# Presentation: 338523

## Career Development

** **
**for **
**New Engineering Faculty Workshop**
**May 25, 2007**
**University of New Mexico**

**   ****Geoffrey Prentice**
**   ****gprentic**** ****@**** ****nsf.gov**
**   ****www.nsf.gov**
**   ****703-292-8371**

**   ****Tim Anderson**
**   ****tim**** ****@**** ****ufl.edu**
**   ****University of Florida**
**   ****352-392-0946**

## Workshop Agenda

**       **
**       ****8:10****	**** ****New Faculty Success Strategies**** ****  ****[5-12]**
**       ****8:30****	**** ****New Faculty Career Planning ****	****  ****[13-24]**
**       ****9:15****	**** ****Writing Proposals**** ****	****	****	****  ****[25-46]**
**       ****9:55****	**** ****Break (15 minutes)**
**     ****10:10****	**** ****Research Career Planning**** ****	****  ****[47-63]**
**     ****10:55****	**** ****Applying to the NSF**** ****	****	****	****  ****[64-79]**
**     ****11:10****	**** ****The CAREER Award**** ****	****	****	****  ****[79-93]**
**     ****11:25****	**** ****Working Lunch–Mock Panel ****	****  ****[94-101]**

**Slide 1 of 2**
**Workshop Agenda**

## Workshop Agenda

**Student Project Definition, Group/Individual Meetings, Faculty Role, Student Evaluation and Feedback**
**     ****2:00****   Engineering Overview ****	****	****  ****[117-127]**
**     ****2:10****   ****Identifying Research Problems**** ****	****  [128-137]**
**     ****2:25****   More Managing Research ****	****	****  ****[138-153]**
**Placement and Professional Development, Other Personnel, Thesis Writing, Defense, T.A., Lab Safety, Group Continuity, Teamwork, $ and Interfacing with Agency****	**
**     ****2:55****   ****Developing Research Proposals**** ****	****  ****[154-174]**
**     ****3:15****   ****Break   (15 minutes)**
**     ****3:30****   ****Time Management**** ****	****	****	****  ****[175-197]**
**     ****4:10****   ****Contacting Funding Agencies**** ****	****  ****[198-217]**
**     ****4:25****   ****Planning for Tenure and Promotion****  **** ****[218-229]**
**     ****4:45****   Faculty Mentoring**** ****	****	****	****  [230-237]**
**     ****4:55****   ****Evaluation & Closing Remarks**** ****	****  [241-249]**

**Slide 2 of 2**
**Workshop Agenda**

## Comments

**    ****points**
** ******** ****Many slides will be hidden –**
**    **** ****mostly informational**
**	**** ****Full presentation online at**
**	**** **** ****www.nsf.gov/eng/cbet/presentations/**** **
****** ****Designed to be an active **
**   ****   ****  ****workshop – please ask **
**   ****   ****  ****questions / add experience**

**Comments**

## New Faculty

**Success Strategies**

## What Do We Know About 

**   ****   ****  ****engineering faculty development**
****** ****Can be stressful**
**      **
** ******** ****What is the most stressful aspect  **
** ****             ****of being a new faculty member?**

**What Do We Know About **
**New Faculty Development?**

## Exercise

**   ****   ****find most stressful about being**
**   ****   ****or making the transition to a**
**   ****   ****faculty member**
****** ****Break into groups of 4-6, **
**    ****introduce yourselves, and share**
**    ****this information**

**Exercise**

## What Do We Know About 

** **** ******** ****Not enough time**
** **** ******** ****Inadequate feedback and recognition**
** **** ******** ****Unrealistic self-expectations**
** **** ******** ****Lack of collegiality**
** **** ******** ****Balancing work and outside life**

**What Do We Know About **
**New Faculty Development?**

## Faculty Characteristics (Boice 1991, not limited to engineering faculty, extremes)

**Faculty Characteristics ****(Boice 1991, not limited to engineering faculty, extremes)**

_**Quick Starters**_
****** ****Seek social**
**    ****support / advice**
****** ****Exemplary teachers**
****** ****positive attitude**
**   **** ****towards students**
****** ****less time**
**   **** ****preparing for class**
****** ****more time  **
**   **** ****on scholarly work**
****** ****complain less**

_**Unsuccessful**_
****** ****Confused about**
**   ****   ****expectations**
****** ****Feel socially isolated**
****** ****Scholarly work only**
**   ****   ****verbal priority, low**
**   ****   ****actual time**
****** ****Defensive teachers**
****** ****lecture only**
****** ****content focus**
****** ****avoid bad**
**   **** ****evaluations**

## Success Strategies

**   ****   ****writing (proposals, papers, reports);**
**   ****   ****keep time log**
****** ****30-45 minutes daily or 2-3 longer**
**    **** ****blocks weekly**
****** ****Keep record of time spent on all activities**
****** ****Limit preparation time for class **
**    ****(especially after the first offering)**
****** **_**<**_** 2 hours preparation for 1 hour of lecture**
****** ****Keep track of time spent in time log**

**Slide 1 of 2**
**Success Strategies**

## Success Strategies

** ******** ****Visit offices, go to lunch, have a cup of coffee**
** ****       **** ****with colleagues in and out of the department**
** ******** ****Discuss research, teaching, campus culture**
****** ****Develop clear goals and    **
**    ****  ****a plan to reach them**
** ******** ****Get feedback on plans from department head, mentor, **
**  ****     **** ****other colleagues, and make adjustments **
** ******** ****Use planning tool (e.g. Gantt chart to plan course**
**   ****  **** ****development, research, presentations, publications)**
** ******** ****Periodically review progress (at least annually)**

**Slide 2 of 2**
**Success Strategies**

## Faculty Time Scales

****** ****Next lecture****	****	****	****	****	****2 days**
****** ****Proposal written****	****	****	****	****4 weeks**
****** ****Course****	****	****	****	****	****	****4 months**
****** ****Publication submitted-published****	****6 months**
****** ****Annual evaluation****	****	****	****	****1 year**
****** ****Mid-career review ****	****	****	****	****3 years**
****** ****PhD graduates****	****	****	****	****4 years**
****** ****Tenure package due****	****	****	****5 years**

## Trends & Observations

****** ****Tenure rates about same**
****** ****Faculty demand increasing**
** ******** ****Expansion in 60’s-70’s**
** ******** ****Enrollment pressure high**
****** ****Post-doc is more common**

**Trends & Observations**

## New FacultyCareer Planning

## “If you don’t know where you are going, any road will get you there.”

- “If you don’t know where you are going, any road will get you there.”

**     ****The Cheshire Cat Alice in Wonderland**

- SNAFU®by Bruce Beattie *Valley Daily News* Nov. 13, 1988

## Components 

** ****	****    ******** ****Teaching Career**
** ****	****    ******** ****Professional Career**
** ****	****    ******** ****Personal Career**
**Career Elements Are Connected**

**Components **
**of Career Planning**

## Developing a Plan:Mission / Goals / 

**                          ****  ****passion for**
****** ****Goal****	**** ****- ****	****     ****What you would like to ****	****	****	****     ****  ****accomplish**
****** ****Objective**** - ****What you will accomplish**
**                          ****  ****by specific**** **_**Activities**_

**Developing a Plan:****Mission / Goals / **
**Objectives / Activities**

## Missions

**Missions**
**What you have a passion for . . .**
****** ****What are your**
**   ****  **** ****strengths?**
****** ****What do you like **
**   ****  **** ****learning?**
****** ****What outcome would**
**   ****  **** ****you like to see?**
****** ****Who do you admire?**
**    **** ****  **_**May change with time**_

**Goals**
**What you would hope to accomplish . . .**
****** ****You decide vs. **
**   ****  **** ****others decide**
****** ****Routine vs. **
**   ****  **** ****non-routine**
****** ****Idealistic vs. **
**   ****  **** ****realistic**
****** ****Growth goals**

## Some Example 

**Career Development Goals (priority)**

**  ****  ****Research Goals**
****** ****Obtain tenure  (high)**
****** ****Establish recognized**
**    ****research program in **
**    ****wide-band gap materials**
**    ****(medium)**

**  ****  ****Professional Goals**
****** ****Become a valued member**
**   ****  ****of the AACG (high)**
****** ****Improve my writing skills**
**   ****  ****(medium****)**

**  ****  ****Teaching Goals**
****** ****Introduce molecular concepts**
**   ****  ****into curriculum  (medium)**
****** ****Explore best use of course **
**   ****  ****management tools  (medium)**

**  ****  ****Personal Goals**
****** ****Learn to play tennis **
**   ****  ****(medium)**
****** ****Become fluent in French **
**   ****  ****(low)**

## Objectives and Activities:The Plan to Achieve Your Goals

**    ****  ****by specific**** **_**Activities**_** ****?**
** ******** ****List only feasible activities**
** ******** ****Be specific**
** ******** ****Include activities currently doing**
** ******** ****State time frame – **
**    ****   ****can separate (week, term, year)**
** ******** ****Prioritize list – cannot do all**

**Objectives and Activities:****The Plan to Achieve Your Goals**

## Example

**                     ****of solar energy**
**Goal (6 yr):  ****Obtain tenure**
**Sub goals:****	****   ****  ****Established funded research **
**                     **** ****program in photovoltaics**
**Objectives:  ****  ****Submit a CAREER proposal ****	****	****	****   ****	****   ****  ****this semester**
_**Activities**_**:**
****** ****Write literature review by March 15**
****** ****Have student complete preliminary experiment by April 15**
****** ****Draft white paper of proposed REU concept by April 1**
****** ****Call NSF program manager on Monday to discuss questions**

**Example**

## Mission / Goal

**   ****   ****your mission in one of the 4 areas**
**   ****   ****(research, teaching, professional, **
**   ****   ****personal), and then write a goal you**
**   ****   ****may want to pursue during the next **
**   ****   ****5 years in support of that mission.**
****** ****Share this with the other members **
**   ****   ****of the group **
** **
****** ****Revisit in a few days, complete and **
**   ****   ****add mission / goals for other areas**

**Mission / Goal**
**Development Exercise**

## CAREER DEVELOPMENT Worksheet 1

****** ****Gain acceptance for research in electronic materials **
**    ****processing within the chemical engineering community**
****
_***Teaching Mission Statement***_***:***
****** ****Improve learning and faculty efficiency **
**    ****with sensible use of technology**
****
_***Professional Mission Statement***_***:***
****
_***Personal Mission Statement***_***:***
****

**CAREER DEVELOPMENT Worksheet 1**

## Defining Objectives 

**   ****   ****and possible objectives for your**
**   ****   ****highest priority education goal. **
****** ****Prioritize this list**
****** ****Then list possible activities that **
**   ****   ****will contribute to accomplishing **
**   ****   ****this objective.  **
****** ****Prioritize this list.**

**Defining Objectives **
**and Activities Exercise**

## Career Development Worksheet 3For highest priority, 5-Year Teaching Goal

** **_**Prioritized Objectives**_

** **_**Activities for T**__**op Objective**_

## Implementation

****** ****Establish realistic balance; eliminate**
**   ****   ****goals if necessary**
****** ****Implement in context of your situation **
**   ****   ****(institution, family, health, finances...)**
****** ****Revisit periodically – goals change**
****** ****Obtain feedback and tune (chair, colleague,**
**   **** ****mentor)**
****** ****Keep it visible (e.g., white board, **
**   ****   ****Gannt chart)**

**Implementation**

## Writing the Proposal

## Successful Proposals

****** ****Stress the novel aspects of your approach**
****** ****Differentiate your work from that done by**
**    ****  ****others**
****** ****Emphasize the hypothesis that your research**
**    ****  ****will test**
****** ****Respond to all aspects of the program **
**    ****  ****description**
****** ****Support your ideas with references /**
**    ****  ****preliminary results**
****** ****Describe applications that could result **
**    ****  ****from the research**
****** ****Show where the research might lead**
****** ****Include figures and graphs to facilitate**
**    ****  ****understanding – teach not snow**

**Successful Proposals**

## Common Sections

**   ****II.**** Project Description**
**    ****A.**** Results from prior agency support**
**    ****B.**** Statement of problem and significance**
**    ****C.**** Introduction and background**
**    ******** ****Relevant literature review**
**    ******** ****Preliminary data**
**    ******** ****Conceptual or empirical model**
**    ******** ****Justification of approach**** ****or**** ****novel**** ****methods       **

**Common Sections**

**Slide 1 of 2**

## Common Sections

** **
** ****	**** ******** ****Overview of research design**
** ****	**** ******** ****Objectives, hypotheses, and methods**
** ****	**** ******** ****Analysis and expected results**
** ****	**** ******** ****Timetable**
**     ****E. ****References cited**
**     ****F.**** Budgets**
**     ****G.**** Current and pending support**
**     ****H.**** Description of Facilities**

**Common Sections**

**Slide 2 of 2**

## Don’t Annoy Reviewers

**   ******** ****Erroneous references**
**   ******** ****Exceed page length guidelines**
**   ******** ****Too small font**
**   ******** ****Overly dramatic**

**Don’t Annoy Reviewers**

##   Significance Statement   (Overall Objectives, Overview and Significance, Significance 

**    ****would perceive as greatest contribution**
****** ****Consider both empirical and theoretical**
**    ****contributions**
****** ****Identify and contrast basic and applied uses**
**    ****of results**
****** ****Ask how you expect others to use your results**
****** ****Compare contributions that are likely to be **
**    ****important 1 year vs. 10 years after completion**

** **** ****Significance Statement****   ****(Overall Objectives, Overview and Significance, Significance **
**   ****and Project Objectives, Statement of the Problem)**

**Slide 1 of 2**

##   Significance Statement

**    ****How would you dispute claims ?**
****** ****Feature significance statement at beginning**
****** ****Keep it short**
****** ****Funnel the reader: **
**    ****broadest goals to specific aims**
****** ****Explain the value of the work**
****** ****Link with other fields**
****** ****Don’t go overboard**

