaction:
1-2 Virtually no interaction
- Evidence of a relationship between students and community partner is non-existent to weak
AND/OR
- Only a very small number of students have interaction with most students having virtually no
interaction AND/OR
- Interaction is largely one way only (community to student or vice versa), that is, there is no
evidence of an interactive, integrated, or working together relationship
3. Student –Community Interaction is satisfactory, not great, not exemplary, just satisfactory
- There is direct contact by all students and all students are interacting in some way with the
community partner in planning, project design, implementation, troubleshooting,
evaluation/assessment, and/or dissemination, etc.
i. Minimum of 3 hours per student of direct/live contact time
- A score of 3 versus 4-5 is in-part the quantity of interaction and in-part the depth of the
interaction where a “3” may mean that true interaction and working together is weak and it is
more the community partner providing directions, information or resources, but true give and
take between students and the community partner is limited.
4-5 Good to exemplary student-community interaction
- Every student has significant interaction time with the community partner in planning, project
design, implementation, troubleshooting, evaluation/assessment, dissemination, and etc.
i. Minimum of 6 hours per student of direct/live contact time
- A score of 4-5 is in-part the quantity, but also must include evidence of a depth of interaction
where the students and community partner are truly working together in a collegial way to
address the challenges posed by the project.
Note: In some projects the community partner is more a “coordinator” type person and the real interaction is
with some persons for which the coordinator is responsible. For example, the UWP students may have an
elementary teacher as a community partner, but the interaction time is primarily with the elementary students.
In these cases there is a substitution of sorts between interactions with the community partner of record versus
persons the community partner is responsible. Substitution is reasonable and expected, but it should not be 100
percent. Expectations are that there will still be interaction time with the community partner of record (set-up,
review of expectations, goal setting, end of project feedback/evaluation, curriculum development, etc.). For
example it may be 1-2 hours of interaction with the community partner and 6-10 hours with the elementary
students.
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Linkage Between Course Student Learning Objectives (SLO) and Project:
1-2 Virtually no linkage
- SLO are absent or not well written in the form of what students will accomplish in the course
AND/OR
- The SLO are not published in the course syllabus AND/OR
- The evidence of linkage between the project and the SLO for the course is weak
3. Linkage between SLO and the project is satisfactory, not great, not exemplary, just satisfactory.
- SLO are written in a way that communicates clearly what the students will accomplish in the
course and the SLOs are published in the course syllabus
- Evidence is provided that the project has a plausible linkage to the SLO
- A score of 3 versus 4-5 means either a weakness in the stated SLO for the course and/or it is not
well defined/explained how the work of the project is linked to the SLO for the course. It is there,
but weak.
i. Note that the PACCE Review team likely does not have expertise and must depend on a
clear articulation in the proposal of both SLO for the course and how the project will assist
in the learning of those SLO, i.e., the linkage. The linkage must be clearly articulated.
4-5 Good to exemplary linkage between SLO and the project
- SLO are well written, clear, and published in the course syllabus AND
- Evidence is clearly provided on how the work of the project will enable students to practice their
education in a way that allows them significant opportunity to accomplish the SLO for the course.
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Reflection:
The pedagogy of Reflection is the crown jewel of scholarship of engagement projects. Reflection is students
critically connecting the dots between what they are doing in their project (or did) to the student learning
objectives of the course, their major discipline, general education, community needs, and/or broader societal
issues. Reflection also can include critical review of working in a team, their role as a team member, project
organization and management, time management, and etc. Reflection also can include critical review of the
community organization, its role, how it works, what seems good, and what could in the student’s mind be better.
Finally, for a student reflection is an assessment of what I did, why it matters, and implication or the future. The
University of Minnesota has a nice reflection piece that focusses on three elements 1) What, 2) So What, and 3)
Now What. The more reflection that goes into the “So What” and “Now What” components the better
(University of Minnesota, http://www.servicelearning.umn.edu/info/reflection.html).
