A lbania-Hawaii H igher E ducation and E conomic D evelopment Project Grant Writing Workshop Presented by Dr. Catherine Chan-Halbrendt Sponsored by AHEED

Grant Writing Workshop

Presented by Dr. Catherine Chan-HalbrendtSponsored by AHEED Project

February 6, 2009

What Matthew Lesko Doesn’t Tell You!!

• Grant Writing is Very competitive!• Grant Writing takes time!• Grant Writing requires persistence!• Grant Writing involves careful attention to

details!• Grant Writing can be hard on your self-esteem.You must be able to accept rejection and try againSO WHY SHOULD YOU BOTHER?

Successfully Obtaining Grant Funding ….

• Permits you to conduct your relevant research.• Can pay your salary and keep you employed.• Allows you to hire help, purchase supplies or

equipment.• Can fund travel to scientific and professional meetings.• Lets you work with others through cooperative

agreements or subcontracts.• Can pay for a workshop or conference.• Can help you get ahead.

So where do we look for grants

• Online, of course• Electronic announcements• Development agencies

Online Funding Links

• Federal funding - www.grants.gov• Catalog of Federal Domestic Assistance

http://12.46.245.173/cfda/cfda.html • Illinois Research Information Service

http://www.library.uiuc.edu/iris/ (subscription service – UH has one)

• Foundation Center – private foundations http://foundationcenter.org/

• Hawaii Community Foundation – local foundations http://www.hawaiicommunityfoundation.org/

Overview1. Idea Development Process2. Making a compelling case3. Background and Significance4. Goal, Objectives, Activities, Outputs , Outcomes5. Experimental Design, Methods and Alternative6. Project Evaluation7. Budget8. Abstract9. First Drafts10. Final Proposal

Formulating a Proposal Problem – Coming up with the IDEA!

• Discussions with colleagues, advisors, policy makers, stakeholders and the community, then ask yourself a series of questions : Is this idea and problems stimulating and important to me so that I would want to spend considerable time thinking, reading and doing?

• What is the focus of my organization, my department, institution, and profession and how do their goals fit with my topic of interest?

• Could my study fill a gap or lead to a greater understanding?

• Has this or a similar study been done before?

• MOST IMPORTANTLY, WILL MY STUDY HAVE A SIGNIFICANT IMPACT?

Assignment #1

• Instructions: The object of this assignment is for you to begin, the most simplest way, to write concisely and precisely, a statement of the problem and how you will propose to solve the problem. On this page, below, please write one sentence describing the problem and one sentence describing the solution for the project you will propose. Avoid the use of jargon. The sentences should be understandable to your peers in different fields. Take 5 minutes.

Why Proposals Fail: Understanding the Importance of the

Request For Application (RFA)

•

Writing a successful grant requires attention to all three components

What is a great idea? One that FITS

• Fills a gap in knowledge • Important…will make a difference • Tests a hypothesis or concept • Short-term investment by sponsor

will lead to a long- term gain for the stakeholders.

Is what you propose scientifically significant? Can you make a compelling case? Is it a good idea? Is there a gap in the knowledge? Is the methodology appropriate? Have you considered the alternatives?

Can you pay attention to details? Can you meet a deadline? Can you fill out forms? Do you have

the right signatures or approvals? What paperwork do I need before I can submit?

• Does what you propose fit the RFA?- What are your sponsor’s goals? - Have you addressed the goals of the

program? What kind of projects does your sponsor support?

- How will the program be evaluated?

Some Reasons Why Proposals Fail• Application outside the purview of the

funding agency• Funding agency’s priorities and interests may

have changed• Funding Agency is not the most appropriate

source of funds for the proposed project• Applicant has not read or understood the

agency’s interests and application procedures

Dealing with Short Deadlines

First• Start (don’t finish) with the sponsor’s guidelines. • Mark them as you study, noting such things as deadline (for

mailing or arrival?), number of copies, where to mail, and so on.

• The guidelines will also specify certain topics or questions that must be addressed.

• You may wish to borrow some of the language of the guidelines if it fits naturally into the framework of your proposal.

