Davis Foundation

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Davis Foundation ITDP
Proposal Prep

• Michael J. Fimian 2003Providence College

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Contact Info

• Dr. Michael J. Fimian
• MFimian_at_Providence.edu
• Instructional Technology
• Development Program Feinstein 113865-1832

Contact Info
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Todays Workshop Goals

• By the end of todays session, you will have
  become familiar with
• the intent of the Davis Educational Foundation
  faculty support initiative.
• the purpose/membership of the Faculty Technology
  Projects Review Committee.
• the 12 steps in the process of mounting a
  Project, preparing a proposal.
• the online Application used to submit a proposal
  for the Davis Funds
• A one-page online version of this presentation
  can be found athttp//itdp.providence.edu/facapp
  s/buildingaproposal.htm

Workshop Goals
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Want to Write a Proposal?
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Purpose of the Davis Initiative

• Underwrite the ITDP
• Instructional Technology Development Program
• Seed money
• Develop and put into place parts of the ITDP
• Fund the ITDP office
• materials, training software, student assistants
• Develop Faculty Associates Program January 2003
• Develop Students Assistant Program November
  2002
• Fund Faculty Projects
• based on Instructional Technology
• 50 of annual budget
• two funding cycles per year, for three years
• New learners and experienced users, with a
  priority for new and inexperienced users
• Explore, Experiment with New Technologies
• SmartBoard, Sympodium

Davis -- Purpose
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History of the Davis Initiative

• January 2002 ITeC started proposal draft
• Initial version edited by 24 faculty
• 29 re-writes
• a lot of work for a 5 page document
• May 2002 Submitted to Davis Educational
  Foundation
• June 2002 Met with Foundation Board for three
  hours
• July 2002 Received funding
• three year span 2002-2005
• 100,000 per year half to go to faculty
  projects
• 300,000 total half to go to faculty projects

Davis -- History
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Managing the Davis Initiative

• Faculty Technology Projects Review Committee
• Seven-member team
• Carol Hartley (Chair)
• Doug Blum (Member)
• Richard Elkington (Member)
• Adam Hauerwas (Member)
• Mary Russell (Member)
• Charles Haberle (ex-officio non-voting)
• Michael Fimian (ex-officio non-voting)
• Reviews all submitted proposals
• Evaluates each based on explicit criteria,
  ratingshttp//itdp.providence.edu/facapps/criter
  ia.htm

Davis -- Managing
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Twelve Steps of Proposal Prep

• Links to the Twelve Steps of Proposal Preparation
• Preplanning Tips

• Review, contemplate your course
• Review what others are doing
• Talk, plan with team members
• Determine project phases and activities
• Identify the Projects primary purpose
• Identify resources needed to realize the project

• Make individual or group decisions
• Create a budget for materials, software,
  equipment, student help
• Identify, define course outcomes
• Define your Assessment Plan
• Use your word processor to write the proposal
• Submit the proposal online!!

Planning 12 Steps
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Planning Projects, Proposals

• Preplanning Tips and Info
• Submission of the Proposal is done online
• Building it actually takes place offline
• particularly if you working as part of a Group
• Using MS Word (preferred) or WordPerfect
• you can build your proposal across time
• outlining, fleshing out
• meeting with collaborators
• amending and re-editing the content
• The very last step -- Cut and Paste the proposal
• from the word processor
• to the online submission form

Planning -- Process
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Planning Projects, Proposals

• 1a. Review and contemplate the course that you
  are considering
• Is it a new course?  Or one you've taught before?
  A major overhaul?  Or minor additions?
• What are the elements you've always wanted, but
  never had the chance to include in the course
  before.  Some, like threaded chats, online
  project groups, online study groups, are easy
  with products such as Angel.
• What are the elements that have worked in the
  past in your course, that you'd like to maintain
  in, and perhaps transform to, digital format.

Planning -- Process
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Planning Projects, Proposals

• 1b. Review and contemplate the course that you
  are considering
• What is the content?  How will it look different
  once you've added "instructional technology"
  aspects to it?
• What were the assignments in the past?  Can these
  be submitted digitally instead of in paper format
  without changing the assignment?
• What handouts  do you have already in digital
  format?  Are these ready to use in your course
  via applications such as PowerPoint or Excel or
  MS Word?

