Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
The Early Career Forum
Speakers James Griffin Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) National Institutes of Health (NIH)
Jacquelyn Buckley National Center for Special Education Research Institute of Education Sciences (IES)
Edith Arrington RWJF New Connections
Jessica Hoffman Northeastern University http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Agenda • Funding Overviews and Brief Q&A:
– Griffin - National Institute of Child Health and Human Development – Buckley - National Center of Special Education Research – Arrington - RWJF New Connections
• Hoffman - Lessons Learned for Early Career Psychologists • Q&A
• Thank you, Graduate Educators Workgroup, for sponsoring the session. http://ssspresearch.org/earlycareerforum
JAMES GRIFFIN Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), National Institutes of Health (NIH)
http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Overview of Funding Opportunities at NIH Desired State
Current Reality
National Institutes of Health World’s largest supporter of biomedical, behavioral, & social science research & training.
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
Total Budget: $30.5 Billion Grantees: 80+% Intramural Research: 10%
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
NIH Consists of 27 Institutes and Centers NHLBI
NINR
OD NCCAM
NIEHS NCI
NIAMS
CIT
NIDA NEI
NIMH
CC
NIDDK
FIC
NLM
NINDS
NIBIB
NHGRI CSR
NIDCR NIA
NIDCD NIAAA
NIGMS
NICHD NIAID NIMHD
= Extramural only 7
• Ensure that every person is born healthy and wanted • Women suffer no harmful effects from reproductive processes
• All children have the chance to achieve their full potential for healthy and productive lives, free from disease or disability
• Ensure the health, productivity, independence, and well-being of all people through optimal rehabilitation.
8
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
9
CDBB Program Staff
10
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Child Development & Behavior Branch •
Early Learning & School Readiness (James Griffin, Deputy)
•
Developmental Cognitive Psychology, Behavioral Neuroscience, & Psychobiology (Lisa Freund, Chief)
•
Language, Bilingualism & Biliteracy Development & Disorders (Open)
•
Reading, Writing, & Related Learning Disabilities (Brett Miller)
•
Math & Science, Cognition & Learning Disorders (Kathy Mann Koepke)
•
Pediatric Behavior & Health Promotion (Lynne Haverkos) Social & Affective Development and Human-Animal Interaction (Layla Esposito)
•
11
Early Learning and School Readiness Program •
Supports research that attempts to: •
specify the experiences children need from birth to age 8 to prepare them to learn, read, and succeed in school
•
identify early interactions with adults and peers, the early care, education and teaching methods/curricula that support learning and development in children from diverse backgrounds and environments
•
Research on the development of cognition, language, emergent literacy, numeracy and mathematics, social and emotional competence, metacognition, executive function, motor development, and physical health
•
The use of basic research on neurodevelopment and mechanisms of cognitive, language, social, emotional, motor, and physical development, as well as emergent literacy, to inform translational research on early childhood learning and early intervention programs. 12
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Population Dynamics Branch
• Supports research and research training in demography, reproductive health, and population health
• Demography - research on the scientific study of human populations, including fertility, mortality and morbidity, migration, population distribution, nuptiality, family demography, population growth and decline, and the causes and consequences of demographic change
• Reproductive Health - behavioral and social science research on sexually transmitted diseases, HIV/AIDS, family planning, and infertility
• Population Health research on human health, productivity, behavior, and development at the population level, using such methods as inferential statistics, natural experiments, policy experiments, statistical modeling, and gene/environment interaction studies 13
Intellectual and Developmental Disabilities Branch • Behavioral, Biobehavioral and Social Science Research
• Biochemical and Metabolic Research • Biomedical and Genetic/Genomic Research • Prenatal Diagnosis, Newborn Screening and Population Screening and Diagnosis
• Supported Networks, Programs and Initiatives
14
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
New Branch - Pediatric Trauma and Critical Illness Branch • Studies of the continuum of psychosocial,
