Clark University
Soc 250: Community and Health: Nonprofit Grant Writing
Fall 2015
Professor Rosalie Torres Stone
Office: Jefferson Academic Center, Rm 405
Office hours: Tuesday and Friday 1:30pm-2:30pm
Jefferson 133 2:50pm-4:05pm
Phone: 508-793-7376
Email: Rtorresstone@clarku.edu
Course Description: Students will focus on medically underserved communities by gaining skills in grant
writing and grant making that will further their understanding in strategic giving for social change. The goals of
the course are: 1) to develop a community-based research experience that will strengthen students’ substantive
understanding of community health and the organizations that serve their populations; 2) to offer students the
opportunity to hone their social science research skills; 3) to strengthen students’ communication skills by
offering them an alternative venue and audience for their writing; and 4) to foster collaboration among students
on a project of consequence.
Course Objectives: This course is designed to help student understand the social and economic roles of the
nonprofit sector and philanthropy and the process through which social change is funded and implemented
across sectors.
 To engage students theoretically and practically in the sociological, social, cultural, organizational,
political, and strategic dynamics of social change, philanthropy and health disparities.
 To challenge students to consider how they as individuals are influenced by political, geographic,
economic, cultural, social, and family factors and to reflect on, articulate, and explain their own belief
systems.
 To provide students with a rich understanding of the role that philanthropy plays in the United States
and the complex relationships between social institutions, including nonprofit organizations,
government, and philanthropy.
 To engage students in service to their community through a grant making experience designed to
provide a deeper understanding of societal issues and encourage leadership, critical thinking, and
effective communication. Through this experience students can assimilate and put into practice the
knowledge and ideas gained through readings and academic discourse.
 To engage students in Grant Writing and Review and Grant Making
 To engage students in Community Based Participatory Research
 To engage students in Evaluation Research
In addition, to gaining familiarity with the sociological literature on philanthropy, non-profit organizations and
health disparities, students will develop the following set of skills:
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Knowledge of the Natural World and Human Cultures and Societies via rigorous engagement with
big questions.
Intellectual and Practical skills including inquiry and analysis, the generation and evaluation of
evidence and argument, critical and creative thinking, written and oral communication, quantitative
literacy, information literacy, teamwork and problem solving.
Personal and Social Responsibility—including ethical reasoning and action, the intercultural
understanding and competence to participate in a global society, civic knowledge and engagement
locally as well as globally, and the lifelong habits of critical self-reflection and learning.
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
Ability to Integrate Knowledge and Skills—including synthesis and advanced accomplishment
across general and specialized studies, bridging disciplinary and interdisciplinary thinking, and
connecting the classroom and the world.
Capacities of Effective Practice— including creativity and imagination, self-directedness, resilience
and persistence, and the abilities to collaborate with others across differences and to manage complexity
and uncertainty.
LEEP Goals: By engaging students with social and behavioral health problems, the course will fulfill the goals
of LEEP: “an education in which ideas inform practice and theory cultivates real-world connections”
(Academic and Financial Plan: 6). The emphasis of the course to “move away from a classroom-centered
learning paradigm by emphasizing the integration of learning across courses and between curricular and cocurricular experiences, all while building student autonomy and the capabilities of effective practice" is in line
with LEEP goals. In addition, students will apply sociological knowledge, a component of the growth and
exploration phase, since the syllabus consciously combines theory and praxis.
The Writing Center at Clark http://www.clarku.edu/departments/writingatclark/center.cfm
https://www.princeton.edu/sociology/undergraduate-program/soc_ug_writing_guide.pdf
Academic Integrity/Cheating & Plagiarism [**language taken from Academic Advising website]
Academic integrity is a basic value for all higher learning. Simply expressed, it requires that work presented
must be wholly one's own and unique to that course. All direct quotations must be identified by source.
Academic integrity can be violated in many ways: for example, by submitting someone else's paper as one's
own; cheating on an exam; submitting one paper to more than one class; copying a computer program; altering
data in an experiment; or quoting published material without proper citation of references or sources. Attempts
to alter an official academic record will also be treated as violations of academic integrity. To ensure academic
integrity and safeguard students' rights, all suspected violations of academic integrity are reported to the College
Board. Such reports must be carefully documented, and students accused of the infraction are notified of the
charge. In the case of proven academic dishonesty, the student will receive a sanction, which may range from an
F in the assignment or course to suspension or expulsion from the University.
