Human Services 385:

Program Development and Proposal Writing

California State University, Fullerton

Department of Human Services

Instructor: Professor Melanie Horn Mallers

Office:EC456

Phone: 657 278-3890

Email:

Office Hours: M/W 1:30-3:30 pm

*************************************************************************************

Course Description

Program development and proposal writing are important components of the human services professions. This course will teach students the analytical, research and technical writing skills necessary for designing a service delivery program and writing successful grant proposals. This includes techniques of program design; budgeting and staffing of human services programs; proposal writing and fund development methods; survey of needs assessment procedures. The course is taught in an applied fashion, where students use “real” situations and/or programs to design programs and apply for funding. As such, several human service experts will be invited to visit our class. Students will also improve oral communication and networking skills, as well as build awareness of human service related resources. Prerequisites: Human Services 315 or an elementary social science statistic course, Human Services 396 and 396L. As stated below, this course fulfils the Human Services Upper Division writing requirement.

CSHSE ACCREDITATION:

This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives.

Course Objectives/Goals

Through lectures and discussions, lab exercises, small groups, reading, and writing papers -- students will gain knowledge of the complexities of program development and proposal writing for human services programs.

COURSE OBJECTIVES:

The objectives of this course, along with the CSHSE Standards, include:

  1. Increase student understanding of program design and the grant proposal writing process through readings, lectures, and exercises.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.g. Processes to affect social change through advocacy work at all level of society including community development, community and grassroots organizing and local and global activism.

  1. Develop analytical skills by assessing needs and designing a service delivery program to address specific needs.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.f. Emphasis on context and the role of diversity.

CSHSE Standard 12.h. Processes to analyze, interpret, and effect policies and laws at

local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems

and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standard 13.d. Economic and social class systems including causes of poverty.

CSHSE Standard 13.e. Political and ideological aspects of human services.

CSHSE Standard 13. f. International and global influences on services delivery.

CSHSE Standard13. g. Skills to effect and influence social policy.

CSHSE Standard 14. g. Performing an elementary community-needs assessment.

CSHSE Standard 15.a Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 16.a. Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning.

CSHSE Standard 16.b. Skills to facilitate appropriate direct services and interventions related to specific client or client group goals.

CSHSE Standard 16.c. (6) Use of consultation.

CSHSE Standard 17.a. Clarifying expectations.

  1. Design a program related to human services including a needs assessment, budgeting and basic evaluation plan.

CSHSE Standard 12.d.An introduction to the organizational structures of communities.

CSHSE Standard 12.f, Emphasis on context and the role of diversity.

CSHSE Standard 12.g. Processes to affect social change through advocacy work at all level of society including community development, community and grassroots organizing and local and global activism.

CSHSE Standard 12.h. Processes to analyze, interpret, and effect policies and laws at

local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a.The range and characteristics of human services delivery systems

and organizations.

CSHSE Standard 13.b.The range of populations served and needs addressed by human services professionals.

CSHSE Standards 13.c.The major models used to conceptualize and integrate prevention,

maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including causes of poverty.

CSHSE Standard 13.e. Political and ideological aspects of human services.

CSHSE Standard 13. f. International and global influences on services delivery.

CSHSE Standard13. g. Skills to effect and influence social policyg

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. b, Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

CSHSE Standard 14.g. Performing an elementary community-needs assessment

CSHSE Standard 14.h. Conducting a basic program evaluation.

CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action.

CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.

CSHSE Standard 15.d. Program design.

CSHSE Standard 15.e. Program implementation.

CSHSE Standard 15.f. Program evaluation.

CSHSE Standard 18.a Managing organizations through leadership and strategic planning.

CSHSE Standard 18 c. Planning and evaluating programs, services, and operational functions.

CSHSE Standard 18.d. Developing budgets and monitoring expenditures.

CSHSE Standard 18.e. Grant and contract negotiation.

CSHSE Standard 18.h. Recruiting and managing volunteers.

CSHSE Standard 18.i. Constituency building and other advocacy techniques such as lobbying, grassroots movement, and community development and organizing.

CSHSE Standard 19.a. The least intrusive intervention in the least restrictive environment.

CSHSE Standard 19.d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

  1. Use and understand American Psychological Association (APA) style for the creation of assignment and other projects.

CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data.

CSHSE Standard 14. i. Utilizing research and other information for community education and public relations.

