1. Preparing Research Proposals
and Grant Applications

2. Research Proposal/Grant Application
• Research Proposal • Grant Application
– For graduate students – For others, the research
writing a thesis, the proposal is typically
research proposal is
presented to a funding
presented to your
committee for their agency, school board or
approval before you extension administration
conduct the research for approval/funding

3. Research Proposals
and Research Reports
• Research Proposal/Grant • Research Report
Application – A report of research that
– A plan of action and you have already
justification for research conducted
that you plan to do – a research report is past
– A research proposal/grant tense
application is future tense, – Length (in general)
– Length • Thesis - 50-90 pages
• Typically 12-25 pages for • Dissertation - 75-200 pages
graduate student research • Journal Article or Research
proposals Paper Presented at a
• Grant Application conference – 12-20 pages
– Private Foundation > 2-
10 pages
– Government > 20-50
pages

4. Thesis/Dissertation Chapters
• In Agricultural & Extension Education
theses/dissertations there are typically 5
chapters:
1. Introduction
2. Review of Literature
3. Methodology
4. Findings
5. Conclusions &
Recommendations

5. What should be in a
research proposal/report?
• A research proposal • A research report
 A synopsis of what will be  For theses and
written in chapters 1, 2 and 3
• Introduction dissertations – all five
• Review of Literature chapters
• Methodology  For journal articles and
papers – a synopsis of all
five chapters

6. Introduction Section or Chapter 1
• The introductory section introduces the problem to
be studied and could range from 3 or so paragraphs
to several pages
• This is often followed by a section titled “Need for
the Study”. This is 1- 3 paragraphs in length. Here
you make the case for studying the problem you
have selected.

7. Introduction Section
• Statement of the Problem is next. This
is one or two sentences clearly stating
what it is being study. If often starts
with “The purpose…”
The purpose of this study is to determine if
immediate feedback in AEE graduate classes
improves student learning and course evaluations.

8. Introduction Section
• Research questions and/or hypothesis follow.
– Descriptive research often uses just research questions. It
is permissible to have a hypothesis.
– In experimental, quasi-experimental, correlational or ex
post facto research a hypothesis is generally expected. You
can also have research questions if desired.

9. Research Question(s)
• Sample Research Questions
– Does the use of electronic responders to provide
immediate feedback to graduate students in AEE classes
increase student learning?
– Does the use of electronic responders to provide
immediate feedback to graduate students in AEE classes
improve student evaluations of classes?

10. Research Question(s)
• One may have several research question
• For data analysis avoid research questions with an
“and”
– Does the use of electronic responders to provide
immediate feedback to graduate students in AEE classes
increase student learning and improve student evaluations
of classes?
One part of the question may be yes and the
other no. It is best to compartmentalize
everything.

11. The Hypothesis
• In proposing or reporting research, directional
hypotheses are normally stated:
– Directional
• Students will have higher grades in AEE classes in which electronic
responders are used than in AEE classes where they are not used.

12. The Hypothesis
• It is possible to have a nondirectional
hypothesis. This is stated the same as a null
hypothesis.
• When one performs a statistical test, they are
actually testing the Null hypothesis

13. Introduction continued…
• The introductory section often contains:
– Assumptions – These are assumptions you have
about the research being proposed
• you think people will answer honestly, they have
knowledge of the subject, they are representative, etc.
Typically this is included in a proposal and in
theses and dissertations but is not reported in
journal articles or research presentations.

14. Introduction continued…
• The introductory section generally contains:
– Limitations – Things that happened during the
study they may impact on your findings or the
generalizability of the research
• Hurricane Fran caused extension agents in the east to
change there normal work patterns.
• The swine flu resulted in a higher number than normal
absentees in the classes.
Typically this is included in a proposal and in
theses and dissertations but is not reported in
journal articles or research presentations unless
there is a glaring problem.

15. Introduction continued…
• The introductory section generally contains:
– Definitions – Define the terms in your research
that the average person might not know or if you
have a special definition for the term
• Classroom discipline problem
• Lesson Plan
Typically this is included in a proposal and in
theses and dissertations but is not reported in
journal articles or research presentations. It is
assumed your audience will know the words.

