ADHE W Proposal and Grant Writing in Adult and Higher Education

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1 TEXAS A&M UNIVERSITY-TEXARKANA COLLEGE OF EDUCATION & LIBERAL ARTS (CELA) ADHE W Proposal and Grant Writing in Adult and Higher Education COURSE SYLLABUS Fall 2012 CREDITS: Three (3) Semester Credit Hours INSTRUCTOR: Judy G. Traylor, Ed.D PHONE: (903) Fax: (903) OFFICE: Northeast Texas Community College Administration Building Office Hours: By appointment only Course Description: This course introduces students to the process of creating a competitive grant proposal. Students critique funding opportunities and develop a project consistent with the Request For Proposal(RFP). Detailed examination of the proposal components are considered, including the narrative, methodology and budget. Emphasis is placed upon aligning project objectives with strategic institutional goals. Prerequisite: Graduate level status. Textbooks/Resources: Required: Henson, Kenneth, Successful Grant Writing for School Leaders:10 Easy Steps, (2011), Allyn & Bacon. (ISBN: ) Supplemental articles and external links will be provided in Blackboard Student Learner Outcomes: List of objective statements or what a student will know and/or be able to do as a result of this course; the competencies students must achieve. Students completing the course will be able to: 1. Develop a preliminary concept paper for a research project. 2. Identify possible funding sources and respond to Requests for Proposal (RFP). 3. Outline and complete the proposal narrative. 4. Design research methodology consistent with RFP and project objectives. 5. Project and prepare a budget to cover administrative and operational costs of the project. 6. Produce and submit a competitive grant proposal. Buehler/Traylor ADHE 597 Proposal and Grant Writing in Adult & Higher Ed Syllabus p. 1

2 Course Outline: Note: This course is completely online and does not require any face-to-face meetings. Module 1 Aug 27-Sep 2 Course Introduction Video lecture: Course Introduction Discussion: Instructor & Student Introductions Course Management: Syllabus, Calendar, Timeline Quiz over syllabus and introductory materials; Chapter 1: Getting the Right Attitude; Module 2 Sep 3-Sep 9 Module 3 Sep 10-Sep 16 Module 4 Sep 17-Sep 23 Module 5 Sep 24-Sep30 Beginning the Project Creating the Project Team Finding Funding Sources Outlining the Proposal Chapter 2: Moving Beyond the Myths (10 pts) Chapter 3: Using the Right Vocabulary & Tools Video lecture: Identifying Institutional Goals Video lecture: Forming the institutional team Chapter 9: Forming Partnerships Discussion: Teams & Partners (15 pts) Assignment: Team Table (50 pts) Assignment: Partnership Worksheet (50 pts) Chapter 4: Choosing Your Path Chapter 8: Finding Funding Sources Discussion: Funding Sources (15 pts) Quiz (10 points) Assignment: Identifying Sources of Funding (50 pts) Chapter 5: Including All the Right Parts Discussion: Planning Issues (15 pts) Assignment: Project Plan (50 pts) Mid-Term Exam Modules 1-5 Available Online Sep 30 Oct 4 (100 pts) Module 6 Oct 1-Oct 14 Writing the Narrative Chapter 7: Developing a Succinct Writing Style Discussion: Writing Resources (15 pts) Assignment: Writing the Narrative (50 pts) Module 7 Oct 15-Oct 28 Module 8 Oct 29-Nov 11 Module 9 Nov 12-Nov 18 Designing the Methodology Preparing the Budget Planning Sustainability Module 10 Presenting the Final Proposal Nov 19-Dec 2 Final Exam Modules 6-10 Available online Dec 2-7 (100 pts) Chapter 10: Going to the Stars: Using Action Research Supplemental Readings Discussion: Appropriateness of Methods (15 pts) Assignment: Research Design (50 pts) Chapter 6: Preparing the Budget Discussion: Follow the Money (15 pts) Assignment: Create the Budget (50 pts) Chapter 10: Going to the Stars Discussion: The Dream Lives On (15 pts) Assignment: Sustainability Plan (50 pts) Final Proposal Due Dec 3, 8:00 am CST (200 pts) GRADING SCALE A: B: C: D: F: Buehler/Traylor ADHE 597 Proposal and Grant Writing in Adult & Higher Ed Syllabus p. 2