** **** ****Significance Statement**

**Slide 2 of 2**

## Proposal Title

**       ****meaningful manner**
**   ******** ****Avoid jargon and overstatement**
**   ******** ****Be careful with buzzwords    ****	****(some **** ****folks are annoyed)**
**   ******** ****Avoid cute and too informal titles**

**Proposal Title**

## Activity

**Activity**

## Executive or 

**   ********  ****Most important section (initial impressions,**
**       ****  ****often used for reviewer selection)**
**   ******** ****Contains goals and scope of study, **
**       ****  ****significance, brief description of methods,**
**       ****  ****hypotheses and expected results**
**   ******** ****Clear, concise, accurate, exciting**
**   ******** ****Particularly important with panel reviews**
**   ******** ****Usually 1-2 pages**
**   ******** ****Conventions vary by field – seek samples**

**Executive or **
**Project Summary**

## Handout

**Handout**

## Goals, Objectives, Hypotheses

**     ****specific outcomes**
** ******** ****Hypotheses:  Specific set of testable conjectures**
***            ****** ***_***Goal***_***:*****  ****“to further our understanding of **
**                        ****the implication of global climate**
**                        ****change on wetlands”**
***    ***_***Objective***_***:*****  ****“to measure the diffusivity of**
**                        ****methanol in water as a function **
**                        ****of temperature and composition”**
*** ****** ***_***Hypothesis***_***:*****  ****“Zinc can effectively compete with**
**                        ****other metals for enzyme-active**
**                        ****sites, transporter proteins, and**
**                        ****other biologically important ligands.”**

**Goals****,**** Objectives****,**** ****Hypotheses**

## Introduction and Background

**      ****establish relevance**
**  ******** ****Discuss motivation for the project**
**  ******** ****Not too long**
**  ******** ****Use schematics, models, headings, and **
**      ****formatting to channel the reader to show**
**      ****the direction that proposal is going**
**  ******** ****Relevant literature review**
**  ******** ****Preliminary results**
**  ******** ****Results from prior agency support**
**      ******** ****Judging productivity**
**      ******** ****Keep concise**

**Introduction and Background**

## Research Plan

**          ****justification**
**      ******** ****Methods and materials**
**	****  **** ******** ****Sampling procedures**
**	****  **** ******** ****Experiment description**
**	****  **** ******** ****Technical procedures**
**	****  **** ******** ****Algorithm descriptions**
**      ******** ****Data analysis**

**Research Plan**

**Slide 1 of 2**

## Research Plan

**	****	**** ******** ****Hypothesis 1A**
**	****	****    **** ******** ****methods, materials, and protocol**
**	****	****    **** ******** ****data analysis**
**	****	**** ******** ****Hypothesis 1A   **
**	**** ****	****    **** ******** ****methods, materials, and protocol**
**	**** ****	****    **** ******** ****data analysis**
**     ****2.**** Objective 2**
**	****	**** ******** ****etc.**

**Research Plan**

**Slide 2 of 2**

## References

** ******** ****Cite peer reviewed work, minimize****  ****unreviewed**
** ******** ****Cite your own work but not excessively**
** ******** ****Cite recent work**
** ******** ****Cite only work you have read – don’t cut & paste**
** ******** ****Reviewers will look for their references**
** ******** ****Include a sufficient number of references **
**     ****to establish ****	****credibility and feasibility**
** ******** ****Ensure accuracy of citations**
** ******** ****Place correctly and concisely**

**References**

## Tips

**  ******** ****Ask a colleague to review your proposal**
**  ******** ****Respected researchers in your field will**
**     **** ****read your proposal – make a good**
**     **** ****impression**
**  ******** ****Get help with ‘boiler plate’ and parallel**
**     **** ****process**
**  ******** ****Respect intellectual property, give**
**     **** ****appropriate credit**
**  ******** ****Don’t promise too much**

**Tips**

**Slide 1 of 2**

## Tips

**  ******** ****Meet at professional societies**
**  ******** ****Volunteer to serve as reviewer**
** ******** ****Submit early**
**  ******** ****~ 1% NSF proposals returned**
** ******** ****Federal fiscal year begins October 1**

**Tips**

**Slide 2 of 2**

## “Press On”:  Persistence . . .

** **** ****of persistence.**** **
**“****Talent will not:****  nothing is more common**
** **** ****than unsuccessful men with talent.**
** **
**“****Genius will not:**** unrewarded genius is**
** **** ****almost a proverb. **
**“****Education alone will not:**** the world is full**
** **** ****of educated derelicts. **
**“****Persistence and determination alone are**
** **** ****omnipotent.****”**

**“****Press On”****:  ****Persistence**** ****. . .**

## On-Line Proposal Writing Guides

** ****www.nsf.gov/pubs/**
** ****Environmental Protection Agency**** **
**  ****http://www.epa.gov/ogd/recipient/tips.htm**
**  ****http://www.epa.gov/ogd/grants/how_to_apply.htm**
** ****The Foundation Center**
**  ****http://foundationcenter.org/getstarted/learnabout/proposalwriting.html**
** ****NIH**
** **_[http://grants.nih.gov/grants/grant_tips.htm](http://grants.nih.gov/grants/grant_tips.htm)_
** **_[http://deainfo.nci.nih.gov/EXTRA/EXTDOCS/gntapp.htm](http://deainfo.nci.nih.gov/EXTRA/EXTDOCS/gntapp.htm)_
** ****http://www.niaid.nih.gov/ncn/grants/default.htm**
**     **
**       “****A Winning Strategy for Grant Applications”**

**On-Line Proposal Writing Guides**

## On-Line Proposal Writing Guides

** ****  ****http://www.colorado.edu/Publications/styleguide/symbols.html**

**On-Line Proposal Writing Guides**

## Research Career Planning

**Research Career Planning**

## Developing a Plan

## From 

**What was the most difficult aspect about the transition from Graduate Student to Faculty?**

**From **
**Graduate Student **
**to Faculty**

## The Transition 

**from Graduate Student **
**to Faculty Status**

**  **_**Research**_
**  ****From**
**  ****Conducting ******** **
**  ****Directing**
**  ****(More open-ended)**
**  ****From**** **
**  ****Solving Problem ******** **
**  ****Defining Problem /**
**  ****Seeking Funding**** **
**  ****(80% First Proposals Rejected)**

**  **_**Teaching**_
**  ****From**** **
**  ****Student ******** Teacher**
**  ****(More structured)**
**  ****From**** **
**  ****Reader ******** Editor**
**  ****(Student Learning**
**  ****Improves **
**  ****in Next Offering)**

## And I Get Paid to Do This!

**      ****  **** ****students**
**   ******** ****Perform research on topics of my choice**
**      ****  **** ****(to a degree)**
**   ******** ****Sabbatical every 7****th**** year**
**   ******** ****Travel**
**   ******** ****Enjoy colleagues in own and other**
**      ****  **** ****disciplines, around the world**
**   ******** ****Retire gracefully**
**   ******** ****And have great job security (tenure)**

**And I Get Paid to Do This!**

## Research Career

**      ****  **** ****and revise (at least annually)**
**   ******** ****Peer recognized excellence (‘potential’**
**      ****  **** ****required for tenure at most institutions)**
**      ****  **** ****in research area is long term goal**
**   ******** ****Important to remain research active**
**      ****  **** ****throughout career (traditional graduate**
**      ****  **** ****program, REU’s, collaborate with **
**      ****  **** ****industry, sabbaticals, education **
**      ****  **** ****research . . . ) **

**Research Career**

## Cornerstones 

**   **** ****breaks new ground / innovative**
****** ****Uses appropriate and best methods; **
**    ****can be replicated**
****** ****Includes appropriate analysis and applies**
**    ****results**
****** ****Results**** are synthesized and**
**   **** ****disseminated in a timely and **
**   **** ****peer reviewed manner**

**Cornerstones **
**of Good Research**

## Research Areas

**    **** **** ****research areas during their career ****(~1 to 5)**
** ******** ****Identify engineering science(s) (base) **
**    **** **** ****and technology (driver)**
** ******** ****Criteria for selection: Interesting, **
**    **** **** ****importance of problem, match to your**
**    **** **** ****skills, long-term funding prospects, **
**    **** **** ****available resources, presence of**
**    **** **** ****colleagues, fit with department vision, **
**    **** **** ****student interests, local interests**

**Research Areas**

## Research Hierarchies

**Research**** ****Discipline**

**Research Field**

**Research Area**

**Research Issues**

**Problem Solution**

****** ****CVD of **
**    **** ****semiconductors**
****** ****Bulk crystal growth**
****** ****Solid-state sensors**

**Likely fixed**
**(sometimes **
**different than **
**Ph.D. topic)**

_**Distinguishes**_

**Innovative**

**Only a few in**
**one’s career**

**Established**

****** ****Chemical  **
**   ****  ****Engineering**

****** ****Electronic Materials **
**   ****  ****Processing**

****** ****p-type doping **
**   **** ****of GaN**

****** ****Cluster doping**

**Research Hierarchies**

## The Numbers ($)

**    ****& continuity, 1 PhD/yr = group size 6-7, **
**    ****40 yr career = 35 PhDs in career**
****** ****35 solutions;  ~20 problems;  few **
**    ****research areas in career**
****** ****Grad. student cost: ****$22K ****(stipend)****+11K**
**    ****(overhead)****+7K ****(tuition)**** = $40K/yr**
****** ****$280K ****(7 students)**** + 50K ****(3 summer mo)**
**    ****= $320K + cost of research **
**    ****(~30K/student)**** =**** **_**$530,000/yr funding**_

**The Numbers ($)**

**Slide 1 of 3**

## The Numbers ($)

**        ****Chair’s  view**
** ******** ****Salary: ****$70K/yr for 6 yr = $420K**
** ******** ****Start-up (variable): ****students, summer**
**    ****  ****salary, equipment, supplies, reduced **
**    **** ****teaching service assignment, **
**    **** ****. . . = $400K**
** ******** ****Total = ****$820K**

**The Numbers ($)**

**Slide 2 of 3**

## The Numbers (time)

**    ******** ****t = 0 ****(idea****) ****+**** 3 mo ****(preliminary results****)  **
**        ****    ****+**** 2 mo ****(write proposal)**** **
**        ****    ****+**** 3-6 mo ****(review)**** **
**        ****    ****+**** 1-13 mo ****(funding cycle - note 10/1)**** **
**        ****    ****+**** 0-12 mo ****(identify graduate student****)**
**        ****    ****+**** 12-36 mo ****(do research****) **
**        ****    ****+**** 3 mo ****(write manuscript)****   **
**        ****    ****+**** 6-15 mo ****(submit / review / publish)**** **
**        ****    ****= **_***30-90 months***_** **

**The Numbers (time)**

**Slide 3 of 3**

## Identifying Research Area 

**    **** ****or post-doctoral research**
** ******** ****Easiest but competing with former advisor(s)**
** ******** ****Tangent to thesis **
**    **** ****or post-doctoral research**
** ******** ****Easy transition but credibility not fully**
**    **** ****established**
** ******** ****New area**
** ******** ****Longer time constant & higher risk, but **
**    **** ****return may be high; consider collaboration  **
**    **** ****(your contribution must be recognizable)**

**Identifying Research Area **
**and Issues in your Field**

## ExerciseList your research discipline, field & areas

**discipline**

**field**

**area**

**problem**

**area**

**area**

**problem**

**problem**

****

****

****

****

****

****

****

## Plan for the Long term

** ****The tools you use will become routine**
** ****Your peers will for the most part still be active in research**
** ****The fundamental engineering sciences will remain valid**

**Plan for the Long term**

## Plan for the Long term

** ****Take sabbaticals**
** ****Collaborative research**
** ****Use ‘investment resources’ wisely**
** ****Pursue growth activities**

**Plan for the Long term**

## Misconceptions About Education Research

**‘****Education research is not real research**’
** ******** ****Few engineers are exposed to ‘real education**
**     ****research’, but it is a sophisticated combination**
**     ****of cognitive & behavioral sciences, design and**
**     ****analysis of experiments w/human element, . . .**
**‘****There is no funding for education research’**
****** ****Workforce development $ growing rapidly**
** **
****** ****Success rate often higher than for discipline**
**    ****research**
**‘****Education research will hurt my career’**
****** ****Recipients of education scholarship awards are**
**    ****often discipline leaders of research **

## Advice on Education Research and Scholarship

****** ****Insist on the same standards of **
**    ****excellence as for discipline research**
****** ****Include following in proposals**** ****(CAREER also)**
**    ******** ****Literature review **
**    ******** ****Assessment and evaluation plan**
**    ******** ****Dissemination plan**
**    ******** ****Leverage resources ****(partners, plug-ins, pyramid)**
**    ******** ****Plus usual elements ****w/ emphasis on hypothesis testing**
**    ******** ****Focus**
****** ****Collaborate with experts in other fields**

## Advice on Education Research and Scholarship

****** ****Decide your level of activity, but do some**
** ******** ****Within context of assigned activities *****to***
**   ****    ****integrated with discipline research *****to***** pure**
**   ****    ****education research project *****to***** sole research**
**Ensure chair is aware of your plans**
** **
****** ****Often post-tenure activity**** **
****** ****Focus on an area you enjoy**
** ******** ****Learning with technology, text writing,**
**   ****   ****experiential learning, multidisciplinary design,**
**   ****  ****K-12 outreach, . . .**

## Research: Why Write ?

** **
** **_**Assign credit:**_
** ****Who dunnit?  ****“If**
** ****it isn’t in print **
** ****(or the Internet),**
** ****it doesn’t exist”**