Planning -- Process
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Planning Projects, Proposals

• 1c. Review and contemplate the course that you
  are considering
• What assessment procedures did you use in the
  past?  Quizzes?  Tests?  Assignments? Projects? 
  Combination of these? Can any of these by done
  digitally and posted to the internet or to Angel?
  
• How will you communicate to your students in
  non-face-to-face situations?  Cyber Office
  Hours?  Email?  Chat tools? Threaded discussion?
• How will you communicate student progress back to
  the students?

Planning -- Process
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Planning Projects, Proposals

• 1d. Review and contemplate the course that you
  are considering
• How will you know that you are being successful
  in your efforts?
• Write to yourself start taking notes,
  particularly if you're considering a
  Mentor/Mentee project or a Collaborative group
  project.  You'll eventually want to communicate
  these to your team mate(s).

Planning -- Process
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Planning Projects, Proposals

• 2a. What are colleagues from Providence College
  and other institutions doing with the same or
  similar material?
• Have you conducted lit web review to find good
  models? (Don't forget, you can peruse courses
  already offered on Angel by going to PC's Angel
  home page...)
• Have you determined what you like and don't like
  about what you see?
• Have you seen anything you want to emulate?
• Of what you've seen, what would be appropriate
  for web deployment, Angel inclusion, or CD
  distribution.
• Summarize this information and include  it in
  your proposal...

Planning -- Process
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Planning Projects, Proposals

• 3a. Working in a team?  If so, meet and talk with
  one another...
• If you proposing a solo or individual project,
  then you'll have to make all the design, format,
  and content decisions yourself.
• Have you determined the broad "brush strokes" of
  what you want to do, what you want to accomplish,
  and what you want to change?

Planning -- Process
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Planning Projects, Proposals

• 3b. Working in a team?  If so, meet and talk with
  one another...
• If you're teaming with another faculty member in
  a Mentor/Mentee relationship, you'll need to meet
  with one another before preparing the proposal. 
• Have you shared the info you've collected with
  your team mate, explaining what you like and
  don't like? 
• Has your team mate done the same with you? 
• Can you agree upon the broad "brush strokes" of
  what you want to do, what you want to accomplish,
  and what you want to change?

Planning -- Process
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Planning Projects, Proposals

• 3c. Working in a team?  If so, meet and talk with
  one another...
• If you're teaming with three, four or more
  faculty member in a Collaborative Group
  relationship, you'll need to meet as a group
  before preparing the proposal. 
• Have you shared the info you've collected with
  your team mates, explaining what you like and
  don't like? 
• Have your team mates done the same with you? 
• Can you agree upon the broad "brush strokes" of
  what you want to do, what you want to accomplish,
  and what you want to change?
• Once decisions have been reached, document these
  and include these in your proposal...

Planning -- Process
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Planning Projects, Proposals

• 4a. Determine the phases of your project, and key
  activities related to the phases
• These phases can be defined in any way
• Usually what happens first, what happens next
• Can be comprised of
• Prepare the course
• Teach the course
• Assess the course elements
• Modify the course accordingly
• These in turn can be broken down even more, as
  shown on next pages

Planning -- Process
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Planning Projects, Proposals

• 4b. Determine the phases of your project, and key
  activities related to the phases
• Phase 1 Prepare the Course
• Review existing material syllabus, handouts,
  quizzes/tests.
• Determine transferables (paper to digital)
• Set schedule for development of digital analogues
  
• Post the new material in some fashion  web,
  Angel, CD, etc.
• Associate the digital products with the course
  content.

Planning -- Process
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Planning Projects, Proposals

• 4c. Determine the phases of your project, and key
  activities related to the phases
• Phase 2 Teach the Course
• Present your information as usual, but also
• Incorporate new elements, practices into your
  instruction in a controlled incremental fashion
• Determine what worked today, what didn't.
• Postulate how it can be better next time the
  course is taught.
• Make the digital elements accessible to students
  24/7
• Require students to tie in reviews/use of the
  digital elements with their course assignments.
  (e.g., Don't just re-read the textbook, but
  review the class notes, class presentations, and
  class products).

Planning -- Process
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Planning Projects, Proposals

• 4d. Determine the phases of your project, and key
  activities related to the phases
• Phase 2 Teach the Course
• Identify aspects of the technology that students
  can/should use  Internet searches, chat rooms
  via Angel, web-based chat discussions, online
  quizzes, papers submitted in electronic form,
  presentations done via PowerPoint that can be
  posted in Angel for the entire class to see, etc.
  
