Maryville College

MARYVILLE COLLEGE CARES ACT PART 2: INSTITUTIONAL HALF OF FUNDING

MARYVILLE COLLEGE CARES ACT PART 1: STUDENT HALF OF FUNDING

BUILDING AN IDEAL (INCLUSIVE, DIVERSE, EQUITABLE, ACCESSIBLE LEARNING) COMMUNITY AT MARYVILLE COLLEGE

MARYVILLE COLLEGE TRIO STUDENT SUPPORT SERVICES PROGRAM

SUPPORTING RETENTION AND GRADUATION IN STEM BY BUILDING UNDERGRADUATE STUDENT'S STEM IDENTITY AND CULTURAL CAPITAL

EXPANDING SUPPORT FOR MARYVILLE COLLEGE'S SCOTS SCIENCE SCHOLARS PROGRAM

PURPOSE: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING AWARDS ARE AUTHORIZED UNDER THE CONSOLIDATED APPROPRIATIONS ACT, 2022 PUBLIC LAW 117-328 AND THE EXPLANATORY STATEMENT FOR DIVISION L OF THAT ACT. PROJECTS SELECTED FOR COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING ARE LISTED IN THE JOINT EXPLANATORY STATEMENT (JES) THAT ACCOMPANIES A SPECIFIC FISCAL YEAR’S APPROPRIATIONS ACT OR CONGRESSIONAL RECORD. THE JES LISTS PROJECT, RECIPIENT, STATE, AMOUNT AND CONGRESSIONAL SPONSOR.; ACTIVITIES TO BE PERFORMED: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONALLY DIRECTED SPENDING AWARD PROJECTS INCLUDE A WIDE VARIETY OF ACTIVITIES THAT RESULT IN ECONOMIC DEVELOPMENT OR COMMUNITY DEVELOPMENT OUTCOMES. HUD WILL NOT KNOW THE FULL SCOPE OF THE PROJECT UNTIL THE RECIPIENT SUBMITS THE REQUIRED PROJECT NARRATIVE AND CONFIRMS ALIGNMENT WITH THE LANGUAGE AS PROVIDED IN THE CONGRESSIONAL RECORD. TO FIND THE DETAILS OF THE GRANT AWARD AS WRITTEN WITHIN THE CONGRESSIONAL RECORD USE THE FOLLOWING LINK AND PATH SELECTIONS TO GET TO THE DESCRIPTION OF THE ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING GRANTS HTTPS://WWW.HUD.GOV/PROGRAM_OFFICES/COMM_PLANNING/EDI-GRANTS, SELECT THE FISCAL YEAR OF INTEREST, SCROLL DOWN TO PROGRAM LAWS AND REGULATIONS, UNDER FISCAL YEAR 20XX CONSOLIDATED APPROPRIATIONS ACT, 20XX: CONGRESSIONAL RECORD (JOINT EXPLANATORY STATEMENT).; EXPECTED OUTCOMES: COMPLETION OF THE PROJECT AS DESCRIBED IN THE JOINT EXPLANATORY STATEMENT (JES) PROJECT DESCRIPTION AND SUBSEQUENT APPROVED PROJECT NARRATIVE.; INTENDED BENEFICIARIES: THE PROJECT BENEFICIARIES ARE THE INDIVIDUALS AND/OR ORGANIZATIONS THAT ARE AWARDED GRANT FUNDS OR SERVED BY THE ENTITIES THAT ARE AWARDED GRANT FUNDS AS IDENTIFIED IN THE JES RECIPIENT OR PROJECT DESCRIPTION SECTIONS.; SUBRECIPIENT ACTIVITIES: THE SUBRECIPIENT ACTIVITIES ARE UNKNOWN AT THE TIME OF AWARD.

