Grantspersonship. Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA
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1 Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA
2 Survival Skills and Ethics Program Topics include Writing research articles Making oral presentations Obtaining advanced training Teaching Job hunting Managing personnel Obtaining funding
3 Acknowledgments Lillian Pubols (NINDS) Miner, Miner & Griffith Proposal Planning and Writing Ogden and Goldberg Research Proposals: A Guide to Success...and many others
4 Types of grants objective training/career fellowship career award research conference equipment infrastructure form investigator-initiated individual groups set-aside grants contracts
5 Types of grants objective training/career fellowship career award research conference equipment infrastructure form investigator-initiated individual groups set-aside grants contracts
6 Availability of grants Other government non-government organizations philanthropic foundations health voluntaries corporations private individuals
7 Why don t people get funded?
8 Why people don t get funded because it is too hard?
9 Why people don t get funded because it is too hard? already accomplished harder tasks
10 Why people don t get funded inadequate concept
11 Why people don t get funded inadequate concept A good idea is necessary, but not sufficient.
12 Why people don t get funded inadequate concept poor presentation
13 Why people don t get funded inadequate concept poor presentation poor understanding of process
14 Why people don t get funded inadequate concept poor presentation poor understanding of process lack of persistence
15 Why people don t get funded inadequate concept poor presentation poor understanding of process lack of persistence Good grants are not funded, excellent ones are
16 Grantspersonship Preparing 1. establish frame of mind 2. develop concept 3. identify funding source 4. inform your institution 5. refine concept Submitting 9. get approvals 10. obtain assignment 11. submit application 12. provide add l material 13. ensure receipt Writing 6. think like a reviewer 7. outline, write, edit 8. get feedback & revise Responding 14. await review 15. study report 16. respond to report
17 Grantspersonship Preparing 1. establish frame of mind 2. develop concept 3. identify funding source 4. inform your institution 5. refine concept Submitting 9. get approvals 10. obtain assignment 11. submit application 12. provide add l material Think ahead and plan backwards 13. ensure receipt Writing 6. think like a reviewer 7. outline, write, edit 8. get feedback & revise Responding 14. await review 15. study report 16. respond to report
18 Grantspersonship >3 m 1. establish frame of mind 2. develop concept 3. identify funding source 4. inform your institution 5. refine concept 9. get approvals 10. obtain assignment 11. submit application 12. provide add l material 13. ensure receipt 2-60d 0 d 2 m 6. think like a reviewer 7. outline, write, edit 8. get feedback & revise 14. await review 15. study report 16. respond to report
19 Phase I: Preparing 1. establish frame of mind 2. develop concept 3. identify funding source 4. inform your institution 5. refine concept
20 Establish frame of mind often: little enthusiasm
21 Establish frame of mind often: little enthusiasm better: a wonderful opportunity
22 General points to keep in mind proposal in contrast to research manuscript read by many fewer likely to have much greater impact material can be recycled from previous ms into future ms
23 Develop a Concept That FITS
24 Develop a concept that FITS Fills a gap in knowledge
25 Develop a concept that FITS Fills a gap in knowledge Important to the field funding agency you
26 Develop a concept that FITS Fills a gap in knowledge Important Tests a hypothesis
27 Develop a concept that FITS Fills a gap in knowledge Important Tests a hypothesis Short-term investment in long-term goals
28 Identify Funding Source
29 Identify funding source select agency
30 Source of information internet reference books colleagues acknowledgements on papers office of research at your institution libraries
31 Identify funding source select agency improve odds: match objectives
32 Identify funding source select agency improve odds: match objectives research interests
33 Identify funding source select agency improve odds: match objectives research interests personal characteristics career phase gender developing nation
34 Identify funding source select agency improve odds: match objectives communicate with program staff
35 Ask program staff is concept relevant
36 Ask program staff is concept relevant current instructions
37 Ask program staff is concept relevant current instructions who reviews
38 Ask program staff is concept relevant current instructions who reviews what are criteria
39 Ask program staff is concept relevant current instructions who reviews what are criteria funding percentage level (amount, years)
40 Ask program staff is concept relevant current instructions who reviews what are criteria funding percentage level (amount, years) characteristics of strong proposals weak proposals
41 Ask program staff is concept relevant current instructions who reviews what are criteria funding percentage level (amount, years) characteristics strong proposals weak proposals appendix material ok? when, to whom?
