grantspersonship beth a. fischer and michael j. zigmond university of pittsburgh, pittsburgh, pa,usa
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![Page 1: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/1.jpg)
Grantspersonship
Beth A. Fischer and Michael J. Zigmond
University of Pittsburgh, Pittsburgh, PA,USA
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Survival Skills and
Ethics Program
www.pitt.edu/~survival
Topics include
• Writing research articles
• Making oral presentations
• Obtaining advanced training
• Teaching
• Job hunting
• Managing personnel
• Obtaining funding
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Acknowledgments
• Lillian Pubols (NINDS)
• Miner, Miner & Griffith – Proposal Planning and Writing
• Ogden and Goldberg – Research Proposals: A Guide to Success
• ...and many others
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Types of grants
objective• training/career
– fellowship– career award
• research• conference• equipment• infrastructure
form• investigator-initiated
– individual– groups
• “set-aside” grants• contracts
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Types of grants
objective• training/career
– fellowship– career award
• research• conference• equipment• infrastructure
form• investigator-initiated
– individual– groups
• “set-aside” grants• contracts
![Page 6: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/6.jpg)
Availability of grants
Other• government• non-government organizations• philanthropic foundations• health voluntaries• corporations• private individuals
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Why don’t people get funded?
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Why people don’t get funded
• because it is too hard?
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Why people don’t get funded
• because it is too hard?
• already accomplished harder tasks
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Why people don’t get funded
• inadequate concept
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Why people don’t get funded
• inadequate concept
A good idea is necessary, but not sufficient.
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Why people don’t get funded
• inadequate concept
• poor presentation
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Why people don’t get funded
• inadequate concept
• poor presentation
• poor understanding of process
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Why people don’t get funded
• inadequate concept
• poor presentation
• poor understanding of process
• lack of persistence
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Why people don’t get funded
• inadequate concept
• poor presentation
• poor understanding of process
• lack of persistence
Good grants are not funded, excellent ones are
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GrantspersonshipPreparing
1. establish frame of mind
2. develop concept
3. identify funding source
4. inform your institution
5. refine concept
Writing
6. think like a reviewer
7. outline, write, edit
8. get feedback & revise
Submitting
9. get approvals
10. obtain assignment
11. submit application
12. provide add’l material
13. ensure receipt
Responding
14. await review
15. study report
16. respond to report
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GrantspersonshipPreparing
1. establish frame of mind
2. develop concept
3. identify funding source
4. inform your institution
5. refine concept
Writing
6. think like a reviewer
7. outline, write, edit
8. get feedback & revise
Submitting
9. get approvals
10. obtain assignment
11. submit application
12. provide add’l material
13. ensure receipt
Responding
14. await review
15. study report
16. respond to report
Think ahead and plan backwards
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Grantspersonship
1. establish frame of mind
2. develop concept
3. identify funding source
4. inform your institution
5. refine concept
6. think like a reviewer
7. outline, write, edit
8. get feedback & revise
9. get approvals
10. obtain assignment
11. submit application
12. provide add’l material
13. ensure receipt
14. await review
15. study report
16. respond to report
0 d
2-60d
2 m 2 m
>3 m
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Phase I: Preparing
1. establish frame of mind
2. develop concept
3. identify funding source
4. inform your institution
5. refine concept
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Establish frame of mind
• often: little enthusiasm
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Establish frame of mind
• often: little enthusiasm
• better: a wonderful opportunity
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General points to keep in mind
• proposal in contrast to research manuscript– read by many fewer– likely to have much greater impact
• material can be recycled– from previous ms– into future ms
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Develop a Concept
That FITS
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Develop a concept that FITS
• Fills a gap in knowledge
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Develop a concept that FITS
• Fills a gap in knowledge
• Important to– the field– funding agency– you
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Develop a concept that FITS
• Fills a gap in knowledge
• Important
• Tests a hypothesis
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Develop a concept that FITS
• Fills a gap in knowledge
• Important
• Tests a hypothesis
• Short-term investment in long-term goals
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Identify Funding Source
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Identify funding source
• select agency
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Source of information
• internet
• reference books
• colleagues
• acknowledgements on papers
• office of research at your institution
• libraries
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Identify funding source
• select agency
• improve odds: match objectives
![Page 32: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/32.jpg)
Identify funding source
• select agency
• improve odds: match objectives– research interests
![Page 33: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/33.jpg)
Identify funding source
• select agency
• improve odds: match objectives– research interests– personal characteristics
• career phase• gender• developing nation
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Identify funding source
• select agency
• improve odds: match objectives
• communicate with program staff
![Page 35: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/35.jpg)
Ask program staff
• is concept relevant
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Ask program staff
• is concept relevant• current instructions
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Ask program staff
• is concept relevant• current instructions• who reviews
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Ask program staff
• is concept relevant• current instructions• who reviews• what are criteria
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Ask program staff
• is concept relevant• current instructions• who reviews• what are criteria• funding
– percentage– level (amount, years)
![Page 40: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/40.jpg)
Ask program staff
• is concept relevant• current instructions• who reviews• what are criteria• funding
– percentage– level (amount, years)
• characteristics of– strong proposals– weak proposals
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Ask program staff
• is concept relevant• current instructions• who reviews• what are criteria• funding
– percentage– level (amount, years)
• characteristics– strong proposals– weak proposals
• appendix material– ok?– when, to whom?
