Editing Professional Development Proseminar: Funding (Fall 2021)
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:'''Professional Development Seminar: Funding''' ('''COM 594 A''') | :'''Professional Development Seminar: Funding for Teaching and Research''' ('''COM 594 A''') | ||
:'''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. | ||
== Note About This Syllabus == | == Note About This Syllabus == | ||
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== Assignments == | == Assignments == | ||
=== Participation === | |||
The course relies heavily on participation and discussion. 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 participation. | |||
=== Assessment === | |||
I have put together a very detailed page that describes [[User:Benjamin Mako Hill/Assessment|the way I approach assessment and grading]]—both in general and in this course. Please read it carefully I will assign grades for each of following items on the UW 4.0 grade scale according to the weights below: | |||
* Participation: 30% | |||
* Weekly Reflection: 15% | |||
* Proposal identification: 5% | |||
* Final paper outline: 5% | |||
* Final Presentation: 10% | |||
* Final Paper: 35% | |||
-- | |||
Evaluative criteria | |||
Students’ final grade for this proseminar will hinge on their performance on various evaluative criteria: | |||
1. (10%) articulation of proseminar goals (written form, presentation); | |||
2. (50%) engagement with course content, via response papers and seminar discussions; and | |||
3. (40%) submission of funding proposals and review of peer proposals. | |||
Readings | |||
The core readings for this proseminar come from a special issue of Journal of Applied | |||
Communication Research. We also will be tapping into and applying information found on a number of websites. | |||
== 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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'''Topic:''' Course Overview/Expectations | '''Topic:''' Course Overview/Expectations | ||
'''Readings:''' | '''Readings:''' | ||
: This week there is no specific reading but I want | |||
'''Assignment:''' (finish ''before'' class) | '''Assignment:''' (finish ''before'' class.) | ||
Take a look at the CVs of at least 6 senior and highly respected scholars who are doing working your area and collect information about if and where they have received funding. Ideally, these will be people whose work you have cited and read. Ideally they will be highly cited scholars. Your advisor might be one of them! | |||
* I want you to look at least 3 people who are communication scholars doing work in your discipline (i.e., rhetoricians, interpersonal communication scholars, | * I want you to look at least 3 people who are communication scholars doing work in your discipline (i.e., rhetoricians, interpersonal communication scholars, etc). | ||
* 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. | * 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 | Six is the absolute minimum. This assignment shouldn't take too much time so if you have time, please do more. | ||
=== Session 2: October 12 === | === Session 2: October 12 === | ||
'''Topic:''' | '''Topic:''' Funding Sources and Considerations | ||
'''Assignment:''' | '''Assignment:''' | ||
# Collaboratively build and organize a list of funding resources | # Collaboratively build and organize a list of funding resources. | ||
# Identify | # Identify a research-funding plans for the quarter. | ||
'''Readings:''' | |||
* | * Applegate, J. L., Skating to where the puck will be: Engaged research as a funding | ||
* | strategy | ||
* Dearing and Larson, Private foundation funding of applied communication | |||
* | research. | ||
* Kreps, Viswanath, and Harris, Advancing communication as a science: Research | |||
opportunities from the federal sector. | |||
'''Class plan:''' | |||
* Three-minute presentations of external funding plans. | |||
https://etherpad.communitydata.science/p/list_of_potential_funding_sources-2021-Q4 | |||
Based on the resources found in these websites | |||
(https://guides.lib.uw.edu/hsl/grants; | |||
https://guides.lib.uw.edu/friendly.php?s=research/gfis; | |||
https://www.grantforward.com/index), articulate three goals for this proseminar, | |||
each of which involves actual writing and budget planning related to research | |||
funding. The funding sources for these “goals” must 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. | |||
=== Session 3: October 19 === | === Session 3: October 19 === | ||
'''Topic:''' | '''Topic:''' Starting at Home, Identifying Relevance | ||
'''Assignment:''' | '''Assignment:''' | ||
(due Tuesday, 28 January, noon in Canvas) Five questions based on the readings | |||
