GRANT-WRITING GPH-GU 2319

Transcription

1 GRANT-WRITING GPH-GU 2319 WRITING GRANTS AND FUNDING PROPOSALS FOR HEALTH-RELATED PROGRAMS Class Schedule: Mondays, 6:45 8:25 pm Class Location: SILV 507 Semester and Year: Spring 2017 Professor: John A. Guidry, PhD Phone: Office: N/A Office Hours: by appointment COURSE DESCRIPTION A hands-on approach to grant writing including development of skills in locating potential funding sources & the use of appropriate grant-writing style & technique. Students are guided through the development of a grant proposal, from locating sources of funds; through development of program objectives, background, & methods; to the peer review process. COURSE OBJECTIVES a) To understand the relationship of grant writing and program development to public policy and funders missions. b) To learn how to identify appropriate funding sources for specific programs or agencies. c) To understand the connections between program data, policy, and grant writing. d) To understand how to develop a budget for a program proposal. e) To learn the basic components of a grant proposal (statement of need, program definition, organizational capacity, evaluation, sustainability, attachments, certifications, and uploading). f) To understand the relationship of program evaluation to program development and grant writing. g) To learn how proposals are reviewed by funders. h) To understand the role of grant writing as a professional (within an organization, as a freelancer, or within a grant writing agency). PRE-REQUISITES There are no pre-requisites for this course; however, evaluation and methods courses or work experience are recommended. This course consists of class discussion, lectures and hands-on experience designed to build upon the skills developed in the various methods courses taken in the graduate program. Students who have not had any graduate methods courses may be at a disadvantage and should speak with the instructor to discuss the appropriateness of this course for them. It is important in grant writing that you understand evaluation, research design and data 1

2 analysis. The ability to write clearly, concisely and accurately is very important to grant writing. Although the course will discuss effective writing, students who feel they need to improve these skills are encouraged take advantage of the NYU Writing Center for help. COMPETENCIES COVERED IN THE COURSE Objective # Competency Course Component a, b, d, e, g, h Apply managerial and policy approaches regarding the structure, process and outcomes of health services including the costs, financing, organization, outcomes and accessibility of care. all assignments; final project c, e, f Apply constructs of behavioral, social and cultural theories related to individual and population health and health disparities over the life course. a, g, h Demonstrate the ability to create and communicate a shared vision for a changing future; champion solutions to organizational and community challenges; and energize commitment to goals. c, d, f Demonstrate the ability to plan for the design, development, implementation, and evaluation of strategies to improve individual and community health. logic model and statement of need assignments final assignment logic model and program evaluation assignments COURSE REQUIREMENTS AND EXPECTATIONS General policies Sign-in sheets will be distributed at the beginning of class. Make sure to record your presence. Late assignments will not be accepted. Please use Times New Roman 12 pt, single spacing, 1 inch margins for all written assignments. Please arrive on time & remember to turn off cell phones, beepers and alarms. Assignments There will be four course assignments and one final assignment. The four course assignments are due during the term on the specified dates in the timetable below. They are assigned and spaced out so as to build a cumulative understanding of the components of grant writing. The assignments and final project are constructed so that students may choose a population or organization and build each assignment cumulatively. Organizational portfolios & prospects (10% of final grade): Each student will select an organization in the field in field of community-based health and provide a brief paper (3-5 pp) that presents (a) an organizational profile based on available resources online and at the Foundation Center, and (b) a profile of the organization s opportunities and prospects. Statement of need (10% of final grade): Provide a 3 pp paper that creates a statement of need for a specific population. Students may use the target population of the organization profiled in assignment #1, or they may choose another. 2

3 Logic model (20% of final grade): Students will design a program following the guidelines of a recommended RFP. The assignment deliverables will consist of (a) a logic model (samples will be provided) and (b) a 5 pp narrative of the program. They may use the organizational profiles they have been developing or create something completely new. Evaluation design (20% of final grade): Students will create a local performance evaluation for the program developed in the previous assignment. Length 5pp. Presentation (10%): Each student will present their final project to the class and field questions about the project. The presentation is expected to be a draft of the final project, and therefore somewhat open ended. Students in the audience are expected to provide questions and comments that help the presenter develop the project. Final Assignment, Prospect profile for chosen organization (30% of final grade): Each student will provide a 5 pp, single spaced strategic grants and prospecting profile that will include (a) an analysis of a chosen organization s mission, target population, and program profile; (b) the current policy context for strategic growth and sustainability; (c) government grant writing strategy; and (d) private/foundation grant writing strategy. Attendance: Students are allowed 2 free absences. After 2 absences, starting with the 3rd, each absence will subtract 2 points from the final grade. Absences are excused for death in the immediate family or documented illness. GRADING RUBRIC Item Percentage of Final Grade Organizational portfolios & prospects 10% Statement of need 10% Logic model 20% Evaluation design 20% Presentation 10% Final Assignment 30% Attendance (as noted above) Total 100% GRADING SCALE A: C+: F: <60 A-: C: B+: C-: B: D+: B-: D: NYU CLASSES: NYU Classes will be used extensively throughout the semester for assignments, announcements, and communication. NYU Classes is accessible through at 3