42 Ask program staff is concept relevant current instructions who reviews what are criteria funding percentage level (amount, years) characteristics strong proposals weak proposals appendix material ok? when, to whom? pre-review possible
43 Contacting program staff in their offices phone letter in person (by appointment) at professional meetings
44 Inform Your Institution
45 Inform your institution departmental chairperson office of research secretarial assistant fiscal assistant people to give feedback
46 Develop Concept
47 Refine Develop Concept
48 Refine your concept review current literature
49 Refine your concept review current literature talk with colleagues
50 Refine your concept review current literature talk with colleagues think hard
51 Refine your concept review current literature talk with colleagues think hard think harder
52 Phase II: Writing the proposal 6. think like a reviewer 7. outline, write, edit 8. get feedback & revise
53 Think like a reviewer
54 What do they want to know?
55 Think like a reviewer
56 What do they want to know?
57 Time spent reading proposal primary reviewer (writes report) reader (no report) discussion at study section 7-8 hr 1 hr 20 min Survey by Janet Rasey Proposals reviewed were NIH R01
58 Write for the reviewer use standard organization provide clear, and very visible answers to review criteria anticipate reviewer's questions and provide answers state relation to funder s mission
59 Write for the reviewer, part 2 use standard organization provide clear, and very visible answers to review criteria anticipate reviewer's questions and provide answers state relation to funder s mission
60 Phase II: Writing the proposal 6. think like a reviewer 7. outline, write, edit 8. get feedback & revise
61 Think like a reviewer
62 Stock the sections Research plan Specific Aims Background and Significance Preliminary Data Research Design and Methods Budget and Justification References
63 Outline, Write, and Edit
64 Outline, Write, and Edit being with a full outline
65 Outline, Write, and Edit being with a full outline write initial draft without editing
66 Outline, Write, and Edit being with a full outline write initial draft without editing edit thoroughly
67 Outline, Write, and Edit being with a full outline write initial draft without editing edit thoroughly
68 Editing avoid vague qualifiers use active voice
69 General organization have a table of contents make it easy to find key points bold face headings and terms cross references some redundancy
70 Appearance
71 Appearance select good type face
72 Appearance select good type face good Times Roman Century Schoolbook
73 Appearance select good type face good never! Times Roman courier Century Schoolbook Helvetica
74 Appearance select good type face good never! Times Roman courier Century Schoolbook Helvetica size > 11 pt
75 Appearance select good type face good never! Times Roman courier Century Schoolbook Helvetica size > 11 pt occasionally use special fonts bold face italics
76 Appearance select good type face write in paragraphs
77 Appearance select good type face write in paragraphs 1 major idea per paragraph topic sentences use headers frequently
78 Appearance select good type face write in paragraphs let your text indent paragraphs skip line between paragraphs
79 A. Background and Significance The importance of training in "survival skills:" Success in science requires a solid background in a specific scientific discipline as well as extensive laboratory experience. However, for individuals to develop into accomplished professionals, they must acquire survival skills, that is, they must be able to communicate effectively, both orally and in writing, obtain employment and funding, manage stress and time, teach, and behave responsibly (1,2,3).This has always been the case and is becoming even more true as our doctoral and postdoctoral trainees need to be prepared for a variety of vocations (3, 4) In addition to traditional jobs in academia, many of our trainees will ultimately find themselves doing research in industry, teaching in 4-year colleges, or serving in some administrative capacity. Others will combine their PhDs with professional degrees in medicine or law and become clinical researchers, patent lawyers, or become involved in the the formulation of public policy. With many of these new vocations, extra-laboratory skills become even more essential (3). Traditionally, higher education in the sciences has focused almost exclusively on the content of the scientific discipline and on research methodology. Indeed, individuals employed in research and related fields often complain that although their academic training provided them with a sound foundation in their
