The culture is a little different for community colleges and I would like to hear how things are done at other community colleges. How do you encourage grant submission? and how much of the grant writing is done by the grants office? Susan W. Meslang Director of Grants and Sponsored Programs Tidewater Community College 500 East Main Street Norfolk VA 23510 P.O. Box 9000 Norfolk VA 23509 Office 757 822-1773 Cell 757 409-2887 Fax 757 822-1007 xxxxxx@tcc.edu >>> xxxxxx@AECOM.YU.EDU 8/27/2005 10:22:12 AM >>> I second this "Amen". And I'm wondering whether this emphasis on writing applications rather than getting grants dilutes everything. Is this Little League? Everybody try really hard and we will all have fun? As both a part-time coach and a full-time pre-award person, I say that the best techniques for success emphasize winning, not participating. And these include the ways to pick yourself up after a loss so you can do a better job the next time . Charlie At 09:56 AM 7/27/2005, you wrote: Amen to what Spanky says. Faculty members who write grants generally bring the motivation with them and do it no matter what obstacles impede themheavy teaching loads, inadequate admin support, etc.; and they regard writing as a scholarly skill/responsibility. PJD **************************************************************** Peter J. Dolce, Ph.D. Associate Vice President for Research Grants Management and Compliance 1005 D. B. Todd Boulevard Meharry Medical College Phone 615 327 6225 Fax 615 327 6716 Nashville, TN 37208 From: Research Administration List [ mailto:xxxxxx@HRINET.ORG] On Behalf Of Mike McCallister Sent: Wednesday, July 27, 2005 8:23 AM To: xxxxxx@HRINET.ORG Subject: Re: [RESADM-L] Collecting evidence This is wonderful information (which Phil should put into a newsletter or journal), but I have to take exception with at least two faculty fallacies-- release time for proposal development, which is impossible to value or evaluate-- it generally becomes just release time-- and grant writers-- many faculty are so scared of putting "pen to paper" they would rather sub it out to somone else. For sure they need editors badly, but proposal development is part of their job adn only they can write expertly about their research. I know I harp about this, but if we don't help them learn their craft, adn this is a big part of it,we are doing them a huge disservice AND putting outself at the front of the blame when the proposals aren't funded. Faculty need to be independent grown-up people who learn NOT to need us. Spanky At 07:57 AM 7/27/2005, you wrote: I think most of the good stuff has been said. But several years ago the Faculty Incentives Committee of our research foundation surveyed the faculty here. There were over 300 responses. Here are the findings in order of frequency. It is important to note that there was agreement on the seven priorities below by active "grant" faculty (those who write proposals and have awards) and inactive faculty who have not done proposals at least recently. For both active and inactive faculty, it is interesting to note that while release time was far and away the top vote getter, inactive faculty rated it higher than active grant faculty. Furthermore, administrators were also sent the same survey, and the priorities were the same. 1. Develop/disseminate a release time policy for engaging in grant writing. 2. Consider grant writing activity in salary reviews. 3. Consider grant writing activity in tenure/promotion decisions. 4. Develop a procedure for providing matching dollars. 5. Provide information on grant opportunities that match faculty interests. 6. Disseminate info about OSP (Office of Sponsored Programs) resources available to support grant writing. 7. Develop procedure for the provision of travel assistance with grant activity. Two open ended questions were asked to elicit suggestions for additional incentives and how to fund incentives. Here are the suggestions to promote grant writing activity: 1. Salary stipend based on amount of grant. 2. Promote cooperation between OSP, Development Office and grant writing faculty. There may be additional resources available through that exchange. 3. teaching load from 4 to 3 courses/semester. 4. Provide a unit reward for grant writing; department that has the highest morale and can explain their reward system. 5. Time to fill out the volumes of paperwork. 6. Technical assistance from the OSP. 7. Stipend for non-faculty. 8. Summer stipends for grant writing. 9. Grant writing workshop in each college. 10. Allowing faculty to write professional development funds into grants on a regular basis. 11. Publish brochures on the benefits of grant writing for the University, the College, the Department and the faculty member. 12. Provide and encourage grant opportunities for staff that will fund travel opportunities nationally and/or internationally to explore alternative ways of accomplishing university goals. 13. provide incentive share money (small percentage) back to the researcher's research program. 14. Providing both tangible and intangible rewards. E.g.; one intangible is recognition in a research magazine, at award receptions put on by the OSP, at president's or provost's convocation, etc.) 15. More recognition in salary and tenure reviews. 16. Without grant writers, small departments cannot take part. Then there were suggestions for funding faculty incentives, in no particular order of priority: 1. Overhead -- hold some back for support of future grants. 2. Build incentives into the regular budget. 3. Use academic money that was not spent last year that carried over in the budget this year. 4. Return a portion of the indirect dollars to the individual writer. 5. Request funds from the research foundation and the OSP. 6. More than one-on-one assistance from the OSP. 7. All seven areas above are important. Need to separate into two categories -- promote vs. reward. 8 [Again] A line item for encouraging grant writing must be created in the [institutional] budget. 9.[Again] incentive share money. Dolores Brzycki wrote: In my experience, the incentives that work depend on faculty needs and culture at each particular institution. What don't the faculty have enough of at your university? If operating funds are scarce, then minigrants that can be spent on travel or computing equipment can be very popular. If you are at a teaching institution, release time that enables faculty to work on research should be appreciated. If support staff is limited, then graduate assistants or access to existing support staff could be valued. Structures and incentives that encourage peer modeling and support can also work, especially if few faculty are involved in a particular endeavor - whether that is research or some other activity that you want to promote. Dr. Dolores Brzycki College of Health and Human Services 724-357-2088 xxxxxx@iup.edu < mailto:xxxxxx@iup.edu> ----- Original Message ----- *From:* Susan Steiner < mailto:xxxxxx@CGU.EDU> *To:* xxxxxx@HRINET.ORG < mailto:xxxxxx@HRINET.ORG> *Sent:* Tuesday, July 26, 2005 1:33 PM *Subject:* [RESADM-L] Collecting evidence Colleagues: We have a new president at Claremont Graduate University, who would like to know if any of you have data--numerical, anecdotal, inspirational, or otherwise--as to whether or not certain incentives for faculty to go for extramural funding work better than others, e.g.:release time, seed funding, recognition, graduate assistant funds, a promotion criteria, etc.? Thanks, Susan Susan Steiner, Ph.D. Associate Vice President Research and Sponsored Programs 150 East Tenth Street Claremont CA 91711 Tel: (909) 607-8069 Fax: (909) 607-9655 ====================================================================== Instructions on how to use the RESADM-L Mailing List, including subscription information and a web-searchable archive, are available via our web site at http://www.hrinet.org (click on "Listserv Lists") ====================================================================== ====================================================================== Instructions on how to use the RESADM-L Mailing List, including subscription information and a web-searchable archive, are available via our web site at http://www.hrinet.org (click on "Listserv Lists") ====================================================================== ====================================================================== Instructions on how to use the RESADM-L Mailing List, including subscription information and a web-searchable archive, are available via our web site at http://www.hrinet.org (click on "Listserv Lists") ====================================================================== Mike McCallister, Ph.D. Office of Research and Sponsored Programs University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204-1099 (o) 501-569-8474 (c) 501-590-5609 (f) 501-371-7614 http://www.ualr.edu/orsp/ :-} Life should NOT be a journey to the grave with the intention of :-} arriving safely in an attractive and well preserved body, but rather to :-} skid in sideways, chocolate in one hand, beer in the other, body :-} thoroughly used up, totally worn out and screaming... 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