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Ask program staff
• is concept relevant• current instructions• who reviews• what are criteria• funding
– percentage– level (amount, years)
• characteristics– strong proposals– weak proposals
• appendix material– ok?– when, to whom?
• pre-review possible
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Contacting program staff
• in their offices– phone– email– letter– in person (by appointment)
• at professional meetings
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Inform Your Institution
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Inform your institution
• departmental chairperson
• office of research
• secretarial assistant
• fiscal assistant
• people to give feedback
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Develop Concept
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Develop ConceptRefine
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Refine your concept
• review current literature
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Refine your concept
• review current literature
• talk with colleagues
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Refine your concept
• review current literature
• talk with colleagues
• think hard
![Page 51: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/51.jpg)
Refine your concept
• review current literature
• talk with colleagues
• think hard
• think harder
![Page 52: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/52.jpg)
Phase II: Writing the proposal
6. think like a reviewer
7. outline, write, edit
8. get feedback & revise
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Think like a reviewer
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What do they want to know?
![Page 55: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/55.jpg)
Think like a reviewer
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What do they want to know?
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Time spent reading proposal
• primary reviewer (writes report) 7-8 hr
• reader (no report) 1 hr• discussion at study section 20 min
Survey by Janet Rasey
Proposals reviewed were NIH R01
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Write for the reviewer
• use standard organization
• provide clear, and very visible answers to review criteria
• anticipate reviewer's questions and provide answers
• state relation to funder’s mission
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Write for the reviewer, part 2
• use standard organization
• provide clear, and very visible answers to review criteria
• anticipate reviewer's questions and provide answers
• state relation to funder’s mission
![Page 60: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/60.jpg)
Phase II: Writing the proposal
6. think like a reviewer
7. outline, write, edit
8. get feedback & revise
![Page 61: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/61.jpg)
Think like a reviewer
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Stock the sections
• Research plan– Specific Aims– Background and Significance– Preliminary Data– Research Design and Methods
• Budget and Justification
• References
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Outline, Write, and Edit
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Outline, Write, and Edit
• being with a full outline
![Page 65: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/65.jpg)
Outline, Write, and Edit
• being with a full outline
• write initial draft without editing
![Page 66: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/66.jpg)
Outline, Write, and Edit
• being with a full outline
• write initial draft without editing
• edit thoroughly
![Page 67: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/67.jpg)
Outline, Write, and Edit
• being with a full outline
• write initial draft without editing
• edit thoroughly
![Page 68: Grantspersonship Beth A. Fischer and Michael J. Zigmond University of Pittsburgh, Pittsburgh, PA,USA](https://reader037.vdocuments.site/reader037/viewer/2022103123/56649d3a5503460f94a157bd/html5/thumbnails/68.jpg)
Editing
• avoid vague qualifiers
• use active voice
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General organization
• have a table of contents
• make it easy to find key points– bold face headings and terms– cross references– some redundancy
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Appearance
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Appearance
• select good type face
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Appearance
• select good type face good
Times Roman
Century Schoolbook
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Appearance
• select good type face good never!
Times Roman courier
Century Schoolbook Helvetica
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Appearance
• select good type face good never!
Times Roman courier
Century Schoolbook Helvetica
– size > 11 pt
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A. Background and SignificanceThe importance of training in "survival skills:" Success in
science requires a solid background in a specific scientificdiscipline as well as extensive laboratory experience. However,for individuals to develop into accomplished professionals, theymust acquire survival skills, that is, they must be able tocommunicate effectively, both orally and in writing, obtainemployment and funding, manage stress and time, teach, andbehave responsibly (1,2,3).This has always been the case and isbecoming even more true as our doctoral and postdoctoraltrainees need to be prepared for a variety of vocations (3, 4)
In addition to traditional jobs in academia, many of ourtrainees will ultimately find themselves doing research inindustry, teaching in 4-year colleges, or serving in someadministrative capacity. Others will combine their PhDs withprofessional degrees in medicine or law and become clinicalresearchers, patent lawyers, or become involved in the theformulation of public policy. With many of these new vocations,extra-laboratory skills become even more essential (3).
