GRANT-WRITING FOR CSU STANISLAUS WARRIORS 4 WARRIORS PEER
MENTORING PROGRAM
A Project Presented to the Faculty of
California State University, Stanislaus
In Partial Fulfillment
of the Requirements for the Degree of Master of Social Work
By Lee K. Field
CERTIFICATION OF APPROVAL
CSU STANISLAUS VETERAN RESOURCES GRANT: GRANT-WRITING FOR CSU STANISLAUS
WARRIORS 4 WARRIORS PEER MENTORING PROGRAM
by Lee K. Field
Dr. Shradha Tibrewal, Ph.D. Professor of Social Work
Dr. Valerie Leyva, Ph.D.
Associate Professor of Social Work
Date
Date Signed Certification of Approval Page is on File with the University Library
© 2014 Lee K. Field
iv DEDICATION
This project is dedicated to my best friend and wife, Teresa Field, who has been a source of encouragement to me for the last 25 years.
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ACKNOWLEDGEMENTS
I take this opportunity to express my gratitude to the people who have been instrumental in the successful completion of this project.
My greatest appreciation goes to Teresa Field – Friend, Wife, and mother of my three great children. Thank you for all that you do, for without your
encouragement and support, this project would not have come to fruition.
My deepest thanks go to the following individuals for their contributions and support during the completion of this project. Thanks go to Dr. Valerie Leyva, PhD, LCSW for her sage guidance and direction in completing this project. To Nadine Kent, CSU Stanislaus Veterans Service Officer for providing much needed input and valuable data for this project. My thanks also go to Jennifer Johnson, LCSW and CSU Stanislaus Master Lecturer for being a fantastic role model.
vi TABLE OF CONTENTS PAGE Dedication ... iv Acknowledgements ... v Abstract ... vii
Description of the Project ... 1
Objectives of the Project ... 3
Significance of the Project ... 5
Review of the Related Literature ... 7
Methodology ... 18
Conclusions and Recommendations ... 29
References ... 31
Appendices A. CSUS Warriors4Warriors Grant Proposal Template ... 35
B. CSUS Recreational Equipment Grant Proposal to Rotary Club ... 37
C. CSUS Letter of Inquiry to Rotary Club ... 40
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ABSTRACT
The focus of this project was the research, design, and implementation of a Grant Writing Template to be used by the CSU Stanislaus Warriors 4 Warriors Peer Mentoring Program to purchase recreational equipment for their program. The transition from the military to college can be extra challenging for veteran students, and evidence based research indicates that leisure and recreation
activities enhance student success. Accompanying the grant writing template is a grantor database designed for future use to help the Warriors 4 Warriors Peer Mentoring Program with future fundraising as their organization grows.
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DESCRIPTION OF THE PROJECT
The focus of this project is the research, design and implementation of a grant-writing template to be used by the California State University (CSU) Stanislaus Veteran Affairs Office’s newly developed Warriors 4 Warriors Peer Mentoring Program (W4W) for purchase of recreational equipment. Along with the grant-writing template, a database of potential grantors will be developed for future use by peer mentors to target funds as new goals are identified that need funding.
The W4W Peer Mentoring Program is in its infancy as a campus program at CSU Stanislaus, having only been established in the spring academic semester of 2013. The CSU Stanislaus W4W program was created by a group of graduate and undergraduate students to mentor incoming and first-year veteran students and provide them the resources needed to better support their transition from military to student lifestyles. The W4W program has already garnished support through the Department of Veteran Affairs CSU Stanislaus Veterans Resource Office, which recently approved the hiring of four Peer Mentors under the campus’s existing Veterans Affairs (VA) Work Study Program.
After its creation, one of the first tasks completed by W4W was a needs assessment that organizing members administered to over 50 current veteran students. As a result of that assessment, W4W identified several needs expressed
by existing veteran students. According to the W4W team, the top identified need was funding for outdoor recreation equipment for student veteran excursions to local areas for the purposes of rafting, fishing, camping, hiking and backpacking. To date, W4W has no funding for outdoor recreation equipment.
The VA Work Study Program funds will cover four paid Peer Mentors, but will not cover any additional costs of the W4W operations. Having no other funds, W4W will be required to find sources of funding to support not only operational expenses, but also those of any extracurricular activities. This includes the outdoor recreation equipment, for which this grant template is being drafted.
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OBJECTIVES OF THE PROJECT
This project has two main objectives. First, the writer will learn the process of grant writing from beginning to end to better prepare for employment as a Masters-level social worker. Included components of grant writing to be learned are: developing the necessary language and skills to write a persuasive letter of intent; creating a viable and re-usable grant template; and understanding and adhering to potential grant funders’ requirements. Second, this project will result in the
production of a grant template that will be used to request and obtain funds needed to purchase recreational equipment, which has been chosen as the first Warriors 4 Warriors (W4W) group priority. The template and database will then be available for future use in obtaining funds for W4W priorities.
At this time, the CSU Stanislaus W4W Program has no ongoing source of funding and cannot buy the requested recreation equipment identified in the 2013 student veteran needs assessment. The objective of this project is to create a grant template and database of donors in order for W4W to access the funding needed to purchase recreation equipment and fund other needs of the program.
With oversight from the CSU Stanislaus Veterans Services Officer, a template will be created and maintained for ongoing use by existing and future W4W Peer Mentors and university Staff Advisors. With a transferable grant template, successive W4W mentors and faculty advisors can utilize the grant template and database to apply for and track grant requests needed to cover existing and future costs. The aim
is to have the database of potential grant funders maintained and expanded as W4W identifies other veteran-friendly corporations, organizations and businesses that have a philanthropic goal to serve student veterans in their goals for higher education.
