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Peace and Global Citizenship Navigation

The Center forPeace and Global Citizenship

Application for Funding

Application Components and Instructions

Send all documents as attachments in a single email to szukerma [at] haverford.edu. Proposals should be submitted at least one month before anticipated start of activities.

Cover Letter

Why are you the right person to advance this initiative, and why should it be funded?

More information on the question: During the Haverford College experience, students should be developing a wide range of skills, including but not limited to capacities for advancing research, critical analysis, communication, team-building, organizing and motivating others, reaching diverse publics through speaking and writing, and much more. Please complete a one-page cover letter, using established cover letter format, to answer the question: Why are you the right person to advance this initiative, and why should it be funded? Cover letters should be addressed to the Center for Peace and Global Citizenship Selection Committee.

Community-desires, outputs, and outcomes essay

In no more than 750 words, please respond to the two questions below.

  1. How is this initiative responsive to community-articulated desires?
    More information on the question: “Community-articulated desire” is, of course, a concept with numerous defensible definitions.

    • In our work at the Center for Peace and Global Citizenship, we are most commonly referring to when students amplify or investigate issues and questions identified by organizations they work with through existing CPGC internship partnerships with off-campus organizations advancing justice.
    • Second, at times students identify ways in which communities they are part of or have relationships with have been historically marginalized and under-represented in academic inquiry, advocacy, etc. In these cases, it’s important to ally with an existing network, organization, or institution to raise the work to align with structures or systems that will further support amplification or memory beyond an individual academic project. For instance, numerous students have cooperated with the Haverford Library system, the CPGC, and the Hurford Center to preserve and amplify the histories of communities that have been historically marginalized on campus. Ideally, these projects also feature an off-campus partner or collaboration, so that our work and resources are not limited to campus injustices and justice work alone, but are offered in ways that may align with off-campus collaborators too.
    • Third, students may sometimes identify opportunities to investigate or amplify community desires through other campus partnerships, such as those that exist with OSCC, Hurford, KINSC, and elsewhere. Community-led research does presume an existing relationship or partnership.
    • Finally, in rare cases, students may hold this relationship or partnership independently of existing college partnerships. In such cases, a clear letter of support, identifying the issue or question at hand, the relationship to the organization’s mission, and interest in the student initiative, is required along with the application. Such letters should be sent as PDFs to szukerma [at] haverford.edu.
  2. What is the clear output and desired outcome aligned with community interest?
    More information on the question: In the social sector, there is often discussion differentiating among outputs, outcomes, and impact. Here is a brief discussion of the terms in the Stanford Social Innovation Review.

    • Briefly, outputs are countable units of production, outcome is the desired result of a given output, and impact is broader change in the social issue being addressed, at least partly attributable to the outputs and outcomes.
    • In a human rights archive digitization project, for example, a person can count the number of documents digitized (outputs). They can then observe whether those digitized documents are arranged and accessible in ways that support individuals, families, and communities in processes of healing, reconciliation, and historical memory (outcomes).
    • Finally, they could then make a plausible argument - that would need to be based on a great breadth of real observations and data - about whether those outputs and outcomes contributed to broader social healing in a given country context (impact).

Budget

Your budget should clearly indicate the reimbursable costs you are anticipating through your community-engaged learning project. The CEL fund may cover the creation of educational or curricular materials, events aligned with CEL projects (including food), and travel costs associated with CEL, both locally and internationally or elsewhere in the United States. Proposals for projects far from campus may include travel costs. The CEL fund does not cover labor costs. All applicants must complete a Budget Proposal for Community-engaged Learning Funding.

The CPGC has limited funding, especially in contrast with social justice needs and students’ and communities’ capacities for excellent, creative and impactful justice work. Please be cost-conscious in your efforts, selecting affordable options wherever possible and effective.

Affordability Travel Tips
  • Lodging: Hotels often come with a steep room cost. Look for lodging at youth hostels or AirBnB for more affordable rates.
  • When including ground transportation costs, first consider buses and subways. If distance permits it, consider walking or using the growing availability of bike share and scooter rentals in cities around the world. If safety or distance is a concern, look to Lyft or Uber.
  • Driving reimbursement rate: If it is not possible or feasible to take public transportation, and you choose to drive your own car CPGC will reimburse mileage expenses at the college rate (appx. $0.67/mile). Maximum reimbursement is $150. Or, if driving a rental car, CPGC will fund gas and tolls.
  • Food: Maximum of $35/day for 3 meals. The College will not reimburse alcoholic beverages. Both itemized and signature receipts are required for reimbursement.
  • Airfare: Check for low rates on Kayak.com, ITA Matrix, Google Flights, or Skyscanner
  • All receipts for reimbursement should be organized by date, shared electronically.

Vaccines: Please read our Health & Safety guidelines for important vaccine information.

Application Review Process

Applications are reviewed by staff members in the Center for Peace and Global Citizenship. Particularly in relation to more difficult questions, larger proposals, and research proposals, CPGC Staff will consult with their faculty steering committee and faculty members in related disciplines as appropriate. We encourage you to meet with CPGC Staff Members Janice Lion (particularly for Philadelphia regional partnerships) or Stephanie Zukerman (particularly for international partnerships, along with some domestic diasporic partnerships) as part of the process of developing your application. Our interest is in supporting your community engaged learning in ways that are really driven from the desires of community partners.

Funding Availability

Haverford College wants to support reciprocal community partnerships in a variety of ways. This is one. The CPGC has funding to support this kind of work, and is eager to fund strong proposals. It is possible that funding will run out during a given academic year cycle. If that happens, we’ll communicate about it right away. Presently, funding is available and applications are encouraged.

Institutional Review Board (IRB) Approval

IRB approval is an important part of conducting research when people (“human subjects”) are involved, and especially in those instances when individuals involved may be part of vulnerable populations. Working closely with the community organization involved in your work, along with a trusted academic advisor and/or CPGC Staff Member can support you in completing this essential part of the research process for any application involving people.

Community Engaged Research

The CPGC has developed several pages to support learning on community engaged research. They include: