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Monthly Archives: December 2020

Prospect Research: Growth in Numbers of Grant-Making Foundations

With the arrival of 2021, there may be some justifiable cause for optimism for nonprofits and other grant seekers. Sustained trends in the numbers of grant-making foundations could translate readily into more grant opportunities for grant seekers as they cope with the diverse impacts of the COVID-19 pandemic. 

Growth

Foundation Center data indicated that, state-by-state, the numbers of grant-making foundations increased substantially, but unevenly, during 2005-2015. The Center’s data were aggregated for all types of foundations.

Analysis of the Center’s data disclosed that:

  • In two states, numbers grew by more than 100%: Rhode Island and Delaware 
  • In six states, numbers grew by more than 40%
  • In nine states, numbers grew by less than 5% 
  • Growth rates ranged from -25.5% in Washington to +234.8% in Rhode Island
  • The median growth rate for 51 jurisdictions was +17.5% (in Colorado)

Overall, the strongest growth in numbers of grant-making foundations from 2005 to 2015, appears to have been in the Southwestern Region, the Southern Region, and the North Central Region.

Mid-Atlantic Region

Most states in the six-state Mid-Atlantic Region saw gains; several states saw losses. Growth in the numbers of grant-making foundations ranged from -16.3% in New York to +136.6% in Delaware.

State20052015Change (%)
Delaware (DE)5441,287+136.6%
District of Columbia (DC)402387-3.7%
Maryland (MD)1,5311,433-6.4%
New Jersey (NJ)2,5502,826+14.7%
New York (NY)9,0167,650-16.3%
Pennsylvania (PA)3,8966,656+45.2%
West Virginia (WV)238293+23.1%

North Central Region

All states in the six-state North Central Region saw gains. Growth in the numbers of grant-making foundations ranged from +4.6% in Indiana to +36.3% in Illinois.

State20052015Change (%)
Illinois (IL)3,9025,317+36.3%
Indiana (IN)1,1411,194+4.6%
Kentucky (KY)434543+25.1%
Michigan (MI)2,0612,181+5.8%
Ohio (OH)3,1723,626+14.3%
Wisconsin (WI)2,1271,883+11.5%

Great Plains Region 

Most states in the eight-state Great Plains Region saw gains; one state saw a loss. Growth in the numbers of grant-making foundations ranged from -5.7% in Nebraska to +31.4% in South Dakota.

State20052015Change (%)
Iowa (IA)808866+7.2%
Kansas (KS)695775+11.5%
Minnesota (MN)1,3541,481+9.4%
Missouri (MO)1,3201,426+8.0%
Nebraska (NE)634598-5.7%
North Dakota (ND)8090+12.5%
Oklahoma (OK)616792+28.6%
South Dakota (SD)121159+31.4%

New England Region

Most states in the six-state New England Region saw gains; two states saw losses. Growth in the numbers of grant-making foundations ranged from -3.5% in Vermont to +234.8% in Rhode Island.

State20052015Change (%)
Connecticut (CT)1,4051,591+13.2%
Maine (ME)289363+25.6%
Massachusetts (MA)3,0263,008-0.6%
New Hampshire (NH)302445+47.4%
Rhode Island (RI)7992,675+234.8%
Vermont (VT)228216-3.5%

Southern Region

All states in the ten-state Southern Region saw gains. Growth in the numbers of grant-making foundations ranged from +2.5% in Mississippi to +40.8% in Florida.

State20052015Change (%)
Alabama (AL)672963+28.4%
Arkansas (AR)282328+16.3%
Florida (FL)3,7395,266+40.8%
Georgia (GA)1,3541,488+9.9%
Louisiana (LA)444516+16.2%
Mississippi (MS)237243+2.5%
North Carolina (NC)2,8033,456+23.3%
South Carolina (SC)414489+18.1%
Tennessee (TN)733817+11.5%
Virginia (VA)1,3541,517+12.0%

Northwestern Region

Most states in the six-state Northwestern Region saw gains; one state saw a loss. Growth in the numbers of grant-making foundations ranged from -25.5% in Washington to +36.7% in Montana.

State20052015Change (%)
Alaska (AK)7085+21.4%
Idaho (ID)189241+27.5%
Montana (MT)207283+36.7%
Oregon (OR)739867+17.3%
Washington (WA)1,3431,300-25.5%
Wyoming (WY)178242+36.0%

Southwestern Region

Every state in the eight-state Southwestern Region saw gains. Growth in the numbers of grant-making foundations ranged from +17.0% in Nevada to +45.9% in California.

State20052015Change (%)
Arizona (AZ)689834+21.0%
California (CA)6,6069,639+45.9%
Colorado (CO)1,1481,349+17.5%
Hawaii (HI)301357+18.6%
Nevada (NV)435509+17.0%
New Mexico (NM)227277+22.0%
Texas (TX)3,7744,782+26.7%
Utah (UT)449594+32.3%

Federal Peer Review Opportunities in 2021

There are many ways to learn how to write competitive grant proposals. One of the best ways is to become a peer reviewer for a state or Federal grant-making agency.

This post explores opportunities—as of early January 2021—to serve as a peer reviewer for Federal grant-making agencies. Other posts explore serving as a peer reviewer (also called a grant reviewer or an expert panelist) in terms of required qualifications, logistics, and compensation, as well as the potential benefits to the reviewer of having reviewed others’ proposals.

Review Opportunities

Procedures for applying to become a reviewer differ among the agencies. Every grant-making agency requires the reviewer to have specialized subject area expertise relevant to the specific grant program to be reviewed. Other reviewer qualifications commonly relate to citizenship, geography, gender, race/ethnicity, and similar demographic factors, as well as access to certain technologies, willingness to travel (if required), and availability throughout the review process.

All opportunities listed here are for Federal grant-making agencies in the United States of America. The list is illustrative, not exhaustive. All websites were active as of the date of posting. 

US Department of Agriculture (USDA)

US Department of Education (ED)

US Department of Health and Human Services (HHS)

US Department of Justice (DOJ)

US Department of Labor (DOL)

Other US Federal Agencies

How to Win Grants: Grant Proposal Peer Reviewers

One of the best ways to learn how to write proposals that win grants is to become a technical reviewer for Federal grant-making agencies. Federal agencies select and invite reviewers for specific grant programs, based upon the reviewers’ knowledge, education, and experience. They select members of grant review panels to reflect diversity of race/ethnicity, gender, experience, expertise, and geography.

This post explores serving as a grant reviewer (also called a peer reviewer or an expert panelist) in terms of qualifications, logistics, compensation, and the potential benefits of reviewing to the reviewer. The context of the post is the United States of America.

Qualifications

Proposal reviewers use their expertise to evaluate applications objectively and to score them against published evaluation criteria. 

Prospective reviewers must be willing and able to: 

·     Provide written and oral evaluative comments based on current professional knowledge measured against the review criteria—not personal opinion 

·     Listen attentively to the input of other panelists

·     Engage in discussions about their ratings and the rationales for them

·     Negotiate and bridge differences with peers and program staff

·     Work with other panelists to synthesize evaluative comments

In addition, prospective reviewers must be able to:  

·     Exercise their highest level of personal and ethical standards to review proprietary information

·     Respect and maintain confidentiality and impartiality

·     Avoid any actual or perceived conflict of interest

Expertise in the state of the art of the subject area to be reviewed is indispensable.

Logistics

Proposal reviews for Federal grant programs commonly last from 3-5 days, but may also require further time commitments for 2-4 weeks beyond the actual review period. Many reviews occur through off-site, remote, or virtual conferences, or they may occur through off-site field reader reviews (where reviewers independently review proposals from wherever they are based, do not need to travel, and do not discuss the proposals as a group). Subsequent on-site reviews of finalists for funding may take place at hotels or other facilities in the Washington, DC metropolitan area.

