Community Engagement Student Grants (CE Student Grants)

Community Engagement Student Grants (CE Student Grants) is sponsored by Center for Community Engagement (CCESL). These grants bring together students, faculty, staff, and community members to carry out community-engaged research or creative work, co-developed with community partners.

Grand Challenges - Community Engagement Student Grants | Academic Affairs Community Engagement Student Grants Undergraduate Student Grants Community Engagement Student Grants (CE Student Grants) bring together students, faculty, staff, and community members to carry out community-engaged research or creative work. Community-engaged research and creative work projects are co-developed with community partners.

For example, a project might answer a research question that is important to the student researcher while also meeting a need that is important to the community. Potential partners include nonprofits, grassroots organizations, government agencies or entrepreneurs and businesses. CE Student Grants are supported through the Center for Community Engagement (CCESL).

What is community engagement? Community-engaged methods differ from approaches that emphasize one-way applications of academic expertise to community problems.

Community engagement is a method, a strategic approach to teaching, scholarship (research, creative work) and service to address public problems through collaborative community partnerships, where community partners are involved in courses that: Are reciprocal, mutually beneficial Share risk, benefit, responsibility Can be local, national, and/or global With diverse entities (e.g., non-profit, government, private sector) What is community-engaged scholarly work?

Community-engaged scholarly work is an approach to academic study that involves working collaboratively with community partners. It includes research and creative work projects that are co-developed with community partners. Research is an investigation or inquiry that seeks to make a scholarly or artistic contribution to knowledge through discovery, integration, or application .

The scholarship of discovery involves original investigations that aim to generate new knowledge, theories, or artistic expression. The scholarship of integration involves synthesizing information across disciplines to reveal new insights and translate complex ideas for broad audiences. The scholarship of application uses existing knowledge to address societal challenges.

Creative work is any scholarly endeavor that produces an artistic or creative output through writing, making, composing, designing, recording, performing, or curating. For example, a community-engaged research project might answer a question that is important to the student researcher while also meeting a goal or need that is important to the community.

A community-engaged creative work project might demonstrate a student’s ability to synthesize, analyze, or generate refined knowledge of a topic while also producing a creative arts or design output that meets the need of a community (e.g. an original contribution in the fine, performing, literary, graphic, or digital arts).

These components ensure reciprocity and a mutual benefit to both the community partner and the student researcher. Graduate Community Engagement Student Grants Community Engagement Graduate Student Grants bring together graduate students, faculty, staff, and community members to carry out community-engaged research or creative work that address complex societal issues.

The Community Engagement Graduate Student Grants support scholarly projects with community partner collaboration Successful Community Engaged Projects need to demonstrate: Community involvement with mutuality and reciprocity Research or creative work that employs the scholarship of discovery, integration, or application How the project mutually benefits community goals/needs AND student scholarship (i.e., community needs and goals are defined by the community, not the student researcher) All graduate students currently in good standing are eligible to apply Student applicants must have a mentor (e.g., faculty/staff) who is familiar with their project focus area.

Mentor forms can be submitted here . The mentor must agree that, if the proposal is funded 1) the award will be transferred to their department/center, and 2) they will assist the student in accessing funds according to department/center policy.

Students cannot have funding from more than one CCESL Student grant at the same time, nor are they eligible if they have not completed all steps to close out an previous award (e.g. submitted a final report, completed post-assessment). Funding Amounts and Fundable Expenses Funds up to $3,000 for the Summer quarter What can the grant funds be used for?

Grant funds can be used for student compensation, project costs, and project-related travel expenses. Stipends: Students may request stipends. In the rare case that the stipend would affect the student’s existing financial aid award, financial aid staff will work directly with the student to address.

Stipends will be disbursed in two parts – half at the start of the project after accepting the award and half at the end of the project after submitting a final report that documents completion of the proposed work. Award letters will detail what is expected for the final report.

Project costs : For example, honoraria or gift cards for community partners, materials, specialized equipment, software, interview transcription, and data coding needed to carry out the research or creative work. Explanation is required for how materials and/or equipment will be used after research activities have been completed.

Project-related travel expenses: For example, transportation, hotel , and meals that can be justified as necessary for research and creative activity and carried out in compliance with COVID protocols. Policies Regarding Expenses Expenses that have already been incurred “Backpay” covering student compensation or project costs accrued before the date the grant is awarded. Compensation of students for work being done for class-credit .