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SIGNIFICANCE OF THE PROJECT
This project is significant in that it will help the Warriors 4 Warriors (W4W) Peer Mentoring Project obtain funding to provide needed resources to military veterans attending California State University (CSU) Stanislaus now and in the future. At this time, there is only one other military veterans’ organization on the CSU Stanislaus campus. The Veterans Club is a social club on campus, from which leaders arose to form the W4W Peer Mentoring Program. They recognized the need for better support for veteran students transitioning to civilian careers, as there are no other groups serving the needs of this student population on campus. At this time, W4W has limited funds, making the acquisition of grant funds crucial to the success of the W4W Program’s mission of serving veteran students at CSU Stanislaus.
According to the National Center for Veterans Analysis and Statistics, there were close to 950,000 veterans utilizing education benefits for either retraining or higher education as of Fiscal Year 2012. Nearly 85,000 of these veterans are doing so in California. (“Education Program Beneficiaries,” January 2014) Statistics from the CSU Stanislaus Veterans Services Office dated February 2014 showed that there were 142 undergraduate and 46 graduate veteran students enrolled at CSU Stanislaus at that time. According to Nadine Kent, the Veteran Service Officer for CSU Stanislaus, veteran enrollment has grown an average of 5
percent every year since 2006, and that the growth trend is expected to continue at the same rate for the immediate future. (N. Kent, personal communication, March 2014)
Based on a Veteran Population Projections Model of 2011, post Gulf War veteran populations have risen by at least 5 percent since 2010 and are projected to rise another 10 percent by Fiscal Year 2020. (“Veteran Population
Projections”, p. 4) These projections do not take into consideration the
Department of Defense News Release dated February 24th, 2014, wherein U.S. Defense Secretary Chuck Hagel proposed more cuts in military spending that include further reductions in troop strength and forces in every military service (Simeone, 2014). These reductions will likely translate into an increased veteran population looking for civilian employment and higher education, or both. Military veteran student populations across the country are undoubtedly going to rise as increasing numbers of veterans begin to exercise their VA Education benefits.
Given the existing statistics and the current upward trend in veteran
student enrollment nationwide, CSU Stanislaus is likely to see a continued growth of 5% in veteran student enrollment over the next five years. This template will help funding recreation equipment immediately and serve as a grant template for future grant proposals yet-to-be identified as the population of veteran students on campus increases.
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REVIEW OF RELATED LITERATURE
The Warriors 4 Warriors (W4W) Peer Mentoring Program is being developed to offer readjustment support to existing and newly enrolled veteran students at California State University, Stanislaus. Some of these veteran students are matriculating directly from active duty military service or have recently transferred from community college. Perhaps more important is that an unknown number of these students are arriving at CSU Stanislaus having suffered physical and psychological trauma as a result of their military service, and that few resources exist on campus that address the needs of this specific population of students.
The literature review for this project is focused on three specific areas as they apply to new and matriculating student veterans enrolled at CSU Stanislaus. First, it addresses the issue that CSU Stanislaus has an increasing population of veteran students and that many of these students will benefit from continued academic and social support designed to promote their continued well-being while attending the university. This is especially true for veterans who have served since the terrorist attacks of September 11, 2001 (9/11). Secondly, the review will find that a gap exists in veteran student services and that limited resources are directed to this minority population of CSU Stanislaus students. Lastly, relevant literature is presented to validate W4W’s goal of purchasing outdoor recreation
equipment to be used by student veterans participating in its Peer Mentoring outdoor recreation activities, as these recreation opportunities are therapeutic to their participants. Evidenced-based research demonstrates the therapeutic and academic benefits that recreation and leisure play in strengthening the
opportunities for academic success for student veterans.
Veteran Populations on Campus
Veteran populations attending school have increased significantly. “From FY2002 through FY2012, 1.6 million OEF/OIF veterans (including members of the Reserve and National Guard) left active duty and became eligible for VA health care” (Bagalman, 2013, p. 1). Recent data from the National Center for Veterans Analysis and Statistics reflects a 42% surge in the U.S. Veterans Benefits Administrations Education Programs Workload from 2009 to 2010. It shows further growth of an additional 10% each year through 2012 with nearly 85,000 veteran students receiving benefits in California (“Education Program Beneficiaries,” January 2014).
According to Nadine Kent of the CSU Stanislaus Veterans Service Office, CSU Stanislaus had enrolled 142 undergraduate and 10 graduate veteran students for the 2013-2014 academic years. She stated that “this is an increase in veteran student enrollment from just one year ago, and we [CSU Stanislaus] continue to average a 5% increase of incoming veteran students each year and have since, having a large surge in 2009” (N. Kent, personal communication, March 2014).
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Many veterans experience transition issues coming out of the military and, while many look to further education as a means to reintegrate, the change in environment from military to academia poses its own challenges that are often difficult to navigate. “Military service is difficult, demanding and dangerous. But returning to civilian life also poses challenges for the men and women who have served in the armed forces, according to a recent Pew Research Center survey of 1,853 veterans. While more than seven-in-ten veterans (72%) report they had an easy time readjusting to civilian life, 27% say re-entry was difficult for them—a proportion that swells to 44% among veterans who served in the ten years since the Sept. 11, 2001 terrorist attacks” (Moran, 2011, para. 1)
Many of these veterans leaving service are now reintegrating into society by going back to school to obtain new job skills. This transition into higher learning from the military poses its own set of issues as the environments are quite different. According to Reisser (as cited in Jones, K., 2013, p.1),
The way in which veterans created meaning for their life in the military is often different than the way they create meaning as students on campus. This dichotomy is a key challenge for student veterans transitioning to higher education. Much of military training forces service members into pre-assigned identities that, while valued in the military, may have little correlation in their new roles as students in higher education.
