1 2014 Honor Roll Application

Application for the President's Higher Education Community Service Honor Roll

President's Challenge Honor Roll 2014 Application for Submission

Application for the President's Higher Education Community Service Honor Roll

OMB: 3045-0120

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The President’s Higher Education

Community Service Honor Roll Application

Program Purpose: The President’s Higher Education Community Service Honor Roll recognizes higher education institutions that reflect the values of exemplary community service and achieve meaningful outcomes in their communities. The Honor Roll is part of the Corporation for National and Community Service’s strategic commitment to engage millions of college students in service and celebrate the critical role of higher education in strengthening communities.

The President’s Interfaith and Community Service Campus Challenge is a parallel national initiative that was launched in 2011, based on recommendations from President Obama’s inaugural Advisory Council on Faith-based and Neighborhood Partnerships. Administered by The White House Office of Faith-based and Neighborhood Partnerships and the Center for Faith-based and Neighborhood Partnerships within the Department of Education, the President’s Challenge invites institutions of higher education to commit to a year of interfaith cooperation and community service programming. Over 400 colleges and universities and nearly 200,000 people to date have been involved in advancing interfaith service in their communities.

Starting this year, the President’s Challenge will be integrated with the Honor Roll, creating a new recognition category. This track recognizes higher education institutions that reflect the values of exemplary interfaith community service. Interfaith Service involves people from different religious and secular backgrounds tackling community challenges together while building meaningful relationships across lines of difference.

Presidential Awards are made for General Community Service, Education, Economic Opportunity, and the Interfaith Service. Applicants may elect to apply for just one recognition category or all four categories. Applicants will be considered in each category for which they apply. Applicants must provide at least three project descriptions for each category in which they apply. An applicant may apply for one or more of the four categories noted, however, for each category, the applicant must provide at least three project descriptions. If you would like more information about the President’s Higher Education Interfaith Community Service Challenge please be sure to check the appropriate box below.

Uses of information: Information provided in the “exemplary project” descriptions may be published in connection with the Honor Roll on the Corporation for National and Community Service (CNCS) website and partner websites. Information provided by this collection will be held solely by CNCS staff and partner agencies/organizations.

Registration Information

Account Information Username:_________________________________

Password:_________________________________

Email Address: _____________________________

Name of Contact Person First______________ Last: __________________

Department/ Office: _________________________

Email Address: _____________________________

Indicate which categories your institution is applying for:

General Community Service
Education
Economic Opportunity
Interfaith Community Service
All of the above

Would you like more information about the President’s Higher Education Interfaith Community Service Challenge?

APPLICANT INFORMATION

Institution of Higher Education: ___________________________________________________

(Official institutional name, as it will appear on the Honor Roll)

Name of chief executive officer: First: __________________ Last: __________________

Title (President, Chancellor, other): ____________________

Mailing Address: Street Line 1: ______________________________

Street Line 2: ______________________________

City: _____________________________ State: __

ZIP: ______

Phone: _______________ Fax: ________________

Email address: _____________________________

Interfaith Service Staff Lead: First: ______________Last: __________________

Department/ Office: _________________________

Email Address: _____________________________

Campus Community Service Coordinator: First: ______________Last: __________________

Department/ Office: _________________________

Email Address: _____________________________

Official Department Contact Information: Street Line 1: ______________________________

(If different from main contact) Street Line 2: ______________________________

City: ________________________ State: ___

ZIP: ______

Phone: ________________Fax: _______________

Email address: _____________________________

Institution’s 6-digit IPEDS code _______ and 8-digit OPEID number ____________

Both are listed on COOL, at http://nces.ed.gov/ipeds/cool)

Total student enrollment (graduate and undergraduate, full and part-time): _____________

Institutional type (Check one):

Two-year public: ______ Two-year private: ______

Four-year public: ______ Four-year private: ______

Graduate students only, public ______ Graduate students only, private ______

Other (please describe) _______________________________________________

Minority-serving institution (Check as appropriate):

Alaska Native Serving Institution _______

Asian America and Pacific Islander Serving Institution _______

Historically Black College or University: _______

Hispanic-Serving Institution: _______

Native Hawaiian Serving Institution _______

Native-American Serving (non-tribal) Institution _______

Tribal College or University : _______

Predominantly Black Insitution _______

Predominantly Minority Population Community College _______

Institutional religious affiliation, if any (Check one):

Catholic: ______ Methodist: ______

Presbyterian: _____ United Church of Christ: ______

Evangelical Lutheran Church of America_____ Jewish: ______

Buddhist: ______ Muslim: ______

Secular/Not Applicable: ______

Other (please describe) _______________________________________________

Have you ever been a member of the Honor Roll?

