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Department of Exceptional Student Education
College of Education
Florida Atlantic University
Instructor:
Phone:
Office Hours:
Office:
E-mail:
Class Day/Time:
COURSE NUMBER:
EEX 7526
COURSE TITLE:
Grant Writing
CATALOG DESCRIPTION:
This course will examine the grant writing process
involved in obtaining funds in local, national, foundation, corporate, and state funding
environments. Students will explore funding in the areas of exceptional student
education service delivery, research, and personnel preparation. An emphasis will be
placed on preparing doctoral level students to develop and write grant proposals.
PREREQUISITE:
Admission to a graduate program OR Permission of Instructor
COURSE CONNECTION TO CONCEPTUAL FRAMEWORK:
Doctoral graduates frequently are called upon to create leadership opportunities by
acquiring resources needed to develop, implement, and evaluate new initiatives.
Professional skills required for this include the ability to identify needs and resources,
and to develop clear and competitive proposals. A reflective decision-maker involved in
resource acquisition should provide evidence of being a capable leader by developing,
reviewing, and implementing competitive proposals.
REQUIRED TEXTS
Henson, K.T. (2004). Grant writing in higher education: A step-by-step guide.
Boston, MA: Pearson Allyn & Bacon.
Successful Images (2000). The Grantwriter’s Start-Up Kit: A Beginner’s Guide to
Grant Proposals. San Francisco, CA: Jossey-Bass.
COURSE OBJECTIVES
Course Objectives: The student completing this course will:
EEX 7526 Master Syllabus July 2008
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3.
4.
5.
6.
7.
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Identify a problem or question they wish to investigate.
Conduct a review of the literature about their topic.
Identify grant-funding sources using the Internet and other library resources.
Identify the major components of the grant writing process.
Prepare an annotated bibliography of grant funding sources.
Develop an appropriate grant budget.
Write a grant proposal.
Complete a review of grants written by their class peers.
COURSE OUTLINE
Session
1
2
3
TOPIC
Introduction & Overview of
Syllabus
Exploring Funding
Sources/Approaching
Foundations
READING
ASSIGNMENT
Yellow Section
pg. 1-19;
Blue Section
Pg. 1-21
Pink Section
Pg. 1-22
4
The Proposal Process
Writing the Proposal
Impact and Need Statement
5
Library Work
6
Project Goals & Objectives
7
Procedures/Methods
Internet/Library
Search
Pink Section
Pg. 23-26
Pg. 27-32
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9
Procedures/Methods cont.
The Management Plan
Pg. 33-49
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11
12
The Evaluation Plan
The Budget
Appendix/Appendices
Pg. 50-61
Pg. 62-66
Pg. 67-71
13
Proposal Submission & Review
Process
Oral Presentations
Green Section Pg.
1-12
14
ASSIGNMENT
DUE DATE
Topic of Interest Due
(Summary paragraph)
Annotated Bib
Grant Topic and Lit.
Review/Need
Statement
Grant Proposal
(2 copies)
Peer Reviews
Revised Proposal
COURSE REQUIREMENTS
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Students will complete four related written projects in this course and make one oral
presentation. Projects to be completed include the following:
Project #1: Identify area of interest and complete review of related literature.
Project #2: Annotated bibliography of 25 funding sources that make grants available in
the area of interest to the student. At least 10 of these must be located using the Internet.
Three (3) of the funding sources must identify persons with disabilities from culturally
and linguistically diverse groups as the population of interest to benefit from the funding.
The funding sources located must be diversified including local, national, foundation,
corporate, and state funding environments. The bibliography must include the funding
agency name and location and a brief description of the award and the award amount.
Project #3: Grant Proposal – Format will be provided in class.
Project #4: Grant Review – Each person will complete a blind review of two grant
proposals completed by their peers. The review will be written and given to the peer. It
will also be turned in as a class assignment. Format will be provided in class.
Project #5: Oral presentation – Each student will present his/her final grant proposal via
a power point presentation to the class.
PROFESSIONAL ETHICS / POLICIES AND EXPECTATIONS
Students, as reflective decision-makers, choose to practice ethical behavior during class,
in the university community, and while participating in field experiences. ESE students
are expected to demonstrate a professional demeanor in their FAU courses including
attendance, participation and responsible attention to requirements and deadlines
necessary for the successful completion of the ESE program. ESE students are also
expected to demonstrate a professional demeanor in field experience settings through
their dress, actions, and sensitivity to the students, teachers and administrators at the host
schools.
TEACHING METHODOLOGIES
Methods of instruction include lectures and discussions, media presentations, and peer
reviews.
ASSESSMENT PROCEDURES:
Identification of problem and Lit Review
Annotated Bibliography
Grant Proposal
Grant Review
Oral Presentation
TOTAL
EEX 7526 Master Syllabus July 2008
50 points
25 points
100 points
25points
25 points
225 points
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4
GRADING (FAU GRADING SCALE):
Activity scores are cumulative and the grade scale represents percentage of total points
earned.
A = 93-100
A- = 90-92
B+= 87-89
B=
83-86
B-= 80-82
C+= 77-79
C=
73-76
C-= 70-72
D+= 67-69
D = 63-66
D-= 60-62
F=
Below 60
POLICIES AND PROCEDURES
ATTENDANCE
According to University policy, “Students are expected to attend all of their
scheduled University Classes and to satisfy all academic objectives as outlined
by the instructor.” Attendance includes meaningful, active involvement in all
class sessions, class discussions, and class activities as well as professional,
ethical, conduct in class. Reasonable accommodations are made for religious
observances.
STUDENTS WITH DISABILITIES
In compliance with the Americans with Disabilities Act (ADA) and FAU policy, students
with disabilities who require special accommodations to properly execute course work
must register with the Office for Students with Disabilities (OSD) and provide the
instructor of this course with a letter from OSD which indicates the reasonable
accommodations that would be appropriate for this course. OSD offices are located on
Boca, Davie and Jupiter campuses. Information regarding OSD services and locations
can be found on the FAU website.
BIBLIOGRAPHY
Cone, J.D. & Foster, S. (1993). Dissertations and theses from start to finish.
Washington, D.C.: American Psychological Association,
Henson, K.T. (1999). Grant proposal writing. Writing for professional publication.
Needham Heights, MA: Allyn & Bacon
Sternberg, D. (1981). How to complete and survive a doctoral dissertation. St. New
York, NY: St. Martin’s Press.
The Alliance Project, Peabody College of Vanderbilt University. (1998). Grant Writer’s
Manual: Preparing personnel preparation proposals for submission to the office
of special education programs. Nashville, TN: Author
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EEX 7526 Master Syllabus July 2008
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