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Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA
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Jun 10, 2018

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Page 1: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Grantspersonship

Beth A. Fischer and Michael J. ZigmondUniversity of Pittsburgh, Pittsburgh, PA,USA

Page 2: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Survival Skills and Ethics Program

www.pitt.edu/~survival

Topics include• Writing research articles

• Making oral presentations

• Obtaining advanced training

• Teaching

• Job hunting

• Managing personnel

• Obtaining funding

Page 3: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Acknowledgments

• Lillian Pubols (NINDS)• Miner, Miner & Griffith

– Proposal Planning and Writing• Ogden and Goldberg

– Research Proposals: A Guide to Success• ...and many others

Page 4: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Types of grants

objective• training/career

– fellowship– career award

• research• conference• equipment• infrastructure

form• investigator-initiated

– individual– groups

• “set-aside” grants• contracts

Page 5: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Types of grants

objective• training/career

– fellowship– career award

• research• conference• equipment• infrastructure

form• investigator-initiated

– individual– groups

• “set-aside” grants• contracts

Page 6: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Availability of grantsOther

• government• non-government organizations• philanthropic foundations• health voluntaries• corporations• private individuals

Page 7: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why don’t people get funded?

Page 8: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• because it is too hard?

Page 9: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• because it is too hard?• already accomplished harder tasks

Page 10: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• inadequate concept

Page 11: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• inadequate concept

A good idea is necessary, but not sufficient.

Page 12: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• inadequate concept• poor presentation

Page 13: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• inadequate concept• poor presentation• poor understanding of process

Page 14: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Why people don’t get funded

• inadequate concept• poor presentation• poor understanding of process• lack of persistence

Page 15: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

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

Page 16: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

GrantspersonshipPreparing

1. establish frame of mind2. develop concept3. identify funding source4. inform your institution5. refine concept

Writing6. think like a reviewer7. outline, write, edit8. get feedback & revise

Submitting9. get approvals

10. obtain assignment11. submit application12. provide add’l material13. ensure receipt

Responding14. await review15. study report16. respond to report

Page 17: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

GrantspersonshipPreparing

1. establish frame of mind2. develop concept3. identify funding source4. inform your institution5. refine concept

Writing6. think like a reviewer7. outline, write, edit8. get feedback & revise

Submitting9. get approvals

10. obtain assignment11. submit application12. provide add’l material13. ensure receipt

Responding14. await review15. study report16. respond to report

Think ahead and plan backwards

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Grantspersonship1. establish frame of mind2. develop concept3. identify funding source4. inform your institution5. refine concept

6. think like a reviewer7. outline, write, edit8. get feedback & revise

9. get approvals10. obtain assignment11. submit application12. provide add’l material13. ensure receipt

14. await review15. study report16. respond to report

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Phase I: Preparing

1. establish frame of mind2. develop concept3. identify funding source4. inform your institution5. refine concept

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Establish frame of mind

• often: little enthusiasm

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Establish frame of mind

• often: little enthusiasm• better: a wonderful opportunity

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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

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Develop a Concept

That FITS

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Develop a concept that FITS

• Fills a gap in knowledge

Page 25: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Develop a concept that FITS

• Fills a gap in knowledge• Important to

– the field– funding agency– you

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Develop a concept that FITS

• Fills a gap in knowledge• Important• Tests a hypothesis

Page 27: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Develop a concept that FITS

• Fills a gap in knowledge• Important• Tests a hypothesis• Short-term investment in long-term goals

Page 28: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Identify Funding Source

Page 29: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Identify funding source

• select agency

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Source of information

• internet• reference books• colleagues• acknowledgements on papers• office of research at your institution• libraries

Page 31: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Identify funding source

• select agency• improve odds: match objectives

Page 32: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Identify funding source

• select agency• improve odds: match objectives

– research interests

Page 33: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Identify funding source

• select agency• improve odds: match objectives

– research interests– personal characteristics

• career phase• gender• developing nation

Page 34: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Identify funding source

• select agency• improve odds: match objectives • communicate with program staff

Page 35: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Ask program staff

• is concept relevant

Page 36: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Ask program staff

• is concept relevant• current instructions

Page 37: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Ask program staff

• is concept relevant• current instructions• who reviews

Page 38: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Ask program staff

• is concept relevant• current instructions• who reviews• what are criteria

Page 39: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Ask program staff

• is concept relevant• current instructions• who reviews• what are criteria• funding

– percentage– level (amount, years)

Page 40: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Ask program staff

• is concept relevant• current instructions• who reviews• what are criteria• funding

– percentage– level (amount, years)

• characteristics of– strong proposals– weak proposals

Page 41: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

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?