1-2 Weak Reflection
- Reflection is primarily and end-of-the-project summarization.
- Reflection primarily answers only the What in the What, So What, Now What model.
3. Reflection is satisfactory, not great, not exemplary, just satisfactory.
- There is evidence that reflection could result in students going beyond just a summary of the
project, or beyond the What in the What, So What, Now What model.
- A score of 3 versus 4-5 means that the level of reflection appears to be more of an after-thought
than a planned part of the project, that is, it appears to be an add-on assignment at the end of the
project or it appears that the depth of the reflection does not go very far beyond What.
4-5 Good to exemplary Reflection
a. Evidence of sound reflection practices and pedagogy are used including not all but some of the
following:
i. Continuous reflection exercises throughout the semester
ii. Multiple types of reflection used throughout the semester
iii. Programmed set of work by the teacher that “forces” students to reflect on the So What
and Now What parts of the What, So What, and Now What model
iv. Reference of reflection resources are cited
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Dissemination
3. PACCE Poster Day only (satisfactory)
4. Poster Day plus oral or written dissemination to the community partner OR a professional level group
such as an academic conference, research day in the rotunda, professional group in the discipline,
community organization, etc.
5. Poster Day plus oral or written dissemination to the community partner AND a professional level group
such as an academic conference, research day in the rotunda, professional group in the discipline,
community organization, etc.
Faculty – Community Partner Collaboration:
1-2 Weak Collaboration
- There is little to no evidence of collaboration, of the faculty partner working with the community
partner in development of the project AND
- There is little to no evidence of follow-up between the faculty and community partner during or
after the project
3. Faculty-Community collaboration is satisfactory, not great, not exemplary, just satisfactory.
- Evidence suggests that the faculty and community partner worked together to set up the project
AND
- Evidence suggests an intent to follow-up in some manner during and/or at the conclusion of the
project
- A score of 3 versus 4-5 means that the evidence of the intended follow-up is surface or cursory
level only versus a more in-depth assessment of the project, working relationship, benefits, or
future implications. It may mean that the follow-up was more a delivery of final results versus a
“conversation” of the project.
4-5 Good to exemplary Collaboration
- Evidence suggests that the faculty and community partner worked together in the development
of the project AND
- Evidence suggests that there is significant follow-up both during the project and at the end of the
project AND
- Evidence suggests that part of the end-of-project follow-up is an evaluation by the faculty
member of the value of reciprocal benefits to the community partner and feedback for future
projects
Past Performance
Past performance is not a part of the initial scoring as not all faculty/teaching staff will have a past record upon
which to base a comparable score. However, it is recognition that where evidence exists of past performance in
the use of PACCE funding (positive or negative) it can be used to adjust final decisions including whether or not to
grant funds and/or how much to grant. The tool for evaluating past performance will be the assessment that
PACCE implements with students. The assessment allows the ability to get an overall summed score for each
question by class and a list of qualitative comments. The specific student is anonymous.
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Appendix B: PACCE Engagement Poster Day Information
The audience at PACCE Poster Day is other students, university faculty and staff, community partners,
and other community participants. The intent of the display at PACCE Poster Day is to tell the project
story and its educational value. Students can use pictures, text, art, testimonials, quotes, PowerPoint
slides, etc. to tell the project story.
While PACCE Poster Day includes the word “Poster,” the display does not have to be a poster. Rather,
any other display is also encouraged as long as it uses approximately the same space as a 3’ by 4’ poster
and easel. If you have an alternative display idea, contact the PACCE office to coordinate.
PACCE posters are the first impression of PACCE for many people and a view of the value of
Scholarship of Engagement and Service Learning. High quality professional work is expected and it is
also a setting for student creativity in how they tell their story.
