Knapp Fellowship for Entrepreneurial Service-Learning
“Our hope is that this award will help students make a difference. Since arriving at GW, we have been struck by our students’ passion for changing the world and by the imaginative and intellectually serious way in which they harness that passion by developing concrete, innovative projects.”
— President Emeritus Steven Knapp
Steven and Diane Robinson Knapp established the Knapp Fellowship for Entrepreneurial Service-Learning at The George Washington University to recognize, reward, and facilitate creative public service and academic engagement. Selected undergraduate or graduate students design and implement entrepreneurial service-learning projects that make a significant difference in the lives of others. Selected Knapp Fellows work with the Honey W. Nashman Center for Civic Engagement and Public Service and a faculty member advisor to implement projects in collaboration with other students and/or community partners. Fellowship projects are conducted over the course of an academic year (beginning in summer or fall to no later than June 30th of the following year).
One or more Knapp Fellowship awards, ranging from $2,500 to $10,000 are distributed annually.
LEARN MORE ABOUT THE REQUIREMENTS
Apply for the Knapp Fellowship Here!
Not for you? Be sure to check out all of our other GWupstart Grant Opportunities.
HOW TO APPLY
Knapp Fellowship projects should integrate scholarly work in the student’s discipline with the design and implementation of the service project. Projects should also involve collaboration with a local community organization or community members, and be heavily informed by their knowledge and experience. You must submit letters of support from your community partner organization and a faculty advisor as part of your application.
These projects are substantial and rely on Fellows having prior experience working with their community partner and/or the social issue. Knapp Fellows also receive professional development opportunities, preparing them to work with community partners and/or faculty members who are subject experts. Additionally, faculty advisors may receive funding for their role as advisors to selected Fellow(s).
Please visit our requirements page for more details on your fellowship proposal.
GW undergraduate and graduate students, working individually or in teams, are encouraged to apply.
- Step 1: Contact aymanrahman
gwu [dot] edu (Ayman Rahman) for an initial advising meeting at aymanrahmangwu [dot] edu - Step 2: Submit a proposal by the Friday, May 22nd, 2026 deadline
- Step 3: Finalists are contacted and prepare presentations to a review panel
- Step 4: Selected Knapp Fellows implement their scholarly work and community project in the 2026/2027 academic year
How to Apply to the Knapp Fellowship
Meet Our 2025-26 Knapp Fellows
1. Katie Anderson
Doctoral Candidate, Counseling Education and Supervision, Graduate School of Education and Human Development (GSEHD)
Project Title: The Calm After the Storm Kit
Issue Area: Mental health support for displaced and climate-affected families
Faculty Advisor: Dr. Maggie Parker, Counseling and Human Development, GSEHD
Project Summary: Katie’s project, The Calm After the Storm Kit, focuses on creating a trauma-informed, play-based emergency kit for children and families who have been displaced due to climate disasters or conflict. The kits include tools and activities that help children manage stress, build emotional resilience, and promote healing through culturally sensitive materials.
Project Details: Katie will collaborate with AsylumWorks, a nonprofit in Washington, D.C. that supports displaced families. She will involve parents and caregivers in the design and feedback process to ensure that the kits are practical, developmentally appropriate, and culturally responsive. This participatory approach will guide the creation of the prototype kits, which will be distributed to families for testing and feedback.
Katie brings over 20 years of experience in child development and humanitarian work, including time with refugee communities in Uganda and Tanzania. Her academic focus will include a qualitative research component using a phenomenological approach. The study will capture how families experience the kits and what emotional and behavioral outcomes emerge. The project will contribute new insights to the fields of trauma-informed care, parenting in displacement, and the use of play as a mental health intervention.
Expected Deliverables:
- Co-design process with displaced caregivers through focus groups
- Production and distribution of 20 prototype kits through AsylumWorks
- Qualitative research study evaluating family feedback and use
- Submission of a peer-reviewed article and preparation for future scale-up
2. Rebecca Burns
Doctoral Candidate, Human and Organizational Learning, Graduate School of Education and Human Development (GSEHD)
Project Title: Run the World – Appalachia: Empowering Future Women Leaders in West Virginia
Issue Area: Women’s Leadership and Educational Equity in Underserved Regions
Faculty Advisor: Dr. Yoshie Tomozumi Nakamura, Human and Organizational Learning, GSEHD
Project Summary: Rebecca’s project launches a leadership development program for low-income, first-generation young women from West Virginia, combining of a week-long institute with sustained mentorship and peer support to foster enduring leadership identity and skills.
Project Details: Rebecca will work through her nonprofit, Run the World – Appalachia, in partnership with West Virginia Public Schools, Marshall University, and the George Washington University to recruit, engage, and support a cohort of college-bound high school women from West Virginia. These students will participate in a holistic summer institute and then continue receiving regular mentorship, peer support, and community-building activities throughout their college journeys. The goal is to increase retention, build confidence, and ultimately strengthen the pipeline of women leaders in the region.
