Office of Contracts and Grants &
Christine Yeh, School of Education

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 Describe grant proposal process
 Key components of a strong grant proposal
 Create an outline for a grant proposal
 Learn how to identify funding sources

 Laurie Treleven, Director
 Eduardo Meza, Assistant Director
 Jennifer Turnage, Sr. C&G Accountant

 Identification of Grants
 Review Proposal Guidelines
 Contact Funding Agencies
 Provide Institutional Capability Information
 Provide Resources for Developing Budgets
 Review and Explain Agency Forms
 Coordinate with Collaborating Institutions
 Upload Proposal into Grants.gov
 Conduct Final Review of Proposal for Compliance
 Submit Proposal and Confirm Receipt

 Institutional Approval is Required
 Responsible Conduct of Research Course
 Committee Approvals Required Before Award
 Electronic and Paper Submissions

PI
DEAN
OCG/PI
PI
DEAN OCG
OCG
PROVOST

 Writing a concept paper
 Telling a compelling and convincing story
 Knowing your headline

Develop strong concept paper
Identify funding sources and collaborators
Research agency priorities, criteria and review panel
Develop proposal and seek feedback
Develop budget, timeline with
OCG and
Dean’s office

Components of a Strong
Proposal or Concept paper
Concept
Statement of the Problem
Innovation
Intellectual
Merit
The HOOK
Impact
Investigator potential
Measurable outcomes
Dissemination

 Describe what you are interested in doing in simple, non-jargon terms
Empowering the Pacific Islander Community through the Arts is a new community-based participatory research, service, and education program to be developed and implemented with community partners here in San Francisco. University of San Francisco
(USF) faculty will collaborate with Pacific Islander (PI) youth and community leaders from the Samoan Community Development
Center (SCDC) to create a nine-month arts expression program. The program prioritizes the use of cultural assets and the creative arts to harness positive cultural identities and community empowerment.
The arts have a strong presence in PI traditions, and PI youth, in particular, express strong interests in the arts as representations of their cultural belonging (e.g. Borrero, Yeh, Tito, & Luavasa, 2010).

 A compelling, logical rationale why the proposal should be supported.
Statistics and context provide an important perspective and is often a welcome component.
The urgency for this program comes through our interests in working collaboratively with local communities in need, and the startling sociocultural challenges that face PI youth. For example, while the number of
PIs in the U.S. is rapidly increasing (over 1 million in the 2005 U.S. Census), their serious problems remain unexplored. In California, PI youth have the second highest arrest rate (U.S. Census Bureau, 2005), the highest rate of recidivism to juvenile detention (50%) (UCLA Asian American Studies
Center, 2006), and the highest dropout rate from high school. Moreover, close to 60% of PIs score below “proficiency” level on the California STAR tests, which impacts their 10-15% college graduation rate (U.S. Census
Bureau, 2005). In San Francisco, PI youth tend to live in urban poverty
(primarily Sunnydale and Bayview-Hunters Point) and attend some of
SFUSD’s most under-resourced schools.

 How is your project a novel idea? How is it unique from what has been done before?
The current proposal is innovative because it challenges existing individualistic counseling methods and integrates cultural values into creative arts projects. This program will be a novel contribution to the education, arts, and psychology literature with its focus on PIs—a unique, impoverished, and growing community. This project will also provide a model for future culturally responsive, community-based programs.
Community-Based Participatory methods are grounded in an ecological approach to learning, community collaboration, and empirical research. The innovation in the design comes not only in the aims of the intervention, but in the focus on youth empowerment for sustainable, long-term community impact. PI youth collaborators will be in a position of leadership, as they will teach about their cultural traditions, assets, and challenges along with fellow PI students.

 Describe how your previous experiences and background prepare you to carry out this grant?
Dr. Yeh’s research identifying risk and protective factors associated with Asian Pacific Islander (API) mental health has provided a foundation for the development and evaluation of culturally responsive school-based interventions that teach APIs effective bicultural coping strategies. This line of work has examined the role of community youth collaborators in developing sustainable peer interventions Y27 and the importance of social connections in buffering the effects of cultural conflicts on mental health symptoms Y25 . Dr. Yeh is a strong advocate for community outreach, engagement, collaboration, and dissemination. She has received two community service awards, seven community collaboration grants, as well as 15 research grants related to her work with API youth , including a 5 year
NIMH Career Award.

 What has been done before to support this work? How are you filling a gap in the literature?
Creative coping refers to strategies for dealing with stressful situations that involve the use of artistic expression. Specifically, researchers have demonstrated that PIs deal with many cultural, social, educational, and psychological issues through the use of creative arts (Lacroix, Rousseau,
Gauther, Singh, Giguere, & Lemzoudi, 2007). Artistic expression is an especially relevant form of coping because it provides a nonverbal and destigmatized method for dealing with problems (Yeh, Inman, Kim &
Okubo, 2006). Specifically, many children and adolescents from diverse cultural backgrounds often cope with daily concerns by using nonverbal and creative outlets versus more traditional forms of direct, talk therapy
(Yeh et al. 2006; Inman, Yeh, Madan-Bahel, & Nath, 2007). The current project uses creative expression to help PI youth explore their family, heritage, and cultural identities and uses these forms of art to empower this group as a community.

 How will you demonstrate that your project is meeting its (and the funder’s) goals? How do you know it is making a difference?
During the 2011-2012 school year, Dr. Yeh will implement Make It
Happen in 15 schools, reaching at least 250 high school seniors. The program will work to accomplish the following outcomes for participating students. At least 85% of participants will: (1) create a concrete post-secondary plan; (2) complete college, financial aid, and scholarship applications; (3) report an increased level of school engagement; (4) report an increased sense of social connection; (5) report an increased sense of self-efficacy related to college/career decisions; (5) report an increased sense of ethnic pride.
Dr. Yeh plans to share best practices so that others can replicate this successful model.

 How will your project and its outcomes affect the field and address the statement of the problem?
Uncovering ecological risk and protective factors associated with
Taiwanese students’ mental health, academic performance, and coping practice will help in the development of effective, culturally informed, school-based counseling services. Such strategies may be integrated into adolescents’ everyday routine and proximal environment since schools are an ideal and structured forum where students can seek help. Such programs have the capacity to reach many students and may be destigmatizing and culturally responsive.
Currently, there is limited research on Taiwanese high school students’ mental health, ecological stressors, and interdependent coping and indigenous healing practices so this represents a new yet important research area.

 How will you share your findings to local and national stakeholders?
Dissemination strategies will be developed throughout the grant, emphasizing multiple modes of communication to the PI community, community at large, local schools, and traditional academic venues. The major form of dissemination from the intervention is through the community partners that form this collaboration. Staff at Burton High
School and SCDC will have the skills and knowledge to sustain the program and serve PI youth in the community for years to come. Findings from the intervention will also be disseminated through traditional academic peer-reviewed journals and conferences as well as local forums for sharing information about the PI community. We intend to publish and present this work at the local, regional, national, and international level with continued participation from PI youth and community partners. The focus of the dissemination of this work will be to continue to share the voices of the PI community.

 The HOOK intentionally tailors the project description to the mission and priorities of a particular funder. The HOOK directly aligns the proposal with the purpose and goals of the funding source.
The proposed research is consistent with the objectives of the
NIMH’s NCMHD and ARRA R24 mechanism to (1) support active community participation in intervention research for health disparities and (2) to sustain and create jobs (16 positions) for members of underrepresented and low-income groups. The proposal is also consistent with the call for alternative venues for mental health services in underserved groups (Stephenson, 2000;
U.S. Department of Health and Human Services, 2000).

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