All posters are required to display the PACCE name, PACCE logo, course name, instructor’s name,
community partner’s name, and the community partner’s organization name if applicable. Beyond that
the content of the poster is up to the students. Potential (not required) topics include:
- Description of the project
- Level and type of interaction with the community partner
- Reciprocal benefits received by the community partner
- What you learned from the community partner
- How this project helped you Experience  Grow  Make a Difference
- How this project enhances your education
All posters or alternative displays must be approved by community partners
BEFORE they can be displayed. Faculty approval is assumed!
For proprietary reasons and for reasons of potential risk to individuals, it is important that community
partners know and approve any displayed information. Community partners can provide approval in three
ways:
- The community partner checked the waiver for poster day approval as part of their original
verification and acknowledgement of the project.
- An email to the PACCE office (PACCE@uwplatt.edu) stating that the community partner
approves the display of the poster. The community partner’s name and organization along with
the faculty partner’s name must be included.
- A form titled “Community Partner Approval for Engagement Poster Day Posters” must be signed
and sent to the PACCE office or made available on poster day. The form can be found on the
PACCE website at http://www.uwplatt.edu/pacce.
PICTURES
WARNING! Be sure to use caution in the use of pictures or other display materials that can visually
identify a person. This is especially true if minors are involved or others whose identity may pose a risk.
An additional release form titled “Release for use of Photos and Likeness” must be signed if any pictures
or likeness of non UWP students, faculty, and staff are used. The release form must be signed by the
parents or legal guardian before the posters can be displayed. The form can be found at the PACCE
website at http://www.uwplatt.edu/pacce. In the case of minors, a signature by the community partner
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does not work even if the community partner organization has a parental release. It must be directly
signed by the parents or legal guardian.
Note that the PACCE office has no ability to communicate directly with students. All communications
to students must come through the faculty partner! As an example, the following pages show the
information that was given to faculty partners to forward to their students for a previous PACCE Poster
Day.
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– Example PACCE Poster Day
Display Information and Guidelines
The audience for your display is other students, university faculty and staff, and community partners. The
intent of the poster is to tell the story of your project and its educational value to you. Each poster needs
to state the class and teacher’s name and the community partner organization. Beyond that the content of
the poster is up to you. Potential (not required) topics include:
- Description of the project
- Level and type of interaction with the community partner
- Reciprocal benefit received by the community partner
- What you learned from the community partner
- How this project helps you Experience  Grow  Make a Difference
- How this project enhances your education
You can use photos, text, art, testimonials, quotes, etc. Have fun with your poster and tell a great story.
High quality professional work is expected. Be sure to read and follow the guidelines below.
 Each project will be provided a 4-5 foot square area for displaying a poster or some other display.
 Each project will be provided with a 3 ft x 4 ft bulletin board and easel.
 There will also be some tables available for a laptop or other display. PACCE does not provide laptops or
screens. If you are interested in a table please contact the PACCE office at 342-7127. They are available
on a first-come, first-served basis.
 All posters and displays must have prior approval by the community partner before they can be
displayed. NO APPROVAL – NO DISPLAY!
 All pictures of non UWP students, faculty and staff, especially minors, must have a signed release
before they can be displayed. Any picture of a minor that does not have a release will have their face
blocked out prior to display. Please contact the PACCE office if you need the form (342-7127).
 Check-in will be in Velzy Commons beginning at 10:00. Once we verify community partner approval of the
poster and that photographs have appropriate signed releases, the student(s) will be provided with a
bulletin board and directed to their poster display location. Be sure to allow enough time for set-up so
that posters are ready for public viewing by 11:00.
 Please try to have one representative of the project with the poster at all times during the 11:00-1:00
time period.
 Students can begin to remove their posters from the bulletin boards at 1:00. All posters must be removed
from the bulletin boards by 1:30.
 Any poster materials remaining on the bulletin boards after 1:30 will be thrown away.
 The suggested dress code is business casual (example: khakis or other dress pants and collared
shirt/blouse).
 You can use PACCE funding for paying any expenses associated with the poster display up to $50.00. If
you need further financial assistance, please get in touch with the PACCE Office (342-7127).
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