Compensation

When on-site review and/or on-site training of reviewers are parts of the process, the Federal grant-making agencies will make all of the logistical arrangements for their proposal reviewers. They will pay for documented travel expenses (e.g., airfare, ground transportation), and other allowable costs. At the completion of the review process, each reviewer may receive an honorarium, which may be based either on a per day rate or a per proposal rate.

Benefits

Peer reviewers sharpen many skills and accrue other benefits through their experiences on review panels. Among the benefits are that they:

  • Acquire first-hand knowledge of the grant-making and peer review process
  • Learn about common problems with proposals
  • Discover strategies for writing stronger proposals
  • Network with professional peers
  • Meet program officers who manage programs related to reviewers’ interests
  • Practice use of expert judgment in gauging merits of competitive proposals

An example of a Federal grant-making agency’s recent call for peer reviewers is here.

Another post explores some of the diverse opportunities to assist Federal grant-making agencies in reviewing proposals. 

Writing Winning Proposals: What Online Resources Say (Part 2)

Many grant makers and grant seekers offer tips about how to win grants. This post is the second in a series that curates and presents some of them. The tips’ topics here span proposal development phases from preparing concept papers to learning from reviewers’ comments. 

Note that superscripts refer to resources listed at the post’s end. 

Start planning with concept papers.

  • “…Developing a concept paper is excellent preparation for writing the final proposal. The grant seeker should try to see the project or activity from the viewpoint of the grant-making agency or foundation….”1
  • “One of the first steps in the process of seeking funds should be the development of a concept paper….”4

Address funders’ priorities. 

  • “…Make sure that the text of your proposal is written so that the reviewers can easily see how your project addresses the agency’s priority.”5

·     “Whether your proposal receives funding will rely in large part on whether your purpose and goals closely match the priorities of granting agencies….”7

Use required proposal formats.

  • “…When the funding agency suggests a format in the call for proposals, follow it….”5
  • “Failure to comply with formatting rules can result in immediate rejection, so make sure that you follow the instructions provided by the funding agency to which you intend to submit your proposal.”6

Follow application Instructions.

·     “Give them what they want. Follow the application guidelines exactly.”7

  • “…Make sure that your proposal matches the criteria set out by the funding agency.”5

·     “…Follow all the guidelines for the particular grant you are applying for….”7

  • “Follow the instructions and application guidance carefully. The instructions call for a particular organization of the materials, and reviewers are accustomed to finding information in specific places….”8

Anticipate reviewers’ questions.

·     “… Predict the questions that the reviewer may have and answer them….”7

·     “For the project narrative, pre-empt and/or answer all of the reviewers’ questions….”7

  • “Keep the audience in mind. Reviewers will use only the information contained in the application to assess the application….”8

Adopt an appropriate voice.

·     “…The abstract should explain the key elements of your research project in the future tense….”7

  • “…It is preferable to write a grant proposal in an objective third-person voice….”3

Propose to solve problems.

  • “…[To] maximize your chance of success, be sure your proposal indicates you will be addressing a problem or improving a situation the agency funding the grant thinks is important….”5
  • “Describe a problem that is about the same size as your solution….”2
  • “Don’t describe the problem as the absence of your project….”2
  • “…Many funders see their niche as funding innovation: supporting new approaches to old problems or finding solutions to new problems.“2
  • “Explain what benefits you will realize in return for the funds.”4

Focus on local problems.

  • “Utilize local information.”4
  • “Describe your issue in as local a context as possible….”2

Demonstrate organizational capacity.

  • “Of particular interest to funders are your past experiences related to the proposed project and your agency’s ability to manage programs and handle funds….”3
  • “…The problem statement, developed with input from the beneficiaries, must be supported by statistics and statements from authorities in the fields. The case must be made that the applicant, because of its history, demonstrable skills, and past accomplishments, is the right organization to solve the problem.”1

Propose realistic project objectives.