** **
** **_**Personal**_
** **_**pleasure:**_** **
** ****of story telling**

** **_**Inform **_
** **_**colleagues:**_
** ****about 2000**
** ****technical libraries**
** ****worldwide**

** **
** **_**Obtain**_
** **_**closure:**_** **
** ****continue or **
** ****move on?**

## Research: Why present ?

**Research: Why present ?**

** **_**Clarification:**_** **
** ****Presentation forces**
** ****focus: what is the**
** ****central story ?**

** **_**Establish presence:**_
** **
** ****productivity & **
** ****persona**

** **
** **_**Professional:**_
** ****societal connectivity**

** **
** **_**Collegial:**_** **
** ****meet your**
** ****(lifetime) peers**

** **_**Socialize:**_** ****(enjoy!)**

** **
** **_**Recruiting:**_** **
** ****future students, **
** ****faculty**

** **_**Question others:**_
** ****establish critical role**

## Balance your life:          “Publish and Cherish”

**Professional Life:**** Teaching / Research:**
****** ****Proposals**
****** ****Students**
****** ****Advising**
****** ****Papers**
****** ****Conferences, etc.**
**. . .**** Open Ended ****. . .**

**Personal Life:**
****** ****Relationships**
****** ****Hobbies**
****** ****Physical activity**
****** ****Family**
****** ****Religion**
****** ****Schools, politics, . . . ****. . .**** Open ended ****. . .**

****** ******** ********  **_**Make Balanced Time Investments**_

## Your Academic Career

** ****~20 research problems**
** ****35 PhD students**
** ****140 publications**
** ****$15 million in funding**
** ****300 proposals**
** ****70 courses taught**
** ****>2000 students**
** ****6 chairs, 7 deans and 8 presidents**
** ****4 sabbaticals**
** ****2080 Saturdays**

**Your Academic Career**

## Applying for 

**NSF Grants**

## Award Criteria

** **
****** ****Intellectual merit**
**     ******** ****Importance in advancing understanding **
**        **** ****in a field**
**     ******** ****Creativity and novelty of approach**
**     ******** ****Qualifications of investigators**
**     ******** ****Completeness of research plan**
**     ******** ****Access to resources**
****** ****Broader impacts**
*** ***
**     ******** ****Promotion of teaching and training**
**     ******** ****Inclusion of underrepresented minorities**
**     ******** ****Enhancement of infrastructure & partnerships**
**     ******** ****Dissemination of results**
**     ******** ****Benefits to society**

## Finding an Appropriate Program

****** ****Check list of currently funded programs**
** ******** ****Use FastLane**
** ******** ****Read titles and abstracts on the website**
****** ****Find a fit**
** ******** ****Contact program director**
** ******** ****Prepare a one-page abstract**
** ******** ****Specify appropriate program on cover sheet**
****** ****Consider initiatives and special programs**
** ******** ****Sensors initiative**
** ******** ****NSE initiative**** **

##  Multicomponent Space-Charge Ion Uptake and Ion / Solvent

**  ****Award List for Program: **
**  ****SEPARATIONS and PURIFICATION PROCESSES**

**[ Click on the Award Number for Additional Information (on Web) ]**
****** ****Multicomponent Space-Charge Ion Uptake and Ion / Solvent**
**    **** ****Transport Models for Ion-Exchange Membranes **
**      ****Award#: 0331389   Current Year Award Amount: $0   Cumulative Award Amt: ****$166,310**
**      ****Estimated Total Award Amount: ****$166,310**
**      ****Original Start Date: Sep 01, 2002   Projected Duration: 12 Months**
**      ****PI: ****Pintauro****   Institution: ****Case Western Reserve****   State: Ohio   District: 00**** **
****** ****New Pressure Swing Adsorption Processes**
**      ****Award#: 0327089   Current Year Award Amt: $90,366   Cumulative Award Amt: ****$90,366**** **
**     ****  ****Estimated Total Award Amount: ****$277,155**** **
**      ****Original Start Date: Aug 01, 2003   Projected Duration: 36 Months  **
**      ****PI: ****Wankat****   Institution: ****Purdue University****   State: Indiana   District: 07**** **
****** ****SGER: Distillation Using Hollow Fibers as Structured Packing**
-      **Award#: 0322882   Current Year Award Amt: $49,937   Cumulative Award Amt: ****$49,937**** **
**     ****  ****Estimated Total Award Amount: ****$49,937**** **
**      ****Original Start Date: Jun 01, 2003   Projected Duration: 12 Months**
**      ****PI: ****Cussler****   Institution: ****Univ of Minnesota-Twin Cities****   State: Minnesota   District: 05**** **

## Slide 75

## Award Statistics

****** ****Distribution by experience**
** ******** ****Approximately 30% new investigators**
** ******** ****70% recently funded by NSF**
****** ****Success rates**
** ******** ****Unsolicited proposals about 15%**
** ******** ****CAREER about 15%**
** ******** ****Initiatives about 10% (varies widely)**

## Comparison of NSF Budget, Staff and 

**Comparison of NSF Budget, Staff and **
**Competitive Proposal Submissions over Time**

## Distribution of Average Reviewer Ratings

**Distribution of Average Reviewer Ratings**
**FY 2005**

**Number of Proposals:  41,758  (**** ****31,966 Declines & 9,792 Awards**** ****)  **

## Post Award Considerations

** **
****** ****Keep program director informed**
**     ******** ****Write nuggets (research achievements) when requested**
**     ******** ****Give advance notice of significant publications (e.g., Science, Nature); the NSF public relations department (OLPA) can help publicize**
**     ******** ****Submit annual report (90 days before anniversary of grant) and final report (90 days after grant expiration)**
****** ****Request supplements**
*** ***
**     ******** ****Research Experiences for Undergraduates (REUs) and Research Experiences for Teachers (RETs) are common**
**     ******** ****International supplements available**

## Final Thoughts

****** ****Contact program directors**
** ******** ****Meet at professional society conferences**
****** ****Volunteer to review proposals, e.g.,**
**   **** ****http://www.nsf.gov/eng/cbet/reviewer/**
****** ****Examine successful proposals**
****** ****Ask colleagues for their proposals**
****** ****Get proposal reviews from colleagues**
****** ****Suggest reviewers for your proposal**
****** ****Use FastLane form provided**

## Faculty Early Career Development Program 

**NSF Announcement #05-579      FY 2006–2008**

**Faculty Early Career Development Program **
**(CAREER)**

## CAREER: Program Goals

****** ****NSF's awards for new faculty members**
****** ****The size and duration of CAREER awards**** **
**    ****are commensurate with PI’s needs**
****** ****Awardees are selected**** on the basis of**
**    ****their plans to develop highly integrative**
**    ****and effective research and education**
**    ****careers**
****** ****Increased participation**** of those **
**    ****traditionally under-represented in**
**    ****science and engineering encouraged**

## CAREER: Eligibility

**Applicants Must:**
****** ****Hold a doctoral degree**** ****as of submission date**
****** ****Be untenured**** as of submission date**
****** ****Be employed in a tenure-track**** ****(or**
**     **** **** ****equivalent) position as of October 1 following submission**
****** ****Be employed as an assistant professor**
**    **** ****(or equivalent) as of October 1 following submission**
****** ****Have not competed more than two times**
**    ****previously in the CAREER program**
****** ****Have not previously received an NSF**
**    ****CAREER or PECASE award**** **

## CAREER: Self-Certification

****** ****At time of submission, applicants will **
**   **** ****self-certify for both CAREER and PECASE**
**   **** ****eligibility.  Unless applicants properly **
**   **** ****complete the checklist, they will not **
**   **** ****be able to submit their proposal.**
** **
****** ****CAREER certification will appear after **
**   **** ****the cover page and will be sent to**
**   **** ****reviewers as part of the proposal.**
** **
****** ****PECASE certification will appear on the **
**   **** ****Form 1225 (Information about the PI) **
**   **** ****and will not be sent to reviewers.**

## CAREER Proposals

******  ****Critical Elements**
** ******** ****Research**** *****and***** ****education**
** ******** ****Departure from Ph.D. work**
******  ****Special Considerations**
** ******** ****Panel review - - bring reviewers up to speed**
** ******** ****Read**** *****current****** *****announcement: rules change**
** ******** ****PI specifies program for initial assignment**
******  ****Logistics**
** ******** ****Submit early and resubmit if necessary**
** ******** ****Follow-up: check for successful submission**
** ******** ****Check converted version of proposal**
** ******** ****About 1% of proposals returned un-reviewed**

## CAREER: Departmental Letter

****** ****Departmental Letter Must:**
**    **** ******** ****Include standard three-sentence **
**        ****endorsement**
**    **** ******** ****Describe the departmental/institutional **
**        ****support**
**    **** ******** ****Verify the self-certified PI eligibility**
**        ****information**
****** ****REMINDER:**** ****Annual reports should include a **
**    **** ****letter from the department chair restating**
**    **** ****his/her endorsement and support of the**
**    **** ****CAREER PI**

## CAREER: Proposal Review

****** ****Evaluated using NSF’s two merit review**
**    ****criteria:**
** **
**    ******** ****What is the intellectual merit of the **
**       ****proposed activity?**
** **
**    ******** ****What are the broader impacts of the**
**       ****proposed activity?**
****** ****Reviewers are also asked to consider the**
**    ****capability of the applicant to make an**
**    ****integrative contribution to both education **
**    ****and research and to integrate diversity in **
**    ****all program activities.**

## CAREER: 

**Award Duration and Size**

******  ****5-year duration**
** **
******  ****Minimum award size of $400,000 **
** **
******  ****BIO minimum award size of  **
**    **** ****$500,000 for FY03**
** **
******  ****No maximum award size**

## CAREER Deadlines

** ****July 17, 2007****   ********   ****BIO, CISE, EHR**
** ****July 18, 2007****   ********   ****ENG**
** ****July 19, 2007**** ****  ******** ****  ****GEO, MPS, OPP, SBE**

## PECASE

****** ****P****residential ****E****arly ****C****areer ****A****wards for**
**    **** **** ****S****cientists and ****E****ngineers**
****** ****R****ecognizes outstanding scientists and **
**    **** **** ****engineers who, early in their careers,**
**    **** **** ****show exceptional potential for **
**    **** **** ****leadership at the frontiers of knowledge**** **
****** ****H****ighest honor bestowed by the U.S. **
**    **** **** ****government on scientists and engineers **
**    **** **** ****at the beginning of their careers**

## CAREER & PECASE

****** ****A****s in previous years, ****NSF will have twenty**
**    ****PECASE “slots”**
** **
****** ****Number of slots per directorate**** will be **
**   ****  **** ****determined by number of proposals received **
**   ****  **** ****in each directorate**
** **
****** ****Each directorate will nominate**** their  **
**   ****  **** ****most meritorious CAREER PI(s) for PECASE**
** **
****** ****PECASE awardees will be announced**** in**
**    ****  ****the fall following receipt of the CAREER award **
**   ****  **** ****(i.e., approximately 15-18 months **
**      ****after CAREER proposal submission)**

## PECASE: Eligibility

****** ****NSF nominates the 20 most meritorious **
**    **** ****CAREER awardees for PECASE**
** **
****** ****NSF Applicants Must:**
** **
**    ******** ****Meet all of the CAREER eligibility  **
**       **** ****requirements**** **
** **
**    ******** ****Be U.S. citizens, nationals, or permanent **
**      ****  **** ****residents who hold such status on or**
**       **** ****before their Directorate's July deadline**
**       **** ****for submission of CAREER proposals**
** **
**    ******** ****An individual can receive only one  **
**      ****  **** ****PECASE award**** **

## CAREER Program Awards by Directorate

** ****14%**

**10%**

** ****22%**

** ****21%**

**National Science Foundation     ********     Directorate for Engineering**
**CAREER Program Awards by Directorate**
**FY 2006**

**Total Proposals**

_**Awards**_
**Declines**

**   **_**106**_
**  ****747 **

_** **__**38**_
**368**

_**119**_
**545**

_** **__**21**_
**101**

_**  **_

** ****19%**

_**112**_
**577**

## Slide 94

## CAREER: Useful Websites

******  ****Examples**** ****of**** ****the**** ****“broader**** ****impacts**** ****criterion”:**
** **
**      **** ****http://www.nsf.gov/pubs/2002/nsf022/bicexamples.pdf**
**  **
******  ****CAREER Homepage:**** **
** **
**     **** ****http://www.nsf.gov/career**
** ****	**
**     **** ******** ****Program Solicitation**
** **
**           ******** ****Submission Checklist**
**  **
**        ******** ****Awards lists and abstracts**
** **
******  ****FAQ (05-027)**

## Sample Comments

**Handout**

**Sample Comments**
**from **
**Career Reviews**

## Other New FacultyProposal Opportunities

****** ****Beckman Young Investigators**** ****Permanent**
**     ****Resident Alien / Tenure-Track / U.S. Citizen Award**
**     ****$264K over 3 years / Deadline December 1**
**    **** ****http://www.beckman-foundation.com/byiguide2.html**
****** ****Camille and Henry Dreyfus Foundation**
**    ****New Faculty Award*****    *****$50,000 before new**
**     **** ****faculty members begins their first tenure-track**
**     **** ****appointment, for U.S institutions with PhD granted **
**     **** ****in chemistry, biochemistry, or chemical enginerring**
**    **** ****http://www.dreyfus.org/nf.shtml**
****** ****Microsoft Research New Faculty**
**    ****Fellowship Program**** ****‘advancing computing**
**    **** ****research in novel directions’ / $200K / due**
**    **** ****typically in October**
**    **** ****http://research.microsoft.com/ur/us/nff/**

## Mock Review

****** ****Please break into teams of 6-8**
**    **** ****and review proposal. **
****** ****Generate a summary review.**