• Identify assignments in which students can make
  use of the technology to "build" a product or
  project (e.g., group collaborations (face and
  cyber) that result in the creation of a product
  (e.g., a PowerPoint presentation on some topic
  that they'd actually use to present at a later
  date.)

Planning -- Process
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Planning Projects, Proposals

• 4e. Determine the phases of your project, and key
  activities related to the phases
• Phase 3 Assess the elements of the Course
• Determine what worked this week, what didn't.
• Do this again next week, and the week after
• Postulate what you would do to make it a  better
  learning experience next time the course is
  taught.
• Document your ideas and thoughts on a week by
  week basis  these notes you can use for adding
  to or altering the course the next time you teach
  it.
• If you have the time clone your course, and make
  the edits, updates and changes to next semesters
  version while theyre fresh in your mind

Planning -- Process
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Planning Projects, Proposals

• 4f. Determine the phases of your project, and key
  activities related to the phases
• Phase 3 Assess the elements of the Course
• Identify alternate means of course evaluation
  over and above that routinely done and used.  How
  will you evaluate the new elements?
• On a week-by-week formative basis? 
• At the end of the semester on a summative basis? 
  
• How will this information be tied in with
  currently-used evaluation tools?
• Identify how you will know that your students
  will benefit from the alterations in your
  teaching practices.
• These are offered for illustrative purposes.

Planning -- Process
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Planning Projects, Proposals

• 5a. Identify the Primary Purpose of your Project
• What will be your major outcome of your Project?
• What is the time frame in which you want to
  realize this purpose?

Planning -- Process
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Planning Projects, Proposals

• 6a. Identify Needed Resources
• Based on what you want to do and when you want to
  do it, what resources will you need to get it
  done?
• Reimbursement for your time?
• Academic year?
• Summer?
• Student Assistants?
• Equipment? Software?
• Office supplies?
• Online training not currently offered at, through
  PC?

Planning -- Process
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Planning Projects, Proposals

• 6b. Identify Needed Resources
• Based on what you want to do and when you want to
  do it, what resources will you need to get it
  done?
• Are any of these resources already available to
  you at PC?  (e.g., video cameras, computer
  projectors, etc.)
• If not at PC, where will you get them?
• Internet?
• Local stores?
• Through PC entities such as Computer Services,
  on-campus computer store, book store?

Planning -- Process
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Planning Projects, Proposals

• 7a. Make Individual or Group Decisions
• For Collaborative and Mentor groups, decisions
  will need to be made. 
• Some of these decisions are part of conducting a
  solo individual project as well.
• Who is responsible for what?
• When are the "whats" due? What do you need to
  realize the "whats," or to make them happen?
• How much time will you, the other members if in a
  team situation, have to spend to complete the
  Project?
• Should you develop a timeline for the Project?
• What will you report in the mid-Project report? 
  End of the Project report?
• What will you present in the Instructional
  Technology Showcase?

Planning -- Process
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Planning Projects, Proposals

• 8a. Create a Budget
• A line item budget can be found on any of the
  applications  Solo, Mentor/Mentee, or
  Collaborative Group Projects.
• Will you and your colleague(s) be requesting
  stipend money for either the Academic Year, the
  Summer, or both? 
• Ceilings for this are up to 1400.00 for the
  Academic Year stipend (per faculty), and up to
  400.00 for the Summer stipend (per faculty). 

Planning -- Process
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Planning Projects, Proposals

• 8b. Create a Budget
• For Group Collaborative Projects
• any number of faculty can work on the project,
  but stipend costs cannot exceed 4,200.00 for
  combined academic years costs, and 1,200.00 for
  Summer stipends. 
• Thus ten faculty could work on a project, but
  each would receive only 420.00 and 120.00 on
  average, for Academic year and summer stipends,
  respectively.

Planning -- Process
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Planning Projects, Proposals

• 8c. Create a Budget
• What are the best prices for software and
  hardware? 
• Good software sourcehttp//www.journeyed.com
• Good hardware sourcehttp//www.pcmag.com/categor
  y2/0,4148,13,00.asp
• Click the category you want (e.g., digital
  cameras), select a review and click on any of the
  "check prices" links. 
• You'll see listed a number of vendors with
  specific item prices. 
• Clicking on the vendor link bounces you to a page
  on the vendor site that sells the device. 
• Suggestion  Print out the vendor pages with the
  price and contact info.   You'll later append
  these to the proposal, and will need them for
  ordering purposes should your project be accepted
  and funded.  Use these prices in your budget.