3 Course Overview: Utilizing graduate level research, writing, and analytical skills, students in this course will not only plan a project, but will implement the grant writing process through every stage, including submission of the final proposal. Modules 1-3 introduce the student to the concept and overall processes involved in grant writing. In Module 4, students identify Request for Proposals (RFP), evaluate those proposals for alignment with institutional goals, and determine a RFP to respond to. Modules 5-9 walk the students through project development and writing. Module 10 concludes the planning process as students complete and submit their proposals to funding agencies. Assignments within the course are designed to prepare the student for the various stages of the grant/proposal process. The final project is the culminating document that meets the criteria of the Request for Proposal (RFP) selected by the student. The detailed research, writing, and analytical skills necessary to successfully complete the content preclude this course from being offered at the undergraduate level. Attendance: Students are responsible for beginning their participation on the FIRST CLASS DAY by logging on and completing assignments according to the syllabus. Failure to submit online assignments between the first day of classes and the university census date (according to the university schedule) will result in an ADMINISTRATIVE DROP from the course. As an online course, attendance will be assessed by semi-weekly logins. Because assignments and due dates are clearly posted in advanced, more frequent login is not required. However, online participation and consistent communication with the instructor typically predict success in the online environment. Assignments: Weekly assignments are taken from the text book and are based upon the step-by-step process of grant/proposal writing. Each assignment prepares the student for a correlated component of a typical proposal, but does not necessarily meet the requirements of the specific RFP selected by the student. Typically, the assignment will consist of identifying sources of relevant data for specific portions of the proposal and analyzing the information necessary to complete the RFP. Project Proposal: The culminating project of the course is a complete application in response to a real-life RFP. Because each proposal has unique requirements, each student will also produce a unique final project. At minimum, it will contain the Transmittal Letter, Abstract, Table of Contents, Project Summary, Project Detail, Budget, Sustainability, and Evaluation Plans. Quizzes & Exam Quizzes will be given to cover key areas of the text at specific intervals designed to keep the student on track with the reading and preparation for the stages of the proposal process. A comprehensive final exam will be given to cover all course materials including the text book, video presentations, and practical application of the proposal process. Buehler/Traylor ADHE 597 Proposal and Grant Writing in Adult & Higher Ed Syllabus p. 3

4 University Drop Policy: To drop this course after the 12th class day, a student must complete the Drop/Withdrawal Form, located on the University webpage or from the Office of the Registrar. The student must submit the signed and completed form to the instructor of each course indicated on the form to be dropped for his/her signature. The signature is not an approval to drop, but rather confirmation that the student has discussed the drop/withdrawal with the faculty member. The form must be submitted to the Registrar s office for processing in person, mail (7101 University Drive, Texarkana, TX 75503) or fax ( ). Drop/withdraw forms missing any of the required information will not be accepted by the Registrar s Office for processing. It is the student s responsibility to ensure that the form is completed properly before submission. If a student stops participating in class (attending and submitting assignments) but does not complete and submit the drop/withdrawal form, a final grade based on work completed as outlined in the syllabus will be assigned. Academic Integrity: Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source constitute academic dishonesty and may be grounds for a grade of F in the course and/or disciplinary actions. For additional information, see the Disability Accommodations: Students with disabilities may request reasonable accommodations through the A&M-Texarkana Disability Services Office by calling A&M-Texarkana Address: You have been assigned an A&M-Texarkana account. This account will be used to deliver official university correspondence. Each individual is responsible for information sent and received via the university account and is expected to check the official A&M-Texarkana account on a frequent and consistent basis. Faculty and students are required to utilize the university account when communicating about coursework. However, the primary method of communication within this online course will be through the message center in Blackboard. Faculty Office Location and Contact Policy: The course uses Blackboard as the course management system, providing both content delivery and interaction among students and the instructor. Please use the messaging system within Blackboard for communication. Generally you may expect a reply within 48 hours, unless I announce a period that I will be unavailable, such as holidays or times of illness. While the course is designed to operate smoothly with online communication, sometimes a telephone call can resolve questions quickly and easily. My phone number is (903) If I am not in the office when you call, please leave a message and I will respond as quickly as possible. Face-to-face visits are welcomed. My office UC311, located in the library. My posted office hours are (TBA per semester). I am available at other times by appointment. In my experience, communication with the instructor is the most reliable predictor of your success in the course. Please contact me with any questions or matters requiring clarification. Buehler/Traylor ADHE 597 Proposal and Grant Writing in Adult & Higher Ed Syllabus p. 4

