Lead Learn Serve
Student Philanthropy Board Handbook
Introduction
Civic Engagement
Students and faculty at University of South Florida St. Petersburg are increasingly active in the
community, engaged in activities ranging from extra-curricular volunteer events to class-based
service assignments. The Center for Civic Engagement (CCE) at USFSP has been pivotal in
crafting a well-defined vision of service learning, in which client-based curriculum intertwines
real-world experience, academic success, and community achievement. Students and faculty at
USFSP are coordinating their efforts by working with local non-profit organizations to create
various media, networking systems, and sustainable programs that benefit many within the
community.
For CCE information, please visit
LLS Overview
Learn and Serve America Higher Education awarded USFSP $395,000 to fund the Lead Learn
Serve program that brings together representatives from the Bishop Center for Ethical
Leadership, the Center for Civic Engagement, the Career Center, the Department of Student
Life and Engagement, the office of Volunteer Services housed in the Division of Student Affairs
and Enrollment Services, and the Department of Languages, Literature, and Writing. The
primary focus of the Lead Learn Serve program is to promote civic engagement across the
disciplines, increase community literacy, and to connect classroom academics and democratic
community participation.
The Learn and Serve America grant provides the funding for the Student Philanthropy Boards
(SPB) which are the centerpiece for the Lead Learn Serve program. SPB courses are designed
to offer real world philanthropy situations in a variety of disciplines. The primary goal of Student
Philanthropy Boards is to research pressing social issues that correspond to course material in
which the SPBs are housed, select one issue that is in critical need within our local community,
then award a $5,000 grant to an organization that is working to solve the problem.
For Learn and Serve America Information, please visit
Student Philanthropy Board Overview
A Student Philanthropy Board (SPB) is a collection of students who collaborate within the scope
of an academic course to identify pressing social, economic, and environmental issues affecting
the local community. Each student board’s primary objective is to award $5,000 to a local 501
(c) 3 non-profit organization that is actively working to solve the board’s chosen issue.
SPBs consist of students pursuing various degrees and interests. Official meetings ensure that
every member of the SPB is given equal opportunity to provide meaningful contributions in the
decision making process. Therefore, board meetings are the primary tool for achieving the
SPB’s primary objective.
For student role information, please see page
For board meeting information, please see page
Student philanthropy boards work as a team to research pressing community issues, and
through critical examination select the one issue that the board is best equipped to address.
SPBs identify programs or initiatives that they feel would aim to alleviate the chosen community
issue, and define criteria to evaluate these programs. These criteria will ultimately lead to writing
a NOFO and creating a scoring rubric which both influence selection of a grant winner.
For researching community issues information, please see page
For NOFO information, please see page
For scoring rubric information, please see page
Learning Community Overview
Each year USF St. Petersburg invites a cohort of 50 students to participate in a Lead Learn
Serve first-year learning community program in which students live together in Residence Hall
One, take leadership and communication classes together, and participate in leadership
development programs. Students in this LLS learning community are introduced to concepts of
civic engagement and community literacy in their first year, and then encouraged, educated,
and mentored through continued service to our local community partners.
During the first semester, LLS learning community students are enrolled in English Composition
I (ENC1101) and Learning Strategies (REA 293). These two courses--taken concurrently-- help
students define such important terms as community literacy, service, engagement, and
leadership that are crucial to work successfully and lastingly with community partners. Students
in these classes profile potential and known community partners, identifying their primary needs
and concerns for student volunteers, and creating a database of needs-assessments.
During the second semester, English Composition II (ENC 1102) and Leadership Fundamentals
(LDR 2260) are taken concurrently as a Student Philanthropy Board course designation. These
first year students engage in hands-on learning to develop a sense of leadership and ownership
of their local community. By immediately utilizing techniques learned in each course, students
will be a equipped with the foundational tools for active community participation upon
completion of the process.
Additional activities within the Learning Community include:
● L.E.A.D. (Leadership Exploration and Development) Program
● Community Sevice/ Civic Engagement activities in the local community with nonprofit
and social service agencies.
