T HE U NIVERSITY OF N ORTH C AROLINA AT C HAPEL H ILL
S CHOOL OF S OCIAL W ORK
C
OURSE
N
UMBER
:
C OURSE T ITLE :
S
EMESTER AND
Y
EAR
:
C REDITS :
I NSTRUCTOR :
SOWO 792
P ROGRAM D ESIGN AND P ROPOSAL D EVELOPMENT
S
PRING
2013, M
ONDAYS
2 – 4:50
PM
, F
IRST
½
OF
S
EMESTER
1.5
C REDITS S HORT C OURSE
Marie Weil
School of Social Work UNC-CH
Suite 422 Tate Turner Kuralt Building
Phone: 962-6455
Email: moweil@email.unc.edu
O FFICE H OURS : Mondays 1-1:45 pm and 4:50 – 5:50 pm
Tuesdays 12-1:00 pm
Other times by appointment
C
OURSE
D
ESCRIPTION
: In this skills-oriented course, students will learn how to design a program and prepare a proposal draft suitable for submission to a foundation or governmental organization.
C
OURSE
O
BJECTIVES
:
By the conclusion of this course, students will be able to:
1.
Explain and demonstrate components of program and proposal development.
2. Understand and explain how programs need to be adapted to fit diverse cultural contexts, and how programs can be designed to focus on empowerment strategies.
3. Demonstrate attention to development and maintenance of organizational cultural competence in program proposal.
4. Build culturally competent practices into program design.
5. Demonstrate the program’s connections to social justice and human rights concerns in class presentations.
6. Design a program model illustrating program components, consumer pathways, staffing pattern and desired outcomes.
8. Develop a theory of change and a logic model for the program plan.
9. Demonstrate one proposal or program development skill for class.
10. Develop a professional level Program Proposal suitable for submission to a foundation or governmental entity.
E
XPANDED
D
ESCRIPTION
:
SOWO 792, Weil Spring 2013 1

This course builds on other advanced macropractice courses and is suitable for all MSW
Students and other Graduate Students interested in developing skills in proposal development and program design. It is structured to prepare students to design empowerment oriented programs and develop a proposal suitable to be submitted to a foundation or government agency for funding.
Students will individually select an issue, social or community problem, for which they wish to design a program to improve individual, group, and/or community outcomes. The program design will include development of materials to document the program’s structure, intervention components, and outcomes. Students will examine program development approaches and identify when each approach is appropriate for a specific population or need.
Throughout the class students will participate in small work groups to practice specific skills such as budget development or design of a theory of change. For the mid-term assignment, students will complete drafts of their program description, and model, goals, objectives & outcomes, intervention methods and program design chart. In dyads students will provide peer reviews for each other’s program design.
The final proposal will include: a funding request letter, an executive summary, a description of the social issue or problem, an assessment of need, the rationale for and illustration of the specific program design, a description of program design components, specified goals, objectives and outcomes, a logic model and theory of change, resource development strategy, the program budget, and for extra credit a draft of the evaluation design. At the final class, in panel discussions, students’ will present a specific component of their program or proposal to the class.
P REQUISITES : MSW students—completion of Foundation Year of Program. Graduate Students in other Departments—permission of the instructor.
R
EQUIRED
T
EXTS
/R
EADINGS
:
Yuen, F.K.O., Terao, K.L., & Schmidt, A.M. (2010). Effective grant writing and program evaluation
for human service professionals . Hoboken, NJ: Wiley & Sons.
Carlson, M., O’Neal-McElrath, T. & Alliance of Nonprofit Management. (2008).
Winning grants:
Step by step . San Francisco: Jossey-Bass.
H IGHLY R ECOMMENDED S UPPLEMENTAL T EXT :
Kettner, P.M., Moroney, R. M., and Martin, L.L. (2013). Designing and managing programs: An effectiveness-based approach, Fourth Edition . Thousand Oaks, CA: Sage.
R ECOMMENDED B OOKS :
Karsh, E. & Fox, A.S. (2009). The only grant-writing book you’ll ever need, Third Edition . New
York: Basic Books.
Netting, F. Ellen, O’Connor, M.K. and Fauri, D.P. (2008). Comparative approaches to program planning . Hoboken, NJ: John Wiley & Sons.
Pawlak, E.L. & Vinter, R.D. (2004). Designing & planning programs for nonprofit & governmental organizations . San Francisco: Jossey Bass, Wiley.
SOWO 792, Weil Spring 2013 2