behavioral, and physiological influences that impact child health outcomes in trauma, injury, and acute care
• Projects that explore consequences of acute
traumatic experiences (e.g., natural & man-made disasters, all acute forms of child maltreatment, violence, and exposure to violence
• Research linking pediatric emergency and critical
care medicine to the epidemiology, prevention, and treatment of childhood physical disabilities
• Research on prevention, treatment, management,
and outcomes of physical/psychological trauma and the surgical, medical, psychosocial, and systems interventions needed to improve outcomes for critically ill and injured children 15
• • • •
Reproduction Pregnancy Developmental Biology Early Origins of Health, Disease, Growth and Development
• • • •
Behavior and Cognition Plasticity and Rehabilitation Population Dynamics The Conduct of Science
16
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Types of NIH Research Grants • R01 Research Project Grant Program ♦ Up to 5 years, Up to $500K direct (higher ONLY with waiver) ♦ Are renewable; end your New/Early Stage Investigator status • R03 Small Grant Program ♦ Up to 2 years, $50K/year direct ♦ Are not renewable; do not count against your N/ES I status • R21 Exploratory/Developmental Research Grant Award ♦ Up to 2 years, $275K total direct costs for both years together ♦ Are not renewable; do not count against your N/ES I status • Not all funding mechanisms are supported by every IC:
http://grants1.nih.gov/grants/funding/funding_program.htm
17
Funding Mechanisms for Extramural Training & Career Development The NICHD uses various mechanisms to provide funding support for training and career development activities at universities and other institutions •Individual Research Fellowships (F): National Research Service Award program for graduate students and postdoctoral fellows. • Individual Predoctoral (F31) & Postdoctoral Fellowships (F32) •Career Development (K) Awards: Postdoctoral fellows\junior faculty • Mentored Career Development Awards (K01, K08, K23, K25, K99) • Career Development Awards for Independent Investigators (K02, K24) •Institutional Training Grants (T32/K12): Support groups of pre- and/or postdoctoral fellows in basic, clinical & behavioral sciences • Institutional Training Grants (T32) • Institutional Career Development Programs (K12) •Education Grants (R25): Education grants for summer research experiences and methodologically oriented short courses • Summer Education Grants (R25) • NICHD Short Courses (R25) 18
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
NIH Wants You to Succeed! Average Age of first R01 award – 42! Special Categories of Principal Investigators (PIs): • New Investigator (NI) – Never a PI on a substantial independent research award (e.g., R01, P01) • Early Stage Investigator (ESI) – A New Investigator within 10 yrs of terminal degree (doctorate or medical residency) • KEEP IN MIND – Multiple PI applications can end your NI/ESI status WITHOUT benefitting from it: http://grants.nih.gov/grants/new_investigators/ 19
Finding Out What NIH Currently Funds
(Formerly CRISP) http://projectreporter.nih.gov/reporter.cfm
•
Find out what NIH has or is currently funding in your area of science.
•
The information found in RePORTER is drawn from several extant databases–eRA databases, Medline, PubMed Central, the NIH Intramural Database, and iEdison–using newly-formed linkages among these disparate data sources. 20
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Review Process for a Research Grant National Institutes of Health Investigator
School or Other Research Center
Center for Scientific Review/ Div. for Scientific Review Assigns to IRG/Study Section & IC
Initiates Research Idea
Study Section Submits Application
Evaluates for Scientific Merit
Institute Evaluates for Program Relevance
Allocates Funds
Advisory Councils & Boards Recommends Action
Conducts Research
Institute Director Takes final action for NIH Director
For More Information See… http://www.nichd.nih.gov/about/org /der/branches/Pages/index.aspx or contact
[email protected]
22
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
JACQUELYN BUCKLEY National Center for Special Education Research Institute of Education Sciences (IES)
http://ssspresearch.org/earlycareerforum
Connecting Research, Policy and Practice
Funding Opportunities for Early Career Investigators at the Institute of Education Sciences Jacquelyn A. Buckley National Center for Special Education Research U.S. Department of Education
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Today’s Purpose • To provide overview of IES’ requests for applications and their requirements • To provide advice to early career researchers on submitting research applications to the Institute of Education Sciences
ies.ed.gov
25
First, a bit about IES….