● Club or organization at USFSP activities and leadership
For more, please visit
Student Philanthropy Board
A student philanthropy board (SPB) is a group of 5-10 students who collaborate to determine
community needs, create and send a Notice of Funding Opportunity (NOFO), and select the
local 501 (c) 3 organization that best matches criteria described in the NOFO. Figure 1 (below)
gives a brief overview of the key events in awarding process:
Throughout the remainder of this handbook, each of three major project components will be
examined in greater depth, placing an emphasis on linking select details with the primary
objective of the SPB. A 15 week class time-line is located in Appendix.
Figure 1: A visual overview of the SPB process
Functions of a Student Philanthropy Board
The SPB should be established early in the semester, no later than the third week of the
semester so that the boards will have ample time to meet required SPB deadlines.
Figure 2: An illustration of the student roles’ influence on the SPB’s objective
The first step for establishing an SPB is to assign student roles. All student boards will
be run differently according to the needs of the class, expectations of the instructor, and
students involved. However, each student board must have a clearly established leadership
process and chain of communication. To enhance the SPB process, student boards should
make a list of duties and responsibilities involved with each role and then elect or nominate
class members for each role.
Previous Student Boards have used the following roles with described duties. Student
Board members should carefully review the following descriptions and alter them to suit the
needs of each individual board. Members of each board must identify and discuss their own
strengths, weaknesses, expectations, and work practices to decide which roles involves tasks
that best suit individuals and the needs of the board.
Student Roles from Previous SPBs
Leadership Roles
Individuals assuming leadership roles may be expected to log extra time both in and out of
class.
Chair- Responsible for conducting board meetings, maintaining order, and ensuring that
meetings run as smoothly as possible. In most cases, this means synthesizing an agenda
based on the last meeting’s minutes, and approving the agenda via course instructor. Following
Robert’s Rules of Order, the chair is not allowed to vote, participate in debate, or make motions
to ensure fairness, but is the deciding vote in the case of a tie.
For agenda information, see page
Vice Chair- Assists the Chair in setting agendas, organizing meetings, and delegating tasks to
board members. Eligible to vote and participate in discussion. Additional tasks as needed.
Secretary- Responsible for official board correspondence (email and paper mail), overseeing
and distributing edited meeting minutes and reading them to the board at the beginning of each
meeting. Additional tasks as needed.
Additional Roles
The number of students assuming each role is at the board’s discretion.
Advocates- Forms relationships with organizations that may or may not align with the board’s
selected community issue (depending on place in the process.). Responsible for presenting
details to the board in order to facilitate quality decision making. May also invite guest speakers
and assist community organizations with proposal writing. To ensure objectivity, advocates may
not vote.
For more on advocate roles, see page
Board Members- The heart of a student philanthropy board. Participate in discussion and
debate; make decisions via voting.
Documentors- Every Student Philanthropy Board should take meeting notes in a specific format
called meeting minutes. minutes format (See App. ?). Although the needs of a student
philanthropy board may demand as few as one documenter, former SPBs have recommended
one documenter for each board member. Additionally, after each board meeting, a lead
documenter is responsible for reading each set of minutes and conglomerating them to
synthesize one accurate set to be adopted during the next meeting.
For minutes information, please see page
Sergeant-at-Arms: an officer appointed to keep order during meetings. Knowledgable about
Robert’s Rules of Order or alternative form of meeting management.
Conducting Meetings
To maintain the integrity of a highly collaborative process, a code of conduct must be
drafted and adopted by the board from the very beginning. Doing so will enhance transparency
of the board’s efforts to achieve its primary goal. Specifically, adhering to a designated code of
conduct will create a standardized format for conducting meetings, a system for collectively
addressing board opinions/ideas, and facilitating a timely schedule.
Important Considerations
Robert’s Rules of Order- commonplace among various committees, clubs, and bureaucracies,
these rules provide a process for running a meeting. Under these rules, the general practice is
to initiate each topic of discussion by making a motion, making a second to that motion, and
then passing the motion by a majority vote. http://www.robertsrules.org/
A formal SPB meeting operating under Robert’s Rules of Order might look like this:
Figure 3: A generalized example of a formal board using a brief version of Robert’s Rules
Minutes- It is very important to enlist one or more note-takers, usually the secretary, for each
board meeting. In addition, a documentor’s main goal is to take detailed notes of each meeting
in minutes format, including all votes taken and motions made, paying special attention to the
details and comments of his or her board members. Prior to each meeting, the lead documentor
(if applicable) should compile minutes from the previous meeting (from all other documentors,)
and synthesize one accurate set.