The complete academic integrity policy is available with Academic Advising at
http://www.clarku.edu/offices/aac/integrity.cfm
Students with Disabilities If you require accommodations in this course due to a disability, you must be
registered with the Office of Disability Services. For information, please contact Emily Tarconish, Director of
Disability Services, at 508-798-4368 or at etarconish@clarku.edu.
Disclaimer The instructor reserves the right to make changes to any information contained in this syllabus at
any time during the semester. Changes will be announced, and an updated version of the syllabus will be
posted on Moodle and/or distributed to students.
Technology Use Policy In recent years there has been a growing trend of students bringing laptops, cell phones
and other technological devices to class under the guise of note taking. However, in my experience these
devices have not been used for this intended purpose and have become extremely disruptive to myself and to
fellow classmates. Please do not bring these devices to class; instead come prepared to listen and focus your
attention and efforts to the class materials.
Required books (for purchase and on reserve in library):
1. Payton, R.L., and M.P. Moody. Understanding Philanthropy: Its Meaning and Mission. Indiana University
Press, 2008. ISBN-10: 0253350492 ISBN-13: 978-0253350497
2. Ostrander, S.. Money For Change: Social Movement Philanthropy at the Haymarket People's Fund.
Philadelphia: Temple University Press, 1995. ISBN-10: 1566393647 ISBN-13: 978-1566393645
3. Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund. ISBN-10:
0735204454 ISBN-13: 978-0735204454
4. Frumkin, Peter. On Being Nonprofit: A Conceptual and Policy Primer ISBN-10: 0674018354 ISBN-13:
978-0674018358
5. Marmot, M., and R. Wilkinson. Social Determinants of Health. OUP Oxford, 2005. ISBN-13: 9780198565895 ISBN-10: 0198565895
We will have guest speakers in
our class
Pamela Kane*
Dates
Affiliation
September 8, 2015
Ellie Mudge** and Jessica Horton
September 29, 2015
tentatively
* Senior Program Officer of the Greater Worcester
Community Foundation
**Online Program Director, Learning by Giving Foundation
Engaged Academic Time: This seminar is worth four credits, and meets for approximately three hours a week
throughout the semester. Clark’s four credit courses should include approximately 10 hours a week of engaged
academic time. You will be assigned a set of weekly readings, and are expected to come to class prepared to
review and discuss the assignment. While reading time varies considerably, I recommend that you set aside at
least six hours a week to do the readings, review your notes, and plan what you will contribute to the seminar
discussion. I recommend 4-5 hours on field notes/reflection notes, developing the grant proposal, and site visits.
Course Requirements:
Assignment
Individual Philanthropic Autobiography. Why give? Who have you helped? Who has
helped you?
Statement of Need (Request for Proposal); Establish principles that will guide
award decision-making.
Group Site Visits
 Site Visits with Dr. Torres Stone. We will meet at Clark U (parking lot) at
2:40pm on these two days.
 Group Site Visits: Arrange transportation with your group on these two
days. October 13th Develop and finalize Memorandum of Understanding
with your organization; include focus of the proposal, scope, time line for
grant writing, evaluation criteria and final submission date.
Individual Class Participation/Summaries/Questions on Readings Attendance
Due to the experiential nature of this course, it is critical that students attend
all sessions. If you need to miss a course meeting, prior arrangements should
be made with the instructor. Active participation in classroom discussion and
group decision making is essential. The quality and quantity of participation
will be assessed by the instructor and by classmates.
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

Due Friday, September 11th: What is Philanthropy? What does it mean to
say that Philanthropy is a moral action? Why is Philanthropy important?
Why does it exist? Why should we get involved with Philanthropy? What is
the downside to the “nonprofit” concept, what are its limitations? How is
the Philanthropy sector similar or different to Business and Government?
Describe the various responses to the human problematic of which
Philanthropy is one. What are the pitfalls of Philanthropy? Payton and
Moody. Chapters 1-4.
Due Tuesday, September 22, 2015. What are the fundamental features and
voluntary organizations? What are the functions of nonprofit and voluntary
sector? Describe the different features that attract conservatives and
liberals to nonprofit sector? How are nonprofits and voluntary organizations
linked to the political process? In what way do nonprofit and voluntary
organizations drive civic engagement and political participation?