Compensation is allowed for projects related to a class that go beyond the work required to receive class-credit . Grant funds cannot be used to relieve the operating budgets of university departments or community partners Funding & Institutional Policies Any use of funds must be in accordance with institutional policies as detailed at https://www. du.

edu/policy/find-policy. For example (but not limited to): research involving human or animal subjects must be reviewed by the DU Institutional Review Board; international travel must be registered with the university in advance; driving using institutional funds must comply with university driving procedures; following the Technology Acquisition policy for purchase of software and hardware.

Application Deadlines, Process & Extension Requests The application deadline is 5/4 at 8: 00am . After the deadline, please expect at least 2 weeks following the deadline for your application to be reviewed and for award notifications.

The selection committee bases its selection on the quality of the proposal, including the budget request and narrative, as well as with consideration of supporting community engagement across the university. As these funds support project work for Summer quarters, please do not list a project start date before week 1 of Summer quarter. Please submit your application via this online application .

You can view the application questions in advance here . After submitting the online application form, an automated confirmation email, including a copy of your application, will be sent to you. If you do not receive this confirmation within 2 business days, please contact ccesl@du.

edu. Projects should be complete by August 30. Expenses should be reconciled and the project report submitted by September 30.

Recipients are expected to work with CCESL to disseminate information about your project, including submitting a short final report form, which will ask you to include a (300-500 words) article on the project for publication in our Public Good Impact Newsletter . This article is due within 30 days of the project’s end date, as indicated on your application.

You may invite your community collaborators and/or students to work with you on this article. We hope that this short article will help translate the impact of your work campus-wide . Please plan to include any relevant photos, collateral, or other products you’d like to share.

Please submit your report here In communications about this project (e.g., posters, talks, manuscripts), please include recognition that the work is funded by CCESL. For talks and posters , we you can access copies of these logos for your use here (for questions, please email ccesl@du. edu ).

Additional Support & Questions Community-Engaged Methods Module : Grant awardees will be invited to a Community-Engaged Methods Module, a resource Consultations : CCESL staff are also available to provide consultation and support in the development of community-engaged projects.

Scholar Shop : Scholar Shop is a platform that connects community organizations with DU students and faculty to collaborate on projects that address community-identified interests/issues. If you are looking to connect with prospective community partners, Scholar Shop may have a connection for you.

Each Scholar Shop project is unique, based on the research question/project first proposed by a community organization then further explored/refined with faculty and/or student partner(s). Please contact CCESL Associate Director John Macikas ( John. Macikas@du.

edu ) "Your Last Name/CE Grad Student Grants Question" in the subject line with any questions related to the grant. Undergraduate Community Engagement Student Grants Note: In prior years, there were separate applications for Discovery/PinS, Community Engagement, and Regeneration grants.

For AY25-26, there is a single common application CE Student Grants for Undergraduates are a 4D signature experience that enables students to deepen and apply their thinking, reflect on their interests and goals, and gain new perspectives on education and life. DU students connect their academic interests with problem-solving through mentored research, scholarship, and creative work – called signature work .

Through signature work, students: Transfer learning from classes to projects that address complex problems of importance to the student and the public good Have agency and play a key role in defining and carrying out projects in which they immerse themselves Receive individualized mentoring In addition to funding, receiving a CE Student Grant has several benefits.

Awardees will be part of a collaborative network and have access to support and resources. Learn about this and other Student Signature Work Grants: Student Compensation & Covered Project Costs See the Request for Proposals (RFP) for full details on eligible expenses and student compensation.

For the Academic Year 2025-2026 : Applicants can request up to $3800 for student compensation and up to $1500 per project for project costs and/or project-related travel expenses. Recipients receive guidance from their Faculty Mentor on their community-engaged research or creative work project. Faculty Mentors who provide strong mentoring plans may receive a stipend of $200.

Recipients are part of a collaborative network of students pursuing community-engaged projects.

They can access support and resources from CCESL including: Networking Opportunities - students will be added to CCESL's Student Teams group where they can connect with peers and learn about upcoming events Course Credit - students pursing community-engaged projects may be interested in CCESL's sequence of courses, internship and independent study credits, and/or the Community Engagement for the Public Good Undergraduate Minor In-person and asynchronous training - CCESL hosts a variety of in-person training, and students have access to asynchronous training through the CCESL Student Canvas page on topics such as forms of social change, community organizing, community-engaged methods, reflection, and ePortfolio development.

