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CER Workshop, 10/27/10

Research Proposal Writing in theResearch Proposal Writing in the Humanities and Social Sciences

Justin Pearlman, Ph.D.Assistant Vice Provost for Research 

Advancement

In‐class assignmentg

Prepare a project summary:Prepare a project summary:

What is the motivating question/hypothesis/subject?What is the motivating question/hypothesis/subject?

How will you answer or shed light on that question?How will you answer or shed light on that question?

What is the significance or impact of this project?g p p j

No more than one sentence for each question

Workshop agendap g

Approaching the proposal: Finding a voicepp g p p g

Proposal components: Key elementsp p y

Getting feedback, revising proposalg , g p p

Review Panels:  How they worky

Finding funding sourcesg g

Proposal writing: key takeawayp g y y

Proposal writing is a skill; practice leads to gains inProposal writing is a skill;  practice leads to gains in proficiency

A proposal is related to, but is not the same, as the project or the ideas that motivate itproject or the ideas that motivate it

Award/Rejection: Based on an evaluation of theAward/Rejection: Based on an evaluation of the proposal, not the idea or the applicant

Funder response: Always an opportunity

Therefore, rejection is an opportunity to:improve proposal textimprove proposal text, revise research design or project design,incorporate feedback, and:incorporate feedback, and:

Re‐Apply.e pp y

Approaching the proposal: Finding a voice

Who are you writing for?y g f

Reader is colleague from different (but related) g ( )field who is very interested in learning more about your work, and is curious about your project

Wants you to succeed

But, is busy and has a heavy review burden

Finding a voiceg

Keep them engaged, don’t let them tune outKeep them engaged, don t let them tune out

Make their job easyMake their job easyclear writinglogical organization and narrative flowlogical organization and narrative flowkey points up front, not buriedbig picture not small or inessential detailbig picture, not small or inessential detailgeneral significance, not narrow debatestone: positive, collegial, confident but not immodesttone: positive, collegial, confident but not immodest 

Proposal missionp

Proposals must persuade reviewers on threeProposals must persuade reviewers on three points:

Significance

Approach/Research designApproach/Research design

Feasibility

Significanceg

Why does this matter to others?Why does this matter to others?

What will we know from this project that we don’t know already?know already?

How will the results of your project shape scholarly debates?debates?

What new lens/light will it shine on subject?

What is the value‐added of your project?What is the value‐added of your project?  

Approachpp

What is the research design for this project?What is the research design for this project?

Is that approach likely to provide valid, useful, insightful answers to the project’s key questions?insightful answers to the project s key questions?

Why is this approach chosen and not others?

Feasibilityy

Is this project likely to be completed in a timelyIs this project likely to be completed in a timely and successful fashion?

Is there a well‐defined, concrete plan of activities?Is there a well defined, concrete plan of activities?

Are the plan’s components doable within the grant  time frame?time frame?

Is there access to necessary resources?

Does the applicant have necessary skills andDoes the applicant have necessary skills and experience?

Putting this all together in a proposal narrativePutting this all together in a proposal narrative . . . 

Narrative:  Intro/Context/

Illustrate project’s significancep j gState motivating question and its relevance,Give data to highlight scope of topic, and/orOffer story/vignette/headline to engage reader

D fi l i hi f j / iDefine relationship of project to current/previous approaches to topic; to scholarly conversation or public concernsNot lit review, but big pictureHighlight what is novel and innovative in the project

Narrative: Research designg

How will questions be examined, or hypothesesHow will questions be examined, or hypotheses tested?

What are the cases, texts, data, subjects?What are the cases, texts, data, subjects?  

How are alternate explanations addressed?

What is plan B?What is plan B?

Results should not be preordained.

Narrative: Plan of activities

Timeline and activity planTimeline and activity plan

Be concrete and specific

Going to archives? Say when and for how longGoing to archives?  Say when, and for how long.

Acquiring and analyzing data?  Explain how.

I t i i bj t ? ID t l dInterviewing subjects?  ID protocol and recruitment.

W ki ith ll b t ? E l i hWorking with collaborators?  Explain how.

When are you going to write/create?

Narrative: Plan of activities

OutcomesOutcomes

Describe scholarly products that will resultDescribe scholarly products that will result.

Oth i t ( i d ti itOther impacts (service, education, community, shared tools/resources, etc.)

In‐class exercise

Sample abstract for NEH proposal :

Discuss structure and prose

(courtesy of UC‐Santa Barbara)

Highlight previous workg g p

What have you already done to prepare for thisWhat have you already done to prepare for this project?

Pilot studies, preliminary research

Previous experience with archives data subjectsPrevious experience with archives, data, subjects

Previous experience with tools/resources

P i t di bli h d k t iPrevious studies or published work on topic

Applicant’s credibilitypp y

Why should you be funded for this project?y y p j

Expertise, skills, experiencep , , pAccess to unique materials/data/subjectsScholarly networks/communitiesy /Access to institutional resourcesRelevant awards, grants, honors, g ,Impact of grant on professional developmentOverall productivity of applicantp y pp

Project and career progressionj p g

Explain how project relates not only to previous work, p p j y p ,but to future research program as well

How does project fit into long‐term career development?What subsequent projects are likely to grow out ofWhat subsequent projects are likely to grow out of grant?   What questions will researcher be in a position to study?Have a book contract or an exhibition lined up?Overall, what is payoff of project after grant ends?

Now that you’ve prepared a draft of the proposal . . . 

Getting feedbackg

Mentors, at USC and elsewhereMentors, at USC and elsewhere

Peers within department/center

Colleagues from different departmentsColleagues from different departments

Colleagues who have experience with funder

S h l d USC h ffiSchool and USC research offices

Grantmaker program officers

Revise and Submit

Use limited space (page limit) wiselyUse limited space (page limit) wisely

Revise: Highlight key components

Revise: Eliminate peripheral detailsRevise: Eliminate peripheral details

Revise: Streamline for clarity

H dl b ti i t lHandle bureaucratic requirements early

Submit proposal in advance of deadline

Finding funding sourcesg g

Databases:  Community of Science ( cos.com )y ( )Colleagues:  Mentors, peersCurrent and recent publications/projectsp /p jResearch offices:  School:  research dean; advancement officeUSC:  Office of Research; DC Research Advancement; USC Advancement

www.usc.edu/research/

Justin Pearlman

pearlman@usc.edu

www.usc.edu/research/