Share on:

Write Winning Grant Proposals

  • Date and time: Friday, Nov. 13, 2015, 8 a.m. to 5 p.m. Central time
  • Registration deadline: Friday, Oct. 30, 2015
  • Registration fee: $275 ($300 after Oct. 30, 2015)
  • To register: Registration form coming soon
Campus Time Location
Rochester, Minn. 8 a.m. to 5 p.m. Siebens Building, Leighton Auditorium (live)
Jacksonville, Fla. 9 a.m. to 6 p.m. TBD (broadcasted)
Scottsdale, Ariz. 7 a.m. to 4 p.m. TBD (broadcasted)

The Center for Clinical and Translational Science (CCaTS) Education Resources is offering a one-day seminar titled "Write Winning Grant Proposals," which will be held at Mayo Clinic in Rochester, Minn., and available via videoconference at Mayo Clinic's campuses in Arizona and Florida.

The presenter will be David C. Morrison, Ph.D., one of the co-founders of Grant Writers' Seminars and Workshops. Dr. Morrison currently holds an academic position as emeritus professor of immunology at the University of Missouri-Kansas City School of Medicine. As a principal investigator, he was continuously funded for more than 30 years by the National Institutes of Health (NIH), including multiple R01 awards and a 10-year MERIT award, as well as received support from foundations and industry. He also received the first-ever Faculty Service Award from Mayo Clinic CCaTS.

This widely acclaimed seminar comprehensively addresses both practical and conceptual aspects that are important to the proposal-writing process. It is designed for faculty members and administrative staff who have had some exposure to writing grant applications.

The seminar has been designed specifically to emphasize issues that are directly relevant to applications submitted to the NIH, which is the funding agency of most interest to the attendees. Emphasis is given to such topics as idea development, determination of the funding priorities of the funding agency, how to write for reviewers, and tips and strategies that are of proven value in presenting an applicant's case to reviewers.

Participants are taught to think about and then write the proposal using a linear progression of logic that leads reviewers through their applications. It is stressed that applicants are writing for two different audiences — the assigned reviewers, who read the application in its entirety, and non-assigned reviewers, who may read little or none of the proposal before the meeting of the study section. Strategies designed to help the applicant to merit a fundable priority score are provided.

  • March 19, 2015
  • ART782805