Showcase Project Outcomes Recipients document their learning and project outcomes in a public-facing Public Good Impact Blog post that they can use to share their work with their professional networks. All undergraduate students currently in good standing are eligible to apply. All applicants are required to have a faculty mentor, who will submit a mentoring plan.

Details about plan requirements can be found in the 2025-2026 RFP . Faculty can also request a Graduate Mentor Fellow, who has received training on mentorship, collaboration, and reflection, to co-mentor undergraduate students in research and/or creative work. Students should visit the Signature Student Work Grant page and submit their proposals via form linked on the page.

In addition to the application form, students must have their faculty mentor submit a mentorship plan and have their community partner send a letter of support to CCESL@du. edu . For detailed application instructions, please review the RFP to help you prepare your application.

A multidisciplinary review committee looks for proposals that fit the relevant funding opportunity, have strong answers to each proposal question, and have a strong faculty mentor plan. Proposals will not be reviewed until all components, including the online application form and mentor plan have been submitted. Proposals will be accepted by the following deadlines.

For instance, if you have a project you plan to work on in Winter 2026 you must apply in Fall 2025. Fall Deadline for Winter 2026 Projects: October 6, 2025 Winter Deadline for Spring 2026 Projects: February 2, 2026 Spring Deadline for Fall 2026 projects: April 27, 2026 Students will indicate the number of quarters (academic year projects) or months (summer projects) on their application.

The timeline must clearly justify the number of quarters or months proposed. If your project is selected for funding, you will receive an award letter that details expectations, such as final deliverables. Once you acknowledge the expectations, your award will be processed.

For detailed application instructions, please review the Request for Proposals (RFP) to help you prepare your application. Looking for Project Inspiration? Frequently Asked Questions (FAQ) If you have questions regarding project ideas, faculty mentorship, or requirements please read the FAQ below before contacting us.

If you'd like further clarification or if you're unable to find an answer below, email us at CCESL@du. edu. What are Community Engagement (CE) Student Grants?

CE Student Grants are a funding opportunity offered through CCESL for DU students to carry out community-engaged research or creative work projects alongside community partners. What is community-engaged scholarly work? Community-engaged scholarly work is an approach to academic study that involves working collaboratively with community partners.

It must include either research or creative work. A community engaged research project might answer a question that is important for the student researcher while also meeting a need that is important to the community. This work should be mutually beneficial, not single-sided service.

How can I contact the Center for Community Engagement for questions about the grant? You can email CCESL@du. edu with "Your Last Name/CE Student Grant Question" in the subject line for project ideas, mentorship, or requirements-related inquiries.

Funding and Benefits Questions How much funding can I receive through a CE Student Grant? For the Academic Year 2025-2026, applicants can request up to $3,800 for student compensation and up to $1,500 for project costs and/or project-related travel expenses. What can the grant funds be used for?

Grant funds can be used for student compensation, project costs, and project-related travel expenses. Mentors may also be eligible for a stipend. What benefits come with receiving a CE Student Grant?

In addition to funding, recipients gain access to resources such as training, mentorship, and support from the Center for Community Engagement. Eligibility and Use of Funds Questions Who is eligible to apply for a CE Student Grant? Undergraduate students in good standing can apply.

You must have a faculty mentor submit a mentoring plan for your application to be considered. Can I collaborate with other students on my project? Yes, students are encouraged to collaborate with others, especially those from different majors.

Can I receive funding from multiple CE Student Grants simultaneously? No, students cannot have funding from more than one CE Student Grant at the same time. Budget and Reporting Questions What expenses are eligible for funding?

Most expenses related to research and creative activity are eligible. Examples include student compensation, project costs, and project-related travel expenses. What expenses are non-fundable through CE Student Grants?

Expenses that have already been incurred, computers/tablets, student tuition, “backpay” covering student compensation or project costs accrued before the date the grant is awarded, any amount to relieve the operating budgets of university departments or community partners, and work from students only for the purpose of class-credit (should the student go above the work level required for the class, this is fine).

Application Process Questions How do I apply for a CE Student Grant? Students should submit their proposals via the Qualtrics form linked in the 2025-2026 Request for Proposals (RFP). In addition to the Qualtrics form, students must have their faculty mentor submit a mentorship plan.