  • “…An objective is a specific statement describing a particular, expected program outcome. It is measurable, attainable, relevant and bound by a timetable.”3
  • “Although it often pays to set your goals high, the reviewers are likely to reject your proposal if it sounds too ambitious to be realistic. It is critical that your objectives are feasible within the timeframe given by the funding agency.”6
  • “…Just as the statement of objectives builds upon the problem statement, the description of methods or strategies builds upon the statement of objectives. For each objective, a specific plan of action should be laid out….”1
  • “…Objectives are performance-related, so make sure your project objectives are realistic – they will become the criteria your project is evaluated by if you are selected for funding.”10

Develop coherent budgets. 

  • “…The budget is a critical piece of any grant proposal. In preparing your budget, be careful to satisfy all criteria laid out in the call for proposals….”5
  • “Make sure that all budget items meet the funding agency’s requirements….”7
  • “Be sure to read the funder’s fine print on administrative or overhead expenses (sometimes called indirect expenses). Some funders don’t cover administrative expenses….”2
  • “Don’t forget that this project will take place in the future, so budget numbers should account for inflation at the time of expenditure.”10
  • “A well-prepared budget justifies all expenses and is consistent with the proposal narrative….”1

Pursue partnerships and collaborations. 

  • “…Letters of support and partnership commitments are critical to your success, but you are dependant on others for them. Note that it is your job to solicit and submit any letters of support….”5
  • “Partner with local, state, or national organizations to strengthen your application. Partnering with neighboring fire departments may also be beneficial.”4
  • “The old days of having everyone you know give you a letter of support are long gone. Funders now expect letters of commitment, describing how the individual or group will support this project and the value of that support in terms of dollars….”3
  • “Reach out to local organizations such as the prosecutor’s office, the mayor’s office, and foundations to gather funding, support, and expertise.”9 
  • “Community support is vital for a successful project. Many grant programs require a local funding match and/or community engagement in the project’s design and execution. The stronger the local support for a project, the easier it will be to secure matching funds, letters of support, and in-kind donations…”10

Learn from proposal outcomes.

  • “Learn from feedback on unsuccessful grant applications.”9

Resource List

1Congressional Research Service: How to Develop and Write a Grant Proposal

2Minnesota Council on Foundations: Writing a Successful Grant Proposal

3National Minority AIDS Council: Grant Writing

4National Volunteer Fire Council: Grant Writing Guide

5Purdue University, Cooperative Extension Service: Writing a Successful Grant Proposal

6Society for Conservation Biology: Guidelines for Writing Grant Proposals

7University of North Carolina at Chapel Hill, The Writing Center: Grant Proposals (or Give Me the Money)

8United States Department of Health and Human Services: Tips for Preparing Grant Proposals

9United States Department of Justice, Bureau of Justice Assistance: Grants Landscape Review Summary

10United States Environmental Protection Agency: Tips for a Successful Grant Application

Writing Winning Proposals: What Online Resources Say (Part 1)

Many grant makers and grant seekers offer helpful tips about how to win grants. This post is one of a series that curates and presents some of them. The tips’ topics span all phases of proposal development from finding funders to learning from proposal review outcomes. 

Note that superscripts refer to resources listed at the post’s end. 

Writing proposals is a team effort.

  • “…[The] best approach to writing successful proposals is through teamwork.”4
  • “…[The] steps to completing a successful grant proposal are the same for all grants…”6
  • “Strong grant proposals take a long time to develop….”6
  • “In general, funders need the same basic information for all types of grants….”4

Expect competition.

  • “Competition is keen, especially at the national level….”4
  • “…Among Minnesota’s largest grantmakers, about one proposal in three is funded….”3

Thoroughly research potential funders. 