RUI: INTERDEPENDENCE OF NUTRIENT AND PHEROMONE SENSING PATHWAYS IN YEAST

SCOTS SCIENCE SCHOLARS (S3)

MARYVILLE COLLEGE CARES STRENGTHENING INSTITUTIONS PROGRAM ALLOCATION

THE GRANTS TO REDUCE DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING ON CAMPUS PROGRAM (CAMPUS PROGRAM) IS AUTHORIZED BY 34 U.S.C. § 20125. THE PROGRAM PROVIDES A UNIQUE OPPORTUNITY FOR INSTITUTIONS OF HIGHER EDUCATION TO ESTABLISH MULTIDISCIPLINARY APPROACHES TO COMBAT DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING ON CAMPUSES. THESE COMPREHENSIVE EFFORTS ARE DESIGNED TO ENHANCE VICTIM SERVICES, IMPLEMENT PREVENTION AND EDUCATION PROGRAMS, AND DEVELOP AND STRENGTHEN SECURITY AND INVESTIGATION STRATEGIES IN ORDER TO PREVENT, PROSECUTE, AND RESPOND TO DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING. THE CAMPUS PROGRAM SUPPORTS ACTIVITIES THAT DEVELOP CAMPUS-BASED COORDINATED RESPONSES THAT INCLUDE CAMPUS VICTIM SERVICES, LAW ENFORCEMENT, HEALTH CARE PROVIDERS, HOUSING OFFICIALS, ADMINISTRATORS, STUDENT LEADERS, FAITH-BASED ORGANIZATIONS, STUDENT ORGANIZATIONS, AND DISCIPLINARY BOARDS, AND THAT ENHANCE VICTIM SAFETY AND ASSISTANCE AND HOLD OFFENDERS ACCOUNTABLE. TO BE EFFECTIVE, THESE RESPONSES MUST BE LINKED TO LOCAL LAW ENFORCEMENT AGENCIES, PROSECUTORS’ OFFICES, COURTS, AND NONPROFIT, NONGOVERNMENTAL VICTIM ADVOCACY AND VICTIM SERVICES ORGANIZATIONS.    THE FUNDED INSTITUTION OF HIGHER EDUCATION, IN PARTNERSHIP WITH THE PROJECT’S CRIMINAL JUSTICE AND VICTIM SERVICE PARTNERS, WILL IMPLEMENT A COMPREHENSIVE VIOLENCE AGAINST WOMEN PROJECT ON CAMPUS.  THROUGH THIS SUPPLEMENTAL AWARD, THE COLLABORATIVE PARTNERSHIP WILL CONTINUE TO MEET THE STATUTORY AND PROGRAMMATIC REQUIREMENTS.  IN ADDITION, THE PROJECT WILL: 1) IMPROVE THE EFFECTIVENESS OF THE COORDINATED COMMUNITY RESPONSE TEAM; 2) EXPAND OR STRENGTHEN EFFORTS TO IMPLEMENT A COMPREHENSIVE PREVENTION PLAN; AND 3) ENHANCE CAMPUS RESPONSES AND DIRECT SERVICES FOR SURVIVORS OF DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT AND STALKING.

