A New Course Proposal : Entry # 268

Transcription

1 A New Course Proposal : Entry # 268 Today's Date 01/19/2017 Your Name: Donna Scheidt Your dscheidt@highpoint.edu Which semester is this course proposal applicable for? Spring 2018 Your department College of Arts & Sciences English Please select the appropriate school overseeing this proposal: Arts & Sciences Is this proposal connected to any other proposals currently being submitted? If so, please describe below. This course will be an elective for the current writing major in English as well as the soon to be proposed minor in Public and Professional Writing. There are other course proposals also being submitted e.g., Technical Writing, Digital Writing for Social Action, etc. Is this course cross listed? No Choose the department designator for your proposed course from the list below. ENG Proposed Course Number 3120 Does this course replace a current course? No Enter the title of your proposed course Proposal Writing Enter the catalog description of your proposed course

2 A New Course Proposal : Entry # 268 This course critically explores the histories, cultures, and contexts of funding that broadly inform the audiences to which proposal writers must speak. Why do funders exist in the U.S. and what motivates their giving? What is (and should be) the role of government? The role of private funders, such as corporations, (social) venture capitalists, and foundations? How can proposal writers work most effectively within this system? How can they best define their own (or their client s) interests and needs? How can they research, understand, and speak to specific funding audiences? Students explore these questions while learning about and practicing proposal writing in diverse contexts and for multiple audiences. Depending on the semester, the course may focus on writing proposals for nonprofit grants, business plans, and/or research projects. Prerequisite: ENG 2121 Introduction to Public and Professional Writing or permission of instructor. Choose your proposed course's number of credits from the list below 4 How will the course be graded? Letter grade Please select the course repeat option for your proposed course: Not repeatable for credit Offering cycle for your proposed course: Yearly Does your course have any prerequisites? Yes Please list all prerequisites this course requires: Prerequisite: ENG 2121 Introduction to Public and Professional Writing or permission of instructor. Rationale for new course There has been significant interest in incorporating proposal writing in the curriculum for some time. In 2015, for example, Dr. Joanne Altman, Director of Undergraduate Research, and Tim Linker, Director of Research Administration and Sponsored Programs worked with faculty colleagues on a Think Big idea related to facilitating and mentoring student research proposal writing. With its emphasis on proposal writing, this course can incorporate a focus on writing grants and/or business plans as well as research proposals. This course serves as an elective for the writing major and new minor in Public and Professional Writing. List the proposed course's student learning outcomes Analyze the discourse communities of proposal writing by identifying their ethical norms, goals, power relations, and the socially and historically constructed features of their practices and artifacts. Evaluate the authority, credibility, and relevance of information and develop a repertoire of research strategies, focusing especially on identifying and substantiating the needs of those seeking funding as well as potential funders. Demonstrate both rhetorical flexibility and a sophisticated command of generic, formal, and stylistic conventions of proposal writing. Envision oneself as a public and professional self in a way that builds on past experience and across multiple proposal writing contexts.

3 A New Course Proposal : Entry # 268 Describe how your course's learning outcomes help to fulfill the missions of your department and school/college. (For FYS courses, describe how your course's learning outcomes help to fulfill the mission of the FYS program.) To ensure student learning is iterative and outcomes are reinforced across the minor, the course's learning outcomes include all those for the minor in Public and Professional Writing. Each outcome has been customized to apply to this course in a way specific to course content and appropriate for developmental level. The course and minor outcomes align with the English Department outcomes and with LEAP Essential Learning Outcomes for Written Communication, Information Literacy, and Integrative Learning. Describe how the student learning outcomes in your course will be assessed. Student learning outcomes will be assessed by means of various assignments and activities. Examples include Reading Responses, 4th Hour Responses, Presentations, Collaborative Writing Assignments, Workshops, Researched Assignments (e.g., Need Statement, Opportunity Report), and other Individual Writing Assignments (e.g., Letter of Inquiry, Final Reflection). This course is intended to be: An elective for majors Does this course fulfill any of the below University academic program requirements? This course does not fulfill academic program requirements If this course proposal affects any other departments, please attach documentation showing support from those stakeholders. Linker Letter of Support Scheidt Proposal Writing Course1.pdf 2017_01_17_11_14_50.pdf Please attach your department approval signature page, syllabus, and any other supporting documents. ProposalWritingChairSignature.pdf ENG 3120 Revised Syllabus.pdf For Deans: Does this proposal connect solely to programs in your school (Intra Collegiate), or does it have connections to broader university programs and requirements (Inter Collegiate)? Note that all proposals connected to University Academic Programs or within the General Education should be considered Inter Collegiate proposals. Intra collegiate Is this proposal consistent with school and university mission? Yes Are necessary resources available to support this proposal? Yes [DEAN] I approve/deny this proposal for further advancement