  • “There are many resources available for identifying public and/or private funding sources.”4
  • “…If your proposal is not a good fit for the grant, look for other funding sources rather than prepare a proposal with little chance of success….”5
  • “…[A] proposal should reflect planning, research and vision. The importance of research cannot be overemphasized, both in terms of the funders solicited and the types of funds requested. The appropriate format should be used, and the required attachments should be included.”1
  • “The most successful proposals are those which clearly and concisely state the community’s and organization’s needs and are targeted to donors which fund that field, a reflection of carefulplanning and research.”1
  • “…Funders generally expect you to ask for support from more than one source….”3
  • “Just because a funder is accepting proposals does not mean that you should submit one. “Getting grants” should not be an end unto itself. It is more productive to establish a development plan for your organization first and then identify potential funders and grants that can help you achieve that plan…”4
  • “…If the funder makes grants in your geographic area, funds organizations and projects similar to yours and funds projects at a level that meets your project and development needs, then it is a good match.”4
  • “…Both the applicant and the grantor agency or foundation should have the same interests, intentions, and needs if a proposal is to be considered an acceptable candidate for funding….”2

Build relationships with funders.

  • “…Particularly with major funders, projects are generally funded because of their worth, not due to connections….”3
  • “…In many cases, the more agency or foundation personnel know about the proposal, the better the chance of support and of an eventual favorable decision.”2

Resource List

1Center for Nonprofit Management Los Angeles: Elements of a Grant Proposal

2Congressional Research Service: How to Develop and Write a Grant Proposal

3Minnesota Council on Foundations: Writing a Successful Grant Proposal

4National Minority AIDS Council: Grant Writing

5Purdue University, Cooperative Extension Service: Writing a Successful Grant Proposal

6University of North Carolina at Chapel Hill, The Writing Center: Grant Proposals (or Give Me the Money)

How to Win Grants: Online Tools for Writing Powerful Proposals

Many organizations post online tools for writing proposals that win grants. Exploring them helps grant seekers to know what to expect. It also helps grant writers to know what others are doing and what has come before them. 

This modest smorgasbord of publications offers insights about how to win competitively awarded grants from public and private sources. Links are as of the posting date. Bon appétit!

ACADEMIA

Purdue University: Writing a Successful Grant Proposal

University of North Carolina at Chapel Hill, The Writing Center: Grant Proposals (or Give Me the Money)

NON-PROFIT ORGANIZATIONS

Center for Nonprofit Management-Los Angeles: Elements of a Grant Proposal

Minnesota Council on Foundations: Writing a Successful Grant Proposal

National Consumer Support Technical Assistance Center: Guide to Funding and Financial Management

National Volunteer Fire Council: Grant Writing Guide

National Minority AIDS Council: Grant Writing

PROFESSIONAL ORGANIZATIONS

American Association of Critical Care Nurses: Developing Grant Writing Skills to Translate Practice Dreams into Reality

The Grantsmanship Center: Grantsmanship: Proposal Planning and Proposal Writing

Society for Conservation Biology: Guidelines for Writing Grant Proposals

GOVERNMENT AGENCIES

Congressional Research Service: How to Develop and Write a Grant Proposal

Grants.gov: How to Apply for Grants

National Science Foundation: Grant Proposal Guide (2020)

The Social Science Research Council: On the Art of Writing Proposals

United States Department of Health and Human Services: Tips for Preparing Grant Proposals

United States Department of Justice, Bureau of Justice Assistance: Grants Landscape Review Summary

United States Environmental Protection Agency: Tips for a Successful Grant Application

All resources are illustrative examples of what grant seekers and proposal writes can find on the Internet. They are posted for informational purposes only. 

How to Win a Grant: Project Coordinator Position Description

This post provides a sample Position Description for a Project Coordinator in a fictional Science, Technology, Engineering, and Mathematics (STEM) Partnership Project. The post is one of a series of several sample Position Descriptions for the same fictional project.  