University of Michigan Proposal Writer’s Guide

Dealing with Short DeadlinesSecond, • If there are sections not clear, check with the project

representative or the appropriate program officer at the agency

• In either event, two ends will be served: the project representative will be alerted to your intentions to submit and the information you will receive will help focus further the task of preparing a rush proposal

University of Michigan Proposal Writer’s Guide http://www.research.umich.edu/pr

Grant Makers Reveal the Most Common Reasons Grant Proposals Get Rejected

• 80% of the grant applications are immediately rejected. The reason so many don’t pass muster is the applicants didn’t do their legwork. They didn’t dig deeper.

“Nothing is more important when applying for a grant than having the right information.”

– The Chronicle of Philanthropy http://philanthropy.com/jobs/2003/05/01/20030523-378096.htm

The Art of Writing a Grant• Make sure that your proposal “fits” with the mission of the agency and that

your objectives match those with the agency. Make this “match” explicit in your written application.

• If you have doubts or questions, contact the relevant granting agency person, who will welcome your questions and answer them. They really do want to help.

• Find out the median funding level for the agency. This will allow you to formulate a reasonable budget.

• Try to find colleagues who have served on, or have received grants from, the agency. They might provide “insider” information on how the agency works and what “sells”.

P.S. Most federal funding agencies will list what has been funded in previous year. Find out what you propose fits in to what was funded previously. If not, contact the program officer or find another program

Tips for Successful Grant Writing

Always :• Read the proposal instructions first. • Never begin your proposal without knowing

exactly what it required.• Prepare a checklist of things you need to do to

appropriately complete the grant• Use the format suggested

http://www.cippp.org/pubs/granttip.pdf

So you want to write a proposal to the Government?

Read and follow the instructions• Write clearly and concisely• Have a trusted colleague review your proposal• Read and follow the instructions• Clearly explain what you propose• Keep your eye on the big picture• Use easy to read typeface• Read and follow the instructions

http://www.aas.org/grants/hints.html

So if you haven’t gotten the point…

• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONSREAD AND FOLLOW THE INSTRUCTIONS• READ AND FOLLOW THE INSTRUCTIONS

So where are we so far?1. Idea Development Process2. Making a compelling case3. Background and Significance4. Goal, Objectives, Activities, Outputs , Outcomes5. Experimental Design, Methods and Alternative6. Project Evaluation7. Budget8. Abstract9. First Drafts10. Final Proposal

Building the Compelling Case

• Proposals are ultimately evaluated on the significance of the problem to be addressed. Your job is to make a compelling case for your project. Scour the literature and find statistics that demonstrate that funding your project is essential to address a significant problem or a gap in the knowledge in the field.

http://www.ctahr.hawaii.edu/acad/Research/GrantProposal.asp

Making the Compelling Case

• Establish the general significance of the project.• Describe and document the problem.• Review the current state of the knowledge in the field.• Explain the rationale for the project.• Funnel the reader (move from general to specific).• Answer the question why the project must be done!• Capture the attention of the reviewers (at best in the

first paragraph!)http://www.ctahr.hawaii.edu/acad/Research/GrantProposal.asp

Some questions to ask yourself!• Who is your audience? Who will be reviewing

your grant proposal?- Some reviewers are lazy. They don’t respond to a poorly written proposal. They don’t want to hunt out the key points.

• - Some reviewers are very busy. They often don’t have time to ferret out the key ideas.

• If the RFP doesn’t tell you, find out who will be the reviewers of your proposal. Contact the funding agency

WRITE TO YOUR AUDIENCE


Background and Significance What goes into this section?

• Well documented evidence of a specific problem.• The problem statement or needs assessment• Keep in mind the current literature or gaps in

knowledge• Have you sought or do you need stakeholder input or

community support?• Are there statistical data that supports your case?