EARMARKS

MARYVILLE COLLEGE PREVENTING ASSAULT AND VIOLENCE THROUGH EDUCATION (PAVE) PROGRAM

MARYVILLE COLLEGE'S FIRST STEPS PROJECT: MENTAL HEALTH AND OTHER DRUGS (AOD) EDUCATION, PREVENTION, AND SUPPORT SERVICES FOR STUDENTS - MARYVILLE COLLEGE (MC) PROPOSES FIRST STEPS (MENTAL HEALTH AND OTHER DRUGS (AOD) EDUCATION, PREVENTION, AND SUPPORT SERVICES FOR STUDENTS PROJECT.) FIRST STEPS WILL HELP BUILD THE SUICIDE PREVENTION INFRASTRUCTURE AT MC TO RECOGNIZE AND RESPOND TO STUDENTS AT RISK, ESPECIALLY FIRST-GENERATION AND LOW-INCOME COLLEGE STUDENTS. FIRST STEPS WILL SERVE 350 PARTICIPANTS PER YEAR (300 STUDENTS AND 50 STAFF) AND A TOTAL OF 1,050 PARTICIPANTS TOTAL. THE PROJECT RESPONDS TO EACH OF THE FOUR REQUIRED SAMHSA ACTIVITIES INCLUDING (1) STRENGTHENING TEAMS ACROSS CAMPUS TO IDENTIFY, EDUCATE, AND INTERVENE WITH STUDENTS AND EXPANDING PARTNERSHIPS WITH EXTERNAL PARTNERS TO PROVIDE EDUCATION, TRAINING, AND COORDINATED MENTAL HEALTH SERVICES; (2) QUESTION, PERSUADE, AND REFER (QPR) GATEKEEPER TRAINING FOR STUDENTS, FACULTY, AND STAFF AND EVERFI ALCOHOLEDU AND MENTAL HEALTH/WELL-BEING AWARENESS EDUCATION AND TRAINING FOR STUDENTS; (3) TRAINING ON AND IMPLEMENTATION OF THE SASSI ONLINE SCREENING TOOL FOR SUBSTANCE USE DISORDER; AND (4) PROVISION OF A VARIETY OF OUTREACH SERVICES INCLUDING EXPANSION OF THE COLLEGE WEBSITE, INFORMATIONAL SESSIONS, PROMOTION OF 24/7 ACCESS TO MENTAL HEALTH SERVICES BEYOND BUSINESS HOURS, CREATION OF SATELLITE LOCATIONS ACROSS CAMPUS WHERE STUDENTS CAN EASILY AND CONFIDENTIALLY ACCESS COUNSELING SERVICES, AND PRESENTATION OF A VARIETY OF MENTAL HEALTH/SUBSTANCE USE WORKSHOPS ACROSS CAMPUS. ADDITIONAL, ALLOWABLE ACTIVITIES WILL INCLUDE EDUCATION AND DISSEMINATION OF INFORMATION MATERIALS, PROMOTION OF THE NATIONAL SUICIDE PREVENTION LIFELINE, SUPPORT OF COLLEGE STUDENT GROUPS ON CAMPUS, AND DEVELOPMENT AND SUPPORT OF EVIDENCE-BASED PRACTICES AND EMERGING BEST PRACTICES. IN FALL 2020, 23% OF MC STUDENTS IDENTIFIED AS FIRST-GENERATION AND MORE THAN HALF (52%) WERE LOW-INCOME (PELL GRANT-ELIGIBLE). ABOUT 70% OF STUDENTS LIVED ON CAMPUS. OVER 77% OF STUDENTS WERE FROM TENNESSEE, WHERE HIGH-RISK BEHAVIORS CONTRIBUTING TO MENTAL HEALTH ISSUES OCCUR EARLY IN THE LIVES OF YOUNG PEOPLE (CDC, 2019). IN SPRING 2019, MC ADMINISTERED THE “HEALTHY MINDS” SURVEY, WHICH REVEALED THAT 61% OF STUDENTS USED CAMPUS COUNSELING SERVICES AND/OR PSYCHIATRIC MEDICATION; OVER HALF (53%) QUALIFIED AS HAVING DEPRESSION; 20% REPORTED SUICIDAL IDEATION; AND 63% INDICATED THAT THEY ENGAGED IN BINGE DRINKING DURING THE TWO WEEKS PRIOR TO COMPLETING THE SURVEY. FIVE FIRST STEPS GOALS FOCUS ON (1) MOBILIZING A MULTIDISCIPLINARY NETWORK OF INTERNAL AND EXTERNAL PARTNERS; (2) STRENGTHENING SUPPORT FOR MC STUDENTS AT RISK FOR MENTAL ILLNESS AND SUBSTANCE USE DISORDERS (SUDS) THAT CAN LEAD TO POSTSECONDARY FAILURE; (3) PREVENTING MENTAL HEALTH AND SUDS; (4) PROMOTING HELP-SEEKING BEHAVIORS AND REDUCING STIGMA; AND (5) IMPROVING THE IDENTIFICATION AND TREATMENT OF AT-RISK MC STUDENTS TO ENSURE ACADEMIC GOAL COMPLETION. OBJECTIVES WILL MEASURE THE EFFECTIVENESS OF THE INTERNAL/EXTERNAL NETWORK, INCREASES IN STUDENT PARTICIPATION IN MENTAL HEALTH AND SUD SCREENINGS AND ASSESSMENTS; INCREASES IN THE NUMBER OF GATEKEEPERS WHO CAN IDENTIFY STUDENTS IN CRISIS; INCREASES IN HELP-SEEKING BEHAVIOR; AND IMPROVEMENT OF DATA-DRIVEN DECISION-MAKING FOCUSED ON STUDENT MENTAL HEALTH ISSUES.