80 A. BACKGROUND AND SIGNIFICANCE The importance of training in "survival skills." Success in science requires a solid background in a specific scientific discipline as well as extensive laboratory experience. However, for individuals to develop into accomplished professionals, they must acquire survival skills, that is, they must be able to communicate effectively, both orally and in writing, obtain employment and funding, manage stress and time, teach, and behave responsibly (Bloom 1992; Bird 1994; National Academy of Sciences 1995). This has always been the case and is becoming even more true as our doctoral and postdoctoral trainees need to be prepared for a variety of vocations (National Academy of Sciences 1995; Varmus 1995). In addition to traditional jobs in academia, many of our trainees will ultimately find themselves doing research in industry, teaching in 4-year colleges, or serving in some administrative capacity. Others will combine their PhDs with professional degrees in medicine or law and become clinical researchers, patent lawyers, or become involved in the formulation of public
81 Follow-up survey Participants from our 1995, 1996, and 1997 trainer-of-trainers workshops were recently sent a survey to see what they had done to provide training in survival skills and ethics at their institution. (The 1995 workshop was made possible by an earlier grant.) Thus far, slightly more than half of all former participants have responded. Even if one assumes that none of the non-respondents did not implement any instruction at all (unlikely), the results of this survey still provide a clear indication of the impact of our program. Instruction implemented by participants: The total number of hours of instruction in survival skills and ethics that was provided in by former participants was compared Figure 1 Implementation with the instruction offered in the year prior to their attendance (Figure 1). The number of students taught in new or preexisting (but expanded) courses increased by an average of 25 hr per year among the respondents. instruction provided (hr) before ' Workshop participant
82 Appearance select good type face write in paragraphs let your text b r e a t h conform to instructions! - type size - margins - # pages - sections
83 Check photocopy quality
84 Get Feedback
85 Asking for help Yes program staff former reviewer colleague NO! current reviewer
86 Get feedback establish mentors early
87 Get feedback establish mentors early provide clear instructions what when
88 Get feedback establish mentors early provide clear instructions take no for an answer
89 Get feedback establish mentors early provide clear instructions take no for an answer remind gently
90 Get feedback establish mentors early provide clear instructions take no for an answer remind gently show appreciation
91 Get Feedback and Revise
92 Phase III: Submitting 9. get approvals 10. obtain assignment 11. submit application 12. provide additional material 13. ensure receipt
93 Get approvals
94 Get approvals use of subjects human (IRB) animals (IACUC) safety agreements collaborators consultants university administrators
95 Get approvals use of subjects human (IRB) animals (IACUC) Allow safety enough agreements time! collaborators consultants university administrators
96 Obtain Assignment
97 Obtain the right assignment program relevance availability of funds sympathetic review competent reviewers
98 Clues for assignment officer title abstract list of key words specific aims cover letter input from program staff
99 Submit Application
100 Submit application know the deadline postmark versus arrival absolute or flexible
101 Submit application know the deadline anticipate problems bad weather equipment failures holidays sickness
102 Submit application know the deadline anticipate problems give yourself extra time (everything takes longer than you think)
