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ERIC Number: ED208713
Record Type: RIE
Publication Date: 1981-Apr
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Research Development Workshop for Faculty from Predominantly Black Colleges.
Gary, Lawrence E.; And Others
In response to the need to bolster research skills and research activity of faculty members in predominantly black colleges, the Mental Health Research and Development Center at Howard University began a three-year research and grantsmanship training program in 1978. The program has been funded by the National Institute of Education. Over 60 faculty members have participated in the first two years, and a third cohort of 32 faculty have been selected for the third year. These individuals represent 34 black colleges, or 41 percent of the nation's four-year historically black colleges. The target group is primarily junior-level social and behavioral sciences faculty at four-year institutions. The program's objectives, in addition to providing training in research skills and grantsmanship, include exposure to leading scholars and other professional contacts, and ongoing technical assistance. The first two-week session consisted of two courses: models and social and behavioral science methods of research, and computer use in such research. The second two-week session was a course in grantsmanship techniques, including proposal content and development, identification of funding sources, strategies for obtaining funds, proposal marketing, and the politics of the review process. Participant evaluation of the workshop has been positive, and has provided feedback to improve the workshop by having more female presenters, non-European nontraditional research models, and increased stipends. A follow-up has shown that a number of participants have expanded research activities as a result of the program. (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Howard University DC
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 1981).