DEVELOPING A WINNING GRANT PROPOSAL (PART II) From reading lesson 10, I discovered that a detailed requirements document

is the starting point for successful project management. This document allows project managers to focus on the main functions of the product or service that is being developed, the characteristics, needs and requirements of the end-users, as well as the constraints and dependencies that can negatively affect the execution of the project. It is imperative that project managers include a clear workable solution that addresses the statement of needs that was previously outlined during the developmental phase of the grant writing process. Grant funders are interested in realistic and measurable goals. It is extremely important to have supportive evidence (data) to convince grant funders that the program being drafted will become an innovative solution to the assessed needs. Ellen Karsh and Arlen Fox (2011), in their work titled The Only Grant-Writing Book Youll Ever Need, explain that every objective needs to be supported by data, assessable quantitatively, and show how they will be used in the achievement of goals. Grant funders are very interested in knowing how the money is going to be spent and if any money will be left over. Grant writers need to ensure that the goals and objectives of the proposal are related to the mission, vision, and core values of the organization or institution they represent. The EAC Counselor, Miguel Llovera Da Corte, believes that the PALs program will provide educational opportunities to achieve academic success through individualized academic support resources offered by the Education Access Center. Through partnerships with different entities on any TCC campus or location, the EAC strives to create a universally accessible college environment. Consequently, as a means of identifying needs and removing barriers to assisting

students in successfully persisting, transferring, and/or graduating with an annual increase of 1 percent (Goal 1.2 of Tulsa Community Colleges Strategic Plan), the EAC Counselor proposes the implementation of a life-coaching program (PALs) during the 2013-14-acedemic year. Based on a study conducted by the Standford University School of Education, undergraduates who receive executive-style coaching including guidance on setting goals and time management are more likely to remain in college and graduate. A Stanford professor, Eric Bettinger, [] reviewed the academic records of more than 13,500 undergraduates at eight colleges and universities during the 2003-4 school year, and again in 2007-8. The researcher calculated a 10 to 15-percent increase in retention rates among those who had received coaching and mentoring (Bettinger and Baker, 2011). Therefore, the life-coaching that will be provided by the PALs program can be seen as a proactive approach to goal attainment and personal and professional development, especially at the community college level where drop-out rates, according to data from NCES Integrated Postsecondary Education Data System (IPEDS), are around 42% and completion of an Associates Degree is taking more than the expected time approximately 3 years*. As I continue to develop the PALs Program for the Education Access Center at Tulsa Community College, I have collaboratively worked with TCCs Associate Vice -President of Academic Affairs, the Education Access Center Director, Counselors, and the different board members of the TCC Foundation. The Associate Vice-President of Academic Affairs will grant the final approval for the implementation of the PALs program. The EAC Director served as a guide when the needs of the EAC were assessed and evaluated. The Education Access Center Counselors have been designing the curriculum of the PALs program. Although the grant writer can determine which goals and objectives need to be accomplished on his/her own, he/she will require the support of other individuals when time to deploy the program arises. Project

managers, coordinators, and other stakeholders need to work together as they have a clear understanding of the different needs to be addressed, the possible limitations of the problems, and the benefits that the target population will receive. But, how long will it take to implement, execute, and evaluate a program? Karsh and Fox (2011) consider that a program plan is important as it contains the timeline in which the project will be completed and the different staff members (and their responsibilities) that will participate in the discernment and deployment of the program. Successful project management involves being able to adjust to schedule changes to meet the requirements and demands of a project. Although, I am planning to implement the PALs program during the 2013-14 academic year, I assume that the program may require some revisions. I plan to use the rest of the summer term to complete my proposal and obtain the required funds for the program. I am also relying on the EAC Director to figure out a practical way to interview, hire, and train the potential life coaches that will lead the PALs program. Completion of this task is expected before the last quarter of the 2013-fall semester. The EAC Counselors have the first half of the fall semester to complete the design of the curriculum of the program. The other half of the semester will be used for evaluation and revision. Miguel Llovera will work with TCCs Marketing Department to design a marketing campaign to promote the PALs program within TCC. The campaign will tentatively launch two to three weeks before students leave for Christmas break, and will announce that the PALs program will be available for students at the beginning of the semester. It is important to note that EAC Counselors in partnership with the life-coaches will decide how much time is required for each of the following tasks tied to the PALs program objectives:

To assess students academic progress in terms of completion rate and overall G.P.A in order to identify possible areas of weakness in comprehension, task completion, and/or test performance Suggested timeframe: one day during initial intake if possible

To create an individualized comprehensive plan for every student enrolled in the PALs who have been placed on academic probation or suspension. Suggested timeframe: within one week after initial intake / presented to the student during first mandatory counseling session.

To prepare students for job-seeking tasks such as, but not limited to, resume preparation, interviewing skills, and completion of employment applications, as well as achieving a job placement ratio of 1:5 during the 2014- academic year. Suggested timeframe: one semester (prior to graduation).

*Data: Reported by institutions to NCES Integrated Postsecondary Education Data System (IPEDS). Graduation rates are for first-time, full-time students completing certificate or degree within 150 percent of normal program time. Source: U.S. Department of Education, IPEDS 200910 Graduation Rates.

References:

Bettinger, E., & Baker, R. (2011.). Retrieved from

https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

Karsh, E., & Fox, A. S. (2011). The only grant-writing book you\'ll ever need. (3rd ed.). New York, NY: Basic Books.

Miguel Llovera Da Corte