Alumni have invested more than $9 million in the Lougheed Center for Applied Learning.
Our goal is to make sure all students have access to life-changing applied learning experiences, and faculty are supported in developing new high-impact projects. Our funding is uniquely flexible, so we may be able to help make your dreams a reality.
Not sure if your project fits our funds? Please email firstname.lastname@example.org.
Student Funding Opportunities
Dorf Applied Learning YES Fund
- Provides financial support for student initiated or faculty-led applied learning experiences.
- Deadline: November 7, 2022
Kilmer Research Awards
- Provides financial support for student-faculty research projects, including summer housing for summer research labs.
Presidential Scholars Award
- Students who have demonstrated exceptional talents and leadership skills may apply for grant money to fund special projects.
Faculty Grant Opportunities
Applied Learning endowment funding is uniquely flexible, and much of it is allocated directly to supporting our dedicated faculty who in turn support our students with what they learn, build, experience, and teach.
The Dorf, Kilmer, Presidential Scholars, and Lougheed endowments support professional development funding for faculty who sponsor academic internships and mentor student researchers. These funds are awarded automatically based on student enrollment in Presidential Scholars, Kilmer Research projects, and credit-bearing internships. No application is necessary for these funds; the Lougheed Center for Applied Learning will notify eligible faculty of their available funds following each semester. See below for possibilities and limitations on funding, and reach out to Annette Kelley at email@example.com with questions.
Internship Supervision Compensation Pilot
Announced by Provost Bette Bergeron on 07/28/2021 as follows:
On behalf of the Provost’s Cabinet and the Lougheed Center for Applied Learning, I am very excited to announce a new Internship Supervision Compensation pilot program. The purpose of this new policy is to recognize the labor involved in creating and supervising internships, which are integral to our students’ academic and professional success, and to encourage programs to intentionally expand their use of this successful high impact practice.
With this pilot program, faculty who are running internships that are integral to their program requirements have the flexibility to choose compensation either in the form of professional development funds or time (through course releases). It is important to note that this pilot program plan is intended to fill a gap in those instances where there are no existing mechanisms for supporting faculty who supervise internships (for example, this does not apply to Student Teaching supervisors, whose work is recognized in the assigned course load). This pilot program also does not include summer internships, for which faculty already receive compensation for internship supervision.
In this pilot program, a faculty member may choose from one of two options for each internship supervised:
Banking towards course releases. Once a faculty member has supervised 15 three-credit internships or a total of 45 credits of internship, that person is eligible for three credits of course release (60 credits of internship supervision would result in a four-credit course release). When a course release is selected, the timing of this release must be tied to departmental staffing needs and be scheduled in consultation with the Chair and with final approval by the Dean. Eligibility for course release will be calculated after each spring semester, for implementation the following academic year.
Professional Development funding. Faculty can opt to receive $50 per credit hour of internship supervised in Foundation professional development funding provided through the Lougheed Center for Applied Learning. This total can be accumulated over multiple semesters and spent when needed. Professional development funding will be calculated after each semester and will be available for spending immediately upon completion of the semester.
If you have any questions regarding this program or the scope of your plans for your program’s internships, please contact your Dean.
Mentored Student Research Compensation
As of spring term 2018, the Lougheed Center for Applied Learning has committed to providing $200 of faculty development funds per mentor per term per student mentee, up to a limit of $750 per term (if more than one faculty member is identified as providing mentorship to a student for a project, the funds earmarked will be divided equally).
These funds are drawn from the Presidential Scholars and Kilmer endowments. They will be transferred to dedicated Foundation accounts that are earmarked for individual faculty members’ use. The funds designated for particular faculty members carry over from term to term, and funds earned will be available at the conclusion of the terms in which they are earned (ex. spring term funds are available in May). Running totals of a faculty member’s funds earned and expended since spring 2018 may be found by contacting the Lougheed Center for Applied Learning at firstname.lastname@example.org.