16. Section 2 – Review of Literature
• By the time you finish your
research, you should know
more about the topic than
anyone else, including
members of your committee.
You accomplish this by a
thorough review of existing
research regarding the
problem.

17. Literature Review
• In a thesis or dissertation, this section may be 10-50
pages.
• In a journal article it may only be 2-3 pages at the
most. You have to prove you know the research but
can’t go overboard because of page limitations on
manuscripts.
• In a grant proposal you might have 2-5 references to
other work to show that you are aware of its
existence

18. Literature Review
• It is generally best to start globally and then
narrow it down to the specific research
question you have.
• Next week’s class focuses on how to conduct a
literature review.

19. Literature Review
• You want to synthesize and merge what others
had done, not just string a bunch of quotes
together!!!!
YES! – Moving around the classroom helps to maintain
student interest (Banks, 2001; Carpenter, 1996;
James, 1998)
– Banks (2001) says it is important to move around in
the classroom.
NO! – Carpenter (1996) believes movement in the
classroom helps students to focus on the teacher.
– James (1998) says teachers should change their
position every 3-4 minutes in order to keep student
attention.

20. Section 3- Methods
• Describe the research methodology (correlational,
descriptive, etc.) you are used (or plan to use) and
why.
• Describe the population you are studying.
• If a sample is used, tell how big the sample is, why
that sample size was chosen, and how the sample
was selected (I.e stratified random sample, cluster
sample, etc.)

21. Section 3 - Methods
• If the research is experimental, describe the
research design and what was done to control
extraneous variables.
• If the research is historical discuss sources of
data.

22. Section 3- Methods
• Describe the research instrument used.
– How many sections and items or on it and how do people
respond.
– What is the rating scale? What is a high score? What is a
low score?
– How was it developed.
– Was it field tested?
– How do you know it is valid.
– How do you know it is reliable.

23. Section 3- Methods
• Describe how the data were collected (Personal
interview, Mail survey, etc.)
• When and where were the data collected
• What was done about non-respondents?
• How were the data coded.

24. Section 3- Methods
• Describe the statistical process used in
analyzing the data. Why did you use the
statistics you did.

25. Section 4- Findings
• Report the data you have collected.
• Follow the same sequence in presenting the data so
that is corresponds with your research questions or
hypotheses.
• Data should be reported both in writing and in
graphic form (tables, graphs, etc.) The tables should
support the narrative and vice-versa. However, the
text should be able to stand alone.
• Report any statistical tests.
• Just report the facts, don’t make any interpretations
at this point in time.

26. Section 5- Conclusions &
Recommendations
• Based upon the findings section, what can be concluded?
– This is very challenging to do.
– Some folks end up restating the findings, which is not what
should be done.
• A finding is that students using electronic responders scored 5 points
higher than students not using responders.
• The conclusion is that the use of responders results in gain in student
knowledge.
• What are the implications of this research for practice?
– Teachers should use electronic responders.
• What recommendations do have for further research?
– Would electronic responders work with adults?

27. Funding Sources for Research
and Projects

28. Private Foundations

29. Private Foundations
• Rich folks & companies create foundations to
have a formal way of giving away money.
• There are 61,000 foundations
• Some foundations are having problems giving
out money.

30. Private Foundations
• By law, foundations must give away 5% of
their assets every year.
– Some large foundations have to give out
$8,000,000 a day to meet this requirement.

31. Private Foundations
• There is a book found in most public and
university libraries called “The Foundation
Directory” (it cost $400)
• It lists foundations by state and also has a
subject index

32. The Foundation Directory
• The Foundation Directory is now on-line.
• Go to http://www.fdncenter.org/
• You can search by foundation name, recipient name,
subject/topic, geographic area plus several other fields
• There is a charge to use this service; at one time NCSU
subscribed but budget cuts have impacted this

33. Private Foundations
• The Foundation Center is a web site that has
all types of information on getting grants.
http://www.foundationcenter.org/

34. Private Foundations
• In North Carolina there are 218 Foundations.
• Most limit their grants to North Carolina
(generally to specific counties).
• Education is often a “favorite cause.”
• Foundations housed in other states also give
grants in North Carolina