Traditionally, higher education in the sciences has focusedalmost exclusively on the content of the scientific disciplineand on research methodology. Indeed, individuals employed inresearch and related fields often complain that although theiracademic training provided them with a sound foundation in their
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A. BACKGROUND AND SIGNIFICANCE
The importance of training in "survival skills." Success in sciencerequires a solid background in a specific scientific discipline as well asextensive laboratory experience. However, for individuals to develop intoaccomplished professionals, they must acquire survival skills, that is, theymust be able to communicate effectively, both orally and in writing, obtainemployment and funding, manage stress and time, teach, and behaveresponsibly (Bloom 1992; Bird 1994; National Academy of Sciences 1995).This has always been the case and is becoming even more true as ourdoctoral and postdoctoral trainees need to be prepared for a variety ofvocations (National Academy of Sciences 1995; Varmus 1995).
In addition to traditional jobs in academia, many of our trainees willultimately find themselves doing research in industry, teaching in 4-yearcolleges, or serving in some administrative capacity. Others will combinetheir PhDs with professional degrees in medicine or law and become clinicalresearchers, patent lawyers, or become involved in the formulation of public
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Follow-up survey
Participants from our 1995, 1996, and 1997 trainer-of-trainersworkshops were recently sent a survey to see what they had done to providetraining in survival skills and ethics at their institution. (The 1995 workshopwas made possible by an earlier grant.) Thusfar, slightly more than half of all formerparticipants have responded. Even if oneassumes that none of the non-respondents didnot implement any instruction at all (unlikely),the results of this survey still provide a clearindication of the impact of our program.
Instruction implemented by participants:The total number of hours of instruction insurvival skills and ethics that was provided in1997-98 by former participants was comparedwith the instruction offered in the year prior to their attendance (Figure 1).The number of students taught in new or preexisting (but expanded) coursesincreased by an average of 25 hr per year among the respondents.
Figure 1
Implementation
0
200400
600800
1000
1995 1996 1997
Workshop participant
inst
ruct
ion
prov
ided
(h
r)
before '97-98
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Check photocopy quality
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Asking for help
Yes– program staff– former reviewer– colleague
NO!– current reviewer
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Get feedback
• establish mentors early
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• establish mentors early
• provide clear instructions– what– when
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• establish mentors early
• provide clear instructions
• take no for an answer
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• establish mentors early
• provide clear instructions
• take no for an answer
• remind gently
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Get feedback
• establish mentors early
• provide clear instructions
• take no for an answer
• remind gently
• show appreciation
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Phase III: Submitting
9. get approvals
10. obtain assignment
11. submit application
12. provide additional material
13. ensure receipt
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Get approvals
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Get approvals• use of subjects
– human (IRB)– animals (IACUC)
• safety• agreements
– collaborators– consultants– university administrators
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Get approvals• use of subjects
– human (IRB)– animals (IACUC)
• safety• agreements
– collaborators– consultants– university administrators
Allowenough
time!
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Obtain Assignment
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Obtain the right assignment
• program relevance
• availability of funds
• sympathetic review
• competent reviewers
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Clues for assignment officer
• title
• abstract
• list of key words
• specific aims
• cover letter
• input from program staff
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Submit Application
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Submit application
• know the deadline– postmark versus arrival– absolute or flexible
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Submit application
• know the deadline
• anticipate problems– bad weather– equipment failures– holidays– sickness
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Submit application
• know the deadline
• anticipate problems
• give yourself extra time (everything takes longer than you think)
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Submit application
• know the deadline
• anticipate problems
• give yourself extra time
• what if you are late?
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Submit application
• know the deadline
• anticipate problems
• give yourself extra time
• what if you are late?– call and ask– there often is a grace period
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Submit application
• know the deadline
• anticipate problems
• give yourself extra time
• what if you are late?– call and ask– there often is a grace period– sometimes there isn’t
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Submit application
• know the deadline
• anticipate problems
• give yourself extra time
• what if you are late?
• also send copy to program officer
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Ensure Receipt
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Provide Additional Material
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Phase IV: Responding
14. await review
15. study report
16. respond to report
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Await Review
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What will be happening
1. assignment
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What will be happening
1. assignment
2. evaluation– staff– peers
• sitting panel• external reviewers
– site visit (rare)
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What will be happening
1. assignment
2. evaluation
3. prep of report, which may– not be available– need to request– take 2-3 mo– be incomplete– contain contradictions
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Study Report and Respond
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Possible outcomes
• scored– high– “gray area”– low
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Possible outcomes
• scored– high– “gray area”– low
• rejected
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Possible outcomes
• scored– high– “gray area” funding?– low
• rejected
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Reasons for rejection: Research proposals
• unoriginal ideas
• diffuse, superficial
• lack of knowledge• uncertain future
directions
• inadequate rationale
• poor reasoning
• unrealistic workload
• lack of expt’l detail
• uncritical approach
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Reasons for rejection: Fellowships
• weak candidate– productivity– letters– training
• poor mentor– research– funding– experience
• inadequate proposal– quality of research– relevance to training
• weak institution– colleagues– support
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If budget is reduced
• estimate what can be accomplished
• renegotiate– objectives– experiments
• save rest for future application
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If score is in “gray zone”
• talk to program officer
• consider providing additional material– rebuttal– evidence of feasibility
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If funding is not provided
• quit
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If funding is not provided
• quit
application MUST have merit if
you followed previous steps
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If funding is not provided
• quit
• same application with rebuttal
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If funding is not provided
• quit
• same application with rebuttal
• revised application– some changes– some rebuttal
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If funding is not provided
• quit
• same application with rebuttal
• revised application– some changes– some rebuttal
• request new reviewers
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Persistence pays
> 50% NIH applicants funded
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Behave responsiblythroughout
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Behave responsibly
• source of material– text– ideas– data
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Behave responsibly
• source of material
• adequacy of methods
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Behave responsibly
• source of material
• adequacy of methods
• collaborations
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Behave responsibly
• source of material
• adequacy of methods
• collaborations
• pilot data
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Behave responsibly
• source of material
• adequacy of methods
• collaborations
• pilot data
• budget
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Behave responsibly
• source of material
• adequacy of methods
• collaborations
• pilot data
• budget
• biosketch
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Behave responsibly
• source of material
• adequacy of methods
• collaborations
• pilot data
• budget
• biosketch
General principle:Do not misrepresent anything.
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Advice to junior investigators
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Timeline for NIH proposal:From application to funding
Date Step Feb 1, 2001 application Jun – Jul, 2001 review Aug – Sep, 2001 summary statement Nov 1, 2001 revised application Feb – Mar 2002 review May – Jun, 2002 council meets July 1, 2002 funding begins
Assume approximately 18 months.
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Advice to junior investigators
• get funded as soon as possible– funding track record helps get more $– jobs, promotions easier with grant– proposals often not funded first time
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Advice to junior investigators
• get funded ASAP
• starting small is fine– amount– time
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Advice to junior investigators
• get funded ASAP
• starting small is fine
• make sure previous work published
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Advice to junior investigators
• get funded ASAP
• starting small is fine
• make sure previous work published
• every proposal should be excellent
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Advice to junior investigators
• get funded ASAP
• starting small is fine
• make sure previous work published
• every proposal should be excellent
• letters from others can help
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Advice to junior investigators
• get funded ASAP
• starting small is fine
• make sure previous work published
• every proposal should be excellent
• letters from others can help
• don’t stop ‘till you have more than enough
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Components of an Application
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Components
• title• abstract• research plan
– objectives– significance– preliminary data– research design,
methods
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Components
• title• abstract• research plan
– objectives– significance– preliminary data– research design,
methods
• budget • budget justification• biosketches• approvals• letters• appendix
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Components
• title• abstract• research plan
– objectives– significance– preliminary data– research design,
methods
• budget • budget justification• biosketches• approvals• letters• appendix
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Title
• mini-abstract
• accurate statement of long-term goals
• conform to guidelines
• include key words
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Abstract
• background• specific aims• unique features• methodology• expected results
• method of evaluation
• generalizability• relation to field• broad impact
Contents
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Abstract• accurate
• simple
• interesting
• not provocative
• key words
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Research plan
• Specific aims
• Background & Significance
• Preliminary Data
• Research Design & Methods
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Research plan
• state objectives
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Research plan
• state objectives
• provide background– general literature
– your work
– reviewer’s work
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Research plan
• state objectives
• provide background
• be hypotheses-driven
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Research plan
• state objectives
• provide background
• be hypotheses-driven
• highlight strengths– ideas
– methods
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Research plan
• state objectives
• provide background
• be hypotheses-driven
• highlight strengths
• emphasize practicality– methods– preliminary data– time & skills
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Research plan
• state objectives
• provide background
• be hypotheses-driven
• highlight strengths
• emphasize practicality– methods– preliminary data– time & skills
• discuss outcomes, have contingencies
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Methods
• tell why your method is best
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Methods• explain why your method is best• provide details
– methodology– controls– instruments to be used– information to be collected: value & limitations– precision of data– procedures for data analysis – interpretation
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Methods
• explain why your method is best
• provide details
• identify pitfalls, how will overcome
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Methods
• explain why your method is best
• provide details
• identify pitfalls, how will overcome
• specify alternative method if yours fails
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Methods
• explain why your method is best• provide details• identify pitfalls, how will overcome• specify alternative method• list sources of unique materials
– reagents– materials– populations
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Methods
• explain why your method is best• provide details• identify pitfalls, how will overcome• specify alternative methods • list sources of unique materials• consider input from statistician
– methods for data analyses– amt data to collect
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Approximate Timeline (in years)
Experiment 1 2 3 4 5
Impact of GDNF on
cell death
Signaling underlying effects of GDNF
Molecular basis of neuroprotection
Timeline
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Project evaluation(included in proposal)
• specify who will conduct– internal– external
• relate measures to objectives
• include evaluation instrument if available
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Personnel
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Personnel
• name individual when possible
• indicate selection procedures
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Collaborators & consultants
• add skills, expertise
• add credibility
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Biographical sketches
• include for critical personnel– Principal Investigator (PI)– Co-Principal Investigator (Co-PI)– Co-Investigators (Co-I)– Collaborators– Consultants– Research assistants
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Biographical sketches
• include for critical personnel
• highlight relevant accomplishments
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Biographical sketches
• include for critical personnel
• highlight relevant accomplishments
• ensure accuracy– training, experience– publications– grant support
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Budget
• reasonable– for the project– for the agency
• inflationary increases
• new costs in subsequent years
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Budget
• service/maintenance costs
• insurance
• shipping
• training to use new equipment
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justify all equip carefully
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Budget
• reasonable
• justify all requests– amounts– time
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Justification
• personnel – % effort on project– responsibilities
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Justification
• personnel
Ben Aster, Ph.D., 20% effort. Dr. Aster is responsible for program evaluation.
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Justification
• personnel
Ben Aster, Ph.D., 20% effort. Dr. Aster is responsible for program evaluation. He develops evaluation instruments, administers surveys, compiles and analyzes the data, initiates follow-up inquiries, and writes evaluation reports.
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Justification
• animals– quantity– cost at age– days housed– cost of housing
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Budget
• reasonable
• justify all requests• amounts• time
• explain appearance of overlap
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Budget• reasonable
• justify requests
• explain appearance of overlap
• new NIH format: modular budgets
• cost-share when possible– funds– services– equipment
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Construction of budget
salaries 50,000
supplies 25,000
equipment 15,000
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Construction of budget
• fringe benefits salaries 50,000
fringe benefits (20%) 10,000
supplies 25,000
equipment 15,000
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Construction of budget
• fringe benefits• direct costs
salaries 50,000
fringe benefits (20%) 10,000
supplies 25,000
equipment 15,000
DC 100,000
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Construction of budget
• fringe benefits• direct costs• indirect costs
salaries 50,000*
fringe benefits (20%) 10,000*
supplies 25,000*
equipment 15,000
DC 100,000
IDC 42,500
Total Award $142,500
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Resources and environment
• to document resources available– equipment– space– facilities– support staff
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Equipment grants
• relation to existing resources
• value added to research – in your research unit– outside research unit
• benefits for students
• implications of not having equipment
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Subject welfare
• know, adhere to guidelines
• get appropriate approvals
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Human subjects
• characteristics of subjects, population• recruiting methods• criteria for selection• consent procedures• potential risks• how risks will be minimized• benefits to subjects and community• inclusion of women and minorities
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Vertebrate animals
• detail proposed use
• justify species and number
• veterinary care
• minimizing stress, discomfort
• justification for method of euthanasia
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Letters
• letters of agreement– obtain from collaborators, consultants– to document
• type, level of involvement• access to special
– reagents, equipment– methods– populations
– improve by providing sample
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Letters• letters of agreement
• letters of recommendation– may be required– could be optional– could be inconspicuous
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Supplementary materials: Some examples
• color or enlarged figures
• reprints of your work
• updated information– results– other accomplishments
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Supplementary material
• find out if, when, where
• never use to circumvent page limits!!
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Summary
• there is money available
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Summary
• there is money available
• getting it takes– a good idea– a proper match– good grantspersonship– persistence
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Summary
• there is money available
• getting it takes– a good idea– a proper match– good grantspersonship– persistence
• it is hard work
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Summary
• there is money available
• getting it takes– a good idea– a proper match– good grantspersonship– persistence
• it is hard work
• it is so worth it!
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