Guidelines
for Developing and Preparing a Proposal
Introduction
The creativity of your proposals will drive
the success of the National Center and creativity in the development
of these educational tools is highly encouraged. The wide use
of technologies to enhance the end product with interactivity
should be a goal of any developer. Learning modules should contain
a good mix of graphics, text, and activities that will keep the
user's interests and attention. Interactive features of learning
modules should include items such as digital video, interactive
graphics, Flash™ products, quizzes, and a host of other
activities. The Advisory Board does not wish to specify the exact
learning module form. The limited guidelines presented here are
to guide your creativity.
You are invited to submit as many module proposals
as you would like. Please note, however, each module proposal
must be submitted separately and include a cover page and budget
form.
Topic
Selection
Topics for the modules are numerous. Any natural
resource topic or issue that is relevant to nonfederal landowners
is applicable; however, it is highly suggested you work within
the topics listed below. Topics should encompass some aspect
of natural resource management including, but not limited to
forests, wildlife, range, water, fisheries, etc. Issues addressed
should be of prominence and concern at the current time in order
to better serve the user. Priority consideration will be given
to modules that are widely applicable, i.e. modules should be
designed to be beneficial on a regional or multi-state basis.
A list of suggested topics is as follows:
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A. Forest Management of Particular
Stand Types |
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Modules in this topic should be
overall handbooks for the management of specific forest types,
such as “Managing Southern Yellow Pines” or “Managing
Douglas Fir.” Each module would need to include information
on management of fish and wildlife habitat, forest stand improvement,
timber management, water quality, pests, and other information.
Examples of print materials that cover this type of topic
can be seen by following the link below.
http://sref.info/publications/online_pubs/
Listed are:
Managing the Family Forest in the South
Landowners Handbook for Managing Southern Pines
Woodland Correspondence Course
Cypress Management: A Forgotton Opportunity
Southern Hardwood Management
Forest*A*Syst National Prototype Manual
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B. Range Ecology and Economics |
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Modules in this topic would cover information
such as basic range ecology, range management, pasture environment
management, and/or range economics.
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C. Other Areas |
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Other module topics will be considered. These
topics may include decision-making models, biodiversity, how
to handle inheritance/wills with forest land, or thinning: what
it does, when should you do it, methods, etc; wildlife, aquatics,
and others.
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Also, before selecting a topic, please click
here to view modules already online or to view modules currently
in development. Funding
preference will be given to modules that expand the topic coverage
of the Center.
Proposal
Guidelines
General Formatting
Full proposals will be strictly limited
to six pages in length, excluding the title page, budget sheet,
and budget narrative. Any submission longer than six pages will
be returned. Proposals should be formatted to 8 ½ x 11 sheets
with 1-inch margins, 12-point font, and single or double spacing.
Proposal Outline
| 1. |
Cover Sheet - Use CSREES
Form 2002. Please provide all requested information. |
| 2. |
Need - Describe the
clientele need that the module addresses. Clearly describe
the geographic area that the module will address. Describe
the importance of the topic covered to private forest and
range landowners. |
| 3. |
Learning |
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a. |
Objectives - Describe the educationally based
objectives of the module. |
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b. |
Process - Explain the learning process
of the module. How will users achieve the learning objectives?
Specifically address how the learning process incorporates
the ADEC principles and guidelines? |
| 4. |
Content Outline - Provide
a detailed plan of the format and flow of the module. How
will the module work and what is the path that users will
follow through the module? |
| 5. |
Web Utilization - Provide
a detailed description of the unique and interactive features
of the Internet that will be utilized in the module. |
| 6. |
Extension Educators - Describe
the features that will be provided for Extension educators
in conjunction with the topic of the module. |
| 7. |
Maintenance - Describe
if and how the module will be kept up-to-date and maintained.
Some modules may require little maintenance, while those
with time-sensitive material and information will require
regular maintenance. |
| 8. |
Timeline - Detail
the timeline of the development of the module from the release
of a contract to delivery of the finished module. Remember,
timelines shall not exceed one year. |
| 9. |
Budget - Please be
as detailed as possible in the budget description. The budget
is to be submitted on CSREES
Form 2004. Remember, no proposal should ask for more
than $15,000. The following sections need to be addressed
on the form and detailed in a budget narrative: |
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a. |
Salaries and Wages - List and describe
all salaries to be paid. |
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b. |
Fringe Benefits - List fringe benefits in
one total sum. |
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c. |
Nonexpendable Equipment - List nonexpendable
equipment such as digital cameras and software. Give detailed
explanation (name, cost) of each item. However, NO COMPUTER
HARDWARE may be purchased with this grant. |
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d. |
Materials and Supplies - List and summarize
all materials and supplies. |
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e. |
Travel - Explain and detail all travel
costs. Remember, costs related to attendance to the mandatory
workshop in Knoxville will be paid directly by the Center
and should not be included in your budget. |
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f. |
Computer costs - Give a detailed explanation
and description of all computer-use related costs. This category
includes contract web development, files conversion and manipulation
costs, and other associated computer access costs |
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g. |
Student Assistance and Support - Detail
funds used to support undergraduate student assistance. No
funds can be used for tuition and fees. |
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h. |
Other Direct Costs - Please detail
all costs not covered by previous categories. |
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i. |
Indirect Costs are not allowed under this
grant process. |
| 10. |
Criteria for Web Design |
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a. |
The National Center utilizes an online
system for authoring web pages and modules. The system
is very user friendly and will enable you to author pages
with little or no web programming experience. This should
reduce your need to rely on costly technical programming.
However, it is advised to work with a traditional web programmer
to fully take advantage of all the web has to offer. |
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b. |
File types - All module web pages must
be formatted and delivered in .html, .asp, .sql, or .xml. |
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c. |
Audio files must be formatted in Real format
or Quicktime format. |
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d. |
Video files must be formatted in Real format,
Quicktime format, or mpeg2 format. |
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e. |
Image files must be formatted in .tiff, .gif
or .jpeg formats. |
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f. |
No word processing files, except for instances
such as customizable forms. Any other text file must be formatted
in Adobe Acrobat (.pdf). |
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g. |
f. The Center will also support Macromedia
Flash™ elements. |
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h. |
Exact formats and content management will
be discussed at the developer’s workshop. |
More detailed information on web design and
delivery will be covered for those selected to receive funding
at the developer’s workshop.
Criteria
by Which Proposals Will Be Evaluated:
| 1. |
How well does the project incorporate ADEC
principles and ideas concerning web-based learning, and does
the proposal address those issues. |
| 2. |
Does the proposal relate to the two topic areas identified
in the RFP. |
| 3. |
Timeliness of topic, relevance and importance of topic
to private forest and range landowners and relations to suggested
topic list. |
| 4. |
Grant funds must be distributed across regions. |
| 5. |
PI must be from a land-grant university. |
| 6. |
Extension Educator Resources - Describe all resources
that will be provided for use by Extension educators. |
| 7. |
Broad (geographic) applicability of the module. |
| 8. |
Use of budget. |
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