Private Foundations

What is a Fundable Idea?

Private and corporate foundations usually sponsor a certain cause and fund projects to promote that cause. Some foundations want to give money to improve education in this country or to increase our communities' exposure to the arts, to help the homeless, to improve literacy, racial conflicts, or problems in the Middle East. Most, if not all, seem to be very worthy causes. Yet, there are few truly altruistic motivations when the most important thing is "the bottom line." Foundations make grants with certain and sometimes very specific expectations. A good idea is not always a fundable idea. Each foundation has its own funding priorities but there are some things that most foundations look for in making grants.

What do foundations like?

First, they like projects that are practical. This means that they have a focus, a purpose, a beginning, middle and an end, and they will support a theory, demonstrate a technique, solve a social problem or otherwise provide knowledge and wisdom to enduring fundamental questions. Second, foundations like competent people. They are as just as likely to fund an impressive person as they are a good idea. In fact, there is a growing trend toward foundations forming partnerships with organizations with the intent of developing a longer-term relationship with individuals who have similar altruistic interests. Foundations like to be approached by interesting, articulate individuals with equally interesting ideas with whom they can interact and help shape along with the grantee.

A good idea must be defensible as such. Foundations will quickly determine whether or not a grantee has some knowledge about the subject that they wish to study. Because they interact with many people from wide ranging perspectives they tend to know the "big picture" and how a specific project could fit into and enhance that picture. Finally, Foundations almost always have funding priorities and will not consider even the best ideas that fall outside of their established priorities. After all, they must be accountable to their trustees or shareholders. Foundations publish their funding priorities along with their grant application guidelines regularly. It is essential that before even a preliminary conversation is initiated, the potential grantee be familiar with those funding interests and priorities. This actually saves both the Foundation and the grantee time through this self-select process.

Never use the scatter shot approach. That is, don't send out a general overall narrative to a wide list of funders. Nothing turns a funder off more quickly than having a proposal sent to it that was not written with its particular guidelines and interests in mind. Program officers have years of experience and a certain expertise that can spot this kind of a submission at a hundred paces. Moreover, it can cause long lasting trouble. Very often board members sit on several foundation boards and seeing the exact same proposal at meetings creates a very bad impression of the submitting organization.

How to Approach Private Funders

A common mistake among novice grantwriters is to learn about a granting opportunity and then try to fit an idea into the guidelines of the grantor's program. This approach usually is unsuccessful because it results in a proposal that to the experienced reviewer appears to pander to the foundation, to be more concerned about getting money than improving society. Institutional grants must make explicit the mission of the college and how a particular project fits that mission. Foundations pay a lot of attention to institutional and individual achievement and reputation.

It is comparatively harder to get a first grant than it is to get subsequent ones. A good but rejected proposal should stimulate further interest, continued contact and, eventually, another proposal.

Example

A faculty member has found that the attendance in one of her classes, without exception, far exceeds the attendance of another class. She believes that she may have found an important way to keep students in class and,by extrapolation, in school-RETENTION! She makes an initial inquiry at Sara Lee, a foundation known for interest in programs that will help students

succeed especially students of color. After a brief phone conversation, the program officer tells her that her idea sounds like it might have merit and to submit a proposal according to the guidelines she has sent. After three months of waiting, faculty member receives a letter thanking her for the proposal but indicating that the foundation cannot fund the project at this time. [seldom do foundations give reasons in these response letters]. At a follow-up phone call, the program officer reveals that the idea was good and the effort was applauded but the success that the faculty member had in keeping students interested in her class was a matter of pedagogy- much one-to-one interaction with students, making connections and giving students individual attention so that they feel they have a relationship with the teacher. While this approach is successful, it is not innovative. In fact, the retention literature has already demonstrated that the single most important variable in retaining students is their feelings of belonging and connection with a faculty member. The foundation made a judgment that the applicant was not particularly familiar with successful retention practices at other institutions.

Writing Grant Proposals
Getting Started

Once you have matched your proposal idea with the identified funding source, what happens next? First, become familiar with the guidelines. Find out the deadline date, page limit, spacing and margins, number of copies, attachments, and any other requirements. Be sure to take note of the funder's interests, philosophy and goals, and make sure your proposal coincides with them. Also, pay attention to the terminology used and reuse it when appropriate. Do any background research needed and consult any experts, especially those on campus, that may be of help. If you know of someone that has done a similar project, consult him or her. Consider why your project should be funded and why this is the perfect funder to do it. Then, begin to visualize your project from beginning to end, thinking about it in small details.

Start writing whenever you feel ready. For example, when you are thinking your project through, it may be helpful to take some basic notes. Or you can start with the part that is easiest for you. It's suggested that you start by clearly stating the need for your project. The rest will flow from that. Just write, don't worry about page limits. Once it's written, it's easier to go back and edit it down and/or move things around. The budget should wait until the rest of the proposal is done. As you write, things may change so you don't want to take the time to develop a budget that will become obsolete almost immediately. No matter where you start, what's most important is that you respond directly to the funder's questions and information needs. Give them what they ask for, not more and not less.

Parts of a Proposal

Each funder's request will vary, but there are basically two parts to any proposal: 1) the narrative; and, 2) the budget. There are no standards for either section, although often you will be presented with a budget form. The information requested in the narrative changes from funder to funder, however, there are a few things that are included in most proposals.