CSHSE Standard 19.c. Confidentiality of information.

  1. Improve technical writing skills by writing a formal grant proposal.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. b. Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.d. Disseminating routine and critical information to clients, colleagues, or other members of the related services system.

CSHSE Standard 14.f. Using technology for word processing, sending email, and

locating and evaluating information.

  1. Improve student technology/research skills on the computer and internet.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. b. Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

CSHSE Standard 14.j. Using technology to create and manage spreadsheets and databases.

  1. Develop a deeper understanding of how to interpret and utilize research findings.

CSHSE Standards 11.1.g. Skills to analyse and interpret historical data for application in advocacy and social change.

CSHSE Standard 12.h. Processes to analyze, interpret, and effect policies and laws at

local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems

and organizations.

CSHSE Standard 13.d. Economic and social class systems including causes of poverty.

CSHSE Standard 13.e. Political and ideological aspects of human services.

CSHSE Standard 13. f. International and global influences on services delivery.

CSHSE Standard 13. g. Skills to effect and influence social policy.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. b. Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.d. Disseminating routine and critical information to clients, colleagues, or other members of the related services system.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

  1. Improve interview and oral presentation skills.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. b, Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.d. Disseminating routine and critical information to clients, colleagues,

or other members of the related services system.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating

and evaluating information.

CSHSE Standard 14.i. Utilizing research and other information for community education

and public relations.

CSHSE Standard 16.c. (6) Use of consultation.

  1. Increase understanding of career path trajectories in Human Services.

CSHSE Standard 11.1.e. The differences between systems of governance and economics.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.g. Processes to affect social change through advocacy work at all level of society including community development, community and grassroots organizing and local and global activism.

CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data.

CSHSE Standard 19.e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. F Interdisciplinary team approaches to problem solving.

CSHSE Standard 19.g. Appropriate professional boundaries.

CSHSE Standard 20.b. Clarification of personal and professional values.

  1. Fullfil the Human Services Upper Division writing requirement.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

Required Text

  • Coley, S.M., & Scheinberg, C.A. (2014). Proposal Writing (4th ed). Newbury Park, California: Sage Publications
  • Handouts/resources to be distributed in class.

Recommended Text:

  • American Psychological Association. (2010). Publication Manual of the American Psychological Association, (6th ed). Washington, DC: Author.
  • Aaron, J. E. (2015). The little brown essential handbook, (8th ed). Pearson-Longman Publications.

COURSE REQUIREMENTS:

Core Course Assignments

  1. In Class Activities/Quizzes (40 points)

Throughout the duration of the semester, you will be asked to complete a series of activities, either by yourself, or in collaboration with your classmates. These assignments are designed to enhance course content via reflection exercises, skill development projects (including analytical, communication and leadership) and critical thinking strategies. The nature of this class demands your attention and active participation. You are expected to complete all the course requirements on time. Only one make-up will be allowed and only with legitimate medical or court documentation. MAKE-UPS ARE ONLY GRANTED FOR LEGITMATE, MEDICAL OR COURT EXCUSES. An excuse is therefore NOT defined as CONFLICTING WORK SCHEDULES OR OTHER PERSONAL APPOINTMENTS.

  1. Annotative Bibliography (30 points)

A bibliography is a list of sources (books, journals, websites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "references" or "works cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources.

For this assignment, you will submit annotations for 5 peer-reviewed journal articles related to a topic or content area of interest. A library tutorial will be made available to you. More information and assignment to follow. You may also visit http://owl.english.purdue.edu/owl/resource/614/01/ for APA guidance. ACTUAL ASSIGNMENT INSTRUCTIONS/GUIDELINES WILL BE GIVEN TO YOU LATER.

  1. Examination (100 points)

You will have one exam consisting of multiple-choice, true-false and short essay questions. The exam is intended to assess your knowledge of course readings, lectures, and activities.

  1. Final Written Program Proposal (200 points)

As a significant project in this class, you will prepare a written proposal for a program you would like to implement. Your proposal should be between 15-27 pages in length. The proposal will include a problem statement, program activities, budget, finishing touches, and references. ACTUAL ASSIGNMENT INSTRUCTIONS/GUIDELINES WILL BE GIVEN TO YOU LATER.