Funds are to be used for faculty professional development purposes only. They are not transferrable between individuals. The LoCAL reserves the right to determine the suitability of requests for use of funds.
All grants use a single application form.
This single application allows faculty to apply once and have their project considered for support from the following funding sources:
- Lougheed Applied Learning Grants: The Lougheeds' generous endowment was established to enhance opportunities for students to engage in high impact activities that allow them to apply theoretical learning. In order to impact the greatest number of students and contribute to the transformation of the college's curriculum, this fund is intended to support faculty and staff activities that improve our ability to facilitate student participation in high impact and Applied Learning activities.
- Dorf Applied Learning YES Fund: Provides financial support for student-initiated or faculty-led applied learning experiences.
- Gilchrist Endowment for Applied Learning: Provides financial support for faculty-sponsored applied learning experiences for individual students or groups of students.
- The BOB: Financially supports faculty in developing and implementing applied learning experiences designed to position student participants for gainful employment and career success.
- Institute for Ethical Behavior Endowment: Provides resources for service-learning projects promoting and supporting ethical behavior.
- Stradling Passport to Possibilities Endowment: It is the Donors' intent to provide students with travel opportunities, providing uniqe educational and cultural experiences not otherwise covered by tuition and fees. Provided expenses shall include, but not be limited to: transportation, accomodations, meals, health & travel insurance, passport or visa fees, books & course materials, technology & communications needs, as well as administrative fees at sponsoring organizations. Funds may be used to support both individual student travel, as well as faculty-led travel courses and experiences.
Some faculty ask "what can we consider professional development (PD)?" or "what is applied learning funding FOR?" Some examples of possibilities are listed below, along with a list of what is not possible based on endowment purpose or State policy.
We have funded:
- Faculty taking courses, earning certifications, or developing their knowledge and skills (PD, Applied Learning)
- Conference attendance (PD, Applied Learning)
- Travel to research locations, and materials needed for that research (PD, Applied Learning)
- Student employees to assist with project tasks, or stipends for students who are completing internships, research work, performance or composition. (Applied Learning)
- Event costs, including food, decorations, honoraria, etc. (Applied Learning)
- Guest lecturers and speakers to engage with classes, host workshops, perform, etc. (Applied Learning)
- Travel expenses for entire courses to go to a site for an experience. (Applied Learning)
- Sabbatical research expenses (PD, or Applied Learning if they directly relate to developing applied learning experiences.)
- Curriculum development to create new courses or modify existing courses (PD, or Applied Learning if changes are designed to promote more applied learning content.)
We DO NOT fund:
- Alcohol. This is a State restriction and is not flexible.
- Equipment intended to be personally owned by individuals rather than the campus. This is a State restriction and is not flexible.
- Sustaining operating costs. We can provide start-up funding for a new initiative, but we cannot sustain projects in perpetuity without an identified future funding source or awareness that such a source will need to be found.
- Professional development for faculty emeriti. Applied Learning funding may be possible if the emeritus is currently teaching.
- Most non-credit student experiences, unless directly linked to mentored student research.
Funding requests are reviewed twice annually, once each in the Fall and Spring semesters.
For projects beginning on or after
and be notified of funding decisions by
8/15 - 9/25/2023
1/1 - 1/29/2024
The questions asked in the application are listed below, for use in preparing your application for submission
- Project Lead/contact information
- Are there co-leads on this project/Contact Information
- Project Information: Project Name, Start Date, End Date
- How many populations will be impacted by this project? Faculty, first year/later years; Students, first year/later years.
- Project Description
- What types of applied learning will the grant fund?
- Is the students' proposed Applied Learning:
- Structured, intentional and authentic
- Begun after required preparation, orientation and training
- Monitored, with continuous dynamic improvement
- Only completed when there has been structured reflection and acknowledgement of learning
- Assessed and evaluated for the success of outcomes and processes
- Will this grant fund a credit-bearing course, either through operating expenses, development expenses, or teaching costs?
- How many credits is this course?
- Is this a travel course?
- If yes, to where?
- How many students are expected to enroll?
