Course unit details:
Grant Application Writing
| Unit code | BIOL68942 |
|---|---|
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master's degree or fourth year of an integrated master's degree |
| Teaching period(s) | Semester 1 |
| Available as a free choice unit? | No |
Overview
Grants will most likely be based on ideas for further work from Research Projects 1 and/or 2, and involve at least one technology learned from the Technologies Workshops Unit. Each PI will present their grant idea to, and receive feedback from, their peer group before the grants are finally submitted. Before submission, the class will peer-review (anonymously) previous year’s proposals to understand the structure and the principles of grant application writing. Students will be encouraged to research both the relevant literature and the combined knowledge and experience of the research groups within which they have conducted projects to put together a realistic grant proposal.
Aims
The grant writing unit is intended to provide students with first-hand experience of the grant writing process, from the initial idea to the submission and peer review of the proposal. The course will cover several aspects including: Why write grants? What are the key elements of a well written grant? What issues should you consider when applying for a grant? Generating hypotheses and aims, putting together a research plan, information required etc.
This unit will introduce students to the critical reading and writing skills required to author and assess research grants. The exercise will largely reflect the scientific interests and procedures adopted by the Medical Research Council.
Guidance will be given on how to critically read research grants and determine whether the experiments presented within a research grant address: the proposed hypothesis; are appropriately designed with suitable controls; and support the stated conclusions.
Students will learn how to critically read and review grant applications to determine: whether the stated hypothesis is timely and interesting; and whether the proposed experiments will address the stated hypothesis and are not overly reliant on each other.
Students will be expected to draw up a (2000 word) grant application based upon their research project 2. This unit aims to introduce students to the critical reading and writing skills required to assess and author research papers and grant applications.
Teaching and learning methods
Workshops addressing funders, funder rules, project design and costing, how to write a good application, peer review. Presentation of grant applications to peer group for feedback. Preparation and submission of a mini grant application. Peer review of others’ grants. Funding committee workshop.
Knowledge and understanding
- Integrate and apply knowledge to synthesise new theories on mechanistic basis of disease
- Be aware of the practical issues and problems associated with conducting high quality research, including ethical issues
- Acquire an understanding of the theory and practise of research methods and scientific techniques basic to the discipline
- Work individually and collaboratively to identify appropriate methodology during experimental planning, interpret and present scientific data, interrogate relevant scientific literature and develop research plans
- Recognise potential methodological failings and strategize accordingly
- Understand scientific methodology together with the philosophical contexts within which research is conducted in science and medicine
- Communicate effectively through writing, oral presentations and IT to facilitate further study or employment in molecular, cellular and physiological science
- Exercise theoretical and practical knowledge required for employment in a variety of biomedical environments
- Write and defend research reports, which appraise the results of laboratory based scientific study
Intellectual skills
- Critically analyse, evaluate, interpret and understand the significance of research findings and the biomedical areas that underpin the discipline
- Analyse, interpret, objectively evaluate and prioritise scientific literature, recognising its limitations and questioning preconceived ideas
- Recognise, define, formulate and prioritise research questions that are pertinent to the discipline
- Understand and be able to critically appreciate methodology, including the appropriate selection of quantitative or qualitative methods
- Recognise the importance of rigour in collecting, analysing and interpreting data
- Exhibit creativity and resourcefulness in professional learning, scientific endeavour and research formulations
Practical skills
- Design and carry out research projects using appropriate methodologies to address specific research questions
- Recognise the importance of justifying expenditure (cost and time) during experimental planning
- Present information clearly in written, electronic and oral forms, and communicate ideas and arguments effectively
- Retrieve, manage and manipulate information by all means, including electronically
- Exercise the practical competence required for employment in a variety of biomedical environments
Transferable skills and personal qualities
- Effectively manage time resources and set priorities
- Monitor and realistically evaluate own performance and personal capability
- Be aware of career opportunities and if appropriate, plan a career path in academic or clinical research
- Make oral and written presentations to specialists and non-specialists
- Demonstrate a capacity for self-directed, independent learning and adopt the principles of critical reflection and evaluation
- Understand and comply with the requirements of research governance
- Recognise the views of others and work constructively with them in a multidisciplinary context
Assessment methods
| Method | Weight |
|---|---|
| Other | 15% |
| Written assignment (inc essay) | 80% |
| Oral assessment/presentation | 5% |
10 minute oral presentation (grant club overview of proposal prior to submission) 5%
Written mini grant application -2000 words 80%
Peer review comments -1000 words (500 words on each of 2 projects based on projects for previous cohorts) 15%
Feedback methods
Marks will be provided online within 3/4 weeks of assessment deadline
Recommended reading
Lisa Barker, Rohini R. Rattihalli and David Field (2016) How to write a good research grant proposal Paediatrics and Child Health Volume 26, Pages 105-109 https://doi.org/10.1016/j.paed.2015.09.004
https://www.mrc.ac.uk/funding/guidance-for-applicants/
Study hours
| Scheduled activity hours | |
|---|---|
| Practical classes & workshops | 15 |
| Independent study hours | |
|---|---|
| Independent study | 135 |
Teaching staff
| Staff member | Role |
|---|---|
| Sara Gago | Unit coordinator |