The purpose and goal of the Seminar Series is to present advanced principles of the National Institutes of Health (NIH) grant preparation.

The series will address how to succinctly state overall and specific hypothesis and specific aims with affirmation and relevance. The series will suggest specific writing styles with the intent of clearly stating the importance of the specific aims and bringing them to fruition and purpose. Special attention will be placed on how to write in a manner which presents proposal aims in an important and timely manner. Most of the series will cover the 12 page RO1 application. However, some time will also be devoted to other specific types of awards (i.e., mentored K awards, training grants, and programmatic initiatives).

Objectives
The objectives of this activity are to prepare investigators on how to:

• Identify an appropriate funding resource and mechanism
• Develop a grant idea
• Identify and compose specific aims and hypotheses for a grant
• Construct significance and innovations sections of a grant proposal
• Construct a research design section of a grant proposal
• Construct a proposal for the development of a multidisciplinary research team
• Develop a grant budget

Intended Audience

This seminar series is recommended for faculty, staff, and other individuals who are currently or will be working on one or more grant proposals.

Seminar Series Structure and Expectations
The seminar series meets for 2 hours each session. Most sessions are comprised of 50-60 minutes of presentations followed by hands-on grant preparation. Sample grant proposals will be peer reviewed by other participants in the series, as well as the series Director. Participants are expected to attend all sessions unless specifically excused by the series Director.

Commercial Support
None

The following planners and presenters have disclosed that they have no commercial interests: Drs. David Gutterman, Terri deRoon-Cassini, and Ryan Spellecy.

The purpose and goal of this course is to present advanced principles of the National Institutes of Health (NIH) grant preparation. It is recommended for faculty, staff, and other individuals who are currently or will be working on one or more grant proposals.

Topics
Topics to be covered will include:

• Writing with a Purpose and Intent
• Writing Statements of Innovation and Significance
• Research Design
• Translational Research

The course will also address how to succinctly state overall and specific hypothesis and specific aims with affirmation and relevance. The course will suggest specific writing styles with the intent of clearly stating the importance of the specific aims and bringing them to fruition and purpose. Special attention will be placed on how to write in a manner which presents proposal aims in an important and timely manner. Most of the course will cover the 12 page RO1 application. However, some time will also be devoted to other specific types of awards (i.e., mentored K awards, training grants, and programmatic initiatives).

Student Learning Objectives/Outcomes
Upon completion of the course, students will be able to:

• Identify an appropriate funding resource and mechanism
• Develop a grant idea
• Identify specific aims and hypotheses for a grant
• Construct significance and innovations sections of a grant proposal
• Construct a research design section of a grant proposal
• Construct a proposal for the development of a multidisciplinary research team
• Develop a grant budget
• Communicate a grant proposal to student colleagues

Competencies

The course emphasizes the following core competencies:

• Research skills
• Grant Writing skills
• Critical and creative thinking
• Interpersonal and communication skills

Course Structure and Expectations
The course meets once per week for 2 hours each session. Most sessions are comprised of 50-60 minutes of lecture followed by hands-on grant preparation. Each student enrolled in the course is encouraged to bring a grant that will be reviewed in a NIH simulated environment. Grant proposals will be peer reviewed by other students enrolled in the course for certificate, as well as the course Director. Students are expected to attend all sessions unless specifically excused by the course Director. Part of the course grade is based on participation in discussion.