URBS 4/553—Grants Administration

Term: Summer, 2007

Instructor: Tony Filipovitch, 106d Morris Hall, (507) 389-5035, 388-2264 (home)

Office Hours: While I do not keep regular office hours during the summer, I would be happy to meet with you (call for an appointment). I also check my e-mail daily (usually several times during the day), and have an answering machine on both my home and office phone. There is no reason to flounder around, unsure of what “he wants” or confused about what you are doing; and even if everything is going fine with the coursework, there is more to learning than completing the assignments. I encourage you to visit me, in person or at a distance by phone or e-mail, many times during the course.

Course Calendar

Date	Unit	Reading	Projects
5/21	Intro to course/syllabus	Grants, Ch. 1; Foundations, Chs. 1-3; Minnesota Giving;	On D2L, introduce yourself to your classmates; Final Project Assignment
5/29	1. Prospecting for Funds	Grants, Ch. 2; Foundations, Chs. 4-5; Grants Information Collection	Prospecting I : Program Notes
5/30		Foundations, Chs. 6-8	Prospecting II : Individual grants
5/31		Foundations, Ch. 9; MCF Principles for Grantmakers	Prospecting III : Prospecting Worksheets
6/4	2. Problem Statement	Grants, Ch. 3	Explaining yourself
6/13	3. The Program Model a. Logic Models & Mission Statement	Grants, Ch. 4 & 5
6/18	b. Tasks
6/25	c. Evaluation	Grants, Chs. 6&7	Defend yourself!
7/2	4. Management Plan	Grants, Ch. 8	Begin writing final RFP
7/9	5. Project Budget	Grants, Ch. 9	Tell me again
7/16	6. Packaging the Grant & 7. Managing the Grant	Grants, Chs. 10, 11 & 12 Guide for the Perplexed; MCF Common Report Form	Journal essay: Now what?
7/23	Reviewing Grant Proposals	MCF Common Grant Form	Final RFP response due by 7/23; Journal essay: Due diligence;
7/26	Course Evaluations due (linked behind “Surveys” tab on D2L)		Grant Reviews due by 7/26

Text:

DUBOSE, MIKE. 2005. Developing Successful Grants. Columbia, SC: Research Associates.

SCHLADWEILER, KIEF. 2004. Foundation Fundamentals, 7^th ed. NY: The Foundation Center.

Course Overview:

This course is designed to teach you how to raise resources for public and nonprofit organizations, from needs assessment through obtaining funding to managing the grant after it is awarded.

Learning Outcomes:

By the end of the course you will be able to:

1. Identify and research potential funding sources

2. Develop an effective problem statement

3. Design a program model to meet the identified needs

4. Create a management plan and a proposed budget, including a system for monitoring and reporting on the grant after it is awarded.

Teaching Strategies & Communication Protocols:

A variety of techniques will be employed throughout the course. While there will be reading and lectures and tests, this course is heavily weighted to practice and experience and capturing those experiences in writing. Above all, my teaching style is based on an "adult-centered" model which assumes that you are active participants, each responsible for your own learning, and I am a facilitator and resource who helps you advance your project. My goal for myself as a teacher is to "take you someplace you would never before have gone alone."

· The course will use D2L as the instructional management system. Discussion lists, assignments, grade rosters, and other course management issues will be handled through that site.

· The software for this course will be PC-based Microsoft Office and Internet Explorer, or compatibles. I prefer to receive e-mail and course submissions to my e-mail address (not to D2L), and I can only open Microsoft Word or text files (if you are using, say, WordPerfect, make sure to send any files to me in .txt or .rtf format).

· I will communicate with you using your official MSU e-mail address; if this is not your preferred e-mail provider, make sure you have set your MSU e-mail account to forward to your preferred address (instructions are available from the help desk at help@mnsu.edu or 507-389-6654).

· I generally will reply to e-mails within 48 hours (give me an additional 24 hours over the weekends), unless I have notified the class through D2L that I expect to be away from my computer (e.g., when I am attending a national conference). If you do not hear from me within that time, please resend your question or comment as it may have been lost.

· The library has a document delivery service, and can send books or other publications that circulate (i.e., no items from the reserve or reference collection) to you if you are an online student. Information is available at http://www.lib.mnsu.edu/lib/ILL/docdel.html Remember, it will take some time for items to arrive by mail (and even longer if they have to be ordered from another library), so give yourself enough lead time if you plan to use this service.

Are You Ready for an Online Course?

There are a number of websites that can help you decide whether or not an online course is for you (for example, Minnesota Online or Athabascan University or the University System of Georgia’s SORT). For starters, you should consider the following questions:

Will you be able to devote 6-8 hours per week for this course (even if you are traveling, are ill, or have family emergencies)? And do you have the support of family and friends to put aside this amount of time and effort? It is easy to think that the work for an online class can be “fit in” to whatever time comes open during the week. Often, when students end up dropping the class it is because they simply did not budget enough time in their week to do the work required.
Are you comfortable with time management and working independently with only final deadlines to guide you? Online learning shifts much more of the burden for scheduling and planning to the student. You won’t have the advantage of regular class meeting times to discipline your work habits. If you are not also an on-campus student, you might not have the advantage of running into your classmates around the campus where you can “check in” on progress and solve little problems. If this is a challenge for you, check out http://www.mindtools.com/pages/main/newMN_HTE.htm
Are you comfortable working primarily in a text-based format, which means reading well, writing well and having the ability to follow written directions? While I will try to provide as many opportunities as possible for using the entire range of learning styles, online learning does favor students who learn by reading.
Do you have the skills to communicate through the Internet, including

checking your e-mail daily (http://www.mnsu.edu/its/userid )
using e-mail or the phone to get your questions answered,
interacting with your classmates through the Internet?