Yes ________ No ________ Don’t know/ data not available ________

If yes, have you ever emphasized in your marketing materials (website, brochures, etc) membership on the Honor Roll?

Yes ________ No ________ Don’t know/ data not available ________

How did your institution learn about the Honor Roll program? (Indicate all that apply):

Media advertisement _______

Media news story _______

CEO’s letter to higher education chief executives _______

Outreach by CNCS or its programs _______

Outreach by Interfaith Youth Core _______

Outreach by the Department of Education _______

Outreach by Campus Compact _______

Outreach by another higher education organization _______

American Council on Education Annual Meeting _______

National Conference on Volunteering and Service _______

Other _______

Definitions

Community service means: activities designed to improve the quality of life of off-campus community residents, particularly low-income individuals. Community service activities may include but are not limited to: academic service-learning , co-curricular service-learning (not part of an academic course, but utilizing service-learning elements) and other co-curricular student volunteer activities, as well as Federal Work-Study community service and paid community service internships. Community service includes both direct service to citizens (e.g., serving food to the needy) and indirect service (e.g., assessing community nutrition needs or managing a food bank).

Interfaith service means: the above service activities with intentional interfaith engagement components incorporated including (but not limited to) post-service reflection on interfaith collaboration, service-issue themed interfaith dialogue, religiously diverse and secular service organizers and participants, service partnerships with faith-based and secular community organizations, student enrollment in interfaith curriculum coupled with service hour requirements.

Academic service-learning means: service that is integrated with academic course content. It may involve direct or indirect service, and may include academic research.

CNCS programs include: AmeriCorps VISTA, AmeriCorps State and National, AmeriCorps NCCC, Senior Corps, and Social Innovation Fund.

Academic term means: quarter, semester or trimester.

Economic Opportunity means using service to improve the financial well-being and security of economically disadvantaged individuals.

****All estimates requested in this application are for the

12-month period ending June 30, 2013 ****

Institutional Commitment to Community Service Statement

Describe your institution’s commitment to community service; provide the background and context of this commitment and brief, varied examples of how it is demonstrated on campus and in the institutional culture. This is your opportunity to explain the culture of community service that exists at the institution and the impact that this culture has on the community.

Also describe your institution’s commitment to interfaith community service through intentional interfaith engagement and how this ties into the commitment to service; provide all of the above background, context, and examples to explain the culture of interfaith cooperation that exists at the institution and how this enhances the service work of your institution and its impact on the community.

This statement MUST include:

Detailed discussion of the institutional commitment to community service, including:
- Explanation of the commitment of institutional resources to support service (for example staffing, budgeting, etc.);
- Brief examples of this institutional culture of community service as it is integrated into campus activities (for example campus service officer, service-learning courses, or days of service);
Detailed discussion of the institutional commitment to interfaith engagement, including:
- Explanation of the commitment of institutional resources to support interfaith engagement
- Brief examples of this institutional culture of interfaith engagement as it is integrated into campus activities;
Explanation of how that institutional commitment is implemented in the campus culture, academic programming and extracurricular activities;
Discussion of the impact and effect of this commitment to service in the community; and
Description of the conditions in the community that drove your institution to engage in service.

Max: 4000 characters

______________________________________________________________________________

General Community Service Section

The applicant must complete and submit all three project descriptions.

General Community Service: Exemplary Project Description 1, 2 and 3

Project 1 Title: ________________________________________________________________

In this section, select one (1) service project that best exemplifies the “Institutional Commitment to Service” Statement.” This section provides the opportunity to explain, in detail, the service project, the connection of the project to the larger institutional commitment to community service, and the impact of this service in the community.

The project selected for this section should be the one that most clearly aligns with the Institutional Commitment to Service Statement. This project should demonstrate the clearest connection to the institutional support for and commitment to service, and the strongest impact in the community. Additionally, the project should include explicit interfaith engagement components that align with the institution’s interfaith service commitment.

Provide details pertaining to each of the three evaluation categories: Project Scope, Evidence of Project Effectiveness and Impact on Community. (See Application Guidance for definitions.)