In projects for direct services, often the title of Coordinator connotes subordination to a Director. While commonly a Project Coordinator may be at least partially “grant-paid” (also called “project-paid”) and yet to be hired, just as often the Project Director will be entirely locally paid and already on-staff. In research projects, a position similar to the Project Coordinator is often termed a Principal Investigator (or PI). As always, the optimal choice of position titles for a project will depend upon the nature of the funding, as well as upon the specific administrative practices of both the funder and the applicant. 

An earlier post presents general observations about using Position Descriptions in grant proposals.

SAMPLE POSITION DESCRIPTION: PROJECT COORDINATOR

Position Title/Time Commitment:

Project-Paid Coordinator (100% FTE)

Name:

Dr. P. M. Kem

Nature of Position:

Manages and coordinates the daily, ongoing activities of this project; assists in administering the budget; conducts public relations; recruits new partners; holds appropriate meetings; and plans coordination among project staff and personnel of project partners. 

Accountability:

This position is directly accountable to the Project Director. 

Duties and Responsibilities:

  1. Assist in establishing and coordinating project functions and in recommending, implementing, and maintaining project policies, procedures, schedules, and budget.
  2. Ascertain that the goals and requirements of the grant are met.
  3. Consult with the Partnership Advisory Team (PAT) and organize project activities with assistance of project staff, project consultants, school-based administrators, and representatives of project partners.
  4. Establish effective procedures for evaluating the project and planning for administration of appropriate measurement instruments and assessments.
  5. Ensure that timely needs assessment and evaluation data are available to the External Evaluator.
  6. Assist in review and evaluation of results of school-wide testing and other evaluative measures to be used during the project.
  7. Assist in selecting personnel for project employment.
  8. Plan professional development activities and lead and conduct partnership-building and public relations activities.
  9. Coordinate and supervise project-paid staff members not based in the schools.
  10. Meet regularly with project staff, current project partners, and potential project partners.
  11. Assist in preparing proposals and partner- and volunteer-recruitment materials.
  12. Coordinate development of materials especially designed for the project.
  13. Coordinate and disseminate project updates and reports.
  14. Other project-related duties as the Project Director assigns.

Qualifications:

  1. Master’s degree in a project-related subject; a doctorate is preferred
  2. Experience in program administration and in teaching in rural settings
  3. Knowledge of: how to build partnerships; relevant current state and Federal legislation; and how to integrate technology, science, mathematics, engineering, and career education
  4. Experience in working in partnerships and school restructuring efforts
  5. Ability to relate effectively to administrators, teachers, students, parents, public and private sector partners, and state and Federal program officials 

How to Win a Grant: Program Developer Position Description

This post provides a sample Position Description for a Program Developer in a fictional Science, Technology, Engineering, and Mathematics (STEM) Partnership Project. The post is one of a series of several sample Position Descriptions for the same fictional project.

The role of Program Developer is designed to ensure the sustainability of a proposed project’s key attributes beyond the funding period of an initial grant award. Its purpose is to seek and acquire alternate funding to carry the project forward after initial funding ends. Some funders will view the position as prudent, pragmatic, and essential; others may view it as desirable, but as one to be supported with an applicant’s resources or with those of one or more different funders. 

General observations about using Position Descriptions in grant proposals appear in an earlier post. 

SAMPLE POSITION DESCRIPTION: PROGRAM DEVELOPER

Position Title/Time Commitment: 

Project-paid Program Developer (100% FTE) 

Name: 

Maria C. D. Garcia-Lorca, M.Ed.

Nature of Position: 

Raises funds through partner contributions and through corporate, foundation, and individual donations; recommends, plans, develops, solicits, and submits capacity-building proposals for funding from non-Federal sources.

Accountability: 

This position is directly accountable to the Project Director.