Agenda- The Chair of the board is usually responsible for creating a meeting agenda based on
the minutes from prior meetings. The chair is encouraged to discuss potential agendas with the
instructor for prior approval.
For time-budgeting purposes, an agenda may be divided into certain functions of the board that
occur during every meeting. Depending on the class, board meetings may take place during our
outside of class. For example, one SPB class allotted time for guest speakers/advocates during
the first part of the class, followed by a question and answer session, open forum, with the
actual board meetings reserved for the class’s final segment. Within each of these allotted time
periods, more detailed outlines of old and new business are listed to maintain focus.
For sample agendas, please see
Tabling-Any given order of business that threatens to derail the agenda’s sequence should be
tabled. Usually, these kinds of issues involve topics which have not been thoroughly discussed,
researched, or mentally processed. Tabling an order of business gives board members time to
ponder the matter.
Voting- The work of the board needs to be fair and representative of the make-up of the board.
Decisions by the board must be documented. Given these conditions, recorded votes are
strongly suggested in instances when SPBs cannot reach consensus. Following Robert’s Rules
of Order and other democratice processes, motions can pass with a range from simple majority
to two-thirds to a unaniomous vote depending on the importance of the motion. Also depending
on the significance of the motion, votes may be taken by verbal, written, or electronic means.
Voters typically respond Yea, Nay, or Abstain. All voting members should be accounted for in
the vote count, and all responses should be counted e.g. 5 Yea; 3 Nay, 1 Abstain--motion
passes.
Certain orders of business may involve issues about which individuals may be quite passionate.
In cases where passions flare, boards should consider allowing a brief open forum to ensue for
addressing relevant concerns. If the outcome is ostensibly positive, a re-vote may be deemed
necessary. Occasionally a chair may request a private consultation with a board member who
reports a series of “abstaining” votes to determine the cause and remedy of such a pattern.
Additional Considerations
Electronic Writing Media: A number of previous Student Philanthropy Boards have utilized
online writing media such as wikis, email, and discussion boards to facilitate the SPB process.
Web-based media are particularly useful in the SPB process because they allow collaboration to
continue outside of class. For example, uploading the next meeting’s agenda to an online wiki
will allow all board members to thoroughly review material before-hand.
For past online SPB work, please visit
Innovative Conventions- It should be emphasized here that the board functions listed above are
to be considered a strong starting point for future Student Philanthropy Boards. The rules should
be adapted to best suit the board. As an example, one past SPB writes, “difficulty (was) trying to
understand if a board member was making a motion or simply voicing his/her opinion. We
resolved the issue by passing a motion that required board members to stand while making a
motion.”
Helpful Hints from Previous Boards
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Prepare formal motions to the board beforehand
Have clear, concise, and thoughtfully worded motion statements
Hold mock board meeting to ensure understanding of board proceedings
Hold informal discussions before and after formal meetings to evaluate the board’s
progress/effectiveness
Notice of Funding Opportunity (NOFO)
In order to distribute grant funding effectively (as premised by the board’s primary
objective,) nonprofit organizations that are addressing the board’s chosen community issue
must first be aware of the opportunity. A Notice of Funding Opportunity (NOFO), alternatively
known as Request for Funding Proposals (RFP),is released to members of the non-profit
community to notify and invite them to apply,While the scope and structure of NOFOs vary, the
purpose istodescribe the structure and contents of proposals.. To obtain the most accurate
results, the NOFO must be clear and concise, defining key criteria and expectations, while also
providing specific conditions for the proposals in response. A properly written NOFO, might yield
proposals that give the organization’s background and explain how the $5,000 funds can assist
in achieving key goals outlined by the NOFO.
For NOFO writing information, please see page
For evaluation criteria information, please see page
Since a large majority of board members have declared that writing an effective NOFO is
the most challenging aspect of this entire process, each SPB should carefully select, research,
and discuss potential NOFO topics before writing.