##  NSF Award Criteria

******  ****Intellectual merit**
**     ******** ****Importance in advancing understanding in a field**
**     ******** ****Creativity and novelty of approach**
**     ******** ****Qualifications of investigators**
**     ******** ****Completeness of research plan**
**     ******** ****Access to resources**
** **
*******  *****Broader impacts**
**     ******** ****Promotion of teaching and training**
**     ******** ****Inclusion of under-represented minorities**
**     ******** ****Enhancement of infrastructure and partnerships**
**     ******** ****Dissemination of results**
**     ******** ****Benefits to society**
**https://www.fastlane.nsf.gov/a5/a5crit_conflict_conf.htm**

## Review Criteria  - -  Slide 1 of 2

****** ****What is the intellectual merit of the**
**    ****proposed activity?**
**     ******** ****How important is the proposed activity to **
**       **** ****advancing knowledge and**** ****understanding **
**       **** ****within its own field or across different fields? **
**    ******** ****How**** ****well qualified is the proposer ****(individual **
**         ****or team) to conduct the**** ****project?  (If appropriate, the **
**         ****reviewer will comment on the quality of**** ****the prior work.) **
**    ******** ****To what extent does the proposed activity **
**       **** ****suggest &**** ****explore creative & original concepts? **
**    ******** ****How well conceived and organized is the **
**       **** ****proposed activity? **
**    ******** ****Is there sufficient access to resources?**

## Review Criteria  - -  Slide 2 of 2

****** ****What are the broader impacts of the**
**    **** ****proposed activity?**
**      ******** ****How well does the activity ****advance discovery & under-**
**         **** ****standing promoting teaching, training, & learning****?**
** **
**      ******** ****How well does the proposed**** ****activity ****broaden the**
**         **** ****participation of underrepresented groups**** **
**         **** ****(e.g., gender, ethnicity, disability, geographic, etc.)? **
**      ******** ****To what extent will**** ****it ****enhance the infrastructure for**
**         **** ****research and education****, such as facilities, **
**         **** ****instrumentation, networks, and partnerships?**
** **
**      ******** ****Will the results be ****disseminated broadly to enhance **
**         **** ****scientific and**** ****technological understanding****? **
**      ******** ****What may be the ****benefits of the proposed**** ****activity to **
**         **** ****society****?**
**      ****NSF staff will give careful consideration to the following in making**** ****funding decisions:**
**      ********  ****Integration of Research and Education**** **
**      ********  ****Integrating Diversity into NSF Programs, Projects, and Activities**

## Your Potential 

**Conflicts of Interest**

**If you have an affiliation or financial connection **
**with the organization or person submitting this proposal that might be construed as creating a conflict of interest, please describe those affiliations or interests on a separate page and attach it to your review.  Regardless of any such affiliations or interests, we would like to have your review unless you believe you cannot be objective.  **
**An NSF program official will examine any state-ment of affiliations or interests for the existence of conflicts.  If you do not attach a statement we will assume that you have no conflicting affiliations or interests.**

## Obligation to Keep Proposals

**Confidential**

**The Foundation receives proposals in confidence and protects the confidentiality of their contents. For this reason, you must not copy, quote from, or otherwise **
**use or disclose to anyone, including your graduate students or post-doctoral or research associates, any material from any proposal you are asked to review. **
**Unauthorized disclosure of confidential information **
**could subject you to administrative sanctions. **
**If you believe a colleague can make a substantial contribution to the review, please obtain permission **
**from the NSF Program Officer *****before***** disclosing either **
**the contents of the proposal or the name of any **
**applicant or principal investigator. **
**When you have completed your review, please **
**be certain to destroy the proposal.**

## GOOD LUCK !!!

## Panels

**  ****Panel M1**
**Proposals:**
**Sample, Doe,**
**   ****Baker**
**   ****Coleman**
**   **

**Panel M2**
** **
**Proposals:**

**Panel M3**
**Proposals:**

## Panels

**Panel T1**
**Proposals: Sample, **
**   **

**Panel T2**
**Proposals:**

**Panel T3**
**Proposals: Koc, **

## Managing Research

**Now that you have funding!**

## Outline

****** ****Student Project Definition**
****** ****Group / Individual Meetings**
****** ****Faculty Role**
****** ****Student Evaluation and Feedback**
****** ****Placement and Professional**
**    ****Development**

## Outline

****** ****Other personnel (e.g., post docs,**
**    ****technicians, undergraduates)**
****** ****Qualifying Exam, Thesis Writing,**
**    ****Defense, Teaching Assistant**
****** ****Group Continuity, Team Work, **
**    ****Lab Safety**
****** ****$ and Interfacing with Agency**

## Guiding Observations

****** ****Every student is different**
****** ****There is not a single correct **
**    ****management style**
****** ****When in doubt ask:  What is best **
**    ****for the student?**

## Reasons Grad Students Fail

****** ****Project too difficult or unmanageable**
****** ****Student lost interest in topic**
****** ****Student isolation**
****** ****Poor planning and project management**
****** ****Writing the dissertation**
**    ********  ****Few problems if turn in parts **
**     **** ****while still doing research**
****** ****Personal problems:  Money is #1**
****** ****Inadequate or no supervision**** **
**    **** ****(22% of Graduate Students in survey)**

## Student Project Definition

**A Four-Step Process**

_**Step One**_**:****  ****Select Student**
****** ****Keep a sharp eye in the **_**classroom**_
****** ****Participate in the **_**recruiting and **_
**    **_**application review**_** process**
****** ****Impress on the student that this is the **
** ****most important decision they will make **
** ****in graduate school!**

## Student Project Definition

**A Four-Step Process**

_**Step Two**_**:****  ****Involve the student in defining the project.  It is a periodic process.**
****** ****Teach student how to define research **
**    ****problem**
****** ****Scientific method**
****** ****Synthesis of literature**
****** ****Grant/contract requirements must be met**
****** ****Funded project likely more successful **
**    ****(peer reviewed, long term support)**

## Student Project Definition

**Student Project Definition**
**A Four-Step Process**

_**Step Three**_**:****  ****Incorporate early milestones**** **
****** ****e.g., specific classes to take, a report,**
**    ****first paper or presentation, a piece of**
**    ****equipment designed, literature review,**
**    ****hypotheses / broad objectives, etc.**
****** ****Establish a 2-way “probationary”**
**    ****period**
****** ****Establish a timeline for project**
****** ****Require regular progress reports**

## Student Project Definition

**Student Project Definition**
**A Four-Step Process**

_**Step Four**_**:****  ****Establish the research**
**                   ****committee**
****** ****Help the student choose the committee,**
**    ****impressing on them the purpose of a **
**    ****research committee**
****** ****Have the student present her/his **
**    ****hypotheses (depending upon department**
**    ****rules), objectives, and any initial results **
**    ****to her/his committee ****within the first year.**

## Student Project Definition

****** ****Value independent thinking**
**     **** ******** ****Include open-ended component(s)**
**     **** ******** ****Have them involved in document definition**
**        **** ****(e.g., thesis outline, submit fellowship application – often requires**
**    ****career plan**
****** ****For every problem they encounter in the lab, I **
**   **** ****encourage them to FIRST think of at least 3 ways **
**   **** ****to solve that problem before they come to me for **
**   **** ****“****answers.”**
****** ****Encourage project “ownership”**
****** ****Have student be responsible for keeping supplies **
**   **** ****needed for her/his project in stock**
****** ****Define role in group**
****** ****Often a friction point**
****** ****Important to not only show how their work overlaps**
**    **** ****with other students but also to give each student a **
**    **** ****task (e.g., SOPs, lab orders, waste declaration)**

## Group Meetings

****** ****Periodic group meetings are**
**    ****helpful**
** ******** ****Presentations, guests, lectures,**
**    **** ****paper reviews, book chapters, **
**    **** ****special events**
** ******** ****Meet with other groups occasionally**
** ******** ****Keep it technical**
****** ****Social events**
** ******** ****Holiday party, picnic**

## Individual Meetings

****** ****Establish mechanism **
**    ****for regular meetings**
****** ****Every student is different**
****** ****Identify strengths, weaknesses**
****** ****Academic children**
****** ****Clearly convey your expectations**

## Identify something 

**your advisor did **
**that was effective **
**in managing the group.**

## Faculty Role

****** ****You are the research **_**advisor**_** **
**    **** ****not fellow student**
**     ******** ****Maintain professional relationship**
**     ******** ****Thesis is authored by 1 person**
****** ****You are role model, academic counselor,**
**    **** ****consultant, sounding board, evaluator,**
**    **** ****supporter, editor, agent**
****** ****Establish traditions / build pride**
**     ******** ****Hardbound dissertation, dinner, pedigree**
**        **** ****chart,  . . . **
**     ******** ****Maintain contact**

## Ideal Advisor

****** ****Advisor active in research**
****** ****Has regular meetings with Grad Students**
****** ****Creates a research climate that **
**    ****encourages Graduate Students**
**    ****to have independent ideas**
****** ****Expects quality**
****** ****Model for ethical behavior**
****** ****Want graduates to *****almost***** think**
**    ****they did research & thesis by themselves**

## Graduate Student Evolution

**Graduate Student Evolution**

****** ****GS like warm, *****structured***** advisors**
****** ****1****st**** year Grad Students  want to develop **
**    ****a personal relationship with advisor**
****** ****2****nd**** & 3****rd**** year Grad Studetns want**
**    ****expertise and availability**
****** ****Grad Students want advisor to adjust **
**    ****to their growing maturity**
****** ****In US,**** *****laissez-faire***** ****often interpreted **
**    ****as neglect - - particularly by **
**    ****international Grad Students**

## Research Advisor Attitude

**Research Advisor Attitude**

****** ****Advising is a form of teaching.**
****** ****Advisors need to remember that student’s**
**   **** ****growth is more important than research.  **
**    ****Do what is best for the student at all times.**** **
***          ******Kant's imperative:******  ******Act so that you treat human beings ***
***          ******always as ends and never only as means.  Graduate***
***          ******students deserve dignity and respect.***
****** ****The best thing for the Grad Student **
**    ****may not be what the Grad Student wants.**
**    ******** ****Thus, there may be periods when the **
**        ****Grad Student is unhappy.**
**    ******** ****Advisors can discuss reasons for their **
**        ****behavior.**

##    Professors as Advisors

****** ****A few are effective with all students,**
**    ****most are effective with some, and **
**    ****a few are incapable of advising anyone.**
****** ****Some professors have problems **
**    ****over and over.**
****** ****Some professors are better with  **
**    ****undergraduate and Masters students, **
**    ****and others are better with PhD students.**
****** ****Professors improve with experience.**
****** ****Departments:  Track performance **
**    ****of PhD candidates**

## Engineering Directorate Activities

**Notes:**
Last July we concluded that we need to “rethink the ENG Directorate.”  The the creation of the “Strategic Thinking Group,” which became the strategic planning group, with Kesh Narayanan as Chair.

A great deal has happened since last July when we began strategic planning

Some of the flavor came out at AdCom last fall.

Several things are now going on:
Joe Bordogna says he would like to see ENG “lifted up”
Arden Bement says that we should be looking for the big thing were we can have an impact
But, though we were on the upswing on the budget, ‘o5 was the first time we have not had ~ 10% increase in 6 years.  
We are told that budgets overall may be flat over the next few years.
The success rates of awards (I.e. awards/submissions) have been declining and are quite low.  
Seems to be a lot of agreement that curriculum changes need to be made (professional societies & ABET, CE, EE, ME.  Methods of teaching need to be improved.
NAE study on Assessing the Capacity of the U.S. Engineering Research Enterprise.
NAE Study on the future of engineering education (2020 report)
National Innovation Initiative from the Council on Competitiveness 
We have an outstanding group of DDs and PDs in place to make up the leadership team. 

Conclusion: We need to change – and not the “tweaking kind of changes.”  We need to be transformational.  And that concept is going to be very evident during my presentation.  

