Appendix 1

Nevada Volunteers: Request for Results

Youth Creating Impact

APPLICATION COVER SHEET and NARRATIVE

Due Monday, September 15,2014 by 5:00 pm

Submit to Janet Wright via e-mail:

Instructions: Please complete the Application Cover Sheet and Narrative.

Organization Name / Contact Name
Contact Title / Contact Phone / Contact Email
Please identify the group of youth you anticipate engaging through this project. Include approximately how many will be involved.
If you are not associated with a public, private or charter school, please provide the nonprofit EIN number for your organization.Schools please provide name of school and school district or county.
While the project is subject to youth interest, please identify the community need you anticipate addressing through this project and any potential community partners that may provide information, training, or support.
Because funding will be on a reimbursement basis one time/month, will you be able to front costs prior to receiving the reimbursement if necessary?*
Should you be selected, please identify any other approvals you would need to obtain in order to participate in this project.
What geographic territory (specify city or county area) where you anticipate this service project would occur?
I agree to provide information about the project to Nevada Volunteers to share with others through their communication processes such as social media, website, and newsletters at least 2 times during the project period.
I agree to provide summary data related to civic engagement learning outcomes from the young people that participate in this project.
I agree to share any other pertinent data related to impact made on the community need identified for this project.

NARRATIVE

Please provide a brief narrative that describes the following: (up to 500 words per section)

  • A general overview of the anticipated project OR your process for engaging youth in identifying the project
  • Types of research or processes used to identify community partners and to validate the identified area of need
  • Types of reflection you anticipate incorporating throughout the project period
  • How you plan to gather data on student learning related to the civic engagement learning objectives (Appendix 2)
  • How you anticipate measuring the impact of your service project? i.e. surveys, grades,

attainment of need-related goals, student essay. If the project is research oriented, how would the research be shared or what next steps would help address the issue

  • Budget amount requested with itemized anticipated expenses

Overview of Project
Community Research and
Partners
Reflection
Process
Civic learning Outcomes
Measuring Impact
Budget
Amount Requested
[Itemize by category-- transportation, project costs, showcase, etc.]
In-kind Budget **

NOTE: All expenses will be reimbursed based on submitted receipts/invoicesonce monthly. Specific information will be provided to recipients. All funds must be expended by December 31, 2014 although the project may continue beyond that date.

** While in-kind donations are not required and will not be used in determining the selected project recipients, Nevada Volunteers will use cash or materials contributed to the project as an important part of our internal budgeting process.

Appendix 2: Civic Engagement Learning Outcomes

Civic Engagement Learning Outcomes may be demonstrated by one or more of the following:

  • Integration of civic-mindedness and community engagement with self-identity
  • Knowledge of how social issues are addressed and the complex process of social change
  • Involvement in direct service, projects, or advocacy efforts in response to social inequities
  • Collaboration with diverse groups and individuals to solve problems in a mutual or reciprocal manner
  • Connections between academic and personal knowledge and skills to address social issues

Outcomes may be described in terms of skills, values, or collective actions such as the following:

Skills:

  • Critical inquiry, analysis, and reasoning
  • Quantitative reasoning
  • Gathering and evaluating multiples sources of evidence
  • Seeking, engaging, and being informed by multiple perspectives
  • Written, oral, and multi-media communication
  • Deliberation and bridge building across differences
  • Collaborative decision making
  • Ability to communicate in multiple languages

Values

  • Respect for freedom and human dignity
  • Empathy
  • Open-mindedness
  • Tolerance
  • Justice
  • Equality
  • Ethical integrity
  • Responsibility to a larger good

Collective Action

  • Integration of knowledge and examined values to inform actions taken in concert with other people
  • Moral discernment and behavior
  • Navigation of political systems and processes, both formal and informal
  • Public problem solving with diverse partners
  • Compromise, civility, and mutual respect

Appendix 3: Service Learning Process and Quality Indicators

The service-learning process (PARC) is relatively straight-forward and incorporates the following four components:

Plan and prepare to take action to address an identified community need

Act: Implement the Plan of Action

Reflect: Throughout the process, take time to reflect on expectations, learning, challenges, etc.

Celebrate: Capture the learning and impact by showcasing and/or celebrating the process

Beyond the process outlined above, research has demonstrated that to be truly effective, service-learning experiences are enhanced by incorporating the following eight elements. A fuller explanation of each is included in the article, “Unpacking What Works in Service-learning,” by Shelley Billig. The article can be found at:

Integration with curriculum (standard school curriculum or program curriculum such as leadership, or character development)

Ongoing cognitively challenging reflection activities

Youth voice encouraged throughout the project

Respect for diversity and making it explicit through the experience

Meaningful service

Progress-monitoring and process-monitoring

Duration

Reciprocal partnerships