Topic Research and Selection
Choosing an appropriate community issue to address is the guiding force while constructing a
NOFO. All prospective issues should align with the course content and the instructor’s
expectations for the course SPB (See Table 1 below.)
Course
Issue
NOFO
Environmental
Politics and Policy
Resources for an organic garden and an
educational program to encourage
environmental stewardship, sustainability,
healthy nutrition and wellness for youth
Anthropology:
Methods in Cultural
Support of the Inclusionary Summer Youth
Arts Camp
Research
Advanced Technical
Writing
To develop a web-based resource library to
strengthen the capacity and effectiveness of
the nonprofit-based homeless system of care
in Pinellas County
Table 1: Examples of past issues chosen by various courses
Usually, a series of individual or small group assignments are a solid starting point for
choosing a social issue. For example, an instructor may issue an assignment in which each
student is asked to find three newspaper articles that investigate community issues. During the
next class meeting, students might form groups of two or three to discuss and decide which of
the three community issues presented are the most prevalent. In doing so, students must
critically examine each issue. Rather than asking broad questions like “what is homelessness,”
students may unearth root causes of the problem by asking more subjective questions like
“what causes homelessness,” or “what are the life histories of individuals who become
homeless?” Such inquiries encourage multi-dimensional discourse in which students may
exchange a variety of perspectives, experiences, and academic relationships.
Once students have been given adequate time to conduct preliminary research and
attain a sense of awareness towards critical needs in the community, the student philanthropy
board must narrow its NOFO scope down to one issue. To do so, board members must
suppress feelings of self-interest and wrought emotion. Ultimately, the final issue must reflect a
consensus made by the board.
“In a meeting on September 21, 2009, our Student Philanthropy Board (SPB) chose student
based mentoring programs that focus on 8th-12th grade students. Each class member was
assigned the task of researching and preparing a report on the specific area of social concern.
From these reports students engaged in an exchange of information to narrow the topic to either
mentoring or academic improvement. These two issues were joined to create a cohesive board
vision and to maintain an appropriately sized audience among organizations. Through an online
discussion forum and class discussion our class created a useful dialogue from which it became
possible to reach a workable consensus.”
-Dr. Morgan Gresham’s fall 2009 Technical Writing Student Philanthropy Board
Carefully selecting away issues requires careful consideration of ethical, practical, and
academic limitations. Advocates may also play a role in this process by sharing their expertise
with particular organizations and community issues, allowing those organizations to better fulfill
the request of the NOFO.
Questions to ask:
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What areas have previous Student Philanthropy Boards addressed? What sets us
apart?
Are there any organizations in our area that can address this need?
Will this issue be impacted effectively by the amount being awarded?
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Can the effects of the grant on this topic be measured accurately?
Will grant funding be linked to sustainability?
Is this topic so broad that the board will receive too many proposals?
Is this topic so narrow that the board will receive too few proposals?
What topics does our professor have expertise in?
What topics do our students and board members have expertise in? (Be sure to note
any ethical concerns or conflicts of interest right away.)
How far will $5000 go?
Writing a Notice of Funding Opportunity
Fortunately, most of the content that defines a Notice of Funding Opportunity (NOFO) is
provided by a NOFO Template. For legal purposes, the wordings students choose to complete
this template must be carefully selected and perfectly phrased.
For additional insight for writing a NOFO and choosing evaluation criteria, please refer to the
NOFO template provided in Appendix. Each SPB specific section is marked in red, and
denotes a number from 0-100. Please refer to the numbers below for general advice.
NOFO Recommendations
1.
2.
3.
4.
5.
This is where helpful information regarding blank 1 will go.
This is where helpful information regarding blank 2 will go.
This is where helpful information regarding blank 3 will go.
This is where helpful information regarding blank 4 will go.
This is where helpful information regarding blank 5 will go.
Evaluation Criteria
To ensure fairness and objectivity, a point-based system is utilized to evaluate proposals. To
award points, a clearly defined set of evaluation criteria must be constructed that is based on
the requirements and expectations defined in the NOFO. Naturally, certain criteria should carry
more weight than others. This is very much like the process of earning a grade in a college
course; a syllabus is distributed which defines what is expected of you and then your
performance in the class is compared to those expectations.
