Engaged Engineering Curriculum Grants 2026

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The purpose of Engaged Engineering Curriculum Grants is to promote the integration of engaged engineering learning into new or existing courses. Such integration may involve students working with community partners, broadly defined. These grants will provide faculty with support and funding to explore new partnerships, develop new courses, and enhance existing courses.

Specifically, this funding is meant to introduce, improve, or increase the four Engaged Engineering Criteria in your course.

Address real-world challenges or opportunities valued by community partners, including place-based, interest-based, non-profit, government, and industry;
Include working with and/or learning from a community partner, whether on campus or outside the university, through in-person or virtual engagement;
Connect and integrate engaged engineering experiences with educational content; and
Include structured, documented critical reflection that addresses both technical and social aspects of the engagement.

Introducing community-engaged learning into courses in ways that are sustainable is a high priority, so we encourage applicants to consider how these funds can support teaching courses more than one time.

Engaged Engineering Curriculum Grants are not intended to support:

Undergraduate research and student project teams. These programs will have separate processes.
Co- or extra-curricular activities such as student clubs or speaker series.

If you are wondering whether your course idea is a good fit or to explore strategies for community partnerships, you're encouraged to reach out to Max Zhang (kz33@cornell.edu) to talk about through your ideas and questions. Opportunities to learn more about community-engaged learning, teaching, assessment, and partnership development will be made available before the submission deadline through the suite of resources and expertise of the David M. Einhorn Center for Community Engagement.

Course Title and Number

Role of course in undergraduate curriculum (e.g. introduction to engineering, distribution, major required, major elective, major elective, other)

Expected Undergraduate Student Reach (per semester). Please also identify whether other graduate and/or professional students might be exposed.

FACULTY/STAFF TEAM MEMBERS

Faculty of any rank including RTE teaching faculty in Cornell Duffield Engineering may apply. The faculty lead on a collaborative project must be a member of the department responsible for the course. Staff, graduate students, and community partners can be team members but cannot serve as team leads. Participation of community partners is strongly encouraged. Partners may be community-based nonprofits, government entities, corporations, or Cornell-based organizations that facilitate external partnerships or that can serve as clients of the project.

TEAM LEAD INFORMATION

Team Lead First Name	Team Lead Last Name
Team Lead Position/Title	Team Lead Net ID
Team Lead Email Address
Team Lead College/School/Division	If "Other," please enter Team Lead College/School/Division here
Team Lead Department/Unit	If "Other," please enter Team Lead Department/Unit here

TEAM MEMBER INFORMATION

Team Member's First Name	Team Member's Last Name
Team Member's Position/Title	Team Member's Netid
Team Member's Email Address
Team Member's College/School/Division	If "Other," please enter team member's College/School/Division here
Team Member's Department/Unit	If "Other," please enter team member's Department/Unit here

Please attach a signed endorsement from the department chair(s).

Effective curriculum change requires the support of the relevant director of undergraduate studies (DUS). Are they aware of this proposal?

YesNo, not yet

COMMUNITY PARTNER(s) INFORMATION

Organization	Primary Contact
Email	Website
City	State
Country	Please choose County if within New York State

Please attach a letter(s) of collaboration and/or Memo of Understanding from the community partner(s), if known. The letter could include length of relationship; previous collaborative activities and their impact; potential benefits from developing the partnership further; and a description of the partnership roles, responsibilities and resources in support of the proposed community engagement activities.

NARRATIVE
Short narrative that describes the proposed Engaged Engineering course, including, as relevant:

Specific aims of the grant in connection to the course (e.g., adding community partners to an existing course, developing a new course with a partner, integrating reflection into student learning, etc.)

Need. Description of the benefit of the student coursework to the partner(s)

Partner. Clearly identified community partner(s) and their role in the student learning experience

Connection. Description of two to three learning outcomes for your project, mapping to the college outcomes, and how you will assess these learning outcomes. See related description under Expectations and Deliverables

Reflection. Description of how the course supports student preparation for and critical reflection on their community-engaged learning experiences

(maximum: 10,000 characters with spaces)

Discussion of whether this course requires funding that will need to be replenished to teach it in the future. What are the opportunities to sustain the course beyond the grant period? Include estimate of resources needed and plan for securing and sustaining those resources.

(maximum: 2,500 characters with spaces)

Budget and budget justification. Develop your budget and budget narrative that aligns with the allowable expense categories described the RFP. Projects are encouraged to include funding to support community partner efforts.

(maximum: 2,500 characters with spaces)

Additional file uploads (as needed)

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