Help students recognize and analyze age-old advertising tricks.
It’s estimated that 3 million students vape, a shocking stat to many but not to teachers, who have seen it take over school campuses firsthand. Many of these young people use one e-cigarette or vaping product in particular: Juul. These devices, which mimic the design of USB flash drives, have secured 75% of a rapidly growing market. Juul, like other vaping products, has been marketed as a safer alternative to tobacco, lacking smoke and tar. And while vaping is less harmful, we don’t yet know all of its impacts. We do know, however, that many vaping products are jam-packed with nicotine and are highly addictive.
So how did Juul and other e-cig products get to the point where 20.9% of high school seniors and 10.9% of eighth-graders report they’ve vaped in the last year? Some point to the clever, social media-friendly ad campaigns and marketing efforts of Juul in the early 2010s. These ads made Juul seem like a hip, innovative wellness and lifestyle brand. As Robert Jackler points out, these ads reworked and updated versions of tried-and-true — and since banned — techniques used by old-school cigarette companies.
While Juul has since abandoned these campaigns, the Juul ads, along with the cigarette ads before them, provide a great case study of the persuasive tricks and deeper meaning of advertisements and commercials. The following video, discussion guide, and activity are designed to help students build these key media-literacy skills.
Juul ads, along with the cigarette ads before them, provide a great case study on the persuasive tricks and deeper meaning of advertisements and commercials.
Grades: 6-12 Subjects: ELA, social studies, digital citizenship, advertising/marketing, business
Use these questions, as needed, to guide discussion. Help students tease out the various ways products get sold to us and the specific strategies that get used.
Juul has stopped using the ads featured in this video. So why do you think vaping and Juul remain so popular?
What other ways does interest in vaping, Juul, or other e-cigarette products spread now?
(If students mention memes): Do you think of memes people create and share as advertisements? Do you think Juul’s ad campaigns had any influence on these memes? What else influences the content of memes?
(If students mention YouTube videos and Twitch streams, etc.): Are some of these things ads themselves? How can you tell? Does it even matter whether something is paid for by an e-cigarette or vaping company or not?
What do you think is the appeal of vaping products like Juul versus cigarettes? How do ads or other forms of marketing lean into that appeal or not?
Many of these advertising and marketing techniques can’t be used by cigarette companies. Why do you think that is? Do you think the same government crackdown and regulation will happen to e-cigarettes?
Student handout (can be done in class or at home depending on time and resources):
Note: There are two implementation options below specific to Juul and cigarette ads, but the handout can also be used to analyze any kind of advertisement on any topic.
The U.S. Department of State and the U.S. Department of Education both encourage the participation of all individuals and institutions interested in international education and exchange activities, including schools, colleges and universities, embassies, international organizations, businesses, associations, and community organizations. Individuals and institutions tend to hold IEW events as it is convenient for them in their local communities. Celebrate as much and as often as you like! To that end, promotional materials are provided that allow you the flexibility to promote events whenever they may be planned!
The Global Maker Day Committee is made up of volunteer educators that are passionate about all students having the opportunity to create and collaborate with a global audience. Their hope is to start a global flame to build innovative students who solve problems, push boundaries, and MAKE! Explore the maker in you and share your inner genius with the world. Coming to classrooms October 29, 2019. #GlobalMakerDay
Connect virtually and watch makers discuss live (YouTube Live) about different projects, learning spaces, creations, coding, 3D designs, art lessons, etc. There will be a session each half hour and they each will have a connected challenge. When you arrive to the landing page, you can view the schedule, challenges and watch the live presentations.
We will spotlight those that have amazing things to share. Don’t forget to post your pictures and videos of student creations using #GlobalMakerDay on Twitter during and after the event!
One part of the event is participating in challenges with opportunity for your class to solve problems, be creative and PLAY. Challenges will be posted on the landing page and given in the sessions during the day of the event.
Pitsco Education Global Maker Day Giveaway
Charged with knowledge. Wired for fun. Engineered for experiences. It’s an electric combination!
Let’s MAKE Arduino Education a part of your classroom. In recognition of Global Maker Day, enter to win one of FIVE Arduino Starter Kit Classroom Packs! Winner announced on October 30, 2019.
Digital Citizenship Week runs from October 14-18, 2019. This week is an annual event that teachers, schools, and districts can leverage to increase awareness of digital citizenship education. Some schools use the week to celebrate the digital citizenship program they already have in place. Others, use it as a time to kick-off an initiative.