Sending a NOFO
A large directory of local non-profit organizations is available at , however, it is the
students’ responsibility to verify that a NOFO will be sent to all appropriate organizations.
Legal Considerations
Because students are distributing federal funds, it is absolutely necessary that the
criteria for selecting a winner is made very explicit and available to anyone who is interested
(including non-winning organizations.) At the beginning of the semester, students sign an
agreement to publish their work, which is utilized in making these documents available.
Proposal Evaluation
Proposals received within the given timeframe will be evaluated by the SPB according to the
rubric provided in the NOFO. Point values are assigned to each criterion, and the proposal with
the highest score wins.
Fair and accurate scoring can best be achieved by distributing copies of every proposal to each
voting-eligible student board member. Each student should synchronize their evaluation of all
proposals with the board-drafted scoring rubric; assessing numerical values for every criteria
field on a designated score sheet. When all students have completed scoring proposals, the
score sheets should be collected by an assigned board member (usually the secretary) and
averaged using the Excel worksheet (see Appendix III). The proposal that receives the highest
score average is awarded the grant. If two proposals receive an equal score, a two-thirds board
should be held to make the final decision. All score sheets must be retained for the LLS
Coordinating Committee. Once scoring has been completed and double-checked, the secretary
or other board leader should save the completed Excel spreadsheet, and forward it and the
original scoresheets to the LLS Coordinating Committee for verification and notification.
Students may encounter difficulties agreeing upon content/language that constitutes any given
score (0-5 or 0-10.) A guideline for making such decisions has been provided by the LLSCC and
is available in Appendix.
Presenting the Award
Upon determining a winning proposal, the board’s secretary should send an e-mail to the LLS
coordinating committee which announces the winner. All relevant material should then be
submitted to the committee including score sheets for the winning proposal, the proposal itself,
and the NOFO. The LLS coordinating committee will then invite the appropriate organizations to
an awards ceremony.
Glossary
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Lead Learn Serve (LLS)- A 3-year parent program initiated by USFSP which promotes
community literacy, community and engagement, and civic leadership. Programs include
the LLS Learning Community, the Citizen Scholar Service Project, and civic engagement
through client-based writing courses.
Community Issue- Broad definition. May be a problem, controversy, or weak point that
affects all members of a given community. Affects can be either direct or indirect.
Critical need- An extention of a community issue that can potentially be addressed with
some economic, administrative, or physical support.
Leadership role- This umbrella term consists of the Chair, Co-Chair, and Secretary of a
Student Philanthropy Board. May also include additional roles such as Sergeant at Arms
and/or Lead Documenter.
Learn and Serve America- An organization that provides direct and indirect support to
K-12 schools, community groups and higher education institutions to facilitate servicelearning projects by providing grant support for school-community partnerships and
higher education institutions, providing training and technical assistance resources to
teachers, administrators, parents, schools and community groups, and collecting and
disseminating research, effective practices, curricula, and program models. Please refer
to www.learnandserve.gov
Learning Community- A group of 50 first year students that live in the USFSP dorms
together, participate in leadership programs, enroll in a first year service learning
curriculum, and participate in USFSP student organizations.
NOFO (Notice of Funding Opportunity)- A document sent to local non-profit agencies
which announces the availability of potential grant money. Each individual SPB designs
the qualifications, restrictions, and requirements which an organization must adhere to if
it is to be considered for funding.
Service learning- A process in which the student’s acquiring of skills and/or academic
proficiency also benefits all members of his or her community and prepares the student
for active participation in a diverse democratic society.Student Philanthropy Board
(SPB)- A group of students (in the same class) which collaborates to determine
community needs, create and send a Notice of Funding Opportunity, and then select the
organization which best matches the NOFO criteria.
Appendix 1
University of South Florida Saint Petersburg
Student Philanthropy Board
___________________
Notice of Funding Opportunity (NOFO)
Request for Proposals (RFP)
Issue Date:
Day Month 2010
To be completed by Student Philanthropy Board
Title:
Issuer:
Fall 2010 Student Philanthropy Board #, USF St. Petersburg,
housed in name of name & course # (e.g.ENC 2210.691F09: Technical
Writing)
Available
Funding:
$5,000
DUE DATE:
5:00pm on Friday, Day Month 2010
a. Problem Statement
This request for proposals is open only to 501(c) (3) nonprofit organizations operating in
Pinellas and Hillsborough counties.
