Project Proposal Tip Sheet
Proposal for Support Funding

The following tips will help you answer the questions or complete the boxes in the online proposal for support funding form.

Section 1 Contact Info
Currently the Institute limits funding to Carlow faculty, staff, and students as the project proposer. Student groups should seek the assistance of their faculty advisor, although the group may be the proposer.

Section 2 Project Abstract
What need or problem is the project addressing? What will the project accomplish and who will be involved?

Section 3 Project Parameters

• Start date: Projects should begin in the next semester. Proposals submitted in the spring may begin as early as July 1.
• End date: Projects generally last one year, but may be shorter or longer, if feasible.
• Target population: Whom will the project affect? Generally, there needs to be a Carlow effect—an influence on students, faculty, staff.
• Community partners: Groups that are active participants with Carlow people. In the spirit of feminist research/collaboration, community members should be included in planning and implementation as participants, not subjects, as in traditional research projects.

Section 4: Relationship to Institute Mission
All projects must support the mission of the Institute and should include Carlow students, and/or faculty, and/or staff. Projects should identify as research or education/service learning or community outreach/collaboration; projects may fit more than one category.

10. Projects should bring greater justice to some group, reduce oppression for some people, or help the Carlow community act with greater concern for the problems and injustices others face, perhaps partly due to power or privilege that we hold.

11. Projects should contribute to social change by beginning or contributing to an improvement in an institution or system that causes harm, whether intentional or unintentional. Examples: changing attitudes or awareness through education; developing research about causes or effects of a social problem; or engaging students in advocacy activities to eliminate a problem.

12. Projects should always include an education component, either directly or indirectly. Activity or research that is not directly educational could be presented in an educational forum, for example.

13. Projects are “Women-centered” when they focus particularly on improving the status of women in some way; they may also benefit other groups at the same time. Projects should also use women-centered or feminist methodology, such as consideration of race, class or gender. Feminist and women-centered methods especially respect the rights and experiences of others, so they make an effort to consider those who are not commonly included in decision-making due to race, class, gender, sexual orientation, religion, ability, age, and other identity markers. Women-centered methods also commonly include perspectives and approaches from more than one discipline.

14. The “un-included,” and “disenfranchised/underserved/difficult-to-reach” are key populations in women-centered, feminist projects (see #13). Examples of issues important to these groups: wage parity; poverty; discrimination or intolerance of all kinds; racism; sexism; inaccessible buildings or transportation; lack of insurance; lack of educational resources or opportunity.

15. The Sisters of Mercy have a long-standing commitment to the education of working class women who are the first generation in their families to attend college, with special attention to women who are members of under-represented groups. By mission, Carlow University, a Catholic, women-centered, liberal arts institution embodying the heritage and values of the Sisters of Mercy, engages its diverse community in a process of life-long learning, scholarship, and research. This engagement empowers individual to think clearly and creatively; to actively pursue intellectual endeavors; to discover, challenge, or affirm cultural and aesthetic values; to respond reverently to God and others; and to embrace an ethic of service for a just and merciful world.

Section 5 Methodology
16. The project methods, tasks or activities should somehow include the populations mentioned above either as participants or beneficiaries. Projects should not be “about” people without including them as decision-makers; people should be allowed their own voice. Examples: including representatives on an advisory committee or as co-researchers; sharing results of a survey with the participants; using previous research or input from a group to develop a new solution.

17. Projects should not reproduce or reinforce unfairness or inequity. The reflective project shows evidence of considering how power might be shared among project participants or how participant rights are respected. Reflective projects also periodically check with participants (advisory meetings, surveys, polls, temperature checks) to assess how well the project is doing and to make mid-course adjustments, if needed.

18. Research-based projects grow out of previous research or community information, using methods that have been shown to be effective. A good idea is a tested idea or one that is built on other tested ideas. Model programs, best-practices, or successful past projects can all be cited. Even innovative ideas build on something. Demonstrate how this project holds promise of effectiveness.

Section 6 Project Plan Outline
19. Goal: What will be different after the project? Example: Students, faculty and staff will be more aware of the symptoms of trauma from violence.

20. Objective: A major piece of the entire activity. There may be multiple objectives or, perhaps, only one. Examples: (1) Host a speaker and discussion. (2) Conduct a survey of those attending the forum.

21: Measurable Outcome: What will be the end result? Provide evidence of completion or change in the target population. Examples: (1) Seventy-five percent will indicate that they gained new information. (2) The project will publish a strategic plan to improve race relations on campus and identify a team of students, faculty, and staff to begin implementation.

22. Tasks: What will the project do to accomplish the objective and outcome (tasks—identify the speaker), who will do the tasks (participants—advisory committee), and when do those tasks begin and end within the project year (Sept, or Month Two)?

Section 7 Estimated Budget Detail
Project funding maximums are currently $1500 per project. Projects who have previously received funding may apply again but should identify discrete project goals for each application as part of a larger strategic plan. Projects may also apply for non-monetary assistance, as indicated.

It is not necessary to use all the categories in the project budget. A sample calculation for brochures for a speaker (supplies) might be $1.00 x 500 copies with a subtotal of $500. If you have questions about any category, please contact Irene Lietz (lietzia@carlow.edu).

Section 8 Sustainability
Institute funding is “seed funding”, i.e. it is intended to help projects get started. Therefore, preference is given to projects that will have an impact beyond the initial funding. A one-time experience, for example, that does not lay the foundation for others is not a promising project. If the project will need more funding beyond this initial grant, the proposers will need to consider how and when to write a grant proposal to a foundation or other source. The Institute does provide assistance with this kind of funding plan and the pursuit of additional funding; the sustainability workshop that all are expected to attend is a first step in that process.

Further Help With This Proposal Form
Many people find it helpful to discuss their ideas with an Institute co-facilitator or a previous awardee.

Contact:
James Kelly, Ph.D., Social Work kellyjm@carlow.edu (412) 578-8853
Maureen Crossen, Ph.D., Theology crossenmx@carlow.edu (412) 578-8879
Irene Lietz, M.A., English lietzia@carlow.edu (412) 578-8839