## Slide 126

## NSF BudgetFY 2001-2007

**Dollars in Millions**

## Slide 128

## Directorate for EngineeringFY 2007

**Research and Innovation**
**(EFRI)**

**Chemical, **
**Bioengineering,**
**Environmental, **
**And Transport **
**Systems**
**(CBET)**

**Civil, **
**Mechanical, and **
**Manufacturing**
**Innovation**
**(CMMI)**

**Electrical, **
**Communications **
**and Cyber **
**Systems**
**(ECCS)**

**Engineering**
**Education and**
**Centers**
**(EEC)**

**Industrial**
**Innovation and**
**Partnerships**
**(IIP)**

- Directorate for EngineeringFY 2007

**Office of the Assistant Director**
**Deputy Assistant Director**
**(OAD)**

**Senior Advisor**
**Nanotechnology**

## CBET Organization Chart

## ENG and NSF Funding RatesResearch Grants

## CTS Funding Rate for Competitive Awards

** ****31%**

**20%**

** ****17%**

** ****11%**

**National Science Foundation     ********     Directorate for Engineering**
**CTS Funding Rate for Competitive Awards**

**Total Proposal Awards & Declines**

_**Declines**_
**Awards**

**   **_**407**_
**  ****179 **

_**664**_
**166**

_**803**_
**163**

_**1286**_
** ****162**

_**  **_

## ENG & SBIR/STTR Budget History

**Dollars in Millions**

**Notes:**
TO be replaced with split bar for SBIR and other

## ENG NSF-wide InvestmentsDollars in Millions

## ENG Research Priorities FY07

****** ****Nanotechnology**
****** ****Energy and Environment**
****** ****Innovation**
****** ****Complexity in Engineered **
**    ****and Natural Systems**** **
****** ****Manufacturing Frontiers**

## Emerging Frontiers in Research and Innovation (EFRI)

****** ****EFRI focuses support on important **
**    ****emerging areas in a timely manner**
** **
****** ****Typically, the annual budget for EFRI **
**    ****will be 3-to-5 percent of the **
**    ****Directorate budget (~$15-to-$30 **
**    ****million)**
****** ****It is expected that the investment in **
**    ****any topic will range from $3 million to **
**    ****the total annual ERFI budget**

## Major Initiatives 

**Major Initiatives **
**with Impact on CBET**
**in FY 2007**

****** ****NNI **
**	**** ******** ****$43 million**
****** ****Sensors/Explosives**
**	**** ******** ****$5 million**
****** ****EFRI (FY08: ****Cognitive Optimization and Prediction through Reverse Engineering; Resilient and Sustainable Infrastructures****) $25 million total ENG**

## Identifying

**Identifying**
**Research Problems**

## Research Problem Solutions

**Research Problem Solutions**

****** ****Problem/Solution types:**
**     ******** ****Straightforward extension of known**
**        ****(likely to succeed, but unlikely to**
**        ****discover much)**
**     ******** ****Substantial in novelty and approach **
**        ****(higher risk, but chance of greater **
**        ****return)**
**     ******** ****Wildly innovative, a hunch**
**        ****(provocative, but difficult to justify)**

## What should you look for?

**What should you look for?**

****** ****What is my expertise?  What is particular **
**    ****about my expertise that contributes to **
**    ****the agency’s mission?**
****** ****What is the right agency for my proposal?**
****** ****What is the funding agency funding or **
**    ****planning to fund?**
****** ****How can I apply my expertise to satisfy the**
**    ****funding agency’s needs?**
****** ****What does the solicitation ask for?**
****** ****Who are the key people to contact?**
****** ****Who are my competitors?**

## Identified a

**Identified a**
**satisfactory problem?**

****** ****Can problem be pursued **
**    ****enthusiastically?**
****** ****Can interest be sustained **
**    ****by problem?**
****** ****Is problem solvable?  By you? **
**    ****Revisit**
****** ****Is problem worth solving?**
****** ****Will it lead to other research **
**    ****problems?**

## Identified a 

**Identified a **
**satisfactory problem?**

****** ****Potential for original contribution?**
****** ****Solution demonstrates your**
**    ****independence (e.g., collaboration)?**
****** ****Does the area /problem have **
**    ****promise?  Funding potential?**

## Identify a problem . . . then identify solution method(s)

**Identify a problem . . . then identify solution method(s)**
**Slide 1 of 2**

******  ****Literature(facts):**
**      ******** ****Give credit where due, but always**
**         **** ****simultaneously point out limitations**
**         **** ****(establish how small is current knowledge)**
**      ******** ****Use list of limitations (cumulative) **
**         **** ****to justify need for proposed research**
**      ******** ****Use prior/new methods discussion **
**         **** ****to motivate your “methods section**

## Identify a problem . . . then identify solution method(s)

**Identify a problem . . . then identify solution method(s)**
**Slide 2 of 2**

******  ****Literature(facts) - continued:**
**      ******** ****Ideas are not limiting factor; **
**         **** ****usually time is the limiting factor**
**      ******** ****Collect approaches to solving problems - -**
**         **** ****revisit occasionally as tools improve**
**      ******** ****Sort out feasibility of each approach**

## Understanding Industry

**Understanding Industry**

****** ****Pick one subfield of industry.**
** ********  ****e.g., industrial gases**
****** ****Products, processes, economics, **
**    ****companies & people.**
****** ****Read and clip articles.**
****** ****e.g., **_***Chemical & Engineering News***_
***    ******and****** *****annual reports.**
****** ****Talk to industrial people **
**    ****at meetings.  Persist.**

## Advice  -  Slide 1 of 2

**Advice****  -  Slide 1 of 2**

******  ****Think Big**
** **** ******** ****Reflect on problem from its broadest**
**     ****perspectives**
** ******** ****Imaginative solutions to **
**    **** ****fundamentally important problems**
** ******** ****If you start small, you will finish even   **
**    **** ****smaller**
******  ****Invest Discretionary Funds to**
**     ****Differentiate – equipment dollars**
**     ****are the most difficult**

## Advice  -  Slide 2 of 2

**Advice****  -  Slide 2 of 2**

******  ****Avoid Tunnel Vision**
** ******** ****Plan for long-term, beyond **
**     **** ****immediate research area**
******  ****Take Your Time**
** ******** ****It takes considerable time to design **
**      **** ****a research program**
******  ****Envision Outcomes**
** ******** ****Difference that research can make, **
**      **** ****significant papers produced, credited **
**      **** ****with solution to important problem**

## If Proposal Not Funded

**If Proposal Not Funded**

******  ****Read reviews – consider resubmission**
** **** ******** ****Minor problems noted: poor proposal organization, references insufficient**
** ******** ****Reviewers did not seem to appreciate innovations: re-emphasize key elements**
** ******** ****Mixed reviews: stress aspects of proposal relevant to negative comments**
****** ****Contact program director for advice: is resubmission recommended? is research area a priority?  what is the funding situation?**

## If Proposal Not Funded - 2

**If Proposal Not Funded - 2**

******  ****Read reviews – consider other options**
** **** ******** ****Consistently low ratings: usually an indication of weak or incremental research**
** ******** ****Consistently high ratings: is little funding available? is research area of low priority?**
** ******** ****Is the work more appropriate for another agency or industry funding?**
****** ****Usually helpful to contact program officer if resubmission is being considered**

## Resubmitting a Proposal

**Resubmitting a Proposal**

****** ****Rewrite the proposal by incorporating changes based on reviewer comments**
****** ****For NSF, addressing reviewer comments in a separate section is not recommended; other agencies require a separate section**
****** ****The title need not be changed if the scope does not change**
****** ****In the Engineering Directorate mostly new panelists will review your resubmission**

## More 

**More **
**Managing Research**

## Student Evaluation and Feedback

**Student Evaluation and Feedback**
**Slide 1 of 2**

****** ****Develop an evaluation process**** **
**    **** ******** ****Examples:  ****Formal process**** ****(e.g., your University may **
**          ****have a process****), biweekly meetings, group meetings**
****** ****Build in methods to detect problems early**
**    **** ******** ****Sample writing, timelines, independence,**
**        ****professionalism, ...**
****** ****It is never inappropriate to send words of **
**     “****thank you,” “job well done,” and “good luck” or **
**     ****to likewise let them know that you are expecting**
**     ****better things from them!**
****** ****Students are usually better than you think!!!**
**    **** ******** ****Don’t be afraid to challenge them!!!**

## Student Evaluation and Feedback

**Student Evaluation and Feedback**
**Slide 2 of 2**

******  ****Utilize peer group**
**      ******** ****Feedback on presentations, research plan,**
**        **** ****writing**
******  ****Return material in a timely manner**
**      **
******  ****Seek advice**
**     **** ******** ****Counselors, other faculty, **
**        **** ****international office, ...**

## Placement and Professional Development

**Placement and ****Professional Development**
**                                                                                              ****Slide 1 of 4**

**Help students determine career goals**
****** ****Academics:  Research, Service, and **
**   **** ****Teaching**** **
** **
**     ******** ****Expose them to your world**
**         ****in a positive way!**
**      ******** ****Examples:  meaningful TA, involve in**
**         ****writing proposals, direct undergraduates,**
**         ****have them attend key technical meetings **
**         ****(have them prepare business cards)**

## Placement and Professional Development

**Placement and ****Professional Development**
**                                                                                              ****Slide 2 of 4**

**Help students determine career goals**
******  ****Off-campus experience**** **
**      ******** ****Take them on visits to industrial,**
**         **** ****consulting, and governmental facilities,**
**         **** ****host visitors from these facilities, **
**         **** ****choose someone who works in one of**
**         **** ****these locations as an external **
**         **** ****committee member, etc.**
******  ****Discuss pros and cons **
**     ****of each career choice**

## Placement and Professional Development

**Placement and ****Professional Development**
**                                                                                              ****Slide 3 of 4**

**     ****Help students prepare for placement**
******  ****You have an obligation to assist student**
**     ****in obtaining a suitable position**
**      ******** ****Put in the “leg work” for your student**
**            ****  ******** ****Network, letter, promote, attend right conference**
**       ******** ****Maintain contact lists ****(industry friends, former students)**
**         ******** ****Expose them to the profession ****- Include students in **
**              ****conference/session planning, encourage them to volunteer for their**
**              ****professional societies, participate in short courses, and other**
**              ****activities that may promote their interaction with professionals**
**      ******** ****Host Visitors**

## Placement and Professional Development

**Placement and ****Professional Development**
**                                                                                              ****Slide 4 of 4**

**Help students prepare for placement**
******  ****Assist in presentation development, **
**     ****review resume and supporting documents**
**     ******** ****Typical questions, talk with other**
**        **** ****students, observe faculty candidates,**
**       **** ****   ****sample resumes**

## Other Personnel

**Other Personnel**

******  ****Undergraduates**
**      ******** ****Realizing good productivity by UnderGrads **
**  ****        ****challenging**
**         **** ******** **** ****Let graduate students advise UnderGrads**
**  **
**         **** ********  ****Well defined/scoped project required**
******  ****Post-doctoral researchers**
**     **** ******** ****More productive, less guidance, assist **
**         ****in directing graduate students**
**     **** ******** ****Select carefully**
**  **
**     **** ******** ****Remember their objective is to find next job**
**     **** ******** ****Cost issue**

## Other Personnel

**Other Personnel**

****** ****Technicians**
**     ******** ****They provide continuity / institutional**
**        ****memory**
**     ******** ****Involve in education as well**
**     ******** ****Remember this is their career**
****** ****Staff can be very helpful – **
**    ****treat with respect**

## Managing Students

**Managing Students**
**                                                                                                ****Slide 1 of 3**

****** ****Qualifying exam (understand**
**    ****your department’s process)**
**    ******** ****Complete early (key indicator of **
**        ****  ****potential)**
**    **** ******** ****Allow appropriate time for **
**        **** ****preparation**
**    **** ******** ****Provide good samples**
**    **** ******** ****Use opportunity to require corrective**
**        **** ****measures (e.g., additional **
**        **** ****coursework, language course)**

## Managing Students

**Managing Students**
**                                                                                                ****Slide 2 of 3**

****** ****Thesis writing**
**     **** ******** ****Students always underestimate time**
**     **** ******** ****Encourage continuous writing**
**     **** ******** ****Develop “living” outline early**
**     **** ******** ****Do not let student leave before finished!**
****** ****Defense**
**     **** ******** ****Practice with research group**
**     **** ******** ****Involve student with committee selection**
**     **** ******** ****Demonstrate breadth and depth**
**          **** ******** ****Cannot present entire thesis**

## Managing Students

**Managing Students**
**                                                                                                ****Slide 3 of 3**

****** ****Teaching Assistants**
**    ****   ******** ****Teaching Assistants with faculty**
**       **** ****other than advisor**
**         ******** ****Better learning experience plus **
**            ****  ****they get to know other faculty**
**    ****   ******** ****Emphasize teaching not grading**
**         ******** ****Provide feedback on teaching **
**            ****   ****effectiveness**
**    ****   ******** ****Include a creative aspect to **
** ****       ****teaching experience**

## Team Work

**Team Work**

****** ****Instill confidence and appreciation**
**    ****of individual scholarship**
****** ****Also develop teamwork skills**
**   **** ******** ****Develop individual expertise and**
**       **** ****promote sharing with group**

## Continuity     Slide 1 of 3

**Continuity****     Slide 1 of 3**

****** ****Overlap students**
**    ****   ******** ****Have each student be responsible for **
**        ****   ****training her / his successor**
**    ****   ******** ****Use a checklist of basic lab techniques **
**        ****   ****they must first master**
****** ****Technicians, research faculty useful**

## Continuity     Slide 2 of 3

**Continuity****     Slide 2 of 3**

****** ****Make certain that the laboratory **
**   **** **** ****has teaching resources**
**    **** ******** ****Develop a notebook of SOPs.  Have **
**        **** ****students write these.**
**    **** ******** ****Keep copy of all equipment manuals**
**        **** ****locked up but available**
**    **** ******** ****Have good methods books on hand**
**   **

## Continuity     Slide 3 of 3

**Continuity****     Slide 3 of 3**

****** ****Document programs, thesis **
**    ****is good repository**
****** ****Use lab books (good for IP too)**
****** ****Maintain contact with students after**
**    ****graduation**

## Interacting with 

**Interacting with **
**Program Officers**

****** ****Get to know them professionally**
**     ******** ****Meet them (invite then for visit, meet them at a **
**        **** ****conference, visit them in their home office)**
**    ******** ****Request that you serve on a peer review panel**
**        **** ****(i.e., do them a favor!)**
****** ****Keep them informed of progress**
****** ****Submit requested information in timely**
**    ****manner  (****e.g., reports, slides)**
****** ****Notify of any changes in plans**
****** ****Seek their advice**

## Budget Management

**Budget Management**

****** ****Check expenditures routinely (monthly)**
**     ******** ****But don’t spend too much time.  Let system **
**        **** ****work for you!**
**     ******** ****Early on, have the administrative staff in **
**        **** ****  ****your department and College explain their **
**        **** ****roles in the budget process**
****** ****‘****Bank’ fund – overhead account/Foundation**
****** ****If trouble predicted, tell folks**
****** ****Use educational institution discounts**
**    **** ******** ****‘****training future customers’ rationale**

## Contract and 

**Contract and **
**Grant Management**

****** ****Understand requirements**
****** ****No-cost extension request**
****** ****Use available help/systems**

## Lab Safety

**Lab Safety**

****** ****Safety first!**
**    **** ******** ****Student training! **** ****Hoods in order? **** ****Floor drains?****  **
****** ****Work with your safety office**
**    **** ******** ****Often yearly lab inspection ****(and requirement to **
**         **** ****have students sign that they have been safety trained)**
****** ****Plan for power outages**
****** ****Other questions:**
**    **** ******** ****House gas?  Common equipment? **
**        ****(who pays for maintenance?)**
**    **** ******** ****Have you built-in-time to account for safety**
**        ****issues?**

