Problem Statement: Early-career science, technology, engineering, and math (STEM) faculty members are often challenged when identifying authentic diversity, equity, and inclusion (DEI) goals, objectives, and tasks for their research grant proposals. Advancing DEI has not been one person's job but rather the responsibility of a highly organized…

The national need for higher education research has increased over the years with the growth of societal issues. Funding for this research is often acquired through competitive grant proposals due to the lack of internal funding in most universities. The skills required to write the grant are sometimes lacking and represented in current literature…

The National Institutes of Health (NIH) established the Building University Infrastructure Leading to Diversity (BUILD) initiative to increase engagement and retention of undergraduates from diverse backgrounds in biomedical research. Portland State University, in partnership with ten other academic institutions, received a BUILD award and…

Although the Faculty Learning Community is not a new structure or initiative in the higher education arena, adapting this model for faculty development focused on grant proposal writing is relatively new. This article describes how the concept developed by Milt Cox of Miami University has been successfully modified and implemented twice on the…

The purpose of this investigation was to identify College of Education (COE) faculty members' perceptions of motivators and barriers to grant writing at a public university in the South, to compare the university's COE faculty perceptions to previously published survey results of Colleges of Education at Research I institutions, and to compare…

Describes the experience of Allegheny College in writing an information technology (IT) grant that also influenced faculty development options. Offers suggestions for planning ahead to write such "ripple effect" IT grants. (EV)

This paper questions the assumption that junior faculty should write grant proposals and administer grants. It notes some pitfalls related to engaging in grantsmanship as a new faculty member. It then offers suggestions on grant proposal development, including have a positive attitude, manage time carefully, emphasize quality, and consider the…

Interviews with faculty on decisions to submit proposals for external funding suggest that activity at the current institution is related to previous experience, and more experience in graduate school may have a strong, positive effect on later activity. (Author/MSE)

The University of Wisconsin River Falls is a small, primarily undergraduate teaching institution with a limited history of grant support. In 1990 it created an office of grants and research, whose director found writing proposals with faculty to be an effective way to increase external funding. The methods, pitfalls, and results of this approach…

As researchers turn to industry over government for research funding, it is proposed that research administrators provide substantial assistance to faculty in the different strategies and skills needed to win grants. Differences between corporate and federal sponsors, basic strategies found effective in winning grants, and elements of effective…

A study examined factors motivating and hindering college faculty (n=248) in pursuit of grants, focusing on differences between tenured and non-tenured faculty. Results suggest non-tenured faculty perceive motivational factors and barriers differently than tenured faculty. Concluding that adequate training in grant writing is essential, it is…

A study of 163 colleges and universities examined 33 variables seen as incentives for faculty to engage in sponsored research. Results suggest a small predictive relationship between released time to write proposals, reduced faculty loads to work on funded projects, availability of graduate and research assistants, return of some direct costs to…

A study was done involving a survey of existing barriers and inducements to grant-related activities among tenured faculty within the college of education at Texas A&M University. An already established effort to increase grant activity included the position of Associate Dean of Research with the responsibility for increasing the level of…

This study looked at barriers, incentives, and assistance to faculty involvement in grant-seeking and grant-writing activities on the eight campuses of the New Jersey State College System. The study surveyed a random sample of 260 faculty from the eight campuses. Of these 136 responded. Analysis found that less than 20 percent were actively…

A survey of tenure-track faculty in the Texas A & M University college of education investigated attitudes concerning the environment for grantsmanship. Results indicate the need for a system providing faculty with assigned time for proposal development, provision of start-up money for competitive grant-writing, equal emphasis on grant writing…