Military organizational structure operates a lot differently than that of an educational institute, resulting in the need for assistance in the transition. Griffin and Gilbert state,
According to recent reports, news articles, and statements from government officials, returning veterans often face a myriad of challenges when it comes to higher education, including
reacquainting themselves with academic work, navigating complex campus administrative systems, finding support services to meet their needs, encountering negative reactions from the campus community based on their participation in military conflicts, and having difficulty connecting with classmates and faculty. Many institutions are ill-prepared to deal with these challenges and are often confused about where to begin determining what services student veterans need and how to provide them” (Griffin & Gilbert, 2012, p.2).
Baechtold and DeSawal (as cited in Jones, K.) further highlight the need for professionals to assist veterans in the transition:
Because the experience of being in the military is distinctly different than that of attending college, higher education
professionals should seek to understand the connection veterans make between what they experienced during their military service
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and how these experiences may or may not relate to how they make meaning of their experiences as college students. (2013, p. 1)
Transition and success in college is made even more difficult if the veteran is experiencing mental health issues such as Post-Traumatic Stress Disorder (PTSD), which is quite common in those serving after the terrorist attacks of September 11, 2001. According to a study by the Rand Corporation of 1,965 service members serving in Operation Enduring Freedom and Operation Iraqi Freedom, “one-third of those previously deployed have at least one of these three conditions (i.e. PTSD, major depression, or a traumatic brain injury), and about 5 percent report symptoms of all three.” (Tanielian & Jaycox (Eds.) p. xxi). They estimated that as of October 2007, approximately 300,000 individuals were currently suffering from PTSD or major depression (Tanielian & Jaycox (Eds.) p. xxi).
PTSD symptoms “include recurring and distressing memories of trauma, hyper-arousal, and avoidance of stimuli that trigger traumatic memories. Due in part to this clustering of symptoms, PTSD has high co-morbidities with anxiety disorders, major depressive disorder (MDD), and sleep disturbances.
Consequently, those (veterans) with PTSD have been known to engage in avoidant coping strategies such as alcohol and drug abuse” (Vella, Milligan, & Bennett, 2013, p. 1). Recent government research indicates a link between PTSD and suicide, stating “among cases where history of military service was reported,
veterans comprised approximately 22.2% of all suicides reported during the project period” (Kemp, 2012, p. 15). However, “if we treat a veteran’s PTSD at age 21 with counseling and lifestyle interventions, we may help [her] to reduce suicidal thoughts and avoid the abuse of tobacco or alcohol” (Geiling, Rosen, & Edwards, 2012, p. 1241). This population is at high risk for failure if they do not receive support.
As these veterans integrate into the academic environment, they benefit from continued academic and social support designed to promote their continued well-being. Student veteran organizations play a key role in helping veteran students integrate at school and find success.
The presence of a student veteran organization, or SVO, is one way to foster student veteran engagement with other veterans and the institution. …This latest G.I. Bill has the potential to have as significant an impact on higher education, the U.S. workforce, and national competitiveness as its 1944 predecessor. But despite these glowing prospects and the fact that veterans are enrolling in
college in record numbers thanks to the increased financial support the bill offers, the challenges and barriers being encountered by veterans at many institutions make it more likely that ex-G.I.s will leave college with debts instead of degrees” (Griffin & Gilbert, 2012, p. 1-2).
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According to Vella et al. (2013), there is a longstanding history in health psychology research that has focused attention on the positive health effects of socializing with peers, and that those peers who participate in social networks display lower disease morbidity and mortality rates than those who isolate themselves and are not socially active.
Funding for CSU Stanislaus Veteran Support
As the California State University (CSU) system has seen significant decreases in funding, funding for support groups on campus has been eliminated. CSU-wide budget cuts prior to 2012 eliminated 6.6% of the CSU Workforce system-wide. (2012-13 FY Budget, 2013) Even though California’s Proposition 30 (Sales and Income Tax Increase Initiative) was passed by voters in November 2012, CSU Stanislaus was still faced with cutting $4.92 million from its 2012-2013 Fiscal Year budgets (“Trustees to Grapple”, 2012)
Like other CSUs, CSU Stanislaus has limited resources for its various school programs. Outside of the Veterans Service Office that administers education benefits, only the Veteran Students Club serves as a veteran-focused organization on campus. The CSU Stanislaus Veteran Students Club operates under the same guidelines that all other officially recognized student-run clubs operate at CSU Stanislaus. None receive any direct funding from the school and are chartered through the CSU Stanislaus Associated Students Incorporated (ASI). According to ASI policy as found at
http://archive.csustan.edu/asi-usu/pages/ASIClub.php, all clubs are to rely on their own fundraising activities to cover operation expenses. As an exception, ASI does award a one-time $600 grant for clubs each year on a merit basis. The W4W was awarded this grant in 2012. Since that time, W4W has exhausted those funds as a result of operational costs during the 2012-2013 academic years. W4W subsequently determined that it is not financially feasible for the program to survive by on-campus fundraising alone. As of September 2013, W4W has been in an operational holding pattern until funds are located to move forward with its mission of serving the needs of CSU Stanislaus’s growing veteran population. If W4W is to succeed, it must receive other sources of funds and would benefit highly from developing
academic, social, and community-based partnerships with other organizations that support veterans in the CSU Stanislaus community.
Recreational Therapy Benefits Veteran Students
Existing literature validates W4W’s goal of purchasing outdoor recreation equipment to be used by student veterans participating in its Peer Mentoring outdoor recreation activities because these recreation opportunities are therapeutic to their participants. Vella et al. drew a link between leisure, social
companionship and improved physical and mental outcomes, stating: Leisure activities often include a social companionship element serving as a critical component for predicting improved physical
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and mental health outcomes. Leisure-engendered social support may moderate the effects of stress on health by working as an instrumental agent in reducing depression and physical illness symptoms” (2013, p. 255).
