19 Jul Are We Ready for this Relationship? Walking the Talk on Meaningful Partnerships by Julie Alsup, GPC
When you say you are going to “partner,” what exactly does that mean? In today’s grant-seeking world, it’s not necessarily enough simply to say you will “partner” with XYZ organization to achieve your objectives. HOW exactly will you partner? Agreeing to put another organization’s flyers on your front desk is not the same as allocating time and effort for full-time staff to participate in a stakeholder coalition, in order to develop a charter for collaboration that conducts joint fundraising and has a mission extending beyond that of any of the individual agency partners.
08 Jun Through the Equity Looking Glass by Julie Alsup, GPC
I have started this blog about ten times and never finished. The topic of equity and the concept of applying equitable lenses to the grant process is of great interest to me. I do want to develop a greater ability to sense and evaluate equity within myself and in my work over time and strive to improve upon it.
20 Apr One Size (of Diversity) Will Not Fit Most, by AGS Staff
As grant writers, we help secure much-needed funding so projects or programs can fulfill their objectives. As our society evolves, more and more funders are including cultural competency questions in their grant applications. Funders want to know that investing in your organization’s project or program helps a vast array of people and that your organization is cognizant of serving people in a way that is inclusive, respectful of diversity, and equitable. However, much like the for-profit world, the non-profit sector is not always diverse or culturally competent.
06 Apr “You Don’t Look Good in Orange” by Whitney Gray, GPC
During my years as the staff grant writer/developer/manager at a small liberal arts university, I had the privilege of working with exceptionally talented faculty members who were passionate about developing their programs with grant funding. I also had the privilege of working with executive level administrators skilled at driving the strategic plan and maintaining the daily operations of the university. Neither stakeholder group had the time or inclination to wade through the minutia of funder requirements. That was my job. Described below are some of the strategies I found effective for educating key personnel and organization administrators about the “shall” and “shall not” of funder requirements.
13 Dec Bring Your Logic Model to Life – Julie Alsup, GPC
Posted at 21:27h
in Competency Four, Competency Three, Julie Alsup, GPC, Logic Models, Program Design, Program Development, Research, Strategy
Do you consider a logic model an afterthought or simply a required attachment that is done at the end of the proposal process?
19 May The Secret to Writing a Winning Education Grant by Julie Assel, GPC
Whether you are a teacher in the classroom, a school district administrator, or a nonprofit organization, writing a winning grant to improve the education of children seems like it would be easy. What funder wouldn’t want to help kids learn? However, those who write grants...
28 Jan Letters of Support and Commitment by Julie Assel, GPC
Letters of Support and Commitment Basics Many grants now require attachments called letters of support or letters of commitment. These letters, if created well, can provide significant additional information and credibility to your proposal. Important content to include in each type of letter will be covered...
25 Sep Grants Solve Problems by Julie Alsup, GPC
The credentials behind my name state that I am a certified grant writer with the technical knowledge needed to write a strong grant proposal. I love logic models, evidence-based strategies, and rigorous data collection methods. Those things make my job easier. Yet the clients I...
03 Dec Classroom Teachers Write by Julie Assel, GPC
Posted at 22:04h
in Competency Three, Julie Assel, GPC, K-12 Education, Program Development, Writing
I have worked with a wide variety of organizations in the last ten years, but I have found no direct program staff more reticent to write grants than classroom teachers. They, like most program staff are "too busy", "don't know how" or "not sure even...