Problem StatementThe problem statement (or needs assessment) is

the key element of a proposal. It should be a clear, concise, well-supported statement of the problem to be overcome using the grant funding. An applicant could include data collected during a needs assessment that would illustrate the problems to be addressed. The information provided should be both factual and directly related to the problem addressed by the proposal.

http://www.epa.gov/ogd/recipient/tips.htm

Problem Statement• Zero in on a specific problem you want to solve or an

issue you want to address.• Do not make assumptions of the reviewers.• Use statistics or preliminary data to support the

existence of your problem or issue. • Make a connection between the RFA, the issue or

problem with your organization.• Make a case for your project locally, not just nationally.• Demonstrate your knowledge of the issue or problem

http://www.epa.gov/ogd/recipient/tips.htm

Tips on Writing the Narrative

Narratives typically must satisfy the following questions:• What does the funding agency want?• What concern will be addressed and why is it important?• Who will benefit and how?• What specific objectives can be accomplished and how?• How will the results be measured?• How does this funding request relate to the funders purpose,

objectives and priorities• Who are we (organization) and how do we qualify to meet

this need.http://www.cpb.org/grants/grantwriting.html

Other items for consideration• Statement of Need should include purpose, goals, measurable

objectives and a compelling, logical reason why the proposal should be supported. Background provides perspective and shows that you are aware of the existing work.

• The HOOK: There are many ways to represent the same idea. However, the HOOK tailors the description of the idea to the interest of a particular funder. The HOOK aligns the project with the purpose, and the goals of the funding source. This is a critical aspect of any proposal narrative because it determines HOW compelling reviewers will perceive your proposal to be.

http://www.cpb.org/grants/grantwriting.html

And do it all on one page!!

• Background and Significance • Instructions: Draft the Background

and Significance section of your proposal within the space provided (one page).


LOGIC MODEL 101

Impacts, The Logic Model and Program Evaluation

When we seek public funding…• Funding is being provided as an “investment toward

the public good.” This isn’t a gift!!• Funding agencies – federal, state, public, private, - if

they fund you, there is an expectation of results – of “Outcomes”or “Impacts”as a result of the funding. If you want a gift – ask your family or friends.

• As a recipient of the funding – you have the obligation to do your best to achieve the objectives of the research which will end up in “Outcomes” or “Impacts”. Results are expected.

What is an Outcome or an Impact?• Quantitative, measurable benefits of the research

outputs as experienced by those who receive them.• The quantifiable difference a program makes in the

quality of life for its clients and general citizenry.• The measurable change in Economic, Social, or

Environmental conditions.• The change in understanding within a discipline.

Converting an unknown into a known.• The application of real, measurable, positive results of

applying your program to meet or resolve a real need as determined by your stakeholders.

Quantify the change which has occurred in one or all…

• Economic value or efficiency (use cost/benefits to demonstrate)

• Environmental quality or improvement (use net PV benefits).

• Societal or individual well being or improvement of quality of life (use facts and figures to evaluate).

• Use anecdotes and testimonials to support your case.• If change is in the future, focus on the potential impacts.

– Explain in terms of the importance to the real world– Rely on present accomplishments – extrapolate carefully

Examples of Outcomes or Impacts

• Adoption of technology – a change in practice• Creation of jobs• Reduced costs to the consumer• Less pesticide exposure to farmers• Access to more nutritious food• A cleaner environment and healthier communities• A change in KASA – knowledge, attitudes, skills, or aspirations• Filling gaps in knowledge, converting “uncertainties” to

“certainties”

What aren’t outcomes or impacts….

• Reports, publications, patents, data collected, workshops

• A description of the program or process• The data• The general, long range goal• Number of persons attending a meeting • Number of persons enrolled in a program• Number of persons completing a survey

THESE ARE “OUTPUTS”

Program Planning, Development and Evaluation

• So where are you going?• How will you get there?• What will tell you that you’ve arrived?

The Logic Model is your Road Map for planning your program

What is the logic model?

• Picture of your program or intervention• Graphical representation of the “theory of action” –

what was invested, what was done, and what were the results.

• Core of planning and evaluation• Provides a common framework for your work.• Provides a checks/balances while you are doing what

you are doing. • Gives you a chance to see the END before you begin.

Do you see the LOGIC behind it?We need to conduct this research

so that Scientists and the public understand why the fish are dying

so that Decision makers can institute protective land use policies

so that People can modify behaviors that damage fish habitat

so that Conditions in the stream improve

so that Salmon are healthy and abundant.

http://yosemite.epa.gov/R10/ECOCOMM.NSF/webpage/measuring+environmental+results

To have strong outcomes, you need strong objectives!

