The SRA Symposium - College of Medicine

More documents

Recommendations

Info

Papers Institutions of higher education that wish to attract more minority and first generation college students then face the increasing problems of reduced government subsidies and increasing loan rates. These students then may not have the opportunity to enter college. Universities, since the passage of the Civil Rights Act in the 1960s have become increasingly more committed to assisting first generation, low-income and underrepresented minority students attend college and earn undergraduate and graduate degrees. Reduced funding as proposed by the current 109th Congress (2005) and the Bush administration will make it more of a challenge for institutions of higher education meet their goals of assisting students from these target populations attends college. A second challenge brought before institutions of higher education through state and federal governments is the emphasis on collaboration between institutions of higher education, nonprofit organizations, K-12 school districts, state agencies, faith based organizations and municipalities. This movement to encourage collaboration became institutionalized by many federal agencies in the 1990s. For example, the United States Department of Agriculture (USDA) in the late 1990s developed the slogan of the three C’s to promote various organizations to receive funding for Economic Development Empowerment and Enterprise Zones. The three C’s are Cooperation, Collaboration and Consensus. This program encouraged universities, rural development nonprofit organizations, municipalities, businesses and school districts to be involved in a very complicated and time consuming planning activities to compete to become one of the successful recipients. Many more federal agencies now have made collaboration a focus, if not a requirement, for funding certain programs. Funding agencies as disparate as the National Institutes of Health (NIH), Department of Education (DOE), and Department of Housing and Urban Development, among others, all encourage collaboration in their Request for Proposals (RFPs) for competitive grant programs. State governments are following the federal government in calling for more collaboration for institutions of higher education with other organizations. The Illinois Board of Higher Education (IBHE) administers the Higher Education Cooperation Act Grants. The purpose of this particular grant program is “to support programs of inter-institutional cooperation in higher education that promote the efficient use of educational services, the development of innovative educational concepts that effectively deliver educational programs and involvement with the local community.” Eligible applicants are described in the RFP as including at least two public or private higher education institutions. Not-for-profit corporations organized to administer programs in inter-institutional cooperation of higher education and Illinois public schools also may participate in these programs” (Illinois Board of Higher Education, 2005). The increasing demands for institutions of higher education to develop collaborations or interact more with other organizations for competitive and non-competitive sources of funding means that there will be increased administrative costs. Many institutions of higher education are suspicious that the focus on collaborative programs is a strategy by federal, state and private funding agencies to shift the cost of administration from their sector to that of higher education. The increasing complexity of developing partners and collaborative programs has led to institutions of higher education being forced to spend more time in planning and relationship development with other organizations. This means that institutions of higher education bear more of the cost in developing unfunded projects than in the past. Institutions of higher education are facing the problems of (a) declining state revenues for higher education; (b) increasing student numbers, both traditional and untraditional and; (c) federal and state government and private funding agencies demand for more collaborative programs that makes it more costly and complicated for developing projects than in the past. Higher education institutions are in need of resources to manage these problems, or challenges. Within a higher 154 2005 Symposium Proceedings Book