This project description MUST include:

Explanation of the project and indication of the specific service provided, including:
- Who from your institution participates in the service (faculty, teachers, students, etc.);
- Who benefits from the service;
- Detailed evidence, including quantification, and description of the project’s benefits to the population served; and
Clear connection to the Institutional Commitment to Service Statement.
Clear connection to the Institutional Commitment to Interfaith Service, including an explanation of:
- The different religious and secular perspectives represented by service organizers and participants
- How interfaith engagement was incorporated into the service project
- Detailed evidence, including quantification, and description of the project’s impact on the interfaith culture of the campus.

A strong project description SHOULD also include:

Program practices or institutional support elements that were found particularly helpful or effective;
Indication of whether student participation was during regular academic sessions or during summer or other breaks or as part of curricula or extra-curricular activities (indicate frequency of service);
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, or other government programs.

Include in your overview a description of how your campus will utilize evaluation and reporting methods to indicate that this program will have a impact. (See Application Guidance for definition.)

Max. 4000 characters

______________________________________________________________________________

Project Scope:

Total Number of Participating Students
Students Participating in Curricular Projects
Students Participating in Extra-Curricular Projects
Number of Student Hours Served
Number of Participating Faculty/Staff
Number of Faculty/Staff Hours Served
Participating in Curricular Projects
Participating in Extra-Curricular Projects
Estimated Number of Individuals Served

Evidence of Project Effectiveness: Quantity

Economic Opportunity
- Houses built
- Meals served
- Hours of job training and support provided
- Other

Education
- Students tutored/mentored
- Students assisted in undertaking service-learning
- Books read
- Other

Environment
- Community gardens built
- Streams monitored/remediated
- Bags of garbage collected
- Cans and bottles recycled
- Other

Health
- Number of people provided with health screenings
- Nutrition/healthy living lessons taught
- Other

Veterans and Deployed Personnel
- Veterans assisted with reintegration into the community
- Military families assisted
- Other

Other

Interfaith Engagement
- Number of students who learned something new about a denomination, religion, or secular perspective different than their own
- Number of students who committed to participating in future interfaith events
- Number of the above students who were first-time participants of an interfaith event
- Number of students who met and/or worked with some one of a different denomination, religion, or secular perspective
- Number of students who experienced a positive impact on the way they think about a denomination, religion, or secular perspective different than their own

Interfaith Engagement Story: Share one student participant story that best encapsulates the positive attitude toward diversity on religious matters among your student participants. (250 word limit)

General Community Service: Student Participation in Service

Estimate:

The number of students who engaged in academic service-learning.
The number of students who engaged in forms of community service not including the students counted in determining a) (unduplicated count).
The total number of students who engaged in community service of any kind (sum of a and b).
The number of students who engaged in at least 20 hours of any kind of community service per academic term.
The number of students whose service was supported by one or more CNCS programs.
The total number of all community service hours engaged in by the institution’s students.

EDUCATION SECTION

Project Title: __________________________________________________________________

In this section, your institution may apply in one or both of the two special categories: education and economic opportunity. A project submitted for the education special category should detail the service project, the connection of the project to improving educational outcomes for children and youth in pre-kindergarten through undergraduate education, and the impact of this service. A project submitted for the economic opportunity special category should detail the community service project, the connection of the project to improve the financial well-being and security of economically disadvantaged individuals, and the impact of this service.

The projects selected for this section should be the ones that most clearly align with the Institutional Commitment to Service Statement. This project should demonstrate the clearest connection to the institutional support for and commitment to service and the strongest impact in the community. Additionally, the project should include explicit interfaith engagement components that align with the institution’s interfaith service commitment.

Provide details pertaining to each of the three evaluation categories: Project Scope, Evidence of Project Effectiveness, and Impact on Community. (See Application Guidance for definitions.)

This project description MUST include:

Explanation of the project and indication of the specific service provided, including:
- Who from your institution participates in the service (faculty, teachers, students, etc.);
- Who/what benefits from the service;
- Detailed evidence, including quantification, and description of the project’s benefits to the population served; and
Clear connection to the Institutional Commitment to Service Statement.
Clear connection to the Institutional Commitment to Interfaith Service, including an explanation of:
- The different religious and secular perspectives represented by service organizers and participants
- How interfaith engagement was incorporated into the service project
- Detailed evidence, including quantification, and description of the project’s impact on the interfaith culture of the campus.

A strong project description SHOULD also include:

Program practices or institutional support elements that were found particularly helpful or effective;
Indication of whether student participation was during regular academic sessions or during summer or other breaks (indicate frequency of service) and if it was part of a course curricula or extra-extracurricular activity;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, or other government programs.