Duties and Responsibilities:

  1. Identify, select, and recommend non-Federal sources of capacity-building funding.
  2. Develop and submit proposals for funding to non-Federal sources of capacity-building support.
  3. Propose, develop, and implement strategies to raise funds through partners’ contributions.
  4. Prepare and make presentations to potential individual and corporate donors.
  5. Provide timely needs assessment and evaluation data to the External Evaluator.
  6. Assist in preparing project continuation and renewal proposals.
  7. Conduct and participate in professional development activities related to fundraising, grant writing, and proposal development.
  8. Collect and internally disseminate information on fundraising and grant writing activities, opportunities, and outcomes.
  9. Assist school administrators, teachers, and IHE project partners in securing non-Federal funding for school-based STEM improvement activities.
  10. Meet regularly with the project staff, present and new project partners, the school district and its committees, and the project’s Partnership Advisory Team (PAT).
  11. Attend and report on credit-awarding workshops and conferences on grant writing and fundraising.
  12. Assist the Project Director and Project Coordinator in partnership-building activities and work closely with project partners at all levels.
  13. Other project-related duties as the Project Director assigns.

Qualifications:

  1. Master’s degree
  2. At least five years of experience in fundraising and program development
  3. Knowledge of the philosophy and goals of educational partnerships and capacity building
  4. Demonstrated success in writing funded grant applications to sources at the local, state, regional, and national levels
  5. Familiarity with the district’s STEM improvement initiatives, and with basic principles of publishing and graphic design
  6. Ability to develop promotional material across multiple platforms
  7. Excellent writing and public speaking skills
  8. Ability to relate effectively to administrators, teachers, students, parents, public and private sector partners, potential donors, and officials of funding programs

How to Win a Grant: Project Consultant Position Description

What follows is a sample Position Description for Project Consultants in a fictional Science, Technology, Engineering, and Mathematics (STEM) Partnership Project. The post is one of a series of several sample Position Descriptions for the same fictional proposal.

Content and Format

A Position Description may occur in the body (or narrative) of a proposal or as an attachment or in both places. Its content and format may be compulsory or they may be discretionary. Compulsory contents and formats may reflect a funder’s requirements or they may represent an applicant’s requirements or they may do both. 

If an application’s organizational context and constraints permit it, then the contents of a Position Description to be submitted in an application should: (1) respond to a specific proposal solicitation; (2) reflect a specific applicant; and (3) be aligned with the Work Plan or Program Design of a specific proposal. 

If an application’s organizational context and constraints compel it, then the contents of a Position Description will need to be the same as the applicant’s generic Position Description.

In every case, the format and placement of a Position Description should conform to any and all explicit guidance available from each specific funder. 

SAMPLE POSITION DESCRIPTION: PROJECT CONSULTANTS

Position Title/Time Commitments:

Project-paid Consultants (4 x 50% FTE Each)

Names:

Dr. Florida R. Naranja, Dr. Huang Ho, Dr. N. P. Acadia, and Dr. Kristina Nallanayagam

Nature of Position: 

Assists in developing STEM materials for project students; trains staff in using educational technologies and new content area materials; designs, demonstrates, and models project-specific instructional strategies; facilitates plans for annual STEM summer camps

Accountability: 

This position is directly responsible to the Project Director and to each Consultant’s direct reports at each respective partnering University, Institute, and/or Engineering Center of Excellence.