Gamble, D.N. & Weil, M. (2009). Chapter 8. Inclusive Program Planning, in Community
Practice Skills: Local to Global Perspectives. Thousand Oaks, CA: Sage.
Required readings, other than those from the texts will be available on the course’s Sakai site or from the Instructor.
T
EACHING
M
ETHODS
Brief lectures, skills development exercises, presentations, in-class work groups and homework assignments will all be employed in this course. An adult learning model will be used to encourage independent learning and critical thinking along with peer review and group discussion of each other’s proposal components. Learning expectations in the class will require a professional level investment in peer learning, discussion, and review.
This course will employ both cognitive and experiential learning approaches building from readings, discussions and exercises. Students will be expected to lead discussion of selected topics.
Experiential exercises will be used in class for mastery of particular program components.
Students will engage in work dyads and small groups to practice skills in specific areas such as budgeting or developing an appropriate theory of change. Peer learning as well as individual work will be emphasized. These multiple approaches, especially peer learning are used to simulate typical collaborative approaches to program design in social agencies and consultative work in proposal development.
The development of a supportive learning environment, reflecting the values of the social work profession, is essential for the success of this class. A supportive learning environment is fostered by listening to the ideas and views of others, facilitating discussion of divergent ideas, articulating your own point of view clearly, being prepared with readings and assignments, and demonstrating collaboration at a professional level in classes.
C
LASS
A
SSIGNMENTS AND
E
VALUATION
Active and supportive participation will be expected as an aspect of professional development. Since both program design and proposal development require multiple creative steps, in-class groups will work to gain skills in preparation of selected proposal and program elements.
Weekly homework and in-class assignments will move students forward on each step of program and proposal development. All assignments will contribute to components of the mid-term program design and the final proposal.
Students will complete two major assignments:
Mid-Term Paper:
Program Design and Supporting Materials, and
Peer Review 40%
The mid-term (M/T) will consist of production of Program Design Documents for students’ individual projects. The Program Design Mid-Term Paper will include:
SOWO 792, Weil Spring 2013 3

1.
Identifying and Documenting the Statement of Social Issue/Problem/Concern (2pgs. max) and the Needs or Needs/Strengths Assessment (3pgs.);
2.
Draft Program Purpose, Description, Goals, Objectives & Outcomes and Program Design
Chart (that illustrates the intervention, pathway of participants through the program, and staff responsibilities. (4pgs. + Chart page);
3.
Rationale for the Program Design (why does this approach seem best?) (4 pages max): including:
a. Relevant Theory, b. Relevant Research c. Information on EBP for the intervention; or documentation of “Best
Practices;” or documentation of the logic for the chosen design if this is a new
approach/program direction);
4.
Draft of the Logic Model (1page chart) and
5.
Draft of the Theory of Change for the Program(1page for Chart and 1 page for Explanation)
Papers may be between 15 and 17 pages, but not longer.
On or before noon February 8 th
Complete your Program Design Mid-Term Paper (M/T) and
E-mail copies to your assigned Peer Reviewer and to the Instructor. The Instructor will review and respond to papers in the order in which they are received so that you can include your revisions of these components in your Final Proposal (F/P).
Some components of the Mid-Term will be discussed and shared among class members from the 2 nd to 4 th
class sessions. Each class member will develop a brief peer review of one other student’s midterm.
Final Paper (FP)– Completed Proposal 50%
Your complete proposal will incorporate the revised material from the mid-term and present a professional level proposal suitable for submission to a foundation or governmental agency for funding. Elements of the program designs and proposals will be discussed and presented in class throughout the course. ( Italicized items below indicate material from the mid-term (M/T)that you will have revised for the final proposal(F/P ). TOTAL PAGE COUNT = 28-37 pages counting figures and tables. The Final Proposal may be shorter than 28.
The Completed Proposal will include:
1.
Your Funding Request Letter , {FP}—1 pg. {What are you doing and why should they provide funding?}
2.
Your Executive Summary , {F/P}—less than 1pg. {Sometimes this is the only thing that reviewers look at!}
Identification and Documentation of Need
3.
Your revised Statement of Social Issue/Problem/Concern {M/T}—2pgs. max; and
4.
Needs or Needs/Strengths Assessment {M/T}—3pgs.); ( data-based; theory and research if available ) {Why does your issue matter more than other proposals they are considering? Does your program or project promise long-lasting results? Will positive changes be sustainable?}
SOWO 792, Weil Spring 2013 4