4 COURSE OUTLINE Date Topics Readings Assignment Due 23 Jan Course overview, types of grants and approaches, foundations, government grants, research proposals, other sources. 30 Jan Grant writing for health organizations: types of organizations, the DHHS universe and its state & local counterparts, prospecting Karsh/Fox c 1-3 Karsh/Fox c Funder s Roundtable 6 Feb RFPs the ultimate how-to manual Karsh/Fox c Appendix 2 1 Organizational Profile 13 Feb Logic Models: how to develop a program, collaborations Karsh/Fox c Feb President s Day: No Classes 27 Feb Guest speaker: tbd 2 Statement of Need 6 Mar Interventions Website: NREPP ( 13 Mar Spring Recess: No Classes Website: Effective Interventions ( cdc.gov/en) NIH RFA MD (classes resources) NIH RFA MD (classes resources) 20 Mar Case Study: APICHA A Natural Extension of Our Central Mission (resources) 27 Mar Staffing and budgeting Karsh/Fox c Logic Model 3 Apr Guest speaker: tbd 10 Apr Evaluation, goals, and objectives Karsh/Fox c Apr Class presentations and reviews #1 24 Apr Class presentations and reviews #2 4 Evaluation Plan 1 May Class presentations and reviews #3 8 May Class presentations and reviews #4 15 May Final Exam: Due by 5:00 pm 4

5 TECHNOLOGY POLICY Mobile device (e.g., smart phones, pagers, etc.) ringers will be turned off or placed on vibrate prior to class. Laptops and tablets can be used in the classroom to take notes, make calculations, and download/read course materials. Do not use laptops or mobiles to surf the web or answer other s in class. Research suggests non-academic use of the internet is associated with poorer learning outcomes. Research also suggests that multi-tasking decreases an individual s ability to pay attention and diminishes the quality of items produced while multi-tasking. READING/VIEWING LIST Ellen Karsh and Arlen Sue Fox. The Only Grant-Writing Book You ll Ever Need, 4 th Ed. New York: Basic Books, Other materials identified by instructor and made available by the Classes resources section. STATEMENT OF ACADEMIC INTEGRITY The NYU College of Global Public Health values both open inquiry and academic integrity. Students in the program are expected to follow standards of excellence set forth by New York University. Such standards include respect, honesty and responsibility. The CGPH does not tolerate violations to academic integrity including: Plagiarism Cheating on an exam Submitting your own work toward requirements in more than one course without prior approval from the instructor Collaborating with other students for work expected to be completed individually Giving your work to another student to submit as his/her own Purchasing or using papers or work online or from a commercial firm and presenting it as your own work Students are expected to familiarize themselves with the CGPH and University s policy on academic integrity as they will be expected to adhere to such policies at all times as a student and an alumni of New York University. Plagiarism Plagiarism, whether intended or not, is not tolerated in the CGPH. Plagiarism involves presenting ideas and/or words without acknowledging the source and includes any of the following acts: Using a phrase, sentence, or passage from another writer's work without using quotation marks Paraphrasing a passage from another writer's work without attribution Presenting facts, ideas, or written text gathered or downloaded from the Internet as your own Submitting another student's work with your name on it Submitting your own work toward requirements in more than one course without prior approval from the instructor 5

6 Purchasing a paper or "research" from a term paper mill. Students in the CGPH and CGPH courses are responsible for understanding what constitutes plagiarism. Students are encouraged to discuss specific questions with faculty instructors and to utilize the many resources available at New York University. Disciplinary Sanctions When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate disciplinary action is as follows: The Professor will meet with the student to discuss, and present evidence for the particular violation, giving the student opportunity to refute or deny the charge(s). If the Professor confirms that violation(s), he/she, in consultation with the Program Director may take any of the following actions: o Allow the student to redo the assignment o Lower the grade for the work in question o Assign a grade of F for the work in question o Assign a grade of F for the course o Recommend dismissal Once an action(s) is taken, the Professor will inform the Program Director and inform the student in writing, instructing the student to schedule an appointment with the Associate Dean for Academic Affairs, as a final step. The student has the right to appeal the action taken in accordance with the CGPH Student Complaint Procedure. STUDENTS WITH DISABILITIES Students with disabilities should contact the Moses Center for Students with Disabilities regarding the resources available to them, and to determine what classroom accommodations should be made available. More information about the Moses Center can be found here. must appear on the syllabus. Information about the center can be found here: Students requesting accommodation must obtain a letter from the Moses Center to provide to me as early in the semester as possible. 6