## When/What to Disclose

****** ****WHAT:** **Disclose novel ideas, **
**     ****discoveries, inventions that are timely**
**     ****and useful to the marketplace**
****** ****WHEN:** **Disclose with sufficient notice**
**     ****before any publication (*****prior to***
**     *****submission*****) or enabling public**
**     ****disclosure**
****** ****Don’t know if you should disclose?**
-     ***Call local office of licensing/technology***

## University Owns Employee Inventions When:

****** ****The invention was made while you**
**   **** ****were employed at the university**
**AND**
****** ****The invention is in the**
**   **** ****field/discipline in which you**
**   **** ****are/were employed**
**OR**
****** ****The invention was made with**
**   **** ****university resources**

## Types of Intellectual Property

****** ****Patents**
** ******** ****Enable you to exclude others from using **
**   **** ****your ideas for a limited period of time**
****** ****Copyrights**
** ******** ****Grant you the right to exclude others from**
**   **** ****reproducing your work without permission**
****** ****Know-how**
** ******** ****Expertise required to reproduce a patent,**
**   **** ****licensed in conjunction with the patent**

## Types of Intellectual Property

****** ****Trade secrets**
****** ****Method, formulation, or process not**
**   ****disclosed to the public and not covered**
**   ****by a patent (ex: recipe for Coca-Cola®)**
****** ****Trademarks **
****** ****A distinguishing symbol, design, mark or**
**   ****word used by a manufacturer to identify**
**   ****its product from a competitor’s **
**   ****(ex: GatoradeTM)**

## Tips for Protecting Your Intellectual Property

****** ****Keep accurate lab notebooks**
**     ******** ****numbered and bound + **
**     ******** ****document date of conception**
****** *****Always***** ****use**** ****a**** ****Material**** ****Transfer**** ****Agreement**
**    ****(MTA)**** ****when transferring/receiving materials**
**     ****from an outside entity*******
****** *****Always***** complete a Confidential Disclosure**
**    ****Agreement ****(CDA)**** ****prior to discussing enabling**
**     ****aspects of your research with an outsider**
****** ****Protect your intellectual property **
**    ****before publicizing your discovery in any way**

## Criteria for Patentability

****** ****Novel**
****** ****New, never before used**
****** ****Useful**
****** ****Must have a purpose or intended use**
****** ****Non-obvious to **
**    ****someone “skilled in the art”**
****** ****Peers and/or patent examiner would not **
**   **** ****readily identify the improvement or new**
**   **** ****application**** **

## Events Impacting Patentability

****** ****First publication **
** ******** ****Includes providing information to others**
**   **** ****without a confidentiality agreement/poster**
**   **** ****sessions/presentations at conferences**
****** ****First public use**
****** ****First offer for sale**

**Foreign Filing:****  ****must file before any of the above events or rights to file are lost!**

## Public Disclosure

****** ****Public disclosure can include:**
** ******** ****Publication in open literature**
** ******** ****Poster sessions & abstracts (postings to web)**
** ******** ****Presentations to open forum (thesis defense)**
** ******** ****Personal communications without a **
**     ****confidentiality agreement**
** ******** ****Catalogues and libraries**
****** ****Primary discriminations:**
** ******** ****Good faith attempt to maintain secrecy**
** ******** ****Disclosure of enabling (inventive) material**

## Duty of DisclosureSpecial Considerations for Academic Institutions

****** ****Abstracts of funded NIH grants are available **
**    ****on the NIH CRISP internet site within **
**    ****about 6 weeks of approval date**
****** ****Full contents of funded NIH grants are available**
**    ****through FOIA as of the date they are funded,**
**    ****subject to authorization by the PI and the**
**    ****university that receives the funding**
****** ****If a PI or his/her university object to the **
**    ****release of records on the basis of patentability,**
**    ****the program director will review the grant to**
**    ****determine whether the information to be**
**    ****withheld is in the public domain**

## Developing a 

**Developing a **
**Research Proposal**

## Developing a Research    Proposal: Overview Slide 1 of 2

**Developing a Research    Proposal: Overview**** ****Slide 1 of 2**

****** ****Identify and describe the conceptual **
**    ****framework**
****** ****Review relevant literature for problem **
**    ****and related problems**
****** ****Articulate the general research **
**    ****question in context of above**
****** ****Formulate set of hypotheses**

## Developing a Research Proposal: Overview Slide 2 of 2

**Developing a Research Proposal: Overview**** ****Slide 2 of 2**

****** ****Develop approaches to test hypotheses**
**    ****and to analyze/synthesize results**
****** ****Evaluate potential alternative outcomes**
****** ****Combine these items in a coherent,**
**    ****precise, concise, and exciting proposal**
****** ****Submit the proposal**
****** ****Interpret and respond to reviews **
**    ****of the proposal**

## Pitfalls

**Pitfalls**
**                                                                                                                                   ****Slide 1 of 2**

****** ****Failure to establish significance **
**    ****of your work**
****** ****Too much text devoted to complex **
**    ****details or past accomplishments**
****** ****Failure to construct *****testable****** *****hypotheses**
****** ****Constructing too many hypotheses**

## Pitfalls

**Pitfalls**
**                                                                                                                                   ****Slide 2 of 2**

****** ****Too ambitious for time/money**
****** ****Inadequate skills or credentials for **
**    ****proposed task**
****** ****Poor experimental design**
****** ****Bad analytical or statistical methods**

## Idea

**Idea**

******  ****An idea begins the proposal development **
**and writing process, but sometimes a Request For Proposals (RFP) from a particular agency **
**can influence or motivate a project.  **
******  ****From the original idea in its written form, scientists, funding agency personnel, and **
**agency or budgetary guidelines and restrictions can provide inputs that the writer uses to **
**revise the proposal.  **
******  ****After reconciling all comments and feedback, the author submits the final document.**

**Write / Revise**

**Obtain**
**Feedback**

**Pull Together**

**Done**

**Funding**
**Agency**

**Budget/**
**Boiler plate**

**A**

**C**

**B**

**G**

**H**

**E**

**D**

**F**

**White paper**

## Know Your 

**Know Your **
**Proposal Reviewers**

****** **_**Other academics**_** working same field**
**    ****(esp. your references, others funded by agency**
**      ****on similar problems, panel with range of experts)**
****** **_**Agency personnel**_** ****(less expert perhaps, **
**     ****but with strong eye on agency relevance)**
**    **** ******** ****Write to **_**YOUR**_** audience**
** ******** ****Be critical, but polite**

## Know the 

**Know the **
**Proposal Review Process**

****** ****External**
****** ****Panel**
****** ****In-house**
****** ****Review criteria**
****** ****Background of reviewers**

## Know the Review Criteria

**Know the Review Criteria**
**                                                                                                                                    ****Slide 1 of 2**

****** ****Scientific content and merit**
****** ****Innovation and scope**
****** ****Relevance of problem**
****** ****Rigor of hypotheses**

## Know the Review Criteria

**Know the Review Criteria**
**                                                                                                                                    ****Slide 2 of 2**

****** ****Feasibility of research design**
****** ****Qualifications of Investigator(s)**
****** ****Suitability of facilities**
****** ****Impact on broader issues **
**    ****(e.g., education)**

## Funding Mechanisms

**Funding Mechanisms**

****** ****Grants:****  ****financial awards in support of**
**    **** ****of research projects with anticipated  **
**    **** ****but not guaranteed outcomes**
**     ******** ****Investigator–initiated grants or  **
**        **** ****unsolicited (maximum PI freedom)**
**     ******** ****Funding source-initiated grants **
**        **** ****(restrictions placed by funding source)**
**     ******** ****Single vs. multiple investigator grants**
**     ******** ****Program project grants **
**        **** ****(MD, long-term, project based)**

## Funding Mechanisms

****** ****Cooperative agreements:**** ****Federally**
**    **** ****employed scientists working with**
**    **** ****non-federal organization**
** ******** ****Direct involvement of funding agency **
**    ****in project design**
****** ****Contracts:**** ****Used to secure a product **
**    **** ****or products according to specifications**

**Notes:**
Page 40

******  ****Federal programs****	****$27.4****	****64%**
******  ****Institutions ****	****	****	****  ****$7.8****	****18%**
******  ****State & Local ****	****	****  ****$2.8****	****  ****7%**
******  ****Industry****	****	****  ****	****  ****	****  ****$2.1****	****  ****5%**
******  ****All Other Sources ****	****  ****$2.8****	****  ****7%**

**R&D Funding Sources **
**for Academic S&E**** **
**FY 2004****   ****(****$42.9 Billion Total – in Billions Below****)**

**http://www.nsf.gov/statistics/infbrief/nsf06315/nsf06315.pdf**

**Notes:**
Page 41

## Federal Funds for Total Research & DevelopmentFiscal Years 2004 & 2005                          (Dollars in Billions) 

**             ****http://www.nsf.gov/statistics/nsf06313/pdf/tables.pdf**** **

**Table 4**

## Federal R&D for FY 2005$103 Billion Total   (Dollars in Billions)

**DOD $48**
**47%**

**NIH $28**
**27%**

** ****http://www.nsf.gov/statistics/nsf06313/pdf/tables.pdf**

**Table 4**

**NASA**
**$8**
**8%**

**                    ****DOE**
**          ****$8**
**8%**

** ****NucSec ****$4  ****4%**

**NSF ****$4 ****4%**

**Other ****$4**
**4%**

## Federal Engineering R&DFY 2005  $9.1 Billion Total  (Dollars in Billions)

**DOT $0.4**** ****4.4%**

**http://www.nsf.gov/statistics/nsf06313/pdf/tables.pdf**

**Table 22**

**NASA**
**$2.4**
**26.4%**

**DOD**
**$3.0**
**33.0%**

**DOE**
**$2.0**
**22.0%**

**        ****NSF**
**   ****   ****$0.7**
**7.7%**

**NIH $0.3 ****3.3%**

**Other $0.3**
**3.3%**

## Federal Academic S&E Support

**FY 2005  ****$22.4 Billion Total  ****(****Dollars in Billions****)**

**http://www.nsf.gov/statistics/nsf06313/pdf/tables.pdf**

**Table 59**

**NSF**

**NIH  $16**
**71%**

**        ****NSF**
**  ****$3**
**14%**

**    ****DOD $1  4%**

** **** ****NASA $1  4%**

**   ****DOE $1  **
**        ****4%**

**Other**
**$1**
**3%**

## R&D Funding Sourcesfor Academic S&EFY 2005  $43 Billion Total  (Dollars in Billions)

**http://www.nsf.gov/statistics/nsf06323/tables/tab4.xls**

**NSF**

**         **

**Federal Programs  $27**
**64%**

**        ****Institutions**
**       ****$8**
**          ****18%**

**            ****State & Local**
**       ****$3**
** ****7%**

**                          ****Industry**
**                ****$2**
** ****5%**

**All Other  $3   7%**

## National Nanotechnology Initiative (NNI)

**National Nanotechnology Initiative (NNI)**
**FY 2007 Budget Request  ****$1,278 Million****  ****(****Dollars Below in Millions****)**

**Other  $20  2%**

**NASA  $25  2%**

**NIST  $86  7%**

**NSF $373**
**29%**

**DOD  $345**
**27%**

**DOE $258**
**20%**

**    ****NIH**
**  ****$170**
**13%**

**www.whitehouse.gov/omb/budget/fy2007/spec.pdf **

## NNI Budget by AgencyFiscal Years 2006 & 2007     (Dollars in Millions) 

**                        ****http://www.nano.gov/html/about/funding.html**

## How Do We Get Information?

****** ****Web Sources:**
**    **** ******** ****http://www.nsf.gov**
**    **** ******** ****http://**** ****afosr.sciencewise.com**
**    **** ******** ****http://**** ****www.onr.navy.mil**
**	**
**    **** ******** ****http://**** ****www.darpa.mil/baa/**
**    **** ******** ****http://**** ****www.nih.gov/grants/**
**    **** ******** ****http://**** ****www.pr.doe.gov**

**Notes:**
Page 41

## How Do We Get Information?

****** ****Community of Science**
**	**** **** ******** ****http://www.cos.com/**
****** ****Commerce Business Daily**
**	**** **** ******** ****http://cbd.cos.com/**
****** ****Federal Information Exchange**
**	**** **** ******** ****http://www.sciencewise.com/fedix/**
****** ****University**** ****Research**** ****Web**** ****Page**** ****–**** ****Resources**
**	**** **** ******** ****http://rgp.ufl.edu/research/**

**Notes:**
Page 42

## Industry

****** ****SBIR’s**
** ******** ****Phase I small, Phase II larger, but ...**
****** ****GOALI**
****** ****Contracts**
** ******** ****Shorter term, deliverables, **
**    ****frequent reports, milestones,**
**    ****changing context, IP issues**
****** ****Consulting vs. research project**

**Notes:**
Page 42

## Internal Sources

****** ****Start-up packages**
****** ****Special programs**
****** ****Year-end funds**
****** ****Space**
****** ****Faculty time**
****** ****Matching funds**
****** ****Fellowships**
****** ****FYI (rgp.ufl.edu/fyi)**

**Notes:**
Page 43

## Foundations

****** ****Office of Sponsored Research **
**    ****can help identify**
****** ****Determine**
** ******** ****Appropriateness of idea for **
**   **** ****Foundation funding**
** ******** ****Customary level of funding**
** ******** ****Application process**
** ******** ****Face-to-face meeting desirable?**

**Notes:**
Page 43

## Foundations

****** ****Private Foundations**
****** ****Operating: generally conduct research**
**   **** ****with own staff**
****** ****Company-sponsored: **
**   **** ****Small awards, specific**
****** ****Independent**
****** ****National Voluntary Health Organizations**
****** ****Public Foundations**

**Notes:**
Page 44

## Time Management

**Notes:**
Page 97

## Academic FreedomLots of it and no personal assistant!

_**Mandated time**_
** ****classroom**
** ****grading**
** ****report writing**
** ****committee meeting**

_**Discretionary time**_
** ****literature reading**
** ****proposal writing**
** ****email**
** ****session chair**

_**Academic tasks**_
** ****teaching**
** ****research**
** ****book writing**

_**Non-academic tasks**_
** ****calendar**
** ****filing**
** ****student recruiting**

**Notes:**
Page 98

## Time ManagementExercises

******  ****Write down the most important**
**     ****time saver that you use**
******  ****Write down the largest time**
**     ****waster you face**
******  ****Share tips**

**Notes:**
Page 98

## Know Yourself

****** ****Perform time audit**
**   ********  ****For one week write what you do **
**      **** ****every 30 min**
****** ****When do you work best?**
**   ********  ****Internal – time alone**
**   ********  ****External – time in groups**
****** ****Cannot do everything – know**
**    ****priorities**
****** ****Decide flexibility level you can**
**    ****tolerate**

**Notes:**
Page 99

## Task ClassificationAgenda vs. Calendar

**Importance**

**Urgency**

**I**

**II**

**IV**

**III**

## Classifications

**Urgent and important.  ****(Deadline-driven activities that further your goals.)**
**Important but not urgent.  ****(Long-term professional, family, and personal activities that further your goals.)**
**Urgent but not important.  ****(Much e-mail, many phone calls and memos, things that are important to someone else but don’t further your goals.)**
**Neither urgent nor important.  ****(TV, computer games, junk mail.)**

**S.P Covey, A.R. Merrill, and R.R. Merrill, *****First Things Firs*****t, New York, Simon & Schuster, 1994.**

## Recommendations

****** ****Commit to several hours a week on**
**    ****Quadrant II items, and cut down on **
**    ****time spent in Quadrants III and IV.**
****** ****Work on Quadrant I and II items **
**    ****when you’re at peak efficiency.**
****** ****If you’re trying to write a book, put it **
**    ****on the Quadrant II list, otherwise it **
**    ****will never get written.**

## Tips

****** ****55 hours/week doing professor stuff **
**    ****is about right**
**    **** ******** ****More productive, creative,**
**      **** **** **** ****accurate**
****** ****Touch stuff only once, if possible**
****** ****Ask for help when needed**
****** ****Delegate with clear instructions of **
**    ****expectations**

**Notes:**
Page 101

## More Tips

******  ****Schedule meetings at office of others – **
**       ****you can leave**
******  ****Know your business and say no to others**
** **** ******** ****Learn to say no nicely**
** ******** ****“****I’m sorry, but I’ve just got too many other **
**      ****commitments right now.”**** **
** ******** ****“****Good talking to you, but I’ve got something **
**      ****I need to attend to**** ****now.”**
******  ****Learn to finish**
** ******** ****Don’t keep revising (perfectionist) needlessly**
** ******** ****One writing/proofing on low importance**
**   **** ****  **** ****items**

## Keeping track of it all

******  ****Use a calendar**
** ********  ****Develop own system**
** ********  ****Schedule **_**all**_** priority activities: research, writing, **
**     **** ****student  advising/direction, professional development**
** ********  ****Schedule teaching preparation time (not too early **
**     **** ****or late – will make a better teacher)**** **
******  ****Schedule large blocks of time**
** ********  ****Understand work ‘start-up’ time, location**
******  ****Schedule personal time**
** ********  ****Vacations, growth, extra fun day on travel**
******  ****Stick to it (as much as possible)**
** ********  ****Others will adapt**

**Notes:**
Page 99

## Keeping track of it all

******  ****Use a to do list**
** **** ********  ****Card system, PDA, Outlook**
** **** ********  ****Identify time for daily update**
******  ****Filing system vs. Piling system**
** **** ********  ****Decide appropriate level of effort**
** **** ********  ****Larger chunks, delegate, electronic**
******  ****Develop system for time sensitive stuff**

**Notes:**
Page 100

## (Optimal) Procrastination

******  ****Fun vs. urgent vs. important**
**     ****activities**
******  ****Fear factor is often cause**
** **** ********  ****Break into smaller tasks**
** **** ********  ****Schedule it**
** **** ********  ****Delegate it**
** **** ********  ****Reward or punish self**

**Notes:**
Page 100

## E-mail

******  ****Assume that your e-mail messages **
**     ****are not private.**
******  ****Never write a “hot” e-mail message.**
**     ****It is too easy to send by accident.  Don’t**
**     ****ever send messages when you are angry.**
******  ****Make e-mail brief and proof-read it.**
******  ****Don’t read other people’s e-mail.**
******  ****Respond to e-mail in batches.**

**Notes:**
Page 101

## E-mail

****** **** ****If you will be away, have the e-mail**
**     ****automatically reply that you will**
**     ****respond when you return.**
******  ****Aliases are convenient for sending**
**     ****e-mail to a number of people, but **
**     ****the message loses its personal touch.**
******  ****Requests for people to do work are **
**     ****much more effective if they are**
**     ****addressed to only one person instead**
**     ****of to a group.**

**Notes:**
Page 101

## Telephone

******  ****If the phone rings at a truly bad**
**     ****time, such as the moment you’re **
**     ****leaving for class, do not answer it.**
******  ****If a call is going to take more time**
**     ****than you have available, it is polite **
**     ****to ask if you can call back.**

**Notes:**
Page 102

## Telephone

******  ****With sales people you do not want **
**     ****to talk to, be polite but firm –**
**     ”****I’m really not interested.”  If the**
**     ****caller is rude and ignores this, **
**     ****repeat the statement and hang up.**
******  ****If you leave an important message **
**     ****on an answering machine, make **
**     ****sure you provide a way (e-mail or **
**     ****return call) for the recipient to let **
**     ****you know the message was received**
**     ****and understood.**

**Notes:**
Page 103

## Postal Mail

******  ****The goal is to handle each item**
**     ****only once.**
******  ****Don’t handle mail (or e-mail) during**
**     ****your prime work-alone times. **
******  ****Sort the mail into valid, invalid, and**
**     ****semi-valid.  Discard invalid mail or**
**     ****save it for a very low energy period. **
******  ****Open the semivalid mail, scan it,**
**     ****and reclassify it.**

**Notes:**
Page 103

## Postal Mail

******  ****Open the valid mail, and as much **
**     ****as possible complete whatever you**
**     ****have to do – respond, file it, talk to**
**     ****someone about it, or discard it at **
**     ****one sitting.**
******  ****Do *****something *****to move mail forward**
**     ****every time you pick it up.**
** **
******  ****Write directly on the letter to **
**     ****respond to the sender or to make**
**     ****notes for yourself.**

**Notes:**
Page 103

## Postal Mail

******  ****Respond immediately to the rare **
**     ****truly urgent item by fax, e-mail, **
**     ****or phone.**
******  ****When you send mail, include your **
**     ****e-mail address, phone, and fax **
**     ****numbers, and perhaps the URL to**
**     ****your homepage on the letterhead.**
******  ****Envelopes should have return**
**     ****addresses.**

**Notes:**
Page 103

## Postal Mail

******  ****Letters should be polite, short, **
**     ****and to the point.**
******  ****If you are really angry about **
**     ****something, write a letter to calm**
**     ****down, but do *****not *****send it.  After **
**     ****you have calmed down, put this **
**     “****hot” letter in the trash.**

**Notes:**
Page 103

##         Time Management

**#1.****  Set goals & prioritize.**
**#2.****  Delegate.  How can we do this?**
**    **** ********  ****To secretaries & assistants**
**    **** ********  ****To graduate students and **
**         ****undergraduates as part of learning**
**         ****experience.  (They don’t *****work***** for you!)**
**    **** ********  ****Give clear assignments & responsibility **
**         ****for details.**
**    **** ********  ****Check on results & give feedback.**
**    **** ********  ****Give credit.**
**#3.****  Use efficient processes.**

**Notes:**
Page 105

## To Achieve Flow, You Need:

**1.****  Sense of control.**
**2.****  To set realistic goals & subgoals**
**3.****  Meaningful rules (e.g., sports & games)**
**4.****  Feedback on progress**
**5.****  Focused attention**
**6.****  Balance between challenge & skills**
**7.****  To increase challenge & skills **
**     ****to prevent boredom**

**Notes:**
Page 106

## Truths

******  ****There are 24 hours in a day – **
**     ****everyone is given the same each day**
******  ****Rate at which humans communicate **
**     ****is relatively constant**
******  ****If you are doing something you **
**     ****really enjoy, it is not called work**
******  ****A proposal will not be funded **
**     ****if not submitted**

**Notes:**
Page 106

## Contacting Funding Agencies

**Notes:**
Page 44

## Matching Your Problem with Funding Source

****** ****Most important problems/good**
**    ****solutions are eventually funded**
****** ****Explore**
** ******** ****Funding source’s mission,**
**    **** ****interests, priorities**
****** ****Be flexible**

**Notes:**
Page 45

## Why Contact Program Officer

****** ****Establish credibility**
****** ****Guidelines on how to shape **
**    ****your proposal to match **
**    ****program needs**
****** ****Increase funding probability**
****** ****Save time**

**Notes:**
Page 45

## Who to Contact

****** ****Identify suitable agency**
****** ****Identify suitable person at agency**
** ******** ****Ask colleague/advisor**
** ******** ****Search website**
** ******** ****Read solicitation**
****** ****Industry: research expert**
** ******** ****Professional meetings**
** ******** ****Other networking opportunities**

**Notes:**
Page 46

## The Program Officer’s Perspective

**Program officer’s job is to assemble the**
**	**** ****best research program**
** ******** ****Must convince others to fund  programs**
** ******** ****Wants the best people on board**
** ******** ****Often looking for breakthroughs**
** ******** ****Open to new ideas, but must fit in program scope**
****** ****Likely competent but not necessarily**
**    ****expert in field**

**Notes:**
Page 46

## Learn more about Monitor

****** ****Ask**** ****colleague**** ****about**** ****monitor’s**** ****style**
****** ****Probe funding patterns**
****** ****Education**
****** ****Own research area**
****** ****Rotator or staff**
****** ****Program responsibilities**

**Notes:**
Page 47

## How to Contact the Program Officer

****** ****Email**
** ******** ****Solicitation,website**
** ******** ****Simple questions, phone **
**     **** ****appointment**
****** ****Phone call**
** ******** ****Prepare questions in advance**
** ******** ****Be professional**
** ******** ****Listen carefully**

**Notes:**
Page 48

## How to Contact the Program Officer

******  ****Personal Visit**
**  ******** ****By appointment **
**      **** **
**  ******** ****During related activity (panel, workshop)**
**  ******** ****Show presentation slides on laptop**

**Notes:**
Page 48

## How to Contact the Program Officer

****** ****White paper / pre-proposal /**
**    ****letter of intent**
** ******** ****Increasingly required / **
**    **** ****recommended**
** ******** ****Some program officers will **
**    **** ****volunteer to offer feedback on**
**    **** ****short versions**

**Notes:**
Page 49

## What to Ask

****** ****Deadlines**
** **
****** ****Duration restrictions**
****** ****Funding schedules**
****** ****Earliest start date**
****** ****Overhead restrictions **
****** ****Maximum direct cost **
**     ****allowed**
****** ****Review process and**
**     ****criteria**

****** ****Research objectives**
****** ****Project plan**
****** ****Personnel issues**
****** ****Application process**
****** ****Which program?**
****** ****Advice?**
****** ****$ for new faculty?**
****** ****Typical award size**
****** ****Special equipment**
**     ****needs**

**Notes:**
Page 49

## White Paper

****** ****Gives essence of idea**
**** **Contains goals and scope of study,**
**   ****   ****significance, brief description of**
**   ****   ****methods, hypotheses & expected**
**   ****   ****results**
**** **Clear, concise, accurate, exciting**
**** **Addresses broader impact**
**** **Usually 1-2 pages**
****  **Conventions vary by field/agency – **
**    ****  ****seek samples**

**Notes:**
Page 50

## Proposal Title

****** ****Present in clear, concise,**
**    ****meaningful manner**
**** **Avoid jargon and overstatement**
**** **Be careful with buzzwords **
**    ****(some folks are annoyed)**
**** **Avoid cute and too informal titles**

**Notes:**
Page 50

## DARPA White Paper

**DARPA White Paper**

**Notes:**
Page 51

## Handouts

**Sample White Papers**

**Notes:**
Page 51

## Activity

****** ****Generate outline of a white**
**    ****paper pre-proposal on a**
**    ****research problem/solution**
**    ****of your choice**

**Notes:**
Page 52

## Other Ways to Contact Program Officers

****** ****Attend open workshops**
****** ****Attend agency conferences**
****** ****Meet with at professional/research**
**     ****society meetings**
****** ****Get on schedule during campus **
**     ****visits**
****** ****Invite for seminar**
****** ****Volunteer to review, especially panels.  **
**    ****For CBET, volunteer to**** ‘Become a Reviewer’ ****at:**
**         ****www.nsf.gov/eng/cbet/reviewer/**

**Notes:**
Page 52

## Intellectual Property

****** ****Some faculty uncomfortable**
**    ****discussing ideas before funded**
****** ****Although care should be taken,**
**    ****generally best to be open**
****** ****Industry:  Sometimes disclosure**
**    ****agreement in place, may want **
**    ****to disclose ideas before**

**Notes:**
Page 53

## Tips

****** ****Second time phenomenon**
****** ****Federal fiscal year begins 10/1**
****** ****Get involved in proposing **
**    ****program ideas**
****** ****Attend program reviews **
**    ****when appropriate**

**Notes:**
Page 53

## If Match Not Found

****** ****Don’t take it personally**
**** **You saved considerable time and **
**    ****made a contact**
**** **Can idea be changed to match interest?**
**** **Discuss what you learned with colleagues**
****** ****“****Press On”: Persistence**
****** ****“****Nothing in the world can take the place of persistence.**
****** “****Talent will not:**** nothing is more common than **
**    **** **** ****unsuccessful people with talent.**
** **
****** “****Genius will not:**** unrewarded genius is almost a proverb.**
****** “****Education alone will not:**** the world is full of educated**
**   ****   **** ****derelicts.**
****** “****Persistence and determination alone are omnipotent.”**

**Notes:**
Page 54

## Planning for Tenureand Promotion

**‘****Preparing for Promotion and Tenure,’ R. M. Diamond, Anker Publ. (1995)**

**Notes:**
Page 107

## Understand Context

**Some evaluators will be outside **
**      ****your discipline**
**Learn who will evaluate your **
**   ****package (tenured package, personnel**
**   ****board,dean’s office, university board, **
**   ****president’s office)**
**Time constants can be long**
**Idea ****→ proposal → funding → research performed → results published**
**Teaching innovation → opportunity → refine **
**   ****& repeat → evaluate and assess → results published**

**Notes:**
Page 107

## Learn Your Institution’s Process

****** ****What is the review process?**
****** ****Annual,  3-year, teaching?**
****** ****Who evaluates?  Advisory or decision making?**
****** ****What is timeline?**
**  **
****** ****Understand guidelines and**
**    ****criteria/expectations**
****** ****Obtain guidelines and forms**
****** ****How will teaching quality be evaluated?**
****** ****How is research evaluated?  Paper count?  **
**   **** ****Read papers? Reviews?  Journal quality?**
**   **** ****Juries? Citations?**
****** ****Plan to do your best**** - not the minimum expected**

**Notes:**
Page 108

## Learn Your Institution’s Process

****** ****Promotion ****(accomplishments)**** and **
**    ****tenure ****(accomplishments and potential)**
**    ****have different criteria**
****** ****What documentation is required?**
** ******** ****Standard form, teaching portfolio,**
**    ****selected papers, faculty essay,  . . .**
** ******** ****How are letters solicited? What is **
**    ****asked?**
** ******** ****Statement of research and teaching **
**    ****accomplishments and plans?**

**Notes:**
Page 108

## The Real Truth

**Notes:**
Don’t forget quality as a key factor; Flags:  no PhD graduate, flurry of activity, funding but no output, isolation, poor teaching evaluations, no professional activities,

## Truths

******  ****There are 24 hours in a day – **
**     ****everyone is given the same each day**
******  ****Rate at which humans communicate **
**     ****is relatively constant**
******  ****If you are doing something you **
**     ****really enjoy, it is not called work**
******  ****A proposal will not be funded **
**     ****if not submitted**

**Notes:**
Page 106

## Tips

****** ****Talk to folks  ****(chair, department**
**     **** ****representative on higher committees,**
**     **** ****recent candidates, mentor)**
****** ****Make effort to know all **
**    ****colleagues**
****** ****Keep focused ****– peer recognized**
**    ****excellence is overriding**
****** ****Write  ****(proposals, manuscripts, **
**     **** ****document activities)**

**Notes:**
Page 109

## Tips

****** ****In preparing package, help**
**    ****evaluators by making quality **
**    ****and significance self-evident**
****** ****Become professionally active**
****** ****Don’t depend on your graduate**
**    ****students to make tenure for you**
****** ****Help leaders in your area of **
**    ****scholarship become aware **
**    ****of your work**

**Notes:**
Page 109

## Interdisciplinary ResearchWhy Participate?

****** ****Available funding (~20%)**
****** ****Make faculty and industry contacts**
****** ****Introduced to new research areas**
****** ****Exposure to other universities**
****** ****Access to infrastructure**
****** ****Practice in problem formulation**
****** ****Good experience for graduate**
**    ****students**

## Interdisciplinary ResearchBut beware of pitfalls

****** ****Complacency for proposal**
**   **** ****writing ‘work for’ senior faculty**
****** ****Moved too far out of field**
****** ****Lower creative content ****– too**
**    **** ****defined**

## Interdisciplinary Research

****** ****Ensure your role is clear**
****** ****Seek assistance on resource allocation**
**    ****issues**
****** ****Use opportunity to assume a small **
**    ****leadership role**
****** ****Seek help to ensure relationship with**
**    ****senior faculty is collegial (e.g., IP)**
_***TIP***_***:*****  ****Record your contributions to**
**collaborative work  ****(e.g., CV, T&P template)**

## Establish Credibility

****** ****Amongst peers, research community, **
**    ****funding agencies**
****** ****Methods include**
****** ****Write review articles, attend meetings, **
**   **** ****visits to funding agencies**
****** ****Presentations, workshop mode conferences**
****** ****Review panels, volunteer in societies, **
**   **** ****white papers**
****** ****Seminar chair, request papers, **
**   **** ****preliminary results**
****** ****New faculty often given special consideration**

**Notes:**
Page 110

## Establishing Network/Credibility Exercise

**Complete Worksheet 4**

**Notes:**
Page 110

** **
**1. Build Network in Community**
** **
**     ******** ****List Five Research Peers:****	****1. _________________________**
**          ****2. _________________________****	****3. _________________________ **
**          ****4. _________________________   ****	****5. _________________________**
** **
**     ******** ****List most important conference/workshop you should attend:**
**	**
**          ****1. Research: ****	****_________________________________________**
**          ****2. Professional:****	****_________________________________________**
**          ****3. Education:****	****_________________________________________**
**	**
**     ******** ****List Eight Senior Professionals who will be asked to write**
**      ****  ****  ****recommendation/evaluation letters:**
**          ****1. _________________________  ****	****2. _________________________**
**          ****3. _________________________    ****	****4. _________________________**
**          ****5. _________________________    ****	****6. _________________________**
**          ****7. _________________________   ****	****8. _________________________**
** **
**    ******** ****What is the Leading Laboratory/Group in your field?**
**            ****     ****________________________________________________________**

** **

** **

**CAREER DEVELOPMENT WORKSHEET 4a**

**Notes:**
Page 111

**	**
**    ******** ****List the two best journals in your field:**
**	**
**         ****1. _________________________**
**         ****2. _________________________**
**	**
**    ******** ****Title of review article to be written in next five years:**
**	**
**         ****___________________________________________________**
**	**
**    ******** ****What is the most original idea you are now working on?**
** **
**         ****___________________________________________________**
**    ******** ****What award should you be nominated for in the next five**
**        **** ****years?**
**         ****___________________________________________________**

** **

** **

**CAREER DEVELOPMENT WORKSHEET 4b**

**Notes:**
Page 111

## Attitude

**Don’t take yourself or tenure race too seriously.**
**     ******** ****Tenure doesn’t help if you’re dead.**
**Lighten up**
** **
**        ******** ****Humor & laughter**
**     ******** ****Bad things happen to all professors – don’t dwell **
**   ****on them or let them get you down.**
****** ****Take the university as it is – reform it later.**
**Take care of yourself**
**        ******** ****Eat right, exercise, sleep enough**
**        ******** ****Spend time with “family”**
****** ****If you *****know***** something is right thing to do, do it!**

**Notes:**
Page 112

## Faculty Mentoring

**Notes:**
Page 112

## Mentor-Mentee Pair Study(Boice, 1990)

****** ****Arbitrarily paired mentors/mentees**
**    ****worked as well as traditional pairs**
****** ****Mentors from same and different**
**    ****departments worked at least as well**
****** ****Left alone, most pairs displayed **
**    ****narrow styles**
** ******** ****when pairs shared experiences, **
**   **** ****scope expanded**

**Notes:**
Page 113

****** ****Frequent meetings helped ensure **
**    ****pair bond**
****** ****Mentors assumed role of **
**    ****interventionist with reluctance**

**Mentor-Mentee Pair Study****(Boice, 1990)**

**Notes:**
Page 113

## Good Practices

****** ****Engage best faculty as mentors**
**    **** ******** ****modes of thinking**
** ******** ****standards of excellence**
** ******** ****instill self-confidence in mentee**
** ******** ****some senior faculty feel **
**   **** ****responsibility**
****** ****Realize mentoring relations are **
**    ****not forever**
***‘******Mentors should produce protégés, not disciples’***

**Notes:**
Page 114

## Good Practices

****** ****Chair’s role is facilitator**
****** ****Establish pair**
****** ****Nudge activities**
****** ****Promote collegiality**
**    ‘****the pursuit of truth in the company of friends’**
****** ****Promote research collaborations **
**   ****(fosters collegiality, self confidence)**
****** ****Clear contribution necessary**
****** ****Judicious selection of committee work**

**Notes:**
Page 114

## Good Practices

****** ****Chair’s role is facilitator**
****** ****Clearly state expectations: **
**   **** ****tenure process, work assignments,**
**   **** ****discuss with committee, etc.**
****** ****Provide resources**
****** ****time is extremely valuable**
****** ****space, $, best students**
****** ****Reward mentors**

**Notes:**
Page 115

## Good Practices

****** ****Provide frequent feedback on progress**
** ******** ****More for diagnosis than evaluation**
** ******** ****Midterm review, self-assessment, **
**   **** ****peer assessment, document progress**
****** ****Assist in professional development**
****** ****Support improving teaching effectiveness**
** ******** ****Early formative feedback**
** ******** ****Support innovation**
** ******** ****Participate in FD programs**

**Notes:**
Page 115

## Good Practices

****** ****Discuss balance in work **
**    ****and life expectations**
****** ****Include graduate students **
**    ****who want to be faculty**
****** ****Remember they are individuals **
**    ****with individual needs**

**Notes:**
Page 116

## Bibliography

**How to create a WINNING PROPOSAL**, Jill Ammon-Wexler and Catherine Carmel, Mercury Communications Corporation, 1978
**How to Write a Successful Research Grant Application**, Edited by Willo Pequegnat and Ellen Stover, Plenum Press, 1995
**The Winning Proposal**, Herman Holtz, Terry Schmidt, McGraw-Hill Book Company, 1981
**Proposal Preparation**, Rodney D. Stewart, Ann L. Stewart, John Wiley & Sons, 1984
**Writing Grants Step by Step**, Mim Carlson, Jossey-Bass Inc., 1995

**Slide 1 of 3**

**Notes:**
Page 82

## Bibliography

**Handbook for Writing Proposals**, Robert J. Hamper, L. Sue Baugh, NTC Business Books, 1995
**Engineer's and Manager's Guide to Winning Proposals**, Donald V. Helgeson, Artech House, 1994
**The Complete Book of Model Fund-Raising Letters**, Roland Kuniholm, Prentice Hall, 1995
**Writing Successful Science Proposals**, Andrew J. Friedland and Carol L. Folt, Yale University Press, New Haven & London, 2000

**Slide 2 of 3**

**Notes:**
Page 82

## Bibliography

**The "How To" Grants Manual**, Successful Grantseeking Techniques for Obtaining Public and Private Grants, Third Edition, David G. Bauer, American Council on Education, Oryz Press, 1995
**Applying for Research Funding**, Joanne B. Ries and Carl G. Leukefeld, SAGE Publications, 1995
**How to Write Proposals That Produce**, Joel P. Bowman and Bernadine P. Branchaw, Oryz Press, 1992
**Teaching Engineering**, Phil Wankat,
- 	**https://engineering.purdue.edu/che/news_and_events/publications/teaching_engineering/index.html**
**The Academic Scientists’ Tookit**
**	****http://nextwave.sciencemag.org/feature/cdctoolkit.shtml**

**Slide 3 of 3**

**Notes:**
Page 83

## Closing Remarks

**Notes:**
Page 116

## Please take a few minutes to complete our survey

**Good Luck!**

## The End

- Questions?

## Bibliography

**How to create a WINNING PROPOSAL**, Jill Ammon-Wexler and Catherine Carmel, Mercury Communications Corporation, 1978
**How to Write a Successful Research Grant Application**, Edited by Willo Pequegnat and Ellen Stover, Plenum Press, 1995
**The Winning Proposal**, Herman Holtz, Terry Schmidt, McGraw-Hill Book Company, 1981
**Proposal Preparation**, Rodney D. Stewart, Ann L. Stewart, John Wiley & Sons, 1984
**Writing Grants Step by Step**, Mim Carlson, Jossey-Bass Inc., 1995

**Notes:**
Page 82

## Bibliography

**Handbook for Writing Proposals**, Robert J. Hamper, L. Sue Baugh, NTC Business Books, 1995
**Engineer's and Manager's Guide to Winning Proposals**, Donald V. Helgeson, Artech House, 1994
**The Complete Book of Model Fund-Raising Letters**, Roland Kuniholm, Prentice Hall, 1995
**Writing Successful Science Proposals**, Andrew J. Friedland and Carol L. Folt, Yale University Press, New Haven & London, 2000

**Notes:**
Page 82

## Bibliography

**The "How To" Grants Manual**, Successful Grantseeking Techniques for Obtaining Public and Private Grants, Third Edition, David G. Bauer, American Council on Education, Oryz Press, 1995
**Applying for Research Funding**, Joanne B. Ries and Carl G. Leukefeld, SAGE Publications, 1995
**How to Write Proposals That Produce**, Joel P. Bowman and Bernadine P. Branchaw, Oryz Press, 1992
**Teaching Engineering**. Phil Wankat, _[https://engineering.purdue.edu/ChE/News_and_Events/Publications/teaching_engineering/index.html](https://engineering.purdue.edu/ChE/News_and_Events/Publications/teaching_engineering/index.html)_
**The Academic Scientists’ Tookit** http://nextwave.sciencemag.org/feature/cdctoolkit.shtml

**Notes:**
Page 83