Fall Only
- The course is 100% online, facilitated through Rutgers CANVAS; there are no face-to-face sessions.
- Module "work week" runs Monday - Sunday
Prerequisites
Expository Writing 01:355:101
Open to suggestions from the CEP Committee
Course Description
3 credits. The purpose of this course is to provide students with a guided process to understanding and build a skill set of how to find grant opportunities, develop a viable grant proposal, and prepare an application for funding. It is especially useful for students who may ultimately have careers that require this skill in: healthcare, public health, human services, education, community development, non-governmental organizations (NGO), faith-based organizations, non-profits, government (local, state, federal), and foundations.
Course Objectives
- Describe how to navigate the economic, political, and social dimensions of the grant funding landscapes to meet community needs;
- Identify appropriate/viable funding sources/opportunities (focus on technology);
- Analyze and describe the stages of proper development to submit a grant application for funding;
- Develop the required elements of an application to ensure successful outcomes (e.g. needs assessment, goals & objectives, budget, methods, and evaluation outcomes).
- Describe the importance of grant management and sustaining relationships.
Course Materials
- Required text: Proposal Writing: Effective Grantsmanship, 5th edition, by Coley and Scheinberg, 2017.
- Register for EdPuzzle via semester/course link (Tip: EdPuzzle offers an app for iPhone and Android)
Assignments/Responsibilities and Assessment
Evaluation/grades:
Final grade with be representative of:
- Discussion Questions = 30%
- Writing: proposal element preps = 30%
- EdPuzzle Videos = 5%
- Final Grant Project = 35%
- TOTAL = 100%
Grading
Per Rutgers guidelines:
A 90.0–100
B+ 87.0–89.9
B 80.0–86.9
C+ 77.0–79.9
C 70.0–76.9
D 60.0–69.9
F <60.0
Other Information
Students will be responsible for adhering to the academic integrity policies found at academicintegrity.rutgers.edu.
It is important that students have the tools to succeed in this course. Students are to contact the instructor with any difficulties or questions regarding the course materials. In addition, the Office of Student Affairs is available for any other needs or concerns.
Course Schedule/Syllabus
Module One
NOTE: typical academic "work week" runs Monday - Sunday.
Course Introduction
- Read through Course Content, under Course Home tab: Syllabus, Course Expectations, Final Project Overview, Professor Bio, etc. Post any questions about course via Virtual Office tab (this is where you will post any questions pertaining to course elements).
- Register for EdPuzzle: directions in Module One tab.
- Discussion Question Icebreaker
Module Two
- Read Chapter One: An Orientation to Proposal Writing AND Chapter Two: Understanding the Nonprofit Agency
- View EdPuzzle Video: "What Is the Most Common Mistake You See in a Proposal?"
- Discussion Question: The Ethical Grantee
Module Three
- Read Chapter Three: Finding and Applying for Funding
- View EdPuzzle video: "Beyond Mission Match"
- Discussion Question: Giving
Module Four
- Read Chapter Four: The Proposal Overview AND Chapter Five: Logistics and Basics of Writing the Proposal
- View EdPUZZLE Video: To provide an overview of the process, view the video, "How to Write a Grant Proposal"
Module Five
- Read Chapter Six: Design the Program
- Submit Written Assignment: Model Grant Prep #1: Program Idea
Module Six
- Read Chapter 7: Program Objectives and Evaluation
- Discussion Question: Goals + Objectives
Module Seven
- Submit Model Grant Prep #2: Goals + Objectives
- Submit Model Grant Prep #3: Draft Evaluation
Module Eight
- Read Chapter Eight: Writing the Need or Problem Statement AND Chapter Nine: Program Description (NOTE: for the final project, a timeline is not required).
- View EdPUZZLE Video: "Crafting a Winning Needs Statement"
- Discussion Question: Need/Problem Statement
Module Nine
- Read Chapter Ten: Creating the Budget and Budget Justification
- View EdPUZZLE Video: "The Biggest Proposal Budget Bloopers"
- Discussion Question: Developing the Budget
Module Ten
- Submit Model Grant Prep #4: Draft Budget
Module Eleven
- Read Chapter 11: Other Proposal Components and Finishing Touches
- Submit Model Grant Prep #6: Proposal Abstract
Module Twelve
- Submit Model Grant Prep #7: Draft Proposal Cover
Module Thirteen
- Read Chapter 11: Other Proposal Components and Finishing Touches
- Discussion Question: Grant Management and Maintaining Relationship(s) with Funders/Grantors.
Module Fourteen
- Compile all draft elements and edit for submission of Final Grant Proposal Project, due in Module 15.
- View EdPuzzle Video: "Successful Grant Stewardship: It's 12-12-12...do you know what your proposal is up to?"