  1. Drafts (60 points). In order to better prepare you for completing the Final Written Program Proposal (see above) you will also be required to submit outlines or drafts of some of the sections of your proposal. This will be evaluated either by your professor or will be peer-reviewed and will provide you the opportunity to receive feedback and suggestions for improvement. This will also serve as a tool to assess your writing ability.
  1. Oral Presentation (20 pnts). You will formally present, via PowerPoint, an overview of your program proposal. More details to follow.

The following point standards, with +/- option, will be used for final grades:

A+ (98-100%)

A (93-97%)

A- (90-92%)

B+ (86-89%)

B (83-85%)

B- (80-82%)

C+ (76-79%)

C (73-75%)

C- (70-72%)

D+ (66-69%)

D (63-65%)

D- (60-62%)

F (59% or lower)

* Please note that for all assignments, more detailed information, along with grading rubrics, will be provided.

** Late assignments will be deducted 5% per each day late for up to one week; thereafter, no assignments will be accepted. The instructor will not accept emailed or faxed assignments.

Course Policies

--Writing: All written materials should be typed, grammatically correct, clearly written, and structurally sound. Papers and exams should be double-spaced and spell-checked. Poor grammar will reduce your grade.

--Class Participation/Attendance: These are vital to the course and will be used to help determine final grades. Absences for which a medical or court excuse is provided (professional letterhead required) will be recorded but not figured in the attendance grade.

--Missed exams and late assignments: Students are expected to take exams and submit assignments as scheduled. See notation above on missed exams and late assignment point deductions.

--Extra Credit: This course does not offer an extra credit option

--Academic Dishonesty: Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty.

  • Cheating is the act of obtaining or attempting to obtain credit for work by the use of dishonest, fraudulent, or unauthorized means.
  • Plagiarism is the act of taking the specific substance of another and offering it as one’s own without giving credit to the source.

Students found guilty of academic dishonesty will be assigned an appropriate academic penalty and reported to Judicial Officer on campus.

For detailed information on academic integrity, disruptive behaviour, and plagiarism, please review the “Student Guide to Avoiding Plagiarism” at http://www.fullerton.edu/INTEGRITY

GENERAL: Do remember to keep all returned assignments so that any discrepancies can be easily and fairly straightened out. Except in cases of actual error, final grades are permanent. If you need to drop this course, refer to the class schedule for the deadlines and requirements for dropping or withdrawing from courses.

--Special needs: During the first week of classes, please inform me of any disabilities or special needs that you have that may require special arrangements related to attending class sessions, completing writing assignments, or taking examinations. Please visit the Disability Support Services Office (DSS), UH 101, 657-278-3117, or http://www.fullerton.edu/DSS/

----University Withdrawal Policy

The Department of Human Services drop policy corresponds to the university drop policy. Please view your catalog for more details.

--Campus Emergency Preparedness Guidelines

http://www.fullerton.edu/emergencypreparedness/ep_students.html

Other Classroom Expectations

It is my hope that each and every student has a valuable learning experience while taking this course. While program development/grant writing skills and increased knowledge of related concepts/practices are core components discussed this semester, an implicit love for learning and opportunities for enhanced critical thinking and academic inquiry are also emphasized. I also want students to enjoy coming to class, participate in class discussions and ultimately, gain motivation for thinking about the course outside of the classroom. I look forward to an enjoyable semester and getting to know you all better.

Below are some strategies for successful student outcomes (in no particular priority). Remember, LEARNING IS PRE-EMINENT

Learning Environments:

  1. Utilize campus student resources available to you including the following:
  2. www.fullerton.edu/integrity (do not cheat or plagiarize)

b. library partner resources (research, writing help)

c. counseling center

d. disability student services

e. I care about your well-being; please contact me if you need assistance and references for other campus resources.

  1. Be an active student learner: engage in lectures/participate in class discussions/ask questions
  2. Expect the best from yourself and your instructor
  3. Come to office hours. I look forward to getting to know you better.
  4. Check email regularly for any changes/updates to the course
  5. Keep up on assignments and readings- don’t wait to last minute-anticipate technical barriers, work/family conflicts, etc.
  6. Study/work smart, not hard (study groups, proactive learning, etc)
  7. Be curious and inquisitive
  8. Exchange emails with classmates
  9. Show respect for your classmates, classroom environment, and professor.
  10. Ask for help when you need it.
  11. Have fun!

HURS 385 CLASS SCHEDULE