here - University of San Francisco

Translating Service into
Fundable Projects
Office of Contracts and Grants &
Christine Yeh, School of Education
 Understand how the OCG can help you get a
 Describe grant proposal process
 Key components of a strong grant proposal
 Create an outline for a grant proposal
 Learn how to identify funding sources
Contracts and Grants
 Laurie Treleven, Director
 Eduardo Meza, Assistant Director
 Jennifer Turnage, Sr. C&G Accountant
Contract and Grants
About Us
 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
 Conduct Final Review of Proposal for Compliance
 Submit Proposal and Confirm Receipt
General Info About
 Institutional Approval is Required
 Responsible Conduct of Research Course
 Committee Approvals Required Before Award
 Electronic and Paper Submissions
Submission: At-A-Glance
Translating Service to
 Writing a concept paper
 Telling a compelling and convincing story
 Knowing your headline
What are you seeking
funding for?
Grant Proposal Process
sources and
criteria and
review panel
proposal and
seek feedback
timeline with
OCG and
Dean’s office
Components of a Strong
Proposal or Concept paper
Statement of
the Problem
Creating a Grant
Proposal Outline
and Draft
What is your concept?
 Describe what you are interested in doing in simple, non-jargon
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).
Statement of the Problem
 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.
Investigator Potential and
Previous Work
 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
interventionsY27 and the importance of social connections in buffering
the effects of cultural conflicts on mental health symptomsY25. 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.
Intellectual Merit
 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.
Measurable Outcomes
 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
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).
Next Steps
 Communicate with OCG
 InfoEd
 OCG Website and Templates
 Corporate and Foundation Relations
What is InfoEd?
 Online Research Administration System Tool
 USF Subscription = Two Modules
 GENIUS = User Profile
 SPIN = Funding Opportunity Database
 User Profile
 Networking – Public and Private Profiles
 Other Settings
 Funding Opportunity Database
 Public, Private, and International Funding
 Self-Selected Criteria for Searches
InfoEd Demo
Questions and Help?
Office of Contract and Grants
Lone Mountain Room 132
Eddie Meza
[email protected]

similar documents