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PREPARING A GRANT PROPOSAL Crafton Hills College October 10, 2011 PART I Grant Proposals Basic Proposal 1. 2. 3. 4. What’s wrong? How are you going to help? How are you going to measure your success? How much does your project cost? What Is Included in a Formal Proposal? Coversheet with appropriate signatures Project Summary / Abstract Background information Statement of need Goals and objectives Activities Timeline Key personnel Evaluation plan Sustainability Detailed budget with justification Tips for Writing a Proposal Write the abstract last Write the budget first Read the RFP carefully; refer to it as you write Use the format required by the grantor Give yourself enough time to write, edit, and submit Tips, continued Coversheet with appropriate signatures Project Summary / Abstract Background information 2. Statement of need 3. Goals and objectives 4. Activities Timeline 5. Key personnel 6. Evaluation plan Sustainability 1. Budget What Is in a Proposal Budget? Salaries and wages Fringe benefits Materials and supplies Equipment Travel Subcontracts, indirect (F&A) costs, other Matching / In-Kind Salary rates for faculty members – OMB Circular A-21 Charges for work performed on sponsored agreements by faculty members during the academic year will be based on the individual faculty member’s regular compensation for the continuous period which, under the policy of the institution concerned, constitutes the basis of his salary. Charges for work performed on sponsored agreements during all or any portion of such period are allowable at the base salary rate. In no event will charges to sponsored agreements, irrespective of the basis of computation, exceed the proportionate share of the base salary for that period. Source: OMB A-21.J.10.d.(1) Statement of Need Make your case Stress the urgency of the need Use research: US Census US Bureau of Labor Statistics CHC data verifying the need Example of Need Statement In assessment testing in 2009-2010, a staggering 94% of all incoming students at CHC tested below acceptable levels for college-level mathematics courses. Even more troubling is the fact that the majority of students who enroll in developmental mathematics are unable to get past this remediation stage. Specifically, of those students who start in elementary algebra or lower, only 8% reach transfer level mathematics. In addition, success rates in developmental mathematics classes at CHC are very low (59.5%) with success rates of Hispanic Students even lower at 54.2%. Given that these courses are prerequisites for both higher level mathematics and many science classes, students are unable to take, much less succeed in STEM courses and will never realize their goals to transfer. Goals and Objectives Goals are overarching statements of what the project wants to achieve. Goals are not necessarily quantitative. Objectives are measurable. Activities should not be stated as objectives. Activities How are you going to address the need? Evidence-based activities Cite research Best practices Studies about effective strategies CHC data verifying effective interventions How do your activities address the goals of the RFP? Example of Activities CHC has also had large success with learning communities, a form of contextualized learning. For instance, students participating in mathematics learning communities were statistically significantly and substantially more likely to successfully complete the course, persist to the following semester, and persist to the next highest level mathematics course. Moreover, learning communities (LC) are often thought of as effective strategies for increasing the opportunities for students to feel included and connected to other students and faculty at an institution;. Past research on the relationship between LCs has consistently indicated that LCs positively impact student interaction with other students, student interaction with faculty, student satisfaction, and student success. CHC will expand its learning community efforts geared toward students interested in STEM by pairing developmental and introductory transfer-level mathematics courses with appropriate introductory science courses with the goal of substantially improving the likelihood that students will successfully complete their courses and persist through the mathematics and science curriculum at CHC. Dunlap, L., & Pettitt, M. (2008). Assessing student outcomes in learning communities: Two decades of studies at a community college. Journal of Applied Research in the Community College, 15, 140-149. Key Personnel Who is going to do the work? Why them? Describe how their background qualifies them to do the work. CV or resume Biographical sketch Ok to put “To Be Determined” if hiring someone for the position Use “To Be Determined” sparingly Example of Key Personnel Here’s an example of a staff bio for a program director at the town’s food bank: Bob Adams has been Director of Food Acquisition and Delivery for five years. Bob originally came to Central City’s Food Bank as a Vista volunteer in 1999. In early 2002, Bob developed an online food acquisition program that more than tripled the amount of food donated each month to Central City’s Food Bank. Due to Bob’s innovation, Central City Food Bank received the 2003 Nonprofit Organization of the Year award from our Governor. Source: Grantstation.com Evaluation Plan Evaluation Considers Two Major Things Did the project do what it was supposed to do? Did the project achieve its outcomes? Match objectives and outcomes to evaluation Answer all major needs Background Information General Information Example Crafton Hills College (CHC) is a comprehensive, public two-year institution founded in 1972 and is the newer and smaller of the two colleges in the San Bernardino Community College District (SBCCD), serving the economically and ethnically diverse communities of eastern San Bernardino Valley. Background Information, continued Resource Statement What do we have now to address the need? Facilities Staff Experience / expertise Geographic advantages Other funding Examples of Finished Grants In Grants Office Library Title V website Grantstation.com, Part 1 of “The Grant Proposal.” PART II Finding Grants Types of Grants Federal State Local Foundations What Do They Want? What gets funded? Partnership Collaboration Innovation Research Lunch special vs. cafeteria Where Are They? Grant Search Websites www.grantstation.com http://www.library.illinois.edu/iris/ www.grants.gov Grants Office web page: www.craftonhills.edu Click on “Faculty and Staff” Click on “Grants Office” www.Grantstation.com Username: crafton Password: roadrunner1 “Tour” link Right side: webinars Use the links on the left: Search Tips Search Terms The Grant Proposal Resources Library of Resources Grants Office web page OMB circulars NSF Grant Proposal Guide Grant leads by agency Thank you for attending! Karen Childers Director, Grant Development and Management LRC 103 x3392 kchilder@craftonhills.edu