MARYVILLE COLLEGE STUDENT SUPPORT SERVICES PROJECT

GLOBAL+ ENGAGE!

GLOBAL+: GLOBAL COMPETENCIES ACROSS THE CURRICULUM PROJECT

DESCRIPTION:THIS PROJECT PROVIDES FUNDING IN THE AMOUNT OF $100,000 TO MARYVILLE COLLEGE TO IMPLEMENT ITS MARYVILLE COLLEGE GREAT SMOKIES SUSTAINABILITY PROJECT , 'OUT OF THE BOX COMMUNITY SUSTAINABILITY' PROJECT, WILL DESIGN, DEMONSTRATE, AND DISSEMINATE ENVIRONMENTAL EDUCATION PRACTICES, METHODS, AND TECHNIQUES, THAT WILL SERVE TO INCREASE ENVIRONMENTAL LITERACY AND ENCOURAGE BEHAVIOR THAT WILL BENEFIT THE ENVIRONMENT IN LOCAL FOURTH-GRADE STUDENTS AND ADULTS IN EAST TENNESSEE AND THE APPALACHIAN REGION. THE GRANTEE WILL DO THIS BY CREATING AND DISTRIBUTING ENVIRONMENTAL EDUCATION (EE) PROGRAMMING. THE PROJECT ACTIVITIES WILL INCLUDE DEVELOPING EDUCATIONAL LEARNING UNITS ('CLASSROOM-IN-A-BOX') FOR USE IN FOURTH-GRADE CLASSROOMS AND COMMUNITY ENVIRONMENTAL EDUCATION DAYS FOR ADULTS IN THE AREA.ACTIVITIES:THIS PROJECT WILL INCREASE PUBLIC AWARENESS AND KNOWLEDGE ABOUT ENVIRONMENTAL ISSUES IN EAST TENNESSEE AND THE APPALACHIAN REGION, AND PROVIDE LOCAL FORTH GRADE STUDENTS AND ADULTS IN THE AREA THE SKILLS NECESSARY TO MAKE INFORMED DECISIONS AND TO TAKE RESPONSIBLE ACTIONS. ACTIVITIES TO BE PERFORMED DURING THIS PROJECT PERIOD INCLUDE INCREASING BROADER AWARENESS AND ENVIRONMENTAL LITERACY SURROUNDING LOCAL ENVIRONMENTAL ISSUES IN TENNESSEE. INCREASE TEACHER ACCESS TO ENVIRONMENTAL INSTRUCTION AND CURRICULUM MATERIALS AND INCREASE THE NUMBER OF K-12 CLASSROOMS TEACHING ENVIRONMENTAL EDUCATION AND MEETING THE TENNESSEE ENVIRONMENTAL LITERACY PLANSUBRECIPIENT:A) THE FOLLOWING TITLE I PUBLIC SCHOOLS ARE SUBAWARD ORGANIZATIONS: LOUDON ELEMENTARY, EAGLETON ELEMENTARY, LENOIR CITY INTERMEDIATE, CARPENTERS ELEMENTARY, AND ALCOA INTERMEDIATE. KEEP BLOUNT BEAUTIFUL (KBB), A NONPROFIT ORGANIZATION AS DESCRIBED IN SECTION501(C) 3 OF THE INTERNAL REVENUE CODE, IS ALSO A SUBRECIPIENT ORGANIZATION. KEEP BLOUNT BEAUTIFUL (KBB) WILL CREATE AND DISTRIBUTE ENVIRONMENTAL EDUCATION (EE) PROGRAMMING TO LOCAL FOURTH-GRADE STUDENTS IN SUBRECIPIENTS SCHOOLS, TARGETING ECONOMICALLY DISTRESSED AND UNDERSERVED MINORITY SCHOOLS. THIS COLLABORATIVE PROJECT EXPANDS AND ENHANCES CURRENT EE PROGRAMMING PROVIDED BY ENV AND SUS STUDENTS TO LOCAL PUBLIC SCHOOLS OVER THE LAST FIVE YEARS. THE PROJECT ACTIVITIES WILL INCLUDE DEVELOPING EDUCATIONAL LEARNING UNITS ('CLASSROOM-IN-A-BOX') FOR USE IN FOURTH-GRADE CLASSROOMS AND COMMUNITY ENVIRONMENTAL EDUCATION DAYS FOR ADULTS IN THE AREA.OUTCOMES:IT IS ANTICIPATED THAT THIS PROJECT WILL RESULT IN THE FOLLOWING DELIVERABLES: A TWO-DAY TRAINING WORKSHOP ATTENDED BY 4 MC STUDENT FELLOWS. DURING TRAINING, THE 4 FELLOWS WILL CREATE ENVIRONMENTAL EDUCATION BOXES TO BE DISTRIBUTED TO 968 ELEMENTARY SCHOOL STUDENTS (OVER2 YEARS), AND 12 COMMUNITY WORKSHOPS WHERE MC STUDENT FELLOWS WILL DEMONSTRATE ENVIRONMENTAL CURRICULUM FROM THE BOXES TO COMMUNITY MEMBERS OF ALL AGES. EXPECTED OUTCOMES OF THE PROJECT INCLUDE: 18 EDUCATORS ARE EMPOWERED TO EASILY TEACH HANDS-ON ENVIRONMENTAL STEWARDSHIP ACTIVITIES BY USING THE PORTABLE AND SUSTAINABLE BOXES IN THEIR CURRICULUM. 960 FOURTH-GRADE STUDENTS ARE EMPOWERED BY THE KNOWLEDGE AND AWARENESS GAINED TO CHANGE THEIR BEHAVIOR IN WAYS THAT REDUCE THE NEGATIVE EFFECTS OF CLIMATE CHANGE AND IMPROVE AIR QUALITY. YOUTH ACTIVELY BECOME STEWARDS OF THE ENVIRONMENT AND ACKNOWLEDGE PERSONAL RESPONSIBILITY THROUGH THEIR DAILY ACTIONS, SHARING THEIR KNOWLEDGE WITH THEIR FAMILIES AND LEADING CHANGE IN THEIR COMMUNITIES AND WILL BENEFIT LOCAL FOURTH-GRADE STUDENTS AND RDULTS IN EAST TENNESSEE AND THE APPALACHIAN REGION.

