Grant Writing and Alternative Funding Resources
Spring 2018 Syllabus
Cell phone: (530) 848-8768
Office Hours: All times are based on Pacific Standard Time. Course begins January 24, 2018. Course orientation session will be held Friday, January 19, 2018, at 7 p.m. and repeated Saturday, January 20 at 9 a.m. Session will be recorded and student review prior to the course is mandatory. Office hours/Collaborate Sessions will be held for eight sessions on the following Fridays at 7 p.m. and repeated on Saturdays at 9 a.m. unless indicated: January 26 repeated January 27, February 2 repeated February 3, February 16 repeated February 17, March 2 repeated March 3, March 16 repeated March 17, March 30 repeated March 31, April 13 repeated April 14, April 27 repeated April 28. Student Presentations held on May 4 and May 5. Supplemental office hours may be held May 11 and 12 as needed, Office hours are about 1.0 hours in length and consist of a supplementary lecture and a question and answer session and are mandatory to review. 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 24, 6 am PT 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 on the first day that the class meets.
You will be enrolled in the Canvas site automatically.
BEFORE THE COURSE BEGINS:
- A Course Orientation session will be provided on Friday, January 19 at 7 p.m. Pacific and repeated Saturday, January 20 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 start of class.
- You must select a library or nonprofit or another similar organization 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 Syllabus 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. If you need suggestions for clients, the instructor can provide you with a list of key contacts.
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 or other organization of the student’s choice. These organizations may include nonprofits, information agencies, schools and even the student's own workplace.
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 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 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 24-February 4– Welcome and introduction, goals of course, student identification of personal objectives for course, identification of one organization and project 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. Organizational Profile. CLO#1
- Unit Two - February 5-18– 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. CLO #2
- Unit Three - February 19-March 4: Determining funder goals, learning about the funder organization, preparing for the first contact, documentation accumulation, 990 IRS analysis. CLO #3
- Unit Four - March 5-18: Program readiness and preparation, internal Library team development, gathering supporting documents. Goals and objectives for the program including implementation and evaluation criteria. Grant deconstruction. CLO #5 and CLO #6
- Unit Five - March 19-April 1: Writing, editing and preparing the proposal/grant request/application and implementation. CLO #4
- Unit Six- April 2-15: Budget creation and justification; Analysis of results and more research; Annual reports; data mining of like organizations; partnerships and joint ventures CLO #6
- Unit Seven - April 16-29: Ingredients for success. Marketing and promotion; program/project management; documentation of success; communication with funder, community and staff; evaluation and success metrics. CLO #7
- Unit Eight - April 30-May 6: Alternative resources and approach priorities; building funding capacity for the future; managing success and keeping track. CLO #7
- May 14- FINAL Grant application and checklist, bibliography and funding priorities due.
- May 14 -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 the second week of each Unit and then respond to at least two colleagues. All students are required to lead a discussion with fellow students for one of seven discussion topics.
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 Unit. 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.
Pivot Database is available online through SJSU iSchool Databases. Please be prepared to access the King Databases with your Student ID and password. We will also be exploring several other grants databases.
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.
INFO 200, INFO 204.
Course 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)
INFO 282 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- N Evaluate programs and services using measurable criteria.
- MacKellar, P., & Gerding, S. (2016). Winning grants: A how-to-do-it manual for libraries. ALA Neal-Schuman. Available through publisher.
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 or undergraduate (for BS-ISDA);
For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — 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 if you wish to stay in the program. 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.
Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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