Syllabus EDTECH 551: Technical and Grant WritingINSTRUCTOR: Dr. Cathy MortonPHONE: 806-792-0540 (central standard time)EMAIL : firstname.lastname@example.orgCOURSE DESCRIPTION:Technical and Grant Writing will guide students in analyzing and improving theirwriting styles for printed texts, as well as adjusting their styles to online writingstandards. The course will examine various types of online documentation andexplore the unique writing qualities required for success online. The steps inpreparing 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 offacilitating and improving learning of a diverse population by creating, using, andmanaging appropriate technological processes and resources. Believingtechnology is a tool that enhances and expands the educational environment, wepromote the use of current and emergent technologies for teaching and learning ina dynamic global society. Educational technologists are leaders and innovators,serving in institutions of higher education, public or private school settings,
federal, state or local educational agencies, community organizations, and theprivate sector.The Professional Educator:Boise State University strives to develop knowledgeable educators who integratecomplex roles and dispositions in the service of diverse communities of learners.Believing that all children, adolescents, and adults can learn, educators dedicatethemselves to supporting that learning. Using effective approaches that promotehigh levels of student achievement, educators create environments that preparelearners to be citizens who contribute to a complex world. Educators servelearners as reflective practitioners, scholars and artists, problem solvers, andpartners.This course contributes to the College of Education Conceptual Framework byemphasizing 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 foraccreditation.)1. Students will demonstrate an appreciation for and ability to recognize andproduce good writing and design, recognizing technical writing as a craft andviewing 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 neededdata and background information for the project, and then design a proposal andwebsite to help fund the project. This work would include identifying appropriatetechnologies for learning situations, establishing mission, goals and objectives forthe project, preparing and justifying a budget to support the project, using aplanning process to develop and implement the project, and developing formativeand 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 prepareprinted and online documents, including the key steps in the process: identifying
audience needs, planning, developing, organizing, drafting, revising, andgraphically 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 onlinedocuments. (2.1, 2.2)5. Each student will recognize and apply the principles that differentiate writingfor 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 awebsite designed to explain his/her project. This site will be based on user needsand software capabilities. (2.2)7. Each student will recognize and apply the principles of global communication,including nonsexist language, unbiased language, and a multiculturalperspective. In all work submitted, the student will adhere to copyright and fairuse guidelines. (3.4.2, 3.4.3)TEXTS:All texts are available on the web, includingAPA Style Tips, www.apastyle.org/styletips.htmlLynch, P. & Horton, S. (2002). Web style guide: Basic design principles forcreating web sites (2nd Ed.) available on the web athttp://www.webstyleguide.com/Moursund, D.G. (2002) Obtaining resources for technology in education, availableon the web athttp://darkwing.uoregon.edu/~moursund/Books/GrantWriting/index.htm.SOFTWARE:MS Word, Dreamweaver, Google Sites or other software appropriate for websitedevelopmentGRADING - Total of 500 Points: Assignments: 30 points x 7 = 210 Discussion 20 points x 7 = 140 Final project = 150LATE ASSIGNMENTS:Each day an assignment is late, 10% of an assignment’s value will be deductedfrom the grade, up to 50%. Below 50%, the assignment will receive a grade of
0. If extenuating circumstances will result in late assignments, students shouldcheck with the instructor in advance of the due date of the assignment (or as soonas possible after the due date if the circumstances are unforeseen in advance).Grading Scale:500-460 A459-450 A-449-440 B+439-410 B409-400 B-399-390 C+389-360 C359-350 C-Procedures:Every two weeks, instructions in Moodle for the next two weeks will be located inthe assignments area of Moodle.Posting of Assignments: Assignments will be posted at least one week in advanceof the start date for each two-week period. Drafts will be due at the end of oneweek, and all evaluated work (written assignments and discussion forums) will bedue at the end of the second week. University recommendations are that you planon 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 iscomplete.Assignment Submissions—All evaluated assignments must be submitted on bymidnight MST on the date specified in the class schedule. Completed assignmentsfor evaluation will generally be uploaded in the digital dropbox with a title "Yourlast name, Module __." Some completed assignments may also require postings inthe Discussion Area to facilitate peer feedback. Posting instructions will beincluded with each assignment.Grades/Feedback--Your assignments, drafts and assignments for evaluation, willbe reviewed and evaluated by the instructor in a timely fashion, and you willreceive a rubric with comments and points earned for each assignment. Pleasecheck the gradebook area in Moodle, and contact the instructor if you do not havea grade assigned ten days after the due date.Communications--The instructor will respond to emails and/or phone calls in atimely manner, usually within 24 hours on weekdays and sometimes longer onweekends. Your instructor will communicate with you through your BSUBroncoMail account so be sure to check your email often.Academic Honesty—All assignments submitted for this course are expected to bethe work of the student who submits them.
The instructor reserves the right to modify this syllabus. Students will be notifiedvia email of any modification.CLASS SCHEDULE
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 websiteThe final project will be the online presentation of your grant proposal presentedin a website. You will have feedback on the final draft of the proposal as well as
the storyboard for your website to incorporate in this final presentation - dueDecember 15.