Editing Professional Development Proseminar: Funding (Fall 2021)
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:'''Instructor:''' [https://mako.cc/academic/ Benjamin Mako Hill] / [mailto:makohill@uw.edu makohill@uw.edu] (or many [https://mako.cc/contact/ other ways to contact me]) | :'''Instructor:''' [https://mako.cc/academic/ Benjamin Mako Hill] / [mailto:makohill@uw.edu makohill@uw.edu] (or many [https://mako.cc/contact/ other ways to contact me]) | ||
:'''Office Hours:''' By appointment (I'm usually available via chat during "business hours.") You can view out [https://mako.cc/calendar/ my calendar] and/or [https://harmonizely.com/mako put yourself on it]. If you schedule a meeting, we'll meet in the Jitsi room (<code>makooffice</code>) you'll get a link to through the scheduling app. | :'''Office Hours:''' By appointment (I'm usually available via chat during "business hours.") You can view out [https://mako.cc/calendar/ my calendar] and/or [https://harmonizely.com/mako put yourself on it]. If you schedule a meeting, we'll meet in the Jitsi room (<code>makooffice</code>) you'll get a link to through the scheduling app. | ||
:'''Meeting Times:''' Tuesdays 4:30-6: | :'''Meeting Times:''' Tuesdays 4:30-6:2pm | ||
:'''Important Links''': | :'''Important Links''': | ||
:* [https://canvas.uw.edu/courses/1477285/announcements Announcements] (in Canvas) | :* [https://canvas.uw.edu/courses/1477285/announcements Announcements] (in Canvas) | ||
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=== Specific course description === | === Specific course description === | ||
This proseminar on research funding introduces students to the resources available to help scholars fund their research, both at the graduate level and beyond. Specifically, the course is designed to orient you to the identification of funding sources, introduce you to the grant-writing process, and provide you with an opportunity to begin obtaining funding for your own work. Because participants in this course are at various stages in their academic career and have a wide range of research interests, it is virtually impossible to speak to specific funding sources or requirements. Rather, we will discuss commonalities that transcend research interests. Also given the lack of common research-based | This proseminar on research funding introduces students to the resources available to help scholars fund their research, both at the graduate level and beyond. Specifically, the course is designed to orient you to the identification of funding sources, introduce you to the grant-writing process, and provide you with an opportunity to begin obtaining funding for your own work. Because participants in this course are at various stages in their academic career and have a wide range of research interests, it is virtually impossible to speak to specific funding sources or requirements. Rather, we will discuss commonalities that transcend research interests. Also given the lack of common research-based foci, your work for this class will be geared toward individualized course goals that you will negotiate with the instructor over the first week or so of the quarter. | ||
== Note About This Syllabus == | == Note About This Syllabus == | ||
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This has basically two classes of assignments: | This has basically two classes of assignments: | ||
# Completion of | # Completion of written drafts for two requests for funding: (a) one that is internal to the University of Washington or the Department of Communication, and (b) one that is an external funding source. | ||
# Engagement with the course content via weekly responses and in-class seminar discussion. | # Engagement with the course content via weekly responses and in-class seminar discussion. | ||
The request for funding project will be broken down into a series of milestones. These involve an initial plan due on the second week of the quarter | The request for funding project will be broken down into a series of milestones. These involve an initial plan due on the second week of the quarter, weekly updates that you will provide during class over the course of the quarter, a final presentation of your work at the end of the quarter, and written material that you can incorporate into your final project. | ||
In terms of engagement, the course relies heavily on discussion and in-person participation. It is important to realize that we will not summarize reading in class and I will not cover it in lecture. I expect you all to have read it and we will jump in and start discussing it. The "Participation Rubric" section of [[User:Benjamin Mako Hill/Assessment| my detailed page on assessment]] gives the rubric I will use in evaluating engagement. | In terms of engagement, the course relies heavily on discussion and in-person participation. It is important to realize that we will not summarize reading in class and I will not cover it in lecture. I expect you all to have read it and we will jump in and start discussing it. The "Participation Rubric" section of [[User:Benjamin Mako Hill/Assessment| my detailed page on assessment]] gives the rubric I will use in evaluating engagement. | ||
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== Schedule == | == Schedule == | ||
