551: Syllabus
- 1. Syllabus EDTECH 551: Technical and Grant Writing INSTRUCTOR: Dr. Cathy Morton PHONE: 806-792-0540 (central standard time) EMAIL : cathymorton@boisestate.edu COURSE DESCRIPTION: Technical and Grant Writing will guide students in analyzing and improving their writing styles for printed texts, as well as adjusting their styles to online writing standards. The course will examine various types of online documentation and explore the unique writing qualities required for success online. The steps in preparing online and print documents will be a primary focus in the course, including: • determining users' needs • planning and organizing information • creating links • writing effective documents • using graphics • evaluating, editing and revising completed projects. The grant proposal format will be the basis for the printed text, so key elements of successful grant writing will also be explored during the course. Students will design a technology project appropriate for their current or future careers and then develop a grant proposal and a website to explain the project and request support and funding for it. The Mission of the Educational Technology Program: The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, and managing appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings,
- 2. federal, state or local educational agencies, community organizations, and the private sector. The Professional Educator: Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners. This course contributes to the College of Education Conceptual Framework by emphasizing the following dispositions: • developing support for learning through designing technology projects and supporting their implementation through grant proposals and websites; • enhancing educators’ knowledge of preparing effective written communication and online documents • working collaboratively and valuing planning as a collegial activity; • using modern technologies appropriately; • continuing professional development, staying current with professional best practices; • contributing to the continuous improvement of schools. COURSE OBJECTIVES: (Numbers in parentheses refer to standards for accreditation.) 1. Students will demonstrate an appreciation for and ability to recognize and produce good writing and design, recognizing technical writing as a craft and viewing themselves as professionals who take pride in their craft. (2.1, 2.2) 2. Each student will develop a fundable media-related project and secure needed data and background information for the project, and then design a proposal and website to help fund the project. This work would include identifying appropriate technologies for learning situations, establishing mission, goals and objectives for the project, preparing and justifying a budget to support the project, using a planning process to develop and implement the project, and developing formative and summative evaluation strategies. (3.1.1, 4.0.2, 4.2.3, 4.4.2, 5.3.1) 3. Each student will demonstrate the skills and knowledge required to prepare printed and online documents, including the key steps in the process: identifying
- 3. audience needs, planning, developing, organizing, drafting, revising, and graphically enhancing online documentation (2.1, 2.2) 4. Each student will be able to apply the skills of revision, editing, proofreading, and verifying information to the process of developing printed and online documents. (2.1, 2.2) 5. Each student will recognize and apply the principles that differentiate writing for documentation from writing for print, including accessing and linking. (2.3) 6. Each student will be able to select the most effective system and approach for a website designed to explain his/her project. This site will be based on user needs and software capabilities. (2.2) 7. Each student will recognize and apply the principles of global communication, including nonsexist language, unbiased language, and a multicultural perspective. In all work submitted, the student will adhere to copyright and fair use guidelines. (3.4.2, 3.4.3) TEXTS: All texts are available on the web, including APA Style Tips, www.apastyle.org/styletips.html Lynch, P. & Horton, S. (2002). Web style guide: Basic design principles for creating web sites (2nd Ed.) available on the web at http://www.webstyleguide.com/ Moursund, D.G. (2002) Obtaining resources for technology in education, available on the web at http://darkwing.uoregon.edu/~moursund/Books/GrantWriting/index.htm. SOFTWARE: MS Word, Dreamweaver, Google Sites or other software appropriate for website development GRADING - Total of 500 Points: Assignments: 30 points x 7 = 210 Discussion 20 points x 7 = 140 Final project = 150 LATE ASSIGNMENTS: Each day an assignment is late, 10% of an assignment’s value will be deducted from the grade, up to 50%. Below 50%, the assignment will receive a grade of
- 4. 0. If extenuating circumstances will result in late assignments, students should check with the instructor in advance of the due date of the assignment (or as soon as possible after the due date if the circumstances are unforeseen in advance). Grading Scale: 500-460 A 459-450 A- 449-440 B+ 439-410 B 409-400 B- 399-390 C+ 389-360 C 359-350 C- Procedures: Every two weeks, instructions in Moodle for the next two weeks will be located in the assignments area of Moodle. Posting of Assignments: Assignments will be posted at least one week in advance of the start date for each two-week period. Drafts will be due at the end of one week, and all evaluated work (written assignments and discussion forums) will be due at the end of the second week. University recommendations are that you plan on 3-4 hours of course work per credit per week in Distance Ed classes. Each assignment will include a checksheet to ensure the Module assignment is complete. Assignment Submissions—All evaluated assignments must be submitted on by midnight MST on the date specified in the class schedule. Completed assignments for evaluation will generally be uploaded in the digital dropbox with a title "Your last name, Module __." Some completed assignments may also require postings in the Discussion Area to facilitate peer feedback. Posting instructions will be included with each assignment. Grades/Feedback--Your assignments, drafts and assignments for evaluation, will be reviewed and evaluated by the instructor in a timely fashion, and you will receive a rubric with comments and points earned for each assignment. Please check the gradebook area in Moodle, and contact the instructor if you do not have a grade assigned ten days after the due date. Communications--The instructor will respond to emails and/or phone calls in a timely manner, usually within 24 hours on weekdays and sometimes longer on weekends. Your instructor will communicate with you through your BSU BroncoMail account so be sure to check your email often. Academic Honesty—All assignments submitted for this course are expected to be the work of the student who submits them.
- 5. The instructor reserves the right to modify this syllabus. Students will be notified via email of any modification. CLASS SCHEDULE
- 6. Introduction (Aug 22- 26) Due: August 26 Review Syllabus Read; post questions for clarification Introduction of instructor and class Introduce yourself via discussion board participants Module 1 (Aug 29 - Sept 9) Due: September 9 Introduction to Technical and Grant Editing project Writing Module 2 (Sept 12-23) Due: September 23 Components of grant proposal Preliminary identification of project for grant proposal and website presented in Identify Need memo format (draft) for discussion with instructor. The selection of a project Develop goals and objectives may take several weeks, and changes in selection and direction are often necessary. Written goals and objectives with explanation of relevance to teaching field (initial statement of need) Module 3 (Sept 26 - Oct 7) Due October 7 Goals, Objectives, Narrative (Close to final) Goals and Objectives and Narrative Module 4 (Oct 10 - 21) Due: October 21 Budget and Evaluation Final draft of proposal Module 5 (Oct 24 - Nov 4) Due: November 4 Potential Funding Sources Query letter explaining the project addressed to a possible granting agency Preparation of a query letter (Evaluated)Report including needs assessment, the planning process for your grant proposal, and an outline of your proposal (draft) Module 6 (Nov 7-18) Due: November 18 Components of the website "Story Board" of website Thanksgiving Week No Assignment Due Module 7 (Nov 28 - Dec 9) Due: December 9 Website Initial website The final project will be the online presentation of your grant proposal presented in a website. You will have feedback on the final draft of the proposal as well as
- 7. the storyboard for your website to incorporate in this final presentation - due December 15.