Page 42: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

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

Page 43: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Contacting program staff

• in their offices– phone– email– letter– in person (by appointment)

• at professional meetings

Page 44: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Inform Your Institution

Page 45: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Inform your institution

• departmental chairperson• office of research• secretarial assistant• fiscal assistant• people to give feedback

Page 46: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Develop Concept

Page 47: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Develop ConceptRefine

Page 48: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Refine your concept

• review current literature

Page 49: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Refine your concept

• review current literature• talk with colleagues

Page 50: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Refine your concept

• review current literature• talk with colleagues• think hard

Page 51: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Refine your concept

• review current literature• talk with colleagues• think hard• think harder

Page 52: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Phase II: Writing the proposal

6. think like a reviewer7. outline, write, edit8. get feedback & revise

Page 53: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Think like a reviewer

Page 54: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

What do they want to know?

Page 55: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Think like a reviewer

Page 56: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

What do they want to know?

Page 57: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Time spent reading proposal

• primary reviewer (writes report) 7-8 hr• reader (no report) 1 hr• discussion at study section 20 min

Survey by Janet Rasey

Proposals reviewed were NIH R01

Page 58: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

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

Page 59: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

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

Page 60: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Phase II: Writing the proposal

6. think like a reviewer7. outline, write, edit8. get feedback & revise

Page 61: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Think like a reviewer

Page 62: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Stock the sections

• Research plan– Specific Aims– Background and Significance– Preliminary Data– Research Design and Methods

• Budget and Justification• References

Page 63: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Outline, Write, and Edit

Page 64: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Outline, Write, and Edit

• being with a full outline

Page 65: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Outline, Write, and Edit

• being with a full outline• write initial draft without editing

Page 66: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Outline, Write, and Edit

• being with a full outline• write initial draft without editing• edit thoroughly

Page 67: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Outline, Write, and Edit

• being with a full outline• write initial draft without editing• edit thoroughly

Page 68: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Editing

• avoid vague qualifiers• use active voice

Page 69: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

General organization

• have a table of contents• make it easy to find key points

– bold face headings and terms– cross references– some redundancy

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Appearance

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Appearance

• select good type face

Page 72: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Appearance

• select good type facegood

Times RomanCentury Schoolbook

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Appearance

• select good type facegood never!

Times Roman courier

Century Schoolbook Helvetica

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Appearance

• select good type facegood never!

Times Roman courier

Century Schoolbook Helvetica

– size > 11 pt

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Appearance

• select good type facegood never!

Times Roman courier

Century Schoolbook Helvetica

– size > 11 pt– occasionally use special fonts

bold face

italics

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Appearance

• select good type face• write in paragraphs

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Appearance

• select good type face• write in paragraphs

– 1 major idea per paragraph– topic sentences– use headers frequently

Page 78: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Appearance

• select good type face• write in paragraphs• let your text

– indent paragraphs– skip line between paragraphs

Page 79: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

A. Background and SignificanceThe importance of training in "survival skills:" Success in

science requires a solid background in a specific scientificdiscipline as well as extensive laboratory experience. However,for individuals to develop into accomplished professionals, theymust acquire survival skills, that is, they must be able tocommunicate effectively, both orally and in writing, obtainemployment and funding, manage stress and time, teach, andbehave responsibly (1,2,3).This has always been the case and isbecoming even more true as our doctoral and postdoctoraltrainees need to be prepared for a variety of vocations (3, 4)

In addition to traditional jobs in academia, many of ourtrainees will ultimately find themselves doing research inindustry, teaching in 4-year colleges, or serving in someadministrative capacity. Others will combine their PhDs withprofessional degrees in medicine or law and become clinicalresearchers, patent lawyers, or become involved in the theformulation of public policy. With many of these new vocations,extra-laboratory skills become even more essential (3).

Traditionally, higher education in the sciences has focusedalmost exclusively on the content of the scientific disciplineand on research methodology. Indeed, individuals employed inresearch and related fields often complain that although theiracademic training provided them with a sound foundation in their

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A. BACKGROUND AND SIGNIFICANCEThe importance of training in "survival skills." Success in science

requires a solid background in a specific scientific discipline as well asextensive laboratory experience. However, for individuals to develop intoaccomplished professionals, they must acquire survival skills, that is, theymust be able to communicate effectively, both orally and in writing, obtainemployment and funding, manage stress and time, teach, and behaveresponsibly (Bloom 1992; Bird 1994; National Academy of Sciences 1995).This has always been the case and is becoming even more true as ourdoctoral and postdoctoral trainees need to be prepared for a variety ofvocations (National Academy of Sciences 1995; Varmus 1995).