- Will the students be learning skills that position them for gainful employment and career success?
- Outcomes for Faculty (≤ 1250 characters, equivalent to ≤ 250 words) How does this proposal impact faculty professional development,teaching, or other scholarly activity?
- Outcomes for Students (≤ 1250 characters, equivalent to ≤ 250 words) How will the project affect students’ applied learning experiences?
- Strategic Goals (≤ 1250 characters, equivalent to ≤ 250 words) How does this proposal link to campus strategic initiatives? (Academic Affairs Strategic Plan, 2022 Middle States Self-Study, DEI Strategic Plan)
- Funding Questions
- Total Funding Requested
- From what other sources have you sought funding?
- Have you reviewed the current campus purchasing and travel requirements before creating your budget?
- Will you be hiring/paying students as part of this project?
- Budget: Expenses
- Budget: Narrative
- Why does this project excite you? (≤ 1250 characters, equivalent to ≤ 250 words)
You may avoid duplicative paperwork by submitting campus paperwork specific to the activity as part of your application. For example, a completed Travel Requisition could detail the budget for a proposal to attend a training off campus, or a course proposal from a curriculum committee could make up part of the Project Description for a new course.
Campus stakeholders you may need to consult:
LOUGHEED CENTER FOR APPLIED LEARNING: If you are creating a new applied learning experience - an internship, service-learning course, research program, international education initiative - a letter from the LoCAL must be included to ensure the project is compatible with ongoing campus programs.
COMPUTING AND TECHNOLOGY SERVICES: If technology is requested, a letter from CTS must be included to ensure that the equipment is compatible with the campus systems, etc.
FACILITIES: If a piece of equipment is requested that requires installation, or if specific space is needed to implement the proposed project, a letter from Facilities must be included verifying the feasibility of the request
OTHER CONSTITUENTS: If the project impacts more than just the individual proposers, letters of support from impacted units (departments, Deans, colleagues sharing space/resources, etc) are to be included.
College purchasing and travel processes: http://www.potsdam.edu/offices/purchasing/travel
- Remember: it is essential that you read all College purchasing and travel reimbursement procedures before completing your proposal, as these policies, including submission dates, must be followed.
- Questions regarding these policies/procedures can be directed to Purchasing & Payables (315-267-2140).
As long as there is a concrete linkage to applied learning, almost any project can be eligible.
Identifying Applied Learning Linkages:
For more information on applied learning, the resources below should help.
- SUNY Applied Learning: https://www.suny.edu/applied-learning/
- [doc] SUNY Criteria for campus approval of applied learning experiences: https://www.suny.edu/media/suny/content-assets/documents/applied-learning/Criteria-for-Approved-Applied-Learning-Activities.docx
- [pdf] Applied Learning Definitions: https://www.suny.edu/media/suny/content-assets/documents/applied-learning/AppliedLearning-Definitions.pdf
Grant proposals are reviewed by a combined review board drawn from the Provost's Cabinet and the Lougheed Center for Applied Learning Advisory Board. Membership will include:
Alan Hersker, Provost
Will Gibbons, Crane
Shiho Imai, A&S
Allen Grant, SoEPS
Sharmain van Blommestein, LoCAL Advisory Board
Dave Bugg, LoCAL Advisory Board
Jess Heffner, LoCAL Advisory Board, Faculty Senate appointed member
Jenica Rogers, Dorf Endowed Director for Applied Learning (ex officio)
Sherry Paradis, Senior Director of College Advancement (ex officio)
The above list is the 22-23 Review Board. When all Review Board members have been identified (volunteered or appointed) for 23-24, this list will be updated.
Rubric for Applied Learning Grant Proposals
The rubric below guides the decisions of the review team for all Applied Learning Grants. Please write your application to these criteria for evaluation. (updated 07/22)
- Effect on Applied Learning/high impact learning activities must be present. If the score on evaluation area #3 is judged to be a zero by the majority of the committee, the application will be considered ineligible.