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
26
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Legislative Mission of IES • Describe the condition and progress of education in the United States • Identify education practices that improve academic achievement and access to education opportunities • Evaluate the effectiveness of Federal and other education programs
ies.ed.gov
27
Organizational Structure Office of the Director Standards & Review Office National Center for Education Research
National Center for Education Statistics
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
National Board for Education Sciences
National Center for Education Evaluation
National Center for Special Education Research
28
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Missions of the Research Centers • NCER – supports rigorous research that addresses the nation’s most pressing education needs, from early childhood to adult education
• NCSER – sponsors a rigorous and comprehensive program of special education research designed to expand the knowledge and understanding of infants, toddlers, and students with or at risk for disabilities from birth through high school ies.ed.gov
29
How to Identify Funding Opportunities • Begin at the IES Home Page (http://ies.ed.gov/) – Tabs for News & Events; Funding Opportunities important
• News & Events tab: Sign up for the IES News Flash • Funding Opportunities tab: Current Requests for Applications; Webinars; Database of Funded Grants
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
30
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
ies.ed.gov
31
ies.ed.gov
32
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
ies.ed.gov
33
ies.ed.gov
34
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Request for Applications 1. Education Research Grants (CFDA #84.305A) 2. Special Education Research Grants (CFDA #84.324A) Note: Research Training Program in Special Education: Early Career Development and Mentoring (CFDA #84.324B) ies.ed.gov
Education Research Topics (NCER) (84.305A) • • • • • • • • • •
Cognition and Student Learning Early Learning Programs and Policies Education Technology Effective Teachers & Effective Teaching English Learners Improving Education Systems: Policies, Organization, Management, and Leadership Mathematics and Science Education Postsecondary and Adult Education Reading and Writing Social and Behavioral Context for Academic Learning
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
36
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Special Education Research Topics (NCSER) (84.324A) • • • • • • • • • • •
Autism Spectrum Disorders Cognition and Student Learning in Special Education Early Intervention and Early Learning in Special Education Families of Children with Disabilities Mathematics and Science Education Professional Development for Teachers and Related Service Providers Reading, Writing, and Language Development Social and Behavioral Outcomes to Support Learning Special Education Policy, Finance, and Systems Technology for Special Education Transition Outcomes for Secondary Students with Disabilities
ies.ed.gov
37
FY2013 Research Goals • • • • •
Exploration Development & Innovation Efficacy & Replication Effectiveness Measurement
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
38
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Maximum Award Amounts (84.305A & 84.324A) Goal
Maximum (direct + indirect)
Exploration With secondary data With primary data Development & Innovation
2 years, $700,000 4 years, $1,600,000 4 years, $1,500,000
Efficacy & Replication Follow‐up study
4 years, $3,500,000 3 years, $1,200,000
Effectiveness Follow‐up study
5 years, $5,000,000 3 years, $1,500,000
Measurement ies.ed.gov
39
4 years, $1,600,000
Applying for an IES Grant • Address the objectives and student outcomes of interest for IES’ grant funded research • Apply to the right grant program – Education Research Grants (84.305A) and Special Education Research Grants (84.324A) – Other research grant programs
• Address the key requirements of the Research Narrative • Address the submission requirements ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
40
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Applying for an IES Grant Then, Contact a Program Officer
• Contact the Program Officer(s) associated with competitions and/or topics (listed in the RFA)
• Be aware that the FY15 RFAs will be announced this spring (News Flash!!) • Due dates TBD
ies.ed.gov
41
The Big Question: Can I be the PI on an IES Grant? YES, if . . . • • • •
Your background supports your role as PI A strong team can supplement your background You write clearly and address the reviewers You apply to the right grant program – Education Research Grants (84.305A) and Special Education Research Grants (84.324A) – Other research grant programs
• You address all RFA requirements ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
42
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Your Challenge Your challenge is to convince reviewers that you and your team have the knowledge, skills, and experience to implement well what you have proposed.