For detailed application instructions, please review the RFP to help you prepare your application. What is the deadline for submitting grant proposals? Proposals will be accepted by the following deadlines.

For instance, if you have a project you plan to work on in Winter 2025 you must apply the quarter prior. Please note, there will be no CE Student grants available for Fall 2024. Fall Deadline for Winter 2026 Projects: October 2, 2025 Winter Deadline for Spring 2026 Projects: February 2, 2026 Spring Deadline for Fall 2026 projects: April 27, 2026 How will I know if my proposal is complete?

You will receive an automated confirmation email after submitting the online application. CCESL will also send an email to confirm the successful submission of your complete proposal once all required letters and documents have been received. What should I do if I have previously received a CE Student Grant when it was known as an ACE Student Scholars Grant?

If you have previously received a grant, your Project Narrative should address how your current proposal differs from previously funded projects. What should I do if I don't receive an email with responses to my application? If you haven't received an email response regarding your application, it's possible that your application wasn't successfully submitted.

Double-check your submission, ensure all required components are included, and if needed, reach out to the Center for Community Engagement (ccesl@du. edu) for assistance. What constitutes a complete application for a CE Student Grant?

A complete application includes the online application form and a completed mentor plan from your Faculty Mentor, and a budget and budget justification. If you are selected for funding, you will receive an award letter detailing final deliverable requirements and you must agree to these before funds will be distributed. Timeline and Review Process Questions What is the timeline for reviewing CE Student Grant applications?

The deadline to apply will be stated in the RFP, but will be in the quarter before the project will start . For example, the deadline for a winter quarter project will be in the fall; the deadline for a summer project will be in the spring. How will my project be assessed?

A multidisciplinary review committee considers each proposal. The committee looks for proposals that fit the relevant funding opportunity, have strong answers to each proposal question, and have a strong faculty mentor plan. Are there any policies I need to follow when using grant funds?

Yes, all use of CE Student Grant funding must be in accordance with institutional policies as detailed on the DU Policy website . This includes, but is not limited to, the examples that follow: International travel must be registered with the university in advance. You can find more information about registering your travel here: https://internationalization.

du. edu/isss/current-students/travel I f you are collecting data from people, you project may be considered human subjects research. Such research must be reviewed by the Institutional Review Board (IRB) on campus.

This includes interviewing people. Your faculty partner should assist you in this process. IRB applications are reviewed on a monthly basis so you should send your application through the IRB office as early as possible.

See the Institutional Review Board (IRB) page or contact the Office of Research and Sponsored Programs (ORSP): irbadmin@du. edu . We ask that you work with your faculty mentor to make sure you are adhering to all the relevant institutional policies, including international travel and IRB.

You can find more information about registering your travel here: https://internationalization. du. edu/isss/current-students/travel And information about IRB here: https://www.

du. edu/orsp/research-compliance/human-subject-research Look through the Scholar Shop Community Partner database below to see an array of projects our community partners are seeking to collaborate on. To learn more about what Scholar Shop is, visit the Scholar Shop info page .

If you’ve found an organization/project you’d like to collaborate with or you just want to learn more, send an email us at ccesl@du. edu, and we'll be happy to get you connected. Each student completes a pre- and post- assessment as part of receiving a CE Grant.

We use these to assess their learning outcomes across CCESL’s Four Pathways to Community-Engaged Knowledge, Skills, & Commitments : Think. Connect. Act.

Reflect.

Key areas of student growth following this experience include: developed at least one influential relationship with peers, faculty, and/or staff identified ways to apply skills or knowledge to other areas of their personal, academic, or professional life gained new perspective on their education and/or life experiences affirmed working with communities was relevant to their future academic and professional goals Featured Project: The Writers in the Schools Program Dr. Kelly Krumrie and a team of DU students have used CE grants (formerly known as ACE) to support the revival of The Writers in the Schools Program which seeks to cultivate a creative, intuitive, and dynamic learning experience for all students through the implementation of poetry, prose, and imagination throughout Denver schools.

" Writers in the Schools has further developed my passions and allowed me to discover outlets for scholarship within my community. " "Working with the community and the faculty has improved my communication skills greatly.

Reaching out to girls who were not able to go to school because of the lack of sanitary products helped me to realize the power in me to change other people's lives" "This program has helped me to gain a more adaptable skill set by engaging in experimental and community based learning, I applied what I have learned to a real world setting."

