Campus Participation: Mini-Grants
The Project awards mini-grants of $2500 on a rolling basis to support
activities that address the goals of the BTtoP Project.
Examples of funded projects include:
- Establishing a task-force to develop and implement a campus-wide survey
to assess the alcohol and drug use.
- Improving coordination of service learning effort across disciplines,
schools and community partners and improve monitoring and evaluation
of existing service-learning programs.
- Professional development activities for faculty focusing to encourage
student referrals to counseling services and other campus services addressing
student mental health and substance abuse.
-
Organizing a day-long series of activities including an all-campus
forum, class visits, and workshops with faculty, members of the counseling
center and the Center for Public Service, and students.
Participants:
Allegheny College: Engaged Learning, Student Mental
Health, Civic Development Demonstration Program
Objective: To emphasize fostering engagement with community, values development,
and the importance of peer-to-peer influence on behavior by engaging a
theater troupe in script writing and presentation.
Bates College
Objective: To inventory engaged learning and community engagement experiences
across Bates College, understanding the goals (for students and the community)
participating in these experiences, and learning motivating factors for
students; and to begin developing tools for evaluating engaged learning
and community engagement experiences.
Franklin Marshal College: Gray Matter: A Living-Learning
Initiative
Objective: To enhance student-faculty collaboration outside the classroom,
increase the level of critical inquiry by our students, and improve the
level of thoughtful behavior within our residential community and beyond.
Gettysburg College: Starting the Conversation: A
Student-led Panel Exploring the Linkages between Engaged Learning and
Mental Health
Objective: To sponsor a day-long series of activities including an all-campus
forum, class visits, and workshops with faculty, members of the counseling
center and the Center for Public Service, and students.
Indiana University Bloomington
Objective: To hold a conference for constituents from Student Affairs
and faculty to discuss research done by BTtoP demonstration sites and
the current models of engagement that favorably impact student wellness
and the integrated undergraduate experience.
Johnson State College: Engaged Learning, Student
Mental Health, and Civic Development Demonstration Program
Objective: To increase student engagement, with a particular focus on
first year students, through designing courses that emphasis service learning.
Montclair State University: Bringing
Theory to Practice at MSU: A New Potential for Linking Scholarship with
Teaching and Learning Forum Series
Objective: To transform teaching into a valid and productive research
agenda, provide opportunities for fulfilling the scholarship of pedagogy
and engagement requirements of FSP, and introduce a campus-wide initiative
examining the outcomes of service-learning and engaged pedagogies.
Princeton University: Princeton
Depression Awareness Program (P-DAP) at Princeton University
Objective: To raise the awareness to the prevalence of unrecognized and
untreated depression in students.
Regis College: Regis College Project to Address
Depression and Substance Abuse Among Late Adolescences
Objective: To increase early intervention of mental health issues among
women on campus and create intentional partnerships between students,
staff, and faculty to address these issues.
Richard Stockton College of New Jersey:Training
At-Risk Students Relegated to a Credit Educational Course in Healthy Behavior
to Mentor First-Year College Students in Positive Behavior
Objective: To connect existing service-learning programs on campus and
develop a service-learning component to Options, an existing substance
abuse intervention program.
St. Mary’s College of California: Chat Room
Objective: To plan and host pilot community dialogue events and train
campus representatives (faculty, staff, and students) to facilitate community
dialogues.
Sarah Lawrence College
Objective: To provide faculty development in conceptualizing a developmental
framework for entering college students, understand how they make meaning
of their experience, and exploring how faculty and staff can serve as
facilitators of this development through engaged learning opportunities.
Syracuse University: Syracuse University’s
Wellness Model: Where Theory Meets Practice
Objective: To integrate existing, and develop new, programs and services
to achieve a wellness-service continuum addressing the holistic wellness
needs of individual students and the University community as a whole.
Specific components include marketing and coordinating wellness efforts,
including developing a common logo, and developing an integrated programming
calendar and marketing plan, and promoting efforts among disciplines,
schools, and community partners.
Tusculum College: Breaking the Ice: A Campus-Wide
Survey and Task Force to Examine the Issues Concerning Mental Health and
Substance Abuse
Objective: To establish a task-force to develop and implement a campus-wide
survey to assess the alcohol and drug use at Tusculum College.
University of Georgia: Increasing Learning Opportunities
for UGA Students: Linking Academic Study and Civic Engagement
Objective: To achieve better coordination of service learning effort across
disciplines, schools and community partners and improve monitoring and
evaluation of existing service-learning programs.
University of Kansas: Faculty “Buy-in”:
Preparing Key Stakeholders for Developing an Engaged Learning Initiative
Objective: To further enhance engaged learning initiatives by increasing
the number of faculty and students participating in engaged learning and
developing a system for tracking faculty and student outcomes related
to their participation.
University of Wisconsin-River Falls: A
Campus-Wide Conversation about Student Mental Health
Objective: To initiate an informed, campus-wide discussion on the status
of student mental health at UWRF; and plan the next steps in addressing
the issues raised by the discussion.
If your campus is interested in applying for a mini-grant, please contact
Jennifer Wong, Program Associate, at wong@aacu.org or 202-884-0815.
 |