- Linkage to the campus and/or unit strategic goals must be present. If the score on evaluation area #5 is judged to be a zero by the majority of the committee, the application will be considered ineligible.
- Breakdown of expenses must be clear and must include a narrative if individual budget items and/or the budgetary link to impact on faculty and students is unclear. If the score on evaluation area #6 is judged to be a zero by the majority of the committee, the application will be considered ineligible.
- Out of respect for the time of all involved, particularly the volunteer review committee members, we ask you to take the extra time to hone your responses to meet the required word limits. If the word counts are exceeded, the application will be considered ineligible.
- Projects that are not eligible for funding from other campus sources of support will be considered a higher priority than those that have the potential of other funding sources.
Evaluation Area 1 Description of activity
Score Weight = x2
Score = 0 Unclear and under-developed
Score = 1 Clear, but under-developed
Score = 2 Clear and fully developed
Score = 3 Perfectly clear and well-articulated description of project activities
Evaluation Area 2 Outcomes for faculty
Score Weight = x3
Score = 0 No impact on faculty professional development, teaching, or other scholarly activity
Score = 1 Some impact on faculty professional development, teaching, or other scholarly activity suggested, but unclear
Score = 2 Clear impact on faculty professional development, teaching, or other scholarly activity
Score = 3 Clear and strong impact on more than one of the following categories: faculty professional development, teaching, or other scholarly activity
Evaluation Area 3 Improves faculty ability to facilitate student participation in high impact and Applied Learning activities
Score Weight = x3
Score = 0 No effect on high impact or applied learning activities
Score = 1 Links between activity and high impact/applied learning experiences are unclear or implied
Score = 2 Links between activity and high impact/applied learning experiences are clear but not fully developed
Score = 3 Links between activity and high impact/applied learning experiences are very clear and tenable
Evaluation Area 4 Breadth and longevity of the potential impact
Score Weight = x2
Score = 0 Breadth and longevity of impact is unaddressed or unclear
Score = 1 Impact is narrow and short term
Score = 2 Impact is either moderate in breadth & longevity, high impact and short term, or narrow impact with long term applications
Score = 3 Impact is broad and long term
Evaluation Area 5 Alignment with campus and/or unit strategic goals
Score Weight = x3
Score = 0 No specific campus and/or unit goals are referenced
Score = 1 Campus and/or unit goals referenced, but unspecified
Score = 2 Campus and/or unit goals specified, but alignment is unclear
Score = 3 Campus and/or unit goals specified and alignment is clearly explained
Evaluation Area 6 Clarity of budget
Score Weight = x1
Score = 0 Budget unexplained (no budget narrative) or unclear (no details or breakdown of expenses)
Score = 1 Budget is either missing a rationale for the expenses or the link between the budget and the impact on faculty & students is unclear
Score = 2 Provides a clear link between budget expenses and impact to faculty & staff as well as a clear rationale but includes no supporting evidence for those number
Score = 3 Provides an overall dollar figure, details and breakdown of that number, valid supporting evidence for those numbers, and a clear budget rationale including direct links to faculty and student impact
Evaluation Area 7 Scope of budget (comprehensive and realistic; if applicable, includes training for support staff and sustainability costs)
Score Weight = x1
Score = 0 Does not consider any aspects of implementation (e.g. other expenses that could be incurred and/or impact on other units) and/or sustainability costs (if applicable) for recurring projects are not addressed
Score = 1 Budget does not consider all possible aspects of implementation
Score = 2 Budget considers all possible aspects of implementation, but appears to underestimate cost
Score = 3 Budget considers all possible aspects of implementation and is realistic and/or if applicable, sustainability costs for recurring projects are addressed and reasonable
Evaluation Area 8 The Zing Factor of the proposal for unique or exciting projects that spark your imagination
Score Weight = x1
Score = 0 The project is lacking particularly innovative or creative components
Score = 1 Components of the proposal have the potential of being unique or innovative
Score = 2 The project is innovative or unique
Score = 3 The project is innovative, unique, and inspiring