In addition to traditional jobs in academia, many of our trainees willultimately find themselves doing research in industry, teaching in 4-yearcolleges, or serving in some administrative capacity. Others will combinetheir PhDs with professional degrees in medicine or law and become clinicalresearchers, patent lawyers, or become involved in the formulation of public

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Follow-up survey

Participants from our 1995, 1996, and 1997 trainer-of-trainersworkshops were recently sent a survey to see what they had done to providetraining in survival skills and ethics at their institution. (The 1995 workshopwas made possible by an earlier grant.) Thusfar, slightly more than half of all formerparticipants have responded. Even if oneassumes that none of the non-respondents didnot implement any instruction at all (unlikely),the results of this survey still provide a clearindication of the impact of our program.

Instruction implemented by participants:The total number of hours of instruction insurvival skills and ethics that was provided in1997-98 by former participants was comparedwith the instruction offered in the year prior to their attendance (Figure 1).The number of students taught in new or preexisting (but expanded) coursesincreased by an average of 25 hr per year among the respondents.

Figure 1

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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

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Check photocopy quality

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Get Feedback

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Asking for help

Yes– program staff– former reviewer– colleague

NO!– current reviewer

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Get feedback

• establish mentors early

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Get feedback

• establish mentors early• provide clear instructions

– what– when

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Get feedback

• establish mentors early• provide clear instructions• take no for an answer

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Get feedback

• establish mentors early• provide clear instructions• take no for an answer• remind gently

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Get feedback

• establish mentors early• provide clear instructions• take no for an answer • remind gently• show appreciation

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Get Feedback and Revise

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Phase III: Submitting

9. get approvals10. obtain assignment11. submit application12. provide additional material13. ensure receipt

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Get approvals

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Get approvals• use of subjects

– human (IRB)– animals (IACUC)

• safety• agreements

– collaborators– consultants– university administrators

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Get approvals• use of subjects

– human (IRB)– animals (IACUC)

• safety• agreements

– collaborators– consultants– university administrators

Allowenough

time!

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Obtain Assignment

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Obtain the right assignment

• program relevance• availability of funds• sympathetic review• competent reviewers

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Clues for assignment officer

• title• abstract• list of key words• specific aims• cover letter• input from program staff

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Submit Application

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Submit application

• know the deadline– postmark versus arrival– absolute or flexible

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Submit application

• know the deadline• anticipate problems

– bad weather– equipment failures– holidays– sickness

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Submit application

• know the deadline• anticipate problems• give yourself extra time

(everything takes longer than you think)

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Submit application

• know the deadline• anticipate problems• give yourself extra time• what if you are late?

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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

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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

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Submit application

• know the deadline• anticipate problems• give yourself extra time• what if you are late?• also send copy to program officer

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Ensure Receipt

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Provide Additional Material

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Phase IV: Responding

14. await review15. study report16. respond to report

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Await Review

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What will be happening

1. assignment

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What will be happening

1. assignment2. evaluation

– staff– peers

• sitting panel• external reviewers

– site visit (rare)

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What will be happening

1. assignment2. evaluation3. prep of report, which may

– not be available– need to request– take 2-3 mo– be incomplete– contain contradictions

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Study Report and Respond

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Possible outcomes

• scored– high– “gray area”– low

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Possible outcomes

• scored– high– “gray area”– low

• rejected

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Possible outcomes

• scored– high– “gray area” funding?– low

• rejected

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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

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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

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If budget is reduced

• estimate what can be accomplished• renegotiate

– objectives– experiments

• save rest for future application

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If score is in “gray zone”

• talk to program officer• consider providing additional material

– rebuttal– evidence of feasibility

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If funding is not provided

• quit

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If funding is not provided

• quit

application MUST have merit ifyou followed previous steps

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If funding is not provided

• quit• same application with rebuttal

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If funding is not provided

• quit• same application with rebuttal• revised application

– some changes– some rebuttal

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If funding is not provided

• quit• same application with rebuttal• revised application

– some changes– some rebuttal

• request new reviewers

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Persistence pays

> 50% NIH applicants funded

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Behave responsiblythroughout

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Behave responsibly

• source of material– text– ideas– data

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Behave responsibly

• source of material• adequacy of methods

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Behave responsibly

• source of material• adequacy of methods• collaborations

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Behave responsibly

• source of material• adequacy of methods• collaborations• pilot data

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Behave responsibly

• source of material• adequacy of methods• collaborations• pilot data• budget

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Behave responsibly

• source of material• adequacy of methods• collaborations• pilot data• budget• biosketch

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Behave responsibly

• source of material• adequacy of methods• collaborations• pilot data• budget• biosketch

General principle:Do not misrepresent anything.

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Advice to junior investigators

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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.