education institution, who is responsible for acquiring these resources? More and more often, upper administration is turning to sponsored program offices—charging those offices with increasing externally funded grants and contracts. Programs Developed in Sponsored Programs Offices Papers Sponsored Programs offices have traditionally played the role of facilitator for faculty and staff during the grant application preparation and submission process, and throughout the life of a funded project. The functions of the office are typically categorized as pre-award, post-award, and compliance. Each sponsored programs office carries out these activities to a different degree, with the resources and personnel available for these functions dependent upon the institution’s level of funding, organizational reporting lines, and outlook on research. The role of facilitator requires review and interpretation of institutional, state, and federal guidelines and regulations, as applicable. It also includes acting as liaison between faculty/staff and funding agencies, or vendors and subcontractors. Often the sponsored programs offices have oversight or administrative duties associated with the Institutional Review Board and Institutional Animal Care and Use Committee, overseeing the use of human subjects and animals for research purposes. All of these traditional activities focus on facilitating the funding process for an existing, previously developed, idea or program. However, sponsored programs office personnel, or those with research administration experience, are maybe best strategically positioned to advocate innovative programs while also identifying potential funding sources. They are familiar with the strengths of the institution, the fundability quotient for certain programs, and potential funding sources. They are best situated to develop ideas and programs, and bring them to fruition. To this end, Sponsored Programs offices across the country have been developing new ways to assist their institutions in meeting these very demands for new programs and services. The emerging trends, revealed in an informal survey, are to create satellite offices or new positions within the existing office to offer various support services required in the development process. Research and Economic Development offices have been developed by institutions of higher learning to assist communities and regions. Some functions of these offices are (a) developing research parks for specific industries; (b) creating collaborative partnerships between communities, regions and institutions of higher education to attract industry funding; (c) developing business incubators for small businesses both on campus and in the community; (d) providing grant writing and professional expertise to attract federal and state funding for economic development projects for the community; (e) developing centers specifically that will attract industry, examples of these being in the areas of biotechnology, nanotechnology and health and; (f) providing expertise in technology transfer and intellectual property primarily for faculty and staff in transferring basic research to the marketplace. A recent survey by Wake Forest University found that economic development programs for universities and the communities they serve is becoming increasingly important. Wake Forest University surveyed one senior research administrator from each of 250 research universities. Their survey showed that over 50% of the universities play a large role in economic development and technology transfer, with 41% playing a slight role. The survey also revealed that larger universities with more than 10,000 undergraduates and research-extensive universities are more likely to be more assertive in developing economic development programs than institutions with less than 10,000 undergraduates or research intensive universities (Wake Forest University, 2005). 2005 Symposium Proceedings Book 155
Page 1:
2005 Symposium Proceedings The SRA
Page 7:
Dear Colleagues and Friends, Octobe
Page 10 and 11:
Table of Contents Karen M. Wilson.
Page 13:
Poster Abstracts
Page 16 and 17:
Poster Abstracts Poster Abstract 20
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Poster Abstracts Contributed Poster
Page 34 and 35:
Page 37:
Papers
Page 40 and 41:
Papers The principles of respect fo
Page 42 and 43:
Papers The narrative approach, on t
Page 44 and 45:
Papers References Agre, P., Campbel
Page 46 and 47:
Papers Potts, A., Grace, V., Gavey,
Page 48 and 49:
Papers Introduction Day by day soci
Page 50 and 51:
Papers Brent: Karl has been a great
Page 52 and 53:
Papers Karl: During my time at the
Page 54 and 55:
Papers Work Hard. Another very impo
Page 56 and 57:
Papers External Resource Acquisitio
Page 58 and 59:
Papers Generally speaking, fundrais
Page 60 and 61:
Papers Organizations and websites t
Page 62 and 63:
Papers Public HBCUs and smaller chu
Page 64 and 65:
Papers There are key databases avai
Page 66 and 67:
Papers 2. Basic Institutional Compo
Page 68 and 69:
Papers The Utility of Gender, Race,
Page 70 and 71:
Papers As a three hospital health c
Page 72 and 73:
Papers References Amdur, R., Banker
Page 74 and 75:
Papers • Dramatic Growth in Resea
Page 76 and 77:
Papers • Cross Unit Collaboration
Page 78 and 79:
Papers The Development, Implementat
Page 80 and 81:
Papers Background: IRBs in AMCs hav
Page 82 and 83:
Papers Institutional Quality Improv
Page 84 and 85:
Papers Institutional Audit Findings
Page 86 and 87:
Papers References: Burke, G.S. (200
Page 88 and 89:
Papers Table 1 Total Number of Prot
Page 90 and 91:
Papers Sunday, December 7, 2003. D
Page 92 and 93:
Papers Similarly, the OGE audit ind
Page 94 and 95:
Papers Changes to 5 C.F.R. §5501.1
Page 96 and 97:
Papers * * * However, § 5501.106(c
Page 98 and 99:
Papers 4. Conclusion The NIH Februa
Page 100 and 101:
Papers Within the context of a mana
Page 102 and 103:
Papers As illustrated (Figure 1) th
Page 104 and 105:
Papers Figure 3. Recommendation lev
Page 106 and 107:
Papers References Australian Vice-C
Page 108 and 109:
Papers The Problem and Its Statemen
Page 110 and 111:
Papers ated directly or indirectly
Page 112 and 113:
Papers Table 1: Survey Respondents
Page 114 and 115:
Papers Conclusions With the creatio
Page 116 and 117: Papers APPENDIX 2 I. Research Admin
Page 118 and 119: Papers facing patients being recrui
Page 120 and 121: Papers Even if prospective subjects
Page 122 and 123: Papers sponsors must have some idea
Page 124 and 125: Papers 4) Heuristics: Since the con
Page 126 and 127: Papers Hochhauser, M. Informed Cons
Page 128 and 129: Papers How “readable” are conse
Page 130 and 131: Papers of vowels per word, some on
Page 132 and 133: Papers followed by 39 side effect b
Page 134 and 135: Papers References Chall, J.S. & Dal
Page 136 and 137: Papers Coping involves the effort t
Page 138 and 139: Papers Conclusion Defense mechanism
Page 140 and 141: Papers of Pennsylvania in 2000. In
Page 142 and 143: Papers for board members, reviewing
Page 144 and 145: Papers Focusing on “Development
Page 146 and 147: Papers Figure 1: Total UB Internal
Page 148 and 149: Papers Figure 3: Academic staff vie
Page 150 and 151: Papers Respondents’ evaluations o
Page 152 and 153: Papers 140 2005 Symposium Proceedin
Page 154 and 155: Papers ing proposals, the greater t
Page 156 and 157: Papers Abstract “Best Practices
Page 158 and 159: Papers INSTITUTIONAL ERA PLANNING A
Page 160 and 161: Papers process than an end product;
Page 162 and 163: Papers realization of the benefits
Page 164 and 165: Papers State and private institutio
Page 168 and 169: Papers Typically, all interactions
Page 170 and 171: Papers Figure 2 There are nine pers
Page 172 and 173: Papers Questions that can be discus
Page 174 and 175: Papers Using the innovation success
Page 176 and 177: Papers students in non-science subj
Page 178 and 179: Papers For example, to address inno
Page 180 and 181: Papers The second is the Botswana T
Page 182 and 183: Papers manpower is not trained, and
Page 184 and 185: Papers European and Federal Funding
Page 186 and 187: Papers As the majority of US Univer
Page 188 and 189: Papers Integrated Project Duration
Page 190 and 191: Papers up to these terms (called
Page 192 and 193: Papers Collective responsibility -
Page 194 and 195: Papers • Revised implementation p
Page 196 and 197: Papers Conclusion SRA is an interna
Page 198 and 199: Papers Virgin Territory: The Role o
Page 200 and 201: Papers and in which disciplines. Th
Page 202 and 203: Papers a historically black univers
Page 204 and 205: Papers Benefits of Working with Jun
Page 206 and 207: Papers Human Subjects Research and
Page 208 and 209: Papers observational and could do v
Page 210 and 211: Papers ted on patients at l’Hopit
Page 212 and 213: Papers The pastor of the Bergen hos
Page 214 and 215: Papers it was at any rate an imposs
Page 216 and 217:
Papers The Environmental Protection
Page 218 and 219:
Papers of the restriction on the he
Page 220 and 221:
Papers Mentoring and Motivating: Br
Page 222 and 223:
Papers more importantly, individual
Page 224 and 225:
Papers with little or no cash outla
Page 226 and 227:
Papers better outcomes for areas th
Page 228 and 229:
Papers attention of the research of
Page 230 and 231:
Papers discussion of each prepropos
Page 232 and 233:
Papers Appendix A Sample Feedback N
Page 234 and 235:
Papers Introduction Certification p
Page 236 and 237:
Papers The list of certified resear
Page 238 and 239:
Papers Research Question 2 What is
Page 240 and 241:
Papers 8. Twenty-nine percent (29%)
Page 242 and 243:
Papers individuals outside their or
Page 244 and 245:
Papers References Bratton, B. & Hil
Page 246 and 247:
Papers Never let your sense of mora
Page 248 and 249:
Papers Lakoff (2002) describes inte
Page 250 and 251:
Papers place blame at the feet of i
Page 252 and 253:
Papers Lower, G. (2005, June 27). W
Page 254 and 255:
Papers Institute of Ecosystem Studi
Page 256 and 257:
Papers • Collaborative research p
Page 258 and 259:
Papers How Administrators Can Help
Page 260 and 261:
Papers How to Develop a Centralized
Page 262 and 263:
Papers The current trend of selecti
Page 264 and 265:
Papers References Kaiser Daily Heal
Page 266 and 267:
Papers 254 2005 Symposium Proceedin
Page 268 and 269:
Papers 256 2005 Symposium Proceedin
Page 270 and 271:
Papers Evaluation of Strategies for
Page 272 and 273:
Papers on research activity; manage
Page 274 and 275:
Papers 4. Introduction of encourage
Page 276 and 277:
Papers Table 1 Research Attitudes -
Page 278 and 279:
Papers Constraints When staff were
Page 280 and 281:
Papers Houston, D. & Studman, C.J.,
Page 282 and 283:
Papers to look at the technologies
Page 284 and 285:
Papers areas of responsibilities. T
Page 287:
Symposium Future Proposals
Page 290 and 291:
Symposium Future Proposals Symposiu
Page 292 and 293:
Symposium Future Proposals Symposiu
show all

The SRA Symposium - College of Medicine

Create successful ePaper yourself

Delete template?

Save as template?