"It was extremely helpful for me to participate in the program in order to inform the development of the community-based research I am engaging in for my thesis. I learned a lot that helped shape my project [and] got meaningful feedback and experience" 2023-2024 Funded Projects Click "+" to expand and view.

Show / Hide Content Below Immersive Stargazing: Leveraging VR/AR for Astronomy Education Students Murphy and Peter collaborated on a project that leverages VR/AR (virtual reality/augmented reality) to create immersive stargazing experiences that make exploration of the universe more accessible and engaging for individuals that face barriers such as urban light pollution, lack of equipment, or geographical constraints.

Students behind the project: Murphy Li and Peter Stamm Project Mentors: Toshiya Ueta Youth Organizing (YO) was a youth civic engagement initiative based on the principles of community organizing, equity, and social justice. YO drew on the talents of marginalized students of color who explored the dynamics of using their voices to organize for social change.

A team of DU students of color worked closely with youth in the Socially Just Education class at Dr. Martin Luther King, Jr. Early College (DMLK) to identify, research, and take action on issues directly impacting the youth in their communities.

The DU team visited the class weekly, facilitating the process based on the YO curriculum, which drew on the traditions and diversities of youth organizing and youth participatory action research. DU teams also conducted research on the impacts of this process and action on youth and community members.

Students behind the project: Daniela Chavez (Psychology, Sociology), Marve Aguinaga (Social Work), Giovani Valladares Giron (Psychology), Yamilet Espinoza Nunez (Public Policy) Project Mentors: Adwoa Boateng (Health Informatics and Data Analysis), Daniela Chavez Community Partner(s): Dr. Martin Luther King Jr. Early College We were five women from the Colorado Womenʼs College (CWC) with different ideas on how to help women in our community, united by the common goal of improving womenʼs reproductive health.

During our sophomore year at CWC, we started a yearlong project called Partners in Community Service with the intent for it to continue beyond one year. We explored what being a woman meant to us and identified issues that had impacted us as women to find a singular focus for our efforts. Interestingly, we discovered that regardless of our diverse backgrounds, we all had to figure out our menstrual cycles on our own.

Our community partner, Servicios de la Raza, was impactful in the Denver community but lacked services specifically for women. Working with them, we developed the idea of providing pamphlets and goodie bags that included menstrual products and resources for women.

Students behind the project: Lucy Bittel (International Business), Camila Diaz (International Business), Jada Mercer (Spanish), Brittania Sinclair (Biological Sciences), Elitzy Avila (Psychology) Project Mentors: Trisha Teig (Academic Affairs) Community Partner(s): Servicios de la Raza Classical Guitar Modern Technique In Honduras, access to internationally standardized musical education was limited.

For decades, art had been underestimated, and resources invested in it were poor. As a Honduran artist with access to international quality education in the United States, I wanted to share valuable modern musical interpretation techniques required for international competitions and university applications, which were not taught in Honduras due to the scarcity of trained teachers.

Therefore, I proposed a master class for classical guitar students in Tegucigalpa, where students could acquire knowledge of these techniques. My goal was to create new opportunities for Honduran students, enabling them to increase their chances of studying abroad and raising social interest in supporting art projects in our communities.

Students behind the project: Antonio Bustillo (Lamont School of Music) Project Mentors: Kristen Park (Counseling Psychology), Jonathan Leathwood (Lamont School of Music) Community Partner(s): National Autonomous University of Honduras In partnership with FREE Recovery Community, we organized a community event called “Booze-Free Bingo” to connect FREE’s existing members with new ones in the Denver area.

The event provided a welcoming and enjoyable space with free food, games, and prizes. Our initiative aimed to destigmatize substance use disorders, recognizing stigma as a significant barrier for those seeking support and resources. We believed in highlighting the humanity of individuals impacted by substance use disorders and their allies by creating inclusive spaces where everyone could come together as equals.

FREE had a strong network of members but sought to engage younger individuals. To meet this goal, we hosted a Bingo night at FREE, conveniently located near DU’s campus. The event featured free home-cooked meals from FREE’s community and self-care baskets as Bingo prizes.