Do you have the technical skills to use an online environment, including

producing, saving, and uploading documents
doing research using the Web (http://www.lib.mnsu.edu/lib/distancelearning/cat_exercises.htm and http://www.lib.mnsu.edu/lib/distancelearning/data_exercises.htm )
using the “Track Changes” feature of Microsoft Word (if you don’t know this one, look it up using Word’s “Help” assistant)?

Assignments:

Readings:

Students are expected to read and understand the readings assigned for each unit. I have included my notes on each unit; they are a guide, but not a substitute for your own reading. There will not be any tests or quizzes over the material in the readings; rather, you will demonstrate how well you have understood the readings through regular discussions and other projects.

Class Discussion:

Since we do not meet as a class, the closest thing we have to this is the discussion lists on D2L. I will pose questions to start out the discussion, and I will monitor (but may or may not respond) the discussion. Each student must post at least one detailed reflection for each of the 10 topics for the course, and at least one response to another student’s posting. It is important that you post your responses with enough time for your classmates to reply within the week allotted for each unit; do not get behind in your discussion work. For full credit, you must use examples, details, and credible support for your position, and refer to relevant readings (your text, at a minimum) using standard citation format (you cannot provide credible support without citing what others have written!). You will receive partial credit if you do not provide support for your responses. While I will not track whether or not you read all of the postings, I strongly encourage it. You have as much to learn from each other as from me.

There is an etiquette to online discussion. I want you to engage in open, frank dialogue; but I also expect you to be respectful of each other. Comments that are harmful, abusive, offensive, or vulgar will not be tolerated. If I sense any problems, I will intervene. Should you feel intimidated or not respected, please contact me so we can consider how to proceed. A few hints:

· Re-read your messages before you send them—once it is sent, you are committed.

· Never assume that an e-mail is confidential; they are easily copied and forwarded to others.

· Also, be careful with humor; absent body language and other contextual clues, it can easily be misinterpreted.

Projects:

The proof of what you have learned in this course will be your ability to apply what you have been learning in practical situations. Specifically:

· You will complete 8 project assignments, 3 for grant prospecting, 3 for the elements of planning and managing a grant, and 2 journal essays on post-award and grant review. You will post your work to the course site on D2L. I encourage you to read each others’ work for ideas for your own work.

· Besides the 8 projects, the final project for the course will be to write a complete grant for an RFP (which I will provide). You will post your final proposals to the D2L site. The graduate students will constitute a peer-review panel for the grants (they will abstain from reviewing their own proposal, of course), using review criteria which I will provide. The winning proposal will receive an automatic “A” for the course.

Graduate Students’ Duties

Graduate students will constitute a peer-review panel for the grants submitted at the end of the course. In addition, they will be expected to demonstrate a deeper understanding of the organizational dynamics and managerial issues involved in program development.

Course Expectations:

Attendance & Class Participation:

It is your responsibility to post your responses in a timely fashion, interact with your mentors, and engage in online class activities. I expect all the work for each week to be posted by 6 PM of the due date, listed on the Course Calendar. If there is an emergency which requires you to be away from your computer, please contact me immediately. Loss of computer connection or network services are not an excuse for not getting work submitted on time (if you lose your connection, go to another location to do your work—a public library, the ACC, a friend’s computer, etc.) You can get help with technical problems from the MSUM computer help desk at help@mnsu.edu or go the 3^rd floor of the Library. You are paying for this class—make sure to get your “money’s worth.” Most importantly, this is an excellent foundation of knowledge for future activities, and it is a chance for you to learn, teach, and grow with others.

Grading:

There are 100 points for the course, divided as follows:

Undergrad Grad

1) Discussion (13 @ 2 pts.) 26 26

2) Projects (8 @ 7 pts.) 56 56

2) Final RFP 18 25

3) Grant Review 15

The final grade may be based on a curve, but students can expect at least an A if they achieve 90%, a B with 80%, etc. (Grad students will be graded on a 122-pt. scale; undergrads on a 100-pt. scale).

Other Matters:

All assignments (including discussion) are due on the assigned date. Partial credit may be given for assignments that are less than one week late, unless other arrangements have been made in advance.

Written reports are expected to be free of grammatical, spelling, and content errors. They should be submitted in typewritten, standard formats (APA, MLA, URSI Style Sheets). You must familiarize yourself with the University’s Academic Honesty Policy. I encourage you to draw on the ideas of others—but you must also identify when you do so (you gain “brownie points” for citing the work of others!). Plagiarism is a serious breach of academic behavior and will result in an F for the course.

I will help you in whatever manner humanly possible. However, once the semester is over, there is not a great deal I can do. If there is something that you don’t understand, are having problems with, or need help on, please get in touch with me as early as possible.

Every attempt will be made to accommodate qualified students with disabilities. If you area student with a documented disability, please contact us as early in the semester as possible to discuss the necessary accommodations, and/or contact the Disability Services Office at 507-389-2825 (V) or 1-800-627-3529 (MRS/TTY).

Finally, before the first class please post a message to the “Introductions” discussion board on D2L. Please introduce yourself in the posting, let us know what your goals are in this course, and any special experiences/skills/interests you will be bringing to the group.

Bibliography

This is a selection of books & articles I will be referring to in the course. It could serve as a starting point for your own further reading & research:

MSU