4 A New Course Proposal : Entry # 268 Approve Today's Date (REQUIRED) 01/31/2017 For the School Curriculum Committee: Is this proposal consistent with the mission and requirements of your school? Yes Does this proposal reflect a course that is rigorous, current, and reflects best practices and highest academic standards? Yes [SCHOOL COMMITTEE] This committee approves/denies advancement of this proposal Approve Today's Date (REQUIRED) 02/15/2017

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6 January 13, 2017 Dr. Jenny Fuselier Chair Educational Policies Committee High Point University High Point, NC Dear Dr. Fuselier: Please accept this letter as evidence of my enthusiastic support for Dr. Donna Scheidt s proposed proposal writing course. Proposal writing, in contrast to academic writing, is future focused, concise, and based on a sponsor s need and the corresponding request for proposal. This writing approach is often in contrast to traditional writing approaches taught in college classrooms. As a grant professional, my experience has shown me that proposal writing is a specific skill that can readily be taught and honed. In my twelve years of working in the grant field, proposal writing has shifted from the generalist s to the specialist s domain. This change toward specialization is mirrored in the field of non-profit management as well. I know that High Point University students will be well-served through this course and be better prepared to respond to potential employer needs. I stand ready to assist Dr. Scheidt with the course in any way she finds appropriate. Thank you for your time and attention to this letter. Should you or your colleagues have questions or concerns, please let me know. Respectfully, Director cc: Dr. Jeffrey Adams

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8 Dr. Donna Scheidt Office Hours: TBD Office: Norcross Proposal Writing [with syllabus focusing on grant writing] ENG 3XXX Course Description: This course critically explores the histories, cultures, and contexts of funding that broadly inform the audiences to which proposal writers must speak. Why do funders exist in the U.S. and what motivates their giving? What is (and should be) the role of government? The role of private funders, such as corporations, (social) venture capitalists, and foundations? How can proposal writers work most effectively within this system? How can they best define their own (or their client s) interests and needs? How can they research, understand, and speak to specific funding audiences? Students explore these questions while learning about and practicing proposal writing in diverse contexts and for multiple audiences. Depending on the semester, the course may focus on writing proposals for nonprofit grants, business plans, and/or research projects. Prerequisite: ENG 2121 Introduction to Public and Professional Writing or permission of instructor Course Objectives/Learning Outcomes: Texts: 1) Analyze the discourse communities of proposal writing by identifying their ethical norms, goals, power relations, and the socially and historically constructed features of their practices and artifacts. 2) Evaluate the authority, credibility, and relevance of information and develop a repertoire of research strategies, focusing especially on identifying and substantiating the needs of those seeking funding as well as potential funders. 3) Demonstrate both rhetorical flexibility and a sophisticated command of generic, formal, and stylistic conventions of proposal writing. 4) Envision oneself as a public and professional self in a way that builds on past experience and across multiple proposal writing contexts. Main Textbook The Only Grant-Writing Book You ll Ever Need (Only) Ellen Karsh & Arlen Sue Fox, Basic Books, 4 th Ed Other Textbooks (excerpts) Winning Grants Step by Step (Winning) Tori O Neal-McElrath, Jossey-Bass, 4 th Ed Grant Seeking in an Electronic Age (Electronic Age) Victoria M. Mikelonis, Signe T. Betsinger, & Constance Kampf, Pearson, 2004 The How To Grants Manual (How To) David G. Bauer, Rowman & Littlefield, 6 th ed Additional Readings The Gospel of Wealth Andrew Carnegie, The False Allure of Group Selection Steven Pinker, Giving Pledge