Students behind the project: Gavin Hood (Psychology), Alexis Hoy (Biochemistry, Biological Sciences), Iris Stanfill (Political Science), Maddy Voit-Chromy (Psychology) Project Mentors: Trisha Teig (Academic Affairs) Community Partner(s): FREE Recovery Community Address Errors: Systemic Injustice for Asylum Seekers Throughout the immigration court process, it's crucial for migrants to have accurate and updated addresses on file to receive essential information.

Those without legal representation, a permanent address, or a clear understanding of the bureaucratic process face significant disadvantages. The project aimed to deepen understanding of the impact of address errors, building on existing research at the University of Denver concerning injustices within the immigration court system.

The study combined quantitative data on incorrect addresses observed at the Denver Immigration Court with qualitative insights from interviews with legal representatives, court interpreters, and other stakeholders.

Students behind the project: Ella Iveslatt (International Studies, Economics) Project Mentors: Rebecca Galemba (Korbel) Community Partner(s): Colorado Asylum Center, Rocky Mountain Immigrant Advocacy Network This project aimed to support girls in staying in school by providing menstrual hygiene supplies. In Malawi, many girls were forced to stop attending school once they began menstruating due to lack of proper protection.

The intervention provided reusable sanitary pads to these girls, enabling them to continue attending school even during menstruation. The project partnered with Seeds of Promise Ministry, which works with impoverished communities in Bingu Masanda Village, Mpingu, in the Lilongwe District. Seeds of Promise empowers youths through education and economically supports women by teaching skills such as sewing, farming, and entrepreneurship.

Students behind the project: Alice Kanyama, Getrude Finyiza, Isabel Makwecha Project Mentors: Darin Stewart OK2BX*DU Diversity Festival Our project expanded OK2BX, a nonprofit based in Dallas, TX, to DU and the Denver community. Our group provided a space where people of diverse identities and cultures came together to celebrate their respective backgrounds through arts such as film, food, literature, and music.

Gary Orfield, co-director of the UCLA Civil Rights Project, noted that “there’s no doubt school segregation is increasing in terms of declining contact between African-American and Latino students and white students. ” This space aimed to address the paradox Orfield highlighted: the existence of segregated inclusive groups that focus predominantly on specific identities.

Our goal was to unite separate identity groups through mutual appreciation and empathy. We aimed to bridge gaps between different minority groups, allowing them to share their experiences and cultures, thereby expanding their communities and resources to other organizations with similar goals and experiences.

Students behind the project: Malayna Betz, Aidan McNally, Luke Pettigrew, Owen Claymon, Brasen Marlin Project Mentors: Joe Walsh Trauma-informed design (TiD) provides a framework to implement interior design practices that foster a welcoming and responsive space for individuals who have experienced trauma.

While current research on TiD primarily focuses on educational and housing settings, this framework offers an opportunity to design therapeutic spaces that enriched the therapeutic process. Leveraging my position as a therapist within a private practice, I engaged in a community-based research case study to explore how TiD translated to therapy environments.

Clients and staff participated in separate advisory boards and group meetings to learn about and evaluate TiD, and to identify needs for the new office space. The findings directly informed the interior design of the new office and served as a case study demonstrating TiD’s application in therapy spaces.

Students behind the project: Marie Spence Project Mentors: Nick Cutforth Writers in the Schools Community Outreach The Writers in the Schools Program cultivates a creative, intuitive, and dynamic learning experience for students across Denver schools through poetry, prose, and imagination. The program aimed to supplement materials that were not readily accessible in grade schools, enriching creative writing education.

Rooted in the pedagogies of thinkers like Maria Montessori, June Jordan, and bell hooks, who championed intrinsic learning desires, the program expanded students’ knowledge beyond the classroom. It aimed to instill a lasting passion for art and creative writing in their daily lives. The program focused on finding joy in working with children, sharing literature, learning K-12 pedagogical models, and developing professional skills.

Students behind the project: Lydia McCann, Maread McLaughlin, Hayley Sayre, Kansas Wood Project Mentors: Kelly Krumrie Summer 2024: Community Advisory Board for Survey Development In 2023, the PI interviewed 16 community members from neighborhoods in Northern Indiana to understand how residents’ connections with each other changed their perceptions of their neighborhood (neighborhood disorder/decay) and city investment.

Participants identified communication/awareness, social ties, and the impact of built environment(s) as areas needing further research. Building on the 2023 project, this expanded initiative aims to develop and distribute