The authors further showed that outdoor recreation has promise in serving populations with PTSD, stating: “Outdoor recreation has promising implications for use among populations with PTSD … and recreation activities have been found to reduce self-reported levels of stress and contribute to both physical and mental health in a variety of settings and among a host of demographic samples” (Vella, 2013, p. 254).
Regular physical activity through recreation has been proven to reduce the severity of mental health disorders and provides significant mental and physical health benefits (Fontaine, 2000). Lundberg, Bennett and Smith identified the unique ability of adaptive sports and recreation activities to reduce negative mood states commonly associated with PTSD as follows:
While not all of the veterans in this sample reported experiencing PTSD, the results of this study confirm the ability of adaptive sports and recreation activities to reduce negative mood states such as: tension, depression, and anger….After participation in the therapeutic recreation program, significant changes were observed in mood states and perceived competences … and that these
findings illustrate the therapeutic potential of sports and recreation services in addressing the needs of returning combat veterans who have acquired a disability. (2011, pp. 114 & 117)
According to a recent study in 2010 by Brajsa, Merkas, & Sverko, “Through participation in leisure activities, people build social relationships, feel positive emotions, acquire additional skills and knowledge, and therefore improve their quality of life.” (2010, p. 83). Regular physical activity can also improve objective and subjective well-being (Lyubomirsky, King, & Diener, 2005).
In order to address these issues related to mental health and overall wellness, the CSU Stanislaus W4W project created an assessment and distributed it to new student orientations in the Spring 2013 and Fall 2014 semesters. Of the 35 students, who identified themselves as veterans and returned a survey, 28 served after 9/11 during Operation Enduring Freedom or Operation Iraqi Freedom. Seven of those identified veterans indicated they were interested in information about PTSD follow-up care or were interested in referrals to clinical professionals for help with PTSD and/or depression. Although small in scale, this assessment demonstrates the need for additional services and activities for CSU Stanislaus student-veterans.
Given the scope of a student-lead peer mentoring program, the W4W leadership group decided to take on the task of developing a program of recreational activities for its participants. Through recreational activities, peer
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mentors and incoming students in the W4W Project at CSU Stanislaus will
develop camaraderie and friendships that will enhance their academic experiences and increase their chances for Success. Turman, Morrison & Gonsoulin (Eds.) cite research by Kovak and Beck:
The Research indicates that student involvement in recreational sports programs, facilities, and services plays a significant role in recruiting new students, supporting the learning environment, integrating students into the social community of the campus, affiliating them with the institution, and enhancing a number of student educational and developmental outcomes” (2004, p. 1). Turman et al. further cited the work of Astin, Kuh, Pascarelli & Ternzini, in stating, “Those outcomes include enhanced recruitment and retention of students, faculty, and staff; higher grade point averages; greater student satisfaction with their overall college experience; and many other physical and intellectual benefits that accrue to students through their involvement” (2004, p. 1)
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METHODOLOGY
The primary goal of this project was to create a reusable grant template to be used by the California State University (CSU), Stanislaus Warriors 4 Warriors (W4W) Peer Mentoring Program to purchase the outdoor recreation equipment identified by an assessment administered to incoming students. Additionally, the project involved creating a Letter of Intent (LOI) to be used in applications, and a database of potential grantors which the W4W Program can use to apply for future grant funds to cover other costs.
Database
To determine the structure and needs for a grant template and LOI, a search of granting organizations was conducted. This information formed the basis of the grantor database. The materials used to create this database were garnished from a review of databases, websites available online, and examining other non-profit organizations that currently serves military populations. In fact, a great deal of the entries in the current W4W database were discovered by
searching for partner organizations that are currently working to support returning veteran populations transitioning back to civilian life, employment, and higher education. The goal was to develop a database with 10 potential grantors and have that database stored by the CSU Stanislaus Veteran Services Office. Once the database is operational, W4W Peer Mentors will be trained in how to apply for
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grants, as well as how to maintain and grow the database. The grant template and database will be available to obtain funds first for recreational equipment and then to offset training and operational costs.
Developing the W4W Grantor Database began as a very rudimentary process. During the review of the existing literature about grant writing, several references to online databases were found. Operating on that information, the Internet was searched to see what information was available about grant writing and grantor organizations, as well as to see which grantors may be a good fit for W4W needs. Prominent online databases included www.grants.gov, and
www.ca.gov/grants.html. The first is a federal database of current funders, largely federal research institutions, and the second is a grantor database operated by the State of California that includes the grant guidelines for both state and federal grants being funneled through the state.
After looking over several grants on each of these databases, it appeared that the majority of these grants were developed with an exact research goal in mind and were not a good fit for W4W. The federal and state grants found on the government websites targeted very specific pre-identified populations and W4W did not fit the identified criteria to qualify at this stage of its development. The W4W program is still in its infancy and the grants found appeared to be intended for more developed programs. It was determined that W4W needs an appropriate-sized grantor for its current size and scope. The focus for establishing a grantor
database was then narrowed down to local, established, philanthropic
organizations that support both veteran causes and higher education, and whose areas of operation included the surrounding communities of CSU Stanislaus.