This program is designed solely to educate today’s students on the skills they need to ensure digital safety. The curriculum of the program allows educators to access the latest tools and lessons necessary to keep students updated on digital safety and citizenship fundamentals in the classroom.
As of this year, the curriculum contains six new media literacy activities that bring the most critical teachings to the surface. The curriculum is separated into five fundamental topics of digital citizenship and safety to form the Internet Code of Awesome.
Share with Care (Be Internet Smart)
Don’t Fall for Fake (Be Internet Alert)
Secure Your Secrets (Be Internet Strong)
It’s Cool to Be Kind (Be Internet Kind)
When in Doubt, Talk It Out (Be Internet Brave)
Make learning fun for your 2nd through 6th grade students with key vocabulary, class discussions, and gameplay. Experimenting with your learners is encouraged!
The International Society of Technology in Education (ISTE) completed an independent audit of Be Internet Awesome. The curriculum has been recognized as a resource that prepares young learners to meet the 2019 ISTE Standards for Students. Additionally, ISTE has awarded Be Internet Awesome with the Seal of Alignment for Readiness!
Digital Citizenship Week runs from October 14-18, 2019. This week is an annual event that teachers, schools, and districts can leverage to increase awareness of digital citizenship education. Some schools use the week to celebrate the digital citizenship program they already have in place. Others, use it as a time to kick-off an initiative.
This year, Common Sense Education has put together three sets of video discussion activities that can be used by teachers to get students thinking and talking about their media use.
Amplify your students’ voices and give them ownership of their digital lives.
Digital citizens think critically about what they see online, understand the benefits and risks of sharing information, and balance screen time with other activities. But digital citizens aren’t born—they’re taught by teachers like you!
Kick off this Digital Citizenship Week by giving your students the space to voice their perspectives on topics important to them with digital citizenship video discussion activities for all ages (details below).
Video Discussion Activities for Digital Citizenship Week
Activities for Elementary School (Ages 5–11)
Add a daily dose of digital citizenship to your week with the Digital Citizens (they’re a band!). These fun characters help young students learn about healthy media habits. And the videos for older elementary students will get them talking about how to recognize cyberbullying, how to find credible news and information, and more.
Our Teen Voices video series will help middle school students reflect on their tech use and make thoughtful, informed choices. They’ll also discuss the benefits and drawbacks of social media, how to deal with digital drama, and ways to keep online friendships safe.
With these videos and discussion questions, high schoolers can reflect on their social media use and think about how their actions online might affect others. Discussions include understanding online hate speech, how much screen time is too much, and ways to communicate with people who disagree with you.
Common Sense Education helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to think critically and use technology responsibly to learn, create, and participate. Go to Common Sense Education for FREE resources including full reviews of digital tools, ready-made lesson plans, videos, webinars, and more.
Merged company to be named Troxell-CDI, will provide expanded product and service offerings, enhanced sales coverage and support across the US & Canada, and a broader portfolio of leading vendors and partners. Troxell-CDI provides an unmatched local market presence that understands evolving technology needs and delivers the right solutions to Education customers.
CDI Technologies, the leading provider of recertified technology, white glove services and device lifecycle management to the North American Education vertical, and Troxell Communications, the leading end-to-end solution provider of technology solutions for Education in the US, announced that the companies merged today. Troxell-CDI will become the premier Education Technology Solutions Provider servicing North America.
The merged company will leverage scale, synergies and a broader portfolio of product offerings and classroom technologies from over 500 vendors to better service students and educators. It will bring together over 175 experienced sales professionals to service over 70 million students in 50 states, Puerto Rico, DC and Canada, and aims to bring its customer-led, best of breed education solutions to every educational institution across North America.
The combined Troxell-CDI technology products and services portfolio comprises over 15 high-interest categories. This together with plans for increased investment in developing and introducing exciting new Education technology solutions will greatly expand the number of solutions available to customers.
Troxell-CDI Technolog Products and Services Portfolio:
Audio-Visual (Projectors, Large Format Displays)
Wireless Connectivity/Software Applications
Installation and Integration Services
Warranty and Protection Services
White Glove Services
Finance and Leasing Programs
Buy-back and end of life Programs
Asset Management Software
Security Campus Safety Solutions
“CDI and Troxell are extremely complementary and together create a powerhouse in the Education Technology space,” said CDI CEO, Erez Pikar. “This merger expands the depth and breadth of our offering, doubles our sales reach and support into the Education space, and establishes a scalable platform for future growth.”