103 Submit application know the deadline anticipate problems give yourself extra time what if you are late?
104 Submit application know the deadline anticipate problems give yourself extra time what if you are late? call and ask there often is a grace period
105 Submit application know the deadline anticipate problems give yourself extra time what if you are late? call and ask there often is a grace period sometimes there isn t
106 Submit application know the deadline anticipate problems give yourself extra time what if you are late? also send copy to program officer
107 Ensure Receipt
108 Provide Additional Material
109 Phase IV: Responding 14. await review 15. study report 16. respond to report
110 Await Review
111 What will be happening 1. assignment
112 What will be happening 1. assignment 2. evaluation staff peers sitting panel external reviewers site visit (rare)
113 What will be happening 1. assignment 2. evaluation 3. prep of report, which may not be available need to request take 2-3 mo be incomplete contain contradictions
114 Study Report and Respond
115 Possible outcomes scored high gray area low
116 Possible outcomes scored high gray area low rejected
117 Possible outcomes scored high gray area funding? low rejected
118 Reasons for rejection: Research proposals unoriginal ideas diffuse, superficial lack of knowledge uncertain future directions inadequate rationale poor reasoning unrealistic workload lack of expt l detail uncritical approach
119 Reasons for rejection: Fellowships weak candidate productivity letters training poor mentor research funding experience inadequate proposal quality of research relevance to training weak institution colleagues support
120 If budget is reduced estimate what can be accomplished renegotiate objectives experiments save rest for future application
121 If score is in gray zone talk to program officer consider providing additional material rebuttal evidence of feasibility
122 quit If funding is not provided
123 If funding is not provided quit application MUST have merit if you followed previous steps
124 If funding is not provided quit same application with rebuttal
125 If funding is not provided quit same application with rebuttal revised application some changes some rebuttal
126 If funding is not provided quit same application with rebuttal revised application some changes some rebuttal request new reviewers
127 Persistence pays > 50% NIH applicants funded
128 Behave responsibly throughout
129 Behave responsibly source of material text ideas data
130 Behave responsibly source of material adequacy of methods
131 Behave responsibly source of material adequacy of methods collaborations
132 Behave responsibly source of material adequacy of methods collaborations pilot data
133 Behave responsibly source of material adequacy of methods collaborations pilot data budget
134 Behave responsibly source of material adequacy of methods collaborations pilot data budget biosketch
135 Behave responsibly source of material adequacy of methods collaborations pilot data budget biosketch General principle: Do not misrepresent anything.
136 Advice to junior investigators
137 Timeline for NIH proposal: From application to funding Date Step Feb 1, 2001 application Jun Jul, 2001 review Aug Sep, 2001 summary statement Nov 1, 2001 revised application Feb Mar 2002 review May Jun, 2002 council meets July 1, 2002 funding begins Assume approximately 18 months.
138 Advice to junior investigators get funded as soon as possible funding track record helps get more $ jobs, promotions easier with grant proposals often not funded first time
139 Advice to junior investigators get funded ASAP starting small is fine amount time
140 Advice to junior investigators get funded ASAP starting small is fine make sure previous work published
141 Advice to junior investigators get funded ASAP starting small is fine make sure previous work published every proposal should be excellent
142 Advice to junior investigators get funded ASAP starting small is fine make sure previous work published every proposal should be excellent letters from others can help
143 Advice to junior investigators get funded ASAP starting small is fine make sure previous work published every proposal should be excellent letters from others can help don t stop till you have more than enough
144
145 Components of an Application
146 Components title abstract research plan objectives significance preliminary data research design, methods
147 Components title abstract research plan objectives significance preliminary data research design, methods budget budget justification biosketches approvals letters appendix
148 Components title abstract research plan objectives significance preliminary data research design, methods budget budget justification biosketches approvals letters appendix
149 Title mini-abstract accurate statement of long-term goals conform to guidelines include key words
150 Abstract Contents background specific aims unique features methodology expected results method of evaluation generalizability relation to field broad impact
151 accurate simple interesting not provocative key words Abstract
152 Research plan Specific aims Background & Significance Preliminary Data Research Design & Methods
153 state objectives Research plan
154 Research plan state objectives provide background general literature your work reviewer s work
155 Research plan state objectives provide background be hypothesesdriven
156 Research plan state objectives provide background be hypothesesdriven highlight strengths ideas methods