The largest number of database entries was obtained from known national veterans organizations like the Wounded Warriors Project (WWP) and the Gary Sinise Foundation (GSF). Each of these organizations network with a large number of other veteran-centered philanthropic organizations, and both of their respective websites yielded information to be added to the W4W grantor database for future grant application consideration. The WWP grant has already funded programs for 2014, as they select grantees the year prior. They did, however, have a section of their website that provided contact information for other
organizations with which they partner in an effort to fulfill their mission
statement. This page linked to the Gary Sinise Foundation (GSF), whose mission is to support “Veterans, First Responders, and their families.” The GSF offers grants and is a good fit for the CSU Stanislaus W4W program. Hyperlinks on the GSF partner page yielded other veteran-friendly organizations, including the Military Order of the Purple Heart (MOPH). Within the MOPH is the Ladies Auxiliary Military Order of the Purple Heart (LAMOPH). LAMOPH offers an Aide and Service Grant that was ultimately identified as one for which the CSU Stanislaus W4W program is eligible to apply.
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This review then looked at veteran support within close proximity to the CSU Stanislaus campus. Given personal experience with both the Veterans of Foreign Wars (VFW) and the Disabled American Veterans (DAV), it seemed natural to look further into these organizations for potential support for W4W. Anecdotally, their representatives had visited me in my hospital room after I returned home to California subsequent to being wounded in Afghanistan in November 2009. After an in-depth evaluation of each, it was discovered that these organizations offer education scholarships to veterans and their families at the individual chapter level. They also have the ability to provide grants on a case-by-case basis to qualified persons and organizations they deem worthy, including local veteran and educational organizations. VFW and DAV both have several chapters in surrounding communities near CSU Stanislaus and therefore have multiple entries into the grantor database.
Kiwanis Club and Rotary Club efforts include support to active troops and veterans. Their support includes sending care packages to deployed troops that contain encouraging letters and snacks. Other programs operated by their organizations include Sweats for Vets and Toys for Tots. Both the Rotary Club and Kiwanis Club have two chapters in Turlock, California. Further, between the two organizations, there are 10 other chapters within 15 miles of the CSU
Stanislaus campus that could be utilized. However, these nearby chapters were not included in the original list of 10 grantors. Both organizations provide
scholarships on an as-needed basis upon request. Given their missions and desire to help local veterans, they are an excellent source of funding and were included in the grantor database.
Letter of Inquiry
The methodology for constructing W4W’s Letter of Inquiry template involved looking at a number of different Letters of Inquiry that were published online by various scholarly sources. Two suggested examples were closely
compared to two actual letters. These were studied in an effort to understand their similarities.
The web-based Letter of Inquiry examples included two from known non-profit organizations that offer resource guides and examples of grant-writing materials. The two examples were: Non-Profit Guides (http://www.npguides.org) and Purdue University Online Writing Lab
(https://owl.english.purdue.edu/owl/resource/981/1/). Both sites offered comprehensive information about grant writing and had examples of proposal templates and Letters of Inquiry to view. Purdue OWL’s Letter of Inquiry (https://owl.english.purdue.edu/owl/resource/657/04/) was compared to Non- Profit Guides Letter of Inquiry (http://www.npguides.org/guide/inquiryletter.pdf) and it was determined that both were very similar in design. Both examples were then compared to the two actual Letters of Inquiry. The Letter of Inquiry
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formats and presented in a simplified template. This decision was based on W4W’s status as an organization. The initial grant requests it will be seeking are offered by local non- profit organizations whose grant request criteria are far less demanding than larger and more well-known non-profit foundations and
corporations that award grants. A Letter of Inquiry is still necessary, but the simple amalgamated version will suffice under the current conditions in which W4W is operating.
Grant Template
The methodology for compiling information to be included in CSU Stanislaus Warriors 4 Warriors Grant Proposal Template began with a review of the existing literature about grant writing. There is no shortage of information on grant writing or models of grant proposal templates available. The review found that not all grants require the same application information and eligibility criteria. Different grants have varying qualifying criteria, and they vary greatly in their scope, goals and size of the funds being requested. The type of grant request will dictate the type of eligibility and reporting criteria, and there is almost always some strings attached, or actions or items the grantor wants in return for their investment.
The most stringent grants are those usually funded with precise research goals in mind. Often this research involves human subject testing, which
require very specific information about people or events and require personal information to include age, gender, race, ethnicity, socioeconomic status and marital status. Larger grants, such as a Grant for the Initiative for Maximizing Student Development offered by the National Institute of Health and Human Services, require additional information such as total population at the school, diversity and recruitment plans, annual income requirements, statistical data on the success of the project, an institutional letter of support, and research sharing plans. However, this type of information would not be needed for the types of smaller grants that W4W is currently seeking since they are small and
straightforward. The CSU Stanislaus W4W Peer Mentoring Program funding request is also very specific about what it is requesting as the grant proposal will be asking for funds to purchase a small amount of recreation equipment for military veterans to utilize while attending CSU Stanislaus. In comparison to long-term longitudinal research grants, the W4W proposal is limited in scope and financial need. A funding request of this size and nature would not normally require a strict reporting process.
The nature of W4W’s funding request meets the application qualifications to apply for grants offered by the Ladies Auxiliary Military Order of the Purple Heart (LAMOPH), The Rotary Club of Turlock, and the Kiwanis Club of Turlock. All three of these grants have similar components to their grant
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address several items. These general, open applications are intended to grant funds to local community groups and individuals. The templates are focused on understanding what the grant will be used for and the impact of the grant. The grants are tailored to provide grants to recipients whose requests meet their overall mission statements. All three of these grantors are seeking to assist the veteran population. The LAMOPH organization’s mission is to specifically assist veterans and their families, especially those who have received a Purple Heart. The Rotary and Kiwanis Clubs are both actively patriotic and seek opportunities to serve this population.
The proposal templates reviewed typically included the following six primary components: (1) Proposal Summary; (2) Description and/or History of the Organization; (3) Background of the Problem or Issue; (4) Project Description or Program Narrative; (5) Project Timeline/Budget Timeline; and (6) Project Budget. Descriptions of each of these six components are as follows:
Proposal Summary
The proposal summary or narrative should be about one paragraph, not to exceed 350 words, and should contain the amount of the funding requested with a general description of how the grant funds will be utilized. This section requires brief, clear, and concise language.