{How serious/significant are the needs that you propose to respond to? How will your program respond to identified needs?}
Description of Intended Change: Program Design
5.
Your Description of the Intended Change {F/P}—4 pgs. max
Your Revised and Expanded Program Description {M/T} and Description of Intended
Results {F/P} that your program, project, or intervention is designed to accomplish that answers the question: “What will be different for participants as a result of their involvement in your program, project, intervention, or social action?” including the following components: a. Purpose Statement b. Presentation of Revised Program Goals c. Presentation of Measurable Program Objectives and Desired Outcomes,
Program Design Model : Program Design Chart and Discussion —
Your revised Illustrative Program Design Chart {M/T} (a “picture” of participants’ pathway through the program and staff responsibilities and roles) 1 pg. chart:
Program Components, Intervention Methods & Strategies. Program Design Chart:
Activities, Pathway; Roles
6.
Your revised Rationale for the Program {M/T}, Project, or Activities (Why does this approach seem best?) (4 pgs. max) and including expanded material on: a. Relevant Theory—{F/P} b. Relevant Research
c. Is there EBP for the intervention; or
d. Documentation of “Best Practices”?,
e. Alternatively provide the logic for the chosen design (drawing from theory, from
related programs, etc. if this is a new approach/program direction.)
7.
Your revised Logic Model ({M/T} 1 pg. for chart
Your revised Theory of Change {M/T} 1 pg. chart.
8.
Using your Program Design Chart, develop an Expanded TOC Explanation and an
Analysis of your Change Strategies {F/P} (How do specific, activities, actions, interventions produce the intended and cumulative changes needed to produce desired outcomes? Explain how your Theory of Change operates throughout the program?) 3 pgs. max.
9.
Description of your Resource Development and Collaboration Strategy {F/P}—a brief description of where you are seeking funding resources (If for example you are requesting two different foundations to support different components of the project; OR why you are making your funding request to this specific foundation or funding body.
Remember that Resources are not just financial; discuss in-kind contributions from your organization, or from supporting organizations. Discuss partnerships or collaborations with other organizations if relevant. Note efforts to build community support and participation, and how resources would be cultivated, attained and sustained to produce the desired change. 2 pgs. max.
10.
Your Budget Request and Justification {F/P} Your budget justification explains why you need the budget components requested and explains items that might be questioned by funders. Budget 1 pg.; Justification 1pg.
11.
Your Timeline Chart {F/P} for program/project implementation.
SOWO 792, Weil Spring 2013 5

12.
APPENDICES: Appendix A. Social Justice Issues and Goals
Appendix B. Organizational Cultural Competence
13.
(Extra Credit Your Evaluation Plan —How you will Measure Outcomes and a brief description of how you could evaluate the effectiveness of the intended change process.)
(3pgs. max).
Your Proposal may be between 28 and 37 pages, but should not be longer.
During the final class in panels Students’ will make a presentation of a specific component of their program or proposal to the class. The Complete Proposal must be turned in on the final day of class.
Peer Review, Homework, Presentations, and Class Discussions 10%
Course Expectations:
Students will be asked individually or in small groups to become thoroughly familiar with particular assigned readings for specific sessions and to lead discussion of questions related to those readings with the class.
Students are encouraged to review Web-sites and other resources for information about Logic
Models, Developing a Theory of Change, and related proposal development sites.
Since this is an advanced level master’s course, it has high expectations for reading, analyzing, critiquing professional literature, and presenting your own work for discussion and evaluation.
Each written assignment is expected to show evidence of critical thinking as well as thoughtful consideration of the literature, and other relevant resources. Papers and proposals are expected to include in-text citations and a summary list of references following the APA Style Manual.
Assignments should be word-processed or typed (double spaced) employing correct English usage, grammar, punctuation and spelling. To be acceptable for advanced graduate work, assignments must be presented at a level expected of professional practitioners.
Grading Policy:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values for these grades are as follows:
H = 94 –100
P = 80 – 93
L = 70 – 79
SOWO 792, Weil Spring 2013 6