ies.ed.gov
43
Background • Review your past experience as a researcher. Can you argue that you have the knowledge/skills to be a PI – – – –
Substantive Methodological Project management Productivity
• You will need to document this experience in your application more than an experienced researcher would ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Building Your Research Record • Run smaller projects (e.g., internal grants, small external grants) • Take on roles in larger external grants – Sometimes you have to do work not directly in your immediate interest – Sometimes you can carve out space under another PI’s project to do your work of interest • Usually related to the project’s goals • Make sure you get lead/sole authorship ies.ed.gov
45
Building Research Record (cont.) • In either case, take on roles that will provide you with the experience to lead a future project • • • • •
Co‐I Co‐PI Project manager Data manager Build expertise, e.g. substantive area, specific design, analytical method, data set • Build links to school/district/state education leadership
• Publish from all these types of projects • Provide useful information to practitioners ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
46
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Building a Good Team • The peer reviewers want to be assured that early career researchers have access to experienced researchers – Project management – Substantive and methodological areas • Including areas that the early career researcher has expertise in
ies.ed.gov
47
Building a Good Team (cont.) • Review the expertise needed to carry out your proposed project • Review your expertise • Recruit people with well‐regarded specific expertise needed by project, e.g.: – Statistician/econometrician or substantive expert for a secondary data analysis – Survey developer or implementor for a data collection – Curriculum developer or professional development expert for a project to develop an intervention – Experimental design for an evaluation of an intervention – Psychometrician or substantive expert for a measurement project – Project manager ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
48
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Building a Team (cont.) • Including experienced researchers can be done in various ways – – – –
Co‐PI Co‐I Advisory Panel Consultants
• They should be on for enough time to be seen as able to make a contribution to project • They should have clear roles, duties, and periodic input – Especially true for advisory panels and consultants ies.ed.gov
49
Building a Team: Synthetic Reviewer Comment The lead investigator is junior and has not run a study of this scope before. However, this is only a moderate weakness given his prior experiences with data collection and the excellent supervision and support that he will receive.
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
50
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Write Clearly Reviewers often complain about lack of clarity in applications • The significance of the project is written about in too general of terms • There is a lack of detail on a key aspect of the work Reviewers have less information about you to judge your abilities and so may be less willing to give you the benefit of the doubt when writing is unclear or lacks detail ies.ed.gov
51
Write Clearly (cont.) • Maintain consistency throughout application • Ensure that sections support one another –
The research plan addresses the original research questions that were justified as significant
• Write for both generalist and specialist –
Avoid use of jargon and assumptions of knowledge
• Have both an expert and non‐expert do a read through ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
52
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Write Clearly: Put the Punch Line Upfront • Opening paragraph sets the scene for the reviewers – Identifies the significance of the work to be done and what actually will be done – Reviewers use it to organize information from rest of application – You can lose your reviewers right off with an unclear opening
ies.ed.gov
53
Address the Reviewers – Reviewers focus on the Research Narrative – Reviewers include both specialists in your area and generalists – Initial reviews are done by a substantive reviewers and a methodologist – Panel has expert in every component of your study – Show personnel can do the work – For resubmissions, address the previous reviews
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
54
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Advice From an Early Career PI • Be a co‐PI (or key personnel) on a previous project – Highlight your management role from this project – Can be small internal grant, state or foundation grant, or federal grant
• Have personnel with 'senior expertise' that you don't have – Add Co‐PIs who have received federal grants and have expertise in critical elements for the project and/or – Have an advisory board with senior people, a clearly defined role, and access throughout the year not just at the formal meetings – Reviewer feedback suggested that although I was junior, I had built a strong team that could support me
ies.ed.gov
55
Advice From an Early Career PI (cont.) • Extend off of your prior research work – Built directly off of dissertation work that had been published in a good peer‐reviewed journal – Continued this work with a small internal grant from own institution – IES Application was based on data and results from dissertation and the internal grant study
• Try again –
Most of the reviewer feedback was very helpful in strengthening the second application which was funded
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
56
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Peer Review Process • Applications are reviewed for compliance and responsiveness to the RFA • Applications that are compliant and responsive are assigned to a review panel • Two or three panel members conduct a primary review of each application • At panel meeting, the most competitive applications are reviewed by full panel • To see list of reviewers: http://ies.ed.gov/director/sro/peer_review/reviewer s.asp
ies.ed.gov
57
Notification Process • All applicants will receive email notification of the status of their application • All applicants receive copies of reviewer comments via email • If you are not granted an award the first time, plan on resubmitting, and talk to your program officer ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
58
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Help Us Help You • Read the Request(s) for Applications carefully • Call or e‐mail IES Program Officers early in the process • As time permits, IES program staff can review draft proposals and provide feedback • Don’t forget the Letter of Intent!! Don’t be afraid to contact us! ies.ed.gov
59
Follow‐up!