Include in your overview a description of how your campus will utilize evaluation and reporting methods to indicate that this program will have a impact. (See Application Guidance for definition.)

Max. 4000 characters

______________________________________________________________________________

Project Scope:

Total Number of Participating Students
Students Participating in Curricular Projects
Students Participating in Extra-Curricular Projects
Number of Student Hours Served
Number of Participating Faculty/Staff
Number of Faculty/Staff Hours Served
Participating in Curricular Projects
Participating in Extra-Curricular Projects
Estimated Number of Individuals Served

ECONOMIC OPPORTUNTY SECTION

Project Title: __________________________________________________________________

Provide details pertaining to each of the three evaluation categories: Project Scope, Evidence of Project Effectiveness, and Impact on Community. (See Application Guidance for definitions.)

This project description MUST include:

Explanation of the project and indication of the specific service provided, including:
- Who from your institution participates in the service (faculty, teachers, students, etc.);
- Who/what benefits from the service;
- Detailed evidence, including quantification, and description of the project’s benefits to the population served; and
Clear connection to the Institutional Commitment to Service Statement.
Clear connection to the Institutional Commitment to Interfaith Service, including an explanation of:
- The different religious and secular perspectives represented by service organizers and participants
- How interfaith engagement was incorporated into the service project
- Detailed evidence, including quantification, and description of the project’s impact on the interfaith culture of the campus.

A strong project description SHOULD also include:

Program practices or institutional support elements that were found particularly helpful or effective;
Indication of whether student participation was during regular academic sessions or during summer or other breaks (indicate frequency of service) and if it was part of a course curricula or extra-extracurricular activity;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, or other government programs.

Include in your overview a description of how your campus will utilize evaluation and reporting methods to indicate that this program will have a impact. (See Application Guidance for definition.)

Max. 4000 characters

______________________________________________________________________________

Project Scope:

Total Number of Participating Students
Students Participating in Curricular Projects
Students Participating in Extra-Curricular Projects
Number of Student Hours Served
Number of Participating Faculty/Staff
Number of Faculty/Staff Hours Served
Participating in Curricular Projects
Participating in Extra-Curricular Projects
Estimated Number of Individuals Served

INterfaith Engagement SECTION

The applicant must complete and submit this section to be considered for the interfaith category.

In this section, applicants can describe the interfaith engagement components that best exemplify the “Institutional Commitment to Interfaith Service” Statement. This section provides the opportunity to explain, in detail, Communications, Education, and Capacity Building initiatives that advance interfaith engagement and enhance the efficacy of the applicant’s interfaith service programs.

Check individuals and groups that were involved in your interfaith engagement:

Campus faith-based organizations
Campus secular organizations
Community faith-based organization
Community Secular organizations
Faculty, staff and students of various faiths and no faith
Other institutions of higher education
Other

Check at least one interfaith engagement initiative that your campus implemented in conjunction with the interfaith service projects.

Communications: These initiatives demonstrate the institution’s public commitment to interfaith cooperation on campus. Examples include, but are not limited to, an address by your college or university President on the importance of interfaith cooperation, a web-based communications campaign on the importance of interfaith cooperation, or an interfaith cooperation session incorporated into student orientation programs and materials.

Education: These initiatives cultivate appreciative knowledge about diverse religious and non-religious identities, positively impacting attitudes and knowledge on diverse religious and non-religious identity. Examples include, but are not limited to, courses available for students to further develop knowledge-base in interfaith cooperation and service, educational panels and lectures delivered for large audiences on campus, and first year seminars incorporating module(s) on interfaith cooperation.

Capacity Building: These initiatives provide students, faculty and staff with a baseline ability to positively engage religious and non-religious diversity within their own spheres of influence. Examples include, but are not limited to, campus-wide staff training to appropriately engage religious and non-religious identity on campus, faculty professional development opportunities in the area of religious and cultural diversity, or training a core group of students to lead interfaith service events.

Provide a brief overview of programs or strategies you used to connect interfaith engagement components to your service projects.

Include in your overview a description of how your campus will utilize evaluation methods to indicate that this program will have a sustainable impact in the evaluation category of Interfaith Impact. (See Application Guidance for definition.)

