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Professional Development Proseminar: Funding (Fall 2021)
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== Schedule == This is a one-credit course which typically maps to about 10 hours of classroom time. Because we are booked into a two-hour slot, we have some flexibility in terms of how we organize things this quarter. My proposal is to use the first seven weeks of the quarter (skipping one week to focus on projects) and then end on November 23 before the Thanksgiving break. === Session 1: October 5 === '''Topic:''' Course Overview/Expectations '''Readings:''' (finish ''before'' class) * Braithwaite, Dawn O., and Patrice Buzzanell. 2008. “Understanding and Applying for Grants and Funding for Communication Studies.” In Getting the Most from Your Graduate Education in Communication a Student’s Handbook: A Student’s Handbook, edited by Sherwyn Morreale and Pat Arneson, 145–58. Washington, DC: National Communication Association. {{available-free|1=https://www.natcom.org/sites/default/files/pages/NCA_Career_Center_Getting_the_Most_from_the_Graduate_Education_in_Communication.pdf#page=159}} '''Assignment:''' (finish ''before'' class) Find the curriculum vitæ of at least 6 senior and/or highly respected scholars who are doing working your area and collect information about if and where they have received funding over their entire career. Ideally, these will be people whose work you have cited and read as well as people who have had generally successful careers. Your advisor might be one of them I want you to look further afield as well. * I want you to look at least 3 people who are communication scholars doing work in your discipline (i.e., rhetoricians, interpersonal communication scholars, and so on). * I want you to look at least 3 people who are studying the ''phenomena'' you are interested but who are in other disciplines or fields. For example, if you are studying social support you might look at related work in psychology, public health, or computer science. If you are interested in racial inequality you might look at demographic, sociology, political science, or public health. If you can, choose individuals from fields who typically relies on grant funding. Six is the absolute minimum and I strongly encourage you all to do this for twice as many if you can. This assignment shouldn't take very long. If you can, please do more. '''Class Plan:''' * Introductions to each other * Brief lecture introducing to the course + Q&A * Discussion of synchronous communication options * Share-outs & feedback from assignments * Walk through and discussion for next week's assignments === Session 2: October 12 === '''Topic:''' Identifying Funding Sources '''Assignment:''' # Collaboratively build and organize a list of funding resources: https://etherpad.communitydata.science/p/list_of_potential_funding_sources-2021-Q4 [Finish before class.] # Identify your research-funding plans for the quarter. [Turn in [https://canvas.uw.edu/courses/1477285/assignments/6746106 via Canvas dropbox] EOD the day before class.] 1. There are ton of resources out there for potential funding. As you sort through these, lets take notes collaboratively on the shared "Etherpad" above. Other than what you've learned by looking at others CVs, these are likely useful places to start: * https://www.grantforward.com/index — "The only funding opportunity database and recommendation service built by academics for researchers" * https://guides.lib.uw.edu/hsl/grants — A gigantic list of funding sources for nearly any discipline created by UW libraries. * https://guides.lib.uw.edu/friendly.php?s=research/gfis — "How to search for graduate schools funding" page created by UW libraries. There's a grants and fellowships page which has lists to many many other pages. * https://www.natcom.org/academic-professional-resources/nca-grant-opportunities — NCA Grant Opportunities page 2. In terms of the plan, I want outlook two potential funding “goals” from two potential sources. These should span include at least one internal source (department or university) and one external source (grant or fellowship). For each goal articulated, be sure to: (1) explain why and how your research falls within the purview of the funding source; and (2) identify the challenges you anticipate in applying for funding. '''Readings:''' * University of Wisconsin - Madison Grants and Funding Course: [https://lo.library.wisc.edu/grants/lesson_1.html Lesson 1: Introduction and Grants Basics], [https://lo.library.wisc.edu/grants/lesson_1.html Lesson 2: Planning], and [https://lo.library.wisc.edu/grants/lesson_3.html Lesson 3: Research] * Applegate, James. 2002. “Skating to Where the Puck Will Be: Engaged Research as a Funding Strategy.” Journal of Applied Communication Research 30 (4): 402–10. https://doi.org/10.1080/00909880216597. {{Avail-uw|https://doi.org/10.1080/00909880216597}} * Dearing, James, and Sam Larson. 2002. “Private Foundation Funding of Applied Communication Research.” Journal of Applied Communication Research 30 (4): 358–68. https://doi.org/10.1080/00909880216600. {{avail-uw|https://doi.org/10.1080/00909880216600}} * Kreps, Gary, K. Viswanath, and Linda Harris. 