[email protected] 202‐219‐2130
ies.ed.gov
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
EDITH ARRINGTON RWJF New Connections
http://ssspresearch.org/earlycareerforum
Promoting the Professional Development of Diverse Early- and MidCareer Researchers: The RWJF New Connections program National Association of School Psychologists February 19, 2014
Edith G. Arrington, Ph.D.
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
How do we do this work? By: •
Collaborating with members of Robert Wood Johnson Foundation (RWJF) programming to address research and evaluation needs
•
Offering funding & career development opportunities to earlyand midcareer researchers and evaluators
•
Outreaching to historically underrepresented scholars
New Connections: RWJF Programming •
For more than 40 years the Robert Wood Johnson Foundation has worked to improve the health and health care of all Americans. We are striving to build a national culture of health that will enable all Americans to live longer, healthier lives now and for generations to come.
•
RWJF is deeply committed to its signature initiatives such as public health, childhood obesity, nursing, leadership, and health insurance coverage, which we believe are central to the well-being of all Americans.
•
RWJF plans to also invest in new priorities to meet the health needs of the 21st century.
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
About New Connections •
National program office (NPO) with technical assistance and direction provided by OMG Center for Collaborative Learning
•
New Connections NPO Staff
•
National Program Offices (NPOs):
• National Program Director: Gerri Spilka • Deputy Director: Edith G. Arrington • Director of Network Career Services: Sharon Norris-Shelton • Project Manager: Howard M. Walters • Project Coordinator: Tia Burroughs
• RWJF has 60+ NPOs • Program Officer at RWJF is liaison b/w NPO and RWJF • New Connections Program Officer: Catherine Malone
New Connections Programming Efforts New Connections uses the following strategies to promote the successful professional development of earlyand mid-career scholars that have participated in the program: • Grantmaking • Career Development • Networking Opportunities • Connecting to mentors
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Grantmaking • Historically underrepresented groups in research and evaluation
Funding: $100,000 award • Junior Investigators:
– Ethnic and racial minority groups – First-in-family college graduate – Low-income community
•24 month grants •Variety of research methodology: •Secondary data analysis •Systematic review
• New to RWJF
•May entail new data collection
– First-time grantee of Foundation
•Other methods as appropriate
• Apply as either: – Junior Investigator • ≤10 years from receipt of doctorate – Mid-Career Consultant • Between 10-15 years of experience
•
Mid-Career Consultants: •12 month grants •Qualitative investigation; evaluation; environmental scans, etc.
Application & Proposal Process • Brief Proposal – First step after Call for Proposals (CFP) is released – Background information – RWJF programming area(s) of interest – Personal Statement – Professional Statement – CV
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
• Full Proposal – Project Description • • • •
Template provided Literature review Conceptual model Research questions & methods
– Budget – Letter of Support
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Career Development & Networking opportunities •Major Training Events –Annual Symposium •Scientific sessions; Professional development sessions; Speed Mentoring –Annual Research and Coaching Clinic •Professional development & Training sessions –Regional Meetings –Webinars –Methodological training
Connecting to mentors • Project mentors •Identified by applicants
•Liaisons at the national program office & RWJF •NPO staff •RWJF Program Officers & Associates
•Speed Mentoring event at Symposium
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
The New Connections Community •
•
Grantees & Alumni – 115 scholars funded over the past seven years – Cohort 7: 10 grantees – Cohort 8: grantees TBA in September 2014 Network – Over 1200+ scholars in our network – Across disciplines, regions and institutions
Make the Connection:
• New Connections website: www.rwjf-newconnections.org to learn about the program, read grantee profiles and join our mailing list • New Connections program information; email us at:
[email protected] • New Connections on Facebook: www.facebook.com/NewConnections • New Connections on Twitter: twitter.com/newconx
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
GRANT WRITING: TIPS AND LESSONS LEARNED FOR EARLY CAREER PSYCHOLOGISTS Jessica A. Hoffman, PhD, NCSP Northeastern University
http://ssspresearch.org/earlycareerforum
Overview • Providing context: overview of my research background and grant writing experiences • Tips for getting ready to submit applications • Tips for identifying a funding source • Tips for submitting applications • Other tips and lessons learned http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
My Background • Fortunate to be supported on training grants
– DOE OSEP Leadership Training Grant in Pediatric School Psychology at Lehigh University – MCHB LEND Grant during pre-doctoral internship and post-doctoral fellowship in pediatric psychology at CHOP
• Training opportunities allowed me to develop my research focus in school- and family-based strategies to promote children’s healthy eating.
