CHICAGO STATE UNIVERSITY SRIP - EARDA

描述（由申请人提供）： 芝加哥州立大学（CSU）要求通过第二阶段赞助研究基础设施计划（SRIP）继续资助校外研究发展奖（ERDA）。从下面的信息可以明显看出，我们认为我们在第一阶段的进展是成功的。对EA在NIH的住所结束时制定的目标进行的审查表明，除了为新的科学大楼获得资金外，所有目标都得到了满足。不过，重新分配办公空间的临时计划将暂时满足这一目标。 经过两年的试点研究赠款和反馈收到的教师重点小组 在第二阶段SRI中，已经吸取了一些经验教训，并将纳入解决这些问题的战略： 1.试点赠款的申请过程将需要参加赠款撰写讲习班。 2.所有试点赠款接受者都需要提交年中报告。 3.成功的教师补助金作家，作为导师，将被确定和重新分配的时间， 领导赠款编写小组。基于传统结构的赠款写作研讨会和指导并不像希望的那样成功的证据，据报道，由经验丰富的赠款作家领导的赠款写作团队提供了一种个人支持，指导和帮助，以确定资金来源，从而创建成功的赠款作家。团队领导将获得重新分配的时间，从工资储蓄支付给大学。 除了继续第一阶段的目标和目的外，第二阶段的新目标是： 1.研究所赠款编写小组，为组长提供重新分配的时间（第一年）; 2.向RDAC添加外部成员（第1年）; 3.扩大合作活动（第1、2和3年）; 4.增加接受MBRS/M-RISP支持的申请其他资金来源的人数; 5.重新调查教师，以确定在第一阶段确定的问题是否得到解决 并确定新的问题（第二年）。

DESCRIPTION (provided by applicant): Chicago State University (CSU) is requesting continuation of funding of the Extramural Associates Research Development Award (EARDA) through the Phase II Sponsored Research Infrastructure Program (SRIP). As will be apparent from the information below, we view our progress during Phase I as successful. A review of the objectives developed at the end of the EA's residence at NIH indicates that all were met with the exception of securing funding for a new science building. However, the interim plan for reallocation of space will temporarily meet that objective. After two years of awarding pilot research grants and feedback received from the faculty focus groups and survey, several lessons have been learned and strategies to address them will be incorporated into the Phase II SRI: 1. The application process for pilot grants will require participation in a grant writing workshop. 2. Mid-year reports will be required for all pilot grant recipients. 3. Successful faculty grant writers, serving as mentors, will be identified and given reassigned time to lead grantwriting teams. Based on evidence that traditionally structured grantwriting workshops and mentoring are not as successful as hoped, grant writing teams reportedly led by experienced grant writers provide the kind of individual support, direction, and assistance with identifying funding sources that creates faculty who are successful grant writers. Team leaders will receive reassigned time to be paid from the salary savings to the university. In addition to continuing with the Phase I goals and objectives, new objectives for Phase II are: 1. institute grant writing teams with reassigned time provided for team leaders (Year 1); 2. add an external member to the RDAC (Year 1); 3. expand collaborative activities (Years 1,2, and 3); 4. increase the number receiving MBRS/M-RISP support applying for other sources of funding; 5. re-survey faculty to determine if what concerns identified during Phase I have been addressed and ascertain new concerns (Year 2).