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Determining the Impact of Grant Writing Workshops on Faculty Learning

The journal of research administration, 2020-09, Vol.51 (2), p.58-83

COPYRIGHT 2020 Society of Research Administrators, Inc. ;Copyright Society of Research Administrators Fall 2020 ;ISSN: 1539-1590 ;EISSN: 2573-7104

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Title:
Determining the Impact of Grant Writing Workshops on Faculty Learning
Author: Glowacki, Samantha ; Nims, Julia K ; Liggit, Peggy
Subjects: Academic Rank (Professional) ; Awards ; College Faculty ; College teachers ; Conferences, meetings and seminars ; Diversity (Faculty) ; Education ; Faculty Development ; Feedback ; Gender Differences ; Grants ; Influence ; Intellectual Disciplines ; Methods ; Minority Group Teachers ; Polls & surveys ; Professional development ; Program Effectiveness ; Proposal writing ; Proposals ; Racial Differences ; Sabbatical leave ; Student writing ; Study and teaching ; Success ; Surveys ; Teacher Attitudes ; Teaching ; Tenure ; Vocational guidance ; Workshops ; Workshops (Educational programs) ; Writing instruction ; Writing Workshops
Is Part Of: The journal of research administration, 2020-09, Vol.51 (2), p.58-83
Description: This paper describes an eight-year study evaluating the effectiveness and impact of grant writing workshops on the ability of faculty attendees to apply learning to secure internal research grants. Longitudinal tracking of all grant awardees (N=485) was conducted four years prior to the creation of the workshops and four years after the workshops were implemented. Direct and indirect measures of assessment for faculty grant success, feedback on workshops, and a faculty survey were collected. Names of grant recipients and demographic data about awardees were collected and verified through archived documents and data warehousing. As a result of attending the grant writing workshops, on average 80% of the workshop attendees (N=173) were awarded internal grants, and the quality of the workshops received feedback ratings of 3.52 or higher on Likert-style questions with a 1 - 4 rating scale (4 being highest). After the workshops became available, the awardee pool shifted, showing greater diversity of successful grant writers in regard to faculty rank, race, gender, and discipline. Additionally, a subpopulation of faculty received a grant award only after attending a writing workshop where in the previous four years this population received no grant awards. Applications of how key findings from this study could be implemented at other institutions are discussed.
Publisher: Washington: Society of Research Administrators, Inc
Language: English
Identifier: ISSN: 1539-1590
EISSN: 2573-7104
Source: ERIC Full Text Only (Discovery)
ProQuest Central

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Determining the Impact of Grant Writing Workshops on Faculty Learning

COPYRIGHT 2020 Society of Research Administrators, Inc. ;Copyright Society of Research Administrators Fall 2020 ;ISSN: 1539-1590 ;EISSN: 2573-7104

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