Due Friday October 2, 2015. How did the people at Haymarket see the way
they practice philanthropy as a way to challenge the power structure in the
larger society? Haymarket’s historic commitment to funding is “Social
Change, not Charity.”-What does this mean? The Haymarket’s primary goal
is to fund grassroots organizing that brings together marginalized people in
their behalf to improve their own lives and challenge structure of wealth
and power in the larger society. Discuss the challenges and struggles in
maintaining this common goal?
Due Friday, October 23, 2015. What are the social determinants of health?
Individual Reflection #1: Coming into class, what was your perception of
philanthropy’s role in society? Now that you have been given $12,500 to award to a
local nonprofit, what, if any, responsibilities do you feel you have as a
philanthropist? See p.21 in Understanding Philanthropy.
Team Work: Field Notes/Reflection Notes
Team Work: Final Grant Proposal DUE for Review
Team Work: Oral Presentation
Team Work: Peer Evaluation
Team work: Allocation of funds to nonprofit organizations
Due Date
Friday, September 18,
2015
September 25, 2015
September 11th,
September 18th
October 9th, October
23rd; additional site
visits are to be
arranged with your
group and staff
members at the
organization.
Ongoing/Due biweekly
Weight
5%
10%
20%
Friday, September 11,
2015
Tuesday, September
22, 2015
Friday, October 2, 2015
Friday, October 23,
2015
Friday, September 25,
2015
Ongoing; final due
November 13th
November 13,2015
November 17, 2015
Begins week of
November 16th
Friday, December 4,
2015
5%
10%
10%
10%
10%
20%
Class Schedule
(Course schedule may be changed at professor’s discretion)
All supplemental readings for this class are made available at no-cost electronically through the course's
Moodle (M) page or online. You can go to the Moodle page in order to see the link to the electronic readings.
Week 1 (August 25th): INTRODUCTIONS AND COURSE OVERVIEW
Introductions; Learning by Giving, Greater Worcester Community Foundation; Mosakowski Institute, Class as a
foundation; syllabus overview
Review the four research topics (decided ahead of time); Students will send Dr. Torres Stone their first and
second choice. grantwriting teams formed.
Review website: The Common Proposal http://agmconnect.org/cpf/
Review website: Disparities in Health (Massachusetts) http://www.massmed.org/Patient-Care/HealthTopics/Health-Disparities/Health-Disparities--Research-and-Reports/#.U-En9aPD--M;
http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2014/rwjf411511
Teams begin to conduct preliminary research on their organizations (e.g., mission, history, population served)
and on health disparities in Worcester, Ma. Develop statement of Need (Request for Proposal); Establish
principles that will guide award decision-making – due September 25th.
Please submit 1st and 2nd choice by 9/1: Black Aids Project, You Inc., Community Legal Aid, the Southeast
Asian Coalition
For August 28th Marmot, M., and R. Wilkinson. Social Determinants of Health. OUP Oxford, 2005. Chapters, 1
and 10
Week 2 (September 1st): SOCIOLOOGICAL FOUNDATIONS OF PHILANTHROPY
Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund. Introduction.
Payton, R.L., and M.P. Moody. Understanding Philanthropy: Its Meaning and Mission. Indiana University Press,
2008. Chapters 1-4.
Due Friday, September 11th: What is Philanthropy? What does it mean to say that Philanthropy is a moral
action? Why is Philanthropy important? Why does it exist? Why should we get involved with Philanthropy?
What is the downside to the “nonprofit” concept, what are its limitations? How is the Philanthropy sector
similar or different to Business and Government? Describe the various responses to the human problematic of
which Philanthropy is one. What are the pitfalls of Philanthropy?
Examine the history, context and future of philanthropy and the relationship with the nonprofit, government
and corporate sectors in creating social change
Week 3 (September 8th): TEAM BUILDING AND NONPROFIT PARTNERING
What is grant making? A new way to consider social issues or problems.
Due Friday, September 18th Philanthropic autobiographies: Why give? Who have you helped? Who has helped
you?
Read for 9/15 Frumkin, Peter. On Being Nonprofit: A Conceptual and Policy. Chapters 1-2.
September 9th Guest Speakers: Grant Making, Pamela Kane, GWCF
September 11th Site visits with Professor Torres Stone to the Southeast Asian Coalition and Community
Legal Aid
Week 4 (September 15th): THE NONPROFIT SECTOR IN THE US
Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund. Chapter 5.
Frumkin, Peter. On Being Nonprofit: A Conceptual and Policy Primer. Chapters 3-4.