MARYVILLE COLLEGE MAINTAINING HUMANITIES: TRANSITIONING ONLINE

BUILDING STEM TEACHER CAPACITY IN SOUTHEASTERN TENNESSEE

ENERGY

CITIZENSHIP AND SENSE OF PLACE [MARYVILLE COLLEGE SEEKS A HUMANITIES CONNECTION PLANNING GRANT TO SUPPORT A NEW CITIZENSHIP AND SENSE OF PLACE (CSP) MINOR. PLANNING WILL BUILD UPON THE COLLEGE?S TRADITION OF EMBEDDING PLACE INTO EDUCATION, CREATING A CSP MINOR THAT WILL EXPLORE CONCEPTS OF CITIZENSHIP AND BELONGING, AND THEIR CONNECTION TO SENSE OF PLACE. THE PLANNING TEAM WILL CONSIST OF A FACULTY COHORT OF 5-7 INDIVIDUALS AND STUDENT REPRESENTATIVES WHO WILL MEET MONTHLY TO EXPLORE CONCEPTS OF CITIZENSHIP FROM A RANGE OF DISCIPLINARY PERSPECTIVES. GUEST SPEAKERS WILL LEAD WORKSHOPS AND SERVE AS CONSULTANTS FOR THE DEVELOPMENT OF COURSES. THE PROCESS WILL RESULT IN: DEVELOPMENT OF A NEW INTRODUCTORY COURSE; INCORPORATION OF HUMANITIES CONCEPTS OF CITIZENSHIP INTO AT LEAST TEN EXISTING CLASSES; CREATION OF A NEW SPEAKER SERIES AND EXPERIENTIAL LEARNING OPPORTUNITIES; INTERNAL DISSEMINATION OF PROJECT OUTCOMES AT THE END OF THE PLANNING YEAR; AND APPROVAL OF THE NEW CSP MINOR BY THE MARYVILLE ACADEMIC LIFE COUNCIL.]

FORMAL RESPONSES TO INCREASING DIVERSITY WITHIN SOCIAL INSTITUTIONS