9 Assignments: Grant Writing p. 2 Nudge: Improving Decisions about Health, Wealth, and Happiness (Nudge) Richard H. Thaler & Cass Sunstein, Yale UP, 2008 Grant Space (resource for sample grants) miscellaneous readings on trends in giving and grants (e.g., The Chronicle of Philanthropy, Forbes, etc.) Optional Storytelling for Grantseekers (Storytelling) Cheryl A. Clarke, Jossey-Bass, 2d ed W.K. Kellogg Foundation Evaluation Handbook Reading & 4 th -Hour Responses (5 %) (Learning Outcome 1) Reading Responses are word responses that do two things: First, abstract/summarize the reading s key points. Second, reflect on what you read: what did you find interesting, what surprised you, what did you agree with, what didn't you agree with, what didn't you understand? In other words, present what was said the ability to abstract a piece of writing is an essential professional writing tool and then tell me what you thought about what was said. We will frequently use these writings as discussion starters. 4 th -Hour Responses reflect on certain questions associated with 4 th -Hour Credit activities (described below). Trend Presentation (5%) (Learning Outcomes 1 and 2) The grants world is constantly changing. A sampling of recent trends includes a growing distrust of philanthropy (think debates over Clinton Foundation), politicized giving, impact investing, and increased focus on certain areas of interest (like inequality and criminal justice reform). What trend interests you? You will select a pertinent reading for the class on the trend from a trade journal (e.g., The Chronicle of Philanthropy) or relevant general interest magazine (e.g., Forbes). You will share this reading with us and lead a brief discussion of the trend, drawing on what you have learned. Small-Group Collaborative Grant Writing (45%) (Learning Outcome 3) Collaboration with others is an important part of the grant writing process. Collaborating in small groups, you will apply what you are learning in our textbooks and discussions by drafting the components of a proposal (each 5%): Need Statement Project Goals and Objectives Program Description and Methods Organization Background and Capacity Statement Budget & Budget Narrative Evaluation Plan Sustainability Plan Your work will be based on a hypothetical case study that provides you with significant information regarding the grant seeker and grantor. Your group will get feedback via workshop on each of the sections drafted. Eventually, you will compile and format your revised work, submitting it as a Complete Project Proposal (including a Summary) (10%). Workshop & Grammar (10%) (Learning Outcome 3) Each time small groups draft a section of their proposal, we will workshop these as a class in order to provide

10 Grant Writing p. 3 feedback for revision. On each workshop day, one small group will be assigned to facilitate discussion. Discussion will focus primarily on rhetorical, generic, and stylistic choices; it also will include the facilitators feedback and instruction on issues of grammar and other formal conventions common among the drafts (or not yet discussed). Researched Need Statement (10%) (Learning Outcomes 2 and 3) Based on your interests (and with instructor approval), you will investigate a nonprofit s website in order to understand the organization, its mission and programs, and to identify a possible funding need. You will then conduct research on the web and in the literature with the goal of documenting that need. Grant Research Opportunity Report (10%) (Learning Outcomes 2 and 3) In this course, you will learn how to find funding sources by employing effective key search terms, using library and web resources. There are many, many grants available out there. Your goal is to use your chosen organization s mission and funding need to research well aligned funding opportunities. You will then report on at least ten opportunities, providing for each a description, deadline, and analysis of the organization s likelihood of obtaining funding. Letter of Inquiry (10%) (Learning Outcome 3) Many funders require a letter of inquiry before submitting a full proposal. In this short-form genre, a writer must briefly, precisely, and persuasively articulate the grantseeker s goals and how they align with a funder s vision. Based on your earlier research, you will select a prospective grantmaker. You will then craft a letter of inquiry that makes a compelling case for funding while demonstrating how the need aligns with the grantmaker s purposes. Final Reflection (5%) (Learning Outcome 4) We begin the semester by considering some big ideas concerning various motivations for giving behaviors. We then learn about and practice ways to effectively navigate the current grants landscape. We end the term by exploring opportunities in grant writing. Given what you have learned, what roles and responsibilities do you see for yourself as a professional? What place will funding and grant writing potentially have in this identity? How do you see yourself situated with respect to government, corporate, or private philanthropic funding? What is your own understanding of the respective role of each of these in funding projects ostensibly for the larger good? How do you now understand contemporary trends in the accumulation of wealth and what motivates giving more broadly? What will be your professional and public orientation to these trends and motivations? Assignments: All assignments must be submitted by the date and hour they are due. Late assignments may not be accepted. 4 th -Hour Credit: This is a 4-credit course that meets face-to-face 150 minutes per week (i.e., the equivalent of a 3- credit course). It is designed to require at least eight (8) hours of out-of-class preparation (i.e., two (2) hours per credit hour). However, to earn 4 th -hour credit, students will engage in activities outside of class such as lectures, film viewings, site visits, etc. When appropriate, they will investigate and reflect on the sources and activities of funding associated with these places and events. Who sponsors them? How? By what means was sponsorship obtained? And by whom? Grading Scale: Letter Grade Percentage A A B B 83 86