'''Readings:''' | '''Readings:''' | ||
* | * Hecht and Parrott, Creating a departmental culture for communication grants. | ||
* | * Harrington, Funded research in communication: A chairperson’s perspective. | ||
* | * Brown, Doing relevant, funded mass media research. | ||
'''Class plan:''' | '''Class plan:''' | ||
=== Session 4: October 26 === | === Session 4: October 26 === | ||
'''Topic:''' | '''Topic:''' General Guidelines and Nuances to Grant-Writing | ||
'''Assignment:''' | '''Assignment:''' | ||
(due Tuesday, 4 February, noon in Canvas) Five questions based on the readings | |||
'''Readings:''' | '''Readings:''' | ||
* Biocca | Topic: Building Intellectual and Geographical Bridges | ||
* Rogers, | |||
Readings: | |||
* Biocca and Biocca: Building bridges across fields, universities, and countries: | |||
Successfully funding communication research through interdisciplinary | |||
collaboration. | |||
* Rogers, Funding international communication research. | |||
(due Tuesday, 25 February, noon on Canvas) | |||
Draft of external-funding proposals and five questions based on the readings | |||
Assignment | |||
'''Class plan:''' | '''Class plan:''' | ||
=== Session 5: November 2 === | === Session 5: November 2 === | ||
''' | Assignment:Session 5 | ||
'''Readings:''' | |||
''' | '''Class plan:''' | ||
Topic: | |||
Guest: | |||
* 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/ | ||
=== No meeting: November 16 === | |||
=== Session 6: November 23 === | |||
'''Topic:''' Final presentations and feedback | |||
'''Assignment:''' | |||
'''Readings:''' | |||
''' | |||
'''Class plan:''' | '''Class plan:''' | ||
=== No meeting: November 30 === | === No meeting: November 30 === | ||
=== No meeting: December 6 === | === No meeting: December 6 === | ||
== Administrative Notes == | == Administrative Notes == | ||
=== Teaching and learning | === Teaching and learning in a pandemic === | ||
The COVID-19 pandemic will impact this course in various ways, some of them obvious and tangible and others harder to pin down. On the obvious and tangible front, we | The COVID-19 pandemic will impact this course in various ways, some of them obvious and tangible and others harder to pin down. On the obvious and tangible front, we have things like a mix of remote, synchronous, and asynchronous instruction. These will reshape our collective "classroom" experience in major ways. | ||
On the "harder to pin down" side, many of us may experience elevated levels of exhaustion, stress, uncertainty and distraction. We may need to provide unexpected support to family, friends, or others in our communities. I have personally experienced all of these things at various times over the pandemic and I expect that some of you have too. It is a difficult time. | On the "harder to pin down" side, many of us may experience elevated levels of exhaustion, stress, uncertainty and distraction. We may need to provide unexpected support to family, friends, or others in our communities. I have personally experienced all of these things at various times over the pandemic and I expect that some of you have too. It is a difficult time. | ||
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=== Your Presence in Class === | === Your Presence in Class === | ||
As detailed in [[User:Benjamin Mako Hill/Assessment|my detailed page on assessment]], your participation in discussion is an important way that I will assess learning. Obviously, you must be in class in order to participate | As detailed in [[User:Benjamin Mako Hill/Assessment|my detailed page on assessment]], your participation in discussion is an important way that I will assess learning. Obviously, you must be in class in order to participate. <!--<strike>If you need to miss class for any reason, please fill out the [https://forms.gle/KSDJiptVwusBWw4BA course absence form] so that we know you are not coming and do not include you in our cold call list.</strike>--> In the event of an absence, you are responsible for obtaining notes, handouts, assignments, etc. | ||
There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | <!-- There are many students who have eagerly requested to join the class, but there are not enough seats. I want to include as many students in the class as possible, we will automatically drop anyone who misses the first two class sessions and try to replace them with unenrolled students who do attend. This is consistent with college policy and with the course description in the catalog. | ||
--><!-- === Devices in Class === | --><!-- === Devices in Class === | ||
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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. | ||