SMART objectives: Specific, Measurable, Attainable, Results-oriented, Timed

The Logic Model

• Key to developing strong programs with measurable outcomes and impacts.

• Helps establish a plan to help you be accountable to your stakeholders – those that have invested in your work.

• Helps you answer the SO WHAT and WHO CARES and WHAT HAVE YOU DONE FOR ME LATELY Questions.

Grant Writing Proposal Format

• Abstract (one page) (done last)• Background and Significance (one page)• Goal, Objectives, Outputs, Outcomes, and

Hypotheses (one page)• Experimental Design and Methods (two

pages)• Just five pages total for the narrative

(references or other appendices extra)

Definitions• Goal- the intent or purpose of the project – What’s the problem

we are addressing? (Remember it’s not your need but the community’s need)

• Objective– what you are doing to accomplish

• a measurable step toward the goal

• Activity- how you are going to achieve the objective (method, service, workshop, educational event)

• Outputs- products of the activities• Outcome- change in knowledge, behavior, circumstance, or

attitude (impact)• Hypothesis-a testable assumption

Objectives

• What you will accomplish? • How much change you will deliver? (i.e.

measurable amount).• To what target population?• In what time frame?

**Note: objectives are NOT methodsPaint a clear and specific picture of what will

be done. Can your funder “see it in action?”

Or in other words• What are you going to do? What will happen? (the

steps toward your goal)• How will it happen? Using what approach? (i.e. the

methodology).• Who will do it? (project management or supervision).• When will it be done? (timeline?)• For how many, or by how much? (measurement;

how will you know you’ve been successful?)• With what result or outcome? (impacts

Examples

• 35 small scale farmers in Fier will adopt IPM technologies by 2009.

• To determine the maximum sustainable application rates of livestock wastes in tropical soils.

• To characterize the structural properties of elastin and elastin-like peptides.

• To identify Acacia koa varieties tolerant to soil acidity.

• To increase the minority student retention at UH from first to second year by 10 percent by June 2009.

Suggestions

• Be specific- state exactly and quantifiably what you will accomplish.

• Be realistic- don’t promise more than you can deliver. – It’s always better to “under promise and over deliver” rather than the

other way round

• Be logical- each objective should be a logical step toward the goal.

• At least one objective per problem; 3-4 usually; never more than 5.

• What are the MEASURABLE milestones along the way to meet the goals?

Hypotheses- Examples

• Use of IPM technologies by small scale farmers will decrease their cost of production

• Acacia koa varieties can grow productively in high acid soils.

• Timely market information will increase vegetables farmers’ income

Hypotheses

• Hypotheses are more specific than objectives.• Lead directly to experiments – are testable.• Usually cited in background and in methods

sections.• Funnel the reader to the hypothesis – at the

end of the background/significance section

The experimental design, methods and alternatives varies from

project to project.

Outcomes (Impacts)

• Outcomes (Impacts) are tangible benefits which result from project activities.– New knowledge or understanding– A positive change in KASA (knowledge, attitudes,

skills or aspirations.) – Changed values– Measurable changes in behavior or actions– Improved conditions (environmental, economic)

Evaluation

• Project evaluation is an essential component of most proposals. Reviewers will want to know “How will you know you’ve been successful?” What will be your performance indicator(s)?

• Well thought-out objectives and the resulting outcomes are easy to evaluate.

• Use your logic model to help you plan for evaluation – more about this later.

Example: An Extension Applied Research Project

• Goal– Reduce small scale farmer exposure to pesticides.

• Objective– 350 small scale farmers in Albania will adapt IPM technologies by 2009.

• Activity– Conduct on-farm IPM demonstrations; hold workshops on IPM

• Output– 10 workshops held; 500 small scale farmers trained.

• Outcome– 70% of the small scale farmers trained (350) adopt IPM technologies and reduced

pesticide usage; Reduction of farmer exposure to pesticides.

• Evaluation– Check IPM knowledge with pre- and post-tests. Will check back with the farmers 2 years

after the program to see if programs have been implemented.