Description and or History of the Organization
The description and history of the organization requesting grant funds should be not less than one and no more than four pages long. Included in this section are the history of the organization, its infrastructure, and information about the locations of any offices that will be managing grant funds. Also include major accomplishments of the organization, and relevant experience and
accomplishments of the organization and any relevant partnerships or relationships that will be important to administrating grant funds.
Background
The suggested length of the grant proposal background section should be no less than two and no more than five pages. It is critical that this section provides the reader with an explanation of the problem that created the need for funding. Provide evidence that the problem actually exists, and that the project attempts to address or solve the problem. This is the appropriate section to mention any relevant evidence based research that supports the existence of your problem and any media attention or other activities supporting your solution strategy. It never hurts to get endorsements from high profile personalities or local politicians who champion the cause. In essence, here is a chance to sell the idea and why the funds are needed.
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Project Description
The project description may vary in length and size depending on the size of the award being sought. In either case, the description of the grant proposal’s project should be detailed and give the reader a clear idea of the program and what is to be funded. Important information that should be included is the total length of time that grant funds will be needed to support the project. This is where the project goals should be rested showing how the grant funds will be used and the outcome of the project. Be sure to re-address the population that is served, how it will be served, and what is going to change for the better as a result.
Project Timeline
This is a chronological timeline of the project. With the project
description in mind, this should describe the project from start to finish, the order of activities and events that the project will undergo to reach its desired goal or goals. Include information about how/when funds that are awarded will be spent to support each activity.
Budget
Provide the reader the expenditures that will be funded by the requested grant. Show how much funding will be required for each item, and how much of that funding will come from the grant request versus other funding sources.
Using this research, a grant request form was developed for the Warrior 4 Warrior project (Appendix A). The form was reviewed by Nadine Kent, CSU
Stanislaus Veteran Services Officer. She was chosen to review this project as she is a subject matter expert in her field and has interest in this project. Mrs. Kent has experience and understanding of the Veterans Administration as it relates to student benefits. Ms. Kent reviewed the completed grant request form and found it appropriate for W4W use.
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CONCLUSIONS AND RECOMMENDATIONS
The population of veteran students has risen sharply each year since 2009 and continues to grow by 5% each year at California State University (CSU), Stanislaus. These veterans have unique needs with respect to integration and mental health. With the continued rise of student veterans enrolled at CSU
Stanislaus, an increasing service gap will also continue as long as CSU Stanislaus budgets are cut and veteran programs continue to go unfunded. Now more than ever, Warriors 4 Warriors (W4W) needs to get established at CSU Stanislaus. Having a viable fundraising mechanism such as a grant proposal template and a database of grantors is crucial for the future success of the CSU Stanislaus W4W Peer Mentoring Program. The work done in developing a grantor database, Letter of Inquiry, and grant request template has resulted in the W4W program now having the tools it needs to achieve its mission. It will be able to move forward in obtaining funding for recreational equipment to help veterans transition and integrate into the academic environment successfully.
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REFERENCES
Bagalman, E. (2013, February 4). Mental Disorders Among OEF/OIF Veterans Using VA Health Care: Facts and Figures. Retrieved from
http://www.fas.org/sgp/crs/misc/R41921.pdf
Brajsa, A., Merkas, M., Sverko, I. (2010). Quality of Life and Leisure Activities: How do Leisure Activities Contribute to Subjective Well-Being? Springer Science+Business Media B.V. pp. 81-91
CSU Stanislaus. (2013, November 1). 2003-14 FY Budget [Data file]. Retrieved from https://www.csustan.edu/budget-central-9
CSU Stanislaus. (2012, March 12). Trustees to Grapple with Ongoing Budget Challenges [Press Release]. Retrieved from
https://www.csustan.edu/budget-central-6
Fontaine, K. (2000). Physical activity improves mental health. [Abstract]. The Physician and Sport Medicine, 28(10):83-4
Geiling, J., Rosen, J., & Edwards, R. (2012). Medical Costs of War in 2035: Long-Term Care Challenges for Veterans of Iraq and Afghanistan. Military Medicine, 177(11),1235-1244.
Griffin, K. & Gilbert, C. (2012, April 25). Easing the Transition from Combat to Classroom. Retrieved from http://www.americanprogress.org/issues/higher- education/report/2012/04/25/11473/easing-the-transition-from-combat-to-classroom/
Jones, K. C. (2013). Understanding Student Veterans in Transition. The Qualitative Report, 18, Article 74, 1-14. Retrieved from
http://www.nova.edu/ssss/QR/QR18/jones74.pdf
Kemp, J., & Bossarte, R. (2012). Department of Veteran Affairs Mental Health Services Suicide Data Report. Retrieved from
http://www.va.gov/opa/docs/suicide-data-report-2012-final-pdf
Lundberg, N., Bennett, J., & Smith, S. (2011). Outcomes of Adaptive Sports and Recreation Participation among Veterans Returning from Combat with Acquired Disability. Therapeutic Recreation Journal, 55(2), 105-120. Lyubomirsky, S., King, L., & Diener, E.. (2005) The Benefits of Frequent Positive
Affect: Does happiness Lead to Success? Psychological Bulletin,131( 6), 803-855.