The Spring 2010 USF St. Petersburg Student Philanthropy Board # __ (USFSP SPB#)
requests proposals that will __________________
The grant provided by the USFSP SPB is Federal funds and it carries all Federal
restrictions. See Appendix I (Prohibited Program Activities).
Cause and Effect statements
Statement of problem(s) with categories of solutions (not exact solutions, but solution areas)
b. Funding. The USFSP SPB will provide one awardee funds up to the $5000 maximum as
allocated by the Lead Learn Serve Grant to fund a
___________________________________________________________ The grant funds
provided by the USFSP SPB cannot be used for any other purpose or project other than that
outlined in the response to the Request for Proposals.
A.
Funding Restrictions:
1. Monies from the sub grant can only be used on the following:
a. Training
b. Equipment (including computers)
c. Supplies
d. Consultants or independent contractors not exceeding a rate of $75.00 per
hour.
2. Further Restrictions:
a. Grant funds may not be used to supplement or replace salary for a currently
employed full-time or part-time staff member.
b. For restrictions placed on applicants by the Lead Learn Serve Coordinating
Committee and the Learn and Serve America, see Appendix II (grant
provisions).
c. Proposal Requirements
Executive Summary of the program
1 year plan
i.
120 days to implementation of enhancement
ii.
365 days to spend all monies
C. Program goals linked to critical needs
D. Program activities
i.
Category 1 of evaluation (Development and/or enhancement of program)
ii.
How program will be implemented
iii.
Category 2
iv.
Category 3
v.
Category 4
vi.
Evaluation plan
vii.
Sustainability plan – longevity of program
viii.
Budget (for sample budget analysis, see Appendix III). Budget expenditures
must focus on these areas:
a.
Training
b.
Equipment
c.
Supplies
d.
Consultants or Independent Contractors
ix.
Budget narrative must connect expenditures to critical needs. Grant applications
will be evaluated to ensure that proposed budgets are clearly aligned with the
activities outlined in the project plan. If there are elements of the budget that do
not clearly connect with the project activities, please justify their inclusion in
the budget narrative.
E. Assessment plan and performance measures
i.
Includes criteria for success and how that success will be measured
A.
B.
Includes assessment timeline
ii.
d. Qualifications for Applicants. The USFSP SPB # will accept proposals from individuals or
organizations who are 501(c) (3) tax-exempt organizations. These organizations need either
be based in or have primary offices in Pinellas and/or Hillsborough County/Counties.
Organizations that have relative and significant experience in the following areas are
especially encouraged to apply:
A.
B.
I.
_____________________________________
Programs that are clearly sustainable beyond the initial enhancement monies.
Grant Application: The submitted proposal should not exceed 4,600 words in length, not
including budgets, title pages, and a bibliography/works cited. The proposals should be
single spaced with one inch margins. The font should be 12 point in Times New Roman. The
proposal must be accompanied by documentation showing 501(c) (3) status.
Proposal Deadline: Proposals will only be accepted until Friday, Day Month 2010 at
5:00p.m.
Electronic and paper copies of submissions are required.
1. Please send electronic copies to justicec@mail.usf.edu with Response to Student
Board NOFO/RFP # ____ in addition to the name of the applicant in the subject
header.
2. Please mail five (5) paper copies of the proposal to the below listed address.
Charlie Justice
Response to Student Board NOFO/RFP # ___
University of South Florida St. Petersburg
Attn: Student Philanthropy Board
Campus Activities Center
140 7th Ave South
Saint Petersburg, FL 33701
Questions regarding proposals and processes should be directed to the USFSP SPB # __in care
of (instructor_____________ (email address). Subject line should read Inquiry Regarding
Student Board # NOFO/RFP.
II.
Award Process Deadline. To the extent possible, the USFSP SPBs will adhere to the
following timelines:
Day Month 2010
Issuance of NOFO/RFP
DEADLINE for submittal of applications
Day Month 2010
5.00pm
Day Month 2010 Award Celebration
5:00pm
III.