This is a one-credit course which typically maps to about 10 hours of classroom time. Because we | This is a one-credit course which typically maps to about 10 hours of classroom time. Because we 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 and then end on November 23 before the thanksgiving break. | ||
=== Session 1: October 5 === | === Session 1: October 5 === | ||
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# 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.] | # 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.] | ||
In terms of the plan, the funding sources for these “goals” 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:''' | '''Readings:''' | ||
* 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}} {{tentative}} | |||
* 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}} {{tentative}} | ||
* 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}} {{tentative}} | ||
* 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:''' | '''Class plan:''' | ||
* | * Details {{tbd}} | ||
* Presentations of funding plans | * Presentations of funding plans. {{tentative}} | ||
=== Session 3: October 19 === | === Session 3: October 19 === | ||
'''Topic:''' | '''Topic:''' Starting at Home, Identifying Relevance | ||
'''Assignment:''' | '''Assignment:''' | ||
* | * {{tbd}} | ||
* Be ready to give a 3-5 minutes update on your funding proposals in class | * Be ready to give a 3-5 minutes update on your funding proposals in class | ||
'''Readings:''' | '''Readings:''' | ||
* | * Hecht and Parrott, Creating a departmental culture for communication grants. {{tentative}} | ||
* | * Harrington, Funded research in communication: A chairperson’s perspective. {{tentative}} | ||
* | * Brown, Doing relevant, funded mass media research.{{tentative}} | ||
'''Class plan:''' | '''Class plan:''' | ||
* | ** {{tbd}} | ||
* | |||
=== Session 4: October 26 === | === Session 4: October 26 === | ||
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'''Assignment:''' | '''Assignment:''' | ||
* | * {{tbd}} | ||
* Be ready to give a 3-5 minutes update on your funding proposals in class | * Be ready to give a 3-5 minutes update on your funding proposals in class | ||
'''Readings:''' | '''Readings:''' | ||
* Biocca and Biocca: Building bridges across fields, universities, and countries: Successfully funding communication research through interdisciplinary collaboration. {{tentative}} | |||
* Biocca | * Rogers, Funding international communication research. {{tentative}} | ||
* Rogers, | |||
'''Class plan:''' | '''Class plan:''' | ||
* | * {{tbd}} | ||
=== Session 5: November 2 === | === Session 5: November 2 === | ||
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'''Assignment:''' | '''Assignment:''' | ||
* | * {{tbd}} | ||
* Be ready to give a 3-5 minutes update on your funding proposals in class | * Be ready to give a 3-5 minutes update on your funding proposals in class | ||
'''Readings:''' | '''Readings:''' | ||
* Snyder and Le Poire, Writing your first successful grant application to conduct communication research. | |||
* Snyder | |||
'''Resources:''' | '''Resources:''' | ||
* https://grantspace.org/resources/sample-documents/ | * https://grantspace.org/resources/sample-documents/ | ||
* https://grantspace.org/training/courses/introduction-to-proposal-writing/#Self-Paced%20Learning | * https://grantspace.org/training/courses/introduction-to-proposal-writing/#Self- | ||
* https://education.uw.edu/faculty-and-research/ors/grant-proposal-guide-grantwriting-resources-0 | Paced%20Learning | ||
* https://education.uw.edu/faculty-and-research/ors/grant-proposal-guide- | |||
grantwriting-resources-0 | |||
* https://www.nsf.gov/funding/preparing/ | * https://www.nsf.gov/funding/preparing/ | ||
'''Class plan:''' | '''Class plan:''' | ||
* | * {{tbd}} | ||
=== No | === No meeting: November 16 === | ||
=== Session 6: November 23 === | |||
'''Topic:''' Final presentations and feedback | |||
''' | '''Assignment:''' | ||
* Upload any slides you want to [https://canvas.uw.edu/courses/1477285/assignments/6746128 the Canvas dropbox] by 3:30pm (an hour before class) so I can get the slides onto the computer. | |||
'''Class plan:''' | '''Class plan:''' | ||
* The | * The entire period will be devoted to presentations and feedback. | ||
=== No meeting: November 30 === | === No meeting: November 30 === | ||
=== No meeting: December 6 === | === No meeting: December 6 === | ||
=== | |||
=== No Meeting: December 17 === | |||
Final project will be due [https://canvas.uw.edu/courses/1477285/assignments/6746130 in Canvas]. | Final project will be due [https://canvas.uw.edu/courses/1477285/assignments/6746130 in Canvas]. | ||
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Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the graduate program advisor for support. Furthermore, please notify the professors if you are comfortable in doing so. This will enable us to provide any resources that we may possess (adapted from Sara Goldrick-Rab). Please also note the student food pantry, Any Hungry Husky at the ECC. | Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the graduate program advisor for support. Furthermore, please notify the professors if you are comfortable in doing so. This will enable us to provide any resources that we may possess (adapted from Sara Goldrick-Rab). Please also note the student food pantry, Any Hungry Husky at the ECC. | ||