Marmot, M., and R. Wilkinson. Social Determinants of Health. OUP Oxford, 2005. Chapters 4, 5, 6
Due Tuesday, September 22nd: What are the fundamental features and voluntary organizations? What are
the functions of nonprofit and voluntary sector? Describe the different features that attract conservatives and
liberals to nonprofit sector? How are nonprofits and voluntary organizations linked to the political process? In
what way do nonprofit and voluntary organizations drive civic engagement and political participation?
Examine the history, context and future of philanthropy and the relationship with the nonprofit, government
and corporate sectors in creating social change
Friday, September 18th Site visits with Professor Torres Stone to the Black Aids Project and You Inc.
Week 5 (September 22nd): The NONPROFIT SECTOR IN THE US
Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund. Chapters 1-3.
Due: Reflection #1. Friday, September 25th Coming into class, what was your perception of philanthropy’s role
in society? Now that you have been given $15,000 to award to a local nonprofit, what, if any, responsibilities
do you feel you have as a philanthropist?
Due: Friday, September 25th. Statement of Need (RFP)
WEEK 6 (SEPTEMBER 29TH): A CASE STUDY ON GRANT MAKING MECHANICS
Tuesday September 29th Guest Speaker: Ellie Mudge, Online Program Director, Learning by Giving
Foundation
Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund. Chapters 9,11, and 14
Ostrander, S. Money For Change: Social Movement Philanthropy at the Haymarket People's Fund.
Philadelphia: Temple University Press, 1995.
Due Friday October 2nd: Money for Change. How did the people at Haymarket see the way they practice
philanthropy as a way to challenge the power in the larger society? Haymarket’s historic commitment to
funding is “Social Change, not Charity.” What does this mean? The Haymarket’s primary goal is to fund
grassroots organizing that brings together marginalized people in their behalf-to improve their own lives and
challenge structure of wealth and power in the larger society. Discuss the challenges and struggles in
maintaining this common goal?
WEEK 7 (OCTOBER 6TH): SOCIAL DETERMINANTS OF HEALTH
Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund. Chapter 6.
Marmot, M., and R. Wilkinson. Social Determinants of Health. OUP Oxford, 2005. Chapters 8, 14
Group Site Visit October 9thh: Develop and finalize Memorandum of Understanding with your organization;
include focus of the proposal, scope, time line for grant writing, evaluation criteria and final submission
date.
WEEK 8 (OCTOBER 13TH): SOCIAL DETERMINANTS OF HEALTH
NO CLASS OCTOBER 14TH Fall Break/OCTORBER 16TH work on projects
Due Friday, October 23rd. What are the social determinants of health?
WEEK 9 (OCTOBER 20TH): SOCIAL DETERMINANTS OF HEALTH
Group Site Visit Friday October 23rd
WEEK 10 (OCTOBER 27TH): GRANT WRITING
Understanding and defining a social problem; Identifying funding sources; Discussion on grant proposal
progress
Writing a grant proposal (social significance, background, methods, analytic plan, budget, human subjects):
WEEK 11 (NOVEMBER 3RD): PROJECT ASSESSMENT
WEEK 12 (NOVEMBER 10TH): EVALUATING GRANTS
Koch, Deborah. How to Say It: Grantwriting Proposals that Grantmakers Want to Fund.
The Common Proposal
http://agmconnect.org/cpf/
Review criteria for evaluating grant proposal applications for non-profit organizations.
November 13th GRANT PROPOSALS DUE for Review/Peer Reviews
WEEK 13 (November 17th): ORAL PRESENTATIONS AND GRANT EVALUATIONS
Week 14 (November 24th): THANKSGIVING BREAK
Week 15 (December 1st): ALLOCATION OF FUNDS TO NONPROFIT ORGANIZATION
 All grantee will be notified that their grants have been made possible for the Learning by Giving
Foundation, the Greater Worcester Community Foundation and the Mosakowski Institute and will
be showcased on the Learning by Giving’s foundation Grant Map.
12/4 ALLOCATION OF FUNDS TO NONPROFIT ORGANIZATION
FINAL EXAM: FOR THOSE ORGANIZATIONS NOT AWARDED A GRANT – SUBMIT 3-5 SOURCES OF POTENTIAL
FUNDING MECHANISMS FOR THEIR PROPOSALS TO DR. TORRES STONE BY DATE: TBD