2002. “Advancing Communication as a Science: Research Opportunities from the Federal Sector.” Journal of Applied Communication Research 30 (4): 369–81. https://doi.org/10.1080/00909880216589. {{avail-uw|https://doi.org/10.1080/00909880216589}} '''Class plan:''' * Questions from the readings * Presentations of funding plans * Short lecture/discussion on developing fundable ideas * Review of next steps and plan for next week === Session 3: October 19 === '''Topic:''' Developing ideas for funding research '''Assignment:''' * Share a link to your 2-3 paragraph "pitch" for your external funding application on the course Slack before class * Be ready to give a 3-5 minutes update on your funding proposals in class '''Readings:''' * Brown, Jane. 2002. “Doing Relevant, Funded Mass Media Research.” Journal of Applied Communication Research 30 (4): 334–40. https://doi.org/10.1080/00909880216591. {{avail-uw|https://doi.org/10.1080/00909880216591}} * Grant Harrington, Nancy. 2002. “Funded Research in Communication: A Chairperson’s Perspective.” Journal of Applied Communication Research 30 (4): 393–401. https://doi.org/10.1080/00909880216593. {{avail-uw|https://doi.org/10.1080/00909880216593}} * Hecht, Michael L., and Roxanne Parrott. 2002. “Creating a Departmental Culture for Communication Grants.” Journal of Applied Communication Research 30 (4): 382–92. https://doi.org/10.1080/00909880216594. {{avail-uw|https://doi.org/10.1080/00909880216594}} '''Class plan:''' * Questions from the readings * Presentations of funding plans * Revisit the short lecture/discussion on developing fundable ideas * Review of next steps and plan for next week === Session 4: October 26 === '''Topic:''' Building Intellectual and Geographical Bridges '''Assignment:''' * Identify the full set of deliverables for the grant application (e.g., budgets, documents, etc) and identify what you'll be working on for this course. * Share a link to your "two-pager" version of your document * Be ready to give a 3-5 minutes update on your funding proposals in class '''Readings:''' * University of Wisconsin - Madison Grants and Funding Course: [https://lo.library.wisc.edu/grants/lesson_1.html Lesson 2: Planning] * Biocca, Zena, and Frank Biocca. 2002. “Building Bridges across Fields, Universities, and Countries: Successfully Funding Communication Research through Interdisciplinary Collaboration.” Journal of Applied Communication Research 30 (4): 350–57. https://doi.org/10.1080/00909880216598. {{avail-uw|https://doi.org/10.1080/00909880216598}} * Rogers, Everett. 2002. “Funding International Communication Research.” Journal of Applied Communication Research 30 (4): 341–49. https://doi.org/10.1080/00909880216588. {{avail-uw|https://doi.org/10.1080/00909880216588}} '''Class plan:''' * Questions from the readings * Presentations of two-pagers * Short lecture/discussion on writing * Review of next steps and plan for next week === Session 5: November 2 === '''Topic:''' Writing your proposal '''Assignment:''' * Finishing negotiating deliverables for the class (this should be in writing but it can be in a private message with Mako on Slack) * Revise your 2-pager based on feedback from the class last week * Be ready to give a 3-5 minutes update on your funding proposals in class '''Readings:''' * University of Wisconsin - Madison Grants and Funding Course: [https://lo.library.wisc.edu/grants/lesson_4.html Lesson 4: Writing] * Snyder, Leslie, and Beth Le Poire. 2002. “Writing Your First Successful Grant Application to Conduct Communication Research.” Journal of Applied Communication Research 30 (4): 321–33. https://doi.org/10.1080/00909880216596. {{avail-uw|https://doi.org/10.1080/00909880216596}} '''Resources:''' * https://grantspace.org/resources/sample-documents/ * https://grantspace.org/training/courses/introduction-to-proposal-writing/#Self-Paced%20Learning * https://education.uw.edu/faculty-and-research/ors/grant-proposal-guide-grantwriting-resources-0 * https://www.nsf.gov/funding/preparing/ '''Class plan:''' * Questions from the readings * Presentations of two pagers * Revisit the short lecture/discussion on developing fundable ideas * Review of next steps and plan for next week === No Meeting: November 9 === === Session 6: November 16 === '''Topic:''' Practicing your pitch '''Reading:''' * University of Wisconsin - Madison Grants and Funding Course: Lesson 5: Followup {{avail-free|https://lo.library.wisc.edu/grants/lesson_5.html}} * Example annual reports: ** Sloan "Underproduction" interim substantive report (2019) {{avail-canvas|1=https://canvas.uw.edu/files/84009411/download?download_frd=1}} ** Sloan "Underproduction" interm financial report (2019) {{avail-canvas|1=https://canvas.uw.edu/files/84009418/download?download_frd=1}} ** Sloan "Underproduction" grant final report (2021) {{avail-canvas|1=https://canvas.uw.edu/files/84007529/download?download_frd=1}} ** NSF "Ecology" Annual report (2020, Y1) (2020) {{avail-canvas|1=https://canvas.uw.edu/files/84009553/download?download_frd=1}} '''Assignment:''' * Rehearse your "pitch" and be ready to give a 2-4 minutes pitch as you would to a program officer you met at an academic conference '''Class plan:''' * The first part of the class will be devoted to trying out pitches in a sort of "speed dating" where everyone will get an opportunity to try out your pitch, respond to some questions, and get some feedback * The second part of class will be for discussion and reflection on grant followup === No Meeting: November 23 === === No meeting: November 30 === === No meeting: December 6 === === Final Project Due: December 17 === Final project will be due [https://canvas.uw.edu/courses/1477285/assignments/6746130 in Canvas].
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