Draft Goal, 1 objective and related activities, outputs, and outcomes; use the form belowGoal

Objective Activities Outputs Outcomes

1

2

3

So how will you know you’ve been successful in writing the proposal?

• Great Justification,• Innovative Methodology,• Performance Measures, Evaluations,

Milestones, Assessment, &Timelines

So how do you know you have accomplished your outcomes?

Objectives Activities Outputs Outcomes

1.

2.

3.

Connecting outputs to outcomes is a challenge

Remember the Logic Model???

Applicants should develop evaluation criteria

• to evaluate progress towards project goals.It is important to define carefully and exactly how success will be determined.Applicants should ask themselves what they expect to be different once the project is complete.If you are having a problem developing your evaluation process, you better take another look at your objectives. Be ready to begin evaluation as you begin your project.

U.S. Environmental Protection Agency Grant Guidelines

Some DefinitionsMilestones• Milestones show the progression of steps to achieve

the performance target. Milestones can be used to determine if a project is drifting off course. Milestones shift the focus from activities to measurable results that move a project toward a performance target.– When developing milestones, determine how they can be

measured.– If attaining a milestone cannot be measured and verified, do

not use it.

More on Milestones• Project leaders should use the attainment of

milestones as verification of a project’s progress. If a project is not achieving the stated milestones, and there is a chance that the performance measures will not be met. The project leader can intervene early with new strategies to attain the targets. If milestones cannot be met, the project leader must restructure milestones and timelines must be altered.

More on Milestones

• One way to get to milestones is to start with activities and ask the question “So what?” until you get to the finish line.

• People are mailed brochures and see posters. So what?• So they decide to come to a Saturday workshop. People

attend the work shop and say they liked it. So what? • So they report that what they remember are just those points

we wanted them to remember. So what?• Twenty percent of the people that attended the workshop

adopted a new technique for cultivation on their farms. • That is your performance measure!

Performance Measures• Performance measures are aiming points. Reaching them defines

achievement. Performance measures are about change. In most cases this means that people served by the program or project modify or change their behavior. Performance measures define a target and define a level of performance. This is why having a baseline of behavior or condition is important to obtain at the beginning of a project. Performance measures are the endpoint for activities and outcomes are the endpoint for performance measures. Identifying the changes or conditions you seek

• Specifying the degree of change you consider a success• Estimating how many producers will change• Stating how you will verify that it happened• Indicate/Estimate how soon changes will take place

So where does this fit your proposal?

• Put in evaluation information in your Materials and Methods section – evaluation is a “method”.

• Tie it to your time line – or with your objectives – as you propose to accomplish your objectives include the performance measures as a measure of success.


Writing Budgets

Writing Budgets

• The first principle of writing budgets is that you must ask for what you need to accomplish the objectives of the proposal.

• There are two main categories in budgets:– Direct Costs: specific costs identified with the project or

that can be directly assigned to the activities.– Indirect Costs: costs incurred for common or joint

activities that cannot be identified readily and specifically with a particular project.

Direct Costs• Personnel Costs– Salaries/Wages– Fringe Benefits

• Travel• Equipment• Materials and Supplies• Contracted Services• Other Direct Costs

Personnel Costs• Most budgets request breakdown of personnel by position to

be hired.– Professionals– Research Support– Graduate Assistants– Student Help

• Fringe Benefits – must include costs for fringe benefits – vacation, health insurance, liability insurance, etc.

• Fringe Benefits are usually based upon a percentage of costs allocated per position.

• Percentages will vary from type of position to type of position. 39.37% for faculty/staff; 9.11% grad asst., etc.

http://www.hawaii.edu/ors/filecabinet_rates_fringe.html

Travel• Travel is usually broken down:

– Domestic Travel– International Travel

• Travel can be:– Travel costs incurred to conduct the project– Travel costs to present results at meetings

• Air transportation, ground transportation• Must be highly justified and specific.

– May be limitations based upon the RFA and the type of funding – e.g. use of federal funds requires use of a country-flagged carriers.