35. 120
100
Top 10
Foundations in
( in m illions)
80
60 North Carolina
40
20
0
Duke Endow m ent
Bank of Am erica
Burroughs Wellcom e
Kat e Reynolds
Foundat ion of t he Carolinas
First Union
Sabbah Fam ily
Z. Sm it h Reynolds
Winst on-Salem Foundat ion
Com m unit y Foundat ion - West ern NC

36. Some NC Foundations
• D. F. Halton Foundation (Charlotte)
– $430,625 was given last year
– Youth, education, social services and performing
arts are supported (vocational education is
specifically mentioned)
– Limited to Charlotte area and surrounding 7
counties
– Funds come from Pepsi-Cola

37. Some NC Foundations
• Lowe’s Charitable and Educational Foundation
(N. Wilkesboro)
– Last year135 grants totaling $988,128 were given
– Support education, community development, etc.

38. Hints on Writing a Proposal for
Private Foundations
• 1. Don’t hesitate to call the contact person
with questions.
– That persons job is to give money away, not
guard it.
– He/she wants to help you submit a
successful proposal.
December 11, 2012

39. Hints on Writing a Proposal
• 2. Use simple language
in the proposal
– Write the proposal so that
your mother could understand it
39

40. Simple language
– Don’t try to impress people with your extensive
vocabulary
– Before using an acronym first spell it out and
explain it (SAE, IEP, LEA, FFA)
– Avoid educational jargon
December 11, 2012 40

41. Hints on Writing a Proposal
• 3. Address all the points in the guidelines
– Follow the format (and wording) in
the proposal
December 11, 2012 41

42. Hints on Writing a Proposal
• 4. Neatness counts (so does spelling,
grammar, sentence structure, etc.)
December 11, 2012 42

43. Hints on Writing a Proposal
• 5. Proposals showing partnerships are viewed
very favorably. Team up with:
– another department in the school
– another school
– an institution of higher education
– a private group
– a commodity group
December 11, 2012 43

44. Hints on Writing a Proposal
• 6. Think of a different angle
– Try to be creative in your thinking.
December 11, 2012 44

45. Hints on Writing a Proposal
• 7. A proposal that is not submitted will not be
funded!
– The worst thing that can happen is they say no.
– Then send your proposal some
other place.
December 11, 2012 45

46. Hints on Writing a Proposal
• 8. The title of your proposal should be catchy,
but not cutesy!
– LEAP
– GRAEDE
– OpenCourseWare
December 11, 2012 46

47. Hints on Writing a Proposal
• 9. Use action words
– Use Will---not if, could, should
– Use investment, not gift
December 11, 2012 47

48. Hints on Writing a Proposal
• 10. Spend time thinking about the evaluation
component of the proposal
– This is becoming more important
December 11, 2012 48

49. Conclusion
• Writing a proposal is a lot or work.
• There is a feeling of elation when the proposal
is funded….
• Then you realize the real work hasn’t even
started!!!
December 11, 2012 49

50. The Matthew Effect*
• Once you get one project funded, this leads to
other projects being funded.
*Based upon the parable in the Bible of
the rich man who gave various amounts of
talents to his servants for them to invest.
December 11, 2012 50

51. Federal Grants

52. Federal Grants
• There are a multitude of Federal Grants
• All the federal programs can be found in the
Catalog of Federal Domestic Assistance
(http://12.46.245.173/cfda/cfda.html)

53. Examples of Federal
Grant Programs
• Rivers, Trails and Conservation Assistance
– Work with community groups and local and State
governments to conserve rivers, preserve open
space, and develop trails and greenways.

54. Examples of Federal
Grant Programs
• Protection of Children and the Aging as a Fundamental Goal
of Public Health and Environmental Protection
– To catalyze community-based and regional projects and other actions
that enhance public outreach and communication; assist families in
evaluating risks to children and in making informed consumer choices;
build partnerships that increase a community's long-term capacity to
advance protection of children's environmental health and safety;

55. Examples of Federal
Grant Programs
• Secondary and Two-Year Postsecondary
Agricultural Education Challenge Grant
Program
– To promote excellence in agriscience and
agribusiness education, and to encourage more
young Americans to pursue baccalaureate and
higher degrees in the food and agricultural
sciences.