Seminar in Library Management
Topic: Grant Writing and Alternative Funding Sources
Spring 2013 Greensheet
Office Phone: (530) 666-8002
Home Phone: (209) 952-2798
Cell Phone: (530) 848-8768
Office Hours: All times are based on Pacific Standard Time. Course orientation session through Collaborate will be offered twice to accommodate as many student scheduled before class begins: Friday, January 18, 2013 at 6 p.m. OR Saturday, January 19, 2013 at 9 a.m. Session will be recorded and student review prior to the course is mandatory. Collaborate office hours will be held on the following Saturdays at 9 a.m.: 2/2, 2/9, 2/16, 2/23, 3/16, 3/23, 3/30, 4/13, 4/20, 4/27, 5/4 Student Presentations and 5/11 Student Presentations. Office hours are about 1.5 hours in length and consist of a supplementary lecture and a question and answer session and are highly recommended. Sessions are all recorded for student review at any time. Office hours may also be scheduled by individual appointment.
D2L Information: This course will be available on D2L the first day of class, January 23. You will be enrolled into the site automatically. I wil send more information about course access as we approach this date through MySJSU.
BEFORE THE COURSE BEGINS:
- A Course Orientation session will be provided January 18 and January 19 and will be recorded for student review.
- You must select a library or nonprofit to work with in writing a grant. The work you provide is based on real casework, in a real situation. You may choose any type of library or nonprofit, including a work or volunteer environment. In selectin a library or nonprofit, consider your options carefuly. Prepare your potential client with a copy of this Greensheet so they have a firm understanding of the expectations and the timeline All students will be sent a document of considerations prior to the course. You must have a client already determined prior to class.
This is a hands-on introductory course in grants and alternative funding resources for all libraries, with an emphasis on public libraries. Skills developed are applicable to other organizations as well. Students will work with a real library or other organization, assess library needs and future service development, create a marketing piece that outlines organizational mission and strengths, research current and potential funders, develop an actual grant or proposal for implementation, and determine funding and management priorities for alternative resource development. Students will become familiar with various types of funding resources for libraries and program development.
Each week will focus on written and discussion board examination of the topics related to grant writing and alternative funding sources for libraries. Most of the research will be conducted through online resources and fieldwork with a library of the student’s choice.
Preparation: Before enrolling, students should make contact with a library or organization that is interested in a small grant project. For more information on how to approach an organization or for suggestions on partner libraries, contact course instructor at email@example.com.
Students need to identify a library or organization of their choice, a key contact, and begin research with the "client" prior to course initiation.
The student will be evaluated on the content of their ongoing grant proposal development, documentation to accompany the proposal, and related supporting materials as well as ongoing communication and participation, analysis and collegial support demonstrated through the Discussion Board.
Subject to change with one week notice, the following calendar of coursework will be:
- Weeks One and Two - January 23-February 3 – Welcome and introduction, goals of course, student identification of personal objectives for course, identification of one project/library to consider; grants and funding vocabulary; ethics, confidentiality, integrity of the process for the client and the funder, intellectual freedom issues, integration of mission and vision of organization with funder priorities. Environmental scan of existing and immediate local resources. SLO #1
- Weeks Three and Four - February 4-17– Know Your Client: Assessing the Library needs and wants: mission, vision, existing and future programs and services. Identification of one program/project/service area to develop or enhance and identification of key potential grantors. Initiate research of grants and alternative funding sources. Begin funding priorities template. SLO #2
- Weeks Five and Six - February 18-March 3: Determining funder goals, learning about the funder organization, preparing for the first contact, documentation accumulation. SLO #3
- Weeks Seven and Eight- March 4-17: Program readiness and preparation, internal Library team development, gathering supporting documents. Goals and objectives for the program including implementation and evaluation criteria. SLO #5 and SLO #6
- Weeks Nine and Ten - March 18-31: Writing, editing and preparing the proposal/grant request/application and implementation. SLO #4
- Weeks Eleven and Twelve- April 1-14: Analysis of results and more research; Annual IRS information; Annual reports; data mining of like organizations; partnerships and joint ventures SLO #6
- Weeks Thirteen and Fourteen - April 15-28: Ingredients for success. Marketing and promotion; program/project management; documentation of success; communication with funder, community and staff; evaluation and success metrics. SLO #7
- Weeks Fifteen and Sixteen - April 29-May 12: Alternative resources and approach priorities; building funding capacity for the future; managing success and keeping track. SLO #7
May 12, 2013- Final Grant application due.
May 13, 2013 - Final Day of Class.
The assignments and discussion board participation for eight ten units will be worth ten points for a total of 80 points. The written assignments are worth 8 points; the discussion board participation is worth 2 points. The final grant is worth 20 points for a total of 100 points for the course. Students will be required to contribute to each discussion board topic by SUNDAY of each week and then respond to at least two colleagues.
An extra credit assignment of 2 points will be provided during Week 3 where students will be asked to provide feedback of their experience so the instructor can determine any course changes if needed. An additional 2 points will be awarded upon student completion of SOTES, Student Opinion of Teaching Effectiveness. If a secondary final grant application is submitted, up to 2 points of extra credit may be awarded. A final 4 points of extra credit is allowed for a presentation at the end of the semester.
A one point (1.0) deduction will be made for every week that the assignment is late. Students must communicate with the instructor to advise her of any late work.
Most of the work will be conducted through online research and fieldwork.
Supplemental readings will be available through the King Library’s reserved reading program and distributed through the course.
The Foundation Directory is available online through SJSU SLIS Databases. Please be prepared to access the King Databases with your Student ID and password.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
LIBR 200, LIBR 204.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Describe the grant-seeking process.
- Conduct research to locate sources of grant funding, analyze grantmaker guidelines, and assess whether potential funding sources match an organization and a specific project.
- Describe funder perspectives and know how to communicate effectively with prospective grantmakers.
- Write persuasive material that clearly articulates purpose, responds to the needs of an audience, uses the appropriate voice and tone, and builds stakeholder support.
- Analyze an organization's grant-seeking practices, identify areas of potential improvement, and prioritize grant-seeking opportunities.
- Assess specific library needs and future service development, identifying appropriate projects for grant funding.
- Develop a competitive grant proposal, including budgets, implementation plans, and evaluation criteria.
LIBR 282 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- N Evaluate programs and services based on measurable criteria.
- MacKellar, P. & Gerding, S. (2010). Winning Grants. New York, NY: Neal-Schuman Publishers. Available through Amazon: 1555707009
- Karsh, E. & Fox, A. S. (2009). The only grant-writing book you'll ever need. New York, NY: Basic Books. Available through Amazon: 0465018696.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — LIBR 200, LIBR 202, LIBR 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://www.sjsu.edu/studentconduct/Students/Student_Academic_Integrity_Process/.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability, please e-mail me as soon as possible. Presidential Directive 97-03 requires that students with disabilities register with the Accessible Education Center (AEC) to establish record of their disability.
No matter where students reside, they should contact the SJSU AEC to register. The AEC Web site: http://www.sjsu.edu/aec
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