Planning -- Process
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Planning Projects, Proposals

• 8d. Create a Budget
• Need Student help? 
• Estimate how many hours you'll need, then
  multiply this by 7.25 for a rough
  approximation.  Enter this figure into the
  budget.
• Tally the total, with staff costs. 
• Does the final tally exceed the ceiling for the
  particular type of project
• 3,000.00 for Solo
• 4,800 for Mentor/Mentee Projects
• 7,000.00 for Group Collaborative Projects.
• Please note that you are responsible for
  identifying, employing and paying student
  assistants. We will provide you with a budget
  code

Planning -- Process
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Planning Projects, Proposals

• 9a. Identify, define course outcomes.
• What will result from your working on this
  project?
• An Angel course or web-enhanced course?
• A web site with instructional content?
• A multimedia CD?
• An enhancement to your instructional practices?
• A paper or article?
• A conference presentation that you will give?
• Other types of products or outcomes?
• These are offered for illustrative purposes 
  your products and outcomes may vary...

Planning -- Process
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Planning Projects, Proposals

• 10a. Define your Assessment Plan
• What assessment activities would you undertake to
  determine that you've reached your goal and met
  your objectives? Different activities and
  questions deal with different evaluative foci.
• Process getting done what we said wed do?
• Impact is what we do having an effect on our
  target audience?
• Quality is there any value added to our target
  audiences experience?
• Each realm requires different questions and
  different data collection activities

Planning -- Process
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Planning Projects, Proposals

• 10b. Define your Assessment Plan
• Questions can include
• How will you know your students' learning has
  been enhanced and/or improved?
• To what extent does your adopting such practices
  augment your pedagogy?
• How will you know if and when you are successful?
  
• How will you know you are using the tools of
  technology better?
• How will you know if your altered instructional
  procedures were more effective than those you
  used in the past?
• Are there any unanticipated benefits that may
  accrue from your altered instructional practices?
  
• Other questions may be more appropriate for your
  project.

Planning -- Process
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Planning Projects, Proposals

• 11a. Write your proposal using a word processor
• MS Word
• MS WordPad
• WordPerfect
• Follow the format shown on any of the following
  applications
• Solo
• Mentor/Mentee, or
• Collaborative Group

Planning -- Process
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Planning Projects, Proposals

• 11b. Write your proposal using a word processor
• Time Saving Hint!!!
• If you have access to the internet on this
  machine, click one of these links to access the
  online WP versions of the applications
• Solo -- MS Word Version
• Mentor/Mentee -- MS Word Version
• Group Collaboration -- MS Word Version
• Alternatively, you can go to the guidelines page
  athttp//itdp.providence.edu/facapps/guidelines.
  htm
• Slide to the bottom of the page
• Find the section with the header Word Processed
  Applications.
• Click on the appropriate DOC or RTF link.
• Use this WP file to structure and write your
  draft.
• Share your draft with your teammates  solicit
  their feedback  finalize the proposal.

Planning -- Process
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Planning Projects, Proposals

• 12a. Submit the Proposal (finally)
• Go to either of the proposal applications forms 
  Solo, Mentor/Mentee, or Collaborative Group
  Projects.  Make sure you're using the correct
  application form.
• Highlight, Copy (CTRL-C) and paste (CTRL-V)
  portions of your word processed file into the
  online application
• .Review the completed application one final time.
• Click on the "Submit My Application" button  
  you'll see a confirmation page with your entire
  proposal appear.
• Print that set of confirmation pages twice  once
  for your records, the other for your Chair's
  signature and for routing to Dr. Michael J.
  Fimian.
• Proposals are reviewed after the paper copy
  arrives at the ITDP office. 

