Grant Writing

Tenured and Non-Tenured College of Education Faculty Motivators and Barriers in Grant Writing: A Public University in the South

by Patrick Walden

Co-authored with Dr. Valerie C. Bryan from Florida Atlantic University. Published in Journal of Research Administration.

The purpose of this investigation was to identify College of Education (COE) faculty
members’ perceptions of... more The purpose of this investigation was to identify College of Education (COE) faculty
members’ perceptions of motivators and barriers to grant writing at a public university in the
South, to compare the university’s COE faculty perceptions to previously published survey
results of Colleges of Education at Research I institutions, and to compare tenured and
non-tenured faculty’s responses. The survey instrument was adapted, with permission, from
the instrument reported by Boyer and Cockriel (1998) for administration online. Several
significant motivators were identified for the faculty: opportunity to probe or research new
information; personnel support such as graduate assistants and clerical help when proposals are
funded; having travel money available for conferences; building my professional reputation as a
capable researcher; personnel support such as graduate assistants and clerical help when preparing proposals; more flexibility in how time is allocated; and assistance in grant proposal preparation.
One important barrier to grant writing was identified: inadequate support available to submit
proposals in a timely manner. One significant difference (heavy teaching load) was identified
between tenured and non-tenured faculty. Recommendations were suggested to increase the
number of grant proposals written and submitted by faculty and to support the overall grant
writing process at the institution.

Pool Funai - Community nonprofit wksp - fall11

by Angela Pool Funai

The Nuts and Bolts of Arts Management: A Discussion on a Recent Handbook in the Field

by Cristian Hainic

Review of Brindle, Meg and Constance DeVereaux, The Arts Management Handbook: New Directions for Students and Practitioners

Fund-Raising and Grant-Writing Basics for Arts Managers

by Constance DeVereaux

DeVereaux C. (2011) "Fund-raising and Grant-Writing Basics for Arts Managers" in Brindle M. & Devereaux C. (eds) The Arts Management Handbook: New Directions for Students and Practitioners. M.E. Sharpe, pp 2. 90-318.

This chapter provides a step-by-step guide to fund raising and grant writing for beginners and serves as a reference... more This chapter provides a step-by-step guide to fund raising and grant writing for beginners and serves as a reference for more advanced practitioners.

Grant Writing and How One Grant Turns into Two

by Victoria Lynn Packard

The Use of Cognitive and Social Apprenticeship to Teach a Disciplinary Genre: Initiation of Graduate Students Into NIH Grant Writing

by Huiling Ding

Lead article. Won Editor’s Pick New Scholar Award, Written Communication, 2008

This study reports about a yearlong study of the initiation of novice grant writers to the activity system of National... more This study reports about a yearlong study of the initiation of novice grant writers to the activity system of National Institutes of Health grant applications. It investigates the use of cognitive apprenticeship within writing classrooms and that of social apprenticeship in laboratories,programs,departments,and universities,which introduced students to the genre system of National Institutes of Health grant proposals and helped them in moving from peripheral participation to more central participation. While cognitive apprenticeship employs devices such as modeling,scaffolding,coaching,and collaboration to enhance learning in formal settings,social apprenticeship requires socialization,interaction,and collaboration with experts,colleagues,and peers in informal settings to acquire disciplinary knowledge and experiences. The study suggests that writing instructors should acknowledge and incorporate resources in other activity systems in which students participate,i.e.,their laboratories and home departments,and teach genre systems rather than specific genres to better facilitate students’ enculturation to activity systems of disciplinary discourse communities.

Applying Program Logic Modeling to Project Grant Funding: A Case Study of Barbados' Cultural Action Fund

by Ian Walcott

Guide to Graduate School Funding

by Reena Patel

For grad students who are new to academia and are as befuddled by grant-writing as I was, I have written a Guide to... more For grad students who are new to academia and are as befuddled by grant-writing as I was, I have written a Guide to Graduate School Funding that includes my NSF, NSEP, and AAUW proposals. During the course of research and writing for my Ph.D., I raised approximately $80,000 in funding from various sources. There is money out there for all kinds of projects. The key is to market your project accordingly.

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A new criterion for allocating research funds: “impact per dollar”

by George A. Lozano

Lozano, G. A. 2010. A new criterion for allocating research funds: “impact per dollar”. Current Science 99(9): 1187-1188.

Number of papers is a measure of quantity, not quality. Papers per author a good measure of individual output, but... more Number of papers is a measure of quantity, not quality. Papers per author a good measure of individual output, but still, not quality. Citation rate (or any other impact measure), per author, is a good measure of individual impact. However, granting agencies ought to be concerned with the best use of our money, and within a discipline, should try to maximize impact per amount of money spent.