“Both companies share a commitment to inspiring and forming long-term relationships with educators at the local level, which in some cases span over 50 years. We believe that Troxell-CDI will enable us to offer a broader portfolio of leading brands and end-to-end technology solutions, and deliver an even higher level of personalized service and value to our customers.” said Mike Ruprich, Troxell CEO.
Troxell-CDI will be headquartered in Phoenix, Arizona. The merged organization will be led by Erez Pikar as CEO. Mike Ruprich will continue to play an important role in the integration of the two companies and will shift to a governance role serving on the Board of Directors.
The merger is supported by several positive trends in the education market including: 1) Technology becoming a more meaningful partner to educators in the classroom, 2) Continued deployment of mobile devices in education with the goal of one device per student, and 3) the preference of educators to work with a trusted 3rd party technology provider who can deliver an end-to-end experience supported at the local level.
Both companies have a long history of helping educators use technology to engage students and achieve better learning outcomes. As trusted partners, they have made it easier for educators to choose, purchase, finance, deploy, maintain and refresh classroom technologies. This merger will enable Troxell-CDI to combine forces and further this mission.
SMART Learning Suite Online (SLS Online) now integrates with G Suite! Teachers and schools can now access SLS Online from within G Suite to create, deliver, organize and share lessons, leveraging the existing Google tools and workflows already used in the classroom (An admin currently needs to install it — here’s how).
This new integration means there’s no need for teachers to waste time by switching to a new platform during a lesson. Even better, teachers can easily share their SLS Online lessons directly from Google Drive or Google Classroom.
Open, create and store SLS Online lessons directly from G Suite.
To create a lesson in Google Drive, select New > More > SMART Learning Suite. When SLS Online opens, select import from Google Drive to import a file, such as a PDF, to start creating a lesson. The lesson will automatically open in Creation Mode. You can then add activities and assessments, and further tailor your lesson to meet your needs.
Your SLS Online lessons are automatically stored in Google Drive alongside your other files, meaning you don’t have to go hunting for lessons or content in different platforms and places. Create specific folders for subjects, such as Math or Geography, and store your SLS Online lessons in there along with other relevant files in your Google Drive.
Deliver lessons to students and share with colleagues.
To deliver the lesson, simply right click on it from inside Google Drive, choose Open With and then choose SMART Learning Suite. If you’d like to send your lesson to students for homework, simply create a link as you would for any other Google Doc and share it. You can also assign it to students directly from Google Classroom, meaning you don’t have to change anything about your existing workflow.
Contact your dedicated Account Manager:
COTG is a certified reseller and ILTPP contract holder of SMART Technologies.
Bringing the Online Student Experience Full Circle
Securly released the K-12 market’s first cloud-based web filter product back in 2013. Now, the company supports over 7 million students in more than 2,000 school districts around the world. Securly’s latest announcement of the acquisition of TechPilot Labs ensures its continued growth within classrooms across the globe.
Designed specifically and exclusively for schools, TechPilot Labs began in 2012 with a unique concept: managing mobile devices in schools should be simple, teachers should have control over those devices in the classroom, and technology departments should be able to easily deploy, secure, and manage those devices.
Because founder Jarrett Volzer could not find a solution that met those needs, the spark for TechPilot Labs was ignited. Since then, the company has built its reputation on engaging both educators and technology departments in the device management process, starting with mobile device management, then adding classroom management in 2018.
As of this year, TechPilot Labs has been acquired by Securly. This alliance enabled schools to finally be able to manage and improve the use of digital devices, from start to finish.
The need is clear for a comprehensive solution that addresses not only the districts’ requirements to manage devices, filter websites and information, and monitor usage for safety, but also engages parents with a view into their child’s learning in the classroom and at home and empowers teachers to effectively manage technology in their classrooms. Securly has grown from a focus on web filtering to a more comprehensive solution for online student safety. Now, the company’s mission is expanding to focus more holistically on the overall success of the student, encompassing online protection, emotional safety, and educational empowerment.
As of this month, Pitsco Education will be releasing Smart Buddies™ Coding Solution to Encourage Diversity in STEM.