F = 69 and below
A grade of P is “entirely satisfactory” master’s level work. On a traditional grading scale, a P would range from an A- to a B-. The grade of H (Honors) signifies that the work is clearly excellent in all respects.
Policy on Incompletes and Late Assignments:
Students are expected to turn in written assignments to the instructor on the appointed date. If an illness or major professional commitment prevents timely submission, contact the instructor to discuss implications and to work out arrangements to get the assignment to the instructor as soon as possible. The University has strict policies that govern giving a grade of Incomplete. This grade is given only in serious, extenuating circumstances.
Policy on Accommodations for Students with Disabilities:
Students who require accommodations in relation to class participation or assignment completion should notify the instructor on the first day of class and provide a brief written statement in relation to needed formats.
Policy on use of Electronic Devices:
Students are expected to cut off all cell phones and other communication devices during each class. (Please advise the Instructor in advance if you anticipate an urgent call.)
Students may find it useful to use Lap tops computers in class, If you decide to use your laptop or iPad, confine usage to material related to class. If electronic devices are used for extraneous purposes you will be asked to leave class and to discuss the incident with the instructor before the next class.
Honor Code Expectations
Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for information on attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All written assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work; I have not plagiarized the work of anyone else from books articles, web sites or personal communication; and I have not submitted work for this class that was developed for a previous or concurrent course.”
Students are expected to use this version of the Honor Code for all assignments for this course.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for investigation and further action will be taken as required.
SOWO 792, Weil Spring 2013 7

R
C
O
th
1
ST
C LASS
Activities :
Introductions and Discussion of Students’ Specific Program Interest Areas , Ideas, and
Discussion of Program Design and Proposal Preparation Questions
Syllabus Review
Discussion of Initial Readings
Handouts : Program Design Samples
Readings: Introductions, Application of Technology, and Core Program Idea
Yuen, F.K.O., Terao, K.L., & Schmidt, A.M. (2010). Effective grant writing and program evaluation
for human service professionals . Hoboken, NJ: Wiley & Sons.
Chapter 9. “Application of Information Technology,” pp. 247-252; and
Chapter 1. “Introduction.”
Carlson, M., O’Neal-McElrath, T. & Alliance of Nonprofit Management. (2008).
Winning grants:
Step by step . San Francisco: Jossey-Bass.
Introduction: an Overview of the Grantseeking Process, and
Step 1. Developing the Proposal Idea.
Jan. 21 st
No Class: Holiday in Honor of Dr. Martin Luther King
Readings are for Jan 23 rd
Homework :
Prepare two to three discussion questions for each of the chapters assigned. We will begin class on
January 24 th
with your questions.
Readings for Discussion on January 28 th
:
Yuen, Terao, & Schmidt:
Chapter 2. “Community and Target Population, Service Providers, and Funding Sources.”
Chapter 3. page 48. Professional Insight 3.1.
“What is Self Determination”
Chapter 4. “Program Planning and Evaluation”
Needs Assessment
Program Planning Formula
Logic Model as a Tool for Planning and Evaluation & Theory of Change
Read this Exercise : Yuen, Terao, & Schmidt, Chapter 7. Section I. Needs Assessment
Needs Assessment materials will be emailed for review and practice
SOWO 792, Weil Spring 2013 8

