conversation with myself about my grant
Why do we need to collaborate with Bridgewater State College?
Is it just to sell this grant? We can make the argument that UMD is the higher profile leader of the SouthCoast Connect, an already existing educational compact of 5 regional higher ed institutions (UMD, BSC, Massasoit, CCCC, BCC).
BSC has a comprehensive programming ability, but a smaller international population. UMD has a significantly larger international population, but less resources and staffing to provide more comprehensive programming.
Both schools face the challenge of integrating their international students into a higher profile socially, which is an inherent trait of an internationalized campus-- one that not only promotes intercultural exchanges and experiences, but one with a built-in expectation of having this within an academic career.
What the training would entail, with or without the adventure training.
We wouldn't scrap the project if we didn't have funding, would we? Why do we need the money this year? Because for UMD, the addition of grad orientation puts a pinch on resources (be specific in the narrative about this), and with the revenue saved from one year, it gives a buffer for next year, and if the admission rates remain relatively steady, this kind of training should be sustainable.
Otherwise, a detailed schedule of training needs to be written and included. Note how Tina and Kristy-Ann recently attended NAFSA regionals in ME, where Tina presented, so the staff is certified by the academy.
Possibly work with RAs during RA training? i.e. a small session to suggest using the International Center as a resource for programs? Which is another example of grassroots peer leadership. Or whatever their acronym of program types is, could we put political pressure to require RA programs to feature one on the topic international education?
This can be achieved, and I believe there is only one way to truly achieve it-- peer leadership. You recruit students who have a penchant for leadership and instill in them an abstract mission. It's carried out in the most sublime ways, but the most effective. Some might call it grassroots. Suppose a Resident Assistant has a program with international foods, or a programming board member comes up with a program which is similar to an Indian tradition of splashing paint on one as part of a festival. Student government would have representation specifically for internationals. School newspaper could hire or recruit more internationals, which in turn is a great platform to promote cultural perspectives.
But you can't do any of this without enabling students with confidence and some basic leadership skills. Especially with the case of new internationals, there is a significant challenge on transitioning into the community. If you want students to participate in the various aspects in the division of student affairs, it is crucial they enter seeing a positive atmosphere where instead of greeting them with challenges, you greet them with opportunities. The premier way they find out about these opportunities is through their first official umass friend, the orientation leader. And OLs tend to continue on exploring further leadership after such a dynamic and influential role.
To make a science metaphor: integrating internationals is an exothermic reaction, but it just needs activation energy.
Call the international office at University of Wisconson- Eu Claire.
See what they have for an orientation, since they are a peer institution and one of the CTG task force members is from that school. If we describe the intl audience we work with and then demonstrate these opportunities, it could be a more convincing sell to that task force member if he sees demographics he's used to.
Make another initial contact.
It seems Ichiyo isn't on there anymore. I can call and see if they offer educational lectures for something like a student leader training, to teach some of the NAFSA values and philosophy. Perfect excuse, right?
Define a student leader.
In the narrative, what do we mean when we say we'd be training "student leaders" in order to enable internationalization? How do we know that will work? Cite academic article of how peer influence is effective.
Why adventure training?
The letters of support would be critical here. Already asked Lisa, and now I'm going to be getting some specific content for my narrative from Caravana.
1. Read the grant materials carefully to determine whether your project is a good match for the grants program. Pay close attention to the stated purpose of the grants program, eligibility requirements and the criteria used for awarding grants. Applying for a grant takes a lot of work, so be sure your project reflects the goals and objectives of the grants program to which you are applying.
2. Research the required procedures for submitting a grant proposal for outside funding at your institution and allow additional time during the grant writing stage to work with the Grants and Contracts Office on your campus, if necessary.
3. Conduct a needs assessment prior to developing the proposal and provide a summary of results that demonstrate need/support for the proposed project. Include letters of support from key partners or beneficiaries illustrating their interest and support of the project.
4. The proposal should clearly describe project objectives and should include concise descriptions of your plans for developing, implementing and evaluating project activities. Be realistic about what your project can accomplish and be certain that the project objectives can be met by proposed activities. Don’t underestimate the time it will take to develop and implement a successful project.
5. Adhere to the stated page limits in the proposal guidelines and limit the number of attachments you include with your proposal. As a general rule, you should not include more attachments, including letters of support, than the number of pages of your narrative proposal.
6. Make sure that the proposal is easy to read, free of typos and grammatical errors and assembled in the format requested by the grants program. Make sure that someone unfamiliar with your office/institution/state can understand your proposed activities. Avoid using jargon and explain any acronyms. Ask someone who is less familiar with your proposal to read the proposal guidelines and proofread your proposal before it is submitted to the grants program..
7. Pay close attention to the instructions for completing your proposal budget. Make sure that that budget is in the required four-column format and that budget columns are totaled correctly. Be sure to itemize program costs. For example: Graduate Assistant for 2 semesters x 15 weeks/semester x 10 hours/week at $10/hour. Double and triple check all items in the budget for accuracy.
8. The CTG Program requires at least 100% cost sharing. Estimate proposed cost sharing (in-kind and cash contributions) as accurately as possible and be certain that you have included all allowable cost sharing in your budget, including staff time spent on proposed project activities. Note that the proposal with the highest level of cost sharing is not necessarily the strongest proposal - cost sharing should reflect realistic levels of support for proposed activities. Remember that if your project is funded, the grants program expects you to meet the proposed level of cost-sharing by the conclusion of your project.
9. At least one and no more than four letters of support should be included with your CTG Program proposal. If you have more than four offices/institutions supporting your program, you may wish to ask them to write a collective letter.
10. Do not include resumes longer than one page per individual and do not include information about individuals who are not directly involved in the development, implementation or evaluation of your proposed project. Rather than submitting resumes, consider attaching information about personnel in the form of short biographical sketches. The total compilation of biographical sketches should not exceed two pages.
11. Make sure that the contact information provided on the application cover sheet corresponds to the project director or primary contact person for the proposed project. If it is necessary to provide the contact information for an administrator in the Grants and Contracts Office,
include that information as an attachment to your proposal. NAFSA staff may contact the project director with questions and it is important the correct information is provided.
12. Contact the grants program staff with any questions you may have about the program, proposal guidelines or application process. NAFSA staff members are available to answer questions about application requirements and to provide feedback on proposal ideas.