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Home arrow Education arrow Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs


  • 1. Set your students up for success. At the beginning, students feel overwhelmed by the task of writing a grant proposal for a community partner. Reassure them that writing a grant proposal is not easy, but is something they can do successfully! Divide the grant proposal into manageable sections and lead them step by step through the process.
  • 2. Use a grading rubric. Students need clear expectations about each portion of the process and how they will be evaluated. Use the same rubric for the peer review that you use to assign grades on the final proposal to reinforce review criteria.
  • 3. Facilitate effective group work. In order to facilitate a positive group experience and hold students accountable for their own work, use a group rating form that allows students to evaluate each group members’ performance and to document specific member contributions to the project.
  • 4. Identify appropriate community partners and funding needs. Funding for programs rather than operating costs or capital campaigns are more conducive to this project. The community partner must identify funding needs that are part of an existing program or a program that has been planned but has lacked funding for implementation. Program planning involves a different skill set and is beyond the scope of the course.

5. Foster clear and ongoing communication with community partners about expectations. The community partner must be willing to provide information about their agency and the specific funding needs. This is to ensure that in exchange, we are able to provide them with grant proposals that will actually meet their funding needs.

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