Duties and Responsibilities:

  1. Assist in implementing project activities and strategies.
  2. Deliver appropriate pre-service and in-service training for instructional personnel.
  3. Model project instructional strategies for classroom teachers.
  4. Coordinate training with state and national standards.
  5. Design and develop culturally relevant STEM materials.
  6. Recruit and arrange for allocated numbers of university students to mentor and tutor project students.
  7. Link students’ STEM instructional experiences with their family and community backgrounds.
  8. Assist classroom teachers in organizing classrooms for technology-enhanced learning.
  9. Organize and guide annual on-campus STEM summer camps.
  10. Organize on-campus visits and campus/program tours for project students.
  11. Facilitate dissemination and marketing at campus, state, and national levels.
  12. Facilitate coordination with activities of project partners.
  13. Integrate STEM training with career education.
  14. Facilitate project-wide use of emerging instructional technologies.
  15. Link project students to IHE role models of similar backgrounds.
  16. Participate in the Partnership Advisory Team’s (PAT) virtual and on-site meetings.
  17. Consult with the Project Director in fundraising and grant writing activities.
  18. Perform any related tasks as designated by agreement of the Project Director and Directors of respective partnering Universities, Institutes, and Engineering Centers of Excellence.

Qualifications:

  1. Doctoral degree (Ph D or Ed D) in a STEM discipline
  2. Knowledge of and experience with technology-enhanced instruction
  3. Experience in training high school teachers, in conducting similar STEM programs, and in grant writing and implementing grant-funded projects
  4. Familiarity with state and national standards, with the educational needs of disadvantaged and historically under-represented students, and with the state’s demographic diversity

How to Win Grants: Six Essential Planning Questions

For almost every grant proposal an organization ever submits, it will need to answer six questions: How? When? Who? What? Where? How Much? 

Consequently, in planning a project in a grant proposal, one should:

  • Identify needed resources: Equipment? Materials? Personnel? Facilities? Funds?
  • Identify the sources for every needed resource: In-house? Partners? New grant funds?
  • Identify and list the numbers of units and unit costs for every budgeted resource.
  • Revise the budget line items as the proposal progresses toward completion.

Work Plan (How)

Questions about How capture the Work Plan for a project. In specifying them, ask how the applicant will:

  • Staff the project
  • Train the staff
  • Retain consultants or other contractual services
  • Manage the project
  • Equip the project
  • Recruit and select participants
  • Design and conduct activities
  • Select and develop materials
  • Market or promote the project
  • Evaluate and report the results
  • Share information with key partners
  • Continue the project after the grant ends
  • Locate and operate the project

Timeline and Milestones (When)

Questions about When capture the timing and sequencing of a project. In defining a timeline and milestones:

  • Revise initial estimates as the process proceeds
  • Examine each program design component in terms of schedules and sequences
  • Estimate the start dates and end dates for each key activity
  • Anticipate that many key activities may take longer than expected

Personnel (Who)

Questions about Who identify the implementers of a project. In determining personnel:

  • Revise initial estimates as the process proceeds
  • Review each program design component in terms of personnel
  • Consider the sources of the personnel: in-house, project, or partners
  • Ensure that someone specific leads or guides the entire proposal development process
  • Revise initial estimates as the process proceeds
  • Review each program design component in terms of personnel
  • Consider the sources of the personnel: in-house, project, or partners
  • Ensure that someone specific leads or guides the entire proposal development process

Resources (What)

Questions about What specify the assets to be available in a project. In identifying resources:

  • Revise initial estimates as one proceeds
  • Review each program design component in terms of needed resources
  • Align needed equipment, supplies, materials, and services with key activities
  • Identify the sources of the needed resources: in-house, project, or partners

Facilities and Venues (Where)

Questions about Where identify the locations of a project. In ascertaining facilities or venues:

  • Revise initial estimates as one proceeds
  • Review each program design component in terms of facilities or venues
  • Align needed facilities or venues with key activities
  • Identify the sources of the needed facilities or venues: in-house, project, or partners

Budget (How Much)

Questions about How Much address the costs associated with a project. In building the budget:

  • Revise initial estimates as one proceeds
  • Review each program design component in terms of budget line items
  • Get actual costs and cost estimates for each line item
  • Identify the expected funding sources for each line item: in-house, project, or partners

If an applicant plans each proposal by developing answers to these six essential questions and their components, the likelihood of its winning a grant should improve.