Equipment• Equipment is often referred to as “non-expendable”

equipment– Often with cost limits – a unit value of greater than $5,000 or more– A life expectancy of more than a year– Not consumed in the course of the operation

• Equipment must usually be directly related to the conduct of the research

• General Purpose equipment such as vehicles, office equipment, computers, shared-use equipment are general disallowed or must be highly justified.

• Some agencies may require you to transfer ownership of the equipment back to the agency after the study is completed

Materials and Supplies

• Disposable or items consumed during the life of the research: Laboratory glassware, reagents, supplies, chemicals, paper products, etc.

• Items under the “equipment” cost threshold: pipettors, tools, instruments

Contracted Services

• Subcontracts to other agencies or institutions– Include personnel, other costs separate– Most grants require a letter of commitment and a scope of

services.

• Consultants – tasks related• Contracted Services – such as maintenance contracts

for equipment, per-sample or per unit analysis – diagnostic or statistical analysis; photo analysis, GIS services, etc.

Other Direct Costs

• Printing/Publication / Reprint Costs

• Mailing Costs• Advertising.• Facility/Space/

Conference Room Rent or Lease

• Animal Care/Maintenance

• Recruiting Costs• Relocation Costs• License / Permit Costs• Insurance• Equipment rental

Budget Narrative or Justification

Always include a breakdown of the budget. Each item listed in the budget should be justified or explained. The only exception are materials and supplies where a complete breakdown to the nearest dollar is not necessary. Every item should be explained. The RFA often indicates what level of detail is to be included.

Unallowable Costs *Federal funding but also check the RFA*

• General Purpose Equipment – vehicles, office furniture, copy machines

• Entertainment – banquets, award ceremonies, meals, alcoholic beverages, tickets to shows or sporting events

• Awards & Certificates of Achievements• Incentives to entice participation in studies are generally prohibited.• Capital Improvements – renovations or improvements to building,

land or equipment • Tuition Remission – under certain grant programs are prohibited• Promotional items or thank you gifts; child care services so that a

person can attend a meeting or kitchen help to prepare refreshments.

Indirect Costs or Overhead

• Usually based upon a percentage of the direct costs, and is based upon negotiations with funding agencies. Also known as “Overhead” or “Facilities & Administration”

• Represents general costs incurred such as electricity, heating, air conditioning, expenses incurred by fiscal office for management of the project, secretarial costs, etc.

• Varies by agency, whether the funding is for research or training or done on-campus or off-campus

Indirect Costs• Read the RFA carefully.• Agencies may stipulate that there is a maximum

award – that includes direct and indirect costs.• $100,000 total costs may break down to $38,400

indirect costs and $61,600 direct costs – OR • $100,000 total direct costs would include $38,400 of

indirect costs for a total request of $138,400.READ THE RFA CAREFULLY.READ THE RFA CAREFULLY!!

Indirect Costs/Overhead Return• Indirect Costs are collected by the Institution when

awards are made.• Depending upon the Institution – Indirect Costs can

be kept centrally or re-distributed back to the individuals who generate the indirect costs.

At UH• 25% of the indirect costs are used at the UH System level• 25% of the indirect costs are used at the UH-M Chancellor’s level• 50% of the indirect costs are return to the College that generated the indirect costs

In CTAHR, of its share of indirect costs• 10% (5% of the total) is kept by CTAHR administration• 90% (45% of the total) is returned to the unit that generated the indirect costs.

Cost Sharing or Matching Funds• Mandatory Cost Sharing is required as a condition of the award. If

not included – sponsor will not fund the project.• Voluntary Cost Sharing is offered when there is no sponsor

requirement. Often done to make the proposal look more “competitive.”

• Cost sharing is the portion of the total project cost borne by the Institution.

• It becomes a financial obligation of the Institution when it is included in the award budget or narrative or terms and conditions.

• Funding agencies may ask for a percentage of total award; or a percentage of direct costs. Read the RFA carefully.

• Federal Agencies may ask for “non-federal matching.”

