Asset Details
Do you wish to reserve the book?
Grant-Writing Courses in the United States: A Descriptive Review of Syllabi and Factors That Influence Instructor Choice of Course Texts
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Grant-Writing Courses in the United States: A Descriptive Review of Syllabi and Factors That Influence Instructor Choice of Course Texts
Do you wish to request the book?
Grant-Writing Courses in the United States: A Descriptive Review of Syllabi and Factors That Influence Instructor Choice of Course Texts
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Grant-Writing Courses in the United States: A Descriptive Review of Syllabi and Factors That Influence Instructor Choice of Course Texts
2013
Overview
Little information exists about the structure and content of grant writing courses offered in the United States. To fill this gap, we used multiple data sources, including a content analysis of syllabi from 93 graduate-level grant writing courses in the United States, and an online survey that sought insight into (a) the ways in which textbooks for graduate-level grant writing courses are selected and, (b) the specific features that instructors value in grant writing textbooks. Syllabi data included course department, structure, description, requirements, and objectives, as well as required and recommended readings. The themes derived from the data attested to an applied focus on proposal writing, budgeting, and the identification of funding sources. The survey data suggested that instructors valued the inclusion of example proposals and would like to see logic models as they apply to writing grant proposals in course textbooks.