http://ssspresearch.org/earlycareerforum
Research Background • Dissertation study supported in part by a very small grant from the PA Dept. of Education – Dissertation—1999-2001 • Program evaluation of a school-based nutrition education intervention (published in SPR)
– Post-doctoral fellowship—2001-2002 • Dissertation provided pilot data for a follow-up study conducted during post-doctoral fellowship (published in JSP) • Learned about NIH K-awards from psychologists at CHOP http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Research Background • Northeastern U., Assistant Prof.— 2002-2008
– Winter 2003 attended K-award grant writing workshop at NIMH – Summer 2003 wrote K-award application built on pilot data collected during post-doctoral fellowship – K-award funded 2004-2009 • • • •
Longitudinal study in Boston Public Schools Coursework at HSPH Mentorship at NEU and CHOP Resulted in 5 publications – – – – –
Preventive Medicine Journal of Pediatric Psychology School Psychology Review School Mental Health Psychology in the Schools
Research Plan
Mentorship Plan
Training Plan
• Heightened focus on research development during the pre-tenure years (teaching reductions, summer funding) http://ssspresearch.org/earlycareerforum
Research Background • Northeastern U., Associate Prof. 2008present
– Shifted focus to obesity prevention with preschool children and policy evaluation
• Healthy Kids, Healthy Futures: http://www.northeastern.edu/healthykids/ -funded by Boston Children’s Hospital and Northeastern University • NOURISH (Nutrition Opportunities to Understand Reforms Involving Student Health)—funded by Harvard University and RWJF Healthy Eating Research
– Submitted NIH R21, NIH R01, and several applications to foundations
http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Getting Ready to Submit Grant Applications • Develop a publication track record in your area of expertise • Try to do as much research without grant funding as possible • Take advantage of research mentorship as much as possible (inside and outside your institution) • Identify research mentors in your area and collaborate and publish together • Apply for internal funding to collect pilot data
http://ssspresearch.org/earlycareerforum
Submitting Grant Applications: Identifying a Funding Source • Work with senior faculty in your area and research office staff at your university to identify funding opportunities • Research funding opportunities to make sure there is a good fit with your proposal (read the RFP thoroughly, explore what’s been funded previously, speak with program officers) • Don’t try to make something fit if it doesn’t seem to make sense. • Read examples of funded applications if possible http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
Dollars and Sense: Advice for Early Career Scholars on Grantsmanship
February 19, 2014
Submitting Grant Applications: Preparing your Application • Give yourself PLENTY OF TIME to develop the application • Understand all of the components (the science and beyond the science) that need to be completed • budget, biosketches, etc. • Understand that grant writing is particularly succinct— get plenty of feedback • Identify individuals your institution who can help you with grant preparation and submission • biostatistics support, budget, etc. • understand internal requirements that must be met prior to submission (review period and signatures) • Don’t plan on pushing the submit button on the due date http://ssspresearch.org/earlycareerforum
Submitting Grant Applications: Other Tips and Lessons Learned • Importance of authentic interdisciplinary collaborations and community collaborations that have existed prior to the application…not just developed conveniently for the application • History of publishing together • Study developed through previous collaborations with community partners • Develop a proposal that’s important and ambitious but reasonable within the proposed budget and timeline • Get feedback from the funding agency if possible • It’s easy to get discouraged…have a thick skin and keep doing good work http://ssspresearch.org/earlycareerforum
Amanda Sullivan, James Griffin, Jacquelyn Buckley, Jessica Hoffman
NASP 2014