SmartGurlz™ and Pitsco Education have partnered to launch Smart Buddies this month! This new addition to Pitsco’s K-12 STEM products and services allows both companies to continue bringing quality, approachable, hands-on STEM learning tools to every student.
The goal of Smart Buddies is to provide a unique coding solution in collaboration with a curriculum that focuses on increasing diversity awareness for third- to fifth-grade students throughout the US and Canada.
With a diverse grouping of characters resembling today’s students, Smart Buddies enable learners to better depict themselves working with STEM and coding. Smart Buddies address integral issues such as diversity, race, gender difference, and conflict resolution while encouraging students to express interest in science, engineering, and the arts. The block-based coding behind Smart Buddies allows them to control the movements of their characters while mastering problem-solving techniques that cover fundamental coding concepts such as sequences, loops, events, conditionals, functions, and variables. By utilizing an app designed for application directly after downloading, Smart Buddies will keep students occupied and learning for hours!
2. Innovative Technology Experiences for Students and Teachers (ITEST)
ABOUT ITEST GRANT
The STEM Learning and Research (STELAR) Center builds capacity and magnifies the results of ITEST projects to deepen the impact of the ITEST program. To learn more about STELAR, the ITEST program, and current and past ITEST projects, please visit http://stelar.edc.org/.
ITEST is an applied research and development (R&D) program providing direct student learning opportunities in pre-kindergarten through high school (PreK-12). The learning opportunities are based on innovative use of technology to strengthen knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. To achieve this purpose, ITEST supports projects that engage students in technology-rich experiences that: (1) increase awareness and interest of STEM and ICT occupations; (2) motivate students to pursue appropriate education pathways to those occupations; and (3) develop STEM-specific disciplinary content knowledge and practices that promote critical thinking, reasoning, and communication skills needed for entering the STEM and ICT workforce of the future.
ITEST seeks proposals that pursue innovative instructional approaches and practices in formal and informal learning environments, in close collaboration with strategic partnerships. ITEST proposals should broaden participation of all students, particularly those in underrepresented and underserved groups in STEM fields and related education and workforce domains. ITEST supports three types of projects: (1) Exploring Theory and Design Principles (ETD); (2) Developing and Testing Innovations (DTI); and (3) Scaling, Expanding, and Iterating Innovations (SEI). ITEST also supports Synthesis and Conference proposals. All ITEST proposals must address how they are (A) designing innovations that meet ITEST program goals which include innovative use of technologies, innovative learning experiences, STEM workforce development, strategies for broadening participation, and strategic partnerships; and (B) measuring outcomes through high-quality research which includes high-quality research design, project evaluation, and dissemination of findings.
Are you launching a new engineering outreach program or have exciting ideas to improve an existing program or event? Fund your project with a DiscoverE Collaboration Grant! The goals of this grant program are to facilitate collaboration within the engineering community and to engage youth (particularly underserved K-12 students) with hands-on learning experiences and events that inspire an interest and understanding of engineering.
Five $1000 grants are available to help fund programs that are led by a diverse team of at least three partnering organizations who are inspiring others to discover engineering. College students, working engineers, educators and volunteers are welcome to apply.
Limited to local organizations in the U.S.
A project/program requires collaboration among at least three different organizations for funding consideration:
Both student and professional chapters/sections are eligible.
Projects/programs are not limited to those in the DiscoverE portfolio, but those connected to DiscoverE will be given additional weight. See below for project examples. To explore all DiscoverE programs, click here.
Programs do not need to be new, but must meet requirements above.
Applications must be submitted online. Click here to review the online form. Please note: The online form cannot save partially completed applications. Be sure to assemble all the content and return to the online form when you are ready.
A short report is due upon project completion. Report will be submitted online.
Digital photos and quotes/anecdotes from the project/program must be submitted for the report to be considered complete.
Photo releases will be required for all report photos. Click here to download the release form for adults and the release form for minors. For large events where releases are not possible, be sure to post a sign notifying attendees that photos may be taken and used by DiscoverE for educational purposes. Preview the language here.
DiscoverE Collaboration Grants are intended to help fund programs and events led by not-for-profit organizations. If you are applying as a for-profit organization or corporation, your application may not be considered.