Max. 4000 characters

______________________________________________________________________________

Interfaith Scope:

Total number of students who learned something new about a denomination, religion, or secular perspective different than their own over the course of the year
Total number of students who met and/or worked with some one of a different denomination, religion, or secular perspective other than their own over the course of the year
Total number of students who experienced a positive impact on the way they think about a denomination, religion, or secular perspective different than their own over the course of the year

INSTITUTIONAL SUPPORTS FOR SERVICE

Is community service or service-learning explicitly cited in your institution’s mission statement or strategic plan?

Yes ________ No ________ Don’t know/ data not available ________

Is interfaith engagement explicitly cited in your institution’s mission statement, or strategic plan, or other key institutional materials?

Yes ________ No ________ Don’t know/ data not available ________

Does the institution make internal budgetary allocations to support service?

Yes ________ No ________ Don’t know/ data not available ________

Does the institution make internal budgetary allocations to support interfaith engagement?

Yes ________ No ________ Don’t know/ data not available ________

Does the applicant institution have at least one full-time staff member responsible for coordinating student community service or service-learning activities?

Yes ________ No ________ Don’t know/ data not available ________

If yes, how many? ________

Does the applicant institution have at least one full-time staff member responsible for coordinating student interfaith engagement?

Yes ________ No ________ Don’t know/ data not available ________

If yes, how many? ________

Does the applicant institution provide scholarships or other financial rewards to students for community service?

Yes ________ No ________ Don’t know/ data not available ________

Does the applicant institution provide a “match” award for the Segal AmeriCorps Education Award?

Yes ________ No ________ Don’t know/ data not available ________

Does the applicant institution offer academic courses that integrate community service with academic content, i.e., academic service-learning courses, as defined above?

Yes ________ No ________ Don’t know/ data not available ________

If yes, approximately how many? __________

Does the applicant institution offer academic courses that integrate interfaith engagement with academic content?

Yes ________ No ________ Don’t know/ data not available ________

If yes, approximately how many? __________

Does the applicant institution require academic service-learning courses as part of the core curriculum of at least one major or disciplinary area?

Yes ________ No ________ Don’t know/ data not available ________

Does the applicant institution require academic interfaith engagement courses as part of the core curriculum of at least one major or disciplinary area?

Yes ________ No ________ Don’t know/ data not available ________

Does the applicant institution reward the use of academic service-learning through faculty promotion and tenure decisions, or by providing awards or professional development opportunities?

Yes ________ No ________ Don’t know/ data not available ________

Is the applicant institution recognized under one of the Carnegie Foundation’s Community Engagement classifications? (Check as appropriate):

Curricular Engagement _______

Outreach and Partnerships _______

Curricular Engagement and Outreach and Partnerships _______

GOVERNMENT SUPPORTS FOR SERVICE

Does the applicant institution utilize AmeriCorps, including VISTA, members in recruiting student volunteers or coordinating student service projects?

Yes ________ No ________ Don’t know/ data not available ________

Does the applicant institution have an ongoing grantee, sub-grantee or other supportive relationship with any of the following CNCS programs?

AmeriCorps*State and National ______

AmeriCorps*VISTA ______

AmeriCorps*NCCC ______

Senior Corps ______

Social Innovation Fund ______

Please identify any ongoing relationship the applicant institution has with other Federal, State, or local government agencies in support of student community service activities: ________________________________________________________________

________________________________________________________________

THANK YOU FOR TAKING THE TIME TO COMPLETE THIS APPLICATION.

WE APPRECIATE ALL THE WORK THAT YOU DO TO BENEFIT YOUR COMMUNITY!

The Paperwork Reduction Act Statement

Public Burden Statement: The Paperwork Reduction Act of 1995 requires the Corporation to inform all potential persons who are to respond to this collection of information that such persons are not required to respond unless the application displays a currently valid OMD control number (See 5 CFR 1320.5(b)(2)(i).

Time Burden: The time required to compete collection of information is estimated to average 1 hour per applicant.

Use of Information: The information collected constitutes an application to the Corporation for recognition. The Corporation evaluates the application and makes decisions through the review and selection process.

Effects of Non-Disclosure: Providing this information is voluntary; however, failure to provide the information would not allow the Corporation to assess the applicant’s request for recognition. In this case, it will not be possible to consider the applicant for inclusion on the President’s Higher Education Community Service Honor Roll.

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File Type	application/msword
File Title	The 2009 President’s Higher Education Community Service
Author	Anne Wellde
Last Modified By	Borgstrom, Amy
File Modified	2013-09-25
File Created	2013-09-25