Moran, R. (2011, December 8). The Difficult Transition from Military to Civilian
Life. Retrieved from http://www.pewsocialtrends.org/2011/12/08/the-difficult-transition-from-military-to-civilian-life/
National Center for Veterans Analysis and Statistics (2014, January). Education Program Beneficiaries. Retrieved from
http://www.va.gov/VETDATA/DOCS/QUICKFACTS/EDUCATION_BENE FICIARIES.PDF
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Simeone, N. (2014, February 24). Hagel Outlines Budget Reducing Troop Strength, Force Structure [Press Release]. Retrieved from
http://www.defense.gov/news/newsarticle.aspx?id=121703
Tanielian, T. & Jaycox, L (Eds.). Invisible Wounds of War: Psychological and Cognitive Injuries, Their Consequences, and Services to Assist Recovery. Rand Center for Military Health Policy Research. Retrieved from
http://www.rand.org/pubs/monographs/MG720.html
Turman, J.C., Morrison, T., & Gonsoulin, S. (Eds). (2004) Planning principles for college and university recreation facilities. Retrieved from
http://www.iupui.edu/sli/docs/rec_sports_planning_principles.pdf.
United States Department of Veterans Affairs. (2013, April). Veteran Population Projections: FY 2010 to FY 2040. [PowerPoint presentation]. Retrieved from http://www.va.gov/vetdata/docs/quickfacts/population_slideshow.pdf
Vella,J., Milligan, B., Bennett,J. (2013, March). Participation in Outdoor Recreation Program Predicts Improved Psychosocial Well-Being Among Veterans With Post-Traumatic Stress Disorder: A Pilot Study: Military Medicine, (178), 244-260
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APPENDIX A
CSU STANISLAUS WARRIORS4WARRIORS GRANT PROPOSAL TEMPLATE
I. Proposal Summary
The proposal summary or narrative should be about one paragraph, not to exceed 350 words, and should contain the amount of the funding requested with a general
description of how the grant funds will be utilized. This section requires brief, clear, and concise language.)
II. History of the Organization
The description and history of the organization requesting grant funds should be not less than one and no more than four pages long. In this section you should list the history of the organization, its infrastructure, and information about the locations of any offices that will be managing grant funds. Also include major accomplishments of the organization, and relevant experience and accomplishments of the organization and any relevant partnerships or relationships that will be important to administrating grant funds)
III. Background
The suggested length of your grant proposal background section should be no less than two and no more than five pages. It is critical that you provide the reader with an explanation of the problem that created the need for funding. You will need to provide evidence that the problem actually exists, and that your project attempts to address or solve the problem. This is the appropriate section to mention any relevant evidence based research that supports the existence of your problem and any media attention or other activities supporting your solution strategy. It never hurts to get endorsements from high profile personalities or local politicians who champion your cause. In essence, here is your chance to sell your idea and why you need funds.
IV. Project Description
Your project description may vary in length and size depending on the size of the award being sought. In either case, the description of the grant proposal’s project should be detailed and give the reader a clear idea of the program that you are asking them to fund. Important information that should be included is the total length of time that grant funds will be needed to support your project. This is where you would restate your projects goals, how you will reach them with your granted funds, and how you will measure your projects outcome. Be sure to re-address what population you are serving, how you plan on serving them, and what is going to change for the better as a result.
V. Project Timeline
Here is where you produce a chronological timeline of the project. With your project description in mind, use it as a guideline to list from start to finish, the order of activities and events that your project will undergo to reach its desired goal or goals. Include information about how/when funds that are awarded will be spent to support each activity.
VI. Budget
Provide the reader with a table that includes categories of the expenditures that will be funded by the requested grant. Show how much funding will be required for each category.
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APPENDIX B
CSU STANISLAUS RECREATION EQUIPMENT GRANT PROPOSAL TO THE ROTARY CLUB OF TURLOCK - SPRING 2014
Proposal Summary
Warriors 4 Warriors Peer Mentoring Program (W4W) is seeking $1,000.00 to purchase new recreation equipment to serve CSU Stanislaus’ growing military veteran student population as they transition from the military to academic life as college students. This equipment is to be used for peer mentor training and then loaned out to W4W students and staff during the course of scheduled W4W recreational activities.
History of the Organization
Warriors 4 Warriors (W4W) is a n e w C S U S t a n i s l a u s P eer Mentoring program for veterans who attend California State University, Stanislaus. The purpose of the W4W program is to match current student-veterans with incoming freshman and transferring student-veterans, in an effort to support their readjustment to civilian and student life. Transition to the campus
community can be eased by receiving support and resources from our group of trained student-veteran mentors. W4W aims to assist student- veterans with navigating the academic environment through friendship, camaraderie, and shared experiences to increase their success and engagement within the university.
At this time, Warriors 4 Warriors is searching for partnerships with other local organizations that are interested in supporting the education goals of local student veterans in the CSU Stanislaus community. W4W currently operates as a student club and is chartered under CSU Stanislaus Associated Student
Incorporation (CSU ASI) and relies on its own fundraising. Limited
administration support is provided by the CSU Stanislaus Veterans Service Office.
Background
According to Nadine Kent of the CSU Stanislaus Veterans Service Office, of the California veteran students, CSU Stanislaus had enrolled 142 undergraduate and 10 graduate veteran students for the 2013-2014 academic years. She stated that “this is an increase in veteran student enrollment from just one year ago, and we [CSU Stanislaus] continue to average a 5% increase of incoming veteran students each year and have since a large surge in 2009.
Many veterans experience transition issues coming out of the military and, while many look to further education as a means to reintegrate, the change in environment from military to academia poses its own challenges that are often difficult to navigate. “Military service is difficult, demanding and dangerous. But
returning to civilian life also poses challenges for the men and women who have served in the armed forces, according to a recent Pew Research Center survey of 1,853 veterans. While more than seven-in-ten veterans (72%) report they had an easy time readjusting to civilian life, 27% say re-entry was difficult for them—a
proportion that swells to 44% among veterans who served in the ten years since the Sept. 11, 2001 terrorist attacks” (Moran, 2011, para. 1)
Many of these veterans leaving service are now reintegrating into society by going back to school to obtain new job skills. This transition into higher learning from the military poses its own set of issues as the environments are quite different. According to Reisser (as cited in Jones, K., 2013, p.1), “The way in which veterans created meaning for their life in the military is often different than the way they create meaning as students on campus. This dichotomy is a key challenge for student
veterans transitioning to higher education. Much of military training forces service members into pre-assigned identities that, while valued in the military, may have little correlation in their new roles as students in higher education”.
