Seminar in Library Management
Topic: Grantwriting and Alternative Funding Sources
Summer 2011 Greensheet
Textbooks and Readings
You will be enrolled into the D2L course automatically. The first day of the course is June 6. The instructor will send more information on how to prepare for the course as we approach this date. An Elluminate introductory session will be held and recorded on Friday, June 3 at 1 p.m. Pacific time. Students must participate in the Elluminate session or view this recorded session prior to course initiation.
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.
Course Prerequisites: LIBR 200, 202, 204
Student Learning Outcomes
At the end of this course, students will be able to:
- Create a marketing platform that outlines the mission, strengths and services of any organization
- Articulate ethics, confidentiality and intellectual freedom issues associated with alternative funding resource development
- Prepare an environmental scan for alternative resources
- Develop a funding priorities template
- Assess Library needs and future service development
- Research current and future prospective funding resources
- Prepare a grant or proposal for future funding
- Develop implementation and evaluation criteria
- Market and promote results of fund development
LIBR 282 supports the following SLIS Core Competencies:
- Understand the nature of research, research methods and fundings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- Contribute to the cultural, economic, educational and social well-being of out communities.
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: Prior to enrollment, students should make contact with a library or organization to determine interest in a small grants process. For more information on how to approach a library or for suggestions on possible libraries, e-mail course instructor at firstname.lastname@example.org.
Students need to identify a library or organization of their choice, a key contact, and begin research with the "client" prior to the course initiation. An optional Elluminate introductory session will be held prior to June 6 to introduce the course.
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:
- Week One and Two - June 6-June 17– Welcome and introduction, goals of course, student identification of personal objectives for course, identification of one project/library to consider, initiate possible funder suggestions on Discussion Board. 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 funding resources.
- Week Three – June 18-June 24 - Know your Client: Assessing your 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 alternative funding sources. Begin funding priorities template.
- Week Four - June 25-July 1 - Determining funder goals, learning about the funder organization, preparing for the first contact, documentation accumulation.
- Week Five - July 2-July 8 - Program readiness and preparation, internal Library team development, gathering supporting documents. Goals and objectives for the program including implementation and evaluation criteria.
- Week Six - July 9-July 15 - Writing, editing and preparing the proposal/grant request/application and implementation
- Week Seven and Eight - July 16-July 29 - Analysis of results and more research; Annual IRS information; Annual reports; data mining of like organizations; partnerships and joint ventures; Ingredients for success
- Week Nine - July 30 - August 5 - Marketing and promotion; program/project management; documentation of success; communication with funder, community and staff; evaluation and success metrics.
- Week Ten - August 6- August 11 - Alternative resources and approach priorities; building funding capacity for the future; managing success and keeping track.
FINAL GRANT DUE August 7
The assignments and discussion board participation for each of the ten units will be worth ten points for a total of 100 points for the course. The written assignments are worth 8 points; the discussion board participation is worth 2 points. 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 5 points will be provided during Week 4 where students will be asked to provide feedback of their experience so the instructor can determine any course changes if needed. An additional 3 points will be awarded upon student completion of SOTES, Student Opinion of Teaching Effectiveness.
A one (1) point 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.
- MacKellar, P. & Gerding, S. (2010). Winning Grants. Neal-Schuman. Available through Amazon: 1555707009
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100
|94 to 96
|91 to 93
|88 to 90
|85 to 87
|82 to 84
|79 to 81
|76 to 78
|73 to 75
|70 to 72
|67 to 69
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) — INFO 200, INFO 202, INFO 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 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf 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 Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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