Module Fifteen: Final Grant Proposal Project is due
For the final grant proposal/project, you will submit a grant application as if you were a Project Manager for a nationally recognized non-profit organization. The purpose of the grant is to secure funding to facilitate an educational outreach program on the Rutgers University campus in order to (1) advocate for the organization (2) solicit student volunteers for said organization (i.e., community outreach). Target audience = Rutgers students.
- Submit FINAL GRANT PROPOSAL PROJECT: proposal elements with separate budget to equal 14-page, single-spaced document
NOTE: there is no final exam for this course.
Assessment Rubrics
| A+/A | B+/B | C+/C | D/F | |
|---|---|---|---|---|
| Content/Focus | Draft elements developed clearly and concisely to demonstrate purpose. | Clean and consistent content elements; minor flaws demonstrataing purpose of work. | Draft elements are adequate, but need further development to properly demonstrate purpose of work. | Draft elements lacking in clarity, need major development to demonstrate proper purpose of work. |
| Writing | Draft is written with proper grammar, spelling, and puctuation. No errors/very few. | Draft is written with minor errors in usage of grammar, spelling, and/or puctuation. | Draft is written with frequent errors in usage of grammar, spelling, and/or puctuation. | Draft is written with major errors in usage of grammar, spelling, and/or puctuation. |
| Interpretation | Grade | Criteria |
|---|---|---|
| Excellent | A | Initial comment is provoking, reflects a deep understanding of content and a willingness to engage with fellow classmates. Posting is well thought out, well written, and relevant. Ideas and position clearly stated. Textbook/lesson material incorporated into post. Follow-up posts are interesting, and/or reflective of others' comments. |
| Above Average | B+ | Initial comment reflects understanding of content and a willingness to engage with fellow classmates. Posting is thought out, well written, and relevant. Ideas and position clearly stated. extbook/lesson material incorporated into post. Follow-up posts are interesting, and/or reflective of others' comments. |
| Average | B/C+ | Initial comment reflects basic understanding. Engagement with fellow classmates is adequate. Posting is satisfactory but further expansion of knowledge, ideas, and position is recommended. Quality of content in acceptable. |
| Basic | C | Initial comment adequate; basic in depth of understanding content and willingness to engage with fellow classmates. Follow-up limited. Posting presents very basic thoughts and presents minimal information beyond what has already been stated in other posts. |
| Unacceptable | 60–69 | Single comment and/or basic posts limited in content; brief with a few words. Posting added no value. Responses like "Good job," "I agree with you," or alike fall into this interpretation. |
| A+/A | B+/B | C+/C | D/F | |
|---|---|---|---|---|
| Content | Required content elements developed clearly and concisely to demonstrate proposed work. | Clear and consistent content elements; minor flaws demonstrating proposed work. | Required content elements are adequate, but need further development to properly demonstrate proposed work. | Required elements lacking clarity, need major development to demonstrte proper proposed work. |
| Organization/Formatting | Proposal examplifies logical, coherent, and accurate structure. | Proposal examplifies logical, coherent, and accurate structure, with minor flaws (e.g., 1–2 pages out of sync). | Some proposal elements misplaced and/or lacking in appropriate/accurate structure (e.g., 3–4 pages out of sync). | Lack of proper appropriate/accurate structure, majority of required elements. |
| Writing | Proposal is written with proper grammar, spelling, and punctuation. No errors/very few. | Proposal is written with minor errors in usage of grammar, spelling, and/or punctuation. | Proposal is written with frequent errors in usage of grammar, spelling, and/or punctuation. | Proposal is written with major errors in usage of grammar, spelling, and/or punctuation. |
Student Wellness Services
Counseling, ADAP & Psychiatric Services (CAPS)
848-932-7884 | 17 Senior Street, New Brunswick, NJ 08901
CAPS is a University mental health support service that includes counseling, alcohol and other drug assistance, and psychiatric services staffed by a team of professional within Rutgers Health services to support students' efforts to succeed at Rutgers University. CAPS offers a variety of services that include: individual therapy, group therapy and workshops, crisis intervention, referral to specialists in the community and consultation and collaboration with campus partners.
Violence Prevention & Victim Assistance (VPVA)
848-932-1181 | 3 Bartlett Street, New Brunswick, NJ 08901
The Office for Violence Prevention and Victim Assistance provides confidential crisis intervention, counseling and advocacy for victims of sexual and relationship violence and stalking to students, staff and faculty. To reach staff during office hours when the university is open or to reach an advocate after hours, call 848-932-1181.
Disability Services
848-445-6800 | Lucy Stone Hall, Suite A145, Livingston Campus, 54 Joyce Kilmer Avenue, Piscataway, NJ 08854
Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation.
If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS website.
Scarlet Listeners
732-247-5555 | scarlet.listeners@gmail.com
Free and confidential peer counseling and referral hotline, providing a comforting and supportive safe space.