Seminar in Library Management
Topic: Grant Writing and Alternative Funding Sources
Spring 2015 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 begins January 22, 2015 and concludes on May 13, 2015. Course orientation session will be offered to accommodate as many student scheduled before class begins: Friday, January 16 at 7 p.m. and repeated Saturday, January 17 at 9 a.m. Session will be recorded and student review prior to the course is mandatory. Office hours will be held on the following Fridays at 7 p.m. and repeated on Saturdays at 9 a.m. unless indicated: February 6 repeated February 7, February 13 (not repeated), February 20 repeated February 21, March 6 repeated March 7, March 27 repeated March 28, April 3 repeated April 4, April 17 repeated April 18, May 1 repeated May 2, with Student Presentations held on May 8 and May 9. 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 and archived for student review at any time. Office hours may also be scheduled by individual appointment.
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning January 22nd, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.
You will be enrolled into the Canvas site automatically.
BEFORE THE COURSE BEGINS:
- A Course Orientation session will be provided on Friday January 16 at 7 p.m. Pacific and repeated Saturday, January 17, 2014 at 9 a.m. Pacific and will be recorded for student review. Students are only required to participate or view one of the archived Course Orientation sessions prior to the January 22 start of class.
- 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 selecting a library or nonprofit, consider your options carefully. 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:
- Unit One - January 22-31– 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
- Unit Two - February 1-14– 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
- Unit Three - February 15-28: Determining funder goals, learning about the funder organization, preparing for the first contact, documentation accumulation. SLO #3
- Unit Four- March 1-14: 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
- Unit Five - March 15-28: Writing, editing and preparing the proposal/grant request/application and implementation. SLO #4
- Unit Six- March 29-April 11: Analysis of results and more research; Annual IRS information; Annual reports; data mining of like organizations; partnerships and joint ventures SLO #6
- Unit Seven - April 12-April 25: Ingredients for success. Marketing and promotion; program/project management; documentation of success; communication with funder, community and staff; evaluation and success metrics. SLO #7
- Unit Eight - April 26-May 9: Alternative resources and approach priorities; building funding capacity for the future; managing success and keeping track. SLO #7
May 13, 2015- Final Grant application due.
May 13, 2015 - 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 Unit 3 where students will be asked to provide feedback of their experience so the instructor can determine any course changes if needed. If a secondary final grant application is submitted, up to 4 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 day that the assignment is late, not to exceed 2.0 points for the week. 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 and referral to the textbook.
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 iSchool 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.
Core Competencies (Program Learning Outcomes)
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. 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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