* These sites feature funding resources that are available but not limited to the area of service-learning research.


5.   Foundation Center

The Foundation Center supports and improves institutional philanthropy by promoting public understanding of the field and helping grantseekers succeed. The Center collects, organizes, and communicates information on U.S. philanthropy; conducts and facilitates research on trends in the field; provides education and training; and ensures public access to information and services through its Web site (www.fdncenter.org), print and electronic publications, five library/learning centers, and a national network of over 200 cooperating collections. Founded in 1956, the Center is the nationís leading authority on institutional philanthropy and is dedicated to serving grantseekers, grantmakers, researchers, policymakers, the media, and the general public.






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6.   Center for Information and Research on Civic Learning and Engagement

The Center for Information and Research on Civic Learning and Engagement (CIRCLE) promotes research on civic engagement by Americans between the ages of 15 and 25. Although CIRCLE conducts and funds research, not practice, the projects that we support have practical implications for those who work to increase young people's engagement in politics and civic life. CIRCLE is also a clearinghouse for relevant information and scholarship. CIRCLE was founded in 2001 with a generous grant from The Pew Charitable Trusts and is based in the University of Maryland's School of Public Affairs.






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7.   Learn and Serve America

Learn and Serve America supports service-learning programs in schools and community organizations that help nearly one million students from kindergarten through college meet community needs, while improving their academic skills and learning the habits of good citizenship. Learn and Serve grants are used to create new programs or replicate existing programs, as well as to provide training and development to staff, faculty, and volunteers.






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