Abstract
Jorgensen, Ballard, Baugh, Taylor, and Carroll describe how competencies in fundraising are incorporated into the FCS curriculum and describe the methods used to teach the grant-writing process. They address identifying and working with community partners, the writing and peer-review process, reflection, and presentation. Throughout the chapter, the authors illustrate how the experience meets the following high-impact elements: spending considerable amounts of time on the meaningful tasks, interacting about substantive matters, receiving frequent performance feedback, applications to different settings on/off campus, and authentic connections are made with peers, faculty, community, and/or the university. Finally, they conclude with recommendations and quotes from students who have completed the course projects.
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References
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Jorgensen, B.L., Ballard, S.M., Taylor, A., Carroll, E., Baugh, E. (2017). Teaching Grant Writing to Undergraduate Students: A High-Impact Experience. In: Newman, T., Schmitt, A. (eds) Field-Based Learning in Family Life Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-39874-7_18
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DOI: https://doi.org/10.1007/978-3-319-39874-7_18
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