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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

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Advice to junior investigators

• get funded ASAP• starting small is fine

– amount– time

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Advice to junior investigators

• get funded ASAP• starting small is fine• make sure previous work published

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Advice to junior investigators

• get funded ASAP• starting small is fine• make sure previous work published• every proposal should be excellent

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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

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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

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Components of an Application

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Components

• title• abstract• research plan

– objectives– significance– preliminary data– research design,

methods

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Components

• title• abstract• research plan

– objectives– significance– preliminary data– research design,

methods

• budget • budget justification• biosketches• approvals• letters• appendix

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Components

• title• abstract• research plan

– objectives– significance– preliminary data– research design,

methods

• budget • budget justification• biosketches• approvals• letters• appendix

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Title

• mini-abstract• accurate statement of long-term goals• conform to guidelines• include key words

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Abstract

• background• specific aims• unique features• methodology• expected results

• method of evaluation

• generalizability• relation to field• broad impact

Contents

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Abstract• accurate• simple• interesting• not provocative• key words

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Research plan

• Specific aims• Background & Significance• Preliminary Data• Research Design & Methods

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Research plan

• state objectives

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Research plan

• state objectives• provide

background– general literature– your work– reviewer’s work

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Research plan

• state objectives• provide

background• be hypotheses-

driven

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Research plan

• state objectives• provide

background• be hypotheses-

driven• highlight strengths

– ideas– methods

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Research plan

• state objectives• provide

background• be hypotheses-

driven• highlight strengths

• emphasize practicality– methods– preliminary data– time & skills

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Research plan

• state objectives• provide

background• be hypotheses-

driven• highlight strengths

• emphasize practicality– methods– preliminary data– time & skills

• discuss outcomes, have contingencies

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Methods• tell why your method is best

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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

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Methods• explain why your method is best• provide details• identify pitfalls, how will overcome

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Methods• explain why your method is best• provide details• identify pitfalls, how will overcome• specify alternative method if yours fails

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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

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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

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Approximate Timeline (in years)

Molecular basis of neuroprotection

Signaling underlying effects of GDNF

Impact of GDNF on cell death

54321Experiment

Timeline

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Project evaluation(included in proposal)

• specify who will conduct– internal– external

• relate measures to objectives• include evaluation instrument if

available

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Personnel

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Personnel

• name individual when possible• indicate selection procedures

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Collaborators & consultants

• add skills, expertise• add credibility

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Biographical sketches

• include for critical personnel– Principal Investigator (PI)– Co-Principal Investigator (Co-PI)– Co-Investigators (Co-I)– Collaborators– Consultants– Research assistants

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Biographical sketches

• include for critical personnel• highlight relevant accomplishments

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Biographical sketches

• include for critical personnel• highlight relevant accomplishments• ensure accuracy

– training, experience– publications– grant support

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Budget

• reasonable– for the project– for the agency

• inflationary increases• new costs in subsequent years

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Budget

• service/maintenance costs• insurance• shipping• training to use new equipment

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justify all equip carefully

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Budget

• reasonable• justify all requests

– amounts– time

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Justification

• personnel – % effort on project– responsibilities

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Justification

• personnel

Ben Aster, Ph.D., 20% effort. Dr. Aster is responsible for program evaluation.

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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.

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Justification

• animals– quantity– cost at age– days housed– cost of housing

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Budget

• reasonable• justify all requests

• amounts• time

• explain appearance of overlap

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Budget• reasonable• justify requests• explain appearance of overlap• new NIH format: modular budgets• cost-share when possible

– funds– services– equipment

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Construction of budgetsalaries 50,000

supplies 25,000equipment 15,000

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Construction of budget

• fringe benefits salaries 50,000fringe benefits (20%) 10,000supplies 25,000equipment 15,000

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Construction of budget

• fringe benefits• direct costs

salaries 50,000fringe benefits (20%) 10,000supplies 25,000equipment 15,000

DC 100,000

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Construction of budget

• fringe benefits• direct costs• indirect costs

salaries 50,000*fringe benefits (20%) 10,000*supplies 25,000*equipment 15,000

DC 100,000IDC 42,500Total Award $142,500

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Resources and environment

• to document resources available– equipment– space– facilities– support staff

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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

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Subject welfare

• know, adhere to guidelines• get appropriate approvals

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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

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Vertebrate animals

• detail proposed use• justify species and number• veterinary care• minimizing stress, discomfort• justification for method of euthanasia

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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

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Letters• letters of agreement• letters of recommendation

– may be required– could be optional– could be inconspicuous

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Supplementary materials: Some examples

• color or enlarged figures• reprints of your work• updated information

– results– other accomplishments

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Supplementary material

• find out if, when, where• never use to circumvent page limits!!

Page 202: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Summary

• there is money available

Page 203: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Summary

• there is money available• getting it takes

– a good idea– a proper match– good grantspersonship– persistence

Page 204: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

Summary

• there is money available• getting it takes

– a good idea– a proper match– good grantspersonship– persistence

• it is hard work

Page 205: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.

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!

Page 206: Beth A. Fischer and Michael J. Zigmond University of ... A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA. ... manage stress and time, ... • show appreciation.