11 Grant Writing p. 4 B C C C D D D F 0 59 Finals Week: The class is required to meet at its assigned time during finals week. Do not schedule trips home without reviewing the finals week schedule. Attendance: This course is heavily discussion based, and therefore, regular attendance and participation is expected. Students will be expected to have read the required reading before class and be prepared to participate meaningfully in each class discussion. If you are absent, it is still your responsibility to complete all missed assignments on time or make arrangements with me. Statement on Academic Honesty and Responsibility: In this class you will learn how to work with sources in informed and ethical ways. However, when a student s actions are meant to deceive the audience when the actions constitute intentional plagiarism then the student demonstrates a deep disregard for the academic processes that govern the construction and mediation of knowledge. Please review the University Honor Code in the Student Handbook. It remains your responsibility to engage in course work ethically and honestly. It remains your responsibility to engage in course work ethically and honestly. Academic dishonesty and plagiarism can result in receiving a zero for an assignment, a failing grade for the course, and even expulsion from the university. Laptops and Cell Phones: Cell phones or any other personal communication devices are to be turned off and put away. Sending text messages, making or receiving phone calls, and engaging in on-line social networking are all prohibited (unless otherwise stated). Similarly, laptops are to be used only for completing specific in-class activities. Exceptions will be made to accommodate students with documented learning disabilities or differences. Any interruptions or distractions, such as a ringing cell phone, will be considered a breach of this contract, and can reflect negatively in your participation grade. If a student continues to use a technology inappropriately, the instructor may ask him or her to leave the class for the day and may mark the student absent. Students with Disabilities: High Point University fully supports the efforts and welfare of all its students. The University faculty and staff are mindful of the diversity of the student body and act in ways to promote the academic success of each individual. One such avenue of support lies in the provision of reasonable accommodations to eligible students who have one or more diagnosed disabilities, as defined in the American with Disabilities Act (ADA). High Point University is fully committed to comply with all legally mandated requirements. Students who require classroom accommodations due to a diagnosed disability must submit the appropriate documentation to the Disability Support Office located on the 4 th floor of Smith Library or by contacting Birshari Cox, Director of Disability Support Services: bcox@highpoint.edu A student s request for accommodations should be made at the beginning of each semester/course. Please note that accommodations are not retroactive. Work with a Writing Tutor: The Writing Center provides writing assistance for students at any level of study from freshman to graduate at any stage in the writing process, from invention through revision. The Writing Center staff will be available in a variety of locations around campus during various hours throughout the day, Monday through Friday. Go to to make an appointment. Appointments can

12 Grant Writing p. 5 only be made through the online portal. Appointments will be available starting August 29, 2016 for the Fall 2016 semester. Writing Center tutors do not proofread or edit students papers for them, but they do work with students to help them develop strategies for improving their writing in light of their respective assignments, instructors, and writing styles. For more information, contact Writing Center Director, Dr. Leah Schweitzer at lschweit@highpoint.edu or Get Research Assistance 24/7: Need help developing a research question? Finding and evaluating information? Citing sources? Ask a librarian! HPU s excellent librarians can help you develop your research and information literacy skills. They re available at Smith Library (open 24/7) and the UC Learning Commons (open 24/5). You can also call, , text, or chat with a librarian online 24/7. Check out the HPU Libraries website at highpoint.edu/library to contact a librarian, to find resources through the library catalog, to access library databases, and more. Schedule: GRANT WRITING AS A SITUATED PRACTICE OF GRANT MAKING Week 1: Introductions; Why Do People Give Their Money Away? Introductions Overview of course Lecture on Only (Roundtable: Grantsmanship and the Economy) Winning Grants (Introduction: An Overview of the Grantseeking Process) The Gospel of Wealth Reading Response Week 2: Why Do People Give Their Money Away? (cont.) Discussion The False Allure The Giving Pledge Nudge (Part I Humans and Econs) Reading Response Week 3: Who Makes Grants? Meet the Funders Government, Corporations, Foundations Only (Lesson 2 Wait a Second What Is a Grant... and Where Do I Get One?; Lesson 3 Making (Dollars and) Sense of Grant-Application Packages: What Grantmakers Want; Appendix 5 Representative List of Community Foundations) How To (Ch. 13 Understanding the Government Grants Marketplace; Ch. 21 Understanding the Foundation Grants Marketplace; Ch. 26 Understanding the Corporate Grants Marketplace) Winning Grants (A. Types of Foundations) Reading Response GRANT WRITING AS PROCESS: A HYPOTHETICAL CASE STUDY WITH AN ALREADY IDENTIFIED NEED & GRANTOR