5 Technical Assistance Information Solutions to common problems and FAQ s for your web-enhanced and web courses are found at this link: If you cannot find your resolution there, you can send in a support request detailing your specific problem here: Blackboard Helpdesk contacts (office hours are: Monday - Friday, 8:00a to 5:00p) Frank Miller (alternate) Nikki Thomson (alternate) Technical Requirements The following computer system requirements are recommended for an online course: OS: Windows 2000/XP/Vista/7; Mac OSX 10.4 & above NOTE: Ipads not yet supported RAM: 512 MB ( 2 gig recommended), Processor: 2.0 GHz, Free space on HDD: 500MB Internet Connection: (Broadband/DSL preferred), Dial Up 56k minimum Browser: Internet Explorer 7+, Mozilla Firefox 3+ (preferred browser), Safari 2.0+, Chrome Java: Version 6 Update 11 or later Sound card and speakers Software Requirements Pop-up Blockers (All pop-up blockers installed on your computer must be set to allow pop-ups from Blackboard 8) Java Runtime Environment - You must have the Java Runtime Environment installed. This is a free plug-in for your browser that can be obtained by going to Additional Plug-ins You may need additional software based on the content that your instructor posts in their course. Commonly needed applications are: Microsoft Office 2010/2007/2003/XP Suite/Works (not free software) Adobe Acrobat Reader (free download) Windows Media Player (free download) Real Time Media Player (free download) Quick Time Media Player (free download) Macromedia/Adobe Flash (free download) Macromedia/Adobe Shockwave (free download) Participation Policy a. Students are expected to begin the course by reading the information in the Introductory Module, including the syllabus, course schedule, and other preliminary documentation. All other course content will be hidden until the student clicks the Reviewed button, at which time the remaining course content will appear. This process is explained in the Introductory Module. Additionally, the student must complete a brief quiz of the introductory material and electronically sign a document that states the intent of participation in the course prior to the census date. Participation will be monitored by the instructor using Blackboard tracking features. However, since some students print assignments rather than working continuously online, the primary evaluation of participation will be the timely submission of assignments. Buehler/Traylor ADHE 597 Proposal and Grant Writing in Adult & Higher Ed Syllabus p. 5

6 b. Course Etiquette: All communication among instructor and students is expected to be professional and courteous. Any complaint regarding inappropriate communications should be directed to the instructor immediately. An initial offense by a student will be assumed to be a miscommunication and the opportunity to correct the situation will be made. Additional offenses will be considered intentional and will be addressed as matters of course misconduct. c. Discussion Board Standards: Each student is expected to interact with the instructor and other students through planned discussion board questions directly related to module topics and in informal discussions that arise throughout the semester. Formal discussion questions are to be treated with the same degree of thought and diction that would be given to a face-to- face graduate level conversation. These questions will be included in the course assessment. Additionally, informal discussions relevant to course topics will arise throughout the semester. Students are expected to contribute to those conversations without expectation of additional points. Buehler/Traylor ADHE 597 Proposal and Grant Writing in Adult & Higher Ed Syllabus p. 6

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