The Kauffman Foundation works in partnership with organizations that share our vision and passion for education, entrepreneurship and the Kansas City community. We look for ways to advance programs and to leverage additional funding and resources in these areas. We consider our grants to be investments, and we look for a return on the investments we make.
The Foundation only funds programs within the United States. The majority of our grants are proactive and made to tax-exempt organizations. Active grantees are required to provide regular progress reports on project activities and outcomes. We fund entrepreneurship programs and activities located across the country, including Kansas City. The majority of our education grants and all of our civic-engagement grants go to organizations and efforts focused within Kansas City’s five-county metropolitan area.
In order to advocate and promote the reuse of computers, GSA is proud to sponsor the new re-engineered Computers for Learning (CFL) website. The CFL program assists federal agencies to meet the requirements of Executive Order (EO) 12999, “Educational Technology: Ensuring Opportunity for All Children in the Next Century”. The EO directs agencies, to the extent permitted by law, to give highest preference to schools and nonprofit organizations, including community-based educational organizations, (schools and educational nonprofit organizations) with the transfer, through gift or donation, of computers and related peripheral equipment excess to their needs. The CFL program represents an important contribution to EO 12999, which includes making modern computer technology an integral part of every classroom, connecting classrooms to the national infrastructure, providing teachers with the professional development they need to use new technologies effectively, and encourage the use of innovative educational software.
The CFL program allows schools and educational nonprofit organizations to view and select the computer equipment that federal agencies have reported as excess. Direct transfers are authorized by law through 15 USC 3710(i) commonly known as the Stevenson-Wydler Act (amended by Public Law 102-245 on February 14, 1992). It states, “The Director of a laboratory, or the head of any federal agency or department, may give research equipment that is excess to the needs of the laboratory, agency or department to and educational institution or nonprofit organization for the conduct of technical and scientific education and research activities. Title of ownership shall transfer with a gift under this section.” Legislative history proving the intent of Title 15 includes computers as research equipment.
All Computers for Learning (CFL) participants must be located in the United States, the U.S. Virgin Islands, American Samoa, Guam, the Commonwealth of Puerto Rico, or the Commonwealth of the Northern Mariana Islands.
Public, Private Schools and Day Care Centers
A school is eligible to receive donations through the Computers for Learning program if it is public, private, or parochial, serving pre-kindergarten through grade 12 students. Day care centers must provide a state-approved preschool curriculum.
An educational nonprofit is eligible if it is classified as tax-exempt under section 501(c) of the United States tax code and serves pre-kindergarten through grade 12 students. In addition, education nonprofit organization must meet ALL of the following criteria to participate in the CFL program:
Be tax exempt under section 501(C) of the U.S. tax code, AND
Serve some portion of the pre-kindergarten through grade 12 population, AND
Operate primarily for the purpose of education.
By completing the registration form, you are attesting that your educational nonprofit organization meets ALL of the eligibility requirements. Any federal agency that selects your educational nonprofit organization for donation will also ask you to provide proof of your eligibility. (Agencies determine what this should be, so it may vary.)
Grants are considered on an annual basis. The Dr. Scholl Foundation application form can be submitted between October 1 and March 1 of the following year. All applications are acknowledged by email. Prospective grantees are notified of the Board’s decision in November and, if approved, grant payments are made in December of the grant year.
The application form and instructions are available October 1 each year online. Application forms must be requested each year online. Phone, fax, written or email requests are not accepted.
To see if you qualify to request a grant application refer to our Preferences/Limitations page. Do I qualify?
The Reiman Foundation will accept, review and make decisions on grant applications on an ongoing, rolling basis throughout the year. Our aim is to review and process the numerous applications we receive, as quickly and efficiently as possible. There are no set deadlines for submitting grant applications.
The Reiman Foundation will acknowledge receipt of your grant application by telephone, email or postal letter; therefore you don’t need to contact us to check on the status. If your submitted proposal does not fall within our established application guidelines, and/or is one that we’re unable to support at this time, we’ll advise you of this decision in a timely manner.