Narrative

Abstract/Executive Summary - This is a brief summary of the proposal, ranging from about 150 words to a page, and should contain the project essentials. It may be the most important part of the whole proposal, so be sure it is clear and concise. It provides a snapshot of the proposal and summarizes key information: 1) problem to be addressed; 2) solution to the problem, what will be done, who will do it, how many will benefit, how and where it will operate, and the duration; 3) funding needed; and, 4) the capacity of the organization and its experts to carry out the project. This is the key selling point of the proposal. Often readers look at this section and decide if your project has merit and should be considered further. It must be convincing. While this falls at the beginning of the proposal, it is suggested that it be written last.

Problem or Needs Statement - Specifically define the problem and offer a solution (your project). It should be succinct, yet persuasive. You should also explain how it meets the funder's priorities and why they are best suited to handle the project. (This need not be done in an obvious fashion, but you can allude to the funder's interests and goals. It's a good place to reuse some of their terminology.) In essence, you are comparing the current situation – what exists - to a more ideal situation - what should exist. Documentation of the problem will strengthen your request. Statistics (e.g. student data, test results, surveys, pre-tests/post tests, research, observation) will make the proposal stronger. Make sure the supporting data is current and correct. While your argument should be persuasive, don't make the problem sound so dismal that it can't be resolved. Leave hope for the reader. Don't overstate the problem and avoid using emotional appeals. If there are similar projects or examples that can be used, which will not detract from your proposal, you may want to include them. If your project is the first of its kind, frame it as a model or pilot project, and specify ways that a larger community will benefit from your work.

Project Description - This is the real meat of the proposal and the longest section. It outlines what you want to accomplish, how it will be done, who will carry it out, when it will be done, and how you will measure the success of the project. Keep in mind that you want to match your program with the funder's goals. The funder has to feel that you will be using their funds wisely to attack a problem they are interested in solving.

WHAT - This is where you address your goals, objectives and methods. Goals are usually lofty and abstract. Often a project has only one central goal, which may be difficult to measure. For example, the goal of your program may be simply to improve learning. The objectives are much more descriptive and should be tangible, specific and concrete, as well as achievable within a designated timeframe.

HOW - The objectives define what you want to accomplish, while the methods describe how you will accomplish it. For example, the objective may be to improve specific skill levels or use technology to make your classroom a better place to learn. The methods describe specifically how you will accomplish these things. What techniques will be used to improve skill levels and how is technology going to be used to enhance learning in your class? If you are using new methods, say why the method works better or why you believe it will work better.

WHO - In describing the methods, you should have mentioned staff for the project. Take time to discuss who will actually work on the project and who will oversee the project. Describe the number of staff, their qualifications (education and expertise), and their specific job assignments. Detailed information about the staff members can be attached in an appendix, depending on its length and importance. Be sure to specify which staff members will work full-time and which will work part-time. Identify staff that are already employed, and how their time will be freed up to work on the project (e.g., release time) and identify those that will be recruited and hired through the grant. These details become important because salaries are affected by the time commitments and qualifications of the staff. Also, describe how the project will be administered and who has overall responsibility for the project's fiscal management, reporting and outcomes. If the project is to use volunteers, remember to calculate the dollar value of their work and show it as a contribution to the project not paid by the sponsor.

WHEN - This is a chronological schedule for completing the project activities. Depending on its length, you may feel it is not necessary to include it in the proposal or include it in an abbreviated form. The timeline allows you and the funder to determine if the project is doable, and if it can be done in the allotted time.

MEASUREMENT - How you measure the success of the project is the Evaluation. It should be directly linked to the project's objectives. (This is why it is important to create measurable objectives.) Describe the evaluation method you will be using and how often it will be done. It is a good idea to measure the success of the project before its end, thereby allowing time for revision and corrective measures. Determine how the evaluation information will be gathered and how the data will be analyzed. Be sure to gather data on things that have meaning, don't just count heads. Also, describe how the results of the evaluation will be shared with others. For example, if you intend to share the results internally, with the funder and/or with a broader audience, a dissemination plan will be helpful.

Conclusion - This short section makes a final appeal, briefly summarizing the need for the project and its relationship to the funder. You may want to mention the future and how the organization plans to continue the activities after the project's end.

BUDGET

Line Item Budget - Make sure there are no surprises on the budget page. Go back through your proposal and make sure everything that will cost money, and is paid through the grant, is mentioned. If you failed to mention something in the narrative that will appear on the budget page go back and add a sentence or two. Most funders spend a lot of time scrutinizing budget pages.

The budget should be reasonable, practical and necessary. It should include expense information, including personnel and non-personnel. This information can be grouped into sub-categories. For example, under personnel you may list salaries, fringe benefits and consultants. Non-personnel subcategories may include equipment, travel, printing and supplies. Some funders will request overhead expenses and other income information, including grants already committed.

Also, it is a good idea to include information on budgeted items that will be paid for by you. This demonstrates your (the institution's) commitment to the project. Sometimes your contribution, or that of others you solicit for the project, will not be in the form of dollars. Instead, they may contribute equipment, travel, space, meals, etc. These are called in-kind contributions, and their value should be calculated and noted.

Budget Narrative. This narrative explains the budget. Funders usually request it only for unusual items. It can be constructed in several ways. It may be in the form of footnotes, a straight narrative, or a format very similar to the budget with some short narrative notes. Whatever form you choose, remember that the proposal narrative should explain the budget, so this section should be short and to the point.