Evaluation of Applications.
The USFSP SPB # ____ will evaluate received proposals based on the criteria listed below.
A proposer may receive points per criteria up to the maximum points available (100 total).
The grant will be awarded to the proposal with the highest score, closest to the maximum
score of 100 points. If there are two or more proposals that have the highest equal ranking,
the board will hold a two-thirds vote upon the issue to make a final decision.
Mandatory Requirements (Must be addressed in Executive
Summary)
501 ©(3) documentation
Location in Hillsborough/Pinellas Counties
Type of Program
SPB-stipulated mandatory requirement
Sustainability Plan – longevity of program enhancements
Evaluation Rubric
Executive Summary of the program
1 year plan
i.
120 days to implementation of enhancement
ii.
365 days to spend all monies
C. Program goals linked to critical needs
D. Program activities
i.
Development of program
A.
B.
ii.
Implementation of Program
iii.
iv.
v.
vi.
Category 2
Category 3
Category 4
Evaluation plan
Sustainability plan – longevity of program
enhancements
viii.
Budget (for sample budget analysis worksheet,
see Appendix III). Budget expenditures must
focus on these areas:
a. Training
b. Equipment
c. Supplies
d. Consultants/Independent Contractors
ix.
Connection between budget narrative
expenditures, critical needs, and program
activities
E. Assessment plan and performance measures
Points
Available
0-5
0-5
Points
Earned
0-10
0-75
010
010
0-5
0-5
0-5
010
010
vii.
0-10
010
0-5
i.
ii.
IV.
Criteria for success and how that success will be
measured
Assessment Timeline.
Definition of Key Terms.
Sustainability
The term sustainability refers to the program's ability to maintain itself beyond
that of the initial investment.
Training
Equipment
Appendix III (Example Budget Worksheet)Values in the example budget worksheet are for
example only and should not suggest priority funding objectives. Agency priorities may vary.
The Example Budget Worksheet is an editable spreadsheet. Word users can <right>-click or
<control>-click on the table to open up a modifiable Microsoft-Excel worksheet. Choose to
“edit” the “worksheet object”
Appendix II
Outline by Morgan (working)
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what the process looks like
What forms to use when
how to write a NOFO
○ choosing mandatory requirements
○ choosing categories for evaluation
how to score the proposals using the scoresheets
how to add community partners to the website
forms
● NOFO template
● scoresheets template
Examples
● Drafts of NOFOs
● Final NOFO
● Winning Proposals
● Completed scoresheets
To assure equitable collaboration, an SPB is spawned by the assuming and assigning of
leadership roles. Because the purpose of each role is to ensure productive and efficient board
meetings, students should understand and agree upon relevant obligations and tasks
associated with their role in the process. For example, an SPB might consist of 15 students: 1
chairman, 1 assistant chairman, 1 secretary, 1 sergeant at arms, 1 lead note-taker, 5 assistant
note-takers, and 5 senators. These positions (and the associated tasks) are ultimately
determined by the SPB itself on a semester-by semester basis.
Comments: This can really be pared down to something a lot more informative. I only speak
from my experience with the SPB process, but our class and board was very much student
driven. We were not given a solid set of LLSCC rules and regulations. This handbook, as it
sits, lays everything out for the future SPBs a little too well. Suggested links and research
should be given but it should stop at the suggestion.
As far as format goes, you may want to set the whole thing up chronologically—the way the
class will flow.
Welcome to class
Service learning, community, nonprofits
LLS @USFSP, the Committee
SPB: roles, objectives, LLSCC regulations (what is given)
The Process: NOFO, Proposals, Evaluation/Scoring, Awarding
Award Ceremony
Appendices
Suggested Reading
Glossary
Will the instructors have been through SPBs before? If so, what kind of information will/can they
provide students during class?
In order to save time and space, I would rely on the information provided through linkage (LLS,
CCE, examples of NOFOs and proposals, etc.)
Have you considered making this a website as opposed to a handout?
I’d like to see the finished handbook if possible. Let me know if you have any other questions!!
Jaime Boyko