In order for us to review your proposal in a timely manner, please include the following information on your agency’s letterhead:
The date of your application
Brief description of project requesting funds
Why a grant from the Reiman Foundation is needed
Documentation of tax-exempt status
Brief overview of your agency (include the population you serve and your focus)
Contact person’s name and information
Amount of funds being requested (if possible attach a “Wish List” with specific needs and the dollar amount associated with those needs)
AAUW’s Community Action Grants provide funds that address issues related to the needs of women and girls or that provide information to educate and benefit the public on those issues. AAUW encourages proposals for projects that
Use innovative approaches to address local community needs or build links among community partners
Build partnerships between schools and community organizations
Special consideration is given to
Projects directed by or collaborating with AAUW branches and states
Projects focused on K–14 (including two-year colleges) women and girls’ achievement in math, science, and/or technology
Projects that include community partners (Community partners might include local schools or school districts, businesses, and other community-based organizations.)
Applications for AAUW Community Action Grants are open August 1–December 1.
Applicants must be individuals, AAUW branches, AAUW state organizations, or local community-based nonprofit organizations (including universities).
Project directors must be the applicant and must be U.S. citizens or permanent residents.
The proposed activity must take place within the United States or its territories.
Nonprofit organizations and universities must be based in the United States or its territories.
Organizations (including universities) must have 501(c)(3) tax-exempt status. AAUW branch and state applicants must have 501(c)(3) or 501(c)(4) tax-exempt status.
The proposed activity must have direct community or public impact. Proposals from AAUW branches or states must be approved and signed by the branch or state president.
Proposals from local community-based nonprofit organizations must be approved and signed by the organization’s executive director.
Community Action Grants are not available for the development of written work for academic credit or for research that will be used for a degree thesis or dissertation.
Previous Community Action Grant awardees must wait three application cycles before applying for another grant.
Members and officers of the AAUW Board of Directors are not eligible to apply for fellowships and grant awards. AAUW staff or volunteers with decision-making authority who wish to apply for an award must recuse themselves from the decision-making process.
Educators frequently need outside resources to engage in meaningful professional development due to limited district funding. Through our Learning & Leadership grants, we support the professional development of NEA members by providing grants to:
Individuals to participate in high-quality professional development like summer institutes, conferences, seminars, travel abroad programs, or action research
Groups to fund collegial study, including study groups, action research, lesson plan development, or mentoring experiences for faculty or staff.
We give preference to proposals that incorporate STEM and/or global competence in their projects.
Grant funds can be used for travel, room, meals, registration fees, materials, etc. for individual grants. For group grants, funds can be used for educator stipends, substitute fees, materials, travel, meals, etc.
Grant funds cannot be used to pay indirect costs, grant administration fees, salaries, conference fees for more than one person, or lobbying or religious purposes.
Grants are available to current members of the National Education Association who are educators in public schools or public institutions of higher education. We especially encourage education support professionals* to apply.
We’re currently giving preference to proposals that incorporate STEM and/or global learning into projects.
* Education support professionals can be classified as: para-educators, school bus drivers, maintenance and custodial staff, food services staff, school nurses and student services workers, clerical and office assistants, school security officers, and technicians.
Unfortunately, the following groups may not apply as either the lead or partner:
Educators who are not members of the National Education Association
Employees, members of the board of directors, and immediate family members of the staff and board of the NEA Foundation
SparkFun welcomes applicants of all ages and skill levels to apply to become a SparkFun Community Partner. We will award selected applicants on a quarterly basis with a sponsorship package that meets the needs of their club or organization.
The SparkFun Community Partnership Program facilitates one-time collaborations between SparkFun and its community partners to support the work of creators and inventors in the field. In exchange for support through the donation of SparkFun hardware, community partners provide content for SparkFun’s channels to share their stories with the maker community at large. We believe that amplifying the successes of individuals in the field helps the community around the world continue learning and continue innovating.
SparkFun looks for individuals and organizations who embrace DIY values of open source, collaboration, playfulness, learning at all levels, and making the world a better place. Our community partners will demonstrate a noble cause, a vital need, and an inspiring story. For example, we are more likely to sponsor an educator who is having students build robots for a school robot dance party that will benefit a local charity than to simply help a school stock its makerspace.
The more detail you can provide on this form, the better equipped our Community Partnership team is to support your work. We look forward to hearing from you!
Complete the application below and share your story with us. Completed applications are sent to SparkFun’s Community Partnership team.
Within the first two weeks after each quarter, the Community Partnership team reviews each application and will contact applicants with any questions if necessary.
Awards will be announced within 30 days of the last day of the quarter via direct email to beneficiaries as well as posts on SparkFun’s Facebook and Twitter accounts.