What can be cost shared?• Salaries of technical staff, laboratory supplies, special purpose equipment, animals

and animal care costs, travel costs can be cost shared. • Up to 22% (of the 39.4%) of fringe benefits can be cost shared.• Third party or “in-kind” cost sharing

– Salaries and fringe benefits of technical staff– Volunteer services– Laboratory, workshop or classroom supplies provided– Rental value of equipment (must be fair-market value)– Rental value of space or land (must be fair-market value)– Travel

• Cost Sharing must be “reasonable” and “verifiable”• Need pre-award letters of commitment and post-award accounting

Bottom Line: Don’t Cost Share Unless Required to Do So!!


The Hardest Part of the Whole Deal – the Abstract and Title and

WHY we do it LAST!

Importance

• May be your only chance to convince the reviewer to fund your proposal.

• Key words taken from abstract (and title) are used to route your proposal for review.

• Only part of the proposal widely distributed and published.

• Others on the review panel (and deciding on your proposal) may only read the abstract!.

Abstract

• Must capture the reviewers’ attention• Cover main points of entire proposal• Be clear and concise• Usually 150- 250 words• Many different types - RFA dependent

In General

• What do you intend to do?• Why is it important?• What has already been done?• How are you going to do it?• What impacts will result?

Content

• Purpose of research• Importance of research• Summary of background and feasibility• Brief description of relevant data• Target population, hypothesis, methodology• Expected results and evaluation methods• Outcomes and impacts

Pitfalls• Failure to summarize the full proposal• Omission of relevant data and methods• Excessive use of J@R/g0n and undefined abbreviations

– We will study the MLC2 Ser-18-Ala Nyquist B-process at pCas 7.5-5.5 +/-MLCK.

• Not clearly written

**Note: Don’t just cut and paste the first two sections of the introduction. It doesn’t explain the

entire proposal

Think of the abstract this way…

If you were walking down the street with your proposal and inadvertently, the abstract fell out of the proposal packet………

If a scientifically-literate person picks up your abstract and reads it – they should be able to fully understand your proposal.

MAKE IT UNDERSTANDABLE!!

SO WHY DO WE DO IT LAST?

• Until you’ve written everything else…how do you know what will go into the abstract?

• An abstract/project summary must, in fact, summarize the entire grant proposal

• If you don’t take the time to do it right, you’ll have to take the time to do it over!

Titles

• Accurately describes the content, focus, or concept of your proposal

• Understandable• Interesting• Avoid– Jargon– Overstatement– Humor– Being “Cute”

Putting it all together and getting the #%&%!!@ thing out the door.

Now What?

• Now that you’ve finished your proposal….– You’ve checked it for errors, typos and formatting– You’ve followed the proposal RFA and guidelines

to the letter.– You’ve had your budget checked by fiscal people

or other administrative folks.– You’ve made the 20 copies or whatever is

required or you are ready to upload the proposal.

• What’s next?

NOT SO FAST!!• Most institutions, like UH, have a series of

internal steps that must be taken before the grant is submitted.

• Remember that most grants are not to YOU but to your institution, e.g. UH.

• Do you know who your AOR is? Authorized Organizational Representative? The AOR is the person in your organization authorized to sign agreements.

Compliance Issues Can Delay Your Proposal

• Vertebrate Animals: Approval of proposed work by the Institutional Animal Care and Use Committee (IACUC).

• Recombinant DNA: Approval of the work by Biological Safety Committee (EHSO).

• Human Subjects: Approval of the work by the Institutional Review Board – UH Committee on Human Subjects.

• Radioactive Isotopes? Endangered Species? SCUBA? Collection Permits? Environmental Impact Statements?

• Some agencies require prior approval (before submission of the proposal); Others require approvals before funds are released. Check the RFA!!!

When is the deadline not the deadline?

• The published deadline in the RFA is when the proposal must be received by the agency. This includes appropriate signatures, approvals, etc.

• But it takes time to do the paperwork; review budgets – to get necessary signatures and approvals.

• Not including compliance issues – build in at least 5-10 business days to get appropriate signatures and approvals

Acknowledgements

To Doug Vincent, CTAHR, for the content, Gwen Sisior for editing and Ani Mane for

translation

Thank You! Falemenderit shumë!

Documents

A lbania-Hawaii H igher E ducation and E conomic D evelopment Project Grant Writing Workshop Presented by Dr. Catherine Chan-Halbrendt Sponsored by AHEED