The Next Generation of Grant Professionals

Many seasoned grant professionals fell into the profession by accident and learned on the job. Thankfully, today at least one major research university now has an entire division within the English Department called Business & Technical Writing that is expressly devoted to the types of professional writing that prepare students for future careers. As only about 5% of Grant Professionals Association members are in their twenties, it is important that we strengthen the pipeline of future grant professionals by meeting them where they already are – in college classes.

The university course catalog includes this description of the grant course:

Writing Grant Proposals is designed for students who hope to enter professional careers requiring knowledge of grant writing. The course will teach students the mechanics of proposal writing and the political and social aspects of “grantsmanship,” as they develop their skills in identifying sources of grant funding, doing useful research to support their applications, and tailoring their proposals to specific audience interests. The final product will be a complete submission-ready grant proposal packet.

The course is open to all majors as part of the School of Arts & Sciences, which established the following curriculum goals that all courses must meet; they are remarkably similar to the competencies established by the Grant Professionals Certification Institute to validate professional skills:
• Communicate complex ideas effectively, in standard written English, to a general audience.
• Evaluate and critically assess sources and use the conventions of attribution and citation correctly.
• Analyze and synthesize information and ideas from multiple sources to generate new insights.
• Respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision.
• Communicate effectively in modes appropriate to a discipline or area of inquiry.

Each assignment uses resources from the field. For example, the first paper is a needs assessment. The class uses the US Census Data Gems, mapping software, and various state and national databases. This assignment allows the class to discuss how to respectfully talk about the population of focus without “othering” them. Other assignments include a research-paper (which focuses on evidence-based program design), a midterm LOI written to a specific funder, a site visit presentation, and the final full proposal.

Each semester’s course evaluations include comments like this:
• “Literally the only course I have taken that genuinely teaches a marketable skill post-graduation”
• “This was one of, if not the most, interesting and beneficial classes I have taken”
• “Showed me another viable career path as I prepare to graduate, made me look at issues constructively and critically, improved writing and public speaking skills.”
• “Before this semester I thought I would’ve hated everything about this class and now I’m thinking about pursuing a career in Grant Writing!!”
• “Probably one of the most useful classes I have ever taken not directly associated with my major.’

Many students who have taken this class are now employed in the sector. Hopefully more universities see the importance of preparing the next generation of grant professionals.