Planning -- Process
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Proposal Evaluation

• There are six criteria used by committee members
  when judging proposals
• Offer the greatest potential for impact on the
  effective use of technology in the teaching and
  learning process. (30)
• Engage faculty or departments that have not
  previously used instructional technology tools
  and practices to enhance instruction.  (20)
• Demonstrate a sufficient level of feasibility and
  the best likelihood of success.  (15)
• Provide a detailed Assessment Plan.  (15)
• Involve mentor/mentee and collegial
  collaboration.  (10)
• Additionally, the Committee will consider the
  project's overall impression.  (10)

Proposal Evaluation
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Eligible Expenses

• There can be numerous eligible expenses
• Software
• Hardware/equipment
• Supplies for instructional materials
• Training not available internally at Providence
  College (e.g., www.elementk.com or professional
  development workshops)
• Production services not internally available at
  Providence College
• Student worker for production activities not
  already covered by other budgets.  Additional
  information regarding student workers can be
  found at http//www.providence.edu/financial-aid/p
  age5.htm
• Stipend support for faculty time devoted to
  production activities (up to 1,400 for  the
  academic year, and up to 400 for the Summer)

Eligible Expenses
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Amount of Funds

• How much for each type of Project?
• Amounts for funded Project types include
• up to a maximum of  3,000  for Individual (Solo)
  Projects
• up to a maximum of  4,800  for Mentor/Mentee
  Projects
• up to a maximum of  7,000 for Collaborative
  Projects
• The  Faculty Instructional Technology Projects
  Committee reserves the right to dispense the
  funds in support of those Projects that meet the
  Committee's review criteria, and to fund
  different types of projects based on the quality
  of the proposals that are submitted.
• If you dont really need it, dont ask for it
• http//itdp.providence.edu/facapps/criteria.htm

Amount of Funds
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Project Reports

• Project Reports
• A one-page mid-project report and a final
  two-page report must be submitted to the ITDP.
  The report should summarize your progress through
  the various stages or phases of your Project.
•  
• Example questions could include 
• What are the phases of your Project? 
• What are the timelines, milestones, and deadlines
  related to your Project?
• How will you know that you are on track with your
  Project's proposed activities?
• This entails some familiarity with Project
  Management principles and practices, many of
  which are outlined here...

Project Reports
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Project Reports

• Project Reports
• If Summer stipends and/or production monies are
  involved, an additional one-page report will be
  required at the end of the Summer.
• The Committee reserves the right to ask for other
  interim reports as needed. Any publication
  resulting from activities funded by the Projects
  should acknowledge the Davis Educational
  Foundation.
• Verbal reports/presentations are required
• one at PC's annual Spring Instructional
  Technology Showcase and
• the other to the faculty member's respective
  Department/Program towards the end of the project
  year.

Project Reports
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Submission Deadlines

• There are deadlines associated with Application
  Submission!
• 2002-2003 Academic Year
• Cycle One Fall 2002 Application Deadline is
  10/11/02
• Cycle Two Winter 2003 Application Deadline is
  1/29/03
• 2003-2004 Academic Year
• Cycle One Summer/Fall 2003 Deadline is 5/30/03
• Cycle Two Spring 2003 Application Deadline TBD
• With respect to the second year funding cycles.
  the first review will occur during June of 2003
  with project start dates as early as July 1st,
  2003 being considered. 
• Dates for the second cycle are yet to be
  determined.

Submission Deadlines
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Major Links

• Major links to check when using the online
  applications
• Guidelineshttp//itdp.providence.edu/facapps/guid
  elines.htm
• Timelineshttp//itdp.providence.edu/facapps/timel
  ine.htm
• Project Descriptions
• Solo Project Descriptionhttp//itdp.providence.ed
  u/facapps/description_solo.htm
• Mentor/Mentee Project Descriptionhttp//itdp.prov
  idence.edu/facapps/description_mentor.htm
• Collaborative Group Project Descriptionhttp//itd
  p.providence.edu/facapps/description_collaborative
  .htm

Major Links
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Major Links

• Major links to check when using the online
  applications
• Examples of Funded Faculty at PC
• http//itdp.providence.edu/FundedProjects.htm
• Links to Project Applications
• Solo Project Applicationhttp//itdp.providence.ed
  u/cgi-bin/app_solo.cgi
• Mentor/Mentee Project Applicationhttp//itdp.prov
  idence.edu/cgi-bin/app_mentor.cgi
• Collaborative Group Project Applicationhttp//itd
  p.providence.edu/cgi-bin/app_collaborative.cgi

Major Links
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Workshop Feedback

• Thanks for taking part in our workshop!
• Please provide us with constructive feedback that
  would help us improve future offerings.
• Our Online Workshop Evaluation Form is at
  http//www.instructionaltech.net/Providence/work
  shop_evaluation.htm

Workshop Evaluation
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Thanks for Your Time
Closing Comments
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Thanks for Your Time

• The capacity to learn is a gift
• The ability to learn is a skill
• The willingness to learn is a choice

Redec of Ginaz -Dune