The academic contribution of this project is grounded in Rebecca’s dissertation research on women’s leader identity development. Using that foundation, she will design and assess the program’s effectiveness in cultivating leadership among women historically underrepresented in such roles. Her findings will be shared through publications and presentations to advance the scholarship on gender equity, leadership development, and rural educational opportunity.
Expected Deliverables:
- A week-long summer leadership institute (in both West Virginia and Washington, D.C.)
- Ongoing mentorship and peer support program throughout participants' college years
- Evaluation of changes in leadership identity and college retention
- Research study and academic dissemination on women’s leadership development
3. Alex Glade
Doctoral Candidate, Human and Organizational Learning, Graduate School of Education and Human Development (GSEHD)
Project Title: Empowering Advocates as Learning Facilitators: Incorporating Transformative Learning Approaches
Issue Area: Youth health advocacy and preventive health education
Faculty Advisor: Dr. Julia Storberg-Walker, Human and Organizational Learning, GSEHD
Project Summary: Alex’s project focuses on co-developing the Junior Advocates Program with Fight Colorectal Cancer (Fight CRC), an initiative designed to engage children and young adults who have experienced the emotional and social impact of colorectal cancer in their families. Through storytelling, reflective activities, and advocacy training, the program aims to help participants develop emotional resilience, a strong sense of identity, and the tools to become future advocates for health policy.
Project Details: Alex will work directly with the Junior Advocates team at Fight CRC, a national nonprofit that supports patients, caregivers, and families affected by colorectal cancer. The project will serve children and youth who have either lost a loved one or supported a family member during treatment. These participants will take part in workshops that use creative formats like personal storytelling to explore their lived experiences and engage in health advocacy. Activities will be shaped through collaboration with caregivers, advocates, and program staff.
The academic component of the project is grounded in Transformative Learning Theory. Alex’s work will examine how young people make meaning of personal hardship through storytelling, critical reflection, and shared dialogue. A pre- and post-program assessment will help evaluate the impact on participants’ confidence and sense of voice. The project will contribute to the field of youth advocacy, health education, and applied learning theory, with insights documented in a final report and public presentation.
Expected Deliverables:
- Co-created learning and storytelling activities for Junior Advocates
- Facilitation of 2–3 pilot sessions with feedback from participants and families
- A final report on outcomes and best practices for future cohorts
- Presentation of findings at GW’s research forum or Fight CRC’s national event
4. Sofiia Khugaeva
Senior, Biomedical Engineering and Health Equity, School of Engineering and Applied Science
Project Title: From Test to Care: A Community-Guided Model for HIV Care Continuity
Issue Area: HIV prevention and equitable access to healthcare in underserved communities
Faculty Advisor: Dr. Maranda C. Ward, Clinical Research and Leadership, School of Medicine and Health Sciences
Project Summary: Sofiia’s project addresses a critical gap in HIV care by designing a community-informed care-continuity model for mobile pop-up testing organizations. In partnership with One Tent Health, a student-run nonprofit offering free rapid HIV testing in Wards 5, 7, and 8 of Washington D.C., the project will develop tools, resources and strategies to ensure that individuals who test at mobile sites are effectively connected to long-term care and services.
Project Details: Sofiia will collaborate with One Tent Health and local stakeholders to co-create a system that bridges the gap between HIV testing and ongoing care, especially for uninsured and under-resourced populations. Drawing on her role as a Deputy Organizer, she will lead interviews with clients and community members, attend Advisory Neighborhood Commission and Ward 8 Health Council meetings, and consult with fellow volunteers and leaders to ensure the model reflects lived realities and community feedback.
The academic component includes a literature review on similar models, qualitative analysis of community interviews, and a research paper documenting the model’s development. Volunteers will also be trained in community-responsive care practices and HIV education.
The project evaluation will focus on process-oriented outcome measures. Sofiia will track implementation metrics, such as the number of interviews conducted, community meetings attended, and volunteers trained. Immediate outcomes, like increased client awareness of care options, volunteer confidence in making referrals, and new partnerships with community institutions, will be monitored through structured debriefs and feedback forms.
Expected Deliverables:
- Creation of a community-informed care-continuity model for mobile testing organizations
- Development of a referral toolkit and resource booklet tailored to community needs
- Training modules and volunteer education sessions focused on HIV care and community-responsive service
- Academic paper detailing the model’s development, findings, and implementation
Meet Our PREVIOUS Knapp FellowS!
CHECK OUT 2023-24 Knapp PRESENTATIONS!
READ OUR 2022-23 ANNUAL REPORT!
Apply for the Knapp Fellowship