13 Grant Writing p. 6 Week 4: Writing a Compelling Need Statement Only (Lesson 6 Writing (Proposals) with Style: 12 Basic Rules; Lesson 7 Identifying and Documenting Need: What Problem Will a Grant Fix?) Electronic Age (Ch. 2 Writing the Need Statement) Winning Grants (Step 3 Writing a Compelling Need Statement) Storytelling (Ch. 5 The Need or Problem: Building Tension and Conflict into Your Story) Need Statement Week 5: Developing Clear Project Goals and Objectives Workshop Only (Lesson 8 Goals and Objectives: What Do You Hope to Achieve if You Get the Money?) Winning Grants (Step 4 Defining Clear Goals and Objectives) Project Goals and Objectives Week 6: Developing the Program Description and Methods Workshop Only (Lesson 9 Developing and Presenting a Winning Program) Winning Grants (Step 4 Developing the Methods) Electronic Age (Ch. 8 Drafting the Proposal Narrative) Storytelling (Ch. 6 Goals, Objectives, and Methods: Making Changes by Addressing the Problem) Program Description and Methods Week 7: Demonstrating Capacity and Background Workshop Only (Lesson 14 Capacity: Proving That You Can Get the Job done) Winning Grants (Step 9 Writing the Organization Background Component) Electronic Age (Ch. 1 Strategic Planning and Audience Analysis) Storytelling (Ch. 4 The Proposal Narrative: Introducing the Characters and the Place) Organization Background and Capacity Statement Week 8: Show Me the $$$: Prepare Budget and Budget Narrative Workshop Only (Lesson 12 The Budget: How Much Will It Cost... and Is the Cost Reasonable?)

14 Grant Writing p. 7 Winning Grants (Step 8 Preparing the Program Budget) Storytelling (Ch. 8 The Budget Translating Your Story from Words to Numbers) Budget & Budget Narrative Week 9: Writing Your Evaluation Plan Workshop Only (Lesson 11 The Evaluation Plan: How Can You Be Sure if Your Program Worked?) Optional W.K. Kellogg Foundation Evaluation Handbook Winning Grants (Step 6 Preparing the Evaluation Component) Storytelling (Ch. 7 Evaluating and Future Funding: Writing the Epilogue and Planning for a Sequel) Evaluation Plan Week 10: Writing Your Sustainability Plan Workshop Only (Lesson 13 How Will You Continue the Program When the Grant Funds Run Out? (and You d Better Not Say, I Won t ) Winning Grants (Step 7 Developing Sustainability Strategies) Sustainability Plan Week 11: Compiling and Writing Summary Workshop Only (Lesson 15 Front and Back: The Cover Page or Cover Letter, the Abstract, the Table of Contents, and the Appendix; Appendix 2 Proposal Checklist; Appendix 4 Sample Cover Letter & Sample Abstract) Winning Grants (Step 10 Writing the Proposal Summary; Step 11 Putting the Package Together) Storytelling (Ch. 9 The Summary, Titles, and Headings: Preparing Your Marketing Copy; Ch. 10 Packaging: Publishing Your Proposal Story) Complete Project Proposal IDENTIFYING & RESEARCHING NEEDS & GRANTORS Week 12: What s the Problem? Identifying the Need Library Session Only (Lesson 1 Who Am I? (and What in the World Do I Want to Do?)) Electronic Age (Ch. 3 Researching Your Need Statement on the Web) How To (Ch. 5 Searching the Literature to Document Your Project s Statement of Need: Creating an Urgent and Compelling Case) Winning Grants (Step 1 Developing the Proposal Idea) Researched Need Statement

15 Grant Writing p. 8 Week 13: Researching Funders and Understanding Requests for Proposal Library Session Electronic Age (Ch. 4 Finding Funding Sources Using Library Resources; Ch. 5 Finding Funding Sources on the Web; Ch. 6 Writing the Letter of Intent and Pre-Proposal) How To (Ch 7 Creating Key Search Terms to Identify the Best Grantor(s): Redefining Your Project and Improving Your Research/Grants Profile) Only (Appendix 4 Sample Letter of Inquiry (LOI)) How To (Ch. 13 Researching the Federal Government Marketplace; Ch. 22 Researching Potential Private Foundation Grantors: How to Find the Foundation That Is Best Suited to Fund Your Project; Ch. 24 Applying for Private Foundation Funds: Letter of Inquiry and Letter Proposal; Ch. 27 Researching Corporate Grantors: How to Find the Corporate Funding Source That Is Best Suited to Fund Your Project) Winning Grants (Step 2 Developing Relationships with Funders; Step 12 Sustaining Relationships with Funders; B. How to Research Funders) Storytelling (Ch. 2 Research and Relationships: Finding and Cultivating Your Audience; Ch. 3 The Short Story: Writing Letters of Inquiry) Grant Research Opportunity Report Week 14: Trends & Opportunities for Grant Writers Visiting Speaker(s) Letter of Inquiry Week 15: Finals Week (Attendance Required) Reflection LOOKING AHEAD, LOOKING BACK