Jan. 28 th
2
ND
C
LASS
Discussion:
Program Design Preparation & Needs Assessment
Your Questions and Ideas about the Readings and Chapter 7 Exercise
Discussion and questions about preparing your Program Design Chart and
YT & S’ ‘Program Planning Formula’: P
2
= W
5
x H
2
x E p. 83
Discussion of initial Processes of Grant Application: Requests for Proposals, Requests for Application, & Program Announcements; Letter of Intent/Inquiry
Handouts : Samples—Needs Assessments
Samples—Requests for Proposals, and Letter of Inquiry & Review of Program Charts
Samples—Program Goals
Exercises: Components of your own Program Design Chart—Bring in Ideas & Rough Draft
Developing Program Goals
Yuen, Terao, & Schmidt, Chapter 7. Section I. Needs Assessment, 171-183.
Before Class Review Table 7.2 & Table 7.3 &
Getting Ready: Logic Model & Program Planning & Eval. Worksheet
Readings:
From Holiday Week:
Yuen, Terao, & Schmidt:
Chapter 2. “Community and Target Population, Service Providers, and Funding Sources.”
In Chapter 3. page 48. Professional Insight 3.1.“What is Self Determination”
Chapter 4. “Program Planning and Evaluation”
Needs Assessment
Program Planning Formula, p. 83
Logic Model as a Tool for Planning and Evaluation & Theory of Change
New Readings for January 28 th
:
Kettner, Moroney, & Martin, Chapter 6. Setting Goals & Objectives, pp. 121-149.
Sections of Chapter 8. Designing Effective Programs
Carlson & O’Neal-McElrath: Logic Model Example, p. 112 and
Step 3. Need Statement 28-36 and
Step 4 Defining Clear Goals & Objectives, pp. 37-43
Yuen, Terao, & Schmidt:
Chapter 5. pp. 142-144 Outcome focused Evaluation & Empowerment Evaluation
Chapter 7. pp. 183-187 Results Terminology & Logic Model
Feb. 4 th
3 rd
Class
Program Designs and Theories of Change
Samples, Discussion, and Exercises:
SOWO 792, Weil Spring 2013 9

Program Descriptions,
Program Design Charts
Theory of Change Designs and Explanations
Readings:
Annie E. Casey Foundation, Theory of Change: A Practical Tool for Action,
Results and Learning . (SAKAI)
Anderson, A. (2004) for The Aspen Institute: Theory of Change As a Tool for Strategic
Planning. (SAKAI)
Yuen, Terao, & Schmidt:
pp. 86-96 TOC and Logic Model
Chapter 5. “Grant Proposal Writing: Beginning with the End in Mind.” pp. 99-138
Grant and Contract
Request for Proposal, Request for application, Program Announcement
Letter of Intent, Letter of Inquiry
Getting Ready, Logic Model, and Program Planning & Evaluation Worksheet
Key Components of a Grant Proposal:
Abstract
Table of Contents: a Roadmap for Your Proposal
Specific Aims: A Summary of Purpose and (Intended) Results
Target Population: To Whom It May Concern
Approaches & Methods: What, Why, When, Where, Who & How
Agency Capacities and Program Management
Budget and Budget Justifications: Program Plan in Dollars and Cents
Evaluation Plan: Tell the Stories—Successes & Challenges
Proposal Reviews
Professional Insight 5.1 “A Reviewer’s Perspective on Preparing
Proposals”
Exercises :
Yuen, Terao, & Schmidt, Chapter 7. “Learning by Doing…”
Section II. Results Terminology and Logic Model
Section III. Grant Application
Section IV. Program Planning & Evaluation
Program Design Papers and Preparation for Class 4:
On or before noon February 8 th
Complete your Program Design Mid-Term Paper and
E-mail copies to your assigned peer reviewer and to the instructor.
Be sure that your Mid-Term Paper includes the following Program Design and Supporting Materials
1. Identifying and Documenting the Need (Statement of Social Issue/Problem/Concern (2pgs. max) and Needs or
Needs/Strengths Assessment (3pgs.);
2. Draft Program Description, and Illustrative Program Design Chart (a description and “picture” of participants’ pathway through the program and staff responsibilities and roles) (4pgs. + Chart page);
SOWO 792, Weil Spring 2013 10