Project Description
The purpose of the Warriors 4 Warriors peer mentor program is to help facilitate the student veteran transition from a rigid military structure to the academic environment here at CSU Stanislaus. The Warriors 4 Warriors (W4W) program aims to increase academic success, enhance camaraderie and decrease social isolation among student veterans at CSU Stanislaus through the use of peer mentoring services
As these veterans integrate into the academic environment, they benefit from continued academic and social support designed to promote their continued well-being. Student veteran organizations play a key role in helping veteran students integrate at school and find success. (Griffin & Gilbert, 2012)
Student mentors will make contact with incoming students who have
expressed interest in the program and arrange a meeting if the student veteran wishes. The mentor and mentee shall be paired with one another for the duration of the incoming students first semester at CSU Stanislaus. The veteran mentees will continue to drive their mentor experience, based on individual needs. Mentors will make themselves available to mentees in a supportive and empowering manner in order to carry out the W4W objectives.
In addition to the one on one support that will be made available to mentees, W4W will organize voluntary opportunities for mentees and mentors to make
connections through physical and social activities in group settings. Organized events may include cycling, bowling, camping, cross-fit workouts and yoga. W4W will continue to utilize established resources such as the CSU Veterans Club and Modesto Vet Center in order to help facilitate these events. These organized events will be highly encouraged and readily available.
Through recreational activities, mentors and incoming students will develop camaraderie and friendships which will enhance their academic experience and increase their chances for success at CSU Stanislaus. Regular physical activity
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through recreation has been proven to reduce the severity of mental health disorders and provides significant mental and physical health benefits (Fontaine, 2000). Lundberg, Bennett and Smith (2011) identified the unique ability of adaptive sports and recreation activities to reduce negative mood states commonly associated with PTSD. The creation of W4W has the opportunity to help new and current student veterans at CSU Stanislaus transition into college in a way never before possible.
Project Timeline
May 2014 - Fundraise and submit grant and partnership requests to local organizations.
June 2014 - Follow up on all funding requests and prepare for the tracking of and disbursement of funds.
July 2014 - Receive funds from grants and other fundraisers. Allocate funds to purchase recreation equipment, receive, reconcile, and inventory equipment. August 2014 - Fall 2014 Peer Mentor Training at CSU Stanislaus debuting new recreation equipment for training and development.
Budget
5 Mikasa Serious Soccer Balls @ $16.31ea.
$81.55 + Tax 2 Mikasa Waka TM Kick Balls @ 18.09
ea. $36.04 + Tax 3 10X10 EZ UP Sun Shelters @ $179.31 ea. $531.93 + Tax 2 Igloo 44363 Coolers (15 Qts.) @ $73.02 ea. $146.04 + Tax 4 Coleman Big Basin Sleeping Bag @
$56.21
$224.84 + Tax 2 Coleman 4-Person Instant Tent @
$74.99
$149.98 + Tax
*Recreation Equipment Total is $1170.38 + estimated Tax (7.625%) = 89.24 =1259.62
APPENDIX C
LETTER OF INQUIRY TO ROTARY CLUB
Warriors 4 Warriors
One University Circle MSR 120 Phone (209) 667-3081
Turlock, CA 95683 Fax (209) 667 -3788
Rotary Club of Turlock P.O. Box 1713
Turlock, CA
Dear Rotary Club of Turlock,
My name is Lee Field, and I am a graduate student at California State
University Stanislaus. I am writing to you today to introduce you to CSU Stanislaus Warriors 4 Warriors Peer Mentoring Program.
Warriors 4 Warriors (W4W) is a peer mentoring program for veterans who attend California State University, Stanislaus. The purpose of the W4W program is to match current veteran students with incoming freshman and transferring veteran student, in an effort to support their readjustment to civilian and student life. Transition to the campus community can be eased by receiving support and resources from our group of trained student-veteran mentors. W4W aims to assist student veterans with navigating the academic environment through friendship, camaraderie, and shared experiences to increase their success and engagement within the university.
Warriors 4 Warriors is seeking funds to purchase outdoor recreation equipment for our mentor training program. Recreation is a proven means for assisting veterans in transitioning from a military environment to academia. At this time W4W is asking your club for $1000.00 to help us purchase equipment. The equipment is intended to be used for peer mentor training. Training includes education of veteran’s service resources, academic advice, leadership, and
psychological first aid. Training occurs at a campground yet to be determined and will consist of three days and two nights. Key staff includes veteran Master of Social Work graduate students Colin Kalahar and Gina Horton, both of whom transitioned from the military to CSU Stanislaus. The equipment would then be used to promote ongoing activities between the peer mentors and the veteran students.
At this time, we are reaching out to other local organizations for funding and have thus far had on campus fundraisers to include our Fall W4W BBQ and
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Winter Christmas Tree Sales. W4W plans on introducing for the Winter 2014/2015 school semester, a student taxi and delivery service.
It is our hope that the Rotary Club of Turlock sees the merit in supporting CSU Stanislaus Warriors 4 Warriors Peer Mentoring Program. On behalf of Warriors 4 Warriors I would like to thank you for your consideration and invite your organization to contact us at the CSU Stanislaus Campus to answer any further questions you may have.
Regards, Lee K. Field
APPENDIX D