157 Research plan state objectives provide background be hypothesesdriven highlight strengths emphasize practicality methods preliminary data time & skills
158 Research plan state objectives provide background be hypothesesdriven highlight strengths emphasize practicality methods preliminary data time & skills discuss outcomes, have contingencies
159
160
161
162
163
164
165 Methods tell why your method is best
166 Methods explain why your method is best provide details methodology controls instruments to be used information to be collected: value & limitations precision of data procedures for data analysis interpretation
167 Methods explain why your method is best provide details identify pitfalls, how will overcome
168 Methods explain why your method is best provide details identify pitfalls, how will overcome specify alternative method if yours fails
169 Methods explain why your method is best provide details identify pitfalls, how will overcome specify alternative method list sources of unique materials reagents materials populations
170 Methods explain why your method is best provide details identify pitfalls, how will overcome specify alternative methods list sources of unique materials consider input from statistician methods for data analyses amt data to collect
171 Timeline Approximate Timeline (in years) Experiment Impact of GDNF on cell death Signaling underlying effects of GDNF Molecular basis of neuroprotection
172 Project evaluation (included in proposal) specify who will conduct internal external relate measures to objectives include evaluation instrument if available
173 Personnel
174 Personnel name individual when possible indicate selection procedures
175 Collaborators & consultants add skills, expertise add credibility
176 Biographical sketches include for critical personnel Principal Investigator (PI) Co-Principal Investigator (Co-PI) Co-Investigators (Co-I) Collaborators Consultants Research assistants
177 Biographical sketches include for critical personnel highlight relevant accomplishments
178 Biographical sketches include for critical personnel highlight relevant accomplishments ensure accuracy training, experience publications grant support
179 Budget reasonable for the project for the agency inflationary increases new costs in subsequent years
180 Budget service/maintenance costs insurance shipping training to use new equipment
181 justify all equip carefully
182 Budget reasonable justify all requests amounts time
183 Justification personnel % effort on project responsibilities
184 Justification personnel Ben Aster, Ph.D., 20% effort. Dr. Aster is responsible for program evaluation.
185 Justification personnel Ben Aster, Ph.D., 20% effort. Dr. Aster is responsible for program evaluation. He develops evaluation instruments, administers surveys, compiles and analyzes the data, initiates follow-up inquiries, and writes evaluation reports.
186 Justification animals quantity cost at age days housed cost of housing
187 Budget reasonable justify all requests amounts time explain appearance of overlap
188 Budget reasonable justify requests explain appearance of overlap new NIH format: modular budgets cost-share when possible funds services equipment
189 Construction of budget salaries 50,000 supplies 25,000 equipment 15,000
190 Construction of budget fringe benefits salaries 50,000 fringe benefits (20%) 10,000 supplies 25,000 equipment 15,000
191 Construction of budget fringe benefits direct costs salaries 50,000 fringe benefits (20%) 10,000 supplies 25,000 equipment 15,000 DC 100,000
192 Construction of budget fringe benefits direct costs indirect costs salaries 50,000* fringe benefits (20%) 10,000* supplies 25,000* equipment 15,000 DC 100,000 IDC 42,500 Total Award $142,500
193 Resources and environment to document resources available equipment space facilities support staff
194 Equipment grants relation to existing resources value added to research in your research unit outside research unit benefits for students implications of not having equipment
195 Subject welfare know, adhere to guidelines get appropriate approvals
196 Human subjects characteristics of subjects, population recruiting methods criteria for selection consent procedures potential risks how risks will be minimized benefits to subjects and community inclusion of women and minorities
197 Vertebrate animals detail proposed use justify species and number veterinary care minimizing stress, discomfort justification for method of euthanasia
198 Letters letters of agreement obtain from collaborators, consultants to document type, level of involvement access to special reagents, equipment methods populations improve by providing sample
199 Letters letters of agreement letters of recommendation may be required could be optional could be inconspicuous
200 Supplementary materials: Some examples coloror enlarged figures reprints of your work updated information results other accomplishments
201 Supplementary material find out if, when, where never use to circumvent page limits!!
202 Summary there is money available
203 Summary there is money available getting it takes a good idea a proper match good grantspersonship persistence
204 Summary there is money available getting it takes a good idea a proper match good grantspersonship persistence it is hard work
205 Summary there is money available getting it takes a good idea a proper match good grantspersonship persistence it is hard work it is so worth it!
206
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