3. Rationale for the Program Design (why does this approach seem best?) (4 pages max): including:
a. Relevant Theory, b. Relevant Research (is there EBP for the intervention; or documentation of “Best c. Practices;” or provide the logic for the chosen design if this is a new
approach/program direction;
4. Draft of the Logic Model (1page chart) and
5. Draft of the Theory of Change for the Program (1page for Chart and 1 page for Explanation)
On or before 10:00 am February 11 th
email your Peer Review of a colleague’s paper to the instructor ( moweil@email.unc.edu
) and to your review partner for class discussion that afternoon. You will have the opportunity in class for dyad peer review discussion of your materials as well as general class discussion of program design issues.
Guidelines for Peer Review of Colleague’s Program Design Materials
The format and expected content of the Program Design Paper is as follows:
Answer the questions and provide constructive feedback to clarify and strengthen the material.
Questions to consider in your Peer Review of a Colleague’s Paper:
1.
Overall, is the material well written? Is the material clearly and congruently presented?
Indicate any problems with clarity or presentation.
2.
Do you have recommendations to strengthen the paper in relation to its content and presentation—both prose and illustrations?
3.
Does the Needs or Strength/Needs Assessment relate usefully to the probable program participants and their life situations? Have you identified any problems with the assessment logic or process? Do you have recommendations to strengthen the Assessment?
4.
Do the Program Description, the Program Design Chart, and the Rationale for the Design fit together well? Is the theory and/or research material effectively used to support the designer’s choices? Do you have recommendations for this section?
5.
Is the Theory of Change well-reasoned? Does it fit well with the Rationale for the Program
Design? Do you have recommendations to strengthen the TOC or Logic Model?
6.
Is the material as a whole presented in a way that engages your interest in the issue discussed? Would you be interested in reviewing the full proposal?
Feb. 11 th
Peer Review of Program Design Papers, Logic Models, and Theories of Change
4 th
Class
Discussions:
Peer Review Dyad Discussions
Class Discussion of Program Design Issues and Program Design Charts
Comparisons of Theories of Change and Logic Models
Problem Statements and Needs Assessments
Readings :
Yuen, Terao, & Schmidt, Chapter 6. “Program Evaluation”—selected sections
Outcome-Focused Evaluation, p. 142
Empowerment Evaluation, p. 142
Outcome-Focused Empowerment Evaluation, pp. 143-148
SOWO 792, Weil Spring 2013 11

Professional Insight 6.1 Tips for Anticipating Criticism & Planning Accordingly, 160
Exercises :
Connecting Program Design with Evaluation Planning—Building congruence:
Yuen, Terao, & Schmidt, Chapter 7. “Learning by Doing…”
Feb 18 th
Proposal Development: Final Goals, Objectives, Outcomes,
5 th
Class Organizational Competence and Cultural Competency
Exercises/Activities:
Review and Discussion of Final Goals, Objectives, and Outcomes Chart
Organizational Capacity
Organizational Cultural Competence Issues—Building OCC into all program facets
Discussion and Comparison of Program Models
Readings :
Carlson & O’Neal-McElrath, Step 5. Developing the Methods
St. Onge, Lead Author. (2009). Embracing Cultural Competency: A Roadmap for Nonprofit
Capacity Builders . New York: Turner Press/Fieldstone Alliance.
Resource E. (Patricia St. Onge and Wilson Riles), “Strategies for Dealing with Internalized
Oppression and Structural Racism,” pp. 199-205.
Resource B. (Brigette Rouson), “Summary of Research Findings,” pp. 155-160.
Resource C. (Brigette Rouson), “Literature Review,” pp. 161-186.
Yuen, Terao, & Schmidt, Chapter 8. “Real Life Samples”
Recommended Readings :
Iglehart & Becerra, (l995) Social Services & the Ethnic Community ,
Chapter 7. Service Delivery to Diverse Communities: Agency-Focused
Obstacles and Pathways; pp. 205-239, and
Chapter 8. Service Delivery to Diverse Populations: Interorganizational
Pathways, pp. 241-270
Netting, et al. Chapter 6. Program Planning in Diverse Cultural Contexts, 213-246
Feb. 25 th
6 th
Class
Budgeting and Proposal Components
Exercises and Discussion:
Proposal Components
Resource Development, Budgeting, and Budget Justifications
Funding Request Letters and Executive Summaries
Managing Funder Relationships—Working with Donors
SOWO 792, Weil Spring 2013 12

Readings :
Yuen, Terao, & Schmidt, Chapter 8. “Real Life Samples”
Kettner, Moroney & Martin, Chapter 11. “Line Item, Functional, and Program Budgeting
Systems.” pp. 221- 253.
Carlson & O’Neal-McElrath, Steps 7-12 (Review)
Recommended Reading:
Ketner, Moroney, Martin, Chapter 13. Developing Line Item, Functional, and Program
Budgeting Systems.
Homework for Final Class :
Prior to class, make 16 copies of your Power-Point Handout for your presentation of a component of your Program Design and Proposal to share with class members and the instructor.
March 4 th
7 th
Class
Final Class Final Paper Due
Proposal Component Panel Discussion Presentations
Course Evaluation
Your Next Steps in Program and Proposal Skill Development
Recommended Reading:
Kettner